# data[].attributes.body
We as teachers need to identify the "why" the behavior is occurring.

We need to build an understanding and knowledge of our students.

Classroom Community must be established.

Multi-disciplinary team approach. Tiered interventions supporting the classroom and building.

# data[].attributes.body
Team Approach (Engage Parent, Student, and Staff)

Culturally Responsive;

Developmentally Appropriate;

Clear, Defined and Consistent

Sustainable

# data[].attributes.body
Maintain a safe, caring, culturally responsive school community. (school-wide, in classrooms, on athletic teams, clubs, etc.) Goal is for all to act with integrity.

"Solution focused compassionate accountability" for ALL.

Non-Negotiables

Common language

Clearly defined behavioral expectations

Tiered system of behavioral supports

Collaborative Approach

# data[].attributes.body
1. How can we streamline SEL with possibly a consistent SEL curriculum? This will get at the instructional piece that we truly need.

2. Ensuring we provide students a "fresh start"

3. MTSS and tiered interventions - need some support and consistency

4. Opportunities for our staff with expertise (BCBA, counselors, social workers, psychs, Lakeside) lead professional learning for staff.

# data[].attributes.body
1. Accountability

2. Follow up (multiple times in the future)

3. Understanding the whole child through conversation with colleagues, specifically team members and counselor, as well family. Be mindful that there are cultural differences.

4. Treat each situation as the unique circumstance it is.

5. Review data regularly and be transparent with those impacted to the greatest extent permissible.

# data[].attributes.body
1. Lab strategy to restorative practices and starting small then going big

2. Sustained training over time and have a long term plan and vision.

3. Barrier = families - need to educate them as well

# data[].attributes.body
Parent and Community buy-in and support

Culture shift

Time for implementation

Systems

Impact of Society

# data[].attributes.body
1. A barrier may be the staff, community perception that we are being "soft" with handling discipline issues. We want to ensure that students AND staff feel safe.

2. Families may feel confused with this type of discipline. We have been conditioned (in general) that when you do something "wrong" there is some sort of negative consequence associated.

3. As a team, we are hopeful to learn of MANY tools that we can use to support student discipline in a restorative way.

4. Teachers should be involved (ex. having access to modules students may complete, understanding what processes are being followed).

# data[].attributes.body
How do we clear up misconceptions about what restorative practices are - how to get to restorative justice.

What does a restorative intervention look like? What supports do we put into place for teachers who are new and/or uncomfortable with this work?

TIME

Make the connection with responsive practices

ownership issues...

"Every behavior is a message."

"Hurt people hurt people." - How do we become more trauma-informed educators?

How do we make using restorative practices not only a SCHOOL but a SYSTEM/DISTRICT expectation/priority?

# data[].attributes.body
*Building a consesus regarding behavioral expectations

*Communication loop that involves the parties in need of restore

*Community education and buy-in for restorative practices, transparency

*Logistics of restoration (e.g. class coverage to work with student)

# data[].attributes.body
*Develop and implement school-wide, culturally responsive discipline policies and practices

*Regularly engage with key stakeholders such as families, teachers, and other staff

*Clearly defined behavioral expectations that are taught and consistently reinforced

* A tiered system of behavioral support to meet each student's needs

*Communication around students with special education

# data[].attributes.body
Time:

Are we rewarding unexpected behaviors? example: Student see the counselor after low level behaviors.

Teachers might think that student may believe that having a conversation is the only consequence regardless of the level of behavior.

We need to be clear about what restorative practices and justice are.

How do these practice work with gross behaviors/outside the norm behaviors?

# data[].attributes.body
Notice: Males are more often disciplined for conduct and violence

Wonder: How discipline is coded: difference between conduct vs. violence

# data[].attributes.body
Responsive approaches are pro-active to avoid. Restorative practices are more of a reactive approach once something happens.

# data[].attributes.body
Opportunity?

provided options to respond to infractions

language and expectations clear

staff development and training

re entry conference requiring parent participation

"Hang Ups?"

similar responses to infractions

community service- what looks like and possible barriers

time and implementation

# data[].attributes.body
Should we break down responsive and restorative approaches to discipline for infractions?

# data[].attributes.body
In this document, it doesn't specifically state anything about behaviors that impede or interfere with the operation of school. GVSD does mention this. For example, social media can be an issue that takes place at home, over the weekend, etc. If it impacts the functionality of the school, it becomes a school problem (which I agree it should). This policy doesn't seem to mention that.

Classroom/School Disturbance section outlines what disrespect, defiance is in class.

Mentions appropriate "conduct" but doesn't necessarily define what "conduct" is. Is it the way you look at someone, words used, volume/tone of voice?

# data[].attributes.body
The GVSD document is formatted in a way that is challenging and confusing to read in general.

The levels of discipline are confusing. For example, fighting and cutting class are listed under level 2. Fighting is also listed in level 3. In reflection, a class cut and fighting seem to be very different types of infractions.

It may be helpful to include in the policy what the code will be on the students' permanent records in the LMS. In addition, it would be helpful for there to be transparency in what codes are being used and when they should be used.

Currently, we use the coding with an "R" for racial incidents. Is there a way to code in a similar way for someone who targets other groups, ex. trans population.

Regarding weapons...we currently have verbiage about look-alikes, which I think is important. However, I think it is important to make mention that if something is used as a weapon (ex. a pencil, stapler, plastic knife from lunch) even if it isn't classified as a weapon.

The language from social media should be expanded upon.

# data[].attributes.body
Opportunity?

provide examples socially acceptable behavior

Wordy- length- clear, concise

user friendly option

Reclassify: Elementary classified as k-5; Middle 6-8 and secondary . . .Needs to fit current model.

equity, inclusion evident throughout policy

Strength?

numerous examples are identified with levels

provides graduated disciplines systems with instructional alternatives to exclusion

interventions options provided

procedures/interventions options are outlined

# data[].attributes.body
It is written with consequences, but doesn't state the expectations.

# data[].attributes.body
Having a designated place to document restorative practices that are not suspensions.

# data[].attributes.body
Maybe use a chart format instead of just words.

# data[].attributes.body
1. Wondering why corporal punishment is listed on first page and defined but no other word is defined. This is removed from the corporal punishment section. Perhaps adding CPI trained staff?

2. PBIS is mentioned but is this something we are doing as a district?

3. Consider developmental appropriateness even within a level (ie. Kindergarten is way different than 4th grade) - could reference Yardsticks

4. Appreciate the wide ranges of "intervention options."

5. page numbers please!

6. staff member directions on how to handle.

7. Should we include responsive approaches and restorative practices

# data[].attributes.body
Need to share and remind/provide PD on developmental expectations (preventative)

# data[].attributes.body
Missing:

Swarthmore has a purpose, GVSD could include that - addresses equitable administration, student conduct and academic outcomes, what we expect of them.

Addressing hate speech

Some clear consequences for more serious issues (drug, violence, etc.)

Opportunities:

Include the idea of "if you put yourself, your peers, or the school community in danger"

Create a purpose that sets the expectations of behavior as a district

Clarify and make more clear what some of the infractions mean

Language needs to be updated - "conform," "disrupt," "handled by individual staff members"

Creating a policy similar to Swarthmore with a more clear tiered system.

We need to have a clear understanding of defiance, disruption, disrespect so that the discipline policy is more clear for all.

# data[].attributes.body
Seems more punishment centered.

Needs more responsive language. The offense should take inti account other considerations, age, prior disciplinary record, special circumstances.

Intervention options are appreciated.

Wondering if Elem should be divided more based on age appropriateness.

# data[].attributes.body
Wondering what should or needs to be documented.

Should restorative conversations be included in a student record?