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Can one person be assigned to calls and follow up for one grade level band?

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Can one person be assigned to calls and follow up for one grade level band?

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What I am seeing and hearing is that we are a building that is inducing trauma. Students who come from homes with domestic violence are seeing violence at school. Students who just want to learn are unable to. PTSD is real in both students and staff. Some support staff are doing everything they can and then feel bad when they can't do more. Staff are becoming numb because there are more problems than solutions. We don't need words at this point, we need actions that are sustainable and benefit all. There is a real need for counseling for staff too with all that goes on.

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If this is the message we are sending, shouldn't staff model this?

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Some students who ride the yellow bus are NOT sped students. Should sped students be waiting to be called for daycare and busses in the gym too? This gets confusing when families see students coming out but no other students being called out yet.

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Can we offer a healthy snack option to every class?

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Can we offer a healthy snack option to every class?

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If Jefferson is our closest demographic match, and they can offer a healthy snack option every day for students, could we reach out to them and find out how they do this? This would support lots of hungry kids during snack, encourage them to eat healthy & try new things without cutting into personal expenses.

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Is there a person at the district level  who can help us write grants for food, additional staff and other needs we ide3ntify.

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Is there a person at the district level  who can help us write grants for food, additional staff and other needs we ide3ntify.

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What are the expectations for teachers who walk through the hallway to pick up their kids (like ESL teachers) when they see students who are out in the hallway who aren't supposed to be there? If I ask them to go back to class, they WILL (and have) told me no. So now what? Do I ignore every time and trust that they are supposed to be there? Or do I get into the power struggle? If I get into the power struggle, what do I do when they tell me no? And, if I focus on this, I'm taking lots of time away from my own students. I think we all need to be on the same page about what happens in these situations.

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We need better food for lunches and breakfast. Our kids need nutrition.

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We need better food for lunches and breakfast. Our kids need nutrition.

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Can we please have ESPs at our staff meetings? Sometimes they get mixed messages about what is discussed at meetings and do not hear it from the source. Then it would definitely be inconsistent communication. Especially Douglas and Ms. Jennie since they are with behaviors during the day. Or move staff meetings to before school or when ESPs are here?

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If no parent  or contact answers the phone  and student needs to go home call social services.  Southport does this.

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If no parent  or contact answers the phone  and student needs to go home call social services.  Southport does this.

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in the beginning of the year several case managers wanted to have a meeting to discuss how PBIS works with both gen ed students and students with IEP's from most of our understandings they are gen ed students first. I think we all agree that we shouldn't punish a child for their disability, but what are we going to do to ensure that the students who have IEP's are being given the appropriate responses/ Natural consequences.. Like HOW MANY MAJORS is one student allowed to have in one day? because I know several teachers have put in 10+ almost everyday. At some point there has to be a consequence for hurting another child or staff member. We cannot just send the child back and expect them to be able to  be regulated in 5 minutes. 

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in the beginning of the year several case managers wanted to have a meeting to discuss how PBIS works with both gen ed students and students with IEP's from most of our understandings they are gen ed students first. I think we all agree that we shouldn't punish a child for their disability, but what are we going to do to ensure that the students who have IEP's are being given the appropriate responses/ Natural consequences.. Like HOW MANY MAJORS is one student allowed to have in one day? because I know several teachers have put in 10+ almost everyday. At some point there has to be a consequence for hurting another child or staff member. We cannot just send the child back and expect them to be able to  be regulated in 5 minutes. 

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conflict resolutions beside physical fighting

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Students with trauma thrive with consistency, discipline and structure.

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we can get to this once we are all safe

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If a student is in the classroom for a matter of minutes throughout the day should this not be considered a truancy?

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Staff who are outside during recess should do their best to spread out and supervise students and not stand in a group and talk.

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Staff who are outside during recess should do their best to spread out and supervise students and not stand in a group and talk.

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We've been told IEP meetings need to be held after school, and in some manageable cases before school. Is there a way to get paid for all our extra time spent at school?

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Should we go back to lunch in the classrooms?

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How are these handled? When do we (teachers) call home to ask where their students are if they are absent? Who calls home? What if students are missing more than two days in a row? Who calls? Who lets the teacher know?

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Guardians calling in their children absent becuase of other students in my classroom who harrass and bully.

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Green eggs are not being handed out consistently. Could we do something else?

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If kids are coming in so late and breakfast doesn't get done until 9:10/9:15, when will academics start? Can we move community circle to later in the day?

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We are concerned that too many snacks are an option for changing behavior.

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We have other volunteers. Can we get a parent support group going to help keep kids in their class, reduce extreme behaviors, and increase community collaboration?

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What are ESPs' expectations on Fridays?
Are all of the above required to be trained in PBIS and RJ? It would be beneficial so everyone is on the same page.

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Can we have students stay out of the classroom after they have hit a student or teacher until they are fully regulated? I have seen that when they come back to class after a few minutes support will be called again within 5 to 10 minutes because they will hit again or encourage other students to start following the behavior they are doing.

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If a student is running the halls all day, please find them a peaceful place outside of the special.

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Teachers are not getting their full 30 minute duty free lunch. By the time students get dropped off, and the extra time needed to come pick them up it grows closer to 20 minutes or sometimes less

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Could we talk about having staff assigned to particular areas (hallways, grade levels, floors?) I know there are pros and cons to that but consistency would help support staff build relationships with students in each area AND help teachers communicate with support staff who are addressing issues at their grade level.

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Focus on a few specific things and achieve implementation.  Not so many things at one time.

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Focus on a few specific things and achieve implementation.  Not so many things at one time.

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There are a lot of things going on in the school. I understand. Where is the support and positivity for teachers who are doing okay? Are teachers who are struggling being checked on and being told what they are doing well and what they could work on? Teachers are leaving school feeling tired, burnt out, and defeated. It is hard to focus on what you are doing right when no one seems to be observing and helping them see what is good and what needs work. The focus is the kids but educators need to be seen as well.

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Why are we allowing students to hit teachers with zero consequences? 

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Why are we allowing students to hit teachers with zero consequences? 

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Students are not be marked until arriving after 9:10. This is cutting into my academic minutes and I'm unable to start my day with community circle because so many students are sitting out to eat.

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Students that have hit other students, adults, or have destroyed things should not be going back to class. Especially not with candy, or with treats.

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Why are we believing student's word over teacher's word when a situation occurs? 

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Why are we believing student's word over teacher's word when a situation occurs? 

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Sometimes feel like the leaders in our building are not on the same page about things like discipline (consequences) and curriculum.

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Some classroom teachers do not feel supported either with behavioral issues or with academic concerns. What should staff members do when/if they don't feel supported? What if they have asked multiple times

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It is not legally, nor morally acceptable, to ask a teacher to call a parent ask them to pick them up due to behavior. It is not positive for our parent-teacher relationships and no part of our job description.

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If there is a physical fight within an hour of the time the specials start, please keep them in a place that creates peace for them.

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Students need to have something to rise to and understand why.  Expectations and boundaries are not clear and consistent.  For example, what is integrity and how does a student show integrity? Then we focus on catching students demonstrating integrity...doing the right thing when no one is watching.  

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Students need to have something to rise to and understand why.  Expectations and boundaries are not clear and consistent.  For example, what is integrity and how does a student show integrity? Then we focus on catching students demonstrating integrity...doing the right thing when no one is watching.  

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Can we switch lunch and recess times? If not, can we shorten students lunch times to 20 minutes and have staff who is monitoring lunch take them outside and have classroom teachers meet us outside?

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Can ESP's support one grade level and not 3-5 please?

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Can ESP's support one grade level and not 3-5 please?

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Kids are just being sent back to the classroom with no explanation and sometimes with candy. Some behaviors involve hurting other kids. What is the process of bringing them back to the room calm and working with the teacher?

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Is is possible to have a support staff in each hallway to help with the calls? Then they could pop into each room and help support when needed and they would be there all day?

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Can we get a reminder as staff about what the expectations are for each area so that we are all on the same page? And then what happens when someone isn't following the rules and is telling adults "no?" The flowchart has not been as effective in these types of situations. I understand that we're trying to keep things positive, but this is allowing students to try and run the show and get away with a lot of behaviors. This escalates others and makes children feel unsafe.

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Lunch people and staff have different ideas of how to handle behaviors and have different expectations. This causes chaos and inconsistency. Can we train the lunch staff on what our expectations are?

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Possibility: the last half of lunch time, let them walk the perimeter of the of the lunch room. If they run, they must sit out for 5 minutes. Five minutes before lunch is over, they either sit at the table and wait to be called into their line....or they line up and sit in their line waiting for the lunch time to be over.

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The behaviors are out of control and I think they are exacerbated by the responses (or lack thereof). There lacks consistency and equity. It is not trauma sensitive to be inconsistent with natural consequences. Students (regardless or trauma or Sped. status) need to be held to high standards for behaviors in order to give them the tools they need to be successful when they leave us. An IEP status is not a free pass to misbehave. When they are unsafe they should not be with their peers. There needs to be something that resembles an ISS room and teacher and if that is not possible then they need to go home. It should not be up to the educators to balance the safety of the entire class with everything else we are trying to accomplish in the day. If students are unable to associate undesired behaviors with consequences they have no motivation to discontinue them. Chilling with another teacher (change of face) doing puzzles or getting snacks to "reregulate" should not be the standard. Teachers should be given the benefit of the doubt that students have access to all the love they need in their classroom.

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It feels like if the problem doesn't spill out into the hallway, no one comes to support because it appears that it is under control. 

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It feels like if the problem doesn't spill out into the hallway, no one comes to support because it appears that it is under control. 

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If our focus is supposed to be what is best for our kids, then we need to look at all our students. So many are seeing and hearing negative and sometimes dangerous behaviors. We cannot keep trying to put a bandaid on it or keep trying to put out fires. We need a clear and consistent plan.

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Is there a way to have more people trained in SEL expectations/2nd Step so we can use the same language? How does RJ fit with 2nd Step?

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Daycares staying in classrooms until their bus is here so there is less fighting and running around?

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Sometimes names are being called really early and sometimes they get called on time.

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IEP minutes need to be followed. Either we need to rearrange support or more staff needs to be added.

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Can we choose another option?

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Clarify...what things we call for, ignore, handle ourselves

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Daycare be on a different radio frequency to reduce radio traffic?

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Daycare be on a different radio frequency to reduce radio traffic?

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Are there students in the hall can we choose to just ignore and not chase so they know the only place to get attention is the room?

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Does each table need them?

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Kudos to the lunch staff. They are doing the best they can!

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Can we have students line up by class and grade rather than just grade. I have seen DL enter the school using this method and it seems to work really well.

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Staff should know that if they are injured at work for any reason, including by students, that they need to fill out an accident report.

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Swings, a PRE-K play area, more for kids to do?

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When students return from support staff breaks or buddy room or even office there is no follow up and sometimes no explanation of why they were pulled

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Having ESPs be proactive: push in with groups, sit by students, sit by instruction, help with work to be preventative instead of only being reactive.

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Are new radios arriving anytime soon? Some of us are still without them

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Using food as a positive reinforcement just like the candy, they have to do something positive to receive it.

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I feel like behaviors are escalating because our students see the lack of consequences. 

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I feel like behaviors are escalating because our students see the lack of consequences. 

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Staff are receiving mixed messages about things like academic rigor, grade level instruction vs. differentiation, how to meet our kid's needs.

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Can we stop calling the case managers to attend to their caseload when they are on prep or lunch? 

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Can we stop calling the case managers to attend to their caseload when they are on prep or lunch? 

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We get are told to change what we are doing all the time.

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What should this time be used for? Does it differ depending on what my students need? When does 3-5 do word study?

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There is too much and the reading and planning takes too much of our time that should be spent with family after school and on the weekends. We need time to decompress after our long days.

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Is there anyway to relocate the EBD rooms out of the Kinder hallway? The kindergarteners are watching what happens in the hallway and getting negative ideas about what is allowed in school.

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Teachers are also feeling unsafe in the classrooms...

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Calling multiple people or the office multiple times and no one ever coming to help or follow up

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Having Max and Riley be able attend to their groups on their case load so they can push in and pull out and be preventative

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Other problems are arising because they see other students getting away with things.

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Other problems are arising because they see other students getting away with things.

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Before modeling PBIS Procedures and Practices we teach students how to listen. For example,

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Before modeling PBIS Procedures and Practices we teach students how to listen. For example,

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track the speaker, or eyes are watching and ears are listening.

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We were all given a new schedule last week of a new table set up and yet, it is not set up that way and the kids (and teachers) are confused

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We were all given a new schedule last week of a new table set up and yet, it is not set up that way and the kids (and teachers) are confused

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There is candy being given to kids when they come back to class when they have been removed from the class for behavior and/or ISS.

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It would really like a designated area for just PreK. We typically play on cement near exit gate along with the slab of grass over there. It would be really nice if the older children wanted to play with footballs or other balls they could go into the large opening of grass. Just a thought.

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It would really like a designated area for just PreK. We typically play on cement near exit gate along with the slab of grass over there. It would be really nice if the older children wanted to play with footballs or other balls they could go into the large opening of grass. Just a thought.

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Inconsistent, constantly changing with no explanations as to why.

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Can we get the breakfast bins back for the classroom where breakfast is delivered to the classroom? We are mixing coherts and it takes forever to get kids to the classroom.

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Can we be creative about monitoring students outside before arrival (8:20-8:40)? Students are coming in citing conversations and altercations outside.

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Problem: Are the table assignments switching? Are there assigned seats? What are the actual rules of the lunch room? All of these things are causing some chaos in the lunchroom when the kids don't know what the routine is. This causes a lot of stress for the adults that are working there, too.

Solution: I think we all need to be on the same page about all of the above, especially in regard to rules and procedures on the staff end. And these need to be the same across lunches, no matter the grade level.

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when to use the radio and not use the radio the correct way so we are not over talking each other as well as staying off unless it is needed for a students name./ initial 

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when to use the radio and not use the radio the correct way so we are not over talking each other as well as staying off unless it is needed for a students name./ initial 

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Building is UNSAFE.  Children and staff are being assaulted daily.  We can't feel safe in the classroom, going to the bathroom, lunch, specials, no where is safe.

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Building is UNSAFE.  Children and staff are being assaulted daily.  We can't feel safe in the classroom, going to the bathroom, lunch, specials, no where is safe.

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Where do we get timesheets and when do we fill them out?

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What are they and how do teachers get support? Some teachers call and call and get no response.