001welcome USD 264 staff stakeholders uh parents teachers and anyone uh watching this YouTube video about our Clear Water Clarity for the month of April it's kind of exciting to think we're uh starting to hit the down strrretch of our last two months of the school year uh it's been a great year so far and we're really excited about some of our uh things that we'll have going next year with reaching out and achieving some of our strategic plan uh but today we have another topic that we really just want to be able to focus on uh in regards to helping with our um strategic plans so again we always want to just make sure that we're continuing to Echo why are we doing this uh so why are we making some of the decisions that
002we're making uh what are we going to actually be doing and then how are we actually going to achieve this so always really starting with the why and centering ourselves with that uh our why this time is really focusing on how we can provide some consistent and relevant information uh to parents staff and students in regards to behavior avior uh and making sure that we're uh using consistent language across the district and then making sure that we're able to use deep relationships and engagement with the students and the parents uh to understand why we are uh making some uh consequence decisions or being able to uh respond to the behavior so um back in March the school board approved our new uh prek-12 discipline framework uh and here is just a short little snippet of
003it um this information will be going into stud when we are uh maybe taking an active role in disrupting our own learning uh or we're disrupting the classroom learning things such as being disrespectful to each other's inappropriate language um ideas of messing with things on a students desk um just providing some really just rambunctious behavior that may be U disrupting the learning environment and so some of the consequences uh for those minor behaviors could be a student teacher conference just talking about what appropriate behavior is all the way up to SS um uh in school suspension but that would only happen if there was uh a a multiple uh type event in the minors where we were consistently disrupting the classroom and it would be better for the student to be out of the class
004um instead of inside of the class but all of those situations happen based on uh identifying the Behavior Uh identifying the antecedent which is what caused the behavior and then being able to also have an opportunity for a consequence that matches that respons possbility uh the next category is the major category again we have two different parts within major intent to harm and no intent to harm again when there's no intent of harm it is a major disruption uh where it could be someone's under the influence of drugs or alcohol um they could be potentially on the verge of using inappropriate language they could have some major technology uh violations um and some of those events that are disrupting to the maybe potentially the entire school or severely disrupting some of the learning for for
005themselves or other people when we have an intent to harm we would be looking at something like have sold or distributed drugs or alcohol have brought a weapon to School threatened to use a weapon uh or is some consistent bullying um that happens at the same to the same person over a course of time uh in which that there could be some physical verbal or social media type uh bullying that could happen the consequences for major could range from as low as an administrative conference where the parents and the students are going to meet with the principles and talk about the behavior and expected uh changes for that behavior or all the way up to expulsion which is 186 days uh out of school which is part of the Kansas statute there referenced at 72
0066114 part of what we also want to be able to do is besides uh categorizing the behavior is we want to understand that we need to respond to the behavior and so we have a behavior social emotional learning team uh each building does and that they have been creating interventions so tier one interventions tier 2 interventions and tier three interventions on ways that staff will be able to respond to the behavior um that is happening um so if it's a tier one intervention it's going to be something very similar as just redirecting a student in class uh using proximity if a student starts to get off task uh to help them with their uh learning enironment um a tier 2 intervention could be something where we're having repeated minor uh events that are continuing to
007happen we're going to put an intervention in place maybe a behavior plan uh maybe it's called a check-in checkout sheet where at the beginning of the day they're going to check in with the teacher and they're going to talk about what the expected behaviors are and then check out with a student at the end of the day uh or at the end of the class period to really talk about how successful they were with um achieving those desired Behavior results um or it could be as severe as potentially in a tier three where there may have to be an alternate uh learning environment because the disruptions just become that severe but each student it will look different on how they respond based on the students emotional needs based on the students background and based on
008the severity of the event that happened and or the frequency of that event so while we would love to have behavior and everyone is treated the same uh that just isn't a reality all students will be treated fairly but not all students will be treated equally and that's just a phrase that I've used a lot as a philosophical point in my education career is to really just think about we are going to respond to the behavior that the students have we have our framework for how we're going to categorize that behavior and what is the consequence uh range for that but if those behaviors continue to to move uh to continue without um any change then we're going to have to look how we put interventions in place to help that behavior change over time
009and again it's going to be a tailored uh uh event for each student and not necessarily lumping all students uh together uh in that response so at the end of the day we still want to focus on that all of our students have someone that they can go to and someone that they can respond to in a positive light each and every day so while we're putting on a uh a framework for discipline and being able to categorize minor and major events and have consequences tied to them that's an important part of being consistent and relevant uh from preschool through 12th grade and making sure if you have students in multiple buildings you have language that is consistent and you are able to understand that uh and secondarily then we want to make sure that
010your students have an opportunity to have an adult at each building that they can trust and go to when they're having some events that aren't always going the best for them because we want to make sure that we will be the one for those students because we are one team one family one District so in the there will be a PDF uh of those uh framework kind of sent out uh at the same time this video is released so you'll be able to look at that Clearwater Clarity written version to have a a little bit more definition of the minor and the majors and also a better clearer explanation of the um response to behavior plan so we are always excited to hear from our constituents so if you ever want to reach out and
011have a conversation with me here's my information you can call and set up a meeting uh but we're excited as we are finishing year one uh at USD uh 264 in Clear Water and being ready to roll on into year two and getting uh a lot of those things started we're excited for our staff and excited for our students and being able to make sure that we can set up the best environment and provide deep relationships and engagements for our students while also providing parents and community members uh consistent relevant information so thank you for your time and have a great day