AVUSD Board Workshop September 18, 2024

001e call the meeting to order roll call Maria oara I'm here this time Rick Ry I'm here Gary Ary here Amanda Buchanan here Dennis Bender here nobody is absent Amanda will you please lead us in the Pledge of Allegiance IED to the flag of the United States of America and to the Republic for it stands one nation under God indivisible liy and justice for all thank you so much Kylie do we have any public comments per turning to a specific item on the 918 2024 special meeting slw workship agenda we do not we go straight to the discussion information presented through TR Nelson board we are excited today to offer a workshop regarding the work around our multi-tiered system support and I'm fortunate to have Susan Isaac a trainer from safe and civil schools so

002I'm going to read season's bio which seems very strange because we feel like we know her better than what this says now but um Susan Isaacs began her career in education teaching children with emotional and behavioral disorders for over 17 years she worked with student populations in both Elementary and secondary schools in 1994 she took a position as a behavior consultant for the Kentucky Behavior consultant Network which evolved into the model schools program ky's behavioral um initiative and later the Kentucky instructional discipline and supports kids project in this role she worked with school teams throughout the state guiding the implementation of schoolwide positive discipline policies several years ago season founded behavioral Solutions a company that allows her to continue to work with schools as an educational consultant we have Susan here through safe and civil

003schools and she works directly with each of our school sites around the foundations program and that is teams from um each of our school sites have teams that are representative of administration teachers classified staff members and they work on a system on the campus that needs to be addressed and they're here this week obviously that's why Susan's here so we tried to do two things at once so she's been here since first thing this morning been working with staff and is here to do the workshop with you um we are very fortunate that Susan is the person that we get to work with in Apple Valley Unified School District so welcome SE and Isaac's she's the guru than you thank you very much thank you thanks welcome everybody um glad you're here um I am

004always delighted when I get to speak to school boards about this absolute essential work that we're doing in schools um first of all I'm gonna tell you that I'm sorry I'm sorry I'm from Kentucky um and so you might detect a bit of an accent um if you don't understand something that I'm saying ask one of the staff members because they're probably used to my accent by now they'll figure it out uh but um I am delighted uh to work with Apple Valley we've got several of our Consultants from safe and civil schools working um in in a large capacity here and and you all are one of our favorite districts across the country because we know the good work that's going on my goal this afternoon is to give you an overview of the

005work that we're doing um as as it relates to the implementation of a multi-tiered system of support in um in your District so I've got a kind of a PowerPoint for you if you want to take a look at that and I'll call your attention to several slides so the goal for me this afternoon is to provide that overview of PBIS which is called positive behavior and intervention supports just as an aside it used to be called PBS positive behavior supports until we got a cease and desist letter from the public broadcasting system and they said you can no longer use that label so I guess somebody got ready and threw an eye in there just to make us just to make us difference we want to talk about what it looks like what it

006sounds like and then I want to be able to answer any of your questions or address any of your concerns about any of the work that we're doing to that end I'm happy if you just say hey Susan turn on your mic when you want to ask a question so here's what I say to your your teachers and your staff members if I'm in a place that I can't stop immediately to answer your question I'll just go like this and that means you can put your hand down I've got you in the queue I mean I'll put you in a queue in my head and then as soon as I can stop I'll be happy to answer your question so if that works uh that's where that's where we'll start I don't want to insult

007anybody this afternoon but I think it always helps if we start with a little vocabulary I was married to a man for 39 years who was not an educator um unfortunately I lost him about four years ago he called us the alphabet people he said Educators use more acronyms than anybody on the planet so he called me the alphabet people and you can see up there we've got lots and lots of acronyms the very first one that you all need to be aware of is something called every student succeeds act and every student succeeds Act is in fact the elementary and secondary um Education Act that Congress has to reauthorize every so often now you probably if you've been on the board very long you remembered its predecessor everybody remembers its predecessor which was anybody

008remember it no child Left Behind um and so Essa replaced that um in about the middle of the Obama Administration is when they finally after 16 years got around to reauthorizing uh the elementary and secondary Education Act part of what that act mandates because Apple Valley accepts money from the federal government do you not what are some what are some U pro programs that that are funded by your federal government here anybody know any of them title one right title two so we're talking about Transportation we're talking about lunch program we're talking about Title Nine so we get a lot of money from the federal government the federal government says if you're going to take that money you've got to meet the mandates and one of those mandates is that we have to demonstrate that

009we are providing a multi-tiered system of support now before we really started using the mtss label we were using something called called RTI response to intervention you all probably remember hearing about response to intervention it fell out of favor because a lot of people assumed that we were only talking about academics that we were only looking at at interventions for academics but mtss is far more encompassing than that so it really requires now that we build a system to support you youngsters yes at academics but also behaviorally and social and emotionally and that's a mandate from the federal government that we do that now it does not mandate that we do PBIS positive behavior and intervention supports but when we're looking at how we support all three tiers a behavior the only way I know

010to do it and you heard you heard how long I've been around did was anybody doing that math when when TR told you when I started did anybody do that math I'm old I've been in the education business for over 40 years um so I don't know of another way that we build supports for all kids for some kids and then that very few kids that does not involve positive behavior and intervention supports it is a widely accepted practice around the world not just in the United States other countries are also using that model because we know that it has a great track record of supporting youngsters at with behavior um so PBI is in fact a generic term no one owns it now there people who try to tell you that they own that

011term but they don't so safe and civil schools who employ me you heard TR say that I'm an independent contractor but I've been an employee well not an employee I've been an independent contractor with safe and civil schools for over 24 years I actually left um my district in Lexington Kentucky um in order to do this work because of the work that we had done in Kentucky and I saw the huge impact that it had on schools there so safe and civil schools is one of the national providers of PBIS every state has theirs some local entities I think probably your local County may have a model that they use um and there are only minor differences in all of those models of PBIS we tend to believe that ours is superior as does so

012of those other people uh but we do believe that what what makes ours better is that we it comes with a plethora of material that's that teams can reference you've got part of the material right there um I'll point you to some of the stuff in your that book that we've provided for you later foundations then is our there's another there's another one of those alphabet people words do you see s swpb PBIS schoolwide PBIS we'll talk about how that works but that's what foundations is called so that's what I've been working with this week we've had teams from so far seven six schools five schools so far and we'll have the remaining schools the next two days teams from those schools will be working with me we get down to that last bullet what

013you have in front of you is our classroom management text called Champs so now that moves out of the schoolwide into what we do in the classroom it is actually a compendium of the Effective Teacher research we know we clearly know what effective teachers do in the classroom we also know what ineffective teachers do in the classroom so this provides a road map for teachers it's not prescriptive per se but it's a framework for teachers to make decisions based on what we know happens in an effective teachers classroom make decisions about how they want their classroom managed the its companion piece is for our 9 through 12 schools our uh classrooms and that's called discipline in the secondary classroom those texts are almost identical uh we we gave you the Champs one just because it

014was we Pro I don't know if we had more of those or not but you've got essentially everything that we've given every teacher in Apple Valley about how to manage instruction we're gonna I'm gon I'm going to talk specifically about managing instruction later on this afternoon uh but I'd like to start with just talking a little bit about uh foundation so let's we're going to go from schoolwide and then we'll get down to the classroom and if you have questions then about either one of those we'll answer them I think we're also going to build in a break I know I know I teach a lot of adults every day and I know it's hard to sit for more than about I don't know 45 or 50 minutes before you need to get up so

015we'll also I've asked pad if he'll kind of help us build build in a break are there any questions or concerns or comments about our vocabulary so far everybody cool everybody good all right so foundations again is not prescriptive it's a process and the thing that makes our PBIS process different than any other of the PBIS processes is the entire staff is involved now it's led by a representative uh group that those are the folks I had here today but they go back and they share information and and elicit information from their colleagues so this is not a group of teachers who if we get a new principal go wonder what the new principal's going to do about Behavior a new principal honestly when they walk in they need to they need to know these

016are the kind of kids that are in the building this is the the skill of the staff that I have so they don't really need to come in and make sweeping changes about Behavior any more than they would come in and make sweeping changes about the academic program or the curriculum that we're offering so this way the entire staff is involved and we look at a comprehensive approach to Behavior Support I want to talk about the three tenants that really make this work that's in that little gray box at the bottom so let's talk about the first one the biggest piece of Foundations is that it's proactive and I know that's a buzzword that's been around and people overuse it so if you're taking notes or if you're just in your head I'd like for

017you to just think about prevention we do so much more when we look at ways to prevent misbehavior rather than try to figure out what to do after the fact let's face it there we don't have a lot of options in terms of correcting youngsters after the fact are you know we have to follow California Ed code in that regard um and so we get way better bang for our buck if we spend time thinking about how do we prevent misbehavior there is an analogy that's probably close to you all that you may not even realize the analogy that's close to you all write down um I don't know what road it is I guess you'd go 15 and then you'd get on 40 five and you get off an Anaheim does anybody know what

018I'm talking about Disney they are Masters At what we're attempting to do and that is preventing misbehavior the way that they organize and structure the routines and procedures in those parks and the reason they do it is because they hire 200 behavioral psychologists to help them think about how do we make sure that when people are spending what do it cost me I haven't been in a while too much you're spending a lot of money and you're standing in line most of the time you're there yet everybody who leaves goes dang that was fun can't we go back even though you just spent $500 and stood in line most of the time how did they do that well they do it by structuring that Park so that we prevent a lot of angst and people

019have fun and that's exactly what we want to do through this work is we want to prevent as much misbehavior as we can just this week we had an excellent example of what I'm talking about so one of the schools help me out Pat the menu help me out Mar Marana all right Marana has the way their kids line up in their cafeteria it's a very long line they have to come in Go kids were having a really hard time the line was getting bogged down because kids were looking at what are we going to eat today what are we gonna eat today you know what they did to solve that put a menu board at the very beginning of the cafeteria and kids can now read the menu they know what they want even

020before they get there and I know that sounds like a little thing but can you imagine how much that sped up the line and now we don't have people going come on let's move let's move let's move let's move and now a kid's going to get mouthy with the person who just said let's move let's move let's move let's move because some of our kids get mouthy don't they so the very first thing that we want to think about is that it's proactive we want to prevent as many misbehaviors by looking at the structures that we can modify a as we can the second big um idea um this you have to know a little bit more about behavior in order to get but the best way to change behavior is not through punishment it's

021real clear I have a master's degree in applied Behavior Analysis and I can tell you this that the effects of punishment are not very durable do any of you all have children of your own have any of you all ever had to say to your child this is the last time I'm going to tell you this and the next day you told them the same thing am I right the effects of punishment are not durable the very best way to change behavior is through positive measures you'll know that because I if if we had if if if we weren't on TV I'd ask you all to tell me a behavior of your own that you've attempted to change recently you know those New Year's resolutions we come up with every year and we generally don't

022do very well on those but most of us if we're attempting to change our own behavior very few of us set up a punishment system to help us meet that goal instead we usually set up something that we like okay I did it so now I've earned or I'm gonna give myself permission to I really have a hard time exercising I'm on the road all the time so I let myself maybe on Friday night have one glass of wine if I've done done my if I've been to the gym so most of us think like that we've got to get everybody to understand the power of positive measures to change Behavior rather than everybody's saying what ugly thing can we do to children in order to get them to stop misbehaving because here's the sad

023truth you all some of our kids who really misbehave the things that have been done to them by the people who profess to love them are way worse than anything that we could do so we have to be careful that we don't put all of our eggs in the punishment basket finally the last one is we have to take an instructional approach to behavior it's easy to believe that everybody's kid was raised by your mom isn't it we like to believe that everybody has had the same background the same um anybody know the phrase home training or do we just use that in Kentucky do you all know home training it's not it's it's easy for us to believe that everybody's had the home home training you have but that doesn't happen we've got some

024kids that the way they behave at home we don't appreciate at school and the only way they're going to learn that is if we teach them and expand that behavioral repertoire so that they have a shot in life of understanding how to be successful in more than one place so we take a very instructional approach to behavior we want to teach kids this is what it takes in order to be successful in our school our goal is that no student comes to school and doesn't understand what it takes to be successful in that building so our approach those three big tenants of of our version of PBIS is that we're proactive we're positive and we're instructional what questions or comments do you have about any of those ideas y'all are quiet I can see thought

025bubbles over your head Susan something I probably should have said when I was introducing you is this aligns directly with the board goals um of a safe and nurturing learning environment and um from that perspective knowing what to anticipate when they walk in is very important and congratulations on your goals of a safe and nurturing environment not every school district is brave enough to say that so congratulations on doing that all right so how do we do this so now I want to get into the nitty-gritty of how all this works because all that sounds real lofty doesn't it but we got to figure out how the mechanics of all this actually work so the goal and there are two big goals of this and the first one is through this work we want to

026never lose sight that our main focus is student achievement that's our main focus and that's probably what you all are looking at but in order to really facilitate student achievement we have to reduce any barriers that we can to student learning and so those are the two big goals of Positive Behavior Support now there are three levels that we have to look at I've talked about two of them already today we talk we're going to look schoolwide this is what we do holistic ially in the building for everybody then we want classroom teachers to apply these same principles to managing their classroom but we always know that they're going to be individuals who need you know extra scoops of support along the way and part of the work of safe and civil schools as we

027also provide information to teachers um School psychologists special education teachers Etc on how we can really establish individualized behavior intervention plans for youngsters who may need those additional scoops of support and every District that I work with now has a growing number of youngsters who need more and more support uh behaviorally and I think you all probably hear that uh just in your neighborhood and you're not unique in that regard that happens in every school district that that we're working with across the country I think the pandemic had a fair amount to do with um increasing students mental health needs and and behavioral needs you know when kids were home for a couple years and not with groups and not under the direct supervision of a teacher or direct supervision of of adults all the

028time sort of left to their own devices so this is our model and this is a model of a multi-tiered system of support So if you haven't seen have they seen this before have you all seen this before no okay so this is what we do in foundations but it really captures all three of our tiers so the very first thing we ask ask schools to do is to form a team and uh TR mentioned it's a representative team made up of the administrator uh teachers general education teachers a special education teacher we also like representation from your classified staff so I think we've got a custodian on one we've got a school secretary on one we've got a couple of Proctors who join us because they bring a different perspective about the entire school

029and that team usually made up of eight to 10 maybe we've got a couple schools with 11 members uh they really lead this process in the building they're responsible for collecting data about the school because we make decisions about what what we need to do at the school level to modify or change or protect based on the data that we collect and we collect a data from a variety of sources so the first source of data that we rely on is we look at incident incident reports sometimes people call these office disciplinary referrals so we really are looking at the nature and the frequency of misbehavior going on in the building because that gives us information about what we need to work on WE disaggregate those data by grade level by gender by ethnicity uh

030by location by time of day day of week month of year and that allows us to then get ahead of that for instance you all want to guess that day of the week with the highest number of office referrals anybody want to guess who said Thursday Thursday's right here's why Monday we'll go back and retach we'll we'll remind kids and remind kids Tuesday I still got a lot of energy as their teacher I'll still remind them Wednesday I'm growing weary of it but I'll put up with it another day but if I don't do it on Thursday do you know what I say by Friday fine then act like that I don't care I'm getting out of here in a couple of minutes so Thursday is a high day for office referrals you want to

031guess the two months that are the highest for behavior problems October's one you're close sir it's February uh October and February because about in October you know the honeymoon still just ending and now kids are like dang we're back in school again and then February such a probably kind of a as it gloomy here in February it is in most places and so I think it's just a it's just gloomy any it's just gloomy anyway so we we ask teams to analyze data because if we know that October's a pretty big month for behavior problems guess what we can do we can prevent them we can get ahead of them we can go back we can address it and say we know this is going to happen and so what can we do to prevent

032that from happening can we have a campaign can we go back and retach our expectations can we have some contest you know a little competition at which classroom has the fewest office we can do lots of things when we know the patterns of behavior problems just like Disneyland knows exactly where the behavior problems happen in their parks and they work then to prevent that sounds like Mr Bender knows he'd been there a little bit yes ma'am what um data collection like do we use to break that down you all are using your school uh management system which aren't you power school Aries Aries sorry wrong District sorry that I'll break it down by where and everything all the way down to it does have a location yeah it also depends on how all that's entered

033into Aries so we do want to get comfortable with having the time of day put in there the location put in there the reporting uh adult the report the adult who reported Etc but yeah and Susan let me add to that and it depends on the uh particular area of focus so for example in the cafeteria example they actually did some data gathering with um stopwatches in a spreadsheet because they were just timing how long it took a kid because they are they already had some anecdotal data about incidents happening deep in the line because the line was taking so long so part of their analysis as a team was let's just go find out like how long is it taking what seems to be so they mostly did a bunch of observational data on

034a shared spread spre sheet so they sometimes build a tool useful for the incident they're trying to measure yeah and that leads me to one of the second uh forms of data collection we have and that's observational data as a matter of fact this week I've just given that as a homework assignment for all the teams to go in and conduct some observations before I'm here in November so we'll have some data in November on those observations of their common areas we'll get into that in just a second and then other data sources that we need to be looking at attendance tardiness in our secondary campuses uh we need to look at the number of special educ referrals in our elementary schools to know if our interventions that we're using are robust enough to prevent

035youngsters from being identified um we also need to know the number of students who qualify once we've referred them to special education so that we have that number it's it's reasonably high that we're we're making good um recommendations for uh for testing so we've got a whole U series of of uh data collection strategies that u schools can use and then we rely on something called the Improvement cycle and again this is unique to foundations it's not in traditional PBIS and that really this is the team's work um they start with a review of data they share those data with the entire staff the staff then helps them select this is where we want you to spend your time so it does involve the entire staff and then one of the biggest challenges and I'll

036probably show you this I'm probably ahead of myself in my PowerPoint is we get it in writing because so much of what goes on in school relative to our procedures is oral history somebody just tells somebody this is what we do here but it's really hard to have adult consistency when it's not written down and it's really hard for our administrators to hold staff accountable when we don't have a written document that says this is the way uh our cafeteria works from that we start looking at our common areas I'm gon to I'm going to go deeper in all of this in just a second but we look at common areas and those are the areas in which all kids are at some point and they're supervised either by rotating supervisors or um multiple supervisors

037or in many cases they're classified employees and so we want to structure those because they that the behavior in those common areas has a major impact on what goes on in the classroom if the cafeteria is chaotic if the playground is chaotic teachers have to eat up precious instructional time getting kids back under instructional control when things are crazy so we want to make sure that all of those areas are highly structured and highly predictable uh with lots of good routines and procedures so that teachers have maximum amount of time when they're in the classroom the probably the trickiest one on that second level is our school policies that's really where we see the most inconsistency across the country and that is with and it's probably the bane of your all's existence you probably hear

038more about policies than than anything else and now I'm talking about hats and hoods cell phones food and drink in the in the classroom dress code any of those things that are kind of hot button issues we ask schools to really tackle those particularly our secondary schools and let's decide of those what it what based on your all's decisions as a school board then what's that going to look like how are we going to implement that in our schools so that we get as much consistency as we can it's really hard to get as much consistency um I'm not going to lie to you it's still tough because you have people who they don't they don't that's not they don't agree with it and so you've got some teachers particularly our secondary schools not you

039and I'm saying there are teachers out there not necessarily in Apple Valley who say you know what I think the dress code's stupid so I'm not going to enforce it so we really try to impress upon our staff it doesn't matter what you think if this is the decision that 90% of the staff says is good for our kids you've got to do your level best to implement it but but I'm not going to lie to you it still is a it still is an issue from that um if you look on just going up a little bit we're still at tier one so when you talk about tiers tier one means this is for everybody doesn't matter who you are everybody gets this everybody participates in this um we look at how we can

040respond to misbehavior um more efficiently and more effectively and more consistently because that's the other reason that we see an increase in misbehavior is is the adult inconsistency on a campus and so we really delve into how can we all agree these are the behaviors that we're going to manage in classroom the principal's going to say these are the uh behaviors that I need to see um in the office and and and there's a lot some squishy ones in between that we'll get there and then we really work constantly on creating that Invitational School climate because we know that kids do they Faire better in education when their school is calm when it's nurturing when they feel both emotionally and physically safe and so there's a constant talk in our in our work in foundations

041about creating that Invitational School climate and then um I'm so impressed with a couple of your schools because I'm sure that you all as board members hear from people about bullying do you not is that still a kind of a big issue um and and really my experience tells me that yes we still have bullying going on but we also have kids who don't know how to problem solve period And so when you don't know how to solve a problem you call it bullying and so do your parents and you've got a couple of schools that we're working with who have really delved into our um problem solving strategy called stop think plan they're teaching kids that problem solving strategy and also having parent meetings to teach the parents that strategy so I'm so impressed

042that they decided to take that on because it's a little tricky continuing with tier one um that's where we're going to get into classroom and I'm gonna I'm gonna kind of save that because I do want to get you into that um into that Champs book I I I hesitated about doing this but I feel like I need to this next section and that is it's one of the reasons that I lie to people on airplanes when I'm on an airplane I just flat out lie to them because if you know how you're sitting on an airplane and I'm on probably five a week and somebody the first thing they say is what do you do right so if I'm feeling frisky I tell them what I do and that we try to help schools

043with behavior the problem the reason I lie is because you know that everybody thinks they have the answer to that because they went to school they offer some very very simple Solutions and all of them are wrong because most of those people haven't been in a school since they were in school and they think that that solution that worked for them is going to work for somebody else and it just doesn't so I lie and tell people I do something else that uh issues in Deal dealing with behavior issues in the 70s or the 80s or even further back don't work today yeah well everybody has that opinion like well when I went to school they did this yeah they used to be this with a stick or you know ruler yeah you know exactly

044so why why don't why w't those issu well I know why they won't because we can't but why why don't they work or why won't they work can I I'm I'm going to be real honest with you they worked for some kids but if you'll think about the 70s 60s 70s and 80s we were largely still exclusive meaning as long as you did what you were supposed to do you were welcome at school but if you didn't we sent you packing that's true you don't think that's true no I do think that's true there wasn't disruption yeah yeah yeah you just we just sent you out and after we had No Child Left Behind we no longer have that ability to just send you out plus if you think about that as a community issue

045if we send kids out uneducated just go as a community we're no better off and so it really is in my opinion as an educator it's incumbent upon me to actually try to fulfill the promise that we have that everybody can be educated I think that's a promise that we've made As Americans that we've yet to fulfill is that possible I hope so I wouldn't be standing here if I didn't think it well I wouldn't be standing here at this uh old age still doing this work if I didn't think it was it was some of that is a detriment to the kids that really want to learn yeah and they're pushed into these situations where kids are in there and we can't remove them but yet the ones that really want to learn are

046hampered by the behavior problems yeah and I'm not going to lie it happens um partially from some mandates through idea which is the individuals disabilities Education Act meaning we it's very hard to remove a youngster I am an advocate for a full Continuum of services I hope a full Continuum of services meaning that we have to find the services that are going to support those kids where they are as opposed to trying to force all kids into a general education setting um I've been a special educator for my entire well almost my entire career I did teach high school English for two years which was a lot of fun um but I've seen that Continuum go from everybody was segregated in a special education class if you had that label to now the pendulum swung

047and now we've got everybody if they can in a general education class and I don't think either one of those extremes are are are benefiting everybody I think we're going to have to find some common ground um I do know that most districts like yours are providing an enormous amount of supports for those youngsters who are the most difficult to teach um we've got Mental Health Specialists now in schools we've got um bcba which is a certified behavior analyst helping develop behavior intervention plans for those youngsters it's not perfect it'll never be perfect because we're dealing with humans but I do think people are trying their very best to get those kids what they need and then not have those kids not disrupt the learning of all um the bad thing is is you all

048probably don't hear the success stories of kids who are integrated into General Ed classes and are doing well what you all hear about are the are the the outliers the real exceptions that this is a really tough kid to teach nobody's going to come and say my kid is in special education they're in General Ed and they're doing great and I wanted you to know that nobody does that because we don't think about that when that happens we we T tend to hear the horor stories and they're out there and they're everywhere and I'll be honest with you nobody has the absolute answer right now I know that didn't satisfy you but no no um just it was a question well it's a question so here are some things like for instance throughout my lifetime

049there's been an over dependence on punishment um as a matter of fact after Coline the Congress enacted what was called Zero Tolerance do you all are you all familiar with that term um and that was for two real discreet behaviors I think California Ed Cod there are five Pat show show with me yesterday but that was two that Congress enacted weapons and drugs since that time suspension has doubled or tripled for almost everything yet five or less percent of those are for weapons or drugs so we've used suspension for everything and and that's why you as a school board have probably under a mandate from the state to reduce suspension or at least look at suspension data are you all not supposed to look at that so it's one of those things we have to

050get a handle on um so this over dependence on punishment is the thing that kept us sort of mired in that exclusive kind of idea of Education when it's really again I I I still believe in that promise of education for all the second is we we've have people who just get emotional they want to scream and yell and um you know belittle and embarrassing and humiliate and all that kind of stuff and what we know now is that that's not good for children's mental health nor is it good for the adult who find them themselves in that position so that increase in emotional intensity has been one of those things that we've relied on uh to manage Behavior the third is that the role of the principal has probably changed more in the last

05150 years than any role in school when I was in school School Warden Thomas was my Elementary School principal he was also my Sunday school teacher at the vine girl Baptist Church when I was there um nice nice man he'd been the a teacher at the high school and they thought well he's gonna be a fine Elementary teach principal and he was because at that time what were his jobs what was the job of the principal back when I went to school about the time the Earth cooled well what did he do e maybe he made sure the buses got there on time he made sure payroll was met he made sure we had textbooks he made sure substitutes were called but if if my teacher had said you know I'm having trouble with this

052little reading group can you help me with instruction what do you think Warden would have said I don't know anything about reading instruction for little kids I'm an a teacher see our principles are now instructional leaders every one of the principles that you all have hired have the ability to go in and help teachers deliver high quality instruction that's why you hire those folks so this idea that we can just send all the kids to the office and they're going to be handled our principal shouldn't even be in their office very much anymore they're probably in classrooms helping teachers coaching teachers to deliver the highest quality instruction they can and then finally I don't ever want to discount this but wishing and hoping is always one of those things that's been a kind of an

053idea that we've had that we rely on um so we I these things we still have some of them in some Con in some level but certainly we don't rely on any one of them to manage Behavior anymore it's really everybody's job in the 21st century to manage Behavior not just one person's so that's kind of where we were and what we're looking at now is now we're looking at all aspects of behavior not just the punishment side and I think that's what we relied on to think about Behavior but we have to take a far more comprehensive approach so if you look at those bullets it's really about the climate of the school that serves to prevent some misbehavior we want to make sure our schools are both physically and emotionally safe because if

054our schools are not physically and emotionally safe children will not take the risk to learn if I'm scared either for my physical safety or if somebody is berating or humiliating me a teacher I'm not going to I'm not going to let myself become vulnerable in front of that person to let them know what I don't know and so we've got to make sure that our schools are both physically and emotionally safe this does involve discipline although the definition of discipline if you look it up in Websters says to teach to teach and that's a tenant of of PBIS foundations is that we're going to teach youngsters how to behave in school we're going to make sure that they're taught I'll share that with you in just a second then of course we've got to have

055uh some plans for youngsters who need additional support and we want to make sure that students feel highly connected to school there is a huge research done by the Centers for Disease Control looked at about 70,000 I'm sorry 700,000 kids they're mostly 7th through 12th grade and they looked at the difference between kids who had a strong connection to an adult in a building and those who did not and they anticipated the differences would be academic that they would the kids who were connected they predicted they're going to graduate at higher levels they're going to make better grades they're going to go on to postsecondary activities that are going to you know serve them well what they didn't anticipate when they looked at those connections that kids would made were the health benefits they found

056that KS who were connected to school this startled me when I read this study they wore seat belts at higher levels than kids who did not have a school connection they used Alcohol Tobacco and drugs either not at all or they delayed the onset of the use of those things until they were almost adults there were less suicidal ideation there were fewer mental health issues um they um turned less to gangs and violence the health benefits of being connected to school are enormous and so part of this work is we really try to impress on our the adults in the building we've got to make strong connections uh with kids it's it really is all about relationships between the adults in the building and kiddos so that's kind of the big picture now of what

057we're doing yes ma'am I do have a question um based on what you have put out there as your Foundation just curious about why student connectedness was put last and yet if you could put them first and you made the connection with the student it will be an easier way to handle to do all of those to do the other one yeah it would but to have yes you're going to have a climate but the climate has to do with the the emotional wellbeing of all the players in the classroom on on campus and once you can have getting control of the emotional well-being of all the players and begin to work on student connectedness then Behavior Support plans will come in place and and you'll have less discipline yeah um so I'm just wondering

058why you put it last instead of putting it towards the top there was really a Rhyme or Reason To Where where I put those bullets I apologize but you're right and probably um as I change this I'll go ahead and put student connectedness at the top of that list because what you just said makes perfect sense because everything flows from that and and I'll just mention also that that is um part of what we gather another piece of data We Gather through that youth truth survey kind a couple of really good questions of asking students exactly what you kind of highlighted this idea is is there yes is there an adult at school that um that you can turn to if you have a need and or do you feel a part of your school

059Community it's really helpful in revealing data kind of by grade level and it does track nicely with kind of what we're seeing also in school climate so does principles have that data and it's um it's neat to see where it starts to rise it's correspondent with places where we see you know just kind of general climate Improvement yeah any other comments um real quickly I want to share with you we have a set of beliefs that we these are kind of what we believe as the authors of Foundations I'm one of the authors of Foundations uh but all of us at safe and civil School these are our beliefs and the first is this that the staff creates the climate of the school as a matter of fact the founder of of safe and civil

060schools says always the the climate and culture of your school is defined by the daily actions of the staff not the kids so we Define what the culture of the climate looks like and it needs to be warm it needs to be welcoming Invitational and that we're constantly monitor monitoring that climate the second is that we believe that if we want kids to be successful we have to teach them how to be successful at school that not every single kid is blessed with the kind of family that allows them to know everything that they need in order to be successful and when we don't when we can't guarantee that we have to do that on our own so the behaviors necessary for success we're going to ask our staff to teach those we believe that

061every single youngster should have access to excellent um instruction and that's why this really removing these barriers again we're not discounting instruction as a matter of fact we're trying to open up opportunities for better and higher quality instruction by removing those barriers uh to learning we also believe that every expectation should be clarified and that the adults and the campus should be as consistent as they can in enforcing all of the schoolwide expectations rules that's a challenge uh when you get a 100 plus adults in a building to try to get everybody on the same page is a little bit like hanging you know trying to her cats but but we know that with consistent work and consistent information uh we can get there we also believe and so I never want anybody to think

062that we don't believe in any kind of punishment and that's a really a misconception about PBIS in general a lot of people say to me oh we don't want to do PBIS because you can't correct kidss that's a lie as a matter of fact we probably need to correct more at earlier stages so that we don't get those big um kind of misbehaviors so we have to have corrective procedures but we also understand that they have limitations and so we really want to view misbehavior as an opportunity for us to teach youngsters how to behave better right that's probably our biggest uh biggest challenge and then um we want to make sure and this is true from every time we're here we talk about this and that everybody in a school should be treated with

063the inherent dignity that they deserve because they're a human and with the utmost respect so that's true of how our administrators deal with our staff members and students and that's also true of how our staff members should be managing students with the utmost respect even we have to correct them we have to do that respectfully this is the last slide and then we probably Pat probably should take a break I love this quote it says effective schoolwide and classroom management plans prevent misbehavior and they should be continually refined to help students become increasingly respectful responsible motivated and highly engaged in meaningful tasks that's really our mission right there there are two words in that paragraph though that I think are essentially that are absolutely important here's the first one the first one is prevention we

064just talked about that if we we spend all of our time talking about what ugly things we can do to children after they've misbehaved we've missed the we've missed the whole boat we need to be thinking like Disneyland we need to be thinking about how we can prevent misbehavior and the second one is the is the first word in the fourth line become it'd be nice if all of our kids arrived at Apple Valley respectful responsible and highly motivated but they're not and we have to understand that learning is a process all behavior is learned academic Behavior learned social behaviors learned it's and it's not all learned at the same rate and at the same time so we have to as the adults in the in school be patient and be persistent that we're continuing

065to teach kids how to be respectful responsible and motivated that's part of our job um in educating the the citizens of Apple Valley is to to teach them those three things questions how long we want a break minutes an hour I gotta go to bed I'm I'm on eastern daylight time how about start with five and if it takes a little bit longer all right can I can I set the timer for five minutes then all right I will set it for five minutes all right we'll do it so please get up get some water move around do all that stuff be back in five minutes oh there's e e e appreciate you all headed back um what the easiest way I can teach you about what we do is to show you what we

066call the stoit framework we um again we're the alphabet people we love acronyms and so years ago the founder of safe and civil schools came to us and he said you know I've looked at all of the components of PBIS and if you're not careful you can kind of get lost in the weeds and he said I've looked at every part of PBIS he's one of the original authors by the way um all of all of PBS PBIS started back in the 80s at the University of Oregon he was a professor there at the time and so is he is one of the original drafters of the concepts of PBS which now is PBIS so he came to us and he said I came up with this acronym called stoic because I think I can

067fit almost everything under one of these five variables so real quickly and I'm going to go through each one of them individually the first is that we structure all parts of the learning environment for Success once it's structured then we teach kids to Mastery what that looks like we need to make sure that we are providing good observation both through the collection and Analysis of data but the other big piece about this is active supervision um we we put a huge emphasis on teaching people how to effectively supervise youngsters uh the i in stoic means that we want to build those positive relationships and then we know that we will have to correct misbehavior because they're still kids and invariably they're going to make um social errors and we have to be prepared to correct

068them so let me talk about each one of those as they relate to foundations and in foundations we start by looking at each of the common areas in a school so the team that team I mentioned earlier will systematically work through each of these common areas again these are where all kids go but are supervised either by multiple supervisors or rotating supervisors or classified employees when we look at the structure we have to look at these things and there are several and I'm sorry that's a lot of words on the screen so just look at the big bold things for instance we asked the team to go in and look at the physical Arrangements is there anything that we can do to the physical setting of this area in the school that could minimize the

069probability that misbehavior would occur again your example of the menu would be that uh when I was teaching at the high school and we implemented this I I I was actually a charter member of the high school where I taught of a brand new building gorgeous building in Lexington Kentucky we had a glass stairwell that overlooked a a pasture where we had thorough Breads and I don't know if you know much about Kentucky but we are famous for our Thor breads well that glass staircase everybody wanted to be in it was in the middle of the hallway and so we had a class change that stairwell was packed with kids the first afternoon the principal called a staff meeting at the end of the first day and said we've got to make a change in

070this stairwell or somebody's going to get hurt so we had to make that stairwell one way right it was only down you could only go down in that middle stair because we had four other staircases that kids weren't using so we ask our teams to go look at the building is there anything that looks a little bit crazy if we're talking about elementary schools sometimes our playgrounds are so big that we can't effectively supervise them and so we have to think about do we cordin off part of our our playground if we can't adequately supervise this and kids are way over there and we can't see them so we we actually look up at any of the U things that we can change structurally in the building the second is any kind of scheduling issues

071that we want to change for instance most people don't know that there is little research that supports that there is the Optima time for passing periods at secondary schools it really depends on the size of your building it depends on the location of classroom Etc and so we ask schools to look at that and it we got to look at the Goldilocks rule for that because you give them too much time and they're like to class you don't give them enough time and they're late to class there's a sweet spot that you can get there but we we have this the team investigate that what's the best way to do that and then as we're thinking about organizational patterns for instance until kids have a driver's license they don't know that the best way to

072navigate a hallway is for everybody to walk on the right hand side in the direction of travel once they get a driver's license they're pretty good at that but look at a bunch of sixth graders trying to get from one class to the other with no driver's license and it is chaos unless we teach them you need to stay the right hand side of the hall in the direction of travel so I know all this sounds crazy but what we're trying to do is again prevent opportunities for misbehavior um that routines of procedures and again as I mentioned earlier that's a real tough spot trying to get all of those things like dress code ID badges um hats and hoods cell phones all of that is problematic and the the closer we can get to

073that that everybody agrees the fewer behavior problems we have relative to any of those procedures once all that's done then we want to be real explicit what is it that we want students to do in order to be successful in each one of those areas that you just looked at on that on that um previous slide and once that's done then we want to be real explicit about what adult be Behavior will look like and we want to put that in writing because as I said earlier it's really hard to have consistency if we don't have it in writing if we don't it's kind of like that remember that telephone game you played in school where um Matt would whisper something to Dustin and Dustin would whisper to Pat and Pat would whisper to dentist

074and by the time it got all the way down here it was nothing like what we thought that can happen if we don't have our procedures in writing that people will say I didn't know that or nobody told me that so we want to make sure that that we're real explicit uh for that once that's happened I'm going to go to the next slide once that once we know all that then we want to make sure that we teach youngsters what that looks like I'm going to give you a classic example I was working at a school in Mount Vernon Washington and I went it is a great place I'm going in a couple of weeks um so I went to visit the school and um it was right after the P you know about

075a year so after the pandemic not maybe not quite a year and I've not been in one of your Elementary cafeterias yet but in the in Washington and Oregon they have salad bars for the kids little short salad bars and the kids go through and get a salad bar same thing in Alaska where I'm going next week so the principal came in and she was carrying these great big bags and I said can I help you and she said you can carry this and so we went into the cafeteria and she had taken some a piece of one by one Lumber you know one by one she'd cut it into one inch pieces and she had bags full of it and then she had a couple of bags of dried pasta and she said our

076TK kids our kindergarten kids our first grade kids and our second grade kids have never used the salad bar and starting on Monday they have to use the salad bar so she filled one of those containers with those wooden blocks and the other two containers with dried pasta she had paper plates she had tongs like they were going to have to use to get the lettuce out and she scheduled all of those classes to come in and practice using the salad bar but without vegetables so that we didn't have a big mess and believe it or not everybody was able to navigate the salad bar just a little bit better because they had rehearsed it they it wasn't foreign to them so we have to not assume that kids know how to do stuff we

077just say you know what we're going to teach you how to be successful so we want really explicit lessons on how to be successful in each of the schools a common area and that is a Hallmark of all uh PBIS let's go oh so these are some things that we do in addition to that so we ask most schools then to have a visual prompt of that so this is uh from a restroom in one of the schools that I worked with because they were having kids have water all over the bathroom floor and you know know what happens when there's water on the bathroom floor don't you people slip right we're going to have an accident so they taught kids to turn on the water get a pump of soap wash your hands flick

078flick in the sink and then hold your hands up till you went to get your paper towel the C custodian said this has made a major difference in keeping the restroom clean again we have to teach kids what we need in order to be successful this is from a middle school that I worked with in uh Los Angeles Unified these are their hallway expectations one of the things that we ask teachers or ask teams to create or something called onliners we want to make it safe enough for everybody to correct every single youngster if they see a social error and sometimes that doesn't happen the reason that we hit on that I'm sorry it's a bad example but I was working with a high school in another state I won't tell you where and there

079was a teacher supervising in a stairwell during passing periods she saw two teenagers I think they were sophomores and they were kissing in the stairwell and it wasn't like a little peck on the mouth and go on to class it was a you remember when you were 15 anyway she didn't know them didn't teach them and so here's what she said to them you two need to get a room well the mom did didn't like that very much that this teacher had had told her kids to go and engage in sexual activity wasn't very happy and so it created a big kind of stink at the school and so we've learned then that we need to have statements that are safe enough that anybody can correct anybody uh without getting in trouble so we like

080those onliners and you've got an example of that right now so they would say things like uh stay in your lane of slow your roll U responding to Prof ity which is rampant among every school that I work with now and having teachers have something that they can say to remind kids that we don't use profanity um and then uh looking at uh making sure the kids are getting to class on time so those are just some examples of that the O in stoic again this is where we're going to both observe and we're going to collect and analyze data uh we know that the more we that kids know that adult eyes are on them the fewer Behavior problem s we experience it's just like anybody you know if you're if you're being watched

081you know you do the right thing so and especially if you like that person you tend to put your best foot forward because we know if there's not active supervision kids are going to push the limits and that's when we see a lot of stuff going on and what we've learned is that we've got to actually teach adults how to supervise particularly our classified employees we hire people who are really great people but they may not know the that there's a real Art and Science to supervision and so part of the foundation's material has good information for us to actually teach all employees how to provide a good supervision all right the I is U that we've got to teach everybody how to make sure that the interactions that we have with uh children um

082are positive so we teach two different things one is non-contingent attention and that's really us just interacting with kids because they're there so we say good morning uh we have teachers at their doors greeting kids uh after each passing periods at our secondary school so that kids feel welcome into the classroom um and then we also know that positive feedback is one of the integral parts of instruction so we've got to teach teachers that it's not nice to give positive feedback it's essential to give positive feedback because it solidifies what they're trying to teach and so got to get people skilled in the art of delivering positive feedback good job is not positive feedback we've got to be specific and descriptive when we when we tell kids hey this is what I saw you do

083this is what you've done because that begins to expand their repertoire oh I did that I'm getting it so this is something that we work on both in classroom management schoolwide discipline or schoolwide efforts uh to increase everybody's skill in the delivery of positive feedback but it's really important that every single student understand that they're noticed right that they're valued because that's really important those are the prevention variables structuring teaching observing and building positive relationships that's the way we prevent misbehavior you can man manipulate those variables in any way you choose but I'll tell you the here's the thing the worrisome thing is that we're still going to have kids who act up and why is that because they're kids right we expect that they're still in the learning process I don't know about you

084but I still make social errors personally so I don't know that we ever turn into perfect humans um so we can always anticipate that somebody's going to make a mistake so we have to learn how to correct Mis Behavior I call these the ly words I think I'm the only one of the trainers who does that I don't know um I don't know if you all are as old as I am but did anybody watch a little TV show called Schoolhouse Rock LLY LLY LLY get your adverbs here those are all adverbs I don't know if you all remember that or not but those are adverbs and so we teach people this is these aren't the correction procedures we use but this is the demeanor with which we need to correct other people's children we

085have to do it calmly because we want to model good problem solving for our kids we need to be consistent we don't need to just pick on those kids that are Troublesome to correct we need to correct everybody when they make a mistake even the kids who rarely make one still need a correction the research says that the closer we can get to that misbehavior to correct it the better off we are we don't need to become disruptive to the point that we lose instructional time addressing misbehavior we want to do it as briefly as possible and then as I said earlier one of our Hallmarks is that we do it respectfully all everything I've talked to you about in terms of the stoic framework sounds so simple doesn't it you'd think well that's common

086sense Pat's probably seen this but I don't think the rest of you have um has anybody read this book super Freakonomics there was a story in it about Cedar Hospital down in Los Angeles and in that story it reminds us that physician have known since 1847 that they should wash their hands between patients did you all know that Lord knows what they were doing before n 1847 I guess people were dying right so sometime in the mid90s Cedar siai realized no I'm sorry it was the early alts Cedar sin started looking at their data and they realized we've got increased numbers of people with hospital born infections MCA is one of them CI is another um necrotizing fasciitis that flesh eating one that's another one and they wondered are our physicians doing the simplest thing

087they know to address these these infections are they washing their hands so they ask Physicians to self-report there you go what letter grade is 74 at Apple Valley is that a c so they got a solid C in handwashing well they were a gast they said that can't possibly be right these are Physicians they're well trained so they sent teams of observers all over the hospital to observe handwashing at Cedar C oh Amanda's going it was a whole lot better than that yall think it was higher or lower what do you think %. now here's my point my point is these are Highly Educated been to school for 12 15 18 years what I've just described to you in terms of managing student Behavior sounds really simple when we put it in the stoic framework

088but here we've got even a group of Physicians who forgot some of the most basic tenants of prevention of disease so it's important that as simple as these five variable sound it's essential that we remind people of those constantly I can tell you how they fixed it they basically implemented the stoic framework here's what the first thing they did though is what we always think about because when a kid messes up at school the first thing we think about is doing what punishment so they sent threatening La nasty letters to all those Physicians saying we're going to fire you what do you think that did nothing yeah try to find another cardio thorasic surgeon as good as me you're not GNA fire me and so those things went basically unheeded so they brought all the

089physicians in and shared the data with them about the rise of both Insurance costs lawsuit costs and patient care costs with these horrible diseases um they then sent all the Physicians into the lab where they had um prepared Petri dishes and they asked each physician to put their hand in that petri dish those were cultured photographed and each one sent to each Physician's computer as their screen saver so they came in every morning turn on their computer what they see somebody's nasty germs now not textbook nasty germs but their own nasty germs and they got handwashing to 100% now I want you to understand what they did they had to change behavior and they did it not through punitive measures but through manipulating the variables the very variables that we're trying to manipulate in your

090schools of structure teach observe interact positively I don't know that they did any positive interaction so the challenge is it's really more about changing adult Behavior than it is kid behavior and that's really our challenge because changing adults behavior is difficult right we think about changing kids Behavior but changing adult behavior is somewhat more difficult it's one of the reasons that our approach to professional development in this regard is sustained over time so for instance when I start working with your schools and Foundations we're here over three years we meet with those teams multiple times usually three or four times a year over three years all the professional development um research supports that sustained training over time is what produces a lasting result so you're all's um willingness to participate in a a longterm uh

091view of this because it's not a quick fix it's not a quick fix anywhere so we know that we're doing we're doing the right thing questions so far comments yeah I I just want to ask Susan we did things a little backward in Apple Valley because of the pandemic yeah um we had plans to bring foundations in and then we closed yeah and so we brought moved forward with Champs first right will we be successful doing that you know what I've that's a hard question I've done it both ways okay I've I've sometimes it just depends on what people want first I don't know that there's a right or wrong way to do it um sometimes we do it simultaneously I I've done it so many ideations we've we've started at various times in the

092year I I think you're going to be successful I re I really do I'm already seeing change just this first year um yesterday well day before yesterday well you were there um it might be easier for you to tell that anecdote than me but we did have the the our our The Substitute absolutely do you mind if she shares an anecdote from one two of our schools that happened just this week so at the beginning of um Susan's trainings she always has them reflect on the work they've done and Report out and and one of the teams reported out and was sharing their onliners and um their schoolwide process that they have put in place and another teacher on another campus said I need to compliment you somebody that is marrying into my family has

093subbed at your school they subed at your school last year and they subed at your school this year and just a few weeks into school they already see a marked difference of what's going on on the campus and they asked what had changed did I know what had changed and she responded I bet it's their foundations so um for another School site teacher to speak up and talk about um the success that she was hearing outside of actually experiencing it but through somebody else's eyes that she had as a trusted um Confidant so yeah it was amazing um just some um kind of pragmatic stuff um this is what I think um Amanda's already looked this up online this is the material that we use I think that's another Hallmark of why I think our

094PBIS model is superior is because we really do provide material that kid that te teams can use long after I'm gone it's never our uh goal to work at a school district the rest of our lives uh we really want folks to be able to self- sustain this work um but but they always have the material that they need in order to do so there are six modules uh that work through each of the tier one tier two tier three um uh support for Behavior as well as each uh school has um access to video by all of the four of the authors and um then lots of resources I'm excited because we're in the process of revising this um uh Jessica sprick and I are working on the revision and one of the things

095that we do that we love is we collect samples from all across the country to go in as exemplars and we've already got a couple of schools in Apple Valley that we're going to get their exemplars and they'll be highlighted in the newest edition of Foundations when when it comes out probably in 2026 so we're excited we're excited about that um I want to go ahead now because I think we are I don't want to keep you here all night um but I would like to go ahead and talk about uh Champs but as we do that let's just finish with just a word about PBIS uh my slide just talks about that it's unlike traditional behavior management which really views the behav the individual as the problem PBIS really looks at systems and let's

096see if we can modify change or Implement systems that are going to eliminate uh the the challenging Behavior again more of a Disneyland approach as you will so I think that's important to uh remember and then mtss again that multi-tiered system of support which you are obligated to do by law according to um every child succeeds act you have to demonstrate that uh we're changing the system to meet the needs of youngsters and I think that's going to be that's that's been a real change in the way we viewed behavior um than than traditional kinds of systems let's go ahead and talk a little bit about champ would you all like to talk a little bit about classroom management now because is it 5 and I'm here till what time 6:30 all right we we're

097probably gonna get done before that six we're probably gonna get done before that would that hurt anybody feelings if we got done before that all right well let me because you know I put probably a hundred slides in here and youall don't need a hundred slides so let's go ahead and talk about let's go ahead and talk about classroom management yes the change that this has caused for me as um the superintendent when I um engage with a principal or co-administrator on a campus when there's something that doesn't seem to be working um having to do with student behaviors or playground or name it all the different things the first thing I ask them is what's the system yeah and they often are able to describe it and I'll say where is that in writing

098and sometimes sometimes it is and sometimes it isn't and so when it isn't I always ask that they put it in writing because how are they able to share that teach it yeah right and the expectations all of it so that has changed my my work when I'm outworking with principles and it has for me it feels a much more um supported system than one that is constantly trying to refine for them or come up with a solution for them it's more what's the system where is it written show it to me how have you taught it we go we sto the heck out of it right good and um so I am very appreciative of that from this role yeah um the the thing that I that really makes that work is all the

099research that we know about what teachers need in order to have um job satisfaction and that one is that they have a voice in curricular decisions and two they have a voice in behavioral decisions and so when you put that back on the on the staff to say what is your procedure again the more they are involved in that decision- making as opposed to somebody saying oh well the superintendent said we have to do this or the principal said we have to do this people are happier when they've had a voice in how their schools managed now I do always remind the teams and I had to remind them again uh yesterday or Monday that we this is never designed to usurp the power of the principal ever it's not designed to do that because

100what we talked with principles we want we or when I'm talking to leaders I say really there are there are three kinds of decisions that you have to make some are just you have to make a unilateral decision the superintendent calls and says I need an answer in two hours and and you don't have time to ask anybody nor does she want you to ask anybody she just want you to make a decision second way that I make decisions is that there are some things that I'm going to elicit information from the staff but ultimately that principal has to make that decision and third we really need to think about what are the decisions that our staff should make in order to be engaged in the process I don't ever like to use that word

101Buy in because I don't think we need to get people to buy in we need to get people engaged and so the more I can help the more I have can be a part of the decision-making process the more likely I am to be engaged in the process so I think that's again changed a lot of people's uh work um if you look back I'm back at our little pyramid and if you look in the middle you see positive classroom management and the text that we use one you have in front of you and that's the Champs book and then the other one is on my slide and that's it's companion piece that's discipline in the secondary classroom again those are almost identical uh the reason to be quite Frank with you that we don't

102just have one book is that high school people do not think that anything that happens in elementary school is relative to them and I can say that from an old high school teacher that's just what we believe that anything that Elementary School students do we don't need to do we have a you know because we're so different and so we just create another text it's like I said it's almost identical but it's there let me let you go ahead and in that text go ahead and open it to the table of contents you'll find the table of contents and I don't know what page it's on so if somebody will find the page number for the table of contents I should have put it in here I apologize what what what what is it Roman

103numeral 5 all right if you'll look at that there are 11 chapters in this text and each of those chapters has three to probably 10 discret tasks when I mentioned that this text is a compendium of the effective u schools research each one of those tasks are what we know effective teachers do in the classroom now I'll be honest with you I taught school for a real long time and I probably there probably 40 plus of those discret teacher behaviors contained in that text or each of those texts I probably didn't do all 40 of those at once but I probably did a good number of them every single day and so this is truly a resource for your teachers to help them make decisions about what they want their classroom management to look like

104now I'm going to tell you if I got to rule the world which I don't I probably would not call this classroom management anymore because when we use that term classroom management most people think that happens the first week of school what we hope that teachers will understand from this text and from the training is that it's really not classroom management it's instructional management and that's what I prefer to call it is just this is the way we manage instruction I don't know how many of you all have been in classes recently do you all as board members get to get in classes you do so is anybody shocked that instruction has changed significantly anybody watched elementary math instruction in the last two years yeah I don't get it don't get it don't ask me

105how to I I don't know what you're teaching those kindergarten kids but it's different than what I learned what I do know is that now our teachers are using a far wider variety of instructional methodology than any of my teachers did and the challenge then is how do I go seamlessly from one kind of instructional strategy to the next instructional strategy to create that kind of variety that 21st century Learners demand they're not they're not going to sit in a a bunch of rows anymore and listen to the teacher for 45 minutes and then do independent seat work for another 20 minutes we just don't have Learners who behave that way anymore our kids simply don't learn that way so we know that our teachers need a wide variety of instructional strategies and they also

106need to know how to execute those instructional strategies so this text allows teachers to make decisions about how to navigate those um in whatever grade level whatever grade level they need to it's set up if you look on the stoic framework so if you look at starting at chapter two I think it's chapter two don't hold me to that does that say does the heading on chapter 2 say s say structuring for success or is it thank you very much I appreciate that I this is a fairly new text I trained the old one for 20 plus years and so I'm still kind of caught up in those chapters and so this is this is a little new for me I know it well but not chapter and verse like I did the other one

107um so chapters two three and I think chapter four are all about how do we structure what are the decisions we make about the routines and procedures that I put in my classroom I was sharing with our your kindergarten teacher who's sitting here I was uh working in Alaska I work in rural Alaska up above the Arctic Circle over on the northwest coast with the Northwest Arctic burrow School District so I was in a a village school last week of 54 students prek through 12 54 students prek through 12 and they have a really hard time recruiting teachers to go up to that part of the world to teach and so they found a new resource for teachers and they are hiring teachers from the Philippines those folks can make more in one month than

108they make a year in the Philippines so they're anxious to come but they don't have the same procedures that we have um in schools and so I was in the prek class with a brand new teacher from the Philippines and um even something as simple as getting children to line up she had the so all she said was boys and girls line up well it looked like a mad rush to line up at the door we we would never do that we're going to have a routine for I'm sure you've got a routine that you she says if you're wearing red shoes you may get in line on your spot on the carpet oh if you're wearing in blue jeans you can are something to that effect right we know how to organize and this

109woman had no idea how to do that your that text that you're looking at is full of those kinds of ideas that help teachers think about the routines and procedures that they put in their class as we look at structure when we get to the T in uh stoic and I think that starts in chapter four so if you want to look at that heading is it chapter four somebody help me out here chapter four that's when our teachers need to then communicate their decisions that they made about how the classroom is going to be structured and organized to their kids it also in that CH those chapters what we what Jess and the other authors Jessica sprick and the other authors put in this text is what are best practices in each of the

110instructional strategies that we use most frequently so what I'm doing with you right now is something that we call teacher directed instruction sometimes we used to call it lecture right but we don't call it that anymore teacher directed instruction what's best practice in that there's a ton of research that says this is what good teachers do when they're delivering that kind of instruction it also looks at when kids are working independently what how do we maximize that use of Technology H how do we maximize and how does technology become a partner with instruction but not become the instruction because we can't just Advocate instruction to that computer that we're providing kids that's still not good instruction if we just say open your Google classroom and start on your assignment we've got to provide a human

111to provide that kind of instruction as well as using our technology to enhance instruction so throughout those chapters we look at what are Best Practices what are the what are the best teachers in the world doing in order to enhance every kind of instruction that they're using in the classroom once they've done that we ask them why it's called Champs and again Champs is an acronym again we're the alphabet people and so Champs stands for conversation help activity movement participation and success and so we ask teachers to start thinking about what they want student Behavior to look and sound like in each one of those activity structures so if I take teacher directed instruction I'm thinking okay I'm going to be in front of the class and I'm going to be teaching and they're going

112to be listening to me and perhaps taking notes if they're in the fifth fourth fifth sixth grade whatever can they talk to each other while I'm talking absolutely not if they need help are they going to get it well they're probably going to need to raise their hand but I need to teach them that the activity is that we're going to be uh engaged in teacher director instruction you're going to be taking notes can you ask to use a call pass during this time can you get up to get material can you get a tissue can you go talk to somebody across the room I need to be explicit about all that a lot of our schools our um secondary schools by the way Implement something called a 10 by10 or a 5 by5 depending

113on their schedule which means that no hall passes except for emergencies are issued during the first 10 minutes of class nor the last 10 minutes of class the benefit of that is the first 10 minut of classes usually when the teacher is providing the most robust instruction and we don't want kids just can I go can I go can I go and then we need to close instruction plus it also helps us with tardies at secondary schools if we've got our hallways clear of kids the last 10 minutes of class that's why I need to talk about movement and then I need to tell them this is what participation is going to look like during this activity and I may need to say this is what it does not look like and then if we

114do all all of this will be successful in addition to that when you're in classrooms it's very likely that you're going to see a visual prompt of Champs up in classrooms we've done a ton of research and we know that a strong visual prompt helps kids stay on track because it cuts down on the amount of Corrections that teachers have to verbal Corrections that teachers have to do if kids get off task I don't have to say excuse me remember you're not supposed to be talking right now I can just go right over to my visual prompt and point to whatever it is and I don't have to say a word I don't have to embarrass humiliate or make sure that make that kid feel like they're not you know because we all get off

115track you know everybody gets off task occasionally and we have to be corrected so you'll walk in classes and you're very likely to see some visual prompts whether it's a poster whether it's a uh it's embedded in a in a PowerPoint at one of the secondary schools I think uh TR was at a school today where they're using those little touch lights uh the teacher touches the little light to say this is who you can talk to this is how loud you can talk etc etc our research and we've got over 30 years of research on Champs um I will tell you how old I am again now I had a galley copy of this text when I was still in the classroom it was in a three- ring binder published on um a copier

116so I have the original one of the original copies of Champs and Dr sprick just said would you play around with us and give us some feedback back the first edition didn't um suggest that we had um a strong uh visual prompt but we've learned now that visual prompts really help I don't know if you all are aware of how prompt dependent we are just as a culture um go to the airport there's a little video going 321 right you can have three ounces right they've got that little video up and they've got signs all the way telling you what you can and can't do we are a real prompt dependent culture and so we know that kids can it'll helps if they rely on if we have the prompts that they can rely on

117um so here are some of the decisions that we make in terms of structure I'm sorry I got ahead of myself we're looking at just the physical setting of the of the classroom um we've got some examples in your text about what kinds of physical Arrangements work I know we're hearing an awful lot now about sort of some um different seating rather than our T typical desk we've got kids in you know sitting on a exercise ball or we've got kids sitting on a a stool where they're a little bit off balance or we've got kids sitting at tables where they're pedling a bicycle and um all of that has promising results but right now we don't have really compelling evidence that it's Superior to traditional seating um although we don't have evidence that it's

118inferior to traditional seating so we're jury still out basically but looking at all those routines and procedures your kindergarten teacher was just telling me she lives and dies by all of those routines and procedures and she starts on day one and day 180 she's still helping those kids understand those routines and procedures she's getting them ready to be successful uh students uh we do not prescribe that every single teacher does exactly the same thing because classrooms are unique BAS on the kids that are sitting there and based on the needs of the teacher and then we have to sort of compromise between what the teacher needs and what the needs of the class are so we in this process we don't have like all the third grade teachers sit together and come up with a

119plan that we're going to do in third grade because you might have one of those third grade classes that needs extremely high structure lots of predictability the teacher orchestrating almost everything and you may have another one where the kids are very responsible very respectful and they don't need the teacher to orchestrate all that as a matter of fact it would impede their learning if we tried to micromanage them and so our classrooms are unique and we want teachers to feel free within a parameter to make the decisions about how their classroom is managed based on what their kids need not what some other class need so that's kind of a kind of a bit of a difference um we also know that our teachers and oh this is the I'm sorry I have to preach

120to high school folks all the the time we don't teach from our bottom anymore nobody's going to sit in a big stool nobody's going to stand behind the lecture I'm having a real hard time to be honest with you standing behind the lecture because usually when I'm teaching I'm all over the place but I know I need to be on the microphone so this is killing me it's why you keep seeing me kind of step out we've got to have folks circulating around the classroom they've got to be scanning continuously particularly when we've put a an electronic device in the hand of a teenager if the teacher is not up circulating and scanning throughout that classroom and we've got kids with computers out guess what they're doing stuff they're playing games they're uh they're surfing

121the internet whatever they can do that that your uh system allows them to get to so we've got to impress on folks we've got to supervise we got to supervise our classrooms and our and our school uh we also want to make sure that teachers then are maximizing the i in stoic so you've got chapter seven and eight in your text or is it six and seven seven and eight I think seven and eight are all about how we build and maintain positive relationships with youngsters one of the things that we teach that's difficult is that we teach folks to pay more attention when students are behaving responsibly than when they're misbehaving it's a concept called ratio of positive interactions it's embedded in almost all of our training whether it's classroom management foundations any of

122the training that we provide the coaching that we're providing uh to your it this is a huge piece because as humans this is not natural to us as humans we mostly look for misbehavior in classes I me that's that's what we um most of you had children of your own am I guessing everybody had children of their own and I'm going to guess that if you had a toddler or when they first started talking the third word maybe after mama and D was probably what no yeah they don't emerge from the womb knowing that word how did they learn it repetition no no no no no no no no no no no right and so we're sort of that's kind of our practice unfortunately we have youngsters who've learned the best way for me to

123get attention is a mess up um sorry I I teach a lot from anecdotes so let me tell you about Big D um I was teaching at Paul Lawrence dbar High School in Lexington Kentucky I had a group of 10 students with severe emotional behavioral disabilities who were in my class it was special education class and about the fourth or fifth day of school my principal came to me and he goes who's that big kid in your class I said that's Big D I'm not going to tell you his name Big D was 6'6 260 as a freshman football coach was drooling over him now we had a big rule at Dunbar and we're from the south sorry no hats no hat we had a strong no hat rule so John Acres who was my

124principal came to me and he goes I've taken a hat off that kid for the last time I want you to go call his mother and tell her I've got these three hats in my office and if she wants these hats back she needs to come get them now I'd been at the IEP meeting with Big D's mom and I didn't figure she was going to come get the hats but I called her anyway and here's what she said tell Mr ERS there's gonna be a problem he he just needs to come over here and get all the rest of these hats because this gonna be a problem I don't care about those hats he can just keep them and he can come get the rest of them so I went to him and I

125said probably not going to work and he said well I tell you what the next time it happens I'm putting him in in school suspension now I spent enough time with this kid that I knew we were going to need in school suspension but it was probably going to be for something worse than a hat so I said can I do a little investigation before we get there and he said okay and I said I'll probably come up with a plan I I think I can come up with a plan that we can solve this hat problem without having to use in school suspension so the next morning before school I hid in the Fine Arts hallway the band room was there the orchestra room was there the art room was there and the gym

126was there I hid in the art room door I watched Big D as he got up came off the bus ramp and now my principal my head principal stood in the exact same place in the foyer of the building every morning greeted everybody staff and students I watched Big D come in he do have a hat on as he approached John Acres guess what he did got in his backpack put his hat on John said do you need to get that hat off he said I'm sorry Mr ACR I'm sorry I forgot I forgot Mr RR I'm sorry so he walks on I'm following him creeping along behind him he gets to where Ray Woodyard the associate principal standing and right before he gets to Ray what does he do puts his hat on Big

127D you need to put that hat back on I'm sorry Mr Woodyard man I'll keep forgetting turns the corner Barbara gateskill is my next associate principal and she was his middle school School principal and she's just been promoted she's known him since he was in the sixth grade as he approaches Barbara what does he do puts his hat on she walks up now she's a little short woman with some high heels on about this tall she reaches up she has to stand up she takes his hat smacks him over the head with it and says put this away and he's said Miss gaty I keep forgetting I'm so sorry so at the end of that interaction I went to John and told him exactly what would happen and he said what would make a child

128do that I said well let's think about it he knew that he had one way to get the attention of the three most powerful people in the school simply by doing what misbehaving I said we can solve this without any going to end school suspension if you'll go along with it he said what do I have to do I said you have to walk 50 feet closer to him tomorrow before he gets off the bus because he didn't have his hat on when he got off the bus us you can see him coming he's 6'6 260 you can see him so the next morning John moves about 50 feet closer and he goes like this big D buddy how you doing Big D walks right up to him I'm doing good Mr Acres how you

129doing this morning good to see you you don't have that add- on today good for you he got on the radio Ray he's coming your way Ray walks 50 feet closer Big D buddy how you doing this morning good job Mr Woodyard how you doing this morning Barbara here he comes we didn't have a hat problem we've got to make sure that we are giving kids attention when they're doing the right thing instead of hanging around waiting for them to do the wrong thing because they've learned real quickly I I'm I got a 100% guarantee of getting people's attention all I have to do is make a social error because they're guaranteed to give me attention if I do that so we really spend a lot of time teaching teachers how to do that because

130it's not human nature it is a concept that has been confirmed by research for over six decades um some of you may be familiar with the Gans who do marriage and family counseling and they talk about this same concept that most marriages are happier when there's more attention paid to each other when we're behaving responsibly than nagging each other I was married for 39 years um and I think I think I tried to live by that it worked pretty well I'm just sorry that that my husband had the audacity to die on me before I was ready for him to do that we also then teach our teachers in addition to how to correct misbehavior we also teach them strategies to use to correct misbehavior so that textbook that you have in chapter nine you've

131got about 24 or 25 correction procedures that are supported in research that we know that these can be replicated unfortunately we still have some folks who not here necessarily although I don't know I haven't heard all of the stories but I still encounter in my work that people who try to do ugly things to children to get them to stop misbehaving uh just recently I was at a school down south in your state I won't tell you which school district and the the assistant principal came to me and he had gone to middle school here so he's now the Middle School assistant principal but he'd gone to that middle school and he came to me and he goes oh what are we going to do with the science teacher and I said why is that

132science teacher was making kids put books on their hands and stand like this he said he did that to us when I was in school what am I going to do with him and I said I don't know I've got to think about this and so he came to me he goes I think I got it fixed and I said what' you do and he said I went to my that science teacher who was my science teacher and I said remember when I was in your class you used to make us put books on our hands hell we all go to jail we did that now wouldn't we and the science teacher goes yep guess we would guess we would end end of uh problem so we've really got to talk to people about what

133are research-based strategies to correct misbehavior not just what was done to you perhaps when you were in school because a lot of those things have uh been outlawed um so same whoop sorry same sto stoic uh framework here um are a couple of tools that we offer your staff to help them um make those good decisions this is a stoic management checklist that teachers can assess themselves on how well I've put the pieces into a good classroom management plan and then this is the other thing that we're asking schools to do and that is that each teacher have a written classroom management plan uh this is the form that we have um in your text there's also a download code where you can download all the forms that go along with this and this is

134the classroom management plan that we ask all teachers to fill out prek through 12 so that again one their their principles can support the decisions that they've made and also support our teachers if there are questions about what's going on in the classroom if parents raise questions then our principes have good answers to that because they know what teachers are doing um in the classro so we ask that they're published because we know that if it's written down I'm more likely to be consistent in the and application of of that in addition to our work in foundations and in classroom management your district is also then because we've we've done so much work in classroom management one of my colleagues uh uh Trisha Skyles is working with your instructional coaches on how they can help

135coach teachers in some of the strategies that are listed in that text and she's doing ongoing work that I think she'll be here next week and she'll work with those instructional coaches with your principls and with your DLT your District leadership team is that right your cabinet what do you call it cabinet um I think she's going to work with all of those instanes on how we can do how how everybody gets on the same page and how we're really coaching teachers uh to help increase the the skills that they have in CL in classroom management what questions or comments or concerns do you all have questions yes sir yeah of every state except Vermont I'm sorry every state except Vermont and Maine so how do you rate since you're here in California now obviously

136Southern Cali LA area how do you rate California schools California schools compared to some of these other states used to be native and used to be the Envy of the country schol yeah and now it seem to be legis social experiment my op doas it's hard to compare Alaska to anything because where I work in rural Alaska it's so different so we take Alaska out of the mix we'll take Hawaii out of the mix same thing uh very very different um one of the challenges that I think California has is the CL is class size um you know it's was not unheard of for me especially down in Southern California to go into a TK class of 30 kids rarely do I see that anywhere else uh of class size that that large um I

137by and large have worked in Ventura County and LA county and one of the things that I would say about those District as well as yours I also work in a couple places in Northern California right now I still see really good instruction I I I I see teachers who are you know using the methods that that um that are producing good results from from kids I still see a good rigor in classrooms where I am um in districts like yours where we've really focused on classroom management we see that behavior problems are subsiding we had a real spike in behavior problems after the pandemic um I I think we had kids who came back and they weren't ready I think they'd lost their academic stamina I think they had they had lost the ability

138to focus very long um and it was it was devastating for a lot of schools but I'm seeing a lot of that subside um I don't see that you're that you're an outlier from any other place in the country um as a matter of fact I would still say that that you have California still has the ability to recruit and retain really good teachers um cforia would pay you do comparable um yeah um I don't see the number of either emergency certified teachers or uh one state I'm working in right now they really the the teach the they've got probably a fourth to a third of their teachers who haven't even been to college they call them adjunct teachers it's a state in the Union it's Oklahoma I have sir um there's there there are

139there are some good schools there uh I think the problem there is that politics so influence what goes on that the poor teachers in the Chicago public schools are there there's such turmoil in who's in charge whether it's the mayor whether it's the superintendent whether that that they're con it's it's kind of constant turmoil but even in that sort of chaotic environment there are some really good schools in Chicago Susan I I think you've covered like the the structures of a tier one system and I want the board to understand that some of the behaviors and the things that we're seeing that are extreme are in tier two or tier three and so those are some things that um we definitely have work to do on um within the district because it's absolutely a smaller

140percentage and every one of those children um is probably more individualized as to how we approach them as opposed to all students and so for us the learning is that as we are um moving through tier one and getting good at tier one how do we structure and build systems for tier two that incorporate and support those children that need that second layer and I know that as we've walked classrooms as cabinet we've been into many classrooms that o over 200 now at this point of the year more than that probably together we've been but um we've hit over 600 this week of classroom visits as a a management team leaders principales cabinet the whole bit and one of the things we do see is very structured classrooms they're not often going to the expectations

141and having to share what those expectations are with their entire class but what we realize is that is a system that is built to be there for those tier 2 and tier three students when they come in and for people that are visiting the classroom to understand what the expectations are as well um we heard a lot this week when I've been in the room while you're working on foundations about Guest teachers about substitute Paras about other people that are showing up on the campus to support that are just visiting for a period of time who need to know what those basic systems are so that they can support all kids and that gave me a huge amount of Hope knowing that they're already recognizing that it's not just about everybody that's there every day

142it's about those people that are joining and Gathering so um so the you've we've done some work already um just from working with the foundations teams on some ideas that support kids at tier two our goal is that we don't bog down teams principles with um endless meetings to try to figure out a plan for youngsters who need support at tier two if we can come up with some ready to use strategies at tier two that schools can already have developed and then we sort of just plug kids into those we found that that that sometimes solves the problem um and then that really allows all of our experts our principes our bcbas our school psychologists our special education teachers all those folks freed up to really Provide support to those kids who need the

143most intense you know they're the they're the ones who take the most of our resources and they're always going to be there and every school has them um used to be that we had two to six% of the kids who needed support at tier three and since the pandemic that that certainly increased to probably closer to 10 to 12% of the school population is going to need support at tier three the here's the problem and I'll just be quite honest with you we we really did a disservice to our I'm sorry this is just my own can I step on my soap box for a minute yeah go ahead we did a horrible disservice to teachers 105 years ago at the time at one time we realized that literacy was so important that we had

144to teach our secondary teachers how to embed liter ly practices into their curriculum we taught math teachers how to embed literacy practices into their curriculum we taught chemistry teachers how to embed literacy practices into their curriculum we took the time to do that we've known that we've got growing numbers of youngsters with behavior problems in our classrooms and we did not do the same thing with behavior we missed an opportunity 10 years ago to provide good instruction to all teachers about basic Behavior information because I'll be honest with you colleges of Education are not doing a great job of this in my opinion we've got folks who come out of the College of Education and have little information about how to manage a classroom which is which is you know just drives me crazy so

145I'm sorry I will step off my soap box so now we have to do some cleanup and we have to begin to give people more information which I think is so wonderful that we've we've got Champs which is good information about basic behavior management in a in a kind of a nice text but we missed the boat sorry nobody asked me to rule the world if they had have I would have I'm going maam I'm going to step out of that Soap Box because you mentioned an area that is near and dear to me and that is the area of College of Education um I know that the tpe 7 TPS tp7 is now been embedded the state of California requires it now and that is the literacy piece yes um but unfortunately uh in

146many colleges of Education um the uh the people who are credentialed to be able to go in and support those people who are trying to get their teaching credentials are not permitted to go into the classroom to observe it oh so you find yourself observing a videotape lesson and the videotape lesson does not allow you to see what's happening into the classroom and to give quick feedback on what the students are doing yeah so um that to me is a disservice um but we continue to hire teachers who could go through those programs instead of saying no we want somebody who's been seen by real person in a real classroom we continue to do that because of a shortage but having said that I'm going to go out to another um area that you brought

147up or that was brought up by uh Rick about education in California uh I think what happens in many cases is that we tend to look at other places as being better H and we live in a place that is other people are striving to come to um but one of the U challenges that we continue to face is is learning loss due to to covid yeah and the learning loss is not at a straight line no so every child has their level of what they have lost in education and um the schools are required to give the instruction to raise the learning for all kids regardless of how they entered to us so the challenge continues to be there yeah uh and so um having said all of that um I came to the

148foundations obviously and I had the the the feel of what could possibly be in your um in your Journeys um do you have a a district that is requiring that all teachers embrace the uh safe and civil um uh program instead of giving giving it as a choice do you have that in any any District you've travel through you all probably come the closest to not mandating but making it so um accessible and um I guess I guess you sort of made it um okay we're going to do it voluntarily um so you all probably come as close as anybody to sort of getting it out to the masses um long Beach did a fabulous job several years ago um getting everybody involved we did foundations in every one of their 60 whatever schools um

149a district in Texas conro Texas I think one of their um we just hired one of the folks from there I think she'll be in your all's District soon doing some training on something I'm not sure exactly what uh that we did foundations and Champs in all of their schools and it's maintained since 20 7 2008 they've maintained a high level of compliance with foundations and Champs and training new teachers every year about foundations and Champs um so those are a couple that come to mind um that that probably didn't mandate it to say you have to do it but they made it so enticing that people wanted to is that if that's a good way to see it and I think that's pretty much your all's approach you provide you provided incentive for people

150to come in the summer to training if I'm not mistaken we pay them to be here for training if they choose to attend it is not a requirement and and I I love how Miss oara asked it because I'm interested to know if there's a place that has everybody doing it what the stand we have taken just as as a reminder for the board is that we have a mandate that we will have a classroom management plan that classroom management plan will be published and provided to the site administrator um I have access to those because of my visits to schools [Music] um if the classroom is not structured and functioning the teacher has an option to improve that through um structured support either through coaching which is um Anonymous and not evaluative right or

151through the other side which would be the administrator doing evaluation process to create Improvement um and finally for us it's what train so if somebody wants to utilize classroom management that is not a Champs or um discipline in the secondary classroom they can do it but we want their classroom to run effectively and efficiently for instruction right and so I did write down when you said instructional management plan because I very much appreciate that um because that is what the goal of what this is all about is to get instruction happening transitions happening and it is masterful when you see it it is inspiring to be in a classroom and watch a transition that is seamless with even a tier three kid in the room yeah yeah even with a tier three kid in the

152room and see this happen so you know will we get I I'm interested to see over time what is our percentage of people using Champs because I see so many more High School classrooms using Champs than I have ever seen um since we began this years and whether you see chm up anywhere looking for beginning routines looking for ending class routines looking for good transition so that we're not losing I think in that Champs book the thing that stood out to me was the research that supported that teachers if they're not skilled at transitions meaning we're moving from one activity to the next we're losing 70 minutes a day of instructional time due to poorly executed transitions that's why we need our TK teacher over here teaching kids how to how to do those transitions

153really well so we may not see CHMS up but we also see those features of a really well-managed classroom and I and I do know that we do have some principles who have said on their campus that is what it is we have guest teachers we want them all to know that this is what we're doing and that's a site decision at this point but I will tell you that at two sites it is a mandate they that they have taken on and got an agreement with their staffs and so you see it in every class kids don't have to guess when they move to another grade level so that's that's the other nice thing about of of a district having a comprehensive approach if you have a district that has high mobility and I

154and I'm gonna guess there is some mobility in Apple Valley it's really nice when kids move from building to building the language is the same correct you know that the common language is apparent and and so kids can immediately feel comfortable oh I know I know what this is about I'm also interested in in finding out as we continue to invest into this this program I'm interested in finding out um the rate of expulsions that come from school sites that have fully embraced it versus those schools that have not fully Embrace yeah to see if there's something to show that um because the students understand the the expectations yeah um that the discipline is not as intense um that it's a little hard to measure because some states have different expulsion requirements than others um

155but I would encourage you to look at data if we have it if you can track data prior to the initiation of Champs and Foundations comparing your own data might give us more insight than looking at other other maybe other districts in in um sorry not Kentucky but California but I don't know that we would get good comparison data state to state because of the requirements of you know some some districts use expulsion for a lot of things where I think California is pretty rigid for maybe five categories that you can expel um you all probably know that more than I do but some states have very very lack you know kids are getting expelled for dress code violations they're getting expelled for cell phone violations instead of things like drugs or weapons or sexual

156assault Etc the things that I think California requires well I pull back on that question because it wasn't directed at other districts I'm looking at our district oh okay I'm sorry because we are embracing it as a district and we're investing so much as a district so if we have a school that has decided that this is it we want to see what their data the data that comes out of that school what it looks like right because then you can use that same data to show to others sites to see what is what the report is showing in terms of um in terms of um you know students who are getting out of you know out of syn right yes Miss I had clarified down here it might even work just for the same

157school to compare their Data before to their data after so that it's the same School site so you're not even comparing one school to another school because it might vary School site to School site but kind of a before and after that will work and I do see the benefit to that for others for um deciding if this is a direction that they want to go to on their School site for all so that's great we ask the foundations teams to collect and analyze behavioral data every six to nine weeks and present those data to their staff every six to n weeks usually that traditionally that's happened at the end of a school year that we go okay this is how many absences we have this is how many suspensions this how many you know

158um expulsions this is how many trips to the office we have we really want to get that more in realtime data so that we can affect change if we need to um you know if we see a group of students that's really struggling what do we need to do differently for them so looking at those data more frequently and having the entire staff examine those data and then you all asking for those data more frequently I think would be beneficial to you all as well the the data piece is a great um segue to a discussion that happened um we had a a parent complaint that came in um hit the School site hit my office hit HR and it wasn't atrocious the complaint but it was a foundations team decision about a um drop

159off and pickup of students on a campus and when I asked the principal how that decision was made it was a foundation team decision so I asked if they could go back to the foundations team and now that they were had it implemented um were people utilizing it what were the obst all of the things that they should be doing it didn't have it didn't wait six weeks because it was already an issue and they sat together they reformatted and there's no issue got fix and so that that's the other real powerful part of this is not only are they reviewing the data every six t weeks but they have the ability to revamp and and change direction to support students and staff appropriately yeah that's a beauty of having that team they're fairly Nimble

160that if something comes up that oh this is not working we don't have to wait until the end of the school year to make drastic changes in the structures of our of our procedures in the building we can do it almost immediately what other questions or concerns do you have I'd like to I know I I've sound like a cheerleader or a [Music] oh yes sir yes sir I do I am they're they vary all over the country uh the most stringent one that's that I'm seeing now is Santa Barbara's Santa Barbara unified um it started with the middle school that I was working in and they got sick of cell phones and so they decided that they were going to Institute a cell phone policy that students could not have cell phones visible during

161the school day um they could have them at lunch but no other time during the school day if they saw the cell phone a teacher first asked the student to put it away if they saw it again the teacher did not attempt to take the cell phone away from the youngster they as asked the administrator to become involved so they called the administrator to the class that the administrator would come so that we kept the the power struggle away from the teacher and the student because we want to maintain that relationship so they did ask an a um a principal or assistant principal to step in take the cell phone it went to the office and parents had to pick it up the second time that happened um the student was not allowed to bring

162the cell phone for a couple of weeks that was the the rule and if it happened the third time then the cell phone was checked in at the office in the morning now the problem was they had some kids who had a fair amount of expendable income and so they had more than one cell phone so you know without search and kids um so I am seeing more and more schools ban cell phones um Los Angeles Unified has has banned cell phones completely I've not seen yet any data to support how well it's working um teachers I think are far more favorable to not having cell phones in schools uh the one thing I did see recently that I think is going to cause an issue for us is parents being so concerned that they

163don't have access to their students because of an emergency um you know when we just had the act of violence the last one parents were very concerned if they didn't have cell phones how would I get how would I know my kid is safe and I get that I I I get as a parent I I get I'd want to know is my kid okay um so I think that's always going to be an issue that we'll have to wrestle with as we think about electronic devices we do have one School site that started the year off with off and away for the day yeah um they have had enormous success with that and um procedures and protocols that everybody's involved in one of our largest schools sitting bll Academy and um the issue of

164um emergency situations where a parent would want to have access they explain to each parent as long as that would not put their child at risk right and so the example to that would be an active shooter in the middle of that we're not going to have phones going off yeah we can't but the minute it's safe for those children to take them out they will allow them to do that if there's a shelter in place that type of thing so our our current District policy allows for the school to make that decision um before any mandates of no school cell phones in school that you know that is currently just a big battle um for local control versus a state mandate so just one of many things that um uh the state is trying

165to tell local school boards how to operate in in the settings and Santa Barbara started with the one school who tried it and then it became a district policy that that all schools are following s a similar policy I've got it in writing if anybody wants to look at it I've got Santa Barbara's the problem with to is almost daily in Apple Valley there's a lock down at the school and it's not really a problem at the school it's a problem in the neighborhood yeah the local sheriff's department is conducting search or something and so they lock the school down and then it gets on social media and it's like how come the school's locked down rocks or whatever yeah and the parents scared to death yeah scared WP what's your opinion on armed police

166officers on campus we're seeing some school districts that are going away from that yeah and I was called by a group out of San Francisco about it their whole take is that it's intimidating to the kids see yeah police on c um the district SCH the distri the district where I taught we have our own police force and they're armed and they're armed um however um they're the same folks who greet kids at the door every morning um I was a teacher who had a kid with a weapon in my classroom scared me to death I thought he had a knife I kept saying why don't you just give me that knife and he kept saying I don't have a knife and and all the rest of my kids are like so finally I heard

167it and I said you need to give me that knife and he put a gun in my hand it was a 25 caliber Raven loaded um I was grateful that we had a police force right next door to me so I grew up and as a teacher I'm not growing up I don't mean growing up but I've always had an armed U police officer I think they had great relationships with our kids I don't see that any of our youngsters were scared however I'm going to say this at that time we were not doing as many active shooter drills so to now I'm not really sure that the presence of a gun doesn't scare kids I think we have to go a long way for those officers then to really be seen as a resource

168and not somebody to be scared of and so that's work that our officers may have to change their perspective just a little bit to really learn kids' names you not be seen as somebody who's carrying a gun um and and I think that's what our officers at least in the district where I work I think with support yeah there is a push or certain districts that are going away from that yeah forious reason yeah but I yeah that's I mean we we've always had and they've always been armed we usually have four or five officers in each High School our high schools are very large in fet County we've got 28 to 3,000 2,800 to 3,000 kids so we have used a team of three or four officers in each building they also then support

169our middle schools that are nearby because we have a lot of kind of campuses that are um you know schools close by so they they support the middle schools and also the elementary schools in that feeder pattern if we that having police on campus helps with maintaining I don't want to say control but keeping the lid on possible problems that could we're just talking about displ know that could could happen if they were not there kind like turn I I've always felt like it helped to be honest with you as a teacher in a high school where we had officers I was always grateful they were there I will say this the presence of adults period in schools is the best deterrent um if like I said if I got to be Queen of the

170world there would not be a a secondary school where teachers were not supervising during passing periods the only way to keep our building safe is to have eyes on kids when you've if you've got a hallway full of um teenagers and there's no adult supervision in that hallway you're asking for trouble and so trying to get um it's it's okay interesting can can I I think the more adults the better whether they're armed or not we need to get adults and and not to and not to be mean to kids but just to say hey how you doing nice to see you hey we're going to have some fun fifth period oh you got your haircut looking nice you know just buil just so kids know hey we're not out here by ourselves yeah um

171so so whether it's an officer or not the more principal should be in the I I worked for a fabulous High School principal and I remember being in his office with a set of parents who were angry I don't know if any of you all I'm sure you've been there y'all been there and I remember it was just about passing period and he looked at these very angry parents and he said I hope you can appreciate that I've got 25 200 kids that are going to be out in my hallways in in about a minute and I need to be out there so I'm gonna ask my secretary to bring you a cup of coffee or a soft drink and I'll be back in about eight minutes and we'll continue this conversation he did not

172let a passing period go by that he was not in the hallway unless and if the superintendent was there he'd say come on and walk with me but he was all of our administrators were highly visible which made our teachers highly visible so it really trickles down uh for supervision but yes I agree I think I think I always felt safer knowing that those guys were there and they were supporting me but again they didn't feel like they didn't feel like they were there to catch criminals they felt like they were there to support kids whole different yes it is it is yeah yeah yeah and Rick I really appreciate that because I want to point back to the last board meeting we had when we introduced um officer Gotti as a new um employee

173in the district and I think it was the loudest Applause in the room the entire evening what a what a wonderful representation people were thrilled that he was here um I have asked principles that they are not calling the school police in to help discipline a student on an edod violation because I don't want them to be seen as the disciplinarian I want them to be seen as the person that's there to help protect and and support and the the other thing just today on a campus one of our officers came in um dealing with a situation and she was struck because a student was being removed from the school by child protective services and she was the person that the child thought could save her you're a police officer you can keep me here

174and it was a hard moment for her yeah and so those relationships are being built every day by those officers and I'm so proud of them for that so a little emotional but yeah um they're invaluable they're invaluable to school our our office in each of our high schools greet kids every single morning uh at the door um really to you know they're really looking to see how you're feeling is anybody Under the Influence is anybody carrying something they you know that looks like it could be suspicious I know they're looking for more but you would never guess that you just see them going good morning how are y'all this morning and they're checking kids out just to make sure everybody's safe and everybody feels safer that way I think what else um we have

175a website if you want to ever go on and look at Oncor publishing.com um I always give everybody my cell phone number um if you have questions or concerns that you didn't feel like you wanted to ask tonight in front of everybody or on camera um I don't I never mind somebody texting me a question or send calling me again I'm in different time zones but um if you'll text me first I'm always happy to answer questions we provide full service even after we're gone uh to support uh schools in in all their efforts so we're always we're always accessible is what I would like to say so if you want to write my cell phone number down here it is I've given it to every teacher across the country 0997 you can text me

176anytime you want to I'll send it to them seon yeah that'd be great that' be great um the one gal I was going to say the one gal that's coming in to your District Denise has just left one of our really good districts in Texas the one that that um we we did this through in all of their schools while she's here you may want to bring her in a pick her brain just a little bit about did they mandate um because I think they did I'm not quite sure that they mandated that everybody has to do this um I know that they've got longitudal data for probably 10 to 12 years about the effects of this so you might want to pick Denise's brain cuz she just we just stole her from that District

177so we're happy to steal her she'll be a good asset to your District to do some training with your teachers I just want to say thanks for giving me an opportunity to share with us what I believe is going to be wonderful in your District um again I wouldn't I wouldn't be as old as I am working as hard as I work if I didn't truly believe that this can be a a real huge change for schools in the right direction so I applaud your efforts we're so grateful that you all chose us uh to bring this uh important information to your school district and if we could ever be of any service to any of you all please let us know so don't hesitate to reach out thank you all very much thank you

178so much thank you thank you oh you don't have to CL you don't have to clap you have other business that you're doing we're going to close uh superintendent's comment um safe and civil presentation today I just wanted to remind the board that um I likely will ask Kylie to bring a draft um change to the board calendar for the January board meeting so that the board can attend um the safe and civil mini conference which is um been an invite to our board because of the implementation um within the district and it would just shift the board meeting um potentially the week before which I believe we can still do based on the winter break and we'd still we just have to post and um we think it would be doable January so that

179um we would not have to leave early to come back from safe and civil um uh training as a board so writing a sleigh to the school not kidding that's all I have thank you U board comments Mr Bender Mr Bender Kentucky that big that's why their high school football teams are so good um in the large cities they areille they are other than that we got Mrs bu good uh I just want to say thank you Susan for coming down and well I mean you're here all week anyway but thank you for taking the time because I know this is a really long day for you to train all day and then come train us as well but appreciate it because we've been hearing um a lot about safe and civil and Champs and

180stoic for a very long time um I know a few of us are Educators or former Educators so we're familiar with some of the alphabet um I was a PBIS coach for my high school for many years um but I was not familiar with Champs or stoic until I came to Apple Valley and um last year and I was walking through many schools and I kind of had heard about it and then there was two schools in particular that they're just doing a phenomenal job um and so I guess they're cohort one I found out tonight so um but yeah so we've got some there doing a great job so it's really nice to learn more about it now so thank okay y those were the two so thank you for doing this and thank

181you guys for bringing her so thank you thank you Mr Ry Mr Raley and for me no comments thank you so much enjoy future items do does any board member have any future items they would like to bring forward Miss Mrs B no the only future item I would like to bring forward will be the uh the calendar for safe uh for footsteps to Freedom I'd like to bring it back for the next um they have a whole list of the schedule of when it will be uh to bring to add it to us so for us so we can see what that calendar looks for looks like thank you um I am going to ask uh there being no further business to come before the Board of Trustees it is recommended that the meeting

182be adjourned I need a motion all in favor I meeting adjourned