there's a piece in here around when suspensions do occur of african american students, what is triggered and the oversight as well. as to how we responds for african american students, including the direction that's given to the site,s. . this is a big and important one and we want to make is that clear to the sites that there is a difshts kind of process that we want to make sure is taking place. those are two. i'm going through the other two very quickly. you got three? i counted two. you got three, that's fine. we can make it five total. the third one on my list is that there are a number of

schools that already have gone through behavioral rti, for example. all of the middle schools. and so i'm trying to understand the relationship between a code of conduct and what is sort of more of a intervention, matrix, what steps need to be taken when certain things are hang happening and making sure those are available to the staff there >> what is going on there and how do we feel -- this is where some of that interest is, which is at just feeling that we've done behavioral rti in a school obviously doesn't necessarily address that aspect of it. what's missing there, what's not happening? is there -- going back to the site based support that 's needed there so they have other

options in place beyond just the code of conduct so the difference between the code of conduct and sort of the getting to the level where we can truly provide the positive behavioral intervention. and then the last thing, this is the fourth one on my list, but this was addressed a bit with commissioner mendoz-mcdonnell's question, which is that for the schools next year who are not in behavioral rti, what sort of [inaudible] i know we've already seen a huge reduction in those suspensions anyways and that the sites have kind of got the message that around that, but we do want to make sure that the sites understand what has changed and what the expectations are in terms of the different steps that they can take. and i know that in behavioral rti that's sort of out there, but for the schools that don't have it as we phase that in,

i'd like to know what the plan is there. and that's the end of my question. but i do really appreciate all of the work that has been done and the progress that's been made and i do realize it's incredibly complicated and there's a lot of pieces to it and we're doing it with limited resources and i want to express my gratitude for your work and your commitment to this and the way you've done this has also just been impres sif and inspiring. thank you. >> thank you for those kind words. i'll start with the fourth question first. what's exciting about only having 18 schools left is we can do something we've always wanted to do is a preparation year. best practice and the rp and behavior praul [inaudible] we go out and outreach to the staff and explain to them what's coming and get them ready for the move so that's really exciting because they have a manageable number, we

can use our bat teams to do that work as well. i wanted to start with that one. in terms of the first question, how have things gone different? we have a couple of really new resources that come into play and your question was was specifically to the teacher who is struggling and what would be different. so when we see through the data -- it'll all be data driven. the disproportionalty data will be data driven teams so they'll look to see where their efforts are most needed in that respect. but once they get to the school they can do a number of different things. they can bring a bcba into play to look at the child's behaviors in the context of the classroom and come up with a plan so that's something we haven't really had for general education students before. and that we've already using this year and we've found it to

be a very useful tool. we can offer personal coaching if the teacher needs some new skills, we can offer individualized coaching through rp coach or ppis coach or we even have a peer resources have stepped into this and are willing to work with some of the youth empowerment strategies they have if they can come into play. sometimes we might find that staff itself is struggling with how to serve all students and we have the capacity and the skills thanks to our trainer models both in behavior rpi and rp and pbis to actually do individual trainings and supports. so it's kind of like we want the bat teams to meet with the principal, determine the needs of the staff and provide the

support directly. to the second, the goal of these teams. this is my personal belief. i really believe there's no reason for suspension as we know it now to happen. removing a child from the school does nothing to solve a problem, nothing. so can we get to the point where we don't do that? i believe we can. i don't think next year we'll be able to go suspension by suspension to do a causal analysis every suspension -- it is such a traumatic and specifically significant event to the life of a child. if they are suspended in middle school the outcomes in life are incredibly narrowed. if it's that serious for the kid, we should respond

seriously. the goal is eventually these teams would respond on a suspension by suspension basis. similarly, in the resolution there's a real challenge for us at sites, which is to make sure the protocol for when a student returns to school is systematic and is high quality so we have a reentry process that's really strong. >> one of the things i'd like to highlight is part of our purpose for developing the multidisciplinary teams was simply to respond to some of the complex problems that our school has experienced. part of why i'm saying that is because we can't be prescriptive in our response to supporting a school and both in

supporting a stuvent, student, their family and the staff. i bring that up because what is being presented to us at pupil services will determine what members of our team will effectively respond to support our school. with that being said, if the focus is around attendance, we can have an attendance liaison to work with that school. if it has to do with welcoming a person back to school because they've been suspendsed and developing a process that humanizes that experience for them that may be working or not working at a school around incentives or appropriately responding when harm has occurred, we would look at utilizing and integrating the two because ultimately our goal

is to really get good at our work on our side to integrate our responses and our services to schools so we can take a complex problem and respond appropriately to it. >> i'm looking at my three questions here. the piece that i think we didn't discuss was what's the difference between the behavioral matrix and code of conduct. the -- both the behavioral matrix -- how did you phrase it nicole? the code of conduct, when we expect what the consequences are for each individual action. there's a name for it. >> [inaudible]. >> they're part of behavioral rpi so it's a fundamental part so when we wrote the resolution together that was embedded in

this and it's the very foundation of our [inaudible]. that's the first thing we do with schools. so how we pull out of this community based process to develop each school's matrix and then pull it back to a school wide document that we include in the handbook is something that i think we're going to look to a community and the schools to do. i don't have a very clearly in my mind yet, but i'm confident that we'll get that because we can see examples of [inaudible] in every schooling that we're working at. >> thank you. i wanted to add -- you know, i was trying to scroll through that part of the presentation. how are students involved in just the overall understanding of what we're doing at school sites?

i hear -- which i asked and expect to also hear about how we're working with adults, but how are we also working with our students as part of the teams to help make this come to fruition at their school site. i know we have peer resources, but not all kids are within the peer resources program so that's -- i want to know how students are involved because i actually some saw some great examples of what's happening in oakland at our symposium and i believe that was a great sharing space of what they're doing with lack of resources and what they're able to accomplish, but also what we've been able to do with very targeted for their understanding. first off, about student's involvement, whether they're in a particular group that does this work or not, how do we get this information to them and how do they participate as team members. and i'm curious about the

symposium and what we took away from that. >> so the students are defined in the process in developing the expectations alongside the teachers and the other staff members at each school site. and so where we go from there is teachers develop lesson plans to teach the students' expectations based on specific locations within the school. and in order to enforce those expectations they develop positive behavior incentives so that might be earning a prize or a reward of some sort like some schools have dance parties or might get to watch a movie or something like that if they're able to perform those expectations or behave up to what we hope for them. >> so that sounds more along the lines of behavioral rpi. i guess i'm thinking more restorative. a couple of examples i heard,

do you know what that poster means? do you know what that particular message is saying? and they said no and they'd be at the school and they'd been around. that's just one child's example, but i get the sense that's a little more widespread than those two people. so i'm more curious about that from that perspective, how are we incorporating this particular practice and approach to an integrating our student body. >> excuse me for one second. members of the audience, if you have a private conversation, could you please take it outside? thank you. >> thank you for your feedback.

it's been extremely helpful with how we move forward. i'd like to say the work we've done with coalman advocates has been extremely helpful. in regards to the work we're doing around restorative practices, that is an area of growth for us. that is something we want to improve upon. one of the ways we are moving forward with that is, as jordan was speaking, another component of that and this is where we're talking about integrating the two. when we talk about community billing circles with restorative circles, utilizing restorative questions, that requires social emotional learning and growth on the part of our students and part of what we're doing to address that is utilizing second step

as a curriculum to address that, but part of what we plan on doing moving forward is my request of the rfp and pbsi coaches is they are working together to be able to partner with the schools towards implementation of both programs and one of those pieces being how do you effectively model and teach the expectations connected to restorative processes. because restorative practices when talking about the work together true tonight in our resolution, restorative practices is the heart behind the work. so that piece you're speaking to, that is an area we're going to improve upon moving forward and we're going to bring the

student voice to the table and combine that with being intentional around teaching and modelling those practices with our students utilizing pbis. so -- >> thank you, that was very helpful. my second question was from the symposium from the sharing we did with open unified. how the we capture that. i real ly heard a strong student component even though they're not system wide, i heard with those pilot sites that honed in on that and honed on it well. i'm hoping we can incorporate some of those best practices into what we want to do here and really create a model for ourselves without having to reinvent the wheel. if they're already doing it and it's successful and they had data to support it, i think there's no need for us to start from scratch. that's something we need to --

adjusting to something to our own needs. >> something i'd like to say, and i agree with you 100%, and that is we, within our own school district having some extremely powerful stories already that are occurring at our stiets. sites. what i'd like to do is do a better job of documenting those stories because the work we're doing is amazing. we're in the process of filming and documenting that work but we need to be more deliberate and intentional about doing our own personal pr campaign. what oakland is doing is wonderful and great and we need to put that out there also. >> i appreciate that. >> i have a few comments. i just want to say i love the bat team, i love the idea of this collaboration and i like the neil diamond sort of model.

it isn't all about one song and it's all kicking together, although that's really dating us. i like that. i mean, it's all not just one thing. and i like what commissioner wynns said is we are taking a systemic approach to it. this is an individual school or students, it's about switching a culture of a district which is similar to turning the titanic around so it is that difficult. we're so deeply embedded in using isolation as punishment for behavior. those type of things. and seeing we have 85 schools involved that were a year ahead of schedule, i think there's evidence that schools have been screaming for this kind of relief. they have been begging for this kind of help. they have been struggling and struggling and struggling trying to find a solution themselves, finding themselves being ineffective so this is a

gift to the schools too. i want to say it wasn't until we invested a lot of money into the restorative practices that it ever came forward and i think the little bit of money we put in and all the millions we've wasted before, that was really gratified to know that this decision was a very sound and wise for our district. i'd like to say what i'd like to see on these classroom referrals. this is horrifying and unacceptable. but what i'd like to see is [inaudible]. i see that it's by race and we see the numbers here and the numbers are completely ridiculous and off the chartds, but i appreciate these numbers because they're somewhat honest. and i think as once it gets more and more honest we'll be more horrified. that's what it is once you own the numbers sorts of like steps

on the scale. we have to realize it's a real number, it's not a number where we want to be and we want to fix it. i don't want to punish schools for actually being honest about it. and so this is where we had a problem in our district is that when we sent kids home on an unofficial suspension because somebody's having a bad day, but that child is sent home three days a week, and that happens district wide. it was rampant in our district actually, this unofficial suspension, which is rarely just saying you're not welcome in our community. and it really didn't fix anything. and then also this idea that a parent must accompany when you -- when they come back to school. okay, that was rampant also because i heard that all the time. what the most disturbing thing was is that among black parents they would say to me that my child is not allowed in school unless i can sit with my child all day long.

they used up their sick leave, their vacation, they had grandparents coming in, aunts and uncles. it was actually ridiculous. i'm glad we're getting rid of that. i'm glad your saturday school is working out and it's not like breakfast club, quite frankly, and that -- i think we thought of saturday school a little bit like breakfast club and again, i am dating myself, but this sounds like the students like it, it's feel good all around and you guys like it too so it's just great. now, i think what i'm worried ied about is as we're working with students on behavior plan and they no longer have an iep. one thing goods about it was the parent was able to understand what kind of service

the child was getting. i think with this i'm hoping we're somehow incorporating these expectations with parents too so when they're at home they can actually reenforce these behaviors at home too. and use and model some positive reenforcements around behavior you're trying to change. we're all doing it together. it's not just in school, it's everywhere. i think it's important because i think when we reach the point where we can do restorative practice between teachers and students and teachers and teachers it's a really powerful thing, i think that is a real powerful thing. i also just want to say that in the referral form when

you're referring a student, i would like to see as we roll out restore ti practices and all of us are becoming much more reflective, i'd like to see a place on the forum that actually gives teachers an opportunity to be more reflective. this student was sent out of my room didn't do it, you know, i see those results. you know, this type -- this restorative practice is asking all of us to be a little bit more self reflective. so when you're filling it out actually, when there's a form and you're filling it out, it gives you a reminder, a little nod saying could i have done this differently? could it have happened differently in my classroom? what could i have done to have prevented this. it's a reminder to be more self

reflective around the incident. i think that could be somewhat helpful. i don't know. i'm just asking, that could be. and i like the reentry part of it. the entry has to be welcoming, right? it can't be like, you're bad. i think this is where we ran into problems for decades and it's so deeply embedded in our culture is when a student comes back we're kind of not happy to see the students and, you know, it's -- and i feel like it's a message so when we sends kids out of the classroom or suspends students the message really is underlying don't want you here so when we welcome back, clean slate, we start again, you know, and i feel like -- so that is a really -- i think a good thing, but you know, i want to-what i really like and is that -- there's a common understanding of behaviors that are managed in the classroom and which are not and that is a really powerful

thing and that one little sentence there, i -- when i haeshd that and read that i just thought yeah, this is where we need to go. i think how we reward schools is we give them help and this is the schools we need to target. schools need to know that when they need help, i mean, when they data is telling them, screaming out to them that there's disproportionalty, that there is crazy referrals, then what do we do? we don't say wow man, that's bad. we say that's bad, but you know what? we're going to help you with that. i think this is where we need to have an on site restorative practice coach at each school that is having a problem like this until the school can adopt a culture, do it on their own

and can operate on their own. i think the power of having -- as we have seen at lincoln high school this last year, the lowering of suspensions which principal pain says has been remarkable. this combination of having a restorative practice coach on site to help coach along since dent that is happen and to change the culture and work with peer resources. it's a very powerful thing. i'd like to see in the budget more restorative practice coaches assigned to schools, give them that help when they need it and move on. we're going to teach you how to farm enough for five years, show you everything to do, after five years we're doing but you have to do it on your own. i think this is what our schools really need. it's not piecemeal, it's knowing their school culture, what needs to be changed, what are they seeing, what are the strategies they can help, they can put into their toolbox so

they can do it themselves? and that's where we want to be. so i would recommend actually that we bring this back to curriculum. curriculum chair is commissioner maufas so we can actually see the plan. i for tonight things are being rolled out. i think what we heard tonight is we'd like to see the actual plan of what it's going to be and i would ask my fellow commissioner to put this on the agenda so you can come back and share the plans with the committee which is always augmented so any of the board members can [inaudible] and also open to the public too because i think we're anxiously awaiting that. i would hope to see in the budget money for restoretive coaches on site for schools that need this intensive coaching. what we've seen from these past schools that have had it it's

been extremely beneficial and not that expensive. i thought it would be way more expensive to do that so i think we'll get a lot of bang for our buck when we do it so that's why i'm recommending it personally. miss cast, will you please note that vice president has joined us. >> you're informing those systems of what your needs are. you need to inform those systems and i'll just send that to the superintendent of what your needs are so they can be sophisticated enough to inform you appropriately. >> yes. >> thank you.

hopefully this will be short. i just thought of this when you were talking. you know, all of our seconds dare secondary schools, but certainly our elementary schools. big high schools have assistant principals who are in charge of disciplines. all of the schools have deans. what can't we just turn them into rp coaches. i don't mean instantaneously, but tell me how that's factored in. >> so we have extensive contacts and work with the deans and assistant principals at high schools. almost all have been trained in restorative practices. there are big [inaudible] and because they struggle daily, i don't know if people realize, when you actually have to

suspends a kid it turns you very quickly into someone who's against suspension because it's a very, very difficult thing to have to do. they are our biggest alleys. they would much rather help a kid get back into the classroom. yes, they are. i think the situation varies. some of them are overwhelmed and -- but all of them are participating in support of the resolution and the restorative practice work. >> i also wanted to add that when looking at school data, i would like to incorporate how many times they've called the police on students. so we can get this bigger picture because we have that data now, right ? we're working with the police department. we're looking