1 00:00:06,345 --> 00:00:07,565 - Hey everybody, I'm Doug. 2 00:00:07,585 --> 00:00:09,245 That's Connor. And you're listening 3 00:00:09,245 --> 00:00:11,405 to the Bethel School District Presents podcast. 4 00:00:11,745 --> 00:00:13,965 And we have a fantastic show for you today. 5 00:00:13,965 --> 00:00:16,925 Members of our district's behavior task force will be 6 00:00:16,925 --> 00:00:19,405 joining us in just a few minutes here in the studio 7 00:00:19,745 --> 00:00:22,125 to talk about the work that they're doing behind the scenes 8 00:00:22,275 --> 00:00:25,605 that is impacting classrooms across the district. 9 00:00:25,865 --> 00:00:28,405 But Connor, before we get there, you know, we have 10 00:00:28,405 --> 00:00:30,365 to ask each other some silly question. 11 00:00:30,425 --> 00:00:31,725 And this one comes in from one 12 00:00:31,725 --> 00:00:33,525 of our loyal listeners, and it goes like this. 13 00:00:33,785 --> 00:00:37,885 If you could have an unlimited supply of something 14 00:00:38,225 --> 00:00:40,885 for the rest of your natural born life, 15 00:00:41,355 --> 00:00:42,965 what would it be and why? Of course. 16 00:00:43,425 --> 00:00:47,405 - Oh, that's easy. Cash money, bread dough, bacon, 17 00:00:47,555 --> 00:00:48,965 cheddar, cash, baby. 18 00:00:49,395 --> 00:00:50,805 - That is the correct answer. 19 00:00:51,065 --> 00:00:52,605 But we're not gonna let it be that easy. 20 00:00:52,625 --> 00:00:54,725 And I'm not gonna let you pick credit card points 21 00:00:54,865 --> 00:00:57,405 or casino vouchers or something like that. 22 00:00:57,695 --> 00:00:59,325 We're gonna drift away from money 23 00:00:59,345 --> 00:01:01,085 and pick something different. 24 00:01:01,365 --> 00:01:04,085 'cause I feel like picking cash is like saying you want more 25 00:01:04,085 --> 00:01:05,605 wishes when you get one wish. 26 00:01:05,785 --> 00:01:08,005 - That's true. That's a good point, Doug. Well done. 27 00:01:08,165 --> 00:01:09,685 I don't know Then , I have no answer. 28 00:01:09,685 --> 00:01:11,125 That's, that's really where I'm at. 29 00:01:11,125 --> 00:01:12,525 So I'm gonna kick it back to you. 30 00:01:13,155 --> 00:01:15,605 Unlimited supply of what? Young Douglas, 31 00:01:15,955 --> 00:01:18,445 - Well, I've thought about this for quite some time. 32 00:01:19,005 --> 00:01:22,365 I buy gum to keep in my car just so I don't have coffee, 33 00:01:22,365 --> 00:01:24,405 breath when I arrive at meetings and things like that. 34 00:01:24,785 --> 00:01:26,725 And I really hate buying it 35 00:01:26,725 --> 00:01:28,405 because it just seems like such a waste. 36 00:01:28,425 --> 00:01:29,805 My breath is fresh for like 10 seconds 37 00:01:29,945 --> 00:01:31,845 before I revert to the steaming pile 38 00:01:31,845 --> 00:01:33,405 of halitosis that I normally am. 39 00:01:33,665 --> 00:01:36,365 But I do arrive at meetings minty, fresh and ready to go. 40 00:01:36,505 --> 00:01:40,005 So I, I do keep buying it. I would love to not buy that gum. 41 00:01:40,665 --> 00:01:42,605 That's what I would want an unlimited supply of. 42 00:01:43,025 --> 00:01:45,765 - So gum, you're telling me out of everything in the world, 43 00:01:46,065 --> 00:01:47,165 you're choosing gum. 44 00:01:47,395 --> 00:01:49,965 Doug, I will get you an unlimited supply of gum. 45 00:01:49,965 --> 00:01:53,645 It'll cost me like $50. . Be creative, Doug. 46 00:01:53,705 --> 00:01:55,605 But you already made your choice. Live with it. 47 00:01:55,705 --> 00:01:57,005 And I have made my choice 48 00:01:57,545 --> 00:02:02,135 and I am picking unlimited talk talk 49 00:02:03,455 --> 00:02:06,175 - Connor, that is a fantastic answer. 50 00:02:06,235 --> 00:02:07,855 And if you were like Albert Einstein, 51 00:02:07,935 --> 00:02:09,375 I would want you to have unlimited time. 52 00:02:09,495 --> 00:02:11,535 I know what you do with it in that instance, 53 00:02:11,595 --> 00:02:15,135 but you are you, what are you using this time for? 54 00:02:15,245 --> 00:02:17,255 What? Are you gonna watch the office for the fifth time 55 00:02:17,655 --> 00:02:18,655 - ? 56 00:02:18,655 --> 00:02:20,215 Yeah, pretty much. Why not? Come on, let me live. 57 00:02:20,405 --> 00:02:22,135 - Well that actually does sound pretty great. 58 00:02:22,135 --> 00:02:24,015 While I'm chewing my unlimited supply of gum, 59 00:02:24,285 --> 00:02:26,415 I'll be a little jealous of your answer of time. 60 00:02:27,395 --> 00:02:29,695 And speaking of time, let's not waste any more of it. 61 00:02:29,825 --> 00:02:30,855 Let's go around the table 62 00:02:30,955 --> 00:02:34,095 and introduce the members of the behavior task force 63 00:02:34,165 --> 00:02:35,495 that have joined us here today. 64 00:02:35,515 --> 00:02:37,335 If you could each take a moment, introduce yourself, 65 00:02:37,335 --> 00:02:39,455 where you're from, and let's have you answer 66 00:02:39,455 --> 00:02:40,495 today's question too. 67 00:02:40,795 --> 00:02:42,935 If you could have an unlimited supply 68 00:02:42,995 --> 00:02:44,535 of anything, what would it be? 69 00:02:45,175 --> 00:02:46,935 - Jennifer Bonner from Spanaway Lake High School 70 00:02:47,275 --> 00:02:50,015 and I would say chocolate just 71 00:02:50,255 --> 00:02:51,415 'cause everything's better with chocolate. 72 00:02:51,595 --> 00:02:52,895 - Uh, Tracy Overstreet. 73 00:02:53,255 --> 00:02:54,895 I am at Cedar Crest Middle School 74 00:02:55,075 --> 00:02:57,335 and the vice president of BEA. 75 00:02:57,635 --> 00:02:59,685 And I would say tacos 76 00:03:00,365 --> 00:03:02,965 'cause you could have all kinds of tacos. 77 00:03:03,465 --> 00:03:04,765 - I'm Melissa Munson Merritt. 78 00:03:04,765 --> 00:03:07,245 I'm the principal over at Camas Prairie Elementary. 79 00:03:07,385 --> 00:03:11,565 And if I could have one thing in unlimited supply, 80 00:03:11,625 --> 00:03:14,805 it would be the giant cookies from Metropolitan Market. 81 00:03:15,115 --> 00:03:17,645 - Shirley Anderson, Thompson Elementary. 82 00:03:18,325 --> 00:03:19,845 I went in a whole different direction 83 00:03:19,905 --> 00:03:21,605 and I said photocopies, . 84 00:03:22,085 --> 00:03:24,005 I would like to be able to use the copy machine 85 00:03:24,265 --> 00:03:25,565 as much as I would like. 86 00:03:25,825 --> 00:03:26,925 - All right. I'm Brittany Corpus, 87 00:03:26,985 --> 00:03:28,725 I'm the principal at Cougar Mountain Middle School, 88 00:03:28,985 --> 00:03:31,725 and I would say positive energy. Okay. 89 00:03:31,725 --> 00:03:33,165 - These, these are all great , 90 00:03:33,165 --> 00:03:34,205 these are all great answers. 91 00:03:34,425 --> 00:03:36,045 Uh, well let, let's dive right in. 92 00:03:36,105 --> 00:03:38,325 So Brittany, how'd the behavior task force start 93 00:03:38,465 --> 00:03:40,845 and how has the task force evolved over the years? 94 00:03:41,755 --> 00:03:45,645 - Sure. So, um, behavior can kind of be at, at the root 95 00:03:45,665 --> 00:03:47,685 of the things that make our jobs a 96 00:03:47,685 --> 00:03:48,765 little more challenging every day. 97 00:03:49,225 --> 00:03:50,765 And, um, Chad 98 00:03:50,985 --> 00:03:54,805 and Kelly, sometimes we call them Shelly, they wanted 99 00:03:54,965 --> 00:03:57,125 to work directly with like the union and the teachers 100 00:03:57,125 --> 00:03:58,485 and get us all on the same page, 101 00:03:58,625 --> 00:04:00,085 all having conversations together. 102 00:04:00,625 --> 00:04:02,605 Uh, and it really started with looking at data 103 00:04:02,985 --> 00:04:05,125 and then research and law 104 00:04:05,265 --> 00:04:07,205 and all of our different perspectives of 105 00:04:07,205 --> 00:04:09,405 what we're experiencing, um, in our different roles. 106 00:04:09,705 --> 00:04:11,405 And then having all of that on the table 107 00:04:11,545 --> 00:04:14,045 and honestly learning for the first year, 108 00:04:14,065 --> 00:04:15,525 it felt like we were really learning a lot. 109 00:04:15,865 --> 00:04:18,445 - Uh, the behavior task force initially had recommendations 110 00:04:18,445 --> 00:04:20,725 that ended up as part of the BEA contract. 111 00:04:20,725 --> 00:04:21,765 What was it like to see the work 112 00:04:21,765 --> 00:04:23,045 you've done get implemented like that? 113 00:04:23,405 --> 00:04:26,685 - I really felt that it showed that the district heard 114 00:04:27,075 --> 00:04:28,685 what we were saying as teachers. 115 00:04:29,505 --> 00:04:34,365 Um, when we started the behavior task force way back 116 00:04:34,365 --> 00:04:37,525 before Covid, it was nice that we came together 117 00:04:37,525 --> 00:04:40,645 with the district with both admin and teachers, 118 00:04:40,745 --> 00:04:43,485 and then when they put it in the contract, it was, yes, 119 00:04:43,715 --> 00:04:45,125 they have heard us and 120 00:04:45,125 --> 00:04:46,645 they're actually willing to work with us. 121 00:04:46,985 --> 00:04:48,645 - So I'm on, on the other side a little bit 122 00:04:48,645 --> 00:04:51,205 during bargaining to get it into the contract. 123 00:04:51,545 --> 00:04:55,245 We spent hours, I would say days talking about it 124 00:04:55,265 --> 00:04:57,805 and what we need in there, what we shouldn't put in there, 125 00:04:57,945 --> 00:05:00,525 but it was really good conversations 126 00:05:01,345 --> 00:05:02,645 to move this work forward. 127 00:05:03,025 --> 00:05:05,325 - So Jennifer, can you give us some real world examples 128 00:05:05,545 --> 00:05:07,925 of types of behaviors you've seen in the classroom 129 00:05:08,075 --> 00:05:10,245 that this committee helps to move the needle on? 130 00:05:11,545 --> 00:05:15,645 - For me, I would say it's our minors when we start talking 131 00:05:15,645 --> 00:05:16,885 about minors and majors. 132 00:05:17,065 --> 00:05:20,965 So identifying what really is gonna be our tier one, um, 133 00:05:21,305 --> 00:05:23,205 issues that we can deal with and identify those 134 00:05:23,545 --> 00:05:26,365 and then the strategies to help build those relationships 135 00:05:26,385 --> 00:05:29,605 so we can be addressing those issues in those minors instead 136 00:05:29,605 --> 00:05:33,005 of having to always be pushing it off to the administration 137 00:05:33,705 --> 00:05:36,885 and or having to become a major instead 138 00:05:36,885 --> 00:05:38,325 of being able to to minor. 139 00:05:38,425 --> 00:05:39,925 So it'd be blurting out in class 140 00:05:40,825 --> 00:05:44,005 or just the positive interactions and between student 141 00:05:44,005 --> 00:05:45,605 and student, student and adult. 142 00:05:46,305 --> 00:05:48,125 Um, yeah, I would have to say 143 00:05:48,125 --> 00:05:49,845 that would be something they would see every day. 144 00:05:50,145 --> 00:05:53,765 - Um, it also helped with school-wide expectations. Mm-Hmm. 145 00:05:53,805 --> 00:05:56,885 where one teacher might not mind if their kids 146 00:05:56,885 --> 00:05:59,205 were walking down the hallway, chit-chatting 147 00:05:59,305 --> 00:06:00,565 or in the bathroom chit-chatting. 148 00:06:01,105 --> 00:06:03,565 And this helped schools come together 149 00:06:03,585 --> 00:06:05,205 and say, okay, we're gonna set 150 00:06:05,765 --> 00:06:07,285 expectations for the whole school. 151 00:06:07,665 --> 00:06:09,285 And it gave us a starting point for that. 152 00:06:09,505 --> 00:06:10,925 - So a little consistency. Yes. 153 00:06:10,925 --> 00:06:12,165 School to school, everyone kind of knows 154 00:06:12,165 --> 00:06:14,765 what they're looking at and can judge based on that. 155 00:06:15,305 --> 00:06:16,765 So late last year, a group, you went 156 00:06:16,765 --> 00:06:18,925 to the Hannigan conference with an eye on the content 157 00:06:18,985 --> 00:06:20,565 and implications for Bethel itself. 158 00:06:20,875 --> 00:06:22,485 What do you take away from something like that 159 00:06:22,625 --> 00:06:23,925 and how will it help Bethel 160 00:06:24,125 --> 00:06:25,285 teachers? We'll start with you Jennifer. 161 00:06:26,165 --> 00:06:28,245 - I feel that going to that conference, 162 00:06:28,505 --> 00:06:30,245 it served a couple different purposes. 163 00:06:30,385 --> 00:06:32,765 One, it, um, solidified 164 00:06:32,825 --> 00:06:35,685 and validated the work that we're doing, let us know 165 00:06:35,685 --> 00:06:39,405 that we're on the right track and probably leaps 166 00:06:39,405 --> 00:06:40,885 and bounds above other districts. 167 00:06:41,265 --> 00:06:45,205 It also reemphasized the need to have clear structures. 168 00:06:45,745 --> 00:06:47,645 - So the Hannigan solution Tree is coming 169 00:06:47,645 --> 00:06:49,885 to Bethel this summer to present their consistently 170 00:06:50,325 --> 00:06:51,605 recognized for their work and behavior 171 00:06:51,665 --> 00:06:52,725 and support and systems. 172 00:06:53,155 --> 00:06:55,045 What do you think that's gonna do for Team Bethel, Melissa? 173 00:06:56,235 --> 00:06:59,165 - Gosh, we had the opportunity to go to that conference 174 00:06:59,165 --> 00:07:03,205 as a behavior team and we learned so much. 175 00:07:03,705 --> 00:07:05,685 Uh, we learned so much about ourselves 176 00:07:05,905 --> 00:07:07,245 and not only about ourselves, 177 00:07:07,245 --> 00:07:09,925 but also the systems that other schools had so 178 00:07:09,925 --> 00:07:11,445 that we could really translate 179 00:07:11,445 --> 00:07:13,125 for our own context here in Bethel 180 00:07:13,125 --> 00:07:15,925 and go, Hmm, I wonder if that's something that we could work 181 00:07:15,925 --> 00:07:17,445 around or if that's something we need 182 00:07:17,445 --> 00:07:18,965 to take another look at as a team 183 00:07:19,035 --> 00:07:20,245 once we come back to school. 184 00:07:20,745 --> 00:07:23,645 So I know that when we went into that conference, 185 00:07:23,745 --> 00:07:24,805 we had this idea, 186 00:07:24,835 --> 00:07:27,245 like Brittany was saying earlier about tier three 187 00:07:27,505 --> 00:07:31,005 and really going, shoot, we need to, we need 188 00:07:31,005 --> 00:07:33,445 to modify our intervention system, if you will. 189 00:07:33,745 --> 00:07:36,525 But really we walked away from the conference going, wow, 190 00:07:36,585 --> 00:07:38,325 if we set up a strong tier one system, 191 00:07:38,435 --> 00:07:39,645 it's good for all kids. 192 00:07:39,825 --> 00:07:42,405 And so having the hannigan's come in the summer 193 00:07:42,505 --> 00:07:44,445 for our professional learning days is going 194 00:07:44,445 --> 00:07:47,645 to support all kids, which in turn gives support 195 00:07:47,665 --> 00:07:48,885 to all educators 196 00:07:49,065 --> 00:07:52,405 and they are really smart educators who have a lot 197 00:07:52,405 --> 00:07:55,125 of really great resources that can support us in a way 198 00:07:55,125 --> 00:07:56,845 that makes sense for our district 199 00:07:56,905 --> 00:07:59,885 and in a way that doesn't put us in a box necessarily, 200 00:08:00,065 --> 00:08:02,845 but allows us to, to take back to our schools, have some 201 00:08:02,845 --> 00:08:04,285 through lines throughout the district, 202 00:08:04,545 --> 00:08:08,005 but also set up some very strong systems to support all 203 00:08:08,005 --> 00:08:10,685 of our schools, all of our educators and all of our kids. 204 00:08:10,935 --> 00:08:12,845 - Tracy, what'd you get outta the conference? Um, 205 00:08:13,385 --> 00:08:16,725 - For me it was the importance of having systems 206 00:08:16,905 --> 00:08:18,245 and structures into place. 207 00:08:18,315 --> 00:08:20,685 They were very heavy on how to collect data, 208 00:08:21,155 --> 00:08:24,925 putting your tier one, um, systems in place 209 00:08:25,145 --> 00:08:26,285 and making 'em concrete 210 00:08:26,345 --> 00:08:28,605 so then you could address the twos and the threes. 211 00:08:29,385 --> 00:08:31,485 Um, especially being special ed, 212 00:08:31,785 --> 00:08:33,005 - It really sounds like it's important 213 00:08:33,005 --> 00:08:35,605 to have a solid structure that everybody's familiar with, 214 00:08:35,665 --> 00:08:37,205 so no one has to reinvent the wheel. 215 00:08:37,565 --> 00:08:39,245 Jennifer, can you talk to us a little bit about 216 00:08:39,245 --> 00:08:41,325 how the task force works together to make that happen? 217 00:08:41,785 --> 00:08:43,725 - The work that we're doing is collaborative. Yeah. 218 00:08:44,105 --> 00:08:47,125 We have teachers at all grade bands. 219 00:08:47,465 --> 00:08:49,365 We have administrators in the building, 220 00:08:49,545 --> 00:08:51,405 and then we also have district administrators. 221 00:08:51,425 --> 00:08:54,485 And it's just a collaborative effort in 222 00:08:54,555 --> 00:08:56,525 that when it doesn't feel top down, 223 00:08:56,545 --> 00:08:58,245 it feels like it's a decision 224 00:08:59,105 --> 00:09:02,965 and, um, laying out the work that we do, it's easier 225 00:09:02,965 --> 00:09:03,965 to come back to our colleagues 226 00:09:03,965 --> 00:09:06,485 and say, no, this is, this is coming from us. 227 00:09:06,515 --> 00:09:08,165 This isn't coming top down. Mm-Hmm . 228 00:09:08,345 --> 00:09:10,485 And then I feel like people are more receptive to that 229 00:09:11,025 --> 00:09:13,965 and then that kind of gets us the fire going 230 00:09:13,985 --> 00:09:15,405 and then gets the work moving forward. 231 00:09:15,625 --> 00:09:18,925 - And, and I think that this team has been so proactive in 232 00:09:18,925 --> 00:09:22,965 that because sometimes as teachers we see our perspective, 233 00:09:23,025 --> 00:09:24,525 but we don't see admin's perspective 234 00:09:24,665 --> 00:09:26,125 and we don't see district's perspective. 235 00:09:26,585 --> 00:09:31,005 And this team has allowed us to interact all together 236 00:09:31,185 --> 00:09:33,085 and see each other's perspectives. 237 00:09:33,705 --> 00:09:36,845 And they're not that far off of each other. 238 00:09:37,165 --> 00:09:39,485 I mean, you know, it might be a little bit off, 239 00:09:39,945 --> 00:09:42,965 but for the most part we are all on the same page 240 00:09:43,065 --> 00:09:44,485 and we all want the same thing. 241 00:09:44,825 --> 00:09:47,165 You know, in the end, we all want student success. 242 00:09:47,785 --> 00:09:49,445 And I think that that's what the important thing 243 00:09:49,445 --> 00:09:51,325 of this team is, is 244 00:09:51,325 --> 00:09:53,285 that we are all working towards the same goal 245 00:09:53,985 --> 00:09:57,765 and now we're able to see that on a human level. 246 00:09:58,285 --> 00:10:00,485 - I remember the meeting we had at Thompson, 247 00:10:01,005 --> 00:10:04,445 remember we were up in the library and, uh, we thought 248 00:10:04,445 --> 00:10:06,765 that we had the answer as administrators 249 00:10:06,905 --> 00:10:09,045 and our teacher cohort 250 00:10:09,555 --> 00:10:11,845 that was joining us thought they had the answers for 251 00:10:11,845 --> 00:10:13,165 how we were gonna fix behavior. 252 00:10:13,385 --> 00:10:14,845 And by the end of that meeting 253 00:10:15,105 --> 00:10:16,645 or the next, I'm not sure which one, 254 00:10:16,905 --> 00:10:19,125 we all realized we didn't have the answers, no answers. 255 00:10:19,465 --> 00:10:21,045 And so we just really had to engage in 256 00:10:21,045 --> 00:10:22,085 a learning process together. 257 00:10:22,705 --> 00:10:26,525 - It was super powerful to hear each perspective though. 258 00:10:26,945 --> 00:10:29,005 And really truly not just in the passion 259 00:10:29,105 --> 00:10:31,925 or the moment of when it feels like a big situation 260 00:10:31,985 --> 00:10:33,965 and you know, we gotta make a call in the moment. 261 00:10:34,035 --> 00:10:35,725 It's like really talking through all the layers 262 00:10:35,745 --> 00:10:36,925 of all the different types of kids, 263 00:10:36,925 --> 00:10:38,245 what's happening, what's going on? 264 00:10:38,245 --> 00:10:40,045 What are the different systems at different schools 265 00:10:40,185 --> 00:10:41,485 and what's working, what's not working? 266 00:10:42,065 --> 00:10:44,485 And that, that also kind of led us to the next step. 267 00:10:44,585 --> 00:10:47,725 The next layer was, okay, so what are, what's, 268 00:10:47,725 --> 00:10:49,565 what is research telling us about what, what works? 269 00:10:49,625 --> 00:10:51,485 What's going well in some schools where, 270 00:10:51,495 --> 00:10:53,125 where where's like different places 271 00:10:53,125 --> 00:10:54,525 that we can like collaborate 272 00:10:54,525 --> 00:10:57,085 and calibrate on putting some systems in place? 273 00:10:57,425 --> 00:10:58,445 And so that, that kind 274 00:10:58,445 --> 00:11:00,365 of got us talking about the next phase of, 275 00:11:00,465 --> 00:11:01,965 of this work and then Covid hit. So. 276 00:11:02,465 --> 00:11:05,005 - And how did Covid affect the task force? 277 00:11:05,105 --> 00:11:06,845 And do you feel like it set you back a lot 278 00:11:06,865 --> 00:11:07,765 or was it something you were 279 00:11:07,765 --> 00:11:08,885 able to get right back on top of? 280 00:11:09,685 --> 00:11:11,365 - I think we had to obviously take a pause. 281 00:11:11,465 --> 00:11:14,325 We all did, um, and tend to the health 282 00:11:14,325 --> 00:11:16,805 and safety pieces in our buildings to ensure 283 00:11:16,805 --> 00:11:18,205 that we kept kids safe 284 00:11:18,225 --> 00:11:20,485 and kept them learning as best as we could. 285 00:11:21,185 --> 00:11:24,165 But I think once we started to come together again, 286 00:11:24,345 --> 00:11:26,285 it was like we missed no time at all. 287 00:11:26,345 --> 00:11:29,085 We just picked right up where we left off and started. 288 00:11:29,545 --> 00:11:31,245 All those relationships were already built 289 00:11:31,245 --> 00:11:32,605 between the task force members 290 00:11:32,985 --> 00:11:35,405 and so we, it was good to see people again. 291 00:11:35,405 --> 00:11:36,765 It was like we were old pals 292 00:11:36,765 --> 00:11:38,205 and we were able to really just start 293 00:11:38,205 --> 00:11:39,605 to dig into the work again. 294 00:11:40,425 --> 00:11:42,805 And yeah, our perspective was a little different. 295 00:11:43,085 --> 00:11:46,845 Behaviors changed after Covid and some were intensified. 296 00:11:47,035 --> 00:11:50,165 Some of our strategies needed to be modified. 297 00:11:50,225 --> 00:11:52,845 And so yeah, we just started to dig into the learning again 298 00:11:53,585 --> 00:11:57,205 and figure out how we can best meet our kids' needs as well 299 00:11:57,205 --> 00:11:58,325 as educator's needs. 300 00:11:58,325 --> 00:12:00,005 Right? It's about kids and staff. 301 00:12:00,145 --> 00:12:02,885 We need to keep them both growing and learning and, 302 00:12:03,105 --> 00:12:07,005 and in schools where the culture is positive and successful. 303 00:12:07,235 --> 00:12:09,605 - Well, and one advantage for our district to kind of have 304 00:12:09,605 --> 00:12:11,205 that baseline Yeah. 305 00:12:11,225 --> 00:12:12,725 Of having a task force. It 306 00:12:12,725 --> 00:12:14,325 - Was like, thank goodness that we already have 307 00:12:14,325 --> 00:12:16,765 - This because I'm sure not every district had that 308 00:12:16,825 --> 00:12:17,885 and they all came back 309 00:12:17,885 --> 00:12:19,565 and they all were dealing with those behaviors, 310 00:12:19,565 --> 00:12:21,685 but some of them were probably starting at scratch right 311 00:12:21,685 --> 00:12:23,645 there where at least we had this understanding. 312 00:12:24,265 --> 00:12:27,245 Um, so do you feel like there was a big benefit coming back 313 00:12:27,245 --> 00:12:30,085 from COVID and kind of already having a leg up there? 314 00:12:30,195 --> 00:12:32,485 - Yeah, 100% because we, we knew 315 00:12:32,485 --> 00:12:34,565 that the social emotional health of our, our kids, 316 00:12:34,565 --> 00:12:36,325 everything was amplified, but we also knew that 317 00:12:36,325 --> 00:12:37,325 that was already at the root. 318 00:12:37,345 --> 00:12:40,005 And then for it to just be amplified after Covid 319 00:12:40,025 --> 00:12:42,245 and coming back and us already knowing 320 00:12:42,385 --> 00:12:44,085 and trusting each other as a team 321 00:12:44,145 --> 00:12:46,685 to make good decisions together, looking at like the menu 322 00:12:46,685 --> 00:12:49,685 of resources and having the team decide kind 323 00:12:49,685 --> 00:12:50,965 of some next steps that need to happen. 324 00:12:51,305 --> 00:12:54,605 It was really powerful but had, had, we have to start fresh, 325 00:12:54,705 --> 00:12:56,885 it would, it, we'd come from a less trusting place 326 00:12:56,945 --> 00:12:58,405 of here's what we really need to do. 327 00:12:58,705 --> 00:13:01,325 And I would say that the whole team is really having a great 328 00:13:01,325 --> 00:13:03,565 voice in what needs, what's the next step, what needs 329 00:13:03,565 --> 00:13:07,045 to happen and then like how do we get all of our schools, 330 00:13:07,065 --> 00:13:08,325 we have a very big district 331 00:13:08,545 --> 00:13:10,965 and how do we get everybody on the same level at tier one 332 00:13:10,965 --> 00:13:12,325 and what does that look like support wise? 333 00:13:12,385 --> 00:13:15,085 And just having those constant conversations together has 334 00:13:15,085 --> 00:13:16,085 been really valuable. 335 00:13:16,165 --> 00:13:18,165 I feel like I have a, I'm, I'm working with a team of people 336 00:13:18,165 --> 00:13:21,245 that I trust and respect and truly enjoy spending time with. 337 00:13:21,265 --> 00:13:24,165 And I think what we year five now? Yes. Something like 338 00:13:24,165 --> 00:13:25,165 - That. 339 00:13:25,165 --> 00:13:26,205 That's amazing to have that continuity. Yeah. 340 00:13:26,205 --> 00:13:27,605 Uhhuh for that long. Yeah. 341 00:13:27,745 --> 00:13:30,605 - And I wanna point out, Brittany said that tiered approach 342 00:13:30,705 --> 00:13:34,325 or you know, the tiered stra tiered strategies, I think that 343 00:13:34,325 --> 00:13:35,845 that was something we didn't 344 00:13:35,845 --> 00:13:37,405 necessarily forecast at the time. 345 00:13:37,425 --> 00:13:40,205 We got the, this work started with the behavior task force 346 00:13:40,225 --> 00:13:41,245 or the behavior health team. 347 00:13:41,665 --> 00:13:46,045 And as we started to, as a district could start to go kind 348 00:13:46,045 --> 00:13:48,485 of on the journey of learning what multi-tiered systems 349 00:13:48,545 --> 00:13:50,805 of support actually look like in a school 350 00:13:50,865 --> 00:13:52,805 and in a district was really nice 351 00:13:52,805 --> 00:13:56,365 because we were able to layer in the learning about MTSS 352 00:13:56,595 --> 00:13:58,245 with some of our work around behavior. 353 00:13:58,425 --> 00:14:01,165 And so it just kind of flowed hand in hand 354 00:14:01,165 --> 00:14:02,725 and it became a very natural process 355 00:14:03,025 --> 00:14:04,325 to have these conversations 356 00:14:04,345 --> 00:14:06,285 and really start to talk about our tiered approach 357 00:14:06,345 --> 00:14:08,405 for supporting students in an equitable manner. 358 00:14:11,545 --> 00:14:13,325 - That's gonna wrap up our show this week. 359 00:14:13,335 --> 00:14:15,765 Thank you to all the members of the behavior task force 360 00:14:15,795 --> 00:14:16,845 that joined us today. 361 00:14:16,845 --> 00:14:18,805 And circling back to our question from the top, 362 00:14:18,865 --> 00:14:21,325 if you could have an unlimited supply of something 363 00:14:21,325 --> 00:14:22,805 for the rest of your life, Connor, 364 00:14:23,125 --> 00:14:25,605 I want quality podcast guests like we had today. 365 00:14:26,285 --> 00:14:27,925 - Absolutely Douglas. And on that note, 366 00:14:28,235 --> 00:14:30,605 join us next week when we have a very special guest. 367 00:14:30,985 --> 00:14:34,525 Dwayne the Rock Johnson will be in studio. 368 00:14:34,825 --> 00:14:35,965 - Uh, actually, actually, uh, 369 00:14:36,065 --> 00:14:37,925 we did hear back from his publicist. 370 00:14:37,925 --> 00:14:40,205 They basically told us the cease and desist 371 00:14:40,205 --> 00:14:41,645 and stop emailing them. Ah, 372 00:14:42,025 --> 00:14:43,025 - Shocks. 373 00:14:43,025 --> 00:14:43,685 I figured that might happen. 374 00:14:43,755 --> 00:14:46,485 Well tune in next week to see which guests we do have. 375 00:14:46,815 --> 00:14:48,045 - We'll see you next week everybody.