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Creating a Safe Learning Environment
Part of The Schools Portland’s students deserveSlide2
Urgent Need to Address Safety in PPS
educators believe their school environment is unsafe. (PAT survey)
Last year only
felt their school environment was unsafe. (TELL survey)
Epidemic of students and staff getting hurt in our schools this year.
A school that is unsafe for staff can’t be safe for students.Slide3
Urgent Need to Address Safety in PPS
“Students do not feel safe because there is, at times, a feeling of chaos. Students who are doing the right thing do not necessarily see anything being done when others don’t do the right thing.”
“I have a student with severe behavioral/emotional needs. He is in my class full time, usually without support. This student is unpredictable. He hits, runs, throws objects, yells and pushes others. I often worry about the safety of my other students.”Slide4
Portland Association of Teacher (PAT)
, Chair, Wilson HS
, W. Sylvan MS
Tija Smith Wallis
, Lincoln HS
, Woodlawn K-8
, Roosevelt HS
, W. Sylvan MS
, CJOG K-8Slide5
About the Safety Survey
Every PAT member got it (excluding substitutes)
30 percent of our members responded
We’re presenting several of the key results tonight
We will meet with the Teaching and Learning committee at a later date to continue the discussion.
Analyzing Three Areas Tonight
PPS Track Record in Developing, Disseminating, and Applying Discipline Policies
Hollowing out Special Education Services and the Impact on Discipline
Patchwork of Discipline SystemsSlide7
PPS is doing an poor job following its own rules and the PPS/PAT contract.
services has contributed to unsafe classroom conditions.
District is using a
of disciplinary systems
front-end resources necessary to
make them work.
Written Student D
do not have
do not know
if their school has a written building Student
Written Student D
“I have asked to see one, and have never been given one. I was told there is no handbook.
have written rules and expectations, but
procedures to follow when said rules and expectations are violated.
Clearly Communicated Policies and Procedures
do not believe
that student conduct
policies & procedures are clearly communicated.
Staff is not really sure what the policies and procedures are. I am not even sure the
really knows what they are, with all the change happening.”
There is no transparency. Students will engage in very unsafe behaviors and administrators respond that their hands are tied by the
that they cannot exclude students. Students get the message there are no real consequences for their behavior, so their behavior escalates to dangerous levels.
Clearly Communicated Policies and ProceduresSlide13
o not believe
consequences are consistent with written discipline plans or the PPS discipline handbook.
“Our written building plan does NOT outline or describe consequences. The district handbook does not seem to be followed at all.”
Students at our school are not safe. There are no real consequences for violent behaviors. Students will be sent to the office, only to be returned to class 5 minutes later. Students are bullied, and our administrators are either unwilling or unable to hold kids accountable.
“There is minimal
how discipline is determined, defined, assigned, etc. As
, I feel in the dark about what discipline issues exist at my school, if there are any trends I should be noticing or anything that may assist in protecting and aiding
Timely Discipline Follow-up
Nearly twice as many
receive timely follow-up to discipline referrals as feel they do.
“My students have received referrals and there is nothing in Synergy or nothing of substance. When the behavior is repeated and the consequence remains ‘conference’ the behavior DOES NOT CHANGE and the students suffer.”
hear a word. 99% of the time students are sent back to class or show up the next day.
Timely Discipline Follow-upSlide17
Effective Discipline Process
By nearly a
3 to 1 margin
respondents believe that the referral process at their site is not efficient and effective.
“While we write referrals and appropriately escalate, we are told that students cannot be suspended and we have no form of detention or in-school suspension. These factors create a situation in which the students feel they can get away with anything, therefore making our classroom management plans nearly useless.”
Effective Discipline ProcessSlide19
Special Education Supports
believe that Special Ed supports
are not adequate
for behaviors that create
unsafe classroom conditions
We have worked from September through April to finally get some support through Special Ed for 3 students in this building. It has impacted the entire building and I have to credit
Principal for being persistent in helping us get the help these students need
“We don’t have adequate supports and need one-on-ones for certain students. The model we have doesn’t support the number of IEP’s in my classroom. Close to 15 IEPs in one class alone.”
Special Education SupportsSlide22
There needs to be a more efficient process for taking data, tracking students who are struggling,
and helping teachers design/implement interventions. Many students are falling through the cracks until they get in 2
grade, at which time they are already very behind academically and behavior-wise
Special Education SupportsSlide23
RESTORATIVE JUSTICE 25%
“Neither discipline style [PBIS or RJ] has been fully explained. We have just been told we are doing these models. We were explicitly told that the District is making our school do Restorative Justice, but without a RJ trainer. But we are still expected to follow it – whatever “it” is.”
“I strongly believe in the imperative to reduce inequity in student discipline, and I believe that Restorative Justice is a powerful tool in doing so. However, the way it has been “implemented” was to just throw out the referral process. I have had several incidents with students that would previously have gotten them suspended. They experienced no consequences, and then we did not go through a RJ process before the student was returned to my class. This only exacerbates issues rather than resolve them.
Like so many initiatives, we talk about PBIS. We say it
our work and yet there is not enough time for teachers to develop a meaningful program. We get a superficial set of protocols and structures, but never enough time to develop real embodied understanding.”Slide27
Question for the Board
Do you feel you know what PPS has done differently to achieve the results presented to you last week?
Part of The Schools Portlands students deserve Urgent Need to Address Safety in PPS 34 of educators believe their school environment is unsafe PAT survey Last year only 17 felt their school environment was unsafe TELL survey ID: 618401 Download Presentation