0:00:01.199,0:00:02.760
Right. Let's share what you know.

0:00:02.760,0:00:05.000
I think many of you, probably all of you

0:00:05.000,0:00:07.560
probably know students who have attended

0:00:07.560,0:00:10.080
or do attend or may attend in the future

0:00:10.080,0:00:12.040
at Dakota Ridge.

0:00:12.040,0:00:14.670
And um, no two students as you know,

0:00:14.670,0:00:16.680
have are nothing, nothing

0:00:16.680,0:00:19.320
is just textbook or fits in a box. Right?

0:00:19.320,0:00:21.039
So that's what we really pride ourselves on

0:00:21.039,0:00:23.720
here at Dakota Ridge is when I meet

0:00:23.720,0:00:25.279
families for the first time and we're

0:00:25.279,0:00:26.920
trying to help them understand what this

0:00:26.920,0:00:28.720
might do for them or how help their

0:00:28.720,0:00:31.880
child, we are an intervention.

0:00:31.880,0:00:34.800
And in the world of federal setting for sites,

0:00:34.800,0:00:36.680
we are unique in that we are part

0:00:36.680,0:00:37.560
of this large District.

0:00:37.560,0:00:38.910
We are not an Intermediate.

0:00:38.910,0:00:40.560
We aren't somewhere you send your kids

0:00:40.560,0:00:42.160
to that do their own thing,

0:00:42.160,0:00:45.039
but we are aligned to district 196

0:00:45.039,0:00:47.879
in everything we do and our goal

0:00:47.879,0:00:49.059
is to be an intervention,

0:00:49.059,0:00:50.239
to be that step in between

0:00:50.239,0:00:52.840
to help students figure out what

0:00:52.840,0:00:55.039
is getting in the way for them

0:00:55.039,0:00:58.410
of being successful, intervene, teach skills

0:00:58.410,0:01:00.320
and for many students that means move on

0:01:00.320,0:01:01.000
to your next goal.

0:01:01.000,0:01:02.320
Whether that's back to your home school,

0:01:02.320,0:01:03.759
whether that's out in the community,

0:01:03.759,0:01:05.159
whether it's just making

0:01:05.159,0:01:07.429
your world a little broader.

0:01:07.429,0:01:10.000
Um, I think we're we're fortunately

0:01:10.000,0:01:11.640
pretty successful at that.

0:01:11.640,0:01:13.720
So um, I'll just talk a little bit

0:01:13.720,0:01:16.460
and like oh that's not my screen. Yours.

0:01:16.460,0:01:21.439
Um, so I'll just share kind of just

0:01:21.439,0:01:23.860
where we've been, how we got here

0:01:23.860,0:01:28.280
who I am and then I think I'll ask those

0:01:28.280,0:01:30.240
of you who have lived in this world

0:01:30.240,0:01:32.520
to kind of fill in where I, cuz I don't live

0:01:32.520,0:01:34.180
your role every day.

0:01:34.180,0:01:35.840
I live the right, the perspective

0:01:35.840,0:01:38.095
of outside of it.

0:01:38.095,0:01:42.475
Um, so I prior to my position here I was

0:01:42.475,0:01:44.840
I've had many hats in the district.

0:01:44.840,0:01:46.840
I was a Center-Based Autism Teacher

0:01:46.840,0:01:48.680
at Dakota Hills for many years.

0:01:48.680,0:01:50.900
Um, I was an Autism Specialist

0:01:50.900,0:01:53.030
and then I came over here

0:01:53.030,0:01:55.170
as a Lead Teacher

0:01:55.170,0:01:58.360
and then when I left here,

0:01:58.360,0:02:00.759
I was an Elementary Coordinator

0:02:00.759,0:02:03.560
and came back because once I was here,

0:02:03.560,0:02:04.960
I knew this is where I belonged

0:02:04.960,0:02:05.980
and I couldn't wait to come back

0:02:05.980,0:02:07.350
and I get the opportunity

0:02:07.350,0:02:09.739
to lead this building.

0:02:09.739,0:02:11.309
And one of the first things we did

0:02:11.309,0:02:12.400
when I came back

0:02:12.400,0:02:14.680
was we created a shared vision

0:02:14.680,0:02:16.840
mission statement as a building.

0:02:16.840,0:02:18.520
So this is a statement co-constructed

0:02:18.520,0:02:21.440
by staff and what we believe we do here

0:02:21.440,0:02:22.540
at Dakota Ridge.

0:02:22.540,0:02:23.640
And it's a community engaged

0:02:23.640,0:02:25.760
in developing the unique skills

0:02:25.760,0:02:27.680
of individual students through creative

0:02:27.680,0:02:30.040
programming and collaboration.

0:02:30.040,0:02:31.680
And to take that a step further,

0:02:31.680,0:02:35.670
what we truly believe is these starred items

0:02:35.670,0:02:39.040
and every student who walks in our door,

0:02:39.040,0:02:40.360
school has failed them.

0:02:40.360,0:02:41.280
And I don't mean a person

0:02:41.280,0:02:43.319
has failed them, I just our system

0:02:43.319,0:02:45.199
and the way we've gone about things

0:02:45.199,0:02:47.280
has not met their needs

0:02:47.280,0:02:49.400
and we get this unique opportunity

0:02:49.400,0:02:50.959
to rewrite their story.

0:02:50.959,0:02:52.519
And so we walk in this door,

0:02:52.519,0:02:56.000
I truly believe those of us who we have

0:02:56.000,0:02:58.159
very low staff turnover in our building

0:02:58.159,0:03:00.800
because this is a place that it it calls to you.

0:03:00.800,0:03:02.640
It speaks to you.

0:03:02.640,0:03:04.480
Um, and we get

0:03:04.480,0:03:06.120
this opportunity to take students who

0:03:06.120,0:03:09.200
have no joy at school and to find their joy.

0:03:09.200,0:03:11.280
To find school is a place - I'll never forget

0:03:11.280,0:03:15.239
Matthew and I went out to Gideon Pond

0:03:15.239,0:03:17.519
when he was at Gideon and observed him

0:03:17.519,0:03:20.360
and was part of meetings, and all he said

0:03:20.360,0:03:22.400
that first day when he came for a tour,

0:03:22.400,0:03:24.680
I don't know if any of you were with that day,

0:03:24.680,0:03:27.680
he walked through the hallway

0:03:27.680,0:03:31.129
and kept saying, "Friends. I'm going to have friends".

0:03:31.129,0:03:33.859
That is all he cared and to this day

0:03:33.859,0:03:38.109
that is probably what brings him to school every day.

0:03:38.109,0:03:39.454
He gets excited.

0:03:39.454,0:03:43.148
He never, the kid has impeccable attendance.

0:03:43.148,0:03:45.799
He is never gone.

0:03:45.799,0:03:48.140
We have behaviors when he has to leave early.

0:03:48.140,0:03:49.520
Yes.

0:03:49.520,0:03:51.860
Truthfully, because school has never been

0:03:51.860,0:03:53.479
an experience like that before.

0:03:53.479,0:03:54.519
So for Matthew for you know,

0:03:54.519,0:03:56.439
that's a child you can all identify with

0:03:56.439,0:03:57.419
because you work with,

0:03:57.419,0:03:58.400
but every student here,

0:03:58.400,0:04:00.639
no matter how they show us

0:04:00.639,0:04:02.120
things aren't going well and how they

0:04:02.120,0:04:04.779
communicate that to us um,

0:04:04.779,0:04:05.789
we get the opportunity

0:04:05.789,0:04:06.799
to figure out how school

0:04:06.799,0:04:08.280
can be a place for them to be successful

0:04:08.280,0:04:10.159
and there's nothing more rewarding than that.

0:04:10.159,0:04:12.280
And it's it's tough in between there.

0:04:12.280,0:04:13.439
Right? There's some things to work through.

0:04:13.439,0:04:16.490
Um, high quality, effective instruction

0:04:16.490,0:04:19.100
we believe that in order to do that

0:04:19.100,0:04:20.890
and help school be a successful place,

0:04:20.890,0:04:23.160
we have to believe they can

0:04:23.160,0:04:26.050
and classrooms are set up to teach.

0:04:26.050,0:04:28.120
They are classrooms we are school first.

0:04:28.120,0:04:29.644
You can hear a pin drop

0:04:29.644,0:04:31.880
in our hallway most days.

0:04:31.880,0:04:34.080
Um and when you walk in classrooms,

0:04:34.080,0:04:34.800
they're learning.

0:04:34.800,0:04:35.520
They're engaged.

0:04:35.520,0:04:36.919
They're using all the same curriculum

0:04:36.919,0:04:38.240
they're using throughout the district.

0:04:38.240,0:04:40.680
The same tools, the same textbooks,

0:04:40.680,0:04:41.380
the same everything

0:04:41.380,0:04:42.080
and we might modify and adjust,

0:04:42.080,0:04:43.960
but I would say we probably

0:04:43.960,0:04:46.320
modify and adjust less than

0:04:46.320,0:04:47.500
a Setting Three classroom

0:04:47.500,0:04:48.680
in a Traditional School.

0:04:48.680,0:04:50.219
What age kids are here?

0:04:50.219,0:04:51.329
Everybody.

0:04:51.329,0:04:53.070
Kindergarten through age 22

0:04:53.070,0:04:55.149
down our main hallway.

0:04:55.149,0:04:58.199
Everybody and we do not, go ahead.

0:04:58.199,0:05:02.960
The word can that is that word means so

0:05:02.960,0:05:06.120
much it's such a small world word but

0:05:06.120,0:05:07.960
that word even Martha Martha is the one

0:05:07.960,0:05:09.720
who brought it to Matthew's plate I'm

0:05:09.720,0:05:11.440
going to give you credit for this one

0:05:11.440,0:05:12.880
because she said you know what we should

0:05:12.880,0:05:15.600
start using the word before when he's

0:05:15.600,0:05:18.560
having a behavior to cut it off you can

0:05:18.560,0:05:22.039
do that you can you can and it changed

0:05:22.039,0:05:25.160
you could see it in his head does change

0:05:25.160,0:05:29.120
so I just want to that word can can and

0:05:29.120,0:05:31.520
to your question we serve all disability

0:05:31.520,0:05:34.039
categories um our building is laid out

0:05:34.039,0:05:36.000
and I think probably the next

0:05:36.000,0:05:39.080
slide um I'll I'll get so this will

0:05:39.080,0:05:40.919
stack on that this doesn't probably mean

0:05:40.919,0:05:42.600
a whole lot just the way it's laid out

0:05:42.600,0:05:44.880
but and this was a snapshot taken months

0:05:44.880,0:05:47.560
ago but we

0:05:47.560,0:05:50.639
have a total of 22 classrooms in the

0:05:50.639,0:05:52.720
building and eight of them are

0:05:52.720,0:05:54.759
classrooms that we serve four students

0:05:54.759,0:05:56.720
in that classroom environment so that

0:05:56.720,0:05:59.120
the max we put in there is four and then

0:05:59.120,0:06:01.560
the other are what we call large group

0:06:01.560,0:06:04.639
is six to eight students um and within

0:06:04.639,0:06:07.199
that environment there are par

0:06:07.199,0:06:09.160
professionals supporting um in small

0:06:09.160,0:06:11.440
group our goal we start at for that one

0:06:11.440,0:06:12.960
teacher there's usually two pair of

0:06:12.960,0:06:16.520
professionals ideally and um those four

0:06:16.520,0:06:18.479
students sometimes it eaks up to five

0:06:18.479,0:06:20.000
because right the reality of just we

0:06:20.000,0:06:24.960
have to serve everybody um and Lorna is

0:06:24.960,0:06:26.120
part of one of those small group

0:06:26.120,0:06:28.520
environments so we that factors in so

0:06:28.520,0:06:30.800
it's um in that classroom there are

0:06:30.800,0:06:33.400
actually two Care Professionals assigned

0:06:33.400,0:06:35.560
in addition to laa one is out on lead

0:06:35.560,0:06:38.479
right now um but just not always so like

0:06:38.479,0:06:41.120
the room Matthew's in it is one other

0:06:41.120,0:06:43.199
pair of professional with Charlotte so

0:06:43.199,0:06:45.080
we we adjust based on what the needs of

0:06:45.080,0:06:48.599
that environment is

0:06:48.599,0:06:51.800
um we don't necessarily just group

0:06:51.800,0:06:55.080
students by age so I don't one we don't

0:06:55.080,0:06:57.000
have a full classroom of fourth graders

0:06:57.000,0:06:58.360
right we don't have a full classroom of

0:06:58.360,0:07:01.400
fifth graders but we also know

0:07:01.400,0:07:05.080
that students learn best with certain

0:07:05.080,0:07:07.440
peers and not with others so we spend a

0:07:07.440,0:07:09.800
lot of time building those class lists

0:07:09.800,0:07:11.919
and we create classrooms that we believe

0:07:11.919,0:07:14.120
will learn together best not based on

0:07:14.120,0:07:16.479
their age grade all those things so we

0:07:16.479,0:07:18.520
might have a eighth grader mixed in with

0:07:18.520,0:07:20.879
10th and 11th graders because they need

0:07:20.879,0:07:22.800
some Role Models they need they need

0:07:22.800,0:07:25.560
something different um we don't always

0:07:25.560,0:07:27.759
get it right and we sometimes have to

0:07:27.759,0:07:30.360
adjust but that is just what we do here

0:07:30.360,0:07:32.520
we we reflect and we figure it out and

0:07:32.520,0:07:35.919
we adjust

0:07:37.560,0:07:42.479
um so we we we joke that we're a big

0:07:42.479,0:07:44.280
family here and it really you have to

0:07:44.280,0:07:46.000
kind of have that mentality to be here

0:07:46.000,0:07:49.479
we're all in this together um if you if

0:07:49.479,0:07:52.159
you everybody carries a radio and if you

0:07:52.159,0:07:55.080
say on that radio I need

0:07:55.080,0:07:58.560
help like more than you wished I usually

0:07:58.560,0:08:01.000
follow behind like I think we're good I

0:08:01.000,0:08:02.720
think we're

0:08:02.720,0:08:06.000
good um and not because it's so big

0:08:06.000,0:08:09.720
scary I mean we we have evolved in the I

0:08:09.720,0:08:11.680
think what Dakota Ridge was maybe 15

0:08:11.680,0:08:13.639
years ago our population has evolved and

0:08:13.639,0:08:17.039
changed the one because I believe our

0:08:17.039,0:08:19.039
setting two and three within our

0:08:19.039,0:08:20.800
Traditional School settings has grown in

0:08:20.800,0:08:23.319
their capacity to serve students so they

0:08:23.319,0:08:25.599
may have been sent to a quarterage years

0:08:25.599,0:08:27.479
ago but we don't need to serve that

0:08:27.479,0:08:29.960
population anymore we also have growing

0:08:29.960,0:08:31.720
needs of individuals who maybe just

0:08:31.720,0:08:33.679
weren't served in schools before because

0:08:33.679,0:08:37.080
they were so extreme um there are fewer

0:08:37.080,0:08:38.958
facilities for them to go to just so

0:08:38.958,0:08:42.279
many reasons why that the complexity of

0:08:42.279,0:08:46.279
Learners has changed here

0:08:46.279,0:08:48.920
and we have bad days just like every

0:08:48.920,0:08:52.120
school in the district I would say it's

0:08:52.120,0:08:55.560
not every day and it's not every week um

0:08:55.560,0:08:58.040
and the support that one big family were

0:08:58.040,0:09:00.800
in together you just

0:09:00.800,0:09:03.079
there we had I we had a major incident

0:09:03.079,0:09:05.360
last week oh this week it was Tuesday

0:09:05.360,0:09:09.880
only um but the reality is 90% of the

0:09:09.880,0:09:12.079
school had no idea what was going on

0:09:12.079,0:09:14.600
because we have systems and routines and

0:09:14.600,0:09:16.160
people trained to support those

0:09:16.160,0:09:18.480
situations so that we have a practice we

0:09:18.480,0:09:20.720
follow and usually it's a hold that

0:09:20.720,0:09:22.320
particular day we want to when on a

0:09:22.320,0:09:25.200
secure and so people just knew we got to

0:09:25.200,0:09:27.240
stay in the building we know that the

0:09:27.240,0:09:28.920
staff are call the leadership is calling

0:09:28.920,0:09:30.880
this going to keep us safe we can go

0:09:30.880,0:09:33.040
about our business and again to this day

0:09:33.040,0:09:36.040
90% of people probably don't know what

0:09:36.040,0:09:38.760
happened and we just went on with our

0:09:38.760,0:09:41.000
day you go on with your day you trust

0:09:41.000,0:09:42.920
and you know that people have got your

0:09:42.920,0:09:45.399
back and we're in this together and we

0:09:45.399,0:09:47.959
do everything we can to keep people safe

0:09:47.959,0:09:49.880
I mean I'm sure if you're at the DC you

0:09:49.880,0:09:51.560
see things right you see police cars you

0:09:51.560,0:09:54.519
see ambulances 90% of those situations

0:09:54.519,0:09:56.880
are mental health issues and we are

0:09:56.880,0:09:58.800
responding to a student and getting them

0:09:58.800,0:10:03.120
help it is not a risk sometimes the the

0:10:03.120,0:10:05.519
behavior that leads up to them meeting

0:10:05.519,0:10:07.600
that level of

0:10:07.600,0:10:10.320
intervention looks scary but it looks

0:10:10.320,0:10:13.519
more scary because it's not typical to

0:10:13.519,0:10:17.399
see it's not because we're in danger

0:10:17.399,0:10:19.600
it's because we're scared how are we

0:10:19.600,0:10:21.320
going to keep you safe how are we going

0:10:21.320,0:10:23.279
to meet your needs and we take that

0:10:23.279,0:10:24.959
responsibility really

0:10:24.959,0:10:26.640
seriously

0:10:26.640,0:10:29.800
um every two class so in our small group

0:10:29.800,0:10:31.640
environments we got a redesign of those

0:10:31.640,0:10:33.640
spaces last year so those spaces all

0:10:33.640,0:10:36.200
have three break spaces in them because

0:10:36.200,0:10:39.160
that population of students just need

0:10:39.160,0:10:41.680
less noise they need some time alone

0:10:41.680,0:10:44.040
some sometimes isolation we have swings

0:10:44.040,0:10:46.240
in every one of those every one of those

0:10:46.240,0:10:48.240
classrooms has one room with a swing

0:10:48.240,0:10:50.839
Mount and then down the main hallway as

0:10:50.839,0:10:52.639
we get into what we call large group in

0:10:52.639,0:10:54.320
between every two classrooms we have a

0:10:54.320,0:10:57.120
break space and within that break space

0:10:57.120,0:10:59.600
we our hope is that students learn use

0:10:59.600,0:11:01.839
that space proactively so that they can

0:11:01.839,0:11:03.480
request a break because when they think

0:11:03.480,0:11:05.800
about going back to a home school and

0:11:05.800,0:11:07.720
their environment grows drastically they

0:11:07.720,0:11:09.519
need to know when to say I need to break

0:11:09.519,0:11:11.839
where to take that break what tools they

0:11:11.839,0:11:15.800
need to take that break um and then

0:11:15.800,0:11:17.440
there are times when students don't have

0:11:17.440,0:11:19.440
that skill yet that as adults we help

0:11:19.440,0:11:22.360
them to learn that by supporting them

0:11:22.360,0:11:24.680
and getting to that break space and we

0:11:24.680,0:11:26.680
baby steps to Growing to where they can

0:11:26.680,0:11:27.880
do that

0:11:27.880,0:11:30.639
independently um like I said all support

0:11:30.639,0:11:33.279
all staff carry radios we have a

0:11:33.279,0:11:34.920
building leadership team that's made up

0:11:34.920,0:11:37.279
of myself Mr Wilson is the assistant

0:11:37.279,0:11:39.920
administrator and then there are six

0:11:39.920,0:11:42.399
additional people that make up our our

0:11:42.399,0:11:43.839
school psychologist our we have a

0:11:43.839,0:11:46.600
full-time School social worker we have

0:11:46.600,0:11:49.720
uh a lead interventionist so academic

0:11:49.720,0:11:53.279
interventions who is a behavior also has

0:11:53.279,0:11:56.200
deep background of behavior we have a

0:11:56.200,0:11:58.639
curriculum interventionist or core

0:11:58.639,0:11:59.880
intervention

0:11:59.880,0:12:02.079
who has a strong background in behavior

0:12:02.079,0:12:04.240
and then we have a behavior lead

0:12:04.240,0:12:06.320
interventionist um all who have been

0:12:06.320,0:12:09.240
teachers in the building and believe in

0:12:09.240,0:12:11.760
this um we have a float staff which is

0:12:11.760,0:12:13.199
made up primarily of prayer

0:12:13.199,0:12:16.560
professionals who work really hard

0:12:16.560,0:12:19.079
we back when Staffing was a different

0:12:19.079,0:12:20.680
story right they were two or three

0:12:20.680,0:12:22.600
individuals who truly their job all day

0:12:22.600,0:12:25.279
was just Flo and be in places now they

0:12:25.279,0:12:26.920
are individuals we have identified who

0:12:26.920,0:12:29.399
they are part of teams but they they

0:12:29.399,0:12:32.160
have flexibility um and they build

0:12:32.160,0:12:33.760
relationships throughout the building so

0:12:33.760,0:12:37.760
they're our go-to when we have uh a

0:12:37.760,0:12:39.320
couple of Staff down here in small group

0:12:39.320,0:12:41.160
who they have we have a new Elementary

0:12:41.160,0:12:42.639
learner

0:12:42.639,0:12:46.199
who is really struggling um and they are

0:12:46.199,0:12:47.519
the right people they have built a

0:12:47.519,0:12:48.920
relationship with him and so we just

0:12:48.920,0:12:51.079
have flexibility that that float staff

0:12:51.079,0:12:52.279
are the people that come down and

0:12:52.279,0:12:54.040
intervene sometimes they just need a new

0:12:54.040,0:12:55.720
face sometimes they just need somebody

0:12:55.720,0:12:57.720
they know they can trust who wasn't in

0:12:57.720,0:13:00.920
that moment with them um and we have a

0:13:00.920,0:13:02.920
deep shared understanding of students we

0:13:02.920,0:13:05.480
do a lot to communicate with each other

0:13:05.480,0:13:07.920
um based on a need to know right there's

0:13:07.920,0:13:09.720
that fine line between

0:13:09.720,0:13:12.320
confidentiality um but we do a lot we

0:13:12.320,0:13:14.199
send out emails hey just a heads up this

0:13:14.199,0:13:16.760
student's plan is this or we have an all

0:13:16.760,0:13:18.639
staff meeting once a month and we might

0:13:18.639,0:13:20.279
bring a picture of a student if you see

0:13:20.279,0:13:21.680
this person in the hallway please don't

0:13:21.680,0:13:24.000
say this we have a young lady right now

0:13:24.000,0:13:26.680
who is exploring work she's a transition

0:13:26.680,0:13:29.880
age learner um and what we have learned

0:13:29.880,0:13:31.639
is when she wears her sweatshirt that

0:13:31.639,0:13:34.360
announces her employer that is probably

0:13:34.360,0:13:37.000
something went wrong today at her job

0:13:37.000,0:13:38.800
and what's your go-to if you see her

0:13:38.800,0:13:40.040
walking through the building that says

0:13:40.040,0:13:42.760
K's across it it's like oh I was work

0:13:42.760,0:13:44.959
today right well we have figured out as

0:13:44.959,0:13:47.440
a team that we have to coach everybody

0:13:47.440,0:13:50.279
not to engage about her job because that

0:13:50.279,0:13:52.360
is her like way of letting us know I

0:13:52.360,0:13:55.320
can't talk about my job today um but not

0:13:55.320,0:13:58.560
what our first reaction as adults is so

0:13:58.560,0:14:00.079
we do a lot of working with each other

0:14:00.079,0:14:01.759
just sending building wide emails like

0:14:01.759,0:14:04.199
hey if you see so and so in the hallway

0:14:04.199,0:14:06.560
heads up don't ask

0:14:06.560,0:14:11.519
her so um

0:14:11.519,0:14:14.880
yeah so this is more information that we

0:14:14.880,0:14:16.920
met with um staff here in the building

0:14:16.920,0:14:18.240
just to talk about what does it feel

0:14:18.240,0:14:20.040
like to work here and what are supports

0:14:20.040,0:14:23.000
are in place so these may be SL yeah

0:14:23.000,0:14:25.120
perfect and can I just name I Martha was

0:14:25.120,0:14:26.639
involved in this too I didn't say your

0:14:26.639,0:14:28.480
name earlier but Martha spend the

0:14:28.480,0:14:30.199
sizeable amount of time here and help

0:14:30.199,0:14:33.320
plan just from the flow perspective too

0:14:33.320,0:14:36.320
around maybe not um kind of coming and

0:14:36.320,0:14:38.519
going to so

0:14:38.519,0:14:41.600
make so I would just I guess I would

0:14:41.600,0:14:43.120
wonder what things are you wondering

0:14:43.120,0:14:45.360
about and what things do you hear that

0:14:45.360,0:14:48.040
make you um

0:14:48.040,0:14:50.360
uncertain that's the question I that's

0:14:50.360,0:14:52.160
one of the first questions i' I've

0:14:52.160,0:14:54.360
always wanted to know is what are your

0:14:54.360,0:14:56.680
concerns of why you don't want to come

0:14:56.680,0:14:59.360
here you know I find it a wonderful to

0:14:59.360,0:15:01.519
work but other people don't see that and

0:15:01.519,0:15:04.440
I'm like I don't I don't understand

0:15:04.440,0:15:06.440
understand I mean you're so well

0:15:06.440,0:15:09.920
supported um it is like a family here

0:15:09.920,0:15:12.880
you have a ton of information and it's

0:15:12.880,0:15:14.880
always being given to you in many

0:15:14.880,0:15:17.480
different ways so I just yeah that's a

0:15:17.480,0:15:19.800
hard one for me to and I would say I

0:15:19.800,0:15:21.639
think we've worked together a long time

0:15:21.639,0:15:24.120
right and there are times that there are

0:15:24.120,0:15:26.240
decisions Dan and I might make or that

0:15:26.240,0:15:29.440
as a building and Charlotte I don't this

0:15:29.440,0:15:31.160
why are we doing this and we want that

0:15:31.160,0:15:33.240
that is how we that's how we can only do

0:15:33.240,0:15:35.040
better so if people come in and they're

0:15:35.040,0:15:36.440
like this makes no sense why is someone

0:15:36.440,0:15:38.160
doing this maybe we're going to learn a

0:15:38.160,0:15:40.759
better way so we welcome those questions

0:15:40.759,0:15:43.680
or whoa there's so many layers here

0:15:43.680,0:15:45.319
nobody shared with you let me share with

0:15:45.319,0:15:48.480
you so you understand why we do um and

0:15:48.480,0:15:51.079
that's really how we operate I I spend a

0:15:51.079,0:15:53.000
lot of my day

0:15:53.000,0:15:56.800
just talking about what we

0:15:57.920,0:16:01.160
do I think the other thing to know is

0:16:01.160,0:16:04.560
that um it's a big decision when a

0:16:04.560,0:16:07.360
student ends up coming here right so um

0:16:07.360,0:16:10.160
it is a significant decision when an IEP

0:16:10.160,0:16:12.560
team is considering a setting change for

0:16:12.560,0:16:14.800
a student for a lot of reasons right

0:16:14.800,0:16:17.440
like statute wise but also we are making

0:16:17.440,0:16:19.240
a decision that that student should be

0:16:19.240,0:16:22.160
leaving their home building for a period

0:16:22.160,0:16:24.399
of time always our goal is to have them

0:16:24.399,0:16:27.120
come back um and sometimes we find this

0:16:27.120,0:16:29.399
is the right setting for them um so I

0:16:29.399,0:16:31.000
think sometimes we hear questions and

0:16:31.000,0:16:33.120
buildings around how those decisions are

0:16:33.120,0:16:35.839
made and why um and I think just know

0:16:35.839,0:16:37.839
that they're not taken light and this is

0:16:37.839,0:16:41.600
like the very you have what 120 students

0:16:41.600,0:16:43.759
right now in a district of

0:16:43.759,0:16:48.040
29,000 um so it is truly like a small

0:16:48.040,0:16:49.880
number of students who truly need this

0:16:49.880,0:16:52.279
setting and that's also why it's

0:16:52.279,0:16:55.160
effective right um so if you hear

0:16:55.160,0:16:57.480
questions in the buildings always know

0:16:57.480,0:16:59.360
that that is the case and we can help

0:16:59.360,0:17:00.839
with those conversations because if

0:17:00.839,0:17:02.560
people don't spend time here I don't

0:17:02.560,0:17:04.599
think they always understand and they

0:17:04.599,0:17:06.559
the program the PE the students who do

0:17:06.559,0:17:10.400
move here are at their worst when they

0:17:10.400,0:17:13.119
come here so what the perception of that

0:17:13.119,0:17:15.160
individual child when they leave

0:17:15.160,0:17:17.319
somewhere else is much different than

0:17:17.319,0:17:19.359
the perception we get to have because we

0:17:19.359,0:17:22.559
get a fresh start we get to take that

0:17:22.559,0:17:25.760
worst and it's we we truly believe as a

0:17:25.760,0:17:27.039
building we there's nowhere else for

0:17:27.039,0:17:28.919
them to go we're not we're not

0:17:28.919,0:17:30.240
intervening to figure out where else

0:17:30.240,0:17:32.080
we're going to send you we're

0:17:32.080,0:17:34.240
intervening to get in it with you we're

0:17:34.240,0:17:35.720
intervening to figure out what's in the

0:17:35.720,0:17:37.320
way and how are we going to fix it and

0:17:37.320,0:17:39.400
not fix it we can't fix anything that's

0:17:39.400,0:17:41.640
the wrong word just to help you grow and

0:17:41.640,0:17:43.880
do better and

0:17:43.880,0:17:46.799
so I think a lot of times people think

0:17:46.799,0:17:49.640
of the kids they have seen come here and

0:17:49.640,0:17:51.520
the story they have is the story of that

0:17:51.520,0:17:53.919
child at their worst and we're really

0:17:53.919,0:17:55.600
lucky because we get to celebrate those

0:17:55.600,0:17:59.760
small wins and change that story

0:17:59.760,0:18:01.280
um

0:18:01.280,0:18:04.799
so I when kids come here you almost see

0:18:04.799,0:18:06.919
them Blossom right for some kids like

0:18:06.919,0:18:08.679
the environment is the right environment

0:18:08.679,0:18:10.480
for them with the structures and

0:18:10.480,0:18:12.000
routines that are in place and the

0:18:12.000,0:18:14.320
supports and just the connections with

0:18:14.320,0:18:16.799
staff and some kids just absolutely I

0:18:16.799,0:18:18.840
would say lots of kids not some

0:18:18.840,0:18:20.840
absolutely just loss them in this

0:18:20.840,0:18:23.679
setting and I would imagine that people

0:18:23.679,0:18:25.360
some hesitation about like supporting

0:18:25.360,0:18:26.720
hair and I I don't know that that's

0:18:26.720,0:18:29.440
necessarily any of you is a like maybe I

0:18:29.440,0:18:31.159
don't have the skills to support with

0:18:31.159,0:18:33.159
that particular student or I don't I

0:18:33.159,0:18:34.880
don't know that I'm capable of that and

0:18:34.880,0:18:37.520
I think the realization of the team

0:18:37.520,0:18:39.200
right like you're not alone but I I I

0:18:39.200,0:18:41.159
would say that that's a lot of times

0:18:41.159,0:18:43.120
more of a fear and of the

0:18:43.120,0:18:46.400
unknown and to be that off of that like

0:18:46.400,0:18:50.120
that's I I

0:18:50.240,0:18:53.919
I been here um I know that um in

0:18:53.919,0:18:57.080
chatting with coworkers you know I talk

0:18:57.080,0:18:59.320
like got over

0:18:59.320,0:19:01.360
um you're going to giggle you're GNA

0:19:01.360,0:19:02.440
laugh and you're going to leave with a

0:19:02.440,0:19:04.280
smile usually I mean that's my

0:19:04.280,0:19:06.039
experience you I think a lot of the

0:19:06.039,0:19:08.559
times that I've in communication with

0:19:08.559,0:19:11.240
some coworkers is and I'm not trying to

0:19:11.240,0:19:12.799
over separate things it's like they have

0:19:12.799,0:19:15.360
that uncomfortable feeling that like you

0:19:15.360,0:19:19.640
know the unknown or the big the PCM

0:19:19.640,0:19:21.640
training piece and the part that I like

0:19:21.640,0:19:23.520
to say much what you guys have always

0:19:23.520,0:19:25.559
just said here too is that you have that

0:19:25.559,0:19:27.880
support in the room that will always be

0:19:27.880,0:19:30.240
there right away for you if you need it

0:19:30.240,0:19:32.559
you know and that's even a culture thing

0:19:32.559,0:19:34.320
we hear of Staff here when people are on

0:19:34.320,0:19:36.000
their back wheels or just having a bad

0:19:36.000,0:19:38.039
day of nobody in my room is PM train

0:19:38.039,0:19:41.000
well the reality is we don't use PM

0:19:41.000,0:19:44.039
every day like I

0:19:44.039,0:19:48.679
mean it's not this magic wand right we

0:19:48.679,0:19:51.679
don't use it that often but it is that

0:19:51.679,0:19:55.159
something when people are feeling right

0:19:55.159,0:19:57.799
we all go to what do I not have how am I

0:19:57.799,0:20:01.280
not equi to do this um but really it's

0:20:01.280,0:20:04.600
about coming here and helping kids be

0:20:04.600,0:20:07.039
successful and we got we've got a lot of

0:20:07.039,0:20:09.159
ways to get creative to do that in

0:20:09.159,0:20:12.480
interventions we try and tools we use we

0:20:12.480,0:20:16.280
are resource Rich yeah I feel it's

0:20:16.280,0:20:20.159
endless it's endless you just have to

0:20:20.159,0:20:24.840
identify what you need or what they need

0:20:24.840,0:20:26.360
and then and we'll try it and we'll try

0:20:26.360,0:20:30.360
it let give it a can't work yeah try

0:20:30.360,0:20:32.600
something else right so it's thinking

0:20:32.600,0:20:34.679
that lens and all fa all behavior is a

0:20:34.679,0:20:37.200
form of communication so behavior isn't

0:20:37.200,0:20:38.440
personal it's a child trying to

0:20:38.440,0:20:39.640
communicate something and they don't

0:20:39.640,0:20:42.600
have the skills to tell you what that is

0:20:42.600,0:20:44.200
in that moment so thinking through all

0:20:44.200,0:20:45.559
the tools that you have here at Dakota

0:20:45.559,0:20:48.080
Rich to support kids and there is no

0:20:48.080,0:20:50.799
tool here we use that we don't have in

0:20:50.799,0:20:53.240
other buildings or that we can't get in

0:20:53.240,0:20:55.120
other buildings so I think that's the

0:20:55.120,0:20:57.360
other layer to know it's not like we're

0:20:57.360,0:20:59.280
tool Rich because we've got it at all

0:20:59.280,0:21:02.000
here it's out there it's using a rocking

0:21:02.000,0:21:03.280
chair instead of a regular chair it's

0:21:03.280,0:21:05.320
putting a roller ball at their feet it's

0:21:05.320,0:21:06.760
giving them a fidget in their class room

0:21:06.760,0:21:08.520
it's using a body stck those aren't

0:21:08.520,0:21:11.120
magic wands those are things we have

0:21:11.120,0:21:14.559
everywhere we might have more of

0:21:14.559,0:21:18.039
them um but we are very very aware to

0:21:18.039,0:21:20.440
make sure it's a functional tool that

0:21:20.440,0:21:23.200
can go somewhere like that so and there

0:21:23.200,0:21:25.799
he is there's

0:21:27.520,0:21:30.520
MJ

0:21:51.760,0:21:54.159
you

0:21:54.159,0:21:57.520
big good good

0:21:57.520,0:22:00.520
job

0:22:01.919,0:22:04.480
and there is

0:22:05.640,0:22:08.520
my and he has

0:22:08.520,0:22:11.960
relationships with everybody he's like

0:22:11.960,0:22:13.880
Royal to you when he walks in in the

0:22:13.880,0:22:15.880
morning might take him five to 10

0:22:15.880,0:22:17.559
minutes to get to the classroom because

0:22:17.559,0:22:19.559
everyone's got to stop and chat myself

0:22:19.559,0:22:23.679
included um and he's got things with

0:22:23.679,0:22:26.520
each person we have subar who's here two

0:22:26.520,0:22:29.000
days a week who I got watch their

0:22:29.000,0:22:31.760
interaction yesterday and I

0:22:31.760,0:22:34.840
just and he has grown so much because

0:22:34.840,0:22:37.320
when when he first started here he was

0:22:37.320,0:22:42.279
in a room by himself so to see him do

0:22:42.840,0:22:46.880
that of that oh so so awesome like I

0:22:46.880,0:22:49.799
said I watched him sign 20 some words

0:22:49.799,0:22:52.840
last night and I was just amazed that he

0:22:52.840,0:22:54.720
just kept going I'm

0:22:54.720,0:22:57.720
like wow and then he'll tell the story

0:22:57.720,0:23:00.240
again and he know add a word to his

0:23:00.240,0:23:03.400
story and I'm like yes yes just keep

0:23:03.400,0:23:06.919
adding and adding and

0:23:19.320,0:23:22.400
add what was on the screen um it was

0:23:22.400,0:23:25.600
actually Shelby was teaching ASL class

0:23:25.600,0:23:27.440
and there were

0:23:27.440,0:23:29.080
chips

0:23:29.080,0:23:32.760
and he just thought it was the funniest

0:23:32.760,0:23:36.919
thing and then he would describe

0:23:46.039,0:23:48.120
the do you guys want to take over this

0:23:48.120,0:23:49.400
part these are just all the things you

0:23:49.400,0:23:51.120
shared and I kind of captured them on a

0:23:51.120,0:23:52.840
slide when we met of thinking of like

0:23:52.840,0:23:54.520
what is it like to support hair subing

0:23:54.520,0:23:57.039
and stepping

0:23:57.440,0:24:00.440
in

0:24:02.200,0:24:04.600
um okay

0:24:04.600,0:24:09.600
so just in this just in this now in this

0:24:09.600,0:24:14.720
week um we have our safe spaces for them

0:24:14.720,0:24:18.640
I have watched Matthew on his own walk

0:24:18.640,0:24:22.320
in just walk in instead of taking us

0:24:22.320,0:24:27.360
seven years y y but we got

0:24:27.360,0:24:28.919
there

0:24:28.919,0:24:32.279
just keep going try something different

0:24:32.279,0:24:34.200
um

0:24:34.200,0:24:39.039
so a positive happy demeanor when I walk

0:24:39.039,0:24:43.159
into that break room