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Right. Let's share what you know.

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I think many of you, probably all of you

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probably know students who have attended

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or do attend or may attend in the future

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at Dakota Ridge.

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And um, no two students as you know,

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have are nothing, nothing

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is just textbook or fits in a box. Right?

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So that's what we really pride ourselves on

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here at Dakota Ridge is when I meet

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families for the first time and we're

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trying to help them understand what this

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might do for them or how help their

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child, we are an intervention.

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And in the world of federal setting for sites,

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we are unique in that we are part

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of this large District.

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We are not an Intermediate.

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We aren't somewhere you send your kids

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to that do their own thing,

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but we are aligned to district 196

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in everything we do and our goal

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is to be an intervention,

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to be that step in between

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to help students figure out what

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is getting in the way for them

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of being successful, intervene, teach skills

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and for many students that means move on

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to your next goal.

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Whether that's back to your home school,

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whether that's out in the community,

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whether it's just making

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your world a little broader.

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Um, I think we're we're fortunately

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pretty successful at that.

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So um, I'll just talk a little bit

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and like oh that's not my screen. Yours.

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Um, so I'll just share kind of just

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where we've been, how we got here

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who I am and then I think I'll ask those

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of you who have lived in this world

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to kind of fill in where I, cuz I don't live

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your role every day.

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I live the right, the perspective

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of outside of it.

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Um, so I prior to my position here I was

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I've had many hats in the district.

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I was a Center-Based Autism Teacher

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at Dakota Hills for many years.

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Um, I was an Autism Specialist

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and then I came over here

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as a Lead Teacher

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and then when I left here,

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I was an Elementary Coordinator

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and came back because once I was here,

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I knew this is where I belonged

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and I couldn't wait to come back

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and I get the opportunity

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to lead this building.

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And one of the first things we did

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when I came back

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was we created a shared vision

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mission statement as a building.

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So this is a statement co-constructed

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by staff and what we believe we do here

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at Dakota Ridge.

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And it's a community engaged

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in developing the unique skills

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of individual students through creative

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programming and collaboration.

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And to take that a step further,

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what we truly believe is these starred items

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and every student who walks in our door,

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school has failed them.

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And I don't mean a person

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has failed them, I just our system

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and the way we've gone about things

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has not met their needs

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and we get this unique opportunity

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to rewrite their story.

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And so we walk in this door,

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I truly believe those of us who we have

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very low staff turnover in our building

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because this is a place that it it calls to you.

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It speaks to you.

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Um, and we get

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this opportunity to take students who

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have no joy at school and to find their joy.

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To find school is a place - I'll never forget

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Matthew and I went out to Gideon Pond

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when he was at Gideon and observed him

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and was part of meetings, and all he said

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that first day when he came for a tour,

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I don't know if any of you were with that day,

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he walked through the hallway

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and kept saying, "Friends. I'm going to have friends".

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That is all he cared and to this day

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that is probably what brings him to school every day.

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He gets excited.

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He never, the kid has impeccable attendance.

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He is never gone.

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We have behaviors when he has to leave early.

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Yes.

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Truthfully, because school has never been

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an experience like that before.

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So for Matthew for you know,

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that's a child you can all identify with

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because you work with,

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but every student here,

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no matter how they show us

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things aren't going well and how they

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communicate that to us um,

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we get the opportunity

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to figure out how school

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can be a place for them to be successful

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and there's nothing more rewarding than that.

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And it's it's tough in between there.

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Right? There's some things to work through.

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Um, high quality, effective instruction

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we believe that in order to do that

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and help school be a successful place,

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we have to believe they can

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and classrooms are set up to teach.

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They are classrooms we are school first.

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You can hear a pin drop

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in our hallway most days.

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Um and when you walk in classrooms,

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they're learning.

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They're engaged.

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They're using all the same curriculum

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they're using throughout the district.

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The same tools, the same textbooks,

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the same everything

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and we might modify and adjust,

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but I would say we probably

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modify and adjust less than

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a Setting Three classroom

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in a Traditional School.

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What age kids are here?

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Everybody.

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Kindergarten through age 22

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down our main hallway.

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Everybody and we do not, go ahead.

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The word can that is that word means so

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much it's such a small world word but

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that word even Martha Martha is the one

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who brought it to Matthew's plate I'm

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going to give you credit for this one

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because she said you know what we should

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start using the word before when he's

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having a behavior to cut it off you can

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do that you can you can and it changed

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you could see it in his head does change

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so I just want to that word can can and

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to your question we serve all disability

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categories um our building is laid out

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and I think probably the next

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slide um I'll I'll get so this will

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stack on that this doesn't probably mean

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a whole lot just the way it's laid out

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but and this was a snapshot taken months

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ago but we

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have a total of 22 classrooms in the

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building and eight of them are

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classrooms that we serve four students

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in that classroom environment so that

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the max we put in there is four and then

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the other are what we call large group

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is six to eight students um and within

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that environment there are par

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professionals supporting um in small

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group our goal we start at for that one

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teacher there's usually two pair of

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professionals ideally and um those four

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students sometimes it eaks up to five

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because right the reality of just we

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have to serve everybody um and Lorna is

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part of one of those small group

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environments so we that factors in so

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it's um in that classroom there are

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actually two Care Professionals assigned

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in addition to laa one is out on lead

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right now um but just not always so like

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the room Matthew's in it is one other

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pair of professional with Charlotte so

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we we adjust based on what the needs of

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that environment is

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um we don't necessarily just group

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students by age so I don't one we don't

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have a full classroom of fourth graders

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right we don't have a full classroom of

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fifth graders but we also know

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that students learn best with certain

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peers and not with others so we spend a

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lot of time building those class lists

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and we create classrooms that we believe

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will learn together best not based on

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their age grade all those things so we

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might have a eighth grader mixed in with

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10th and 11th graders because they need

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some Role Models they need they need

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something different um we don't always

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get it right and we sometimes have to

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adjust but that is just what we do here

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we we reflect and we figure it out and

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we adjust

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um so we we we joke that we're a big

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family here and it really you have to

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kind of have that mentality to be here

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we're all in this together um if you if

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you everybody carries a radio and if you

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say on that radio I need

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help like more than you wished I usually

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follow behind like I think we're good I

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think we're

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good um and not because it's so big

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scary I mean we we have evolved in the I

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think what Dakota Ridge was maybe 15

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years ago our population has evolved and

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changed the one because I believe our

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setting two and three within our

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Traditional School settings has grown in

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their capacity to serve students so they

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may have been sent to a quarterage years

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ago but we don't need to serve that

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population anymore we also have growing

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needs of individuals who maybe just

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weren't served in schools before because

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they were so extreme um there are fewer

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facilities for them to go to just so

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many reasons why that the complexity of

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Learners has changed here

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and we have bad days just like every

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school in the district I would say it's

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not every day and it's not every week um

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and the support that one big family were

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in together you just

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there we had I we had a major incident

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last week oh this week it was Tuesday

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only um but the reality is 90% of the

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school had no idea what was going on

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because we have systems and routines and

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people trained to support those

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situations so that we have a practice we

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follow and usually it's a hold that

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particular day we want to when on a

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secure and so people just knew we got to

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stay in the building we know that the

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staff are call the leadership is calling

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this going to keep us safe we can go

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about our business and again to this day

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90% of people probably don't know what

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happened and we just went on with our

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day you go on with your day you trust

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and you know that people have got your

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back and we're in this together and we

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do everything we can to keep people safe

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I mean I'm sure if you're at the DC you

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see things right you see police cars you

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see ambulances 90% of those situations

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are mental health issues and we are

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responding to a student and getting them

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help it is not a risk sometimes the the

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behavior that leads up to them meeting

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that level of

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intervention looks scary but it looks

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more scary because it's not typical to

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see it's not because we're in danger

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it's because we're scared how are we

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going to keep you safe how are we going

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to meet your needs and we take that

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responsibility really

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seriously

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um every two class so in our small group

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environments we got a redesign of those

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spaces last year so those spaces all

277
00:10:33,640 --> 00:10:36,200
have three break spaces in them because

278
00:10:36,200 --> 00:10:39,160
that population of students just need

279
00:10:39,160 --> 00:10:41,680
less noise they need some time alone

280
00:10:41,680 --> 00:10:44,040
some sometimes isolation we have swings

281
00:10:44,040 --> 00:10:46,240
in every one of those every one of those

282
00:10:46,240 --> 00:10:48,240
classrooms has one room with a swing

283
00:10:48,240 --> 00:10:50,839
Mount and then down the main hallway as

284
00:10:50,839 --> 00:10:52,639
we get into what we call large group in

285
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between every two classrooms we have a

286
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break space and within that break space

287
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we our hope is that students learn use

288
00:10:59,600 --> 00:11:01,839
that space proactively so that they can

289
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request a break because when they think

290
00:11:03,480 --> 00:11:05,800
about going back to a home school and

291
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their environment grows drastically they

292
00:11:07,720 --> 00:11:09,519
need to know when to say I need to break

293
00:11:09,519 --> 00:11:11,839
where to take that break what tools they

294
00:11:11,839 --> 00:11:15,800
need to take that break um and then

295
00:11:15,800 --> 00:11:17,440
there are times when students don't have

296
00:11:17,440 --> 00:11:19,440
that skill yet that as adults we help

297
00:11:19,440 --> 00:11:22,360
them to learn that by supporting them

298
00:11:22,360 --> 00:11:24,680
and getting to that break space and we

299
00:11:24,680 --> 00:11:26,680
baby steps to Growing to where they can

300
00:11:26,680 --> 00:11:27,880
do that

301
00:11:27,880 --> 00:11:30,639
independently um like I said all support

302
00:11:30,639 --> 00:11:33,279
all staff carry radios we have a

303
00:11:33,279 --> 00:11:34,920
building leadership team that's made up

304
00:11:34,920 --> 00:11:37,279
of myself Mr Wilson is the assistant

305
00:11:37,279 --> 00:11:39,920
administrator and then there are six

306
00:11:39,920 --> 00:11:42,399
additional people that make up our our

307
00:11:42,399 --> 00:11:43,839
school psychologist our we have a

308
00:11:43,839 --> 00:11:46,600
full-time School social worker we have

309
00:11:46,600 --> 00:11:49,720
uh a lead interventionist so academic

310
00:11:49,720 --> 00:11:53,279
interventions who is a behavior also has

311
00:11:53,279 --> 00:11:56,200
deep background of behavior we have a

312
00:11:56,200 --> 00:11:58,639
curriculum interventionist or core

313
00:11:58,639 --> 00:11:59,880
intervention

314
00:11:59,880 --> 00:12:02,079
who has a strong background in behavior

315
00:12:02,079 --> 00:12:04,240
and then we have a behavior lead

316
00:12:04,240 --> 00:12:06,320
interventionist um all who have been

317
00:12:06,320 --> 00:12:09,240
teachers in the building and believe in

318
00:12:09,240 --> 00:12:11,760
this um we have a float staff which is

319
00:12:11,760 --> 00:12:13,199
made up primarily of prayer

320
00:12:13,199 --> 00:12:16,560
professionals who work really hard

321
00:12:16,560 --> 00:12:19,079
we back when Staffing was a different

322
00:12:19,079 --> 00:12:20,680
story right they were two or three

323
00:12:20,680 --> 00:12:22,600
individuals who truly their job all day

324
00:12:22,600 --> 00:12:25,279
was just Flo and be in places now they

325
00:12:25,279 --> 00:12:26,920
are individuals we have identified who

326
00:12:26,920 --> 00:12:29,399
they are part of teams but they they

327
00:12:29,399 --> 00:12:32,160
have flexibility um and they build

328
00:12:32,160 --> 00:12:33,760
relationships throughout the building so

329
00:12:33,760 --> 00:12:37,760
they're our go-to when we have uh a

330
00:12:37,760 --> 00:12:39,320
couple of Staff down here in small group

331
00:12:39,320 --> 00:12:41,160
who they have we have a new Elementary

332
00:12:41,160 --> 00:12:42,639
learner

333
00:12:42,639 --> 00:12:46,199
who is really struggling um and they are

334
00:12:46,199 --> 00:12:47,519
the right people they have built a

335
00:12:47,519 --> 00:12:48,920
relationship with him and so we just

336
00:12:48,920 --> 00:12:51,079
have flexibility that that float staff

337
00:12:51,079 --> 00:12:52,279
are the people that come down and

338
00:12:52,279 --> 00:12:54,040
intervene sometimes they just need a new

339
00:12:54,040 --> 00:12:55,720
face sometimes they just need somebody

340
00:12:55,720 --> 00:12:57,720
they know they can trust who wasn't in

341
00:12:57,720 --> 00:13:00,920
that moment with them um and we have a

342
00:13:00,920 --> 00:13:02,920
deep shared understanding of students we

343
00:13:02,920 --> 00:13:05,480
do a lot to communicate with each other

344
00:13:05,480 --> 00:13:07,920
um based on a need to know right there's

345
00:13:07,920 --> 00:13:09,720
that fine line between

346
00:13:09,720 --> 00:13:12,320
confidentiality um but we do a lot we

347
00:13:12,320 --> 00:13:14,199
send out emails hey just a heads up this

348
00:13:14,199 --> 00:13:16,760
student's plan is this or we have an all

349
00:13:16,760 --> 00:13:18,639
staff meeting once a month and we might

350
00:13:18,639 --> 00:13:20,279
bring a picture of a student if you see

351
00:13:20,279 --> 00:13:21,680
this person in the hallway please don't

352
00:13:21,680 --> 00:13:24,000
say this we have a young lady right now

353
00:13:24,000 --> 00:13:26,680
who is exploring work she's a transition

354
00:13:26,680 --> 00:13:29,880
age learner um and what we have learned

355
00:13:29,880 --> 00:13:31,639
is when she wears her sweatshirt that

356
00:13:31,639 --> 00:13:34,360
announces her employer that is probably

357
00:13:34,360 --> 00:13:37,000
something went wrong today at her job

358
00:13:37,000 --> 00:13:38,800
and what's your go-to if you see her

359
00:13:38,800 --> 00:13:40,040
walking through the building that says

360
00:13:40,040 --> 00:13:42,760
K's across it it's like oh I was work

361
00:13:42,760 --> 00:13:44,959
today right well we have figured out as

362
00:13:44,959 --> 00:13:47,440
a team that we have to coach everybody

363
00:13:47,440 --> 00:13:50,279
not to engage about her job because that

364
00:13:50,279 --> 00:13:52,360
is her like way of letting us know I

365
00:13:52,360 --> 00:13:55,320
can't talk about my job today um but not

366
00:13:55,320 --> 00:13:58,560
what our first reaction as adults is so

367
00:13:58,560 --> 00:14:00,079
we do a lot of working with each other

368
00:14:00,079 --> 00:14:01,759
just sending building wide emails like

369
00:14:01,759 --> 00:14:04,199
hey if you see so and so in the hallway

370
00:14:04,199 --> 00:14:06,560
heads up don't ask

371
00:14:06,560 --> 00:14:11,519
her so um

372
00:14:11,519 --> 00:14:14,880
yeah so this is more information that we

373
00:14:14,880 --> 00:14:16,920
met with um staff here in the building

374
00:14:16,920 --> 00:14:18,240
just to talk about what does it feel

375
00:14:18,240 --> 00:14:20,040
like to work here and what are supports

376
00:14:20,040 --> 00:14:23,000
are in place so these may be SL yeah

377
00:14:23,000 --> 00:14:25,120
perfect and can I just name I Martha was

378
00:14:25,120 --> 00:14:26,639
involved in this too I didn't say your

379
00:14:26,639 --> 00:14:28,480
name earlier but Martha spend the

380
00:14:28,480 --> 00:14:30,199
sizeable amount of time here and help

381
00:14:30,199 --> 00:14:33,320
plan just from the flow perspective too

382
00:14:33,320 --> 00:14:36,320
around maybe not um kind of coming and

383
00:14:36,320 --> 00:14:38,519
going to so

384
00:14:38,519 --> 00:14:41,600
make so I would just I guess I would

385
00:14:41,600 --> 00:14:43,120
wonder what things are you wondering

386
00:14:43,120 --> 00:14:45,360
about and what things do you hear that

387
00:14:45,360 --> 00:14:48,040
make you um

388
00:14:48,040 --> 00:14:50,360
uncertain that's the question I that's

389
00:14:50,360 --> 00:14:52,160
one of the first questions i' I've

390
00:14:52,160 --> 00:14:54,360
always wanted to know is what are your

391
00:14:54,360 --> 00:14:56,680
concerns of why you don't want to come

392
00:14:56,680 --> 00:14:59,360
here you know I find it a wonderful to

393
00:14:59,360 --> 00:15:01,519
work but other people don't see that and

394
00:15:01,519 --> 00:15:04,440
I'm like I don't I don't understand

395
00:15:04,440 --> 00:15:06,440
understand I mean you're so well

396
00:15:06,440 --> 00:15:09,920
supported um it is like a family here

397
00:15:09,920 --> 00:15:12,880
you have a ton of information and it's

398
00:15:12,880 --> 00:15:14,880
always being given to you in many

399
00:15:14,880 --> 00:15:17,480
different ways so I just yeah that's a

400
00:15:17,480 --> 00:15:19,800
hard one for me to and I would say I

401
00:15:19,800 --> 00:15:21,639
think we've worked together a long time

402
00:15:21,639 --> 00:15:24,120
right and there are times that there are

403
00:15:24,120 --> 00:15:26,240
decisions Dan and I might make or that

404
00:15:26,240 --> 00:15:29,440
as a building and Charlotte I don't this

405
00:15:29,440 --> 00:15:31,160
why are we doing this and we want that

406
00:15:31,160 --> 00:15:33,240
that is how we that's how we can only do

407
00:15:33,240 --> 00:15:35,040
better so if people come in and they're

408
00:15:35,040 --> 00:15:36,440
like this makes no sense why is someone

409
00:15:36,440 --> 00:15:38,160
doing this maybe we're going to learn a

410
00:15:38,160 --> 00:15:40,759
better way so we welcome those questions

411
00:15:40,759 --> 00:15:43,680
or whoa there's so many layers here

412
00:15:43,680 --> 00:15:45,319
nobody shared with you let me share with

413
00:15:45,319 --> 00:15:48,480
you so you understand why we do um and

414
00:15:48,480 --> 00:15:51,079
that's really how we operate I I spend a

415
00:15:51,079 --> 00:15:53,000
lot of my day

416
00:15:53,000 --> 00:15:56,800
just talking about what we

417
00:15:57,920 --> 00:16:01,160
do I think the other thing to know is

418
00:16:01,160 --> 00:16:04,560
that um it's a big decision when a

419
00:16:04,560 --> 00:16:07,360
student ends up coming here right so um

420
00:16:07,360 --> 00:16:10,160
it is a significant decision when an IEP

421
00:16:10,160 --> 00:16:12,560
team is considering a setting change for

422
00:16:12,560 --> 00:16:14,800
a student for a lot of reasons right

423
00:16:14,800 --> 00:16:17,440
like statute wise but also we are making

424
00:16:17,440 --> 00:16:19,240
a decision that that student should be

425
00:16:19,240 --> 00:16:22,160
leaving their home building for a period

426
00:16:22,160 --> 00:16:24,399
of time always our goal is to have them

427
00:16:24,399 --> 00:16:27,120
come back um and sometimes we find this

428
00:16:27,120 --> 00:16:29,399
is the right setting for them um so I

429
00:16:29,399 --> 00:16:31,000
think sometimes we hear questions and

430
00:16:31,000 --> 00:16:33,120
buildings around how those decisions are

431
00:16:33,120 --> 00:16:35,839
made and why um and I think just know

432
00:16:35,839 --> 00:16:37,839
that they're not taken light and this is

433
00:16:37,839 --> 00:16:41,600
like the very you have what 120 students

434
00:16:41,600 --> 00:16:43,759
right now in a district of

435
00:16:43,759 --> 00:16:48,040
29,000 um so it is truly like a small

436
00:16:48,040 --> 00:16:49,880
number of students who truly need this

437
00:16:49,880 --> 00:16:52,279
setting and that's also why it's

438
00:16:52,279 --> 00:16:55,160
effective right um so if you hear

439
00:16:55,160 --> 00:16:57,480
questions in the buildings always know

440
00:16:57,480 --> 00:16:59,360
that that is the case and we can help

441
00:16:59,360 --> 00:17:00,839
with those conversations because if

442
00:17:00,839 --> 00:17:02,560
people don't spend time here I don't

443
00:17:02,560 --> 00:17:04,599
think they always understand and they

444
00:17:04,599 --> 00:17:06,559
the program the PE the students who do

445
00:17:06,559 --> 00:17:10,400
move here are at their worst when they

446
00:17:10,400 --> 00:17:13,119
come here so what the perception of that

447
00:17:13,119 --> 00:17:15,160
individual child when they leave

448
00:17:15,160 --> 00:17:17,319
somewhere else is much different than

449
00:17:17,319 --> 00:17:19,359
the perception we get to have because we

450
00:17:19,359 --> 00:17:22,559
get a fresh start we get to take that

451
00:17:22,559 --> 00:17:25,760
worst and it's we we truly believe as a

452
00:17:25,760 --> 00:17:27,039
building we there's nowhere else for

453
00:17:27,039 --> 00:17:28,919
them to go we're not we're not

454
00:17:28,919 --> 00:17:30,240
intervening to figure out where else

455
00:17:30,240 --> 00:17:32,080
we're going to send you we're

456
00:17:32,080 --> 00:17:34,240
intervening to get in it with you we're

457
00:17:34,240 --> 00:17:35,720
intervening to figure out what's in the

458
00:17:35,720 --> 00:17:37,320
way and how are we going to fix it and

459
00:17:37,320 --> 00:17:39,400
not fix it we can't fix anything that's

460
00:17:39,400 --> 00:17:41,640
the wrong word just to help you grow and

461
00:17:41,640 --> 00:17:43,880
do better and

462
00:17:43,880 --> 00:17:46,799
so I think a lot of times people think

463
00:17:46,799 --> 00:17:49,640
of the kids they have seen come here and

464
00:17:49,640 --> 00:17:51,520
the story they have is the story of that

465
00:17:51,520 --> 00:17:53,919
child at their worst and we're really

466
00:17:53,919 --> 00:17:55,600
lucky because we get to celebrate those

467
00:17:55,600 --> 00:17:59,760
small wins and change that story

468
00:17:59,760 --> 00:18:01,280
um

469
00:18:01,280 --> 00:18:04,799
so I when kids come here you almost see

470
00:18:04,799 --> 00:18:06,919
them Blossom right for some kids like

471
00:18:06,919 --> 00:18:08,679
the environment is the right environment

472
00:18:08,679 --> 00:18:10,480
for them with the structures and

473
00:18:10,480 --> 00:18:12,000
routines that are in place and the

474
00:18:12,000 --> 00:18:14,320
supports and just the connections with

475
00:18:14,320 --> 00:18:16,799
staff and some kids just absolutely I

476
00:18:16,799 --> 00:18:18,840
would say lots of kids not some

477
00:18:18,840 --> 00:18:20,840
absolutely just loss them in this

478
00:18:20,840 --> 00:18:23,679
setting and I would imagine that people

479
00:18:23,679 --> 00:18:25,360
some hesitation about like supporting

480
00:18:25,360 --> 00:18:26,720
hair and I I don't know that that's

481
00:18:26,720 --> 00:18:29,440
necessarily any of you is a like maybe I

482
00:18:29,440 --> 00:18:31,159
don't have the skills to support with

483
00:18:31,159 --> 00:18:33,159
that particular student or I don't I

484
00:18:33,159 --> 00:18:34,880
don't know that I'm capable of that and

485
00:18:34,880 --> 00:18:37,520
I think the realization of the team

486
00:18:37,520 --> 00:18:39,200
right like you're not alone but I I I

487
00:18:39,200 --> 00:18:41,159
would say that that's a lot of times

488
00:18:41,159 --> 00:18:43,120
more of a fear and of the

489
00:18:43,120 --> 00:18:46,400
unknown and to be that off of that like

490
00:18:46,400 --> 00:18:50,120
that's I I

491
00:18:50,240 --> 00:18:53,919
I been here um I know that um in

492
00:18:53,919 --> 00:18:57,080
chatting with coworkers you know I talk

493
00:18:57,080 --> 00:18:59,320
like got over

494
00:18:59,320 --> 00:19:01,360
um you're going to giggle you're GNA

495
00:19:01,360 --> 00:19:02,440
laugh and you're going to leave with a

496
00:19:02,440 --> 00:19:04,280
smile usually I mean that's my

497
00:19:04,280 --> 00:19:06,039
experience you I think a lot of the

498
00:19:06,039 --> 00:19:08,559
times that I've in communication with

499
00:19:08,559 --> 00:19:11,240
some coworkers is and I'm not trying to

500
00:19:11,240 --> 00:19:12,799
over separate things it's like they have

501
00:19:12,799 --> 00:19:15,360
that uncomfortable feeling that like you

502
00:19:15,360 --> 00:19:19,640
know the unknown or the big the PCM

503
00:19:19,640 --> 00:19:21,640
training piece and the part that I like

504
00:19:21,640 --> 00:19:23,520
to say much what you guys have always

505
00:19:23,520 --> 00:19:25,559
just said here too is that you have that

506
00:19:25,559 --> 00:19:27,880
support in the room that will always be

507
00:19:27,880 --> 00:19:30,240
there right away for you if you need it

508
00:19:30,240 --> 00:19:32,559
you know and that's even a culture thing

509
00:19:32,559 --> 00:19:34,320
we hear of Staff here when people are on

510
00:19:34,320 --> 00:19:36,000
their back wheels or just having a bad

511
00:19:36,000 --> 00:19:38,039
day of nobody in my room is PM train

512
00:19:38,039 --> 00:19:41,000
well the reality is we don't use PM

513
00:19:41,000 --> 00:19:44,039
every day like I

514
00:19:44,039 --> 00:19:48,679
mean it's not this magic wand right we

515
00:19:48,679 --> 00:19:51,679
don't use it that often but it is that

516
00:19:51,679 --> 00:19:55,159
something when people are feeling right

517
00:19:55,159 --> 00:19:57,799
we all go to what do I not have how am I

518
00:19:57,799 --> 00:20:01,280
not equi to do this um but really it's

519
00:20:01,280 --> 00:20:04,600
about coming here and helping kids be

520
00:20:04,600 --> 00:20:07,039
successful and we got we've got a lot of

521
00:20:07,039 --> 00:20:09,159
ways to get creative to do that in

522
00:20:09,159 --> 00:20:12,480
interventions we try and tools we use we

523
00:20:12,480 --> 00:20:16,280
are resource Rich yeah I feel it's

524
00:20:16,280 --> 00:20:20,159
endless it's endless you just have to

525
00:20:20,159 --> 00:20:24,840
identify what you need or what they need

526
00:20:24,840 --> 00:20:26,360
and then and we'll try it and we'll try

527
00:20:26,360 --> 00:20:30,360
it let give it a can't work yeah try

528
00:20:30,360 --> 00:20:32,600
something else right so it's thinking

529
00:20:32,600 --> 00:20:34,679
that lens and all fa all behavior is a

530
00:20:34,679 --> 00:20:37,200
form of communication so behavior isn't

531
00:20:37,200 --> 00:20:38,440
personal it's a child trying to

532
00:20:38,440 --> 00:20:39,640
communicate something and they don't

533
00:20:39,640 --> 00:20:42,600
have the skills to tell you what that is

534
00:20:42,600 --> 00:20:44,200
in that moment so thinking through all

535
00:20:44,200 --> 00:20:45,559
the tools that you have here at Dakota

536
00:20:45,559 --> 00:20:48,080
Rich to support kids and there is no

537
00:20:48,080 --> 00:20:50,799
tool here we use that we don't have in

538
00:20:50,799 --> 00:20:53,240
other buildings or that we can't get in

539
00:20:53,240 --> 00:20:55,120
other buildings so I think that's the

540
00:20:55,120 --> 00:20:57,360
other layer to know it's not like we're

541
00:20:57,360 --> 00:20:59,280
tool Rich because we've got it at all

542
00:20:59,280 --> 00:21:02,000
here it's out there it's using a rocking

543
00:21:02,000 --> 00:21:03,280
chair instead of a regular chair it's

544
00:21:03,280 --> 00:21:05,320
putting a roller ball at their feet it's

545
00:21:05,320 --> 00:21:06,760
giving them a fidget in their class room

546
00:21:06,760 --> 00:21:08,520
it's using a body stck those aren't

547
00:21:08,520 --> 00:21:11,120
magic wands those are things we have

548
00:21:11,120 --> 00:21:14,559
everywhere we might have more of

549
00:21:14,559 --> 00:21:18,039
them um but we are very very aware to

550
00:21:18,039 --> 00:21:20,440
make sure it's a functional tool that

551
00:21:20,440 --> 00:21:23,200
can go somewhere like that so and there

552
00:21:23,200 --> 00:21:25,799
he is there's

553
00:21:27,520 --> 00:21:30,520
MJ

554
00:21:51,760 --> 00:21:54,159
you

555
00:21:54,159 --> 00:21:57,520
big good good

556
00:21:57,520 --> 00:22:00,520
job

557
00:22:01,919 --> 00:22:04,480
and there is

558
00:22:05,640 --> 00:22:08,520
my and he has

559
00:22:08,520 --> 00:22:11,960
relationships with everybody he's like

560
00:22:11,960 --> 00:22:13,880
Royal to you when he walks in in the

561
00:22:13,880 --> 00:22:15,880
morning might take him five to 10

562
00:22:15,880 --> 00:22:17,559
minutes to get to the classroom because

563
00:22:17,559 --> 00:22:19,559
everyone's got to stop and chat myself

564
00:22:19,559 --> 00:22:23,679
included um and he's got things with

565
00:22:23,679 --> 00:22:26,520
each person we have subar who's here two

566
00:22:26,520 --> 00:22:29,000
days a week who I got watch their

567
00:22:29,000 --> 00:22:31,760
interaction yesterday and I

568
00:22:31,760 --> 00:22:34,840
just and he has grown so much because

569
00:22:34,840 --> 00:22:37,320
when when he first started here he was

570
00:22:37,320 --> 00:22:42,279
in a room by himself so to see him do

571
00:22:42,840 --> 00:22:46,880
that of that oh so so awesome like I

572
00:22:46,880 --> 00:22:49,799
said I watched him sign 20 some words

573
00:22:49,799 --> 00:22:52,840
last night and I was just amazed that he

574
00:22:52,840 --> 00:22:54,720
just kept going I'm

575
00:22:54,720 --> 00:22:57,720
like wow and then he'll tell the story

576
00:22:57,720 --> 00:23:00,240
again and he know add a word to his

577
00:23:00,240 --> 00:23:03,400
story and I'm like yes yes just keep

578
00:23:03,400 --> 00:23:06,919
adding and adding and

579
00:23:19,320 --> 00:23:22,400
add what was on the screen um it was

580
00:23:22,400 --> 00:23:25,600
actually Shelby was teaching ASL class

581
00:23:25,600 --> 00:23:27,440
and there were

582
00:23:27,440 --> 00:23:29,080
chips

583
00:23:29,080 --> 00:23:32,760
and he just thought it was the funniest

584
00:23:32,760 --> 00:23:36,919
thing and then he would describe

585
00:23:46,039 --> 00:23:48,120
the do you guys want to take over this

586
00:23:48,120 --> 00:23:49,400
part these are just all the things you

587
00:23:49,400 --> 00:23:51,120
shared and I kind of captured them on a

588
00:23:51,120 --> 00:23:52,840
slide when we met of thinking of like

589
00:23:52,840 --> 00:23:54,520
what is it like to support hair subing

590
00:23:54,520 --> 00:23:57,039
and stepping

591
00:23:57,440 --> 00:24:00,440
in

592
00:24:02,200 --> 00:24:04,600
um okay

593
00:24:04,600 --> 00:24:09,600
so just in this just in this now in this

594
00:24:09,600 --> 00:24:14,720
week um we have our safe spaces for them

595
00:24:14,720 --> 00:24:18,640
I have watched Matthew on his own walk

596
00:24:18,640 --> 00:24:22,320
in just walk in instead of taking us

597
00:24:22,320 --> 00:24:27,360
seven years y y but we got

598
00:24:27,360 --> 00:24:28,919
there

599
00:24:28,919 --> 00:24:32,279
just keep going try something different

600
00:24:32,279 --> 00:24:34,200
um

601
00:24:34,200 --> 00:24:39,039
so a positive happy demeanor when I walk

602
00:24:39,039 --> 00:24:43,159
into that break room