WEBVTT 00:00:01.199 --> 00:00:02.760 Right. Let's share what you know. 00:00:02.760 --> 00:00:05.000 I think many of you, probably all of you 00:00:05.000 --> 00:00:07.560 probably know students who have attended 00:00:07.560 --> 00:00:10.080 or do attend or may attend in the future 00:00:10.080 --> 00:00:12.040 at Dakota Ridge. 00:00:12.040 --> 00:00:14.670 And um, no two students as you know, 00:00:14.670 --> 00:00:16.680 have are nothing, nothing 00:00:16.680 --> 00:00:19.320 is just textbook or fits in a box. Right? 00:00:19.320 --> 00:00:21.039 So that's what we really pride ourselves on 00:00:21.039 --> 00:00:23.720 here at Dakota Ridge is when I meet 00:00:23.720 --> 00:00:25.279 families for the first time and we're 00:00:25.279 --> 00:00:26.920 trying to help them understand what this 00:00:26.920 --> 00:00:28.720 might do for them or how to help their 00:00:28.720 --> 00:00:31.880 child, we are an intervention. 00:00:31.880 --> 00:00:34.800 And in the world of federal Setting Four sites, 00:00:34.800 --> 00:00:36.680 we are unique in that we are part 00:00:36.680 --> 00:00:37.560 of this large District. 00:00:37.560 --> 00:00:38.910 We are not an Intermediate. 00:00:38.910 --> 00:00:40.560 We aren't somewhere you send your kids 00:00:40.560 --> 00:00:42.160 to that do their own thing, 00:00:42.160 --> 00:00:45.039 but we are aligned to district 196 00:00:45.039 --> 00:00:47.879 in everything we do and our goal 00:00:47.879 --> 00:00:49.059 is to be an intervention, 00:00:49.059 --> 00:00:50.239 to be that step in between 00:00:50.239 --> 00:00:52.840 to help students figure out what 00:00:52.840 --> 00:00:55.039 is getting in the way for them 00:00:55.039 --> 00:00:58.410 of being successful, intervene, teach skills 00:00:58.410 --> 00:01:00.320 and for many students that means move on 00:01:00.320 --> 00:01:01.000 to your next goal. 00:01:01.000 --> 00:01:02.320 Whether that's back to your home school, 00:01:02.320 --> 00:01:03.759 whether that's out in the community, 00:01:03.759 --> 00:01:05.159 whether it's just making 00:01:05.159 --> 00:01:07.429 your world a little broader. 00:01:07.429 --> 00:01:10.000 Um, I think we're we're fortunately 00:01:10.000 --> 00:01:11.640 pretty successful at that. 00:01:11.640 --> 00:01:13.720 So um, I'll just talk a little bit 00:01:13.720 --> 00:01:16.460 and like oh that's not my screen. Yours. 00:01:16.460 --> 00:01:21.439 Um, so I'll just share kind of just 00:01:21.439 --> 00:01:23.860 where we've been, how we got here 00:01:23.860 --> 00:01:28.280 who I am and then I think I'll ask those 00:01:28.280 --> 00:01:30.240 of you who have lived in this world 00:01:30.240 --> 00:01:32.520 to kind of fill in where I, cuz I don't live 00:01:32.520 --> 00:01:34.180 your role every day. 00:01:34.180 --> 00:01:35.840 I live the right, the perspective 00:01:35.840 --> 00:01:38.095 of outside of it. 00:01:38.095 --> 00:01:42.475 Um, so I prior to my position here I was 00:01:42.475 --> 00:01:44.840 I've had many hats in the district. 00:01:44.840 --> 00:01:46.840 I was a Center-Based Autism Teacher 00:01:46.840 --> 00:01:48.680 at Dakota Hills for many years. 00:01:48.680 --> 00:01:50.900 Um, I was an Autism Specialist 00:01:50.900 --> 00:01:53.030 and then I came over here 00:01:53.030 --> 00:01:55.170 as a Lead Teacher 00:01:55.170 --> 00:01:58.360 and then when I left here, 00:01:58.360 --> 00:02:00.759 I was an Elementary Coordinator 00:02:00.759 --> 00:02:03.560 and came back because once I was here, 00:02:03.560 --> 00:02:04.960 I knew this is where I belonged 00:02:04.960 --> 00:02:05.980 and I couldn't wait to come back 00:02:05.980 --> 00:02:07.350 and I get the opportunity 00:02:07.350 --> 00:02:09.739 to lead this building. 00:02:09.739 --> 00:02:11.309 And one of the first things we did 00:02:11.309 --> 00:02:12.400 when I came back 00:02:12.400 --> 00:02:14.680 was we created a shared vision 00:02:14.680 --> 00:02:16.840 mission statement as a building. 00:02:16.840 --> 00:02:18.520 So this is a statement co-constructed 00:02:18.520 --> 00:02:21.440 by staff and what we believe we do here 00:02:21.440 --> 00:02:22.540 at Dakota Ridge. 00:02:22.540 --> 00:02:23.640 And it's a community engaged 00:02:23.640 --> 00:02:25.760 in developing the unique skills 00:02:25.760 --> 00:02:27.680 of individual students through creative 00:02:27.680 --> 00:02:30.040 programming and collaboration. 00:02:30.040 --> 00:02:31.680 And to take that a step further, 00:02:31.680 --> 00:02:35.670 what we truly believe is these starred items 00:02:35.670 --> 00:02:39.040 and every student who walks in our door, 00:02:39.040 --> 00:02:40.360 school has failed them. 00:02:40.360 --> 00:02:41.280 And I don't mean a person 00:02:41.280 --> 00:02:43.319 has failed them, I just our system 00:02:43.319 --> 00:02:45.199 and the way we've gone about things 00:02:45.199 --> 00:02:47.280 has not met their needs 00:02:47.280 --> 00:02:49.400 and we get this unique opportunity 00:02:49.400 --> 00:02:50.959 to rewrite their story. 00:02:50.959 --> 00:02:52.519 And so we walk in this door, 00:02:52.519 --> 00:02:56.000 I truly believe those of us who we have 00:02:56.000 --> 00:02:58.159 very low staff turnover in our building 00:02:58.159 --> 00:03:00.800 because this is a place that it calls to you. 00:03:00.800 --> 00:03:02.640 It speaks to you. 00:03:02.640 --> 00:03:04.480 Um, and we get 00:03:04.480 --> 00:03:06.120 this opportunity to take students who 00:03:06.120 --> 00:03:09.200 have no joy at school and to find their joy. 00:03:09.200 --> 00:03:11.280 To find school is a place - I'll never forget 00:03:11.280 --> 00:03:15.239 Matthew and I went out to Gideon Pond 00:03:15.239 --> 00:03:17.519 when he was at Gideon and observed him 00:03:17.519 --> 00:03:20.360 and was part of meetings, and all he said 00:03:20.360 --> 00:03:22.400 that first day when he came for a tour, 00:03:22.400 --> 00:03:24.680 I don't know if any of you were with that day, 00:03:24.680 --> 00:03:27.680 he walked through the hallway 00:03:27.680 --> 00:03:29.404 and kept saying, "Friends. 00:03:29.404 --> 00:03:31.129 I'm going to have friends". 00:03:31.129 --> 00:03:33.859 That is all he cared and to this day 00:03:33.859 --> 00:03:35.984 that is probably what brings him 00:03:35.984 --> 00:03:38.109 to school every day. 00:03:38.109 --> 00:03:39.454 He gets excited. 00:03:39.454 --> 00:03:41.301 He never, the kid has 00:03:41.301 --> 00:03:43.148 impeccable attendance. 00:03:43.148 --> 00:03:45.799 He is never gone. 00:03:45.799 --> 00:03:46.969 We have behaviors 00:03:46.969 --> 00:03:48.140 when he has to leave early. 00:03:48.140 --> 00:03:49.520 Yes. 00:03:49.520 --> 00:03:51.860 Truthfully, because school has never been 00:03:51.860 --> 00:03:53.479 an experience like that before. 00:03:53.479 --> 00:03:54.519 So for Matthew for you know, 00:03:54.519 --> 00:03:56.439 that's a child you can all identify with 00:03:56.439 --> 00:03:57.419 because you work with, 00:03:57.419 --> 00:03:58.400 but every student here, 00:03:58.400 --> 00:04:00.639 no matter how they show us 00:04:00.639 --> 00:04:02.120 things aren't going well and how they 00:04:02.120 --> 00:04:04.779 communicate that to us um, 00:04:04.779 --> 00:04:05.789 we get the opportunity 00:04:05.789 --> 00:04:06.799 to figure out how school 00:04:06.799 --> 00:04:08.280 can be a place for them to be successful 00:04:08.280 --> 00:04:09.219 and there's nothing 00:04:09.219 --> 00:04:10.159 more rewarding than that. 00:04:10.159 --> 00:04:12.280 And it's it's tough in between there. 00:04:12.280 --> 00:04:13.439 Right? There's some things to work through. 00:04:13.439 --> 00:04:16.490 Um, high quality, effective instruction 00:04:16.490 --> 00:04:19.100 we believe that in order to do that 00:04:19.100 --> 00:04:20.890 and help school be a successful place, 00:04:20.890 --> 00:04:23.160 we have to believe they can 00:04:23.160 --> 00:04:26.050 and classrooms are set up to teach. 00:04:26.050 --> 00:04:28.120 They are classrooms we are school first. 00:04:28.120 --> 00:04:29.644 You can hear a pin drop 00:04:29.644 --> 00:04:31.880 in our hallway most days. 00:04:31.880 --> 00:04:34.080 Um and when you walk in classrooms, 00:04:34.080 --> 00:04:34.800 they're learning. 00:04:34.800 --> 00:04:35.520 They're engaged. 00:04:35.520 --> 00:04:36.919 They're using all the same curriculum 00:04:36.919 --> 00:04:38.240 they're using throughout the district. 00:04:38.240 --> 00:04:40.680 The same tools, the same textbooks, 00:04:40.680 --> 00:04:41.380 the same everything 00:04:41.380 --> 00:04:42.080 and we might modify and adjust, 00:04:42.080 --> 00:04:43.960 but I would say we probably 00:04:43.960 --> 00:04:46.320 modify and adjust less than 00:04:46.320 --> 00:04:47.500 a Setting Three classroom 00:04:47.500 --> 00:04:48.680 in a Traditional School. 00:04:48.680 --> 00:04:50.219 What age kids are here? 00:04:50.219 --> 00:04:51.329 Everybody. 00:04:51.329 --> 00:04:53.070 Kindergarten through age 22 00:04:53.070 --> 00:04:55.149 down our main hallway. 00:04:55.149 --> 00:04:58.199 Everybody - and we do not, go ahead. 00:04:58.199 --> 00:05:00.059 The word can, 00:05:00.059 --> 00:05:02.960 that is that word means so much. 00:05:02.960 --> 00:05:06.120 It's such a small word but, 00:05:06.120 --> 00:05:07.960 that word even Martha, Martha is the one 00:05:07.960 --> 00:05:09.720 who brought it to Matthew's plate. 00:05:09.720 --> 00:05:11.440 I'm going to give you credit for this one 00:05:11.440 --> 00:05:12.880 because she said you know what we should 00:05:12.880 --> 00:05:15.600 start using the word before when he's 00:05:15.600 --> 00:05:18.560 having a behavior to cut it off. 00:05:18.560 --> 00:05:20.299 You can do that, you can, you can 00:05:20.299 --> 00:05:22.039 and it changed. 00:05:22.039 --> 00:05:25.160 You could see it in his head this change. 00:05:25.160 --> 00:05:29.120 So I just want to that word can, can. 00:05:29.120 --> 00:05:30.320 And to your question, 00:05:30.320 --> 00:05:31.520 we serve all disability categories. 00:05:31.520 --> 00:05:34.039 Um, our building is laid out 00:05:34.039 --> 00:05:36.000 in, I think, probably the next slide. 00:05:36.000 --> 00:05:39.650 Um, I'll get so this will stack on that. 00:05:39.650 --> 00:05:40.919 This doesn't probably mean 00:05:40.919 --> 00:05:42.600 a whole lot just the way it's laid out, 00:05:42.600 --> 00:05:43.995 but, and this was a snapshot 00:05:43.995 --> 00:05:45.390 taken months ago 00:05:45.390 --> 00:05:50.201 but, we have a total of 22 classrooms 00:05:50.201 --> 00:05:52.720 in the building and eight of them are 00:05:52.720 --> 00:05:54.759 classrooms that we serve four students 00:05:54.759 --> 00:05:56.720 in that classroom environment. 00:05:56.720 --> 00:05:59.120 So that the max we put in there is four 00:05:59.120 --> 00:06:00.340 and then the others 00:06:00.340 --> 00:06:01.560 are what we call large group 00:06:01.560 --> 00:06:03.969 is six to eight students. 00:06:03.969 --> 00:06:06.629 Um, and within that environment, 00:06:06.629 --> 00:06:08.850 there are paraprofessionals supporting. 00:06:08.850 --> 00:06:10.145 Um, in small group our goal 00:06:10.145 --> 00:06:11.440 we start at for that one teacher 00:06:11.440 --> 00:06:12.200 there's usually 00:06:12.200 --> 00:06:14.390 two paraprofessionals ideally 00:06:14.390 --> 00:06:16.520 and um, those four students. 00:06:16.520 --> 00:06:18.479 Sometimes it takes up to five 00:06:18.479 --> 00:06:20.000 because right, the reality of just we 00:06:20.000 --> 00:06:22.270 have to serve everybody. 00:06:22.270 --> 00:06:24.960 Um, and Lorna is part of one 00:06:24.960 --> 00:06:26.120 of those small group environments. 00:06:26.120 --> 00:06:28.520 So we, that factors in. 00:06:28.520 --> 00:06:30.800 So it's um in that classroom there are 00:06:30.800 --> 00:06:33.400 actually two paraprofessionals assigned 00:06:33.400 --> 00:06:34.480 in addition to Lorna. 00:06:34.480 --> 00:06:36.500 One is out on leave right now. 00:06:36.500 --> 00:06:38.359 Um, but just not always. 00:06:38.359 --> 00:06:41.120 So like the room Matthew's in, it is one other 00:06:41.120 --> 00:06:43.199 paraprofessional with Charlotte. 00:06:43.199 --> 00:06:45.080 So we we adjust based on what the needs 00:06:45.080 --> 00:06:47.929 of that environment is. 00:06:47.929 --> 00:06:51.800 Um, we don't necessarily just group 00:06:51.800 --> 00:06:53.440 students by age. 00:06:53.440 --> 00:06:55.080 So I don't, one we don't 00:06:55.080 --> 00:06:57.000 have a full classroom of fourth graders. 00:06:57.000 --> 00:06:58.360 Right? We don't have a full classroom 00:06:58.360 --> 00:07:01.400 of fifth graders, but we also know 00:07:01.400 --> 00:07:05.080 that students learn best with certain 00:07:05.080 --> 00:07:06.260 peers and not with others. 00:07:06.260 --> 00:07:07.440 So we spend a lot 00:07:07.440 --> 00:07:09.800 of time building those class lists 00:07:09.800 --> 00:07:11.919 and we create classrooms that we believe 00:07:11.919 --> 00:07:14.120 will learn together best, not based 00:07:14.120 --> 00:07:16.479 on their age, grade, all those things. 00:07:16.479 --> 00:07:18.520 So we might have a eighth grader mixed 00:07:18.520 --> 00:07:19.699 in with 10th and 11th graders 00:07:19.699 --> 00:07:21.734 because they need some role models. 00:07:21.734 --> 00:07:22.800 They need, they need 00:07:22.800 --> 00:07:24.180 something different. 00:07:24.180 --> 00:07:26.256 Um, we don't always get it right 00:07:26.256 --> 00:07:28.339 and we sometimes have to adjust, 00:07:28.339 --> 00:07:30.360 but that is just what we do here. 00:07:30.360 --> 00:07:32.520 We we reflect and we figure it out and 00:07:32.520 --> 00:07:35.919 we adjust. 00:07:37.560 --> 00:07:41.509 Um, so we we we joke that we're 00:07:41.509 --> 00:07:44.280 a big family here and it really you have 00:07:44.280 --> 00:07:46.000 to kind of have that mentality to be here. 00:07:46.000 --> 00:07:47.739 We're all in this together. 00:07:47.739 --> 00:07:49.479 Um, if you if 00:07:49.479 --> 00:07:52.159 everybody carries a radio and if you 00:07:52.159 --> 00:07:55.080 say on that radio I need help, 00:07:55.080 --> 00:07:57.830 like more than you wished. 00:07:57.830 --> 00:08:01.000 I usually follow behind like I think we're good. 00:08:01.000 --> 00:08:02.720 I think we're good. 00:08:02.720 --> 00:08:06.410 Um, and not because it's so big scary. 00:08:06.410 --> 00:08:09.720 I mean we we have evolved in the, 00:08:09.720 --> 00:08:10.700 I think what Dakota Ridge was 00:08:10.700 --> 00:08:11.680 maybe 15 years ago, 00:08:11.680 --> 00:08:13.639 our population has evolved and changed. 00:08:13.639 --> 00:08:17.039 One, because I believe 00:08:17.039 --> 00:08:18.839 our setting two and three 00:08:18.839 --> 00:08:20.800 within our Traditional School settings has 00:08:20.800 --> 00:08:23.319 grown in their capacity to serve students. 00:08:23.319 --> 00:08:24.459 So they may have been sent 00:08:24.459 --> 00:08:25.599 to Dakota Ridge years ago, 00:08:25.599 --> 00:08:27.479 but we don't need to serve 00:08:27.479 --> 00:08:28.719 that population anymore. 00:08:28.719 --> 00:08:29.960 We also have growing needs 00:08:29.960 --> 00:08:31.720 of individuals who maybe just 00:08:31.720 --> 00:08:33.679 weren't served in schools before because 00:08:33.679 --> 00:08:35.379 they were so extreme. 00:08:35.379 --> 00:08:37.500 Um, there are fewer facilities 00:08:37.500 --> 00:08:38.958 for them to go to. 00:08:38.958 --> 00:08:40.618 Just so many reasons why 00:08:40.618 --> 00:08:42.279 that the complexity of learners 00:08:42.279 --> 00:08:44.939 has changed here 00:08:44.939 --> 00:08:48.350 and we have bad days 00:08:48.350 --> 00:08:50.520 just like every school in the district. 00:08:50.520 --> 00:08:52.120 I would say it's 00:08:52.120 --> 00:08:55.210 not every day and it's not every week. NOTE Paragraph 00:08:55.210 --> 00:08:58.040 Um, and the support that one big family 00:08:58.040 --> 00:09:00.800 we're in together, you just 00:09:00.800 --> 00:09:03.079 there we had we had a major incident 00:09:03.079 --> 00:09:05.360 last week, oh this week, it was Tuesday. 00:09:05.360 --> 00:09:09.880 Um, but the reality is 90% of the school 00:09:09.880 --> 00:09:12.079 had no idea what was going on 00:09:12.079 --> 00:09:14.600 because we have systems and routines and 00:09:14.600 --> 00:09:16.990 people trained to support those situations 00:09:16.990 --> 00:09:19.020 so that we have a practice we follow 00:09:19.020 --> 00:09:20.720 and usually it's a hold. 00:09:20.720 --> 00:09:22.730 That particular day we went on a secure 00:09:22.730 --> 00:09:24.745 and so people just knew. 00:09:24.745 --> 00:09:26.420 We got to stay in the building. 00:09:26.420 --> 00:09:27.240 We know that the staff 00:09:27.240 --> 00:09:28.920 are call the leadership is calling this 00:09:28.920 --> 00:09:30.880 because it's going to keep us safe. 00:09:30.880 --> 00:09:32.270 We can go about our business and again, 00:09:32.270 --> 00:09:33.650 to this day, 90% of people 00:09:33.650 --> 00:09:36.780 probably don't know what happened. 00:09:36.780 --> 00:09:38.760 And we just went on with our day. 00:09:38.760 --> 00:09:40.620 You go on with your day, 00:09:40.620 --> 00:09:41.770 You trust and you know 00:09:41.770 --> 00:09:42.920 that people have got your back 00:09:42.920 --> 00:09:45.399 and we're in this together and 00:09:45.399 --> 00:09:46.559 we do everything we can 00:09:46.559 --> 00:09:47.959 to keep people safe. 00:09:47.959 --> 00:09:49.880 I mean I'm sure if you're at the DSC, 00:09:49.880 --> 00:09:50.720 you see things. Right? 00:09:50.720 --> 00:09:52.640 You see police cars, you see ambulances. 00:09:52.640 --> 00:09:54.519 90% of those situations 00:09:54.519 --> 00:09:55.699 are mental health issues 00:09:55.699 --> 00:09:56.880 and we are responding 00:09:56.880 --> 00:09:58.800 to a student and getting them help. 00:09:58.800 --> 00:10:00.960 It is not a risk. 00:10:00.960 --> 00:10:03.830 Sometimes the the behavior 00:10:03.830 --> 00:10:05.519 that leads up to them needing 00:10:05.519 --> 00:10:07.600 that level of intervention 00:10:07.600 --> 00:10:10.320 looks scary, but it looks 00:10:10.320 --> 00:10:13.519 more scary because it's not typical to see. 00:10:13.519 --> 00:10:17.399 It's not because we're in danger. 00:10:17.399 --> 00:10:19.900 It's because we're scared how are we 00:10:19.900 --> 00:10:20.710 going to keep you safe? 00:10:20.710 --> 00:10:22.390 How are we going to meet your needs? 00:10:22.390 --> 00:10:24.314 And we take that responsibility 00:10:24.314 --> 00:10:26.210 really seriously. 00:10:26.210 --> 00:10:29.800 Um, every two class so, in our small group 00:10:29.800 --> 00:10:31.640 environments we got a redesign 00:10:31.640 --> 00:10:32.640 of those spaces last year. 00:10:32.640 --> 00:10:33.640 So those spaces all have 00:10:33.640 --> 00:10:36.200 three break spaces in them because 00:10:36.200 --> 00:10:39.160 that population of students just need 00:10:39.160 --> 00:10:41.680 less noise, they need some time alone, 00:10:41.680 --> 00:10:43.000 some sometimes isolation. 00:10:43.000 --> 00:10:45.150 We have swings in every one of those. 00:10:45.150 --> 00:10:46.820 Every one of those classrooms 00:10:46.820 --> 00:10:48.570 has one room with a swing mount. 00:10:48.570 --> 00:10:50.839 And then down the main hallway 00:10:50.839 --> 00:10:52.639 as we get into what we call large group, 00:10:52.639 --> 00:10:54.320 in between every two classrooms we have 00:10:54.320 --> 00:10:55.720 a break space. 00:10:55.720 --> 00:10:57.120 And within that break space we, 00:10:57.120 --> 00:10:59.600 our hope, is that students learn to use 00:10:59.600 --> 00:11:01.839 that space proactively so that they can 00:11:01.839 --> 00:11:03.480 request a break, because when they think 00:11:03.480 --> 00:11:05.800 about going back to a home school and 00:11:05.800 --> 00:11:07.720 their environment grows drastically, 00:11:07.720 --> 00:11:08.619 they need to know when to say 00:11:08.619 --> 00:11:09.519 I need to break, 00:11:09.519 --> 00:11:10.679 where to take that break, 00:11:10.679 --> 00:11:13.619 what tools they need to take that break. 00:11:13.619 --> 00:11:15.800 Um, and then 00:11:15.800 --> 00:11:17.440 there are times when students don't have 00:11:17.440 --> 00:11:19.440 that skill yet, that as adults we help them 00:11:19.440 --> 00:11:22.360 to learn that by supporting them 00:11:22.360 --> 00:11:24.680 and getting to that break space and 00:11:24.680 --> 00:11:26.680 we baby steps to grow into where they can 00:11:26.680 --> 00:11:28.400 do that independently. 00:11:28.400 --> 00:11:30.639 Um, like I said, all support, 00:11:30.639 --> 00:11:32.669 all staff carry radios. 00:11:32.669 --> 00:11:34.580 We have a building leadership team 00:11:34.580 --> 00:11:35.929 that's made up of myself, 00:11:35.929 --> 00:11:38.359 Mr. Wilson is the assistant administrator 00:11:38.359 --> 00:11:40.900 and then there are six additional people 00:11:40.900 --> 00:11:42.209 that make up our 00:11:42.209 --> 00:11:43.649 our school psychologist, 00:11:43.649 --> 00:11:46.600 our we have a full-time School social worker. 00:11:46.600 --> 00:11:48.940 We have a lead interventionist, 00:11:48.940 --> 00:11:50.859 so academic interventions 00:11:50.859 --> 00:11:53.279 who is a behavior also has 00:11:53.279 --> 00:11:55.630 deep background of behavior. 00:11:55.630 --> 00:11:58.639 We have a curriculum interventionist or 00:11:58.639 --> 00:12:00.140 core interventionist 00:12:00.140 --> 00:12:02.079 who has a strong background in behavior 00:12:02.079 --> 00:12:03.434 and then we have 00:12:03.434 --> 00:12:04.790 a behavior lead interventionist. 00:12:04.790 --> 00:12:06.940 Um, all who have been teachers 00:12:06.940 --> 00:12:09.500 in the building and believe in this. 00:12:09.500 --> 00:12:11.760 Um, we have a float staff which is 00:12:11.760 --> 00:12:13.959 made up primarily of paraprofessionals 00:12:13.959 --> 00:12:16.560 who work really hard. 00:12:16.560 --> 00:12:19.079 We back when Staffing was a different 00:12:19.079 --> 00:12:20.680 story right, they were two or three 00:12:20.680 --> 00:12:22.600 individuals who truly their job all day 00:12:22.600 --> 00:12:24.989 was just float and be in places. 00:12:24.989 --> 00:12:26.920 Now they are individuals we have identified 00:12:26.920 --> 00:12:29.399 who they are part of teams but they they 00:12:29.399 --> 00:12:30.779 have flexibility. 00:12:30.779 --> 00:12:32.160 Um, and they build 00:12:32.160 --> 00:12:33.760 relationships throughout the building. 00:12:33.760 --> 00:12:37.760 So they're our go-to when we have uh 00:12:37.760 --> 00:12:39.320 a couple of Staff down here in small group, 00:12:39.320 --> 00:12:41.060 who they have we have 00:12:41.060 --> 00:12:42.639 a new Elementary learner, 00:12:42.639 --> 00:12:46.199 who is really struggling um and they are 00:12:46.199 --> 00:12:47.519 the right people they have built 00:12:47.519 --> 00:12:48.920 a relationship with him and so we just 00:12:48.920 --> 00:12:51.079 have flexibility that that float staff 00:12:51.079 --> 00:12:52.499 are the people that come down 00:12:52.499 --> 00:12:53.269 and intervene. 00:12:53.269 --> 00:12:54.320 Sometimes they just need a new face. 00:12:54.320 --> 00:12:55.720 Sometimes they just need somebody 00:12:55.720 --> 00:12:57.720 they know they can trust who wasn't 00:12:57.720 --> 00:12:59.320 in that moment with them. 00:12:59.320 --> 00:13:00.920 Um, and we have 00:13:00.920 --> 00:13:02.920 a deep shared understanding of students. 00:13:02.920 --> 00:13:04.200 We do a lot to communicate 00:13:04.200 --> 00:13:05.480 with each other 00:13:05.480 --> 00:13:07.920 um based on a need to know. Right? 00:13:07.920 --> 00:13:09.720 There's that fine line between 00:13:09.720 --> 00:13:12.320 confidentiality um but we do a lot. 00:13:12.320 --> 00:13:14.199 We send out emails, hey just a heads up 00:13:14.199 --> 00:13:16.760 this student's plan is this or we have 00:13:16.760 --> 00:13:18.639 An all staff meeting once a month and 00:13:18.639 --> 00:13:20.179 we might bring a picture of a student. 00:13:20.179 --> 00:13:21.680 If you see this person in the hallway, 00:13:21.680 --> 00:13:22.840 please don't say this. 00:13:22.840 --> 00:13:24.000 We have a young lady right now 00:13:24.000 --> 00:13:25.340 who is exploring work. 00:13:25.340 --> 00:13:26.680 She's a transition age learner 00:13:26.680 --> 00:13:29.880 um and what we have learned 00:13:29.880 --> 00:13:31.639 is when she wears her sweatshirt that 00:13:31.639 --> 00:13:34.360 announces her employer, that is probably 00:13:34.360 --> 00:13:37.000 something went wrong today at her job. 00:13:37.000 --> 00:13:38.800 And what's your go-to if you see her 00:13:38.800 --> 00:13:40.040 walking through the building that says 00:13:40.040 --> 00:13:41.400 Cane's across it? 00:13:41.400 --> 00:13:42.760 It's like oh, how was work today? Right? 00:13:42.760 --> 00:13:45.339 Well we have figured out as a team 00:13:45.339 --> 00:13:47.440 that we have to coach everybody 00:13:47.440 --> 00:13:50.279 not to engage about her job because that 00:13:50.279 --> 00:13:52.360 is her like way of letting us know. 00:13:52.360 --> 00:13:53.840 I can't talk about my job today. 00:13:53.840 --> 00:13:56.590 Um but not what our first reaction 00:13:56.590 --> 00:13:58.560 as adults is. 00:13:58.560 --> 00:14:00.079 So we do a lot of working with each other 00:14:00.079 --> 00:14:01.759 just sending building wide emails like 00:14:01.759 --> 00:14:04.199 hey, if you see so and so in the hallway, 00:14:04.199 --> 00:14:06.560 heads up don't ask her. 00:14:06.560 --> 00:14:11.519 So um, yeah. 00:14:11.519 --> 00:14:14.880 So this is more information that when we 00:14:14.880 --> 00:14:16.920 met with um staff here in the building, 00:14:16.920 --> 00:14:18.240 just to talk about what does it feel 00:14:18.240 --> 00:14:20.040 like to work here and what are supports 00:14:20.040 --> 00:14:21.520 are in place? 00:14:21.520 --> 00:14:23.000 So [inaudible] yeah. Perfect. 00:14:23.000 --> 00:14:25.120 And can I just name Martha was 00:14:25.120 --> 00:14:26.639 involved in this too, I didn't say 00:14:26.639 --> 00:14:28.480 your name earlier, but Martha spends 00:14:28.480 --> 00:14:30.199 a sizeable amount of time here and help 00:14:30.199 --> 00:14:33.320 plan just from the float perspective too, 00:14:33.320 --> 00:14:36.320 around maybe not um kind of coming and 00:14:36.320 --> 00:14:38.519 going too so, thank you. 00:14:38.519 --> 00:14:41.600 So I would just I guess I would 00:14:41.600 --> 00:14:43.120 wonder what things are you wondering 00:14:43.120 --> 00:14:45.360 about and what things do you hear that 00:14:45.360 --> 00:14:48.040 make you um, uncertain? 00:14:48.040 --> 00:14:50.360 That's the question I that's 00:14:50.360 --> 00:14:52.160 one of the first questions I've 00:14:52.160 --> 00:14:54.360 always wanted to know is, what are your 00:14:54.360 --> 00:14:56.680 concerns of why you don't want 00:14:56.680 --> 00:14:58.020 to come here? You know? 00:14:58.020 --> 00:14:59.360 I find it a wonderful to work, 00:14:59.360 --> 00:15:01.519 but other people don't see that and 00:15:01.519 --> 00:15:04.440 I'm like, I don't I don't understand. 00:15:04.440 --> 00:15:06.850 I mean you're so well supported. 00:15:06.850 --> 00:15:09.920 Um, it is like a family here. 00:15:09.920 --> 00:15:12.620 You have a ton of information and 00:15:12.620 --> 00:15:14.880 it's always being given to you 00:15:14.880 --> 00:15:16.180 in many different ways. 00:15:16.180 --> 00:15:17.480 So I just yeah, that's 00:15:17.480 --> 00:15:18.640 a hard one for me to... 00:15:18.640 --> 00:15:19.800 And I would say I think 00:15:19.800 --> 00:15:21.639 we've worked together a long time, right? 00:15:21.639 --> 00:15:24.120 And there are times that there are 00:15:24.120 --> 00:15:26.240 decisions Dan and I might make or that 00:15:26.240 --> 00:15:28.940 as a building and Charlotte will say 00:15:28.940 --> 00:15:30.100 I don't get this. 00:15:30.100 --> 00:15:30.730 Why are we doing this? 00:15:30.730 --> 00:15:31.438 And we want that. 00:15:31.438 --> 00:15:33.240 That is how we that's how we can 00:15:33.240 --> 00:15:34.140 only do better. 00:15:34.140 --> 00:15:35.040 So if people come in and they're 00:15:35.040 --> 00:15:35.740 like this makes no sense. 00:15:35.740 --> 00:15:36.440 Why is someone doing this? 00:15:36.440 --> 00:15:38.940 Maybe we're going to learn a better way. 00:15:38.940 --> 00:15:40.759 So we welcome those questions. 00:15:40.759 --> 00:15:43.680 Or whoa, there's so many layers here. 00:15:43.680 --> 00:15:44.499 Nobody shared with you. 00:15:44.499 --> 00:15:45.319 Let me share with you 00:15:45.319 --> 00:15:48.098 so you understand why we do. 00:15:48.098 --> 00:15:51.079 Um, and that's really how we operate. 00:15:51.079 --> 00:15:53.000 I spend a lot of my day 00:15:53.000 --> 00:15:56.800 just talking about what we do. 00:15:57.920 --> 00:16:01.160 I think the other thing to know is 00:16:01.160 --> 00:16:04.330 that um it's a big decision 00:16:04.330 --> 00:16:05.960 when a student ends up coming here. 00:16:05.960 --> 00:16:07.200 Right? 00:16:07.200 --> 00:16:09.880 So um, it is a significant decision 00:16:09.880 --> 00:16:11.220 when an IEP team is considering 00:16:11.220 --> 00:16:13.360 a setting change for a student 00:16:13.360 --> 00:16:14.650 for a lot of reasons. 00:16:14.650 --> 00:16:16.045 Right? Like statute wise, 00:16:16.045 --> 00:16:17.440 but also we are making 00:16:17.440 --> 00:16:19.240 a decision that that student should be 00:16:19.240 --> 00:16:21.670 leaving their home building, 00:16:21.670 --> 00:16:23.139 for a period of time, 00:16:23.139 --> 00:16:24.399 always our goal is to have them 00:16:24.399 --> 00:16:25.759 come back. 00:16:25.759 --> 00:16:27.120 Um, and sometimes we find 00:16:27.120 --> 00:16:29.399 this is the right setting for them. 00:16:29.399 --> 00:16:30.199 Um, so I think think sometimes 00:16:30.199 --> 00:16:31.000 we hear questions 00:16:31.000 --> 00:16:33.120 in buildings around how those decisions 00:16:33.120 --> 00:16:34.479 are made and why. 00:16:34.479 --> 00:16:35.839 Um, and I think just know 00:16:35.839 --> 00:16:37.839 that they're not taken light and this is 00:16:37.839 --> 00:16:39.719 like the very, 00:16:39.719 --> 00:16:42.060 you have what 120 students right now, 00:16:42.060 --> 00:16:44.359 in a district of 29,000. 00:16:44.359 --> 00:16:48.250 Um, so it is truly like a small number 00:16:48.250 --> 00:16:49.880 of students who truly need 00:16:49.880 --> 00:16:52.279 this setting and that's also why it's effective. 00:16:52.279 --> 00:16:55.160 Right? Um, so if you hear questions 00:16:55.160 --> 00:16:57.480 In the buildings always know 00:16:57.480 --> 00:16:59.360 that that is the case and we can help 00:16:59.360 --> 00:17:00.839 with those conversations, because 00:17:00.839 --> 00:17:02.560 if people don't spend time here, I don't 00:17:02.560 --> 00:17:04.439 I don't think they always understand. 00:17:04.439 --> 00:17:07.309 And they, the students who do move here, 00:17:07.309 --> 00:17:11.390 are at their worst when they come here. 00:17:11.390 --> 00:17:13.119 So what the perception 00:17:13.119 --> 00:17:15.160 of that individual child when they leave 00:17:15.160 --> 00:17:17.319 somewhere else is much different than 00:17:17.319 --> 00:17:19.359 the perception we get to have because we 00:17:19.359 --> 00:17:20.959 get a fresh start. 00:17:20.959 --> 00:17:22.559 We get to take that worst 00:17:22.559 --> 00:17:26.200 and it's we truly believe as a building 00:17:26.200 --> 00:17:27.699 we there's nowhere else for them to go. 00:17:27.699 --> 00:17:28.919 We're not we're not intervening 00:17:28.919 --> 00:17:30.240 to figure out where else 00:17:30.240 --> 00:17:32.080 we're going to send you. 00:17:32.080 --> 00:17:34.240 We're intervening to get in it with you. 00:17:34.240 --> 00:17:35.720 We're intervening to figure out what's 00:17:35.720 --> 00:17:37.320 in the way and how are we going to fix it. 00:17:37.320 --> 00:17:39.400 Not fix it, we can't fix anything. 00:17:39.400 --> 00:17:40.520 That's the wrong word. 00:17:40.520 --> 00:17:42.520 Just to help you grow and do better. 00:17:42.520 --> 00:17:46.799 And so I think a lot of times people think 00:17:46.799 --> 00:17:49.640 of the kids they have seen come here 00:17:49.640 --> 00:17:51.520 and the story they have is the story 00:17:51.520 --> 00:17:53.919 of that child at their worst and we're really 00:17:53.919 --> 00:17:55.600 lucky because we get to celebrate 00:17:55.600 --> 00:17:59.760 those small wins and change that story. 00:17:59.760 --> 00:18:01.280 Um. So. 00:18:01.280 --> 00:18:04.799 When kids come here you almost see 00:18:04.799 --> 00:18:05.859 them Blossom. Right? 00:18:05.859 --> 00:18:06.919 For some kids like, 00:18:06.919 --> 00:18:08.679 the environment is the right environment 00:18:08.679 --> 00:18:10.480 for them with the structures and 00:18:10.480 --> 00:18:12.000 routines that are in place and 00:18:12.000 --> 00:18:14.320 the supports and just the connections 00:18:14.320 --> 00:18:16.799 with staff and some kids just absolutely, 00:18:16.799 --> 00:18:18.840 I would say, lots of kids not some, 00:18:18.840 --> 00:18:21.070 absolutely just blossom in this setting. 00:18:21.070 --> 00:18:23.679 And I would imagine that people have 00:18:23.679 --> 00:18:25.360 some hesitation about like supporting here 00:18:25.360 --> 00:18:26.720 and I don't know that that's 00:18:26.720 --> 00:18:29.190 necessarily any of you, but it is a fear 00:18:29.190 --> 00:18:31.159 of like maybe I don't have the skills 00:18:31.159 --> 00:18:32.879 to support that particular student 00:18:32.879 --> 00:18:33.879 or I don't I don't know 00:18:33.879 --> 00:18:34.880 that I'm capable of that 00:18:34.880 --> 00:18:37.520 and I think the realization of the team 00:18:37.520 --> 00:18:39.200 right, like you're not alone, 00:18:39.200 --> 00:18:41.159 but I would say that that's a lot of times 00:18:41.159 --> 00:18:43.530 more of a fear then of the unknown. 00:18:43.530 --> 00:18:46.400 And to be that, off of that, 00:18:46.400 --> 00:18:50.120 like that's I have [inaudible] 00:18:50.240 --> 00:18:53.919 I been here um, I know that um, 00:18:53.919 --> 00:18:57.080 in chatting with coworkers you know I talk 00:18:57.080 --> 00:18:59.320 [inaudible] 00:18:59.320 --> 00:19:00.850 Um you're going to giggle. 00:19:00.850 --> 00:19:02.320 You're going to laugh and you're 00:19:02.320 --> 00:19:03.650 going to leave with a smile usually. 00:19:03.650 --> 00:19:04.830 I mean that's my experience. 00:19:04.830 --> 00:19:06.039 You know I think a lot of the times 00:19:06.039 --> 00:19:08.559 that I've been in communication 00:19:08.559 --> 00:19:11.240 with some coworkers is and I'm not trying 00:19:11.240 --> 00:19:12.799 to over step it's or anything, like they have 00:19:12.799 --> 00:19:14.079 that uncomfortable feeling. 00:19:14.079 --> 00:19:15.360 That like you know, 00:19:15.360 --> 00:19:19.050 the unknown or the big, 00:19:19.050 --> 00:19:20.345 the PCM training piece and 00:19:20.345 --> 00:19:21.640 the part that I like 00:19:21.640 --> 00:19:23.520 to say much what you guys have always 00:19:23.520 --> 00:19:25.559 just said here too is that you have that 00:19:25.559 --> 00:19:27.880 support in the room that will always 00:19:27.880 --> 00:19:30.240 be there right away for you if you need it 00:19:30.240 --> 00:19:31.399 you know. 00:19:31.399 --> 00:19:32.559 And that's even a culture thing 00:19:32.559 --> 00:19:34.320 we hear of staff here when people are 00:19:34.320 --> 00:19:36.000 on their back wheels or just having a bad 00:19:36.000 --> 00:19:38.039 day of nobody in my room is PCM trained. 00:19:38.039 --> 00:19:41.280 Well the reality is we don't use PCM 00:19:41.280 --> 00:19:43.299 everyday. 00:19:43.299 --> 00:19:48.679 Like, I mean, it's not this magic wand. Right? 00:19:48.679 --> 00:19:51.679 We don't use it that often, but it is that 00:19:51.679 --> 00:19:55.159 something when people are feeling... 00:19:55.159 --> 00:19:57.799 Right, we all go to what do I not have? 00:19:57.799 --> 00:19:59.539 How am I not equipped to do this? 00:19:59.539 --> 00:20:01.280 Um, but really it's 00:20:01.280 --> 00:20:04.600 about coming here and helping kids 00:20:04.600 --> 00:20:07.039 be successful and we got we've got 00:20:07.039 --> 00:20:09.159 a lot of ways to get creative to do that 00:20:09.159 --> 00:20:12.480 in interventions we try and tools we use. 00:20:12.480 --> 00:20:14.380 We are resource rich. 00:20:14.380 --> 00:20:16.590 Yeah I feel it's endless. 00:20:16.590 --> 00:20:18.374 It's endless. 00:20:18.374 --> 00:20:20.579 You just have to identify 00:20:20.579 --> 00:20:24.840 what you need or what they need. 00:20:24.840 --> 00:20:25.600 And then and we'll try it. 00:20:25.600 --> 00:20:26.360 And we'll try it. 00:20:26.360 --> 00:20:28.360 Let's give it a whirl. 00:20:28.360 --> 00:20:30.360 Can't say that won't work. 00:20:30.360 --> 00:20:31.480 Try something else. Right. 00:20:31.480 --> 00:20:32.600 So it's thinking 00:20:32.600 --> 00:20:34.679 that lens and all behavior is 00:20:34.679 --> 00:20:35.939 a form of communication. 00:20:35.939 --> 00:20:37.200 So behavior isn't personal, 00:20:37.200 --> 00:20:38.440 it's a child trying to communicate 00:20:38.440 --> 00:20:39.640 something and they don't 00:20:39.640 --> 00:20:42.600 have the skills to tell you what that is 00:20:42.600 --> 00:20:43.400 in that moment. 00:20:43.400 --> 00:20:44.200 So thinking through all the tools 00:20:44.200 --> 00:20:45.719 that you have here at Dakota Ridge 00:20:45.719 --> 00:20:46.899 to support kids. 00:20:46.899 --> 00:20:48.450 And there is no tool here 00:20:48.450 --> 00:20:50.799 we use that we don't have 00:20:50.799 --> 00:20:53.240 in other buildings or that we can't get 00:20:53.240 --> 00:20:54.180 in other buildings. 00:20:54.180 --> 00:20:56.652 So I think that's the other layer to know. 00:20:56.652 --> 00:20:57.730 It's not like we're tool rich 00:20:57.730 --> 00:20:59.280 because we've got it at all here. 00:20:59.280 --> 00:21:00.640 It's out there. 00:21:00.640 --> 00:21:02.000 It's using a rocking chair 00:21:02.000 --> 00:21:03.280 instead of a regular chair. 00:21:03.280 --> 00:21:05.320 It's putting a roller ball at their feet. 00:21:05.320 --> 00:21:06.760 It's giving them a fidget in their class room. 00:21:06.760 --> 00:21:08.360 It's using a body sock. 00:21:08.360 --> 00:21:09.820 Those aren't magic wands. 00:21:09.820 --> 00:21:11.420 Those are things we have everywhere. 00:21:11.420 --> 00:21:14.559 We might have more of them. 00:21:14.559 --> 00:21:18.039 Um, but we are very, very aware 00:21:18.039 --> 00:21:20.440 to make sure it's a functional tool 00:21:20.440 --> 00:21:23.200 that can go somewhere like that so. 00:21:23.200 --> 00:21:25.799 And there he is. There's MJ. 00:21:31.650 --> 00:21:34.049 [sounds on video] 00:21:42.213 --> 00:21:46.504 [inaudible voices on video] 00:21:51.790 --> 00:21:56.860 Can you sign big? 00:21:56.860 --> 00:22:00.520 Good job. 00:22:01.919 --> 00:22:04.480 And there is my why. 00:22:05.640 --> 00:22:08.090 And he has 00:22:08.090 --> 00:22:11.250 relationships with everybody. 00:22:11.250 --> 00:22:13.880 He's like Royalty when he walks in 00:22:13.880 --> 00:22:14.880 in the morning. 00:22:14.880 --> 00:22:15.880 Might take him five to ten minutes 00:22:15.880 --> 00:22:17.559 to get to the classroom because 00:22:17.559 --> 00:22:19.559 everyone's got to stop and chat, 00:22:19.559 --> 00:22:21.619 myself included. 00:22:21.619 --> 00:22:24.379 Um, and he's got things with each person. 00:22:24.379 --> 00:22:26.520 We have a sub para who's here 00:22:26.520 --> 00:22:29.000 two days a week who I got watch 00:22:29.000 --> 00:22:31.760 their interaction yesterday and I just... 00:22:31.760 --> 00:22:34.840 He has grown so much. 00:22:34.840 --> 00:22:37.320 When when he first started here he was 00:22:37.320 --> 00:22:39.049 in a room by himself. 00:22:39.049 --> 00:22:42.279 So to see him do that 00:22:42.840 --> 00:22:46.120 oh so, so awesome. 00:22:46.120 --> 00:22:47.959 Like I said, I watched him sign 00:22:47.959 --> 00:22:50.599 20 some words last night 00:22:50.599 --> 00:22:52.840 and I was just amazed that 00:22:52.840 --> 00:22:54.170 he just kept going. 00:22:54.170 --> 00:22:57.720 I'm like wow and then he'll tell the story 00:22:57.720 --> 00:23:00.240 again and he know add a word to his story, 00:23:00.240 --> 00:23:03.400 and I'm like yes, yes just keep 00:23:03.400 --> 00:23:06.919 adding and adding and adding. 00:23:06.919 --> 00:23:10.269 His language and communication - 00:23:10.269 --> 00:23:13.619 It's fun watching him. 00:23:19.320 --> 00:23:21.730 What was on the screen? 00:23:21.730 --> 00:23:24.610 Um, it was actually Shelby was teaching 00:23:24.610 --> 00:23:28.270 ASL class and there were jifs 00:23:28.270 --> 00:23:32.760 and he just thought it was the funniest thing 00:23:32.760 --> 00:23:36.919 and then he would describe the jif. 00:23:40.979 --> 00:23:41.979 [inaudible] 00:23:46.039 --> 00:23:48.260 Do you guys want to take over this part? 00:23:48.260 --> 00:23:50.060 These are just all the things you shared 00:23:50.060 --> 00:23:51.530 and I kind of captured them on a slide 00:23:51.530 --> 00:23:52.660 when we met. 00:23:52.660 --> 00:23:53.680 Thinking of like 00:23:53.680 --> 00:23:54.520 what is it like to support here, 00:23:54.520 --> 00:23:57.039 subbing and stepping in? 00:24:02.200 --> 00:24:04.600 Um, okay. 00:24:04.600 --> 00:24:09.600 So just in this just in this now in this week 00:24:09.600 --> 00:24:14.720 um we have our safe spaces for them. 00:24:14.720 --> 00:24:19.120 I have watched Matthew on his own walk in. 00:24:19.120 --> 00:24:21.670 Just walk in instead of 00:24:21.670 --> 00:24:23.180 taking us seven years. 00:24:23.180 --> 00:24:26.600 Yep, but we did it. 00:24:26.600 --> 00:24:28.919 We got there. 00:24:28.919 --> 00:24:32.279 Just keep going. Try something different. 00:24:32.279 --> 00:24:38.519 Um, so a positive, happy demeanor. 00:24:38.519 --> 00:24:43.159 When I walk into that break room