Bullying Prevention and Intervention Plan (15 minutes) vote required

Transcript (~5 min @ 39:52)

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▶ 39:50 Speaker 2: I'll defer to Dr. Turner. Brilliant, please.

▶ 39:52 Speaker 6: Sure. Thank you. Uh, so when I was last here two weeks ago, we talked about our draft bullying prevention intervention plan. We talked about how, uh, it was grossly in need of, of being revamped and looked at, and we needed to get back on the cycle that we're supposed to be on. To be reviewing this on a regular basis. I put it out to the community for feedback. We did receive a little bit of feedback, not too much. I've summarized the feedback that we got in your packet. Um, we then went back to the draft document and we made some, some slight tweaks and changes based on that feedback that we received from the community and on some feedback that you all had given when I was here last time. So, what you have in your packet is the original draft with all of the changes that were made in red. You also have a copy of the summary of the feedback that we received. And then you have what we're calling a final draft. I will note that there was an acronym used in the final draft that we missed. It was, um, early on, I think page six, we said PBIS. I did add that definition into your final draft to state the whole word that that is positive behavioral interventions and supports. So, um, that's what we're here to, to talk about and vote on.

▶ 41:02 Speaker 2: So just for purposes of the committee, we do expect a vote on this. So, uh, for purposes of discussion, I would entertain a motion at this time, uh, made by Ms. Driscoll, second by Mr. O'Connell discussion.

▶ 41:18 Speaker 2: Uh, Ms. Resley Thomas.

▶ 41:20 Speaker 1: I just wanna say that right. I know right now is not the time to do this, but I wanna just remind that we would love to hear, uh, about how we're doing with discipline, how we're doing with, um, with the bullying prevention and incidents of bullying. I would like to know that, I'd like to know the information that was requested on the, um, the surveys, the culture surveys. And, and I know that that's not what we're doing tonight, but I hope to hear back from you and in a few months.

▶ 41:50 Speaker 6: Absolutely. And I did promise last time, and we are, um, poised to do this when I come in, is it November or December, to give our data presentation? We have added a section in the report, and we will also add it to the presentation, uh, to share some of the data that we've collected through our social emotional surveys. We're also going to add what we can for discipline data aggregated. Of course, we don't want to, you know, call anybody out publicly, but we will present some aggregated data to discuss, uh, during that presentation. So we will definitely include that. Uh, some of the feedback that we received also caused us to add a little bit more specificity around how we will evaluate the implementation of this bullying prevention and intervention plan. So we do plan on having a mid-year check-in with our leadership team to evaluate the implementation of the plan, and then an end of year check-in when we have all of our data from the year on the number of reports that we received and how we followed up on each of those reports. So we're gonna be sort of beefing up that portion of our conversation as well.

▶ 42:49 Speaker 1: Thank you so much.

▶ 42:52 Speaker 2: Any further discussion from the committee? Uh, I have one follow up question. Sure. If I may. Um, you mentioned, uh, adding the ongoing assessment of implementation. Um, I, in a very careful read through noted that section two of that, um, it's on page eight for those following, um, talks about, uh, how the interventions, uh, review how the interventions address the needs of the aggressor as well as the target. I was hoping you could expand just a little bit about that phrasing. Um, specifically putting aggressor before targets there.

▶ 43:32 Speaker 6: So, uh, when we were here, when I was here last time, there was a question that came up around, uh, is there ever a situation where somebody might, might be screened for an IEP or for a 5 0 4 based on their either involvement as the aggressor or the target. So that was my first indication that perhaps we hadn't addressed the aggressor in the situation as much as the target. And on the public feedback we did get a question about that. What are you doing to ensure that students who are accused of being the aggressor, or who are deemed to have actually been an aggressor of bullying or receiving the support that they need to not continue to, um, repeat this behavior. We felt like in a read through the document, target was pretty out there. We talk a lot about the supports that are gonna be in place for the target, how we're going to address potential targets at an IEP meeting or a 5 0 4 meeting. But there really wasn't much language relative to the aggressor. So we felt we wanted to include that somewhere to ensure that we are absolutely concerned about kids who are involved in bullying as the aggressor because they need, they need support and help just as much as, as the kids who are the targets. Um, so that was the thought.

▶ 44:35 Speaker 2: Very good. Thank you. Um, any further discussion? Uh, Mr. O'Connell, please?

▶ 44:40 Speaker 6: Thank you, Madam Chair, very briefly. Um, thank you very much for coming back a second time on this and more importantly, uh, taking our, uh, feedback and, and, and that of the school community and making appropriate changes in addition to the plan. We really appreciate it. Thank

▶ 44:59 Speaker 2: Seeing no further discussion. All those in favor,