2018-06-01-BRIDGE-min - Laserfiche WebLink

Browse Search

At the middle or high school level, a physical altercation is typically the reason a student might be suspended. Last year, LHS had 60 suspensions for 2,000 students. Meg explained that she and her team do not like to suspend kids; the data shows it doesn't help address behavioral problems. Therefore,they try a variety of Positive Behavior Intervention and Supports (PBIS) to work with children who break school rules. Suspensions are rarely handed out at Bridge,though sometimes there are no other options. This school year one child was suspended (the details for this suspension were not shared, out of privacy for the student). Additionally, Meg explained that at Bridge,we don't have a discipline problem,though we do have kids in the behavior program that may act out. Bridge staff members, including our social workers, have strategies to deploy according to the child's needs.We have three social workers at Bridge, one more than the other elementary schools,because we are host to the behavior program. This expanded team is a huge help for all students and staff. Also part of this work is educating the community about how the school works and what discipline strategies are utilized. For example, Meg explained that some people think sitting on the bench outside of the front office is a form of discipline,but there are many reasons why a child may be on that bench. They could be waiting for the nurse or a parent to pick them up early.At Bridge, sitting there doesn't mean you are in trouble,while at another school, it might mean that it does. Bridge staff makes a point of communicating with parents and guardians as much as possible when a child is in violation of school rules, so they are aware of the steps in the discipline process and the options available. Meg said she would like, in the new school year,to make discussions around the discipline process part of the larger conversation at Bridge. Meg emphasized that the biggest priority is to get kids to be able to successfully function in society. This is more important than the academics. Shawn supported this point by talking about a lecture she recently attended that addressed how kids are different today than they were a generation ago. Changing communities, decreasing time for play, increasing access to media, and more contribute to a rise in the number of kids who come to school with big challenges, like anxiety and stress. Teachers have to address these needs while also teaching academics. Shawn noted that it's important for everyone to think about how we view these problems: for example, it's not that"these kids are giving us a hard time," instead it's "these kids are having a hard time" and what can we do about it. A SBC member noted that unconscious bias could be a factor in disciplining students. Meg agreed and said that about two years ago an expert on unconscious bias was brought to Bridge to work with the staff on this topic and provide them with training to understand their own biases and respond appropriately. She added that more training is needed. On a related note, last week, Meg sent home a letter to parents and guardians explaining an incident at Bridge where a student was found drawing swastikas. The student's teacher alerted Meg and her team, and the matter was brought to the attention of Central Administration and the School Committee. This matter is being taken very seriously, and 2