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Chelsea Schools administrators update board on safe environments in the schools

By Crystal Hayduk

Superintendent Julie Helber and district administrators gave a comprehensive strategic planning and continuous improvement presentation to the Chelsea School District (CSD) Board of Education during its meeting on Nov. 9.

Helber reviewed the district’s mission, goals, and emblem—all related to the Portrait of a Graduate—first developed by district staff four years ago.

“We wanted our students to be well-rounded and provide an education that focused on academic, social, and emotional branches,” she said. “What we’ve tried to do over the years is bring this to life. … We’re still moving forward and that’s the continuous improvement process.” (You can read the district’s information at https:// https://www.chelsea.k12.mi.us/about-us/district-goals and www.chelsea.k12.mi.us/about-us/portrait-of-a-graduate.

Data
The presentation focused on the district’s goal to “provide and support a positive, safe, and healthy school environment,” using data from the K-12 Insight school quality and climate survey, given to middle and high school students most recently in the 2017-18 school year. (The student and staff engagement survey, planned for spring 2020, was delayed due to the pandemic.) The district has also hosted panel discussions with students about the CSD culture.

The survey asked students to rate their level of agreement with statements regarding student support, school leadership, family involvement, and safety and behavior. Their responses help district administrators determine strengths and limitations.

Among the statements on safety and behavior, Marcus Kaemming, assistant superintendent, drew the board’s attention to the statement, “Discipline is enforced fairly,” which only 65 percent of students agreed with. “Communication about discipline is a very interesting, delicate line,” he said.

“Let’s talk about COVID-19 for a moment. When we talk about HIPAA and FERPA right now with COVID-19, lots of people want lots of information, but the reality is that we have to be careful and guarded,” he said.

Similarly, 65 percent of students agreed with the statement, “Staff members are responsive when students report bullying.” “[The person who brought something up] might not know [what happens], but we need to reflect on what we need to do to make sure that person is still feeling supported in the process,” said Kaemming.

Considering all the data collected, the five key questions the district plans to address include:

  • How can we ensure that students feel safe at school?
  • How can we engage our families more?
  • What can school leadership do to make sure students feel heard?
  • How can we support our students in making healthy and respectful decisions?
  • How can we make sure all students are treated fairly and feel a sense of belonging?

Grade-level prevention strategies
From preschool to fifth grade, prevention focuses on problem solving and making good choices through the four principles of safety, responsibility, respect, and kindness.

Lisa Nickel, director of special education, said teachers guide students as young as three years old using conflict resolution steps. “It’s about teaching and coaching and guiding versus punishment and consequences because kids need to learn these skills just like they learn reading and math,” she said.

North Creek Principal Kimberly Gillow said teachers work with students in Young 5s through second grade using the concept of being “bucket fillers,” and not “bucket dippers.” Students are encouraged to reflect on behavior to develop empathy, and social and emotional learning time is incorporated at the start of each day.

For third through fifth graders, South Meadows Principal Stacie Battaglia said bucket filling is a useful concept in the transition to becoming “positively South,” still emphasizing the four primary principles of safety, responsibility, respect, and kindness. Restorative circles begin at this age, where students are brought together to communicate about issues that need resolution.

Nickel said the district provides targeted support for children who need additional help with behavioral issues. In these cases, there are legal guidelines that must be followed.

“Oftentimes it can be frustrating for a student or a family when they feel as if something wasn’t addressed, but we have to be very careful to maintain confidentiality for all parties involved. It may feel like not much happened, but behind the scenes quite a bit happened,” she said.

Nick Angel, principal at Beach Middle School (BMS), discussed a variety of proactive social and emotional supports for students in sixth through eighth grades.

Reactive measures happen after problems develop. “Restorative practices are probably the most powerful teaching tool that I’ve witnessed in my 13 years as an administrator,” he said. There is also a new collaboration between districts and the Washtenaw Juvenile Court to support students who need social services, including but not limited to assistance with food, clothing, furniture, and mental health.

Disciplinary Measures
Mike Kapolka, Chelsea High School (CHS) principal, discussed a historical change in disciplinary measures, when Then-Governor Rick Snyder signed a revision to the school code in 2017 shifting the zero tolerance policies to a system “rooted in values of respect, accountability, healing, and empathy.” He said zero tolerance policies impact certain groups of students negatively and increases the school dropout rate.

Dr. Luman Strong, CHS assistant principal, covered the way discipline occurs. The incident is documented internally on PowerSchool, the district’s technology software, to ensure accountability in case there are future incidents. “Decisions are not shared beyond the involved family,” he said. “Sometimes that is to our detriment as other folks are frustrated because they’d like to know what happened, but we keep that information private.”

Significant discipline issues are connected with additional supports, such as mental health services and other student services.

Moving forward
Kapolka said the high school is making efforts to improve the way they are hearing student voices. Two years ago, they began conducting entrance interviews with freshmen and exit interviews with seniors, and have now added questions about culture, climate, bullying, harassment, equity, belonging, and diversity.

District-wide, there has been a weekly pause to focus on social-emotional growth since last April.

Matt Ceo, BMS assistant principal, explained restorative practices to build empathy and understanding between the victim and the offender. (For a short video introducing the topic, visit https://www.youtube.com/watch?v=_obyZY4XzaI&feature=emb_logo.)

Restorative circles involve how behavior affects not only school, but the home and community. Teachers are able to build relationships and feel part of the solution instead of reporters of behavior. Students and families gain clear expectations and develop positive connections. (See https://www.youtube.com/watch?v=tHlJrUjqGhU for a short video featuring BMS staff sharing their experiences with restorative practices.)

Kaemming said the 60-member Equity and Social Justice Coalition is working on supports for students and developing new ways to report concerns, as well as providing resources for classrooms to discuss equity, diversity, and belonging.

At the close of the presentation, Helber thanked district staff for working hard to help students feel safe, appreciated, and heard. “We constantly look for ways to improve the climate and culture for our students by analyzing data, identifying opportunities for improvement, designing action steps, and implementing these opportunities to improve. Then we collect data to determine the effects [of the action steps].”

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