I would like to know more about what this training would look like, who would be providing it, and what evidenced based features are being used. While I understand that the division has used Mandt training in the past, I am wondering if such a costly packaged program, such as this, is really worth the cost in terms of sustained outcomes. Because it employs a "train and hope" approach with no follow up or tangible tools for teachers to utilize, I would be surprised to hear how the division is justifying the cost. I am also puzzled as to how the division will assess implicit bias in staff members. While educating staff on implicit bias is an excellent idea, actual measures on implicit bias are difficult to collect and seem like dangerous territory. Therefore, how exactly do you plan to measure implicit bias so that you can determine whether or not you have been able to reduce it?
Share your feedback on Recommendation Two:
School Psychologists are trained in a wide variety of skills to help support systemic change in Virginia Beach. If our school psychologists could be assigned to only two schools each (even one per school for high school), this would make a huge difference in the amount of impact they can have division wide. Should the division choose to implement a multi-tiered intervention framework, such as RtI or PBIS, psychologists are equipped to support implementation across all tiers. We also need to consider the role of school social workers and their importance in these frameworks, particularly when we look to the most intensive, individualized supports that require wraparound-type services.
Share your feedback on Recommendation Three:
I would like to see the evidence for the use of mediation for ALL offenses. This seems unnecessary as clear guidelines on what type of infractions would warrant this specific practice rather than a blanket approach.
Share your feedback on Recommendation Four:
This is the most sound recommendation. This will require intensive division level support in order to sustain the implementation and provide school teams with adequate tools and supports. Our schools implementing this through the MTSS-B research study are building excellent demonstration and are using the most current practices vetted by the national implementation partners at the forefront of this research in our country. I hope that the division continues to look to these leaders in the field rather than fall back on a pre-packaged approach that does not provide sustained coaching support for school staff. Each of the professional learning items mentioned in recommendation one and recommendation three could be aligned with the PBIS framework and anchored to the supports in place to support pro-social behaviors division-wide. The data-driven procedures used in PBIS are innovation neutral and could be applied across the division to all intervention supports in both academics and behavior.
Share your feedback on Recommendation Five:
Should this office be a re-purposed office of equity affairs, I can see how it might be helpful. I would hate to see all of the projects from equity affairs be left behind in favor of this new office, however; should it be a way to bulk up what equity affairs has been able to do, I can see how it would be beneficial.
VBCPS E-Town Hall is not a certified voting system or ballot box. As with any public comment process, participation in VBCPS E-Town Hall is voluntary. The responses in this record are not necessarily representative of the whole population, nor do they reflect the opinions of any government agency or elected officials.
Translate
Share your feedback on Recommendation One:
I would like to know more about what this training would look like, who would be providing it, and what evidenced based features are being used. While I understand that the division has used Mandt training in the past, I am wondering if such a costly packaged program, such as this, is really worth the cost in terms of sustained outcomes. Because it employs a "train and hope" approach with no follow up or tangible tools for teachers to utilize, I would be surprised to hear how the division is justifying the cost. I am also puzzled as to how the division will assess implicit bias in staff members. While educating staff on implicit bias is an excellent idea, actual measures on implicit bias are difficult to collect and seem like dangerous territory. Therefore, how exactly do you plan to measure implicit bias so that you can determine whether or not you have been able to reduce it?
Share your feedback on Recommendation Two:
School Psychologists are trained in a wide variety of skills to help support systemic change in Virginia Beach. If our school psychologists could be assigned to only two schools each (even one per school for high school), this would make a huge difference in the amount of impact they can have division wide. Should the division choose to implement a multi-tiered intervention framework, such as RtI or PBIS, psychologists are equipped to support implementation across all tiers. We also need to consider the role of school social workers and their importance in these frameworks, particularly when we look to the most intensive, individualized supports that require wraparound-type services.
Share your feedback on Recommendation Three:
I would like to see the evidence for the use of mediation for ALL offenses. This seems unnecessary as clear guidelines on what type of infractions would warrant this specific practice rather than a blanket approach.
Share your feedback on Recommendation Four:
This is the most sound recommendation. This will require intensive division level support in order to sustain the implementation and provide school teams with adequate tools and supports. Our schools implementing this through the MTSS-B research study are building excellent demonstration and are using the most current practices vetted by the national implementation partners at the forefront of this research in our country. I hope that the division continues to look to these leaders in the field rather than fall back on a pre-packaged approach that does not provide sustained coaching support for school staff. Each of the professional learning items mentioned in recommendation one and recommendation three could be aligned with the PBIS framework and anchored to the supports in place to support pro-social behaviors division-wide. The data-driven procedures used in PBIS are innovation neutral and could be applied across the division to all intervention supports in both academics and behavior.
Share your feedback on Recommendation Five:
Should this office be a re-purposed office of equity affairs, I can see how it might be helpful. I would hate to see all of the projects from equity affairs be left behind in favor of this new office, however; should it be a way to bulk up what equity affairs has been able to do, I can see how it would be beneficial.