2A ܂ WEDNESDAY, FEBRUARY 13, 2019 ܂ APPEAL TRIBUNE
IN BRIEF
Alzheimer support
group meets Feb. 19
Those supporting peo
ple who have Alzheimer’s
disease often need sup
port themselves. Silver
ton Senior Center offers a
support group for anyone
who is a spouse of loved
one of someone with Alz
heimer’s. The group
meets on Tuesday, Feb.
19, at 2 p.m. The senior
center is located at 115
Westfield St., in Silverton
and can be reached by
phone at 5038733093.
Lunaria Gallery
showing paintings,
jewelry
Through Feb. 24, Lu
naria Gallery is exhibiting
the paintings of Judith
Frohreich and the jewelry
of Helen Nute Wiens. In
the Loft, a collection of
drawings by Deborah R.
Denno, titled, ”The
Sounds of the Earth Are
Like Music,” is on display.
Both shows are open 11
a.m. to 5 p.m. daily at 113
N Water Street.
– Christena Brooks
Address: P.O. Box 13009, Salem, OR 97309
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Teacher Jennifer Bethers keeps an eye on her kindergarten classroom of 34
students with one instructional assistant at Pringle Elementary School in Salem
on Monday. ANNA REED/STATESMAN JOURNAL
“We also have to realize today ... we have many students with unmet needs.
Housing insecurity, food insecurity, unmet mental-health needs. They have
needs in- and outside of school that many of our members are not equipped to
deal to with.”
John Larson
President of the Oregon Education Association
Teachers
Continued from Page 1A
They have needs in and
outside of school that
many of our members are
not equipped to deal to
with.”
The report was re
leased just two weeks into
Oregon’s 2019 legislative
session.
Lawmakers are expect
ed to have a large focus on
education,
especially
since the Joint Committee
on Student Success is set
to develop a comprehen
sive budget and policy
road map to improve K12
schools.
Larson said the associ
ation will make sure every
legislator has a copy of
this report.
While the association
estimates another $4 bil
lion over the current ser
vice level is needed to get
schools where they need
to be, Larson recognized it
has to be a longterm, sus
tainable investment and it
won’t happen immediate
ly.
“Oregon is filled with
quality educators, quality
support
professionals
who care about every stu
dent,” he said. “But the
conditions in our school
make it nearly impossible
for them to do their jobs
successful.
“We need to make sure
we aren’t selling our fu
ture short.”
Disruptive behaviors
in the classroom
PUBLIC NOTICE
SILVERTON FIRE DISTRICT
INVITATION TO BID
Contractors are invited to bid on the Site Work
for Silverton Fire Station (Project), located at
the Silverton Fire District, 819 Rail Way NE,
Silverton, OR 97381. The Project consists of
drainage improvements, wash pad installation
and pavement repairs located at the same ad-
dress, per District specifications. Sealed bids
will be received by Bill Miles, Fire Chief at 819
Rail Way NE, Silverton, OR 97381 at or before
3:00 p.m., March 14, 2019. Bids will be
publically opened immediately following this
closing.
This contract is for a public work subject to
ORS 279C.800 to 279C.870 [or Davis-Bacon Act 40
U.S.C. 276(a)], relating to the payment of pre-
vailing wages.
No prequalification will be required for this
Project. A non-mandatory pre-bid walk thru
will be held at 10:00AM February 27, 2019.
The terms, conditions and specifications for this
Project (Project Documents) may be examined
at Silverton Fire District (District) office locat-
ed at 819 Rail Way NE, Silverton, OR 97381, be-
tween the hours of 9:00 am to 4:00 pm, Monday
through Friday until March 14, 2019. The Proj-
ect Documents will be available at this location
and are downloadable from the District website
at www.silvertonfire.com from the date of this
Notice until March 14, 2019. Paper copies may
be obtained from the architect for a non--
refundable fee of $35. Electronic copies are free
by email, please inquire per below.
Please direct all inquiries to Gene Bolante,
Studio 3 Architecture 503-390-6500 gene@studio3a
rchitecture.com .
Bill Miles, Fire Chief
Silverton Fire District
819 Rail Way NE
Silverton, OR 97381
Silverton Appeal
February 13, 2019
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According to the re
port, a disruptive learning
environment is defined
when student behavior
significantly interferes
with instruction and/or
school staff members’
ability to maintain a sta
ble classroom or ensure
student safety.
At times, these behav
iors can become danger
ous to the student exhib
iting them, or the class
room as a whole.
The report lists myriad
negative behaviors edu
cators see regularly — ver
bal abuse, persontoper
son abuse, weaponizing
the classroom and de
struction of property.
At listening sessions
across the state, educa
tors told the association
about the “atmosphere of
violence that was palpa
ble,” of attacks that came
regularly and of trauma
students experience in
that environment.
And while these be
haviors may not all be
new, educators have re
ported an increase in the
severity and frequency in
recent years.
School districts are not
required to keep formal
data on incidents like
room clears.
A room clear is when
students
temporarily
leave a classroom to re
duce the likelihood of in
jury or trauma as a result
of extreme behavior. This
typically happens when
one student is exhibiting
behavior that puts the rest
of the class at risk.
The association sur
veyed educators and stu
dents across Oregon on
these issues.
Of the respondents, 32
percent said they were
scared for students’ safety
at school, 25 percent said
they were concerned for
their own safety and 56
percent said their class
room or their child’s class
room had experienced at
least one room clear this
year.
Anecdotally though,
many families, adminis
trators and staff have re
ported to the association
that weekly or daily room
clears have become com
monplace, according to
the report.
And according to the
biannual poll called the
Oregon Teaching, Em
powering, Leading and
Learning survey, educa
tors feel less safe now
than they did in 2014, with
the percentage of staff
who agreed the environ
ment they work in is safe
dropping from 92 percent
in 2014 to 82 percent in
2018.
“There is not a reliable,
timely or effective system
in place to intervene when
there are consistent dis
ruptions,” one respondent
told the association. “It
feels like a BandAid ap
proach.”
Photo gallery goes
here:
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2769698002 unpub
lished
Affecting students,
staff
These behaviors can
affect everyone in the
classroom.
The student exhibiting
the behaviors often lose
instructional time and
needed supports, and
educators said they can
experience social isola
tion and emotional trau
ma as a result of how
peers treat them in the af
termath of the events.
The students witness
ing or being harmed by
the behaviors also lose out
on instructional time,
when Oregon already has
one of the shortest school
years in the country.
Some of these peers
have been physically in
jured. According to the re
port, others have a hard
time learning even when
an event isn’t occurring
due to the stress or fear
that something will.
Educators told the as
sociation they feel dis
couraged “that often the
only intervention avail
able is for students to be
removed from class and
‘babysat’ in an office,
rather than addressing
their unmet needs or re
ceive tools to manage
their behavior.”
“Quite honestly, this is
a community problem,”
Larson said. “This is
something that we really
need to solve together.
“Our students are at
risk,” he said. “We need to
make sure they are safe
and able to learn.”
Evaluating root causes
When asked “Why do
disrupted learning envi
ronments occur?”, one
participant wrote, “More
problems and less sup
port.”
The association said
decades of “chronic and
systemic disinvestment
in Oregon schools” is per
haps the most influential
reason for this, pointing to
the fact that, over the last
two decades, the Legisla
ture has consistently fi
nanced schools at about
21 to 38 percent below
what its own research
suggested districts need
ed to be successful.
However, the report
also lists a number of oth
er contributing factors, in
cluding increased class
sizes; decreased student
support specialists; stu
dents with high needs but
no resources to support
them; a marked decreased
in “wellrounded educa
tion opportunities” and
time for physical activity;
a lack of appropriate
training for educators and
an “unclear implementa
tion of policies regarding
restraint and seclusion,
k5 expulsion and sus
pension” and protocols for
disruptions.
Not every district is af
fected by all of these fac
tors, though.
For example, large
class sizes are a signifi
cant issue in districts like
SalemKeizer
Public
Schools, which recently
passed a capitalcon
struction bond and is
planning to change
boundaries to address
overcrowding.
However, smaller, rural
districts aren’t usually
battling large classes. In
stead, they may be facing
increased percentages of
students who are living in
poverty and experiencing
homelessness or food in
security.
And even within one
school and one class
room, every student will
have their own back
ground and experiences.
“It’s different for every,
single child,” Larson said,
adding that’s why the
state needs more profes
sional development to
help better prepare staff.
He said additional adults
in the classroom and, in
some cases, improved
curriculum are also need
ed.
Larson said the goal is
to get the resources so
each school can look at its
population and ask what
students need to get the
best education possible.
Teachers’
recommendations
The Oregon Education
Association includes a
number of recommenda
tions in the report that are
meant to address the
short and longterm
needs in classrooms
statewide.
Three key ideas were
prioritized — increasing
onsite student supports
with a focus on mental
health, reducing class size
and caseloads, and fully
funding targeted profes
sional development and
ongoing supports for im
plementation.
Each recommendation
includes steps for schools,
districts and the state to
take.
For onsite supports,
the association recom
mends more mental
health counselors, school
psychologists,
social
workers, school nurses,
speech language patholo
gists, occupational and
physical therapists and
other mental health and
trauma experts.
Concerning class size,
the state’s most recent
class size report by the
Oregon Department of
Education documented
579 classes with 56 or
more students.
Additionally, almost
half of classes are 35 to 51
percent larger than re
search recommends, ac
cording to the depart
ment’s report.
Oregon Governor Kate
Brown has recommended
paying for additional staff
in order to reduce class
sizes, especially in K3
classes, where students
are not only learning aca
demic basics, but social
norms and appropriate
behaviors as well.
The association is also
recommending smaller
case load ratios, as recom
mended by the National
Association of School
Psychologists and the Na
tional Association of
School Nurses:
܂ 250:1 for school
counselors
܂ 500700:1 for school
psychologists
܂ 400:1 for social work
ers
܂ 750:1 for school
nurses (in healthy student
populations; higher for
more complex needs)
And for professional
development, the associ
ation recommends ongo
ing training and support
for staff to “fully transfer
new knowledge into prac
tice.”
“We have inadequate
training for new curricu
lum,” one teacher told the
association. “Teachers in
my school are expected to
be doing restorative prac
tices/circles regularly in
our classrooms; however,
not one hour of training
has been given so that
teachers do this in a truly
inclusive and helpful
way.”
The association rec
ommends staff getting
thorough and consistent
training on models of
traumainformed prac
tices, social and emotion
al learning programs and
positive behavior pro
grams, to name a few.
Though the report focuses
on those three key recom
mendations, it also in
cludes a number of other
ideas that would report
edly help improve safety
in schools.
Family
wraparound
services, increased physi
cal movement and clari
fied protocols for physical
intervention and restraint
of students are just a few.
To read the full report,
go to .
For more information,
go to https://www.oregon
ed.org/ or contact the
Oregon Education Associ
ation at 5036843300.
Contact reporter Nat-
alie
Pate
at
npate@StatesmanJour-
nal.com, 503-399-6745 or
follow her on Twitter
@Nataliempate or Face-
book
at
www.Face-
book.com/
nataliepatejournalist.
