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District 41 parents, staff push for clearer definitions, training on bullying, discipline and restorative practices
Summary
The board heard a yearlong Parent Teacher Advisory Committee review that urged consistent definitions of bullying and behavior incidents, clearer two‑way communication with families, more staff and parent training (including on restorative practices) and expanded student-led peer support programs.
At the May 19 Board of Education meeting, Molly Victor, executive director for student services, and Jeff Burke, principal of Benjamin Franklin Elementary, summarized a year of Parent Teacher Advisory Committee (PTAC) discussions that focused on behavior, bullying, discipline data and communication.
PTAC members and parents told the committee they want clearer, district‑wide definitions for bullying, cyberbullying and “behavior incidents” so parents and staff use consistent language when reporting and responding. Committee members recommended standardized “smart phrases” or templates to reduce subjectivity in discipline reporting and make communications to families more consistent.
The PTAC report also highlighted restorative practices already used in some buildings and said parents need explicit explanations of what restorative conversations and processes are and how they differ from punitive discipline. Parents and staff urged more training so the approach is consistently implemented and understood by families.
Other PTAC recommendations included: using older students to mentor younger students (a peer‑buddy program), teaching students how to identify joking versus bullying, giving more examples and non‑examples during instruction, reteaching behavioral expectations multiple times during the year, expanding reporting tools so non‑classroom staff can report incidents, and reviewing discipline data more granularly across settings (classroom, playground, hallway, lunchroom).
Board members asked whether existing curricula cover bystander responses and whether programs like Second Step already teach de‑escalation techniques; presenters said Second Step is used and the district will look to make student materials more age‑appropriate and to train staff and parents on how to teach and reinforce those lessons. A board member noted that teaching simple responses—asking “Are you okay?” or using distraction techniques—can empower students.
The presentation framed the PTAC work as recommendations and next steps; the board did not take formal action on the PTAC items at this meeting but members signaled interest in further training and in piloting clearer communications and reporting tools.
