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District reports show decline in seclusion and restraint; Title VI family engagement highlighted
Summary
Staff presented the annual seclusion and restraint report showing a post‑COVID decline attributed to educator solutions, SEL curriculum and CPI training; district also described Title VI-funded family engagement with tribal partners and goals for cultural identity and readiness.
District staff presented two required annual reports to the board: the seclusion and restraint report and the district’s Indian policies and procedures tied to Title VI grant activities.
On the seclusion and restraint report, a district presenter summarized statewide reporting requirements and highlighted a decline in incidents this past year compared with a post‑COVID peak. The presenter credited the decline to implementation of educator solutions, universal social‑emotional learning, team‑based intervention meetings and refreshed CPI de‑escalation training. “Those are always last resorts,” the presenter said when describing seclusion and restraint.
On Title VI work, staff described ongoing collaboration with tribal partners and fall and spring family engagement events that included native dancers and traditional foods. The district said it uses family feedback to shape grant‑funded work and cited three goals for the grant: increased school readiness, increased academic achievement and increased cultural identity and awareness; the district also noted a grant‑funded Native American advocate position.
Board members asked whether incidents were concentrated by grade; staff said most occurrences are at lower grade levels and that state reporting later in the year provides a building‑by‑building breakdown. No formal action was taken on these reports.
