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Richland 02 presenter highlights de-escalation training for instructional assistants and behavior interventionists
Summary
Kim Hunter told the committee a district convening of about 40 instructional assistants and behavior interventionists used a train‑the‑trainer model to review suspension data, practice regulation strategies and design restorative ISS spaces. Staff will share slides and follow up with cohort support next year.
Kim Hunter described a district convening of about 40 instructional assistants, behavior interventionists and other school staff focused on de‑escalation, conscious‑discipline strategies and restorative practices. "They all left with something that they produced that they are looking to take back to their schools," Hunter said.
Hunter said the event used a train‑the‑trainer model so behavior interventionists could model practices for their schools, and participants were given access to suspension data that many said they do not usually see. She said the data review produced immediate, practitioner‑level insights and richer engagement than some administrators expected.
Hunter told the committee that participants frequently noted a pattern of "knee‑jerk" reactions at some schools and emphasized that intervention should occur before punitive consequences. She described cohort work in which teams reimagined in‑school suspension (ISS) spaces to reflect restorative practices rather than purely punitive models.
Dr. Scott praised the presentation and urged staff to include principals and students in future conversations so stakeholders understand why certain disciplinary decisions cannot be fully shared for privacy reasons. "I do think it would be great to have the conversation with students as well as with the principal," Dr. Scott said.
Staff agreed to distribute the slide deck and participant feedback collected during the convening, and Hunter said the goal is to provide more sustained cohort support next year and explore credentialing or credit options for participants.
The committee noted one concrete data point raised during the convening: the state count related to suspensions can contribute to chronic absenteeism. Staff said they have asked administrators to review students nearing that threshold and offered follow‑up support where needed. Slides and additional feedback will be added to committee minutes and shared with members ahead of the next meeting.
