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District presents "Everyone" behavior framework emphasizing proactive supports and reduced exclusions
Summary
Assistant superintendent Yvonne Dibley and elementary leaders described a schoolwide approach — STOIC plus CHAMPS, behavior teams, MANT de‑escalation training and restorative practices — focused on keeping students in the least‑restrictive environment and reducing suspensions; staff described training and parent communication plans.
Assistant Superintendent Yvonne Dibley introduced a team of elementary leaders Thursday who told the North Clackamas School District board how they are building school climates that keep students in classrooms and prioritize belonging.
Dr. Patricia Ahrens, who led much of the presentation, said the district’s approach — summarized under the banner "Everyone" — aims to operationalize student success by creating universal expectations and proactive classroom structures. "We are the one place where every child, regardless of their background, their start in life, or their learning needs, is welcome in the promise of opportunity," Ahrens said.
Presenters described STOIC as a broad framework for establishing structure and predictable routines, and CHAMPS as a concrete classroom tool that defines voice levels, expected student behaviors during transitions and attention signals. Mike Potter, a principal on the panel, said those routines help students "feel seen and celebrated," and that teachers and paraeducators use the tools to set consistent expectations across the school day.
Stephanie Kendall, who oversees the district behavior team, described staffing changes and services: five behavior coaches, eight paraeducators assigned to elementary schools, a Google form for principals to request help, and real‑time coaching for teachers. She also described the district’s use of the MANT restraint/seclusion system for training and said administrators and targeted staff receive that instruction.
Staff reviewed legal constraints and guidance from recent Oregon legislation and federal IDEA requirements. On when a physical restraint is permitted, a district presenter explained that restraint requires a reasonable, immediate threat of harm; "Restraint is you're probably gonna go to the doctor, maybe urgent care. Seclusion is you're probably going to the emergency room," the presenter said, describing restraint and seclusion as high thresholds.
Directors asked how the district communicates expectations to parents. Presenters pointed to proactive strategies: beginning‑of‑year newsletters, short videos, PTA/PT0 meetings and targeted materials from elementary programs distributed to principals. Staff said they will consider making relationship and trauma‑informed chapters of MANT available to families as informational videos while reserving hands‑on physical‑intervention training for staff only.
Presenters and board members emphasized a data‑informed approach: problem‑solving teams in schools trial interventions, collect data, and iterate practices guided by instructional coaches and behavior teams. The board did not vote on policy changes Thursday; this was an informational presentation followed by questions from directors.
