Not discussed at this meeting

Molly Koelewyn, an 8th grader, shared with the committee about a club she is leading at MCCPS and presented her community service learning (CSL) project.

Student Background:

• When did you start at MCCPS? Since 5th grade
• What do you like most about MCCPS? the projects 

Information regarding the Student-led Inclusion Club (SLIC) (previously the Neurodivergent club)   

• When did this club begin? ~2 years ago, Molly has been leading for 1.5 years
• How often does it meet? Meets Fridays at 12:30pm during enrichment
• How many students? 12 students in the club currently 
• Who can join? Anyone grades 4-8
• What do you do in SLIC? Activities include presentations or discussions on relevant topics
• Why was did you join?  Didn't know much about the topic and wanted to learn more.  Along the way Molly learned she is neurodivergent
• Why is it important?  It is important to teach everyone about this so that everyone understands that differences are a part of life
• How do you think the SLIC makes the community stronger?  Teaches kids that it's okay to use the tools that are there for them, You should use all the tools that help you even if you may not think you really need it.

Molly presented her CSL project entitled "Misinformation and Stigma Against Neurodivergence":

• Goal is to help people understand neurodivergence. Everyone has different needs and may need various tools.  They should be encouraged the take advantage of those tools and not wait until it becomes urgent.  It should be more acceptable for anyone to use those tools.
• Project will have a website and brochure allowing for greater awareness and understanding of neurodivergence. 
• She is collecting survey responses to identify participants' increase in understanding on neurodivergence.  

Larkin proposed using the idea of neurodiversity (everyone is different) to promote awareness of neurodivergence (a neurological condition such as OCD, ADHD, etc.) 

Issue - There is an increase in incidents of inappropriate language usage by 8th students. Head of School and Dean of Students have been addressing from their points of expertise but it isn't causing a change of behavior. There's a sense of urgency as students are headed to high school shortly.

Situation:

• Students don't see the language as offensive; they believe are doing so privately; other students may be uncomfortable but don't know how to address it.  Students need to be made aware that this language should be considered "worse than a swear". Even if given a "pass", that "pass" doesn't represent the whole group.
• Need to educate students; coach them to see the harm that their words and actions can cause; then repair the harm.  
• Emails to parents have gone out with mixed reactions from parents; would like universal support

Discussion on possible remedies/next steps:

• Bring in someone external from the community; Contact through Racial justice team may be able to help
• Implement conduct referrals that allow for addressing in the moment and informing parents at each instance (documenting incident)
• Implement a consequence ladder: 1st offense - write a reflection; 2nd offense - call home; after so many offenses, student to be held in-school/after school suspension or lunch/recess detention (held in for recess has been tried at MCCPS)
• Engage students (at lower grades especially) to draft a social contract 
• Engage students in peer leadership of lower grade students - 8th graders delivering lessons on why it's not cool
• Create a discipline committee - students face a jury of their peers
• Tap into high school/college age students that can present in a way that can directly reach them

Not discussed at this meeting

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