In a recent government meeting, school administrators discussed ongoing efforts to address behavioral issues and disparities in disciplinary actions among students, particularly focusing on the disproportionate representation of Black and Brown students in disciplinary referrals. The meeting highlighted the importance of data-driven decision-making and the need for training staff to recognize and mitigate implicit biases that may influence their disciplinary actions.

Administrators outlined a structured approach to evaluate and improve their practices, emphasizing the necessity of regular data reviews and action plans. They acknowledged the challenges posed by behavior disruptions in classrooms and the need for comprehensive training for staff on behavior responses and implicit bias. The discussion also touched on the collaboration between equity teams and Positive Behavioral Interventions and Supports (PBIS) teams to ensure that the data collected is used effectively to inform practices and support students.

A significant point raised during the meeting was the accountability of staff in writing referrals. Administrators are now tasked with examining referral rates by individual staff members to identify patterns and provide necessary support to those who may be disproportionately referring students of color. This initiative aims to foster open conversations among staff about their referral practices and the impact of their actions on student outcomes.

Concerns were voiced regarding the top-down approach to addressing these issues, with some participants advocating for greater involvement of students and families in the conversation. They suggested that community engagement and feedback are crucial for developing effective strategies to tackle behavioral challenges and disparities in discipline.

The meeting concluded with a commitment to continue these discussions and explore ways to enhance community involvement, ensuring that the voices of students and families are integral to the decision-making process. Administrators expressed a desire to create a more inclusive environment where all stakeholders can contribute to solutions that benefit the entire school community.