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Manitowoc school leaders point to new behavior programs as discipline referrals fall for repeat offenders
Summary
District directors told the school board that behavior referrals remain a concern but data show fewer repeat offenders and targeted strategies—social-emotional curriculum, transition paras and an off-site program—are being expanded.
School district directors told the Manitowoc School District Board of Education that disruptive student behavior remains concentrated in a small share of the student body but that targeted interventions this year have reduced repeat incidents.
Directors presented quarter-to-quarter data showing that about 5.5% of the district’s students accounted for referrals that removed them from classroom instruction; the number of students with three or more incidents dropped from 105 last year to 32 at the end of third quarter this year. “Only 5.5% of the students are involved in… the problem,” Director Katie said, adding that the district’s documentation and interventions are improving.
The presentation emphasized three strategies the district credits with the improvements: consistent implementation of a district-wide social-emotional learning curriculum (noted as “Getting Along Together” at the elementary level), creation of transition paraprofessionals to support on-the-job coaching for new paraeducators, and expanded off-site programming at the Stangel Building (the Revive program) for students needing a smaller, more focused setting.
Directors also flagged middle-school grades — especially sixth grade — and ninth grade as key pressure points. The board heard that males are disproportionately represented in referrals and that the district plans targeted summer and fall work with middle-school teams to address transition-related behavior.
Board members praised the data-driven approach and asked that documentation and summaries be made available to the public at board meetings. Director Katie and board members said continued professional development, crisis-deescalation training and partnerships with CESA 7 to build multi-level systems of support will remain priorities.
The report also noted the district recently secured a recovery-high-school grant to support students with substance-use issues; staff said more details will be shared in May. Directors stressed the goal of returning students to their home schools after focused supports.
