District 102 administrators presented a revised student handbook and a relationship‑centered discipline framework at the June 12 board meeting, describing a tiered system of behaviors and responses coupled with restorative approaches.

Tracy Millich, assistant superintendent of student services, and Dr. Feena Lockhart, director of equity and student services, told the board the handbook is intended to make expectations and consequences more transparent for students, staff and families and to align discipline practices across elementary schools and Park Junior High.

The proposed discipline model pairs restorative responses with logical consequences. The handbook organizes behaviors into three tiers: Stage 1 (low‑level classroom behaviors handled by teachers), Stage 2 (medium behaviors handled by teacher or dean/administrator), and Stage 3 (severe behaviors handled by deans and administrators, possibly resulting in in‑ or out‑of‑school suspension or expulsion). Examples in the draft range from classroom disruptions and repeated Stage 1 behaviors (Stage 2) to threats to safety or serious property violations (Stage 3).

Millich and Lockhart emphasized that restorative practices are intended to accompany — not replace — accountability: restorative conversations and repair are paired with logical consequences designed to uphold safety and fairness. The presentation also included a clarified appeals process, an updated dress and appearance section and a plan for annual review and community engagement. The dress code language in the draft states that student clothing must cover private areas with opaque fabric, tops should have straps, hats and cultural head coverings are allowed, and clothing that advertises alcohol or contains offensive language is prohibited. The administration noted the list is not exhaustive and that administrators will make judgment calls when an appearance is questionable.

On recordkeeping, administrators said Stage 2 and Stage 3 incidents will be tracked in PowerSchool; they are still finalizing whether every Stage 1 incident will be centrally logged, though classroom teachers will be encouraged to document repeated behaviors. Staff said they plan large‑ and small‑group training for teachers and administrators and plan to return the handbook for final board action in August so materials can be distributed before registration.

Parents on the board’s PTAC committee who participated in earlier drafts praised the outreach and said committee suggestions were incorporated. Board members asked clarifying questions about parent contact protocols, documentation of repeated Stage 1 behavior and how restorative practices will be implemented when parties do not agree to a joint restorative meeting; administrators said individual restorative work and accountability steps would still occur if a joint meeting is not possible.

Ending: The handbook draft will return to the board in August for final consideration. Administrators said training, PTAC review and community communication will continue in the summer and early fall.