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LPS updates board on first-year PAR behavior framework; suspension data shows racial disproportionality
Summary
At the April 22 meeting Lincoln Public Schools presented year-one implementation findings for its PAR (Prevention, Accountability, Restorative) behavior framework, reporting 2,499 unique student out-of-school suspensions year-to-date and higher risk ratios for Black/African American, multiracial, and American Indian/Alaska Native students.
Lincoln Public Schools staff on April 22 updated the board on the first year of implementing the district’s PAR (Prevention, Accountability, Restorative) behavior framework and presented early data and staff feedback.
Mike (presenter) and Carmen Pedrosa, student services supervisor, described the framework as a districtwide tool designed to improve consistency in responses to student behavior and to promote preventative instruction, clear expectations, and reentry supports. The district is in year one of a planned five-year rollout and the accountability matrix component was the focus of the status report.
The district reported 2,499 unique students suspended out of school year-to-date (suspensions ranging from a single period up to five days). Staff presented risk-ratio breakdowns that show middle- and high-school students have higher suspension risk than elementary students; seventh grade was highlighted with a risk ratio of 2.1 (meaning that group is about twice as likely to be suspended compared with all students). By race and ethnicity, staff reported elevated risk ratios for Black/African American students, students of two or more races, and American Indian/Alaska Native students—ratios of about 1.7 or higher in the 2024–25 year-to-date figures presented.
Staff also reported survey feedback from about 843 respondents (the number was rising during the meeting); district staff summarized that roughly 79% agreed professional learning supported their work, about 75% said consistency and accountability had improved, 79% reported improved clarity of expectations, and 69% reported improved communication. Qualitative feedback cited staff feeling “reaffirmed” that prior decisions aligned with district guidance and asked for continued refinement of tools, additional training, and better integration with the student information system (EduPoint/Synergy).
Board members asked about parent and student input; staff said the district collects perception-data indicators from students and has engaged parent advisory groups and school-level student groups and is prepared to provide more targeted outreach. Board members also asked for disaggregated data for students with disabilities and low-income students; staff said those charts exist and can be shared.
Staff outlined next steps: continuing professional learning, refining supports and reentry activities (instructional, reflective, restorative activities), using data (including collaboration with computing services), and developing a public-facing web resource. District leaders acknowledged the work is ongoing and emphasized it is year one of a multi-year effort focused on improving consistency and then addressing root causes of repeat behaviors and disproportionality.
No formal board action on PAR was taken at the meeting; the report was presented for information and the board discussion included requests for additional data and further outreach to parents and students.
