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Discipline data: one school reports fewer fights but persistent racial disparity; restorative practices and PBIS cited
Summary
Floyd Light Middle School leaders told the board they have cut the number of fights but still see racial disproportionality in referrals. The district presented quarter‑to‑date discipline metrics and principals described restorative conferences, one‑day in‑school responses and partner programs as strategies.
At the Feb. 13 David Douglas School Board meeting, district staff presented behavior and exclusion data covering the start of the school year through Jan. 30 and Floyd Light Middle School leaders described local steps to reduce incidents and address racial disproportionality.
Tay (district administrator) told the board the presentation examined percentage of students with exclusions, exclusions per student, average days excluded and violation types. The district highlighted several trends, including schools with very low counts in specific categories and schools where disparities remain.
Why it matters: The board’s racial equity policy requires quarterly reporting on discipline disproportionality. Staff and building leaders said lowering exclusions and repeat referrals is part of maintaining safe, equitable school climates while keeping students in class.
What the data showed and how one school is responding
- Floyd Light reported a reduction in documented fights from 18 (in the earlier year) to 9 so far this school year; staff said 10 of the students involved were sixth graders, four were seventh graders and two were eighth graders. - Floyd Light reported four weapons referrals so far this year and acknowledged the weapons number and racial disparity warranted further attention. - Overall district slides showed differences by school and violation type; staff said some schools had zero counts for specific violations such as drug possession or weapons possession.
Building‑level response (Floyd Light)
- In‑school reteach and reduced out‑of‑school suspensions: Floyd Light moved to a 1‑day out/1‑day in model for some incidents to allow reteach and restoration rather than extended exclusion. - Restorative practices: Principals described restorative conferences that include students and families and said these have sometimes led to reconciliations and reduced repeat referrals. - PBIS and staff calibration: The school convened staff groups to standardize how they categorize incidents, especially after the district removed “insubordination” as a referral category and “disruption” became a broader catchall. - Partnership programs: Floyd Light said it is using Elevate Oregon as a partner for sixth grade and said partners assist with wraparound supports for students identified for intervention.
Board questions and next steps: Board members asked for more detail on the disparity measures and whether the highest‑frequency categories — district staff singled out “disruption” — were driving the disparity. Building leaders said they will continue to standardize definitions across staff, provide more professional development and expand restorative practices; they also said they will develop exclusion‑prevention lessons and continue family engagement through the school’s Falcon Family Club.
District staff said the data are reviewed at multiple levels — grade‑level teams, PBIS teams and equity teams — and that administrators are tracking monthly trends to identify staff training and tier‑2 interventions.
