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RSU 10 reports fewer extreme incidents after districtwide Tier 2/3 behavior push
Summary
District administrators presented a multi-pronged plan using restorative practices, staff training, program changes and data tracking; early metrics show fewer extreme '13‑70' reports and fewer disciplinary evacuations compared with last year.
District intervention lead Mr. Gilbert outlined work the district has taken since fall to address persistent disruptive and dangerous behaviors in some classrooms, describing sustained committee work, staff training and program adjustments that the district says are reducing severe incidents.
Why it matters: Board members had received teacher reports last year that disruptions were causing repeated emptying of classrooms and adversely affecting instruction. Administrators said the district used Title‑funds and district professional development dollars to expand restorative practices, increase specialized programming, and standardize reporting to better manage the concentration of incidents among a small number of students.
In his summary, Mr. Gilbert described the process: facilitated committee meetings, school‑level behavior matrices for staff use, a focus on placing students into programming that fits their needs (including life‑skills behavioral programming at Monrovia Elementary and additional special‑education staffing at RES), and targeted professional development. He also said the district checked statutory restraints and exclusion rules as part of the review and used its student‑incident tracking system (referred to in the packet as "SWIS") to analyze where and when incidents occur.
Data presented at the March meeting showed fewer greenhouse or extreme '13‑70' reports so far this year than in the prior year — the presenter said there are three fewer such reports to date — and a decline in office disciplinary referrals (ODRs) compared with last year in most schools. The district acknowledged the measurement is not perfect — staff reported differences in who completes certain forms and urged consistent reporting — and said it plans to build a simple tracking document to record classroom evacuations and other operational impacts.
Administrators emphasized the strategy of minimizing the impact of one student's behavior on an entire class by prioritizing removal of the individual student where possible, rather than emptying the classroom. Staff reported anecdotal reductions in full‑class evacuations and declines in workers' compensation claims tied to dangerous student behavior; the district intends to formalize a metric for tracking that outcome.
Board members asked for continued follow‑up and a plan to retain consistent administration and adequate specialized staff in each building. The district scheduled another review meeting for April 29 and said it would report back on progress and any required program adjustments.
Ending: Officials said the work is ongoing, that improvements are early but visible in the data presented, and that further monitoring and consistent reporting across schools will be necessary to confirm sustained change.
