Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Alternative Education topic
No spam. Unsubscribe anytime.
District officials report falling suspensions and academic gains in restorative and alternative programs
Summary
Student-services leaders told the board that Lynchburg’s restorative and alternative-education programs have reduced resuspension rates and produced significant academic gains for participating students, while staff asked for a dedicated building and more staffing to sustain progress.
District staff reported measurable declines in suspensions and improvements in academic outcomes tied to Lynchburg City Schools’ restorative and alternative-education programs.
Student Services Director Doctor Brown and program leaders said the division has served more than 500 students in restorative and alternative programs this school year and that reoffense rates for the same conduct at the suspension center fell from about 59 percent before interventions to around 18.3 percent after programs started. Director Brown said the suspension-center reoffense rate for the same offense had dropped to about 8.6 percent.
Administrators described academic gains among students at the secondary restorative academy and Fort Hill, saying students arrived with an average GPA near 1.06 and left with an average around 2.6. Program staff said about 73 percent of students in the Transition Alternative Program (TAP) are passing all core classes; at the elementary restorative academy many students demonstrated improvements on math and reading metrics.
“We are even more proud of the same reoffense for the same offense. So students aren't going back for the same thing,” Doctor Brown said when describing program outcomes. Director-level staff and data specialists asked trustees to recognize the gains while noting staffing shortages and sustainability concerns.
Staff said the suspension center maintains academic continuity by requiring principals to submit teacher work requests within 24 hours of a suspension; students receive scanned-in assignments, restorative work, entry interviews and small-group reflection while at the center. Transportation is provided for secondary students to the suspension center via a district shuttle; elementary students are served in separate restorative academy settings.
Program leaders and board members discussed whether students should repeat academic years after extended alternative placements. Doctor Brown said state code limits how long students may remain in public high school without special-education accommodations; staff said retention commonly increases dropout risk and that keeping students on track for verified credits and graduation is a priority.
Multiple program leaders asked the board to consider a centralized facility and more staff. Kimberly Scott and Tina Cooley — program coordinators for the elementary restorative academy and TAP — said shared space with social workers and psychologists would improve responsiveness during staffing shortages and emergency needs.
Staff highlighted external interest in the programs from other districts and universities and read a testimonial from a teacher reporting a returned first-grade student who won attendance and STEM awards after rejoining the base classroom.
Ending: Board members thanked program staff and discussed next steps including continued data tracking, advocacy for a facility and long-term funding to sustain and scale the restorative and alternative-education work.
