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O. H. Perry principal cites progress, restorative practices as suspensions fall
Summary
Principal Britney Irvin presented O. H. Perry’s student outcomes, SEL data and equity measures. The school reported progress in benchmarks but low proficiency rates; staff credit a restorative‑practice pilot and expanded SEL supports with an 11‑point reduction in suspensions since 2017.
Britney Irvin, principal of O. H. Perry (pre‑K–8, Collinwood), gave the board a school spotlight that combined academic measures, culture and equity indicators and the school’s recent discipline reforms.
Irvin described the school’s demographics and goals: 94.9% of students identify as Black, the school reported 20.3% special‑education enrollment on its state report card and she said that figure is now 24.3% to date. Irvin presented proficiency percentages from the state report card showing ELA proficiency at 19% overall and math proficiency at 6% overall; she also presented growth and band‑movement figures from OST and NWEA benchmarking.
Irvin highlighted school climate work, including Social Emotional Learning (SEL) universal screening and a “conditions for learning” assessment. She said CFL (conditions for learning) results for grades 2–4 showed 79% of students reporting “adequate to excellent” social‑emotional wellness, with district comparison at 89%.
On discipline, Irvin reported total enrollment of 288 students and 53 suspensions this school year (18.4% of enrollment). She said 70 students in the school are identified as students with disabilities and 13 of them have received suspensions, representing 25% of the SWD subgroup — a disproportionate rate Irvin acknowledged. The principal traced reductions in suspensions to a restorative‑practice pilot begun in February 2018 with the Cleveland Teachers Union and training from the International Institute for Restorative Practices.
“We do proactive circles… you have to sit down. You have to answer five questions,” Irvin said, describing classroom and adult restorative processes. She credited two full‑time deans and small‑group check‑in systems with giving students alternatives to exclusionary discipline.
Board members asked for more detail on reductions and on how the school plans to sustain academic gains. Irvin pointed to curriculum implementation (HMH), small‑group instruction, frequent benchmark checks and an emphasis on tiered SEL supports as the foundation to continue progress.
Ending: Irvin invited board members to visit O. H. Perry and said the school will continue implementing curriculum and SEL strategies while monitoring disproportionate discipline outcomes.
