Student services reports lower referrals, fewer missed-instruction days; board asks for targeted school support

Student Services staff presented first-semester discipline, bullying/harassment and Title IX data Jan. 21 and told the Brevard County School Board that several key indicators improved compared with the previous year’s first semester.

“What we’ve actually seen is some decrease in our overall total referral count — approximately reducing by 4% from this time last year,” said Mr. Armstrong, a Student Services staff presenter. Staff said the district also saw a decline in office-discipline-referrals and fewer days of in-school suspension; district leadership summarized combined reductions in missed-instruction days.

Why it matters: Fewer referrals and fewer suspension days typically keep more students in class and reduce instructional loss. Staff tied the improvements to summer and ongoing trainings, changes to reporting forms and a revised process for handling bullying, harassment and Title IX reports.

Key data and program changes presented - Referrals: staff reported roughly a 4% decrease in total referrals for semester 1 compared with the prior-year semester (staff presented the percent reduction; transcript totals were reported by staff as approximations). - Office discipline referrals (ODRs): staff reported a decline (staff noted a roughly 7% reduction from the prior-year semester). - Days of missed instruction: district leadership highlighted a net reduction of 932 fewer total suspension days at the point-in-time comparison presented (in‑school suspension days decreased substantially; out‑of‑school suspension days showed a small uptick of 365 days). - Alternative placements and home education: of 257 students recommended for alternative placement in semester 1, staff said 77% (198 students) elected district alternative-learning centers (ALCs) rather than home education or other options. - Bullying and harassment investigation process: staff reported a 30% decrease in unsubstantiated bullying reports, attributed to clearer definitions, improved training, new videos and streamlined forms to reduce reporting errors. Staff also said they tightened triage procedures so Title IX consultation occurs only when district staff cannot resolve a triage question internally.

What staff changed and why Student Services leaders described a set of summer trainings for administrators, teachers and bus drivers, monthly follow-up trainings and targeted de-escalation and functional-behavior-assessment training. They said administrators now have on-demand video resources and consolidated checklists to reduce reporting mistakes and that the district changed the way unsubstantiated incidents are recorded so they are not attached to student discipline records.

Board reaction and follow-up requests Board members praised the trends and asked for targeted help at “hot-spot” schools with higher rates of ALC recommendations. “That chart … makes it pretty easy to see where the hot pockets are,” said Miss Wright, a board member, and she urged district staff to consider providing focused supports (for example additional behavior specialists or in-school alternatives) at schools with concentrated discipline placements. Several board members urged more consistent follow-up for bus-driver referrals and suggested better documentation and timestamps so drivers can track the referral outcome.

Next steps Staff said they will continue monthly training, add scenario-based work in assistant-principal trainings, expand resources (including an FAQ and recorded Q&A sessions for administrators), and look into training for clerks and dean’s clerks who manage paperwork. Staff also flagged planned agenda items for the coming months (training office hours, prototype contract items for facilities were discussed in the previous presentation) and asked the board for continued oversight on discipline-related supports.

No formal votes were taken on discipline policy at the meeting; staff requested continued board direction and reported they will return with further data and program recommendations.