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Year‑end discipline review: overall referrals down 10.2% but elementary incidents and 'attack on adult' counts draw focus
Summary
District officials reported a 10.2% drop in overall referrals compared with last year, with elementary referrals up 9.1% and continuing concerns about 'attack on adult' incidents concentrated in elementary grades; suspension days decreased overall by 10.6%.
District staff presented a year‑end discipline report showing mixed results across grade levels and specific concern about incidents categorized as attacks on adults.
The report showed a 10.2% decrease in total referrals compared with the same period in the prior year. That decline was driven by drops in middle‑ and high‑school referrals (middle schools down 7.1% and high schools down about 19%), while elementary referrals rose 9.1%, staff said.
Suspensions overall decreased by about 1% year‑to‑year, but days of suspension fell 10.6% across the district. By level, elementary suspension days decreased 17.4%; middle‑school suspension days rose 3.4% even as middle suspensions themselves increased; high‑school suspension days decreased by 17.7%.
Staff highlighted declines in classroom cutting (a 35.8% decrease) and a 29.8% decrease in referrals for disrespect, which they attributed in part to attendance and hallway accountability efforts. The district reported an increase in fighting referrals (an 11.2% increase), concentrated in middle schools, and said many fights originate outside school and are brought into the school setting.
On incidents categorized as “attack on adult,” staff presented totals and student counts for the year: the report cited 271 total attack‑on‑adult incidents with 218 at the elementary level; staff said those 218 elementary incidents represented 111 distinct students. The district said it is reviewing interventions and supports for the students involved and emphasized that administrators must document serious incidents so system‑level supports can respond.
Board members asked for follow‑up data on repeat offenses and the number of unique students responsible for incidents; staff said they would provide school‑ and student‑level breakdowns and continue to implement multi‑tiered interventions, support teams and placement options for students requiring higher‑intensity services.
Staff framed discipline work as part of a broader system of instruction, interventions and student supports tied to attendance and school climate work.
