CCSD reports drop in suspensions and expulsions; trustees press for targeted supports and staffing data

Kevin McPartland, associate superintendent, told the Clark County School District Board of Trustees on June 26 that student disciplinary actions were down through the third quarter of the 2024–25 school year and that the district was expanding restorative approaches alongside its multi-tiered system of supports.

The district’s presentation to trustees — delivered by McPartland with assistant superintendent Sam Scovella and Brandy March, director of the multi-tiered system of supports (MTSS) — showed a roughly 10% decrease in total suspensions compared with the same point last year, which McPartland described as “approximately 2,200 fewer suspensions.” Elementary-level suspensions were down about 13%, middle schools 11% and high schools 8%. The district also reported an 8% reduction in discretionary expulsions through the same period.

The report said restorative resolutions documented districtwide reached 28,056 for the year, a figure McPartland and Scovella connected to expanded training and an increase in school-based restorative leadership teams. “Our primary challenge continues to be shifting mindsets and practices towards restorative approaches while maintaining student and staff safety as the highest priority,” Scovella said.

Why it matters

District staff framed the numbers as evidence that a coherent MTSS strategy and increased staffing/training can reduce exclusionary discipline and keep students in school. Trustees pressed staff to explain how gains were being measured, how supports were being targeted to groups facing higher rates of discipline and what additional resources the district will need to sustain progress.

Key details from the presentation

- Suspensions decreased about 10% year-over-year through Q3; McPartland gave the raw estimate of 2,200 fewer suspensions this year compared with the same point last year. - Elementary suspensions down ~13%; middle school down ~11%; high school down ~8%. - Discretionary expulsions were down about 8% districtwide; middle schools accounted for a notable portion of discretionary expulsions but showed improvement (418 discretionary expulsions at middle schools, a 12% reduction from last year). - Restorative resolutions: the district reported 27,819 restorative resolutions by the end of Q3 and a year-end total of 28,056; Scovella said this represents a 132% increase since restorative practices were introduced in the 2021–22 school year. - Disproportionality: the district said suspension rates per 1,000 students fell for most groups but that the African American student group remains an outlier; special-education students showed a small increase in discretionary-expulsion rate. - Monitoring tools and next steps: schools used a tiered fidelity inventory (TFI) self-assessment due June 30; district professional learning for administrators is planned for July; identified schools will include discipline-related action steps in 2025–26 school improvement plans by November; student town halls and expanded MTSS supports are scheduled for the fall.

Trustees’ questions and staff responses

Board members asked specifically about repeat offenders, whether the district tracks recidivism, and what supports are provided to schools that show different punishment patterns for similar incidents.

McPartland and March said the region behavior directors coach principals and are involved before referral packets are completed; March said region directors “are the code of conduct experts” who provide guidance and that schools contact them even before filing a referral packet. On repeat incidents, March said recidivism is a priority and the district’s region directors provide data that school supervisors use to identify students who need more intensive MTSS supports.

Trustees asked whether student town halls are reaching students at the schools with the highest suspension rates. Scovella described town halls as selected through planning meetings with principals and leadership teams, chosen by discipline and cultural data, and including a sampling of students doing well and students struggling with attendance or behavior so the district can capture a range of student perspectives. March said the TFI includes questions about student voice and that the district conducts random student interviews as part of the inventory process.

Questions about equitable discipline and resources

Several trustees pressed district leaders on the persistent gap in discipline rates for African American students and students with disabilities and whether targeted training and funding could accelerate progress. Superintendent Ebert said the district could always use more resources and that the focus should be on directing existing resources toward the groups and schools shown by the data to need the greatest help. Trustees suggested the board could examine budget priorities to accelerate training and culturally responsive supports.

Programs for students with severe behavior needs

Staff described how longer-term behavioral placements operate: the district’s academic centers (Peterson, South and Cowen academic centers) provide placements from approximately nine to 18 weeks, with licensed staff and tiered academic and social-emotional programming intended to return students to comprehensive schools after completion.

Ending note

District staff framed the downward trends as early evidence that MTSS and restorative practices can reduce exclusionary discipline when implemented with coaching, data-driven monitoring and cross-departmental supports. Trustees asked for follow-up materials, including recidivism counts and fiscal implications of scaling training, and staff said they would provide those details through follow-up briefings.

Quote attribution

- "We are observing positive trends related to overall student discipline," Kevin McPartland, associate superintendent, said during the presentation. - "Our primary challenge continues to be shifting mindsets and practices towards restorative approaches while maintaining student and staff safety as the highest priority," said Sam Scovella, assistant superintendent. - "This research-based monitoring tool allows them to measure the fidelity of their own practices," Brandy March, director of MTSS, said of the tiered fidelity inventory.

Speakers