Board review shows racial disparities in suspensions as district outlines SBAR behavior-response system

Charlottesville City Schools staff used an Oct. 30 work session to review the district’s Student Behavior Administrative Response (SBAR) framework, present threat-assessment and exclusionary-discipline data, and outline proposed investments to expand one-to-one behavior supports and restorative practices.

Miss Rasnick, who presented threat-assessment figures, told the board the division has seen an increase in the number of threat-assessment reviews this school year, though most new assessments are low- or no-concern (priority 4 or priority 5); high-risk counts (priority 1–3) have not risen substantially. “We have had an increase in threat assessments,” she said, noting the largest growth in assessments occurred at elementary schools.

Staff also reported a persistent racial disparity in suspensions: district data shown to the board indicated Black students are suspended at roughly 4.5 times the rate of white students. Board members asked staff to provide disaggregated counts (unique students and days per student) and to map incidents geographically so the division can better target community supports.

The SBAR framework presented by central office divides responses into five levels:

- Level 1: Classroom-based supports and teacher-managed responses. - Level 2: Escalated classroom supports, parent contact and possible MTSS referral. - Level 3: Short-term removals and development of behavior intervention plans. - Level 4: Long-term suspensions (11–45 days) and superintendent-level reviews; required manifest determination when students have IEPs. - Level 5: Board-level reviews and potential expulsions for the most egregious behaviors.

Presenters emphasized that determining disposition is time-consuming: collecting witness statements, reviewing video, engaging caregivers, and coordinating follow-up services can take hours to a full day for a single incident. Miss Rosalind said the most common behavioral interventions logged are administrative conferences and parent contact, and that schools document instructional supports for students removed from class.

Gaps and proposed responses

Staff identified gaps in elementary alternatives and recommended expanding one-to-one skill-building supports. The division plans to develop or hire registered behavior technicians (RBTs) supervised by a board-certified behavior analyst (BCBA), grow internal candidates where possible, and develop dedicated, dignified regulation spaces (sensory/skill-building rooms) that are not solely tied to IEP services.

Restorative practices are used for formal repair when both parties agree; staff said alternative restorative formats (third-party message delivery or facilitated, sequential conversations) are options when a joint circle is not possible. Board members and staff also stressed the need to connect discipline data with attendance, SEL screening and community context to anticipate events and deploy supports (including home visits and community referrals) quickly.

Board members asked for additional analysis: unique-student counts, days-per-student, neighborhood mapping and a clearer accounting of home visits and family engagement activities attached to discipline incidents. Staff committed to provide more granular, cross-dataset analysis and to continue expanding district capacity for in-school supports and triage.