Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Safety Discipline topic
No spam. Unsubscribe anytime.
Arlington ISD outlines behavior-support approach, reports fewer early‑year classroom disruptions
Summary
Administrators presented a safety and discipline update showing declines in early‑term classroom disruptions and described a three‑part approach — first‑year teacher support, campus behavior teams (PBIS), and differentiated campus action plans — along with redesigned ISS practices emphasizing instruction and reintegration.
Superintendent Smith introduced a district report on safety and discipline during the Oct. 2 meeting.
Doctor Hill and Dr. T.J. Jarko presented year‑to‑date data and explained district efforts to reduce incidents, particularly in transition grades. Hill highlighted comparative early‑September counts: "In '25 we had 142 [classroom disruptions] across the system through that first six weeks. This year, we had 107," a modest decrease he characterized as meaningful.
Administrators outlined three priorities: (1) strategic capacity building for first‑year teachers with cohort professional learning, (2) building campus behavior-support (PBIS) teams to deliver site-specific interventions and adult PD, and (3) requiring differentiated campus behavior-support action plans (the district said all 77 campuses have such plans). Dr. Jarko emphasized that support is intended to be collaborative with principals and campus teams rather than prescriptive.
Dr. Jarko described redesigned in‑school suspension (ISS) spaces at Arlington High School that focus on instruction and reintegration, with teachers providing tier‑1 instruction and students completing assignments rather than isolated silent rooms. He said the behavior-support team of 12 specialists meets weekly and supports campuses through coaching and on-site PD.
Trustees asked about access to district supports (how teachers request help), tracking of behaviors that may not generate formal referrals (for example, elopement), and how Tier 3 interventions are monitored. Administrators said campuses can submit formal support requests, that campuses must identify champions for Tier 3 work, and that individualized plans are used for tracking and evidence.
The board did not take immediate action on safety items; trustees praised the district’s focus on capacity building and asked for continued data on implementation fidelity and outcomes. The presentation also tied into a KPM the board later approved: 100% of campuses implementing their behavior-support plans with fidelity (to be evidenced through observation and coaching by the Office of School Leadership).
