District staff presented a detailed review of student behavior data and the district’s tiered supports at the North Scott Community School District board meeting, telling board members that a move to a single tracking system and a new codebook has made year-to-year comparisons more reliable. Presenters said the district switched from PowerSchool to Infinite Campus for behavior data in 2022–23 and adopted consistent guidance on what counts as a minor versus major incident.

The presentation laid out categories used across buildings — abusive language/profanity, defiance/noncompliance, disruption, physical aggression without injury and skipping class — and showed that some year-to-year increases were driven by a relatively small number of repeat referrals. "One student can make up a large amount of referrals," a presenter said, noting the district uses behavior intervention plans and a challenging behavior team to address recurring cases.

Why it matters: Board members pressed district leaders on the size and scope of increases at the junior-high and high-school levels and on how bullying is distinguished from disrespect or one‑off incidents. The report emphasized prevention and response: universal social-emotional learning (SEL) at the elementary level, small-group and check-in/check-out interventions at the middle level, and behavior intervention plans plus outside-agency supports at tier 3.

At the elementary level, presenters said universal instruction is explicit and frequent: "Every student at the elementary setting receives SEL lesson every week for 30 minutes," one presenter stated, describing classroom meetings, schoolwide expectation teaching (respectful, responsible, safe) and family communication strategies. For students with persistent or escalated behaviors, staff described tier 3 responses including formal behavior intervention plans and coordination with the district's newly operational therapeutic learning classroom, funded in part by a TLC grant and intended to serve students who need more intensive, therapeutic supports.

Board members and audience members raised questions during a sustained Q&A about how the district codes bullying under state definitions, reporting barriers when families decline to pursue complaints, and the role of anonymous reporting tools. A district presenter summarized the coding decision point: bullying may be coded where conduct "places the student in reasonable fear or harm" or "has a substantially detrimental effect on the student's physical or mental health." The team also reiterated the district’s discipline rubric and the importance of supervision, restorative practices and family intake meetings for new students.

What happens next: District leaders said curriculum and MTSS work will continue through the academic year, including pilot work on math and ELA resources and monitoring of behavior trends. The board was told the therapeutic learning classroom is open for visits and that the district will report back on implementation progress.

The presentation began with administrative context about consistent data entry and ended with board questions about coding, reporting and supervision; no formal action was taken on policy changes during this presentation portion.