Moreno Valley report: suspension rates fall as schools expand restorative practices and supports
Summary
District MTSS leaders told the board that systemwide suspension rates declined (from 3.6% to 2.9%) and highlighted school‑level strategies — PBIS, restorative reentry, refocus interventions and targeted supports — used to reduce exclusions and address chronic absenteeism and CCI gaps.
Trustees heard a detailed presentation on the district’s multi‑tiered system of supports (MTSS) and its impact on discipline, attendance and college‑and‑career indicators.
Philippe Peoples, director of student services, said the district’s “claim is, overall, Moreno Valley Unified School District schools improved in suspension rates on the state dashboard,” and presented dashboard comparisons showing fewer schools in the lowest performance colors. The presentation reported a district suspension rate drop from 3.6% to 2.9% and described school practices credited with that improvement: strengthened tier‑1/2 PBIS, restorative alternatives to suspension, a suspension re‑entry process and increased family‑partner contacts.
Principals from Chaparral Hills, Landmark Middle, Vista Heights and March Mountain gave school‑level detail. Landmark’s team said they implemented corrective measures and a strengthened MTSS team to reduce suspensions. Vista Heights described a refocus intervention emphasizing restorative circles and small‑group supports. March Mountain attributed part of its progress to relationship building, a quarter scheduling system that helped students earn credits more quickly and expanded dual‑enrollment and CTE opportunities.
Trustees pressed for clarity on areas that still require growth: math achievement, chronic absenteeism among specific subgroups, and limited access to college‑level coursework at alternative campus settings. Dr. Rice, March Mountain principal, said staffing, facilities and awareness of CCI requirements limit some students’ participation in college courses; he said counselors are conducting transcript analyses to guide students on A–G and CCI pathways.
Board members thanked school leaders for the focus on restorative practices and asked for follow‑up on implementation and staff training plans. Staff said district next steps include targeted professional development, expanded tutoring and interventions, strengthened SART teams, and family outreach cards to improve chronic‑absence reporting and re‑engagement.
The board did not take a vote on policy at this item; the presentation concluded with trustees asking staff to report back later in the year on implementation results and next steps.
