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Woodland CCSD 50 reports fewer major discipline referrals; restorative roles and coaching credited
Summary
At its December meeting Woodland CCSD 50 highlighted a drop in major disciplinary referrals and outlined restorative practices, student success coaches and targeted interventions; administrators said 92%+ of students had no major referrals in trimester 1 but some disparities by subgroup persist.
Woodland CCSD 50 reported broad declines in major disciplinary referrals at its December board meeting, crediting new restorative practices roles and school‑level interventions for the trend.
Dr. Lanae Walls, associate superintendent for educational services, said "92 percent or more of our district students did not earn any major disciplinary referrals in the first trimester," and noted that some schools showed marked reductions compared with last year.
The district has added restorative practice facilitators and assistants, instituted family coffees, started new elementary clubs and implemented student success coaches at primary school who perform informal check‑ins. At middle school administrators held a PBIS kickoff, increased adult presence and added targeted lessons tied to common infractions.
Walls acknowledged disparities remain: "2 schools' data indicate disproportionate student discipline by SES" in trimester 1 (down from 3 of 4 schools last year). She stressed the district is examining systems rather than blaming students, saying intermediate is revamping tier‑1 standard operating procedures and limiting who can submit referrals so staff track behaviors consistently.
Board members pressed for operational context during questions. A presenter explained the district expanded access to the Skyward referral system so more staff can submit referrals; that change may increase counts because more adults can now log incidents. The presenter added that "some of those referrals are for things like running in the hallway" and that different incidents currently carry equal weight in the referral counts.
The board praised work to improve student belonging and linked student‑support efforts to the drops in referrals. The district will continue monitoring subgroup data and refining interventions, with further details outlined in written board reports.
