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School climate briefing: small declines in suspensions, rising mental‑health referrals and staff shortages discussed
Summary
School leaders presented a three‑year discipline and climate review showing modest decreases in major violations and out‑of‑school suspensions, increased mental‑health referrals and ongoing counselor/social‑worker staffing gaps; the district plans multi‑tiered supports and targeted elementary and middle‑school interventions.
Dr. Iverson and Dr. Michael Blanchett presented a three‑year comparative review of disciplinary incidents, dispositions, suspensions and mental‑health referrals covering Aug. 13, 2023 through Apr. 13, 2026. The presentation showed modest but measurable improvements in several categories: disrespect, disruption and fighting each trended downward, and out‑of‑school suspensions decreased notably year‑to‑year. Dr. Iverson said superintendent‑level suspensions fell by six ("134 from 140").
Presenters emphasized a shift toward progressive, intervention‑first responses (parent conferences, seat changes and restorative practices) intended to keep students in class. The district reported a rise in mental‑health referrals and use of telehealth services like Hazel Health; staff reported about a 75% engagement rate among students referred to Hazel Health. Speakers said those numbers indicate families are using available supports.
Panelists acknowledged staffing shortages for mental‑health positions but outlined mitigation steps: targeted hiring of counselors and social workers, behavior‑support teachers, and a pilot of multi‑tiered systems of support (MTSS) and restorative practices. Dr. Iverson said counselor/social‑worker vacancies had been reduced from earlier levels and that a behavioral pilot will expand next fall.
Board members also discussed weapons and safety education: staff said research into a small number of elementary incidents showed some students bring replica or real items in response to other disciplinary issues; the district plans age‑appropriate "see something, say something" education and targeted middle school interventions before the end of the school year.
Board members asked for more granular correlational data (e.g., attendance, special‑education status, GPA) to help identify students most at risk and to tailor interventions. Presenters said they will continue collecting disaggregated data and return with more detail.
