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Tiered behavior supports and reflection room credited with reducing suspensions and returning students to classrooms
Summary
Teachers and administrators told the Ste. Genevieve Co. R-II board that the district's tiered behavior supports and reflection room have produced measurable improvements: staff reported 3,288 reflection-room visits Aug'Mar, 176 unique visitors, a drop in ISS/OSS incidents for tiered students and multiple individual student success stories.
District staff delivered an extended presentation on tiered behavioral supports, the reflection room program and scaffolded schedules used to help students with emotional- and behavior-regulation needs.
Miss S, the reflection-room lead, described how scheduled and student-requested breaks, scaffolded daily schedules and targeted social-emotional instruction support students who struggle in regular classrooms. She said the program emphasizes student choice, restorative conversations and incremental goals that allow students to "work their way out" of more intensive supports back into general education.
Presenters provided data: from August through March the reflection-room logged 3,288 visits, with 176 unique visitors; the district reported 44 students currently utilizing tier 2 supports and said 67% of tiered students showed decreases in internalizing or externalizing behavior screeners this year. Staff also reported reductions in in-school suspension (ISS) and out-of-school suspension (OSS) compared with the previous year for the cohort of students served by the tier program.
Several student success stories were given: staff described multiple students who were moved from full-time placement in the reflection room back into classrooms for increasing portions of the day, and in some cases dismissed from tier 2 supports entirely. Presenters stressed that the program pairs behavior strategies with academic work and that the goal for next year is to integrate more proactive social-emotional instruction so fewer students require intensive supports.
Administrators also discussed transition planning for students moving to middle school and noted the district is coordinating supports to ensure continuity of services and appropriate staff assignments at the receiving schools.
