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LRSD proposes handbook rewrite to emphasize restorative interventions, MTSS alignment and clearer school-level processes
Summary
District staff presented a revised parent-student handbook that reframes discipline language toward restorative interventions, clarifies MTSS-aligned behavior flowcharts, adds AI/academic dishonesty language, and outlines in-school solutions with staff training; directors asked for clarity about staffing, alignment with policy manuals, and a more accessible parent-facing version.
District staff presented a revision to the student handbook and code-of-conduct language at the July 16 meeting, saying the goal is to align conduct policy with the district strategic plan and MTSS and shift punitive verbiage toward restorative 'interventions.'
Staff described a year-long stakeholder process that included building leaders, the superintendent’s student advisory board and parents, and said the current draft reduces punitive language, clarifies definitions and adds operational flowcharts that distinguish teacher-managed (level 1) incidents from office-managed referrals. The proposed handbook adds modern considerations such as academic dishonesty involving artificial intelligence and provides clearer thresholds for escalation and for when SPED teams or functional behavioral assessments should be convened.
Key elements staff highlighted:
• A shift from 'consequences' to 'interventions' tied to MTSS tiers; school-based intervention teams will coordinate supports before office referrals.
• A school-wide behavior matrix with positive framing; required parent contact and documentation before referrals escalate.
• 'In-school solutions' (secondary schools presently) to provide reintegration and SEL supports rather than exclusionary suspension in all cases.
• Professional development for staff on restorative practices and consistent implementation.
Board questions focused on implementation detail: who will staff in-school solutions on each campus, whether elementary schools will use the same language, how the handbook aligns with updated employee-rights sections in the policy manual, and whether the handbook is readable and accessible for parents and students. Directors suggested creating shorter, parent-facing summaries (a user-friendly one-page or 6th-grade–level summary) and a parent-statement of responsibilities separate from the full legal text.
Staff replies: in-school solutions in secondary schools are typically staffed by a certified or support employee; staff will convene supervisors for training and suggested producing a condensed parent-friendly handbook or supplement for distribution.
Next steps: staff will verify alignment with state statute and the district policy manual, revise for clearer parent/student language and return a finalized draft for board consideration.
