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District reviews non-exclusionary discipline guidance and survey trends
Summary
Presenters reviewed state statutory limits on suspensions for K–3, district non-exclusionary discipline practices and survey results showing increases in several student belonging measures; the board discussed how to present data publicly and asked for digestible summaries.
District staff walked the board through the district’s approach to non-exclusionary discipline and the broader suite of measures used to monitor school climate. Amy Carlson explained statutory changes and district practice, noting that K–3 students cannot receive a full-day suspension under recent state language, though administrators may use short administrative dismissals when appropriate.
Carlson said non-exclusionary options—family conferences, safety plans, in-school removals of a portion of the day, behavior-support planning and community partnerships—are emphasized as alternatives to suspension. She framed these strategies as consistent with the district’s goal of keeping students in instructional settings where possible.
Presenters also reviewed survey data: the staff equity review was completed by 1,097 staff members (about a 34% response rate), and student stakeholder surveys showed increases in several sense-of-belonging measures from 2024 to 2025 for multiple student groups. Board members asked for clearer external-facing summaries and for examples that illustrate how data connect with on-the-ground practices.
