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Student-conduct report shows mixed trends and persistent disproportionalities in referrals and suspensions
Summary
Presenter Mister Reyes told the board the district saw a net decline in referrals over the multi-year view but a partial "snapback" this year, 89 out-of-school suspensions in 2024-25, and marked disproportionality for Hispanic, Black/African American, students with disabilities, and economically disadvantaged students.
Mister Reyes presented the 2024-25 student-conduct report, explaining that student conduct is one measure the district uses to study school culture and climate. "Student conduct is 1 indicator the district uses to investigate school culture and climate here at JD," he said, and then walked the board through building-level trends, restorative-practice usage, suspension counts, and equity data.
The report listed several topline numbers and disparities: overall referrals were down 9% from the previous year, but some buildings (and the middle/high schools) saw year-to-year variability and a partial snapback in referrals; there were 89 total out-of-school suspensions in 2024-25. At the high school, there were 50 OSS compared with 53 the prior year and a large increase in total suspension days (480 days this year vs. 194 last year at one cited point). The presenter highlighted disproportionality by race and circumstance: Hispanic students had 159 referrals across 25 students (about 7.1% of referrals while representing 4.2% of enrollment), and Black/African American students had 218 referrals across 51 students (about 15.8% of referrals while representing 6.4% of enrollment). Students with disabilities accounted for roughly 26.6% of referrals and 33.7% of OSS; economically disadvantaged students made up 48.7% of referrals while representing about 24% of enrollment.
Reyes also described the district's restorative-practice work, noting increases in some social-discipline conferences and ongoing training (TCIS, restorative-practice training, MTSS supports). Board members asked clarifying questions about manifestation determinations for students with Individualized Education Programs, the process for superintendent's hearings, and how the district tracks recidivism among students with repeated referrals. The presenter said the pupil-service-team (PST) process and formal superintendent's-hearing/magnitude rules are used to investigate and respond, and emphasized the district's continuing training and targeted interventions.
