Our district is on a mission to close the gaps in opportunity that lead to disparities in achievement. Everything we do is about making sure every school is thriving and that every child graduates ready for college, career and community.
Supporting safe, supportive learning environments is part of that work and we cannot separate it from the everyday work of teaching and learning in our schools.
We know that the "zero tolerance" approach that relies on punishment does not work—in fact, it hurts students. Our approach is rooted in teaching and learning. We set clear, high expectations for students and we match that with high levels of support so that students can meet that high bar.
If our school environments are to thrive, and if all students are to achieve at high levels, we need to have an approach that reduces exclusionary practices and establishes a more progressive approach to discipline - one that helps students learn positive behaviors, repair harm when negative behavior occurs, and keep our students in classrooms where they can learn.
After a year of important learning and adjustments, we are excited to work together to lift our students up so they can succeed academically and behaviorally.
Students as Scholars
As a district, we believe in excellence with equity. Our students are scholars who we must hold to high expectations academically and behaviorally. We believe that with the right support, our students can meet those high expectations both for how they act in school and how they meet their goals academically.
Evaluation of the Behavior Education Plan"When thinking about the success of the Behavior Education Plan to date, we believe it is helpful to distinguish between complicated and complex problems. [...] The district has communicated a vision, outlined the expected interventions and consequences for student misbehavior in detail, adopted new response practices, improved documentation, and created new tools for monitoring results. However, progress on complex, unpredictable factors like mindset and how to address the root causes of disproportionality remains elusive. In addition to some technical and process related actions, we recommend a series of actions focused on relationships, innovation, variation, and digging into the root causes of disproportionality to help the district move its work on student behavior forward during the next three-year cycle." Read the complete Behavior Education Plan Evaluation 2013-14 through 2016-17.
Reports and ReviewsBEP Staff and family Feedback 2018-19
Strategic Framework and Climate Survey Feedback 2017-18
BEP Data Update 2017-18
BEP Data Report Supplement
Semester One Review
First Quarter Review November, 2017
Lessons Learned 2014-2017 & Implementation Focus Areas
Mid-Year Review February 2017
BEP Board of Education Update October 2016
Behavior Report 2015-16 July 2016
Year End Review May 2016
Behavior Education Plan Survey 2016
Mid-Year Review February 2016
First Quarter Review September 2015
Third Quarter Review May 2015
Second Quarter Review January 2015
First Quarter Review September 2014