Discipline at LPS
In the Lexington Public Schools, we employ a growth mindset to all aspects of education, including what we traditionally refer to as "discipline." Children of all ages are going to make mistakes when it comes to behavior; in fact, we want them to make mistakes when it comes to behavior. Sometimes they make these mistakes by choice, sometimes out of not knowing better, and other times it is an involuntary reaction to a variety of circumstances. Our responses in every situation are specific to the context and support we can offer to the individual students. More specific information can be found in each school's Student Handbook.
As a district, we are making efforts to continue to reduce suspensions, eliminate disparities, and maximize restorative practices and educational opportunities.
Overall, we believe we should move away from exclusionary practices as a punishment or consequence for certain behaviors and view them as tools to help learning and repair harm in rare cases.
District Goals
As a district, we are committed to the following objectives when students make choices that negatively impact themselves and/or others in our community:
To minimize students’ time out of class
To promote learning and reflection
To repair and prevent harm to the community
To reduce the likelihood that the choice will be repeated
Significant research exists highlighting both the ineffectiveness of exclusionary practices like suspensions in reaching these goals and the efficacy of restorative practices in educational settings.
Know Your Rights
In Lexington Public Schools, we are working diligently to explore positive alternatives to student suspensions while also addressing issues of school culture that contribute to behaviors that may lead to suspensions. We understand that even temporarily excluding students from their right to an education is a serious matter, and the legal requirements for the process reflect that. It is important for students and their families to know their rights whenever we are considering a suspension. The Lawyers’ Committee for Civil Rights in coordination with the Boston Student Advisory Council and the Graphic Advocacy Project has developed this helpful toolkit so that students and their families are aware of their rights with regards to suspensions from school. If you have any questions, concerns, or feedback, please reach out to a building administrator or to the Director of Equity and Student Supports. (A Spanish version of the Toolkit is available here.)
10 Point Checklist for Implementation of Chapter 222
The following is checklist prepared by the Massachusetts Department of Elementary and Secondary Education to ensure schools are following the legal aspects of Chapter 222. All administrators responsible for discipline in the district have a copy of this checklist and it is regularly referenced throughout the the student discipline process.
The superintendent, principals and assistant principals, and other school leaders, have reviewed new G.L. c. 71, § 37H ¾ and G.L. c. 76, § 21, ESE Student Discipline Regulations, and, as it becomes available, Department-issued guidance on student discipline.
The Superintendent has worked with staff to determine the budgetary implications of implementation of Chapter 222.
Local policies, procedures, and protocols as well as handbooks have been revised to comply with the new discipline requirements.
Local policies, procedures, and protocols reflect the practices, interventions, and program models that will be in place in schools as a consequence for misconduct so that long-term suspension (more than 10 school days) is used only as a last resort as a consequence for non-statutory offenses.
School staff have information about practices, interventions, and program models that may be used as a consequence for non-statutory offenses so that long-term suspension is used only as a last resort.
Each school has a school-wide education service plan in place that describes the education services that will be offered to students who are suspended or expelled from school for more than 10 consecutive days, and that will provide an opportunity for the student to make academic progress during the period of exclusion.
Principals are prepared to offer education services to students who are suspended, in-school or out-of school, for 10 days or less so that students can made academic progress while they are removed from their classroom or school premises.
Schools have a system that they will use to timely notify, orally and in writing, parents of students who have violated school rules and may be suspended, so that parents may be involved in a meeting/hearing with the principal to discuss the misconduct and consequences before consequences are imposed. Schools have a plan for translation of required notices and access to interpreters who may be used at disciplinary hearings.
The district has a data collection system for suspensions and expulsions that meets ESE data reporting requirements. The district has also developed a system for tracking participation and academic progress of students who are offered education services during suspension or expulsion. (See #6 and #7)
School leaders periodically review data to determine the impact of suspensions and expulsions on selected student populations, including but not limited to race and ethnicity, gender, socioeconomic status, English language learner status and student with a disability status, and whether the data indicate over-reliance on suspension or expulsion as a consequence for student misconduct.
Restorative Practices
LPS is exploring Restorative Practices as an alternative to exclusionary practices and as a means to build community and positive school culture. The video above from the International Institute for Restorative Practices provides a brief overview.
The following resources provide additional information on the ways in which Restorative Practices can be used in schools.
PBIS
Positive Behavior Interventions and Supports (PBIS) is a school-wide approach to explicitly teaching students expected behaviors in educational environments.
The following resources provide additional information the ways in which PBIS can be used in schools.
Several of our schools use or are exploring PBIS models.
Resources
Some resources require staff login credentialsLPS Bullying & Prevention Plan
Updated September 2020April 2020December 2010