Staff presented proposed revisions to policy 3246 (restraint and isolation) aligning district rules with recent state legislation, removing non-imminent uses of physical force and shifting staff training toward a preventative 'Right Response' model.

District staff described a Behavior Response Team (BRT) model that uses functional assessments, intensive short-term interventions and behavior-support aides to return students to general education; presenters said typical caseload is 10–12 intensive cases per year and described a multi-phase process with data collection and fading plans.

District presenters described an evolution from outsourced diversion to an in‑house Double RC/PTP model and WEB peer mentorship, reporting a 20% overall drop in middle‑school incidents (843 → 682), 37% suspension decrease at Steam Academy, and lower recidivism rates for students using diversion services.

Superintendent staff update: district-wide rollout of Let's Go Learn interventions and school-based behavior teams coincided with office referrals dropping by about 378 and out-of-school suspension days dropping by about 1,326 year over year; staff emphasized multiple factors and ongoing implementation.

District staff presented winter benchmark results showing a kindergarten decline on FastBridge and a drop for fourth grade, plus lower test participation at Lincoln High School; behavior data shows 5.8% of students received ISS/OSS this year and targeted interventions are underway.

Teachers enhance classroom support through collaboration and behavior intervention strategies.

District 11 staff told the board attendance is improving (YTD average 85.6%) and that schools using personalized outreach see higher attendance; the district will pilot a behavior leadership program (LIFT/Scott Urben model) and expand targeted interventions after cell-phone policy-related increases in recorded incidents.

Student discipline officials reported small increases in some categories of misconduct and detailed proactive steps including a Level Up mentorship pilot for sixth graders at Jonesboro Middle School and existing alternative-school supports.

District behavior staff told trustees discipline incidents for the second nine weeks rose about 28% over last year, with high‑school violations of the technology policy and vape/drug incidents contributing; DAEP/PIA placements increased and staff described interventions and reentry supports.

District staff presented recommended code of conduct revisions and told the board the district will not resume routine suspensions for pre-K–2 students despite a state statutory change; the board discussed training, MTSS behavior supports, and statutory policy alignments.

The board received first readings of administrative regulations and policy updates on use of seclusion and restraint, positive school climate (PBIS), and behavior interventions for students with special needs. Staff highlighted new communication scripts, parent notification requirements and training plans for all staff, including substitutes and aides.

State bill funds intervention services to support students with disruptive behavior in classrooms

House Bill 1204 defines student elopement and establishes related education regulations in Maryland.

Technology breaks reduce cell phone use in college classrooms but have mixed results on academic performance, suggesting further investigation is needed.

Jenkins School District sees 21% drop in discipline referrals and 6% decrease in absenteeism.