EFFECTIVE SCHOOL DISCIPLINE GUIDE
EFFECTIVE SCHOOL DISCIPLINE
FOR MARYLAND
A Shared Approach to Keep Children in School and Learning
ADVOCATES FOR CHILDREN AND YOUTH 2013
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EFFECTIVE SCHOOL DISCIPLINE GUIDE
CONTENTS
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ABOUT THIS GUIDE
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EFFECTIVE SCHOOL DISCIPLINE GUIDE OVERVIEW
EFFECTIVE SCHOOL DISCIPLINE GUIDE EXPLAINED 6
STEP 1: BUILD A COLLABORATIVE TEAM
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STEP 2: USE DATA FOR SUCCESS
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STEP 3: EVALUATE EVIDENCE-BASED ALTERNATIVES
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STEP 4: I MPLEMENT PROGRAM AND PROFESSIONALLY DEVELOP STAFF
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ADVOCATES FOR CHILDREN AND YOUTH 2013
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STEP 5: MONITOR YOUR PROGRESS
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RESOURCES
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CONTACT US
EFFECTIVE SCHOOL DISCIPLINE GUIDE
ABOUT THIS GUIDE
EXECUTIVE SUMMARY
Zero tolerance policies with severe consequences have resulted in high numbers of students—particularly students of color and students with disabilities — being suspended, expelled and even arrested for often minor offenses that were once handled in school. As result, these students, who exhibit typical adolescent behavior, are spending less time in school. They are more likely to dropout, experience unemployment and become involved in the juvenile justice system. WHAT IS THE EFFECTIVE SCHOOL DISCIPLINE GUIDE? This guide is a compilation of best practices that have been shown to improve school climate and student outcomes. A result of extensive research, this guide provides creative ideas and solutions to punitive discipline policies and will help schools and districts: • Develop a school climate where students and staff feel safe and supported • Increase educational opportunities and instructional time for students and teachers • Facilitate positive interactions between students and teachers • Establish a sense of trust, collaboration and community within the school • Decrease referrals, suspensions and expulsions
HOW SHOULD THIS GUIDE BE USED? The Effective School Discipline Guide is intended to facilitate school discipline reform by identifying measures schools can take to improve their disciplinary policies and practices. Depending on the needs of your school or district, this tool can be used as a step-by-step guide or as a reference to supplement current policies and practices.
WHO IS THIS GUIDE FOR? This guide is for anyone who wants to improve student outcomes and develop a safe and supportive school climate.
SUCCESSFUL OUTCOMES Schools that have adopted policies and practices included in the Effective School Discipline Guide have seen positive results: • After developing a new approach to discipline, Anne Arundel County Public Schools saw a 27% decrease in referrals for disrespect, disruption and insubordination among African American students in middle and high schools and a 37% drop in expulsions for the same group. • By decreasing student referrals, Anne Arundel County Public Schools estimates to have saved 843 days of instruction and 1070 days of administrative time during the 2011-12 school year. • Out-of-school suspensions were reduced by 85% at Lincoln High School in Walla Walla, Washington after reviewing and revising their approach to discipline. • Misconduct dropped by as much as 80% after implementing restorative practices at Christian Fenger High School in Chicago.
ADVOCATES FOR CHILDREN AND YOUTH 2013
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EFFECTIVE SCHOO
STEP 1
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STEP 2
ADVOCATES FOR CHILDREN AND YOUTH 2013
STEP 3
STEP 4
STEP 5
L DISCIPLINE GUIDE
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EFFECTIVE SCHOOL DISCIPLINE GUIDE
STEP 1
BUILD A COLLABORATIVE TEAM
Successful discipline reform engages as many partners as possible throughout all stages of the reform process. A great first step towards cultivating a safe, supportive school climate and reducing problematic behavior is to include as many stakeholders as possible in the conversation from the very beginning.
RESOURCES Family Engagement Checklist www.pbis.org Strategies for Youth – Connecting Cops and Kids: www.strategiesforyouth.org Cultural Competency Curriculum PowerPoint (PDF; 1.7 MB)
WHO SHOULD WE INCLUDE? The most important people to include in the reform process are those most touched by the discipline practices in your school or district—it is extremely important to get “buy-in.” However, it is also important to go beyond the traditional participants to include those who interact with students outside of the school setting. These participants can offer different skills, perspectives and experiences to the conversation. Their input is crucial as it will better inform your work and result in more effective—and possibly creative—disciplinary practices. Consider including: • Educators — teachers, teaching assistants, special education instructors, and tutors • School Staff — school nurses, guidance counselors, and librarians • Administration — school board members, superintendents, principals, and assistant principals • Students — members of student government, current students, and alumni • Caregivers — parents and caretakers who are representative of the student population • Community Members—directors of community or recreational centers • Juvenile Justice Professionals — school resource officers, law enforcement, judges, and probation officers • Service Providers — mental health, substance abuse, and job training professionals
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ADVOCATES FOR CHILDREN AND YOUTH 2013
EFFECTIVE SCHOOL DISCIPLINE GUIDE
“ I’m a College Summit Peer Leader. I get to set the example for my senior class. It means I get to be a leader, a role model… It puts a little pressure on me, but I know I can do it. If they believe in me, then that must mean something.” Student, Central Park East High School
WAYS TO ENGAGE Establish a team of stakeholders to guide the reform process. This team incorporates many perspectives to identify relevant outcomes, evaluate evidence-based practices, facilitate implementation and much more.
VIDEOS College Summit Peer Leaders
Empower the team to make decisions. After setting ground rules and expectations, let the team take ownership in helping to identify relevant outcomes, evaluate evidence-based practices and facilitate implementation. Follow up with the team to keep a positive momentum. Create regular opportunities for student input and participation. Conduct monthly “town hall” meetings for the student body and school staff to review disciplinary data and identify solutions for lowering referral, suspension and expulsion rates. Transparency is key.
www.edweek.org New Approach to Discipline
Develop student leadership and shared ownership. Institute a “Leadership Academy” where students learn skills to help their classmates succeed behaviorally and academically. Student-leaders serve as role models and can be developed at almost any grade level. Collaborate with your local law enforcement. Work with school resource officers to improve relationships between officers and students and reduce school-based arrests. Consider introducing a cultural competency curriculum for resource officers.
www.educationvoters.org
Think outside the school. Partner with direct service providers and the community to develop a system of integrated services for students. Create a resource guide for students. Schedule regular visits by mental health professionals, social workers and clinicians. Facilitate job-training days. Open a school-based health center.
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EFFECTIVE SCHOOL DISCIPLINE GUIDE
STEP 2
USE DATA FOR SUCCESS
This step requires taking a hard and honest look at the entire disciplinary process. In order to know how to improve student behavior and outcomes, current disciplinary practices must be assessed for strengths and weaknesses. The evaluation will require the review of qualitative and quantitative data.
RESOURCES Effective School Discipline Guide, page 17 Data Evaluation Checklist
EVALUATE YOUR DATA It’s a good idea to utilize your collaborative team in the assessment of the referral, suspension and expulsion rates. In the evaluation, include feedback from students, parents, teachers, school staff and those identified as partners in the disciplinary reform process. Hold forums, conduct surveys or impromptu meetings to discover information on what is working, what is not, and what can be done to help students succeed. When the information is gathered, courageous conversations must be held to discuss if race and disability play a role in disciplinary practices.
GUIDING QUESTIONS While this step can be challenging, the following questions can help guide the discovery process: • What are the overall numbers? How many students receive referrals? How many students are suspended, expelled or arrested on school premises? What is the total number of referrals, suspensions, expulsions and school-based arrests? How many days are students suspended? What are the overall school demographics? • Are some students disproportionately impacted? Are discipline practices applied fairly and consistently? How do the numbers vary across ethnicity, gender, socio-economic status, ability and grade level? Are some students being referred, suspended or expelled more frequently than others? Do some students over others receive harsher punishments for the same or similar infractions?
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ADVOCATES FOR CHILDREN AND YOUTH 2013
EFFECTIVE SCHOOL DISCIPLINE GUIDE
ONE DISTRICT’S STORY Anne Arundel County Public Schools (AACPS) took a hard look at their data and made some important findings. In addition to the high rates of suspensions and expulsions, there was evidence that referrals written for African American boys and White girls were written differently for the same infractions.
• Why are students getting into trouble? How do the numbers vary by type of offense or infraction? Does any particularly offense occur more often than others? Do your disciplinary policies allow the use of discretion? • Where are students getting into trouble? Is there a particular time during the day or place in school where most infractions take place? • What is the level of recidivism? Are some offenses, students or consequences associated with higher rates of recidivism? • Is there correlation with other indicators of student success? Consider academic achievement and dropout and absenteeism rates. • How have your numbers fluctuated over recent years? Were there any policy, staff or leadership changes during this time? Any other changes that might explain the fluctuation? • Are rules and offenses explicitly defined? Are school policies clearly communicated? Are school rules and regulations understood and accepted by students, staff, parents, etc.? • How would you characterize your school climate? Do students feel a sense of belonging and community? Do students feel safe and welcomed? Does staff feel safe and welcomed? Assess student-teacher, school-parent and teacher-school relationships as well as community partnerships.
As a result, AACPS tackled the issue head on. The school district implemented Positive Behavior Interventions and Supports (PBIS), developed school improvement teams and equity liaisons, and provided individualized interventions for students. AACPS also facilitated trainings on topics such as writing clear and factual referrals and separating beliefs about an individual from the actual infraction. The results were staggering. Referrals for disrespect, disruption and insubordination for African American students in middle and high schools fell 27% and out-of-school suspensions fell 37% for the same group. Additionally, referrals and suspensions fell for the district overall. By reviewing their data, AACPS could clearly identify where improvement was necessary and what changes were required to ensure that their disciplinary policies and practices are applied fairly, consistently and effectively.
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EFFECTIVE SCHOOL DISCIPLINE GUIDE
STEP 3
EVALUATE EVIDENCE-BASED ALTERNATIVES
With so many programs that come and go, it can be difficult to identify what will work best for your school or district. However, there several best practices that have been shown to be effective as it takes into consideration different needs and the overall school environment.
RESOURCES Positive Behavior Interventions and Supports (PBIS): www.pbis.org PBIS Maryland: www.pbismaryland.org Institute for Restorative Practices (IIRP): www.iirp.edu
In developing your new approach to discipline, implement policies, practices and programs that: • Involve all students • Provide support and guidance to staff • Promote positive behavior • Prevent misbehavior • Exercise discretion and match consequences to the seriousness of the offense • Provide a range of supports and interventions • Apply policies and practices consistently and comprehensively
Safer Saner Schools: www.safersanerschools.org
• Create a safe and supportive school climate
Safe Schools Healthy Students: www.sshs.samhsa.gov
DEVELOP A FRAMEWORK
National Center on Safe Supportive Learning Environments: safesupportivelearning.ed.gov Contextual Fit Rubric: www,pbis.org
• Increase educational opportunities
Effective discipline is more than just adding another program. No one program can be the panacea for school discipline as every student has different needs and no one program can meet all of them. Instead of relying on a one-size-fits-all model, employ a variety of interventions and supports across the entire school community. To ensure every student’s needs are met, develop a framework to guide the reform process and organize the range of interventions available at your school.
EVALUATE THE EVIDENCE BASE AND “FIT” OF NEW PRACTICES Each school has different needs, staffing patterns, capacities, and resources. When selecting an alternative program or practice, make
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EFFECTIVE SCHOOL DISCIPLINE GUIDE
“ Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible.” pbismaryland.org
sure it is a good “fit” for your school. Consider whether research has shown the program to be effective and under what conditions and whether those conditions mirror those in your school. Also evaluate who the program targets, what type of training will be needed and how it will be implemented. The Contextual Fit Rubic provides a good framework for evaluation. The video, Building a Positive School Climate, also provides some valuable insight.
VIDEOS Foster a positive school climate
IDENTIFY PREVENTIVE PRACTICES Successful discipline policies are proactive. Promote positive behavior and prevent student misbehavior by creating a supportive school climate with these ideas: • Peace or decision-making rooms: Create a designated space where students can stop to reflect, receive counseling from a peer or teacher and work out conflicts.
www.edweek.org Beyond Zero Tolerance
• Academic Achievement Nights: Invite parents, students and teachers to come together with a focus on student achievement—work on homework, talk with teachers and parents and identify problems and solutions. • Student-staff competitions: Build teacher, student and staff relationships by creating opportunities for fun. This can be anything from student vs. staff sports events to co-producing musical or drama productions. • Referral-free activities: Reinforce positive behavior by holding activities for students who have displayed positive behavior such as dances, field trips, pizza parties, etc.
www.youtube.com
Continued >
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EFFECTIVE SCHOOL DISCIPLINE GUIDE
STEP 3
EVALUATE EVIDENCE-BASED ALTERNATIVES, continued
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL AND POSITIVE BEHAVIOR SUPPORT The most effective approaches to improving discipline and behavior include creating a tiered model of support that is clearly understood by staff and students. Setting a school climate with high expectations is the base of the model and helps resolve many issues before they begin. As the need for further interventions increases, providing flexibility and options for staff to utilize allows for creative solutions that corrects behaviors and keeps students in the classroom.
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TERTIARY PREVENTION: • Specialized • Individualized • Systems for Students with High-Risk Behavior
SECONDARY PREVENTION: • Specialized Group • Systems for Students with At-Risk Behavior
PRIMARY PREVENTION: • School/Classroom-Wide Systems for All Students, Staff, and Settings
Graph used with permission from PBIS
EFFECTIVE SCHOOL DISCIPLINE GUIDE
“ A t the end of the day, no single system—not law enforcement, the courts, health services, departments of children and families, schools, or others—is exclusively responsible for the students who are repeatedly suspended or expelled. Instead, all of these systems have a role to play in supporting these students, their families, teachers, and the communities where they live.” Supportive School Discipline: A Snapshot from Safe Schools/Health Students Initiatives
IDENTIFY ALTERNATIVES TO SUSPENSION AND EXPULSION Student misbehavior is going to occur. Help students address the underlying causes of their offenses with alternatives to suspension and expulsion that create behavioral, social and academic learning opportunities. Keep kids in school and learning with these alternatives: • Restorative practices: Support students while teaching responsibility. Restorative practices address conflicts by facilitating opportunities for students to work together to process the disruption, address the underlying cause, take responsibility for their actions and make amends. • Intervention rooms: Initiate opportunities for students and staff to work together to identify and solve problems that may be underlying behavioral issues.
• Friday afternoon detentions: Much like ISS, Friday afternoon detention creates a time to work and reflect. To make the most of this time, have students write or talk about why they received detention and what they can do about it. • Community service: Consider requiring community service time as an alternative to out-of-school suspensions. One example is Parkland Middle School’s Saturday Work Alternative Program (SWAP) where students are required to spend a Saturday working on school improvement projects. • Parent involvement: Invite parents to be involved in their child’s behavior. Alternatives to suspension can include parents shadowing their child for a day or participating in ISS or Friday detentions.
• In-school suspensions (ISS): Keep students in school and engaged with in-school suspensions. ISS helps students achieve academically and supports positive behavior. Beyond merely a place for work, effective in-school suspensions create an open environment for students to discuss both academic and personal struggles.
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EFFECTIVE SCHOOL DISCIPLINE GUIDE
STEP 4
IMPLEMENT PROGRAM AND PROFESSIONALLY DEVELOP STAFF
The success of new policies and practices relies on sustainable implementation and ample professional development opportunities.
RESOURCES Comprehensive Implementation Blueprint: www.pbis.org Key Classroom Management Strategies: www.pbis.org Seeds of Change: Disciplined Growth and Shared Responsibility: www.nassp.org
SOME STEPS IN THE IMPLEMENTATION PROCESS CAN INCLUDE: Engaging leadership throughout the implementation process. Garner the support of school board members, superintendents, principals and assistant principals. School and district leadership play a large role in defining school culture and can facilitate the implementation of new policies and practices. Preparing for the integration of new practices. Assess existing resources, funding streams and structural supports; develop policies, staffing structures and professional development activities to support the adoption of new practices. Conducting initial implementation on a small scale. This allows time to assess outcomes and make course changes as necessary before moving into full operation of the new practices. During the initial implementation, assess the effectiveness and efficiency of the new programs and the implementation process. Fully implementing new policies and practices. Finalize staffing patterns, operational procedures and measures of practice expertise and fluency. Coordinate new practices with existing initiatives and finalize data collection and evaluation procedures.
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EFFECTIVE SCHOOL DISCIPLINE GUIDE
“ I made a decision that first year to end school wide detentions. As you can imagine, this decision was not greeted with great enthusiasm by the staff. Rather than keep students after school, teachers began to find alternative solutions, and their relationships changed.” Principal Ned Kirsch, Essex Middle School, Essex Town School District, VT
SUPPORT SUSTAINABILITY THROUGH ONGOING PROFESSIONAL DEVELOPMENT OPPORTUNITIES Conduct widespread trainings on the new policies and procedures. Train all school staff for a school-wide scope and consistent application of new practices; include all counselors, nurses, teachers and administration. Cross-train with school resource officers, law enforcement officials, service providers, and community partners to establish consensus and widespread support for new policies. Provide teachers with the tools they need to succeed. Teachers are often the “front line” in addressing student behavior and need ample and ongoing professional development opportunities. Provide frequent trainings on subjects such as classroom and behavior management, de-escalation techniques, cultural awareness, conflict resolution and restorative practices. Help new knowledge translate into the classroom by facilitating consistent mentoring and in-class coaching opportunities. It is important to recognize that staff may be resistant at first but many districts that have implemented effective school discipline policies and practices have seen teachers come around as student behavior improved. Build leadership capacity. Effective implementation recruits teachers and administrators to champion new policies and practices. Teacher leaders facilitate the transfer of new knowledge by modeling new skills, serving as mentors for their colleagues and providing support to new teachers, staff and school leadership.
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EFFECTIVE SCHOOL DISCIPLINE GUIDE
STEP 5
MONITOR YOUR PROGRESS
Implementation and integration of new practices is an ongoing, dynamic process. Effective discipline approaches utilize robust reporting systems to consistently examine the impact on student outcomes and make data-driven decisions.
RESOURCES Evaluation Blueprint: www.pbis.org National High School Center Webinar Series: Assigning Students to Appropriate Interventions. www.betterhighschools.org
Elicit frequent feedback from stakeholders. Incorporate opportunities for policy and practice to inform one another. Do teachers feel prepared and supported in implementing the new policies? Have there been ample professional development opportunities? Are policies clearly and consistently communicated? Do students feel safer and more supported in school? Evaluate program fidelity. Many programs have been shown to be effective at improving student behavior when implemented according to its initial design and purpose. To what degree are programs being implemented with fidelity? Are new discipline practices being used appropriately and as designed? Consider conducting self-assessment surveys among school staff to monitor the use of new skills and practices. Review indicators of student success. Are offenses, consequences and outcomes clearly defined? Is there visible change occurring in your school? Are student outcomes improving? Are there lower rates of referrals, suspensions and expulsions? Have there been increases in student attendance and academic achievement? Is progress occurring at an acceptable rate? Assess disproportionality. Are all students benefiting from new policies and practices? If not, what students are not showing progress? Do disproportionate numbers of suspensions and expulsions persist? Make course changes. Using school data and stakeholder perspectives, evaluate the challenges and successes of your new discipline policies. When necessary, adapt practices to better improve student outcomes.
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EFFECTIVE SCHOOL DISCIPLINE GUIDE
RESOURCES
DATA EVALUATION CHECKLIST
Implementation and integration of new practices DIRECTIONS: Look at your numbers and survey the school population to assess the current school climate and state of
is an ongoing, dynamic process. Effective discipline
disciplinary practices in your school or district. Use the following checklist to make sure you cover all your bases.
approaches utilize robust reporting systems to REVIEW
DATA
DATA ELEMENT
consistently examine the impact on student DATE SOURCE
OVERALL NUMBERS
outcomes and make data-driven decisions.
1. What is the total duplicated and un-duplicated number of referrals, suspensions, expulsions and school-based arrests? 2. What is the duration of suspensions? 3a. How have your numbers fluctuated over the years? 3b. Were there any policy, staff, leadership or other changes that might explain the fluctuation? DISPROPORTIONATE IMPACT 1a. How do the overall numbers vary across ethnicity, gender, socio-economic status, ability and grade level? 1b. How do these numbers compare to your overall demographics? 2. Are some groups of students being referred, suspended or expelled more frequently than others? 3. Are some groups of students receiving harsher punishments for same or similar infractions than others? 4. Are discipline practices applied fairly and consistently? 5. Do your disciplinary policies allow the use of discretion? TYPE, TIME AND PLACE OF INFRACTIONS 1. How do the overall numbers vary by type of offense? 2. Do some offenses occur more often than others? 3. Where do offenses occur? 4. Do referrals peak at any point during the day or school year? 5. Has a comparison been made between individual staff members and rates and types of referrals? SCHOOL CLIMATE AND STUDENT ACHIEVEMENT 1. Do students feel safe, welcomed and a sense of community? 2. Does staff feel safe, welcomed and a sense community? 3. Are school policies explicitly defined and clearly communicated? 4. Are school rules and regulations understood and accepted by students, staff, parents, etc.? 5. What is the state of student-teacher, school-caregiver and teacher-school relationships? 6. How does your discipline data correlate with other indicators of student success such as academic achievement, dropout and absenteeism rates?
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EFFECTIVE SCHOOL DISCIPLINE GUIDE
RESOURCES
EFFECTIVE SCHOOL DISCIPLINE CHECKLIST DISCIPLINE DATA CHECKLIST
DIRECTIONS: Use this checklist to guide your efforts towards cultivating a safe and supportive learning environment for all students.
COMPLETION STATUS: (In Progress, Completed, Ongoing) CONSISTENT AND MEANINGFUL COLLABORATION 1. Engage a diverse and inclusive set of stakeholders throughout the reform process. 2. Create opportunities for parent and student input. 3. Develop leadership and shared ownership of school climate among students. 4. Work with outside agencies to streamline services for students and families. DATA-DRIVEN DECISIONS 1. Review existing data and assess your current strengths and weaknesses. 2. Talk to students, parents and teachers about their experiences. 3. Consider the role of race, ability, gender and socio-economic status in the disciplinary process. 4. Embrace a commitment to eliminating disproportionality. 4. Apply discipline practices fairly and consistently. 5. Allow the use of discretion in the development of disciplinary policies. EVIDENCE-BASED ALTERNATIVES 1. Promote positive behavior and prevent misbehavior among all students. 2. Provide a continuum of supports, interventions and alternatives to suspension and expulsion. 3. Apply discretion in assigning disciplinary actions. 4. Reserve out-of school suspensions and expulsions for only the most serious of offenses. 5. Cross check individual staff members, rates, and types of referrals. CAPACITY-BUILDING 1. Support teachers and staff with ample professional development, coaching & mentoring opportunities. 2. Establish staffing patterns and structural supports that integrate new practices. 3. Develop leadership capacity among students, teachers and school and district administration PROGRAM SUSTAINABILITY 1. Consistently monitor the progress of new policies and practices. 2. Develop a transparent and consistent referral process. 3. Elicit frequent feedback from stakeholders. 4. Frequently review indicators of student success. 5. Utilize data to make course changes as necessary.
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EFFECTIVE SCHOOL DISCIPLINE GUIDE
DATA SOURCES Civil Rights Data Collection Database, U.S. Department of Education, Office of Civil Rights: www.ocrdata.ed.gov/ Maryland Report Card: www.mdreportcard.org/ Maryland State Department of Education, Division of Accountability, Assessment, and Data Systems: www.marylandpublicschools.org
RESEARCH Are Zero Tolerance Policies Effective in the Schools? An Evidentiary Review and Recommendations. American Psychologist, 63(9), 852–862. American Psychological Association Zero Tolerance Task Force. (2008). (PDF; 96 KB) School Discipline and Academic Success: Related Parts of Maryland’s Education Reform. Maryland State Board of Education. (2012). (PDF; 3.7 MB)
PRACTICE Rethinking School Discipline: Strategies at Work in Schools Today. [PowerPoint slides]. Education Week. (2013). (PDF; 1.1 MB) Culturally Responsive Practice for Student Success: A Regional Sampler. Northwest Regional Educational Lab. Portland, OR. Klump, et al. (June 2005) (PDF; 303 KB)
The Safe and Responsive Schools Project: A School Reform Model For Implementing Best Practices In Violence Prevention. In S.R. Jimerson & M.J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice. (pp. 631-650). Mahwah, NJ: Lawrence Erlbaum Associates. Skiba, R.J., Ritter, S., Simmons, A.B., Peterson, R., & Miller, C. (2006). (PDF; 2.5 MB) Making the Case for Positive Approaches to Discipline. Supportive School Discipline. (2013). www.safesupportivelearning.ed.gov/ Alternatives to Traditional School Discipline: The Multi-Tiered Behavioral Health Prevention Framework. Supportive School Discipline. (2013). www.safesupportivelearning.ed.gov/ Defining Restorative. IIRP Graduate School. Watchtel, T. (2012). (PDF; 400 KB) Supportive School Discipline: A Snapshot from Safe Schools/Healthy Students Initiatives. National Center for Mental Health Promotion and Youth Violence Prevention. www.sshs.promoteprevent.org (PDF; 496 KB)
ADDITIONAL RESOURCES The Equity Project at Indiana University: www.indiana.edu
Lincoln High School in Walla Walla WA, Tries New Approach to School Discipline—Suspensions Drop 85% (2012). www.acestoohigh.com
Alternatives to Traditional School Discipline: The Multi-Tiered Behavioral Health Framework. Jolivette, K. & Nelson, M. (2013). Handout. (PDF; 184 KB)
National High School Center Early Warning Systems: www.betterhighschools.org/ews.asp
All pdf downloads can also be accessed at www.acy.org
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ADVOCATES FOR CHILDREN AND YOUTH is the
only statewide multi-issue child advocacy nonprofit organization in Maryland. We champion child welfare, education, health and juvenile justice issues affecting children from birth to 21 years old. ACY’s mission is to identify problems, promote policies and programs that improve results for Maryland’s children in measurable and meaningful ways and evaluate the effectiveness of programs and policies for the state’s children and youth.
WRITERS David Beard, Education Policy Director, dbeard@acy.org Megan Lucy, Policy Associate, mlucy@acy.org EDITOR Carol Walker, Communications Director, cwalker@acy.org Publication made possible through a generous grant from the Open Society Institute.
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info@acy.org
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BALTIMORE 8 Market Place, 5th Floor, Baltimore, MD 21202 SILVER SPRING 8720 Georgia Avenue, Suite 303, Silver Spring, MD 20910 20 ADVOCATES FOR CHILDREN AND YOUTH 2013
www.acy.org
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410.547.9200 301.585.5333