Equity in Student Discipline - Do: Decide on a plan and implement
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Student Discipline

Equity in Student Discipline

Do: Decide on a plan and implement

Each district—with input from families, students, staff, and community members—should develop a plan to address its discipline disparities and inform changes in policy and practice. Extensive research and resources exist to help districts and schools implement promising practices that promote equity in student discipline while keeping students in school.

General Research and Resources


Behavior Menu of Best Practices and Strategies provides best practices and strategies for addressing behavioral needs to improve student academic outcomes and can be used to support K–12 students served by the state’s Learning Assistance Program (LAP).

Student Discipline Best Practices Clearinghouse provides research-based best practices — academic and nonacademic — to help students who are subject to disciplinary action or working through reengagement make a positive transition to school life.

The School Discipline Consensus Report by the Council of State Governments Justice Center presents consensus-based and field-driven recommendations to improve conditions for learning for all students and educators, better support students with behavioral needs, improve police-schools partnerships, and keep students out of the juvenile justice system for minor offenses.

The Discipline Disparities Research-to-Practice Collaborative at Indiana University aims to improve knowledge of discipline disparities, encourage effective interventions, and offer practical, evidence-based recommendations for reducing disparities in discipline in schools.

The National Clearinghouse on Supportive School Discipline provides educators with the resources needed to facilitate the reduction of exclusionary discipline practices to stem the pipeline to prison and the implementation of supportive school discipline practice.

Directory of Federal School Climate and Discipline Resources (U.S. Department of Education)

 

School Climate and Prevention


Action Steps for Guiding Principle #1: Climate and Prevention (U.S. Department of Education)

School Climate Surveys and Reports (U.S. Department of Education)

Quick Guide on Making School Climate Improvements (U.S. Department of Education)

Learning Assistance Program (LAP) funds can be used to deliver supplemental services for reducing disruptive behaviors using OSPI’s menu of best practices to address disruptive classroom behaviors.

Readiness to Learn (RTL) is a program through which districts partner with community-based organizations to help learners at significant risk of not being successful in school. RTL supports students and families to reduce barriers to learning, strengthen engagement, and ensure that all children are able to attend school, ready to learn.

PBIS Technical Assistance Center provides technical assistance to improve the capacity of states, districts and schools to establish, scale-up and sustain positive behavioral interventions and supports (PBIS), with emphasis on the social, emotional and academic outcomes for students with disabilities.

 

Clear, Appropriate, and Consistent Expectations and Consequences


Action Steps for Guiding Principle #2: Clear, Appropriate, and Consistent Expectations and Consequences (U.S. Department of Education)

Directory of Federal School Climate and Discipline Resources (U.S. Department of Education)

The Student Discipline Task Force developed definitions and data elements that revise the collection of discipline data through CEDARS.

Discipline Due Process and Re-Engagement Plans are required by state law. The re-engagement process should be tailored to each student’s individual circumstances and should improve the likelihood that the student will be successful upon return to school.

Learning Assistance Program (LAP) funds can be used to deliver supplemental services for reducing disruptive behaviors using OSPI’s menu of best practices to address disruptive classroom behaviors.

PBIS Technical Assistance Center provides technical assistance to improve the capacity of states, districts and schools to establish, scale-up and sustain positive behavioral interventions and supports (PBIS), with emphasis on the social, emotional and academic outcomes for students with disabilities.

 

Equity and Continuous Improvement


Action Steps for Guiding Principle #3: Clear, Appropriate, and Consistent Expectations and Consequences (U.S. Department of Education)

Harvard Implicit Bias Test (IAT)

Understanding Implicit Bias (Ohio State University Kirwan Institute for the Study of Race and Ethnicity)

Test Your Implicit Bias with Science (PBS Independent Lens Blog)

Leadership for Equity Assessment & Development (LEAD) Tool (Education Northwest)

Coming Soon: Cultural Competence Content Outline


 

 

 

Need assistance?

Contact the Equity and Civil Rights Office
360-725-6162
TTY: 360-664-3631
equity@k12.wa.us

   Updated 9/12/2016

Old Capitol Building, PO Box 47200, 600 Washington St. S.E., Olympia, WA  98504-7200  360-725-6000  TTY 360-664-3631
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