The PBIS Indiana Resource Center is a statewide network of Culturally Responsive Positive Behavioral Interventions and Supports that infuses culturally responsive practice into the evidence-based PBIS framework.
This center works with emerging model sites and school districts addressing issues of disproportionality, as well as providing on-site and web-based professional development opportunities throughout the state.
Making information on effective disparity-reducing interventions and programs accessible to schools and communities is a critical need. As we continue to learn more about the negative effects of school suspension and expulsion, local educators, community organizers, and policymakers are increasingly seeking information about effective alternatives. This project, supported by the Open Society Foundations, seeks to fill gaps in our knowledge of disparity-reducing efforts, providing educators, advocates and policymakers information on exemplary programs: How some school communities are implementing a range of programs and interventions to reduce suspension and expulsion, and disparities in those punishments.
We interviewed representatives of schools, school districts, and local community organizations across the country engaged in school discipline reform to reduce disciplinary disparities. The results, presented in the following series of initiatives, programs, and advocacy effort descriptions on this page, provide a cross-section of exemplars throughout the nation that have intentionally worked to reduce disparities in discipline. The results described for these programs suggest that, not only is change possible, but that it has the potential to positively affect school rates of discipline, school climate, and even academic achievement.
The Kellogg Project
The Kellogg Project, co-led in partnership with the Center for Civil Rights Remedies at UCLA, seeks to challenge school practices contributing to the school-to-prison-pipeline by informing policy makers and local educators of demonstrated effective practices that promote equitable discipline outcomes.
Using national- and state-level discipline data to identify schools and districts with significantly smaller racial gaps for school discipline, the project will examine the successful strategies that have enabled these schools and districts to reduce suspensions and racial gaps in both discipline and achievement.
By partnering with state and local civil rights advocates and community organizations, information on these positive effective practices will be disseminated to provide a powerful tool for community organizers, educators, and civil rights groups advocating for more equitable school discipline practices.
The goal of the project is:
- to identify a clear picture of what equitable discipline practices look like
- to explore what challenges may be faced in reform, and
- to encourage replication of these positive practices on a wider scale and in communities that need it the most.