Indiana University Bloomington
The Equity Project
Center on Education and Lifelong Learning (CELL)
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Improving School Behavior and Discipline

In 2009, the Indiana Legislature passed HEA 1419, which requires the Indiana Department of Education (IDOE) to develop a model evidence-based plan for improving discipline and behavior within schools.  A deadline of July 1, 2011 was set for school corporations to develop their goals for implementing their evidence-based model discipline plan over a three year period. HEA 1419 outlines seven components which are requirements of the model plans.  For more information on these components and the IDOE's requirements around submitting model discipline plans, please visit their HEA 1419 site: http://www.doe.in.gov/student-services/improving-school-behavior-and-discipline.

In order to assist with the development of these plans, the modules on this page consist of both a viewable web module addressing components of HEA 1419, as well as a set of resources for additional information on relevant topics.  A PDF of the slides for each module is available for download. We recommend viewing the modules in the following order:

Module A: Zero Tolerance, Suspension, Expulsion, and Alternatives.
(Corresponds to Components 3 & 6 of HEA 1419)

  • What do we know about the effectiveness of school exclusion?
  • How can zero tolerance best be used when it has to be?
  • What are the effective alternatives to zero tolerance?
    • To comply with applicable laws and
    • To avoid inappropriate referrals to juvenile justice agencies.

Module B: Improving Safe School Planning and Classroom Management: Positive Behavior Supports
(Corresponds to Component 1 of HEA 1419)

  • Provides an introduction to Schoolwide Positive Behavior Interventions and Supports
  • What is Schoolwide Positive Behavior Interventions and Supports (SW-PBIS)?
  • How can SW-PBIS be implemented to improve student outcomes?

Module C: Using Data to Improve Discipline.
(Corresponds to Component 7 of HEA 1419)

  • What kinds of discipline data are needed?
  • How can data be used to improve school disciplinary practices, including:
    • Addressing inappropriately high rates of suspension or expulsion and
    • Disaggregating data on the basis of race and ethnicity to determine the existence of disproportionality.

Module D: Improving Access to Family Strengthening Programs
(Corresponds to Component 4 of HEA 1419)

  • What is family engagement?
    • What are the benefits of family engagement?
    • How can family engagement be increased?
  • What is family strengthening?
    • How can access to family strengthening programs be increased?

Module E: Improving Mental Health Services
(Corresponds to Component 2 of HEA 1419)

  • Provides an introduction to the importance of school-based mental health services.
  • What are school-based mental health services and what do they look like?
  • What do schools need to begin developing a school-based mental health program?

Module F: Improving Communication, Coordination, and collaboration among schools
(Corresponds to Component 5 of HEA 1419)

  • How can schools improve interagency collaboration?
  • Provides an introduction to Systems of Care and the Wraparound Process


Guidance Videos

from the Indiana Department of Education

Disproportionality in Education
HEA 1419 Guidance
Culturally Responsive PBIS
PBIS's Impact on Academics, Family Involvement, Dropout Rates, and Least Restrictive Environment

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