Reforming School Discipline: Zero Tolerance, Suspension, Expulsion, and Alternatives
PBIS Indiana Resources
A list of alternative education programs. Look at Q. 7 to determine the type of program.
Rausch, M. Karega & Skiba, Russell (2006). Discipline, disability, and race: Disproportionality in Indiana schools Indiana University. CEEP Equity Project Policy Brief. Volume 4 (10)
Washburn, Sandy, Stowe, Kimberlee J., Cole, Cassandra M. and Robinson, James. (2007). Improving School Climate and Student Behavior: A New Paradigm for Indiana Schools. Indiana University. Center for Evaluation & Education Policy. Volume 5(9).
Skiba, Russell & Sprague, Jeffrey. (September 2008). Educational Leadership.
Losen, Daniel & Skiba, Russell. (2010). Suspended Education. Southern Poverty Law Center.
Offers an array of evidence based research articles on school discipline, school violence, and disproportionality in school discipline and special education.
Skiba, R.J., & Rausch, M.K. (2006). Zero tolerance, suspension, and expulsion: Questions of equity and effectiveness. In C.M. Evertson & C.S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1063-1089). Mahwah, NJ: Lawrence Erlbaum Associates.
Naitonal advocacy organization for a “fair and just multi-racial democracy”
National Dropout Prevention Center
Provides information on the Juvenile Detention Alternatives Initiative (JDAI). This program focuses on the juvenile detention component of the juvenile justice system and strives to promote changes to specific policies, practices, and programs that are ineffective when working with juvenile offenders.
APA Zero Tolerance Task Force Report
APA Zero Tolerance Task Force Report. (2008). Are Zero Tolerance Policies Effective in the Schools? American Psychologist.
Description of the Restorative Justice efforts that have been made by OJJDP, includes framework and program implementations.
Highlights Social and Emotional Learning (SEL) programs found to improve social-emotional skills, connection to school, positive social behavior, and academic performance.
Culturally Responsive Classroom Management Strategies. (2008). NYU Steinhardt Metropolitan Center for Urban Education.
Denver Program Puts Juvenile Offenders to Work
Highlights a successful program that in which juveniles participate by serving community service hours by removing graffiti from specific areas in the city.
Education on Lockdown: The Schoolhouse to Jailhouse Track (2005). Advancement Project.
NASP briefing paper outlining current research and legislation supporting alternative “best practice” strategies that support the safe education of all students.
Provides a variety of information regarding key elements of successful programs and “exemplary program” that have been shown to be successful in working with juvenile offenders.
Guide for Implementing the Comprehensive Strategy for Serious, Violent, and Chronic Juvenile Offenders
Provides a guide to help states, cities, and communities implement the Office of Juvenile Justice and Delinquency Prevention’s (OJJDP) Comprehensive Strategy for Serious, Violent, and Chronic Juvenile Offenders.
Language of the Federal Gun Free Schools Act
Metropolitan Center for Urban Education Technical Assistance Center on Disproportionality, New York University
Publications on understanding the root cause and systemically addressing the disproportionate assignment of various subgroups in special education.
Provides resources and information on programs aimed at implementing alternatives to zero tolerance policies
Organization that “helps schools integrate crucial social and emotional learning with academic instruction”.
Opportunities Suspended: The Devastating Consequences of Zero Tolerance and School Discipline Policies.
Opportunities Suspended: The Devastating Consequences of Zero Tolerance and School Discipline Policies. Report from a National Summit on Zero Tolerance. Washington, DC, June 15-16, 2000.
Violence-prevention curriculum that promotes social and emotional learning (SEL), character development, and bullying prevention.
Describes a range of practical programs and strategies for reforming school discipline and violence prveention, organized into a three-tiered model.
An in-depth analysis/review of the importance in implementing evidence based programs for juvenile offenders. Topics include “What works and what doesn’t,” “Standards for measuring effectiveness,” and Implementing Best Practices.”
Provides practical guidance on implementing a number of research-based strategies for improving student behavior.
Provides a variety of tools that can be used to assess school’s strengths and areas of concern including an inventory, questionnaire, worksheet, and survey.
Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs
Comprehensive manual outlining the purpose, theory, and implementation of Social and Emotional Learning programs.
School-wide Positive Behavior Support Implementers’ Blueprint and Self Assessment. (2004). OSEP Center on Positive Behavioral Interventions and Supports.
Schoolwide social emotional learning program with good research evidence on improving both social behavior and academic outcomes.
Social and Emotional Learning and Bully Prevention. (2009). Collaborative for Academic, Social and Emotional Learning.
The Brain Power Program
A program to reduce aggression in elementary school children.
Payton, John, Weissberg, Roger P., Durlak, Joseph A. Dymnicki, Allison B. Taylor, Rebecca D. Schellinger, Kriston B. & Pachan, Molly. (2008). The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students. Collaborative for Academic, Social, and Emotional Learning (CASEL).
The Safe and Responsive Schools Project: A school reform model for implementing best practices in violence prevention.
Describes the model and outcomes of the Safe and Responsive Schools Project, a national project implementing a comprehensive model of reform for school discipline and school safety. The model was implemented in a number of schools in Indiana.
Describes the measures used by the Safe and Responsive Schools Project to assess student, teacher, and parent perceptions of school safety.
Describes characteristics and components of alternative school programs and elements of effective alternative schools.
Highlights Boston’s efforts of decreasing youth violence by its implementation of a comprehensive strategy of Prevention, Intervention, and Enforcement. Successful results are discussed, contact information is also provided.