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About the Project



The Safe and Responsive Schools Project at the Indiana Education Policy Center is a model demonstration and technical assistance project dedicated to enabling schools and school districts to develop a broader perspective on school safety, stressing comprehensive planning, prevention, and parent/community involvement. The SRS Project, funded by a U.S. Department of Education Office of Special Education Programs grant, seeks to implement our best knowledge of school-wide behavior planning to develop and test a comprehensive model of systems change in school discipline.

The project is grounded in a preventive approach to behavioral planning that is emerging as the model most likely to successfully address the complexity of school discipline and school violence (APA, 1993; Pianta, 1990; Walker et al., 1996). The Safe and Responsive Schools Project emphasizes intervention at three levels to address issues of school violence and disruption: Creating a Positive Climate, Early Identification and Intervention, and Effective Responses.

We are currently working with 20 schools in two states to implement a preventive model of school discipline that significantly expands the array of options available to address school disruption and violence. The goal of the three year project is to develop a practical guide to school safety and discipline, containing a variety of empirically validated strategies for developing non-violent school communities in the areas of prevention, identification and assessment, and effective responses.

In the first year of the project, school-based teams composed of teachers, parents, and administrators engaged in a self study project to assess the adequacy of their school's responses to disruptive or violent behavior, and with the guidance of project staff, selected strategies for a preliminary school safety plan. In year two, participating schools implemented those selected components while monitoring the effect of changes on behavioral outcomes, especially for students with disabilities. Now, in year three, the guide has been distributed to a second group of national test sites for further evaluation of the usefulness and generalizability of the guide.

For further information on the project, please refer to the University of Nebraska-Lincoln Site.


* The contents of this website were developed in part under grant #H325N990009 from the Office of Special Education Programs, Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and no endorsement by the Federal Government should be assumed.


Last updated: 28 February, 2002
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