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Comprehensive Positive School Discipline Resource Guide

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Comprehensive Positive School Discipline Resource Guide Comprehensive Positive School Discipline Resource Guide Education Education provides the gateway to postsecondary success and ultimately for many students it is the "Too often we forget that opportunity to change the overall trajectory of one’s life. It is critical that all Indiana students have access discipline really means to to schools with culturally responsive practices and teach, not to punish. A policies, including equitable school discipline. disciple is a student, not a recipient of behavioral consequences." If you want to ~Dr. Dan Siegel change a child's behavior, you must connect before you correct. What's Inside? Introduction .....................................................2 Students In Need Code of Conduct ...............................................3 National Data Black boys still made up 25 percent of all students Peer Programming ...........................................6 suspended out of school at least once in 2015-16, and black girls accounted for another 14 percent, School Climate &Culture.................................8 een though they each only accounted for 8 percent of all students. Relationship Building Strategies....................10 Black students make up nearly a third of all students arrested at school or referred to la Bullying & Cyberbullying Prevention...........12 enforcement, but only 15 percent of oerall enrollment. SOURCE: U.S. Department of Education, Office for Civil Rights Data Collection, 1-16 Culturally Responsive Education...................14 State Data 34% of Indiana youth ages 0-17 hae eperienced Restorative Practices ......................................18 1-2 ACEs Aderse Childhood Eperiences. Nearly 1 in 6 hae eperienced 3 or more ACEs. FAQ: Empowering Educators........................22 SOURCE: Estimates from National Survey of Children's Health, 16 Approimately 21% of Indiana High School Collaboration with Community Agencies......27 students hae a parent ho sered time in jail. SOURCE: IYI Kids Count Data, 1 Parents As Partners.........................................30 Approimately 19% of Indiana students ere bullied on school property. Re-Entry Resources ........................................34 SOURCE: Youth Risk Behavior Survey, 1 Specialized Strategies & Interventions..........35 Resource Guide Developed By: Dr. Brandie Oliver Associate Professor Butler University College of Education [email protected] In Partnership With: The folloing information represents resources aailable to educators. These resources are not affiliated ith the Indiana Department of Education, and the Department is not endorsing any of the resources listed. INTRODUCTION Eery student deseres a safe, accepting, nonjudgmental, and positie school climate that epects all students to succeed. To ensure our education enironments are proiding euitable teaching and learning enironments for all children, it is crucial all schools eamine their current policies and procedures to guarantee all students are being met ith care, compassion, and being taught in classrooms here their needs are not only met but also understood. Relationships need to be at the center of learning. Relationship-building beteen teacher and student, and student and student must be a priority in all schools, as eidenced by the need for people to connect. Youth suicide continues to rise, stress and aniety rates rise, as ell as teacher burnout. All of these items reflect the desire and need for people to connect. The time is no. While this guide's oerarching mission is to proide a plethora of tools to address Positie School Discipline, the main goal is to help improe the lies of Indiana students, educators, and families. 3 Specific Evidence-Based Components Relationship-Building Approach: Restorative Practices Seeral uniersal, schoolide interentions hae been proen effectie in improing school Comprehensive Social-Emotional Programs discipline and school climate as ell as connected to addressing the Structural/Systemic Interventions e.g., Culturally Responsive disproportionate discipline Positive Behavior Interventions & Supports, Codes of Conduct, etc. practices based on race. OVERVIEW This document proides a guide to assist schools and districts by proiding information, resources, and tools to further the deelopment of Positie School Discipline practices. The belo topics are included in the resource guide. Codes of Conduct Relationship Collaboration Building With Community Strategies Partners Peer Programs Bullying Trauma Parents As Prevention & Responsive Partners Intervention Education Cyber-Bullying Culturally FAQ: Freuently Prevention & Responsive Asked Questions Intervention Education 2 Codes of Conduct FRAMEWORK A code of conduct can be used as a tool to communicate principles and practices that go beyond the conseuences of misconduct and establish a clear system for positie behaior and a positie school climate. The code establishes procedures for building and maintaining a safe, respectful and positie school culture. Codes of Conduct need to be regularly reieed and used to determine areas for improement. School ide needs assessment and/or climate sureys proide data to use to identify areas to guide these discussions. [1] Participation of the hole school community in the deelopment of the schoolide code of conduct is crucial if positie discipline is to be successfully established and maintained throughout the school corporation. It is important to include as many of the folloing key stakeholders: Administration Teachers School Counselors, School Social Workers, and/or School Psychologists School Nurses School Resource Officers Students Families Community Stakeholders Model codes generally include the folloing four sections: 1 Introduction; 2 Rights and Responsibilities; 3 Preention, Interention and Disciplinary Responses; and 4 Policies and Procedures. INTRODUCTION In the introduction, it is ital to proide a clear rationale to "hy" the Code of Conduct has been deeloped, clearly stating the goals of the school district. Specifically, the school corporation needs to be transparent about the goals related to school climate and culture and the principles guiding the Code of Conduct document. Some schools hae also chosen to hae families and/or students sign this document, indicating they hae receied and reieed the Code of Conduct. The signature reuirement ould be placed in the introduction section if your school ould decide upon this option. RIGHTS & RESPONSIBILITIES This section needs to outline the district's philosophy and responsibility to proide an euitable, culturally responsie, and safe learning enironment for all students. Within this section, a detailed description outlining the responsibilities of all key members of the school community parents, students, teachers, principals, student serice professionals, and administrators ill adhere to the policies, procedures, and epectations of the school district as ell as federal, state, and local policies and las. Additionally, if the school district employs or utilizes police officers, security guards, or school resource officers, this section needs to address ho and to hat etent these officers ill be inoled in addressing the code of conduct issues. Key Questions: Rights & Responsibilities Ho ill the district ensure an euitable, culturally responsie, and safe learning enironment for all students? What are the roles and responsibilities of parents, students, teachers, school counselors, school police officers, principals, district-leel administrators, and community organizations supporting the school? What are the epectations for ho all these members ithin the school community ill uphold their roles and responsibilities? Ho ill indiiduals' rights be respected? [1] School Superintendents Association, and the Children’s Defense Fund, Frameork for Revising School District Codes of Student Conduct September 3 14. https://.aasa.org/uploadedFiles/Childrens_Programs/Code%of%Conduct_9.16.14.pdf Codes of Conduct Cont. PREVENTION, INTERVENTION & DISCIPLINARY RESPONSES Prevention Plan This section needs to include a systemic plan outlining ho each school ensures a positie school climate and culture. It needs to list the specific preention strategies, programs, and supports utilized by the district. An eample could be Culturally Responsie Positie Behaior Interentions and Supports CR-PBIS. Within this section, it is essential to describe the Multi-Tiered System of Support MTSS. Gie detailed descriptions of all programs, interentions, and strategies that schools or teachers are reuired to implement. MTSS is depicted as a three- tiered frameork that uses more intense actiities, interentions, and instructional approaches matched to student needs. It also focuses on creating ays for educators in the school community to ork ith students that are in need of etra support. Key Questions: Prevention What preention strategies, programs, and supports are implemented to teach prosocial skills and positie behaior for all students? Ho are these aboe programs implemented ith fidelity? Ho does the district kno these programs/interentions are effectie and euitable? Intervention Plan This section needs to include all interentions aailable to students and families, as ell as listing the reuired processes and procedures ithin the assigned interention. Restoratie practices hae been implemented as a positie discipline interention in seeral schools as a ay to focus on repairing relationships and resoling conflicts. Key Questions: Intervention What interention strategies and supports are aailable for all
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