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School Climate and Culture

Dear Colleague: Guidance on Ensuring Equity and Providing Behavioral Supports to Students with Disabilities

From the press release: This guidance "emphasizes the requirement that schools provide positive behavioral supports to students with disabilities who need them. It also clarifies that the repeated use of disciplinary actions may suggest that children with disabilities may not be receiving appropriate behavioral interventions and supports."

PBIS Implementation Blueprint and Self-Assessment

From the site: "The purpose of the Positive Behavioral Interventions and Supports Implementation Blueprint is to guide leadership teams in the assessment, development, and execution of action plans. The outcome is the development of local capacity for sustainable, culturally and contextually relevant, and high fidelity implementation of multi-tiered practices and systems of support."

Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers

From the site: "The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students. These tools can help teachers capitalize on instructional time and decrease disruptions, which is crucial as schools are held to greater academic and social accountability measures for all students"

Safety Without Suspension

This article mentions many schools that are reducing their number of suspensions and expulsions through a comprehensive approach called School-wide Positive Behavioral Support. This approach is based on the assumption that when educators across the school actively teach, expect and acknowledge appropriate behavior, the proportion of students with serious behavior problems decreases and the school’s overall climate improves.

Policy Equity Analysis Toolkit

The purpose of this toolkit is to provide a comprehensive set of resources, tools, and processes for engaging in an equity-oriented policy review and analysis. Users will engage in learning about a process for engaging in reviewing and critiquing systemic policies. Examples of what critical conversations about policy sound like are presented, as well as tools to support users in designing and implementing an equity-oriented policy review process in their local setting.

Reconsidering the Alternatives: The Relationship Between Suspension, Disciplinary Alternative School Placement, Subsequent Juvenile Detention, and the Salience of Race

Due to the ever increasing numbers of young people and particularly African-American youth entering the juvenile justice system, the need for research that explores the relationship between schooling experiences and entry into the juvenile justice system is grave. The findings in this study illustrates the need for a shift in focus from the deficit thinking about individual children deemed “disruptive” to how school systems contribute across time to the school to prison pipeline and what school systems can do to prevent children from entering the pipeline.

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