Reimagining Student Discipline in Schools

Outline

Session Content:

Introduction/Icebreaker (10 minutes)

Research on Exclusionary Discipline (5 minutes)

Overview of the School District of Philadelphia Discipline Team and Process (10 minutes)

Restorative Progressive Discipline (20 minutes)
- Principle 1: De-escalation is the first priority.
- Principle 2. The adult’s response impacts the
student’s response.
- Principle 3: Mending harm and restoring
relationships are the goals.
- Principle 4: Discipline requires instruction and
intervention.
- Principle 5: Intensive needs require specialized
support.

Small Group Discussions (20 minutes)

Recommendations (15 minutes)

Questions & Answer (10 minutes)

Supporting research

Cornell, D., Gregory, A., Huang, F., & Fan, X. (2013). Perceived prevalence of teasing and bullying predicts high school dropout rates. Journal of Educational Psychology, 105(1), 138–149.

Gray, A., Sirinides, P., Fink, R., Flack, A., DuBois, T., Morrison, K., & Hill, K. (2017). Discipline
in context: suspension, climate, and PBIS in the School District of Philadelphia. Research Report (#RR 2017–4). Consortium for Policy Research in Education, University of Pennsylvania. Retrieved from https://repository.upenn.edu/cpre_researchreports/106

Hendron, M., & Kearney, C. A. (2016). School climate and student absenteeism and internalizing and externalizing behavioral problems. Children & Schools, 38(2), 109-116.

LiCalsi, C., Osher, D., & Bailey, P. (2021). An empirical examination of the effects of suspension and suspension severity on behavioral and academic outcomes.

Losen, D. J., & Martinez, T. E. (2013). Out of school and off track: The overuse of suspensions in American middle and high schools. Civil Rights Project/Proyecto Derechos Civiles.

Losen, D.J., Ee, J., Hodson, C., and Martinez, T.E. (2015). Disturbing inequalities: Exploring the relationship between racial disparities in special education identification and discipline. In D. Losen (Ed), Closing the school discipline gap: Equitable remedies for excessive exclusion (pp. 89-106). New York: Teachers College Press.

McKinney, S. (2013). Truancy: A research brief. New York, NY: Vera Institute of Justice, Status Offense Resource Center.

Noltemeyer, A. L., Ward, R. M., & Mcloughlin, C. (2015). Relationship between school suspension and student outcomes: A meta-analysis. School Psychology Review, 44(2), 224-240.

Rosenbaum, J. (2018). Educational and criminal justice outcomes 12 years after school suspension. Youth & Society.

Skiba, R. J., Arredondo, M. I., & Rausch, M. K. (2014). New and developing research on disparities in discipline. Bloomington, IN: The Equity Project at Indiana University. Available at http://rtpcollaborative.indiana.edu/briefing-papers/