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Targeted Grade Levels:  High School (9-12th grade)  

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Targeted Grade Levels:  High School (9-12th grade)  

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The population I’d like to focus on is the local public high school students from 9th – 12th grade, so they will be around 14-20 years old.  There are about 2,266 students in these grades (OSPI, 2012).  There is a 99% graduation rate, though only 86% meet ELA standards; 55% meet math standards, and 27% meet science standards (OSPI, 2012).  The individuals less likely to graduate are unhoused, English language learners, and those with disabilities (OSPI, 2012).  The overall student population is 48% female, 51% white, 23% Asian, and 14% Hispanic or latinx (OSPI, 2012).  20% are low income; 2% unhoused, 5% were English language learners, and 9% have disabilities (OSPI, 2012).

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School Violence and Out of School Exclusionary Discipline Action 

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School Violence and Out of School Exclusionary Discipline Action 

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School violence is sadly, not an uncommon topic, particularly lately after the most recent large school shooting in Michigan.  Especially after the pandemic, isolation, and increased family stressors due to job instability and financial stress, conflict resolution within school is taking on vital importance (Garner, 2008; Meckler & Strauss, 2021).  Incorporating a school-wide curriculum within classrooms, and teaching conflict resolution within students has been shown to have immense gains in reducing school discipline (Johnson & Johnson, 1996; ASCA, 2019).

Some schools respond to the threat of school violence, or disruption, through exclusionary discipline- which takes students out of the classroom through suspension or expulsion (Luster, 2018).  This may solve an immediate problem, but it does not come without a cost, to the student.  Exclusionary discipline practices do not improve student behavior, make schools safer or foster a learning environment according to a recent study (Luster, 2018).  When a school utilizes (potentially subjective, and perhaps biased) exclusionary discipline, the students disconnect from school, have an increased risk for dropping out of school, higher levels of violence, greater likelihood of being involved in the criminal justice system, and don’t feel heard or understood (Luster, 2018).  The real issues are not addressed, the connection with school is potentially permanently disrupted, and learning is broken up as well (Luster, 2018).

At the Henry Jackson High School, Mill Creek, WA, the individuals seen most for out of school exclusionary discipline actions for the 2019-2020 school year (pre-pandemic; all reports above indicate these rates have gotten much higher) are broken down by student demographics and characteristics.  The largest discipline rates were 9% of Black students, 3.5% male, 4% two or more races, and 2% white students (OSPI, 2021).  The highest discipline rates for different characteristics were 7% English language learners, 6% unhoused, 5% low income, and 7% students with disabilities (OSPI, 2021).  Most had one day or less out of school due to discipline action.

Instead of resorting to exclusionary discipline, the school can explore other disciplinary options, ensure that if a suspension is utilized, learning can continue, and create a panel that reduces any possibility for bias (Luster, 2018).  When specific standards (that students and parents understand) are met, the exclusionary discipline can be utilized, but this would be in conjunction with working with a school counselor and administrators through restorative programs (Luster, 2018).

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ASCA. (2019).  The School Counselor and Prevention of School-Related Gun Violence.  Retrieved from: https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Prevention-of-School-Rela

Garner, N. E.  (2008).  Conflict Resolution Programs in the Schools.  Retrieved from: https://www.counseling.org/resources/library/aca%20digests/acapcd-19.pdf

Johnson, D. W., & Johnson, R. T. (1996). Reducing school violence through conflict resolution training. NASSP Bulletin, 80, 11–18. https://doi.org/10.1177/019263659608057903

Luster, S. (2018).  How Exclusionary Discipline Creates Disconnected Students.  Retrieved from:  https://www.nea.org/advocating-for-change/new-from-nea/how-exclusionary-discipline-creates-disconnected-students

Meckler, L. & Strauss, V.  (2021, October 26).  Back to School has Brought Guns, Fighting, and Acting Out.  Retrieved from the Washington Post:  https://www.washingtonpost.com/education/2021/10/26/schools-violence-teachers-guns-fights/

Washington Office of Superintendent of Public Instruction. (WA OSPI).  Henry M. Jackson High School, Everett School District Report Card.  Retrieved from:  https://washingtonstatereportcard.ospi.k12.wa.us/ReportCard/ViewSchoolOrDistrict/102466

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Balancing appropriate discipline with school safety, classroom effectiveness, and positive outcomes for students is a daunting task for teachers and administrators everywhere. Many schools continue to rely on exclusionary discipline, removing students from the classroom through suspension or expulsion for various innfractions. The damaging long-lasting effects of "zero tolerance" has gotten more attention over the past few years, sparking a movement among many schools to move away from these practices and focus more on social-emotional learning, restorative practices, and positive behavioral interventions.

The Center for Promise, the research institute of America's Promise Alliance, recently analyzed how and why students become disconnected from school after facing harsh disciplinary action. The findings can be found in a new report, Disciplined and Disconnected: How Students Experience Exclusionary Discipline in Minnesota and the Promise of Non-Exclusionary Alternatives.

"The reality is that exclusionary discipline practices do not make schools more conducive to learning, do not help improve student behavior, and do not make schools safer. But these practices do force youth off-track," says Dr. Jonathan Zaff, executive director of the Center for Promise.

The Center studied three school districts in Minnesota that had previously relied on suspensions and expulsions, interviewing 38 middle and high school students who had experienced these exclusionary practices. What the researchers found was that kids wanted to be engaged in school, but felt that the administration and penalization methods inhibited them from doing so.

"When students don't feel heard or understood, that leads them to check out and disconnect not only from school, but their future. That is a terrible and unnecessary result," explained John Gomperts, president and CEO of America's Promise

Students who faced exclusionary treatment, the study found, felt silenced, undervalued, and misunderstood.

"All you got to do is get suspended one time and you're labeled," said one student interviewed for the study. "I see it, like they follow the same kids around, like everybody knows, hey, those are the bad kids...."

Another student commented, "It's really dumb, 'cause my grades dropped because of it. I missed a lot of school. It was really stupid, and it didn't even happen during school... They didn't give me any of my work... I got suspended on finals. I didn't get to take them..."

When students don't feel heard or understood, that leads them to check out and disconnect not only from school, but their future. That is a terrible and unnecessary result."

In analyzing student and administrators' thoughts on the matter, the Center concluded that kids who were suspended or expelled were more likely to drop out and disconnect from their education for three reasons: the true root of the problem was not addressed, their learning was interrupted, or the students did not feel valued or connected to their school community. Additionally, students of color are disproportionally targeted by the exclusionary practices.

To reform their disciplinary system, the Minnesota districts decided to listen to students' perspectives on discipline, make sure they know their rights and school rules, build trust between administrations and family, provide opportunities for students to make academic progress while disciplined, and invest more in research on non-exclusionary discipline.

As in many other districts across the nation, the communities in Minnesota found that students were being suspended for infractions that were not serious enough to warrant harsh discipline.

"Not only have suspensions and expulsions been disproportionately applied in Minnesota, but nearly half of suspensions and exclusions in schools are for minor, non-violent student behaviors that did not endanger others," said GradMinnesota Director Alexis Goffe of the Minnesota Alliance With Youth. "What we've learned is that, without clear and objective standards, students may be subject to individual school personnel biases about what constitutes disruption."

The National Education Association is a vocal proponent of improving disciplinary policies and has promoted bringing restorative justice programs to more schools. At the 2016 NEA Representative Assembly, educators approved a policy statement calling for a campaign of awareness and advocacy to address and end the school-to-prison pipeline.

In 2016, Dallas-NEA worked with the Dallas school districts to implement restorative programs in six of the schools across the city. They used methods like "circling,"which brings students and teachers together to discuss behavioral problems and lets the kids explain themselves and be heard.

Dallas educators found that when students feel heard, they are more likely to abide by the rules and engage in their learning process.

"This effort has focused on students building relationships with teachers in the hopes that in these relationships, problems can be addressed and solved before they become bigger issues" says David Griffin, a teacher in Dallas.

In Dallas, the rates of in school suspension dropped by 70%.

School districts across the country are following suit, turning to restorative justice and other programs that foster understanding and communication over excluding students from classrooms.

"If we want more students to stay on a path to graduation," says John Gomperts, "schools should consider a non-exclusionary approach to their discipline practices and policies to make sure they're not doing more harm than good."

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How Exclusionary Discipline Creates Disconnected Students | NEA

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Balancing appropriate discipline with school safety, classroom effectiveness, and positive outcomes for students is a daunting task for teachers and administrators everywhere. Many schools continue to rely on exclusionary discipline, removing students from the classroom through suspension or expulsion for various innfractions.

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Positive Behavioral Implementation and Supports (PBIS):  The Evidence

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Positive Behavioral Implementation and Supports (PBIS):  The Evidence

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Positive Behavior Interventions and Supports (PBIS) is a comprehensive support system with multiple tiers that has been used in over 25,000 schools and is large enough to have several meta-analysis showing statistically significant results (Lee & Gage, 2020; Gage, Whitford & Katsiyannis, 2018).  It has been proven to significantly reduce out of school exclusionary actions, and increase academic achievement (Lee & Gage, 2020; Gage, et al., 2018).  This is important, as students that receive exclusionary measures are isolated, and potentially put back into at risk environments; they have increased dropout rates and an increased risk of heading towards incarceration (Gage, et al., 2018).

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PBIS has three tiers.  The first relies on collaboration from the school leadership and students (PBIS, n.d.).  Teachers can implement this, with a focus on creating behavioral expectations particularly in 9th graders (PBIS, n.d.).  This tier also reinforces the school-wide positive behavioral expectations (Gage, et al., 2018).  The second tier focuses on improving attendance and academic performance, and can utilize small groups with students that are referred to them for targeted interventions including mentoring, social skills lessons, positive reinforcement of behavior multiple times a day, and increased awareness of emotions and emotional regulation as well as increased academic supports (PBIS, n.d.; Gage, et al., 2018).

The third tier is a more individualized support, with a team of supporters (PBIS, n.d.).  The team includes a person providing behavior support (likely the school counselor), working with the family and individuals within the school to provide holistic, individualized behavior supports (Lee & Gage, 2020; PBIS, n.d.).

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Chanhassen High School PBIS Positive Behavior Intervention System

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The school counselor’s role in implementing this program starts with evaluation of this data-driven program meeting school needs, and continues through collaboration within implementation (ASCA, 2019).  The school counselor works with the administration at the school to change the culture and focus more on positive behavioral reinforcements, and with teachers and positive classroom management (PBIS, 2022; ASCA, 2019).  The school counselor also helps organize the small groups and their focuses in the tier two part, and collaborates with the family and school supports to identify resources and help with behavioral change in the third tier (ASCA, 2019; PBIS, 2022).

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Mindsets and behaviors addressed by PBIS

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Mindsets and behaviors addressed by PBIS

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M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M 2. Sense of acceptance, respect, support and inclusion for self and others in the school environment

M 3. Positive attitude toward work and learning

M 6. Understanding that postsecondary education and life-long learning are necessary for long-term success

B-LS 1. Critical-thinking skills

B-LS 2. Creative approach to learning, tasks and problem solving

B-LS 6. High-quality standards for tasks and activities

B-LS 7. Long- and short-term academic, career and social/emotional goals

B-SMS 1. Responsibility for self and actions

B-SMS 2. Self-discipline and self-control

B-SMS 6. Ability to identify and overcome barriers

B-SMS 7. Effective coping skills

B-SMS 10. Ability to manage transitions and adapt to change

B-SS 2. Positive, respectful and supportive relationships with students who are similar to and different from them

B-SS 3. Positive relationships with adults to support success

B-SS 4. Empathy

B-SS 5. Ethical decision-making and social responsibility

B-SS 6. Effective collaboration and cooperation skills

B-SS 9. Social maturity and behaviors appropriate to the situation and environment

Reference:
American School Counselor Association. (2019). ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: Author.

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Principal and administrators:  Implement school-wide climate and culture shift.  Focus on positive behaviors.

Teachers:  Implement positive classroom management skills.  Reinforce positive behaviors seen through day.  Refer students for tier two or three supports, as needed.

School counselors:  Collaborate with all stakeholders.  Ensure implementation of program and monitor for effectiveness.  Close-the-gap action plan, as noted by data.  Work with tier two groups by providing focus and facilitate small groups.  Work within the third tier by helping with individualized behavioral supports as a team with the family, within the school, and community referrals as needed.

Community:  work with referrals for students with tier three supports.

Family members:  understand the PBIS model, and use language and reinforce the behavioral advances made at school, within the home, if possible (this is mostly done through communication the school counselor or administrators send home, or through parent education events).

References:

American School Counselor Association. (2019). ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: Author.

Parker, C. B. (2014).  Stanford research shows that working together boosts motivation.  Retrieved from:  https://news.stanford.edu/news/2014/september/motivation-walton-carr-091514.html

PBIS. (n.d.).  High School PBIS.  Retrieved from:  https://www.pbis.org/topics/high-school-pbis

PBIS.  (2022).  Getting Started.  Retrieved from:  https://www.pbis.org/pbis/getting-started

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American School Counselor Association. (2019). ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: Author.

Chanhassen High School.  (n.d.).  PBIS.  Retrieved from:  https://cns.district112.org/our-school/pbis

Gage, N. A., Whitford, D. K., & Katsiyannis, A. (2018). A Review of Schoolwide Positive Behavior Interventions and Supports as a Framework for Reducing Disciplinary Exclusions. Journal of Special Education, 52(3), 142–151. https://doi.org/10.1177/0022466918767847

Lee, A., & Gage, N. A. (2020). Updating and expanding systematic reviews and meta‐analyses on the effects of school‐wide positive behavior interventions and supports. Psychology in the Schools, 57(5), 783–804. https://doi.org/10.1002/pits.22336

PBIS. (n.d.).  High School PBIS.  Retrieved from:  https://www.pbis.org/topics/high-school-pbis

PBIS.  (2022).  Getting Started.  Retrieved from:  https://www.pbis.org/pbis/getting-started

Stewart, N. (n.d.).  Lore Elementary School Counseling Department. Retrieved from:  https://www.ewing.k12.nj.us/domain/246