As part of the expert blog series, Judge Corpening has responded to additional questions from readers and visitors to the Supportive School Discipline website regarding the School Discipline and Juvenile Justice reform efforts in North Carolina.
Creating the Conditions for Learning in School Crisis Intervention and Prevention
The School Crisis Intervention and Prevention module can serve as an invaluable tool for Administrators and Teachers looking to facilitate a healthy, stable, and safe learning environment for students.
Methods for Calculating Discipline Disparities
A variety of methods are used in schools and jurisdictions to calculate discipline disparities. This glossary discusses the most commonly used methods.
Conditions for Learning School Audit Tool
This tool offers district, school, parent and community group leaders an easy-to-use checklist to determine where their educational setting sits along a continuum of various conditions for learning based factors.
What School-Based Factors Contribute to Discipline Disparities?
The National Center on Safe Supportive Learning Environments has released Addressing the Root Causes of Disparities in School Discipline, a guide that provides tools and a process for practitioners to determine whether discipline disparities exist in their schools as well as to address them.
Social Marketing Toolkit
Our new toolkit is designed to build the capacity of change agents in local school communities to encourage school discipline reform by offering an ever-growing repository of resources on how to launch effective social marketing campaigns.
Kevin J. Bethel is a Deputy Police Commissioner in the Philadelphia Police Department, the 4th largest police department in the nation with 6,600 sworn personnel. He is presently in charge of Patrol Operations for the entire city. As part of his duties he oversees 21 Patrol Districts, Neighborhood Services Unit, Philadelphia School District Police, Police Athletic League and Community Relations Unit.
School security personnel are increasingly commonplace in Virginia’s public schools. There are two types. School resource officers (SROs) are certified law enforcement officers who are typically employed by local law enforcement agencies and assigned to provide coverage to public schools. School security officers (SSOs) are individuals employed by school divisions to maintain order and discipline in their assigned schools. To date, little analysis of school policing in the Commonwealth exists. This report aims to change that.
Dr. Shawn Ashworth has served in Anne Arundel County for more than 15 years as a school counselor, assistant principal, and pupil personnel worker; as Special Assistant for Discipline, Principal of Arundel Middle School and J. Albert Adams Academy, and Senior Manager of Discipline & Disproportionality in the Office of Equity and Human Relations. Dr. Ashworth currently works in the Office of Safe and Orderly Schools as a program specialist for discipline.
Judge Corpening granted us an interview for the National Clearinghouse on Supportive School Discipline, focusing on this agreement and the county’s related initiatives.
The racial disparities in school-discipline rates are well-known, as are the damaging effects that harsh disciplinary policies can have on school climates.
Please join the National Center for Mental Health and Juvenile Justice (NCMHJJ) and the National Council of Juvenile and Family Court Judges (NCJFCJ) on Tuesday, February 9, at 3:00 p.m., Eastern Standard Time (EST), for the second in a four-part webinar series on school-based juvenile justice diversion models for youth with behavioral health needs. The series provides guidance on the essential components of effective school-based diversion
Join this free summit, via phone or webcast, to learn practical examples and methods that can be brought into our schools to improve our children's lives, setting them up for success not just academically, but also relationally and emotionally.
The Waukegan School District’s discipline review committee is facing a daunting task in adjusting school policies that outline behavior infractions and consequences for students.
A change of approach to school discipline in California schools has resulted in a decline in the number and percentage of students suspended and expelled in academic year 2014-2015 in comparison to academic year 2013-2014 across ethnic groups. State Superintendent Tom Torlakson attributes the shift toward resolving behavior issues in lieu of classroom removals as the causal mechanism for the decline. Effective solutions, restorative practices, and mediation to regulate emotions have contributed to the 13.9 percent decline in expulsions and the 12.8 percent decline in suspensions, according to Torlakson.