海角社区

Student Discipline Training

In accordance with , 海角社区 is developing a training program to support the implementation of discipline policies and procedures. Districts are strongly encouraged to provide 翱厂笔滨’蝉 training program to all staff who interact with students, particularly following any substantive changes to discipline policies and procedures.

The training content will be made available in increments and enhanced over time. The training program highlights the connection between research, policies, data, and best practices pertaining to student discipline within the context of Washington K–12 educational settings.

翱厂笔滨’蝉 Behavior Menu of Best Practices and Strategies provides resources and information to guide schools in the implementation of supportive school discipline practices.

Student Discipline Training Materials

Administrative Procedures

On August 14, 2019, 海角社区 hosted a webinar on administrative procedures for implementing the state’s new discipline rules. This webinar highlights the connection between research, policies, data, and best practices in school discipline. The training content is followed by a Q&A time with 海角社区 staff and partner organizations.

Districts may use the Discipline Training Administrative Procedures presentation. If you intend to use or modify these slides, please keep the Legal Disclaimer and Training Considerations slides attached to your training materials. Also, please note that without the accompanying commentary from the training videos to provide context, these materials may be difficult to interpret.

Administrative Procedures Introduction

Key Reading: Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39, 59–68.

Due Process Legal Framework

is a seminal Supreme Court decision establishing that students facing a suspension from school have a right to notice and hearing under the Due Process Clause of the Fourteenth Amendment of the U.S. Constitution.

Due Process Procedures

Equitable Systems & Data-Based Decision Making

Video: (Monique Morris)

  • The Ohio State University Kirwin Institute for the Study of Race and Ethnicity:
  • and the
  • National Positive Behavioral Interventions and Supports (PBIS) Technical Assistance Center:
  • REL Northwest:
  • National Center on Safe Supportive Learning Environments:
Effective Implementation

is a free, online learning environment for educators involved in active implementation and scaling up of programs and innovations.
provides free tools to assess implementation progress in school-wide positive behavioral interventions and supports (SWPBIS), including the (TFI)—a valid, reliable, and efficient instrument that can be used to guide implementation of SWPBIS.

Classroom Procedures

On August 13, 2019, 海角社区 hosted a webinar on classroom procedures for implementing the state’s new discipline rules. This webinar highlights the connection between research, policies, data, and best practices in school discipline. The training content is followed by a Q&A time with 海角社区 staff and partner organizations.

Districts may use the Discipline Training Classroom Procedures slides. If you intend to use or modify these slides please keep the Legal Disclaimer and Training Considerations slides attached to your training materials. Also, please note that without the accompanying commentary from the training videos to provide context, these materials may be difficult to interpret.

Classroom Discipline Procedures, Introduction and Behavioral Expectations

Video: (A&M Consolidated High School)
National Positive Behavioral Interventions and Supports (PBIS) Technical Assistance Center:

Behavioral Violations

Video: (Rosemarie Allen)
National Positive Behavioral Interventions and Supports (PBIS) Technical Assistance Center:

The Ohio State University Kirwin Institute for the Study of Race and Ethnicity:
and the

Equitable Systems & Data-Based Decision Making for the Classroom

Video: ()
Portland State University:
National Positive Behavioral Interventions and Supports (PBIS) Technical Assistance Center:

  • (McIntosh & Payno, 2018)
    • Handout:

National Center on Intensive Intervention: and

Other Forms of Discipline and Classroom Exclusion
Effective Implementation

is a free, online learning environment for educators involved in active implementation and scaling up of programs and innovations.
National Positive Behavioral Interventions and Supports (PBIS) Technical Assistance Center:

Best Practices & Laws in K–12 Student Discipline

On October 11, 2017, 海角社区 hosted a webinar to provide a preview of the content that will be covered in the first discipline training module. The content provides a foundation for understanding the connection between research, policies, and practices in student discipline.

Best Practices and Laws in K–12 Student Discipline

On October 11, 2017, 海角社区 hosted a webinar to provide a preview of the content that will be covered in the first discipline training module. The first module will provide a foundation for understanding the connection between research, policies, and practices in student discipline. 海角社区 is making a recording of the webinar and related resources available online until the formal training module is formatted and complete.

Introduction (0:00 - 5:15)

The Purpose of Discipline in K–12 Education (5:16 - 12:07)
Video:

The Impact of Exclusionary Discipline Practices (12:08 - 20:32)
Key Reading: American Psychological Association Zero Tolerance Task Force. (2008). . The American Psychologist, 63(9), 852.

Video:

Recent Laws and Public Policy (20:33 - 31:10)
Key Reading: Mosehauer, K., McGrath, N., Nist, J., & Pilar, K. (2012). . Washington Appleseed & Team Child.

Video:

Recent Research and Best Practices in Discipline (31:11 - 37:59)
Key Reading: Gregory A., Bell J., & Pollock M. (2014) . Discipline Disparities: A Research-to-Practice Collaborative.

Video:

Video:

Family Engagement (38:00 - 42:22)
Key Reading: Mapp, K.L. & Kuttner, P.J. (2013). . SEDL.

Video:

Video:

Multi-Tiered System of Supports (MTSS) (42:22 - 48:33)
Key Reading: Green, A., Nese, R., McIntosh, K., Nishioka, V., Eliason, B., & Delabra, A. C. (2015). .

Video:

Video:

Conclusion (48:33 - 52:02)

Video: