Categories

BEHAVIOR INTERVENTION, positive behavior interventions and supports, EQUITY, disproportionality, CULTURE, culturally responsive

Areas

PRACTITIONER:teaching design and practice, PRACTITIONER:group practice and professional learning, SCHOOL:culture of change and improvement

Authors

Kathleen A. King, Nancy J. Harris-Murri, Alfredo J. Artiles

Published

2006

Publisher

National Center for Culturally Responsive Educational Systems

Abstract

The ways that schools intervene with students' challenging behavior have been historically "reactive, exclusionary, and ineffective." Traditional reactive discipline interventions include detention, suspension, and expulsion, all of which punish students by excluding them from school and limiting opportunity to receive positive support for behavior change. In this exemplar, the authors presented how one urban middle school in Phoenix, Arizona incorporates proactive discipline into the everyday practices of the school community. The result is a safe, positive school climate, leading to a reduction of student discipline problems, and in turn, prevention of disproportionate representation of culturally and linguistically diverse students in special education due to social, emotional, and behavioral difficulties.

Files

• http://ea.niusileadscape.org/docs/FINAL_PRODUCTS/LearningCarousel/Proactive_Culturally_Responsive_Discipline.pdf