Using Discipline Data to Enhance Equity in School Discipline

Autor/inn/en	McIntosh, Kent; Ellwood, Kathleen; McCall, Lisa; Girvan, Erik J.
Titel	Using Discipline Data to Enhance Equity in School Discipline
Quelle	In: Intervention in School and Clinic, 53 (2018) 3, S.146-152 (7 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451217702130
Schlagwörter	Discipline Policy; Referral; Suspension; Disabilities; Disproportionate Representation; Aggression; School Statistics; Information Utilization; Statistical Data; Bias; Evidence Based Practice; Social Justice; Behavior Problems; Guidelines; Elementary Secondary Education; Minority Group Students + Suchen Sie Ihr Suchwort? Disziplinarmaßnahme; Ausschluss; Schulausschluss; Handicap; Behinderung; Informationsnutzung; Soziale Gerechtigkeit; Richtlinien
Abstract	There is a longstanding and pressing challenge regarding overuse of exclusionary discipline (e.g., office discipline referrals, suspensions) for students of color and students with disabilities. Moreover, many common efforts to address the problem have not been shown to enhance equity in school discipline. This article describes a promising four-step approach, described in the freely available PBIS Disproportionality Data Guide, for using school discipline data to identify specific interactions that are more susceptible to the effects of implicit bias on decision making and change the environment to meet the needs of all students. A case study is included that identified disproportionality for physical aggression on the playground as a primary source of overall disproportionality and implemented a plan that included elements of explicit instruction and cultural responsiveness. Results showed a consistent decrease in discipline disproportionality over time. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01