A Model Code on Education and Dignity
Presenting a Human Rights Framework for Schools
Community Toolkit (Revised June 2013)
The Model Code is an in-depth policy document that provides detailed language that schools, districts
and states can adopt to help end school pushout. It is written to allow communities and policy-makers
to use different sections of the Code to address particular policy topics, such as positive alternatives to
suspension, in order to change existing laws or policies, like a local Discipline Code, or to provide a
framework for developing new policies.
Inside of this Community Toolkit you will find tools and resources to help parents, students, educators,
advocates and communities use the Model Code to identify changes that need to be made to school,
district or state policies, and advocate for specific language as a positive alternative.
These resources include:
1. How to use the Model Code in campaigns at a school, district or state level and how to share the
Code with policy-makers (pg 2).
2. How to share the Model Code with educators, students, parents and community members (pg 5).
3. How to find sample laws and policies, training manuals, guides and other resources to help
implement sections of the Model Code (pg 26).
Group activities for sharing the Model Code with members of your community include:
1. Human Rights and the Model Code (pg 6)
2. Know Your Rights - Participation (pg 8)
3. Scavenger Hunt - Positive School Climate and Discipline (pg 10)
4. Know Your Rights – Dignity in Your Discipline Code (pg 14)
5. Bingo - Guidelines for Suspension and Expulsion (pg 16)
6. Know Your Rights - Avoiding Criminalization (pg 19)
7. Jeopardy - School Policing vs. Restorative Practices (pg 21)
8. Case Example - Student Dispute with a School Resource Officer (pg 23)
9. Walk Around the Room - Discrimination and Monitoring (pg 24)
10. Elevator Pitch Activity (pg 25)
Note: This document is meant to provide tools to help you effectively advocate for implementation of
the Model Code. Please let us know if there are additional resources you would like to see added to the
toolkit so that it can give the best possible support to communities advocating for change in their
schools.
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1. Using the Model Code in Local Campaigns
A. Tips for Using the Model Code to Develop and Support Your Campaign
1. Choose a law or policy you are trying to change in your community.
2. Identify which sections of the Model Code relate to that law or policy.
3. Compare the Model Code to the existing law or policy.
 For example, the Know Your Rights Activities below in Section III include Discipline Code
Comparison Tools to help you identify specific areas where your district discipline code is not
meeting the Right to Participation and Right to Dignity standards set out in the Model Code.
 You can also use these as a guide to create your own evaluation tool for the other laws or
policies you are targeting.
4. Use language from the Model Code to help shape and/or support your recommendations:
 Create your platform or demands using the recommended language in the section related to
your target policy.
 Draft talking points for meetings with policy makers or media appearances based on the
Background section of the chapter where you found the section related to your target policy.
 Use the examples and research included in the end notes to show that your
recommendations are based in best practices.
5. Share the Model Code with decision-makers that can help change the law or policy:
 Send a copy of the Code to targets or allies with whom you have an existing relationship
along with the sample cover letter below. Include the specific sections of the code that you
would like to discuss and work to implement.
 Follow up on the letter to schedule a meeting to discuss the Code and ways to work together
to implement it in your district.
 Design a clear agenda for the meeting that includes concrete asks of the policy maker.
 Close the meeting by reviewing a clear set of next steps for both sides.
 Follow up with the policy maker as you complete your tasks and check in with them on their
tasks.
 Repeat the process with new targets and/or allies to begin building relationships.
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B. Tools for Sharing the Model Code with Policy-Makers
1. Meet with a principal, superintendent or legislator.
 These can be large or small group meetings.
 The most important thing is to have a clear agenda, well-prepared speakers assigned to
specific points, and concrete asks for the policy maker.
 You can choose to share the entire Model Code, or print out the section that is related to the
specific policy change you are asking for.
 You can present the exact language used in the Model Code, or you can modify it with your
organization to tailor it to fit your specific campaign goals.
2. Present at a school board meeting.
 Make sure that you know the rules on giving testimony, the length of time each speaker has,
and any cut off times for taking additional speakers.
 You will probably have a very short amount of time to speak, so you can use short summaries
in the Executive Summary or Model Code Fact Sheets to highlight the main points in the
section of the Code related to the policy change you are seeking.
 You can always bring copies of the entire Model Code or the section you are using to submit
to the School Board at the meeting.
3. Hold a training for teachers on a professional development day.
 These make great opportunities to build relationships with the educators who may become
key allies and will be at the forefront of implementing any policy change.
 An interactive workshop that emphasizes time for one-on-one sharing as well as trust
building exercises can help develop these relationships.
 You can go over the entire code or pick a particular section to work with teachers on. For
example, Section 3.1.b on Two Models for Preventive and Positive Discipline might be a good
section to share with teachers as part of professional development day. It presents detailed
guidelines for implementing two approaches to positive school discipline: School-Wide
Positive Behavior Interventions and Supports (SWPBIS) and Restorative Practices. Teachers
could take this section of the Model Code to help implement one or both of those
approaches in their school.
4. Hold a town hall or teach-in with educators or policy makers as participants.
 You can begin the event by presenting a section of the Model Code as an example of the
policy change you would like to see. You can use the Executive Summary, Fact Sheets or
diagrams on the structure of the Model Code to share shorter versions with participants, or
share a section of the Code.
 Then participants can share comments, voice their support or ask questions about the
recommended policy in the code.
 It is best if you have something specific to ask of participating policy makers, such as signing a
statement of support for the policy or becoming a co-sponsor of related legislation. It can
help focus the town hall and give you a reason to follow up with policy makers.
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C. Sample Cover Letter to Policy-Makers for the Model Code
[Date]
[Policy Maker Address]
Dear [Policy Maker],
We are writing to introduce you to the Dignity in Schools Campaign Model Code, an innovative new tool
that we hope to work with you to incorporate into our [school’s/district’s/state’s] education policy.
The Model Code presents recommended policies for schools, districts and legislators to implement that
help end school pushout and are based on human rights principles. The Model Code provides a vision
for a school system in which all of the stakeholders in a community work together to ensure that all
students have access to a high quality education in a supportive, positive school environment.
Although a commitment to public education is deeply rooted in U.S. history and society, our current
educational policies and practices fail to reflect that commitment and result in millions of young people
being pushed out of school every year. Numerous factors contribute to the pushout crisis in our schools
by preventing, discouraging or excluding young people from remaining on track to complete their
education. These factors include unwelcoming school environments and low expectations for students,
zero-tolerance discipline, school policing and other punitive disciplinary measures, lack of adequate
resources and support for teachers, and narrowing curricula.
Furthermore, children of color, English language learners, children with special needs, children from lowincome families and children in other marginalized communities are disproportionately impacted by
these policies and practices, resulting in increasing numbers of youth of color and youth from lowincome neighborhoods being pushed out of school and into poverty, unemployment and often prison.
The Model Code presents recommended language for policies that are alternatives to pushout and zerotolerance practices, and preserve the right to a high quality education. The Code is organized around five
human rights principles: the human rights to education, dignity, participation, freedom from
discrimination, and monitoring and accountability.
We are working to implement the recommendations on [Issue A, for example a civilian complaint
process with jurisdiction over School Resource Officers) included in [Section B of Chapter C) beginning
on page [D].
We look forward to working with you to implement these key sections of the Model Code in our
[school/district/state]. We will follow up with your office next week to schedule a meeting to discuss
ways to work together going forward.
Sincerely,
[Name of Organization]
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Sharing the Model Code in Your Community
A. Community Outreach Strategies
1. Create a strategy group to decide on the techniques that work best in your community to reach your
constituency and allies.
2. Hold workshops with students, parents and educators (see sample outlines and exercises below).
3. Hold teach-ins or town halls to engage students and parents as well as other leaders and allies in the
community, including the faith-based community.
4. Hold meetings with representatives of the “Circle of Care” – the various agencies and services that
support young people and families, i.e. social workers, mental health professionals, public defenders,
legal advocacy groups, juvenile justice workers, etc.
5. Create a Speaker’s Bureau whose members can present at community events.
B. Sample Activities
The sample activities below can be used at membership meetings, workshops, teach-ins, conferences
and other events to share the Model Code with students, parents, teachers and community members.
Most of the sample activities are focused on a particular chapter or section of the Model Code that we
chose as an example, but you can use the same outline and structure to create a similar activity on a
section of the Model Code that you want to use in your local campaign.
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Activity 1: Human Rights and the Model Code
1. Introduction to Human Rights
 The recommended policies in the Model Code are based on protecting students’ human
right to education.
 Ask participants: when you hear the words “human right to education,” what do you think
of? What does that mean to you?
Some potential answers:
1. Education is a right that everyone has just by being human
2. Everyone should have equal access to education
3. Our government has a responsibility to make sure every person has access to
high quality education
 Ask participants: where do human rights come from?
2. Human rights come from the struggles of communities all over the world to fight against
oppression and claim their rights. Now they are written down in declarations and treaties that
governments have signed. The Universal Declaration of Human Rights (UDHR) is one of those
declarations written in 1948. Article 26 of the UDHR protects the human right to Education.
 Write the following quote from Article 26 on flip chart paper: “Everyone has the right to
education….Education shall be directed to the full development of the human
personality.”
 Ask participants: what does it mean to you that the goal of education should be “the full
development of the human personality”?
 Explain that the Model Code is based on this vision of education because it sets a higher
standard than we have in our current laws for creating learning environments that
support every young person in reaching their full potential and that treat students with
dignity and respect.
3. Exercise on Five Human Rights Principles
 Explain that the Code is organized into five chapters and each chapter covers one of five
key human rights that should be guaranteed in all schools:
i. Education
ii. Participation
iii. Dignity
iv. Freedom from discrimination
v. Monitoring and accountability

Break participants up into 5 small groups. Each group will have a different human rights
principle in the Model Code. Give each group a flip chart paper and give them 5-10
minutes to answer the questions below for their human rights principle:
Group 1: Right to Education
What should the purpose of education be?
What should students learn in the classroom?
What makes a quality teacher?
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Group 2: Right to Participation
Who has a right to participate in decision-making?
How should they participate?
In what decisions should they participate?
Group 3: Right to Dignity
What should the school environment be like?
What should school discipline policies be like?
What should the role of law enforcement be in schools?
Group 4: Right to Freedom from Discrimination
What types of discrimination exist in schools?
How can we prevent discrimination?
How can we stop higher suspensions for students of color and students with
disabilities?
Group 5: Right to Monitoring and Accountability
What information do we have a right to access?
How should the government monitor schools?
How should communities monitor schools?

Each pair should then share one thing they discussed during the exercise with the large
group.
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Activity 2:
Know Your Rights – Participation
1. In a large group, introduce participants to the right to participation.
 Stakeholder participation (Chapter 2.1 Human Rights Goal): Schools and communities
must work together to create the methods, procedures and structures to guarantee the
rights of students, parents and families, educators, communities and other stakeholders
to meaningfully participate in decisions that affect their schools and the right to
education.
 Discussion Questions:
 Does the statement on stakeholder participation above reflect the current state of
participation in your district’s schools?
 What impact can the type of meaningful participation described in the Model
Code have on student learning and development?
 What impact can the lack of participation have on student learning and
development?
2. Guide participants through the process of how they may access their District Discipline Code,
Code of Conduct and/or Student Handbook (which every student should have received at the
beginning of the year, or may be accessible online). Or, you can share how you found the
information in your own district (calling the district office and having a copy mailed, speaking
with a specific school staff person, etc).
3. Explain the process for reviewing a district Discipline Code. (For example, many schools or
districts will review their Discipline Code during the spring or summer, sometimes with a time for
public input, and then release the new Code either over the summer or at the start of the school
year.)
4. Distribute copies of your district’s Discipline Code and review the major topics. You can review
the code through a presentation, or an interactive activity. For example, you can hold a
scavenger hunt activity by asking participants to find answers to specific questions about their
district’s Discipline Code and have participants race to find them.
5. In small groups, participants compare the Right to Participation in your local district to the
policies in the Model Code, using the Comparison Tool below. The Comparison Tool asks
participants two questions: whether key rights or procedures in the Model Code are written
down in your local policy, and whether those procedures are being used in practice in your
school or district.
6. In the large group, review and discuss the Comparison Tool exercise, paying particular attention
to: 1) areas of disagreement among participants (i.e. some participants may disagree with parts
of the Model Code, or may have different opinions about what needs to change in your local
district), and 2) elements that are present in the written policy but not in school practice.
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Comparison Tool 1 - Right to Participation in Your District Discipline Code
Rights and Procedures in the Dignity in Schools
Campaign Model Code
Is this
written in a
policy in your
district? Y/N
Is the policy
Notes
implemented
in practice in
your district?
Students, parents, community members, teachers,
staff, and administrators must be included in decisionmaking processes. (Pg. 13, Section 2.1.A, B and C)
There are multiple methods (written, phone, public
meetings, etc.) to notify parents, students, teachers
and community members of their right to participate
in school decision making. (Pg. 13, Section 2.1.C.4)
There is a district-level advisory committee of school
administration, teachers, parents and students to
oversee development and enforcement of inclusive
decision-making processes. (Pg. 13, Section 2.1.C.1.a)
Students and parents are represented on school-wide
decision-making bodies such as leadership teams.
(Pg. 15, 16, Section 2.2.A.2, 2.3.B.3)
Students and parents are represented on district and
state boards of education. (Pg. 15-16, 2.2.A.2, 2.3.B.3)
There is student participation on school discipline
committees, such as fairness committees.
(Pg. 15, Section 2.2.A.6)
A Students’ Bill of Rights is created in partnership with
students. (Pg. 15, Section 2.2.C)
Regular, parent-led school forums are held at which
school staff must listen and respond to parent
assessments. (Pg. 16, Section 2.3.C.1)
There are clear grievance procedures parents can use
to file complaints. (Pg. 17, Section 2.3.F)
There is clear communication to parents about their
right to visit schools and classrooms. (Pg. 16, 2.3.C.2)
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Activity 3:
Scavenger Hunt – Positive School Climate and Discipline
Name: ________________________
************Scavenger Hunt*************
1. What are the main sections in 3.1 School Climate and Discipline?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Section 3.1a
1. Name one of the main features of the Positive School Climates to be adopted as an essential component
of school disciplinary prevention:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
2. What is the key discipline law/policy we want to abolish?
____________________________________________________
Section 3.1b
1. What are the best practice models highlighted in 3.1b?
a. ______________________________________________
b. ______________________________________________
2. How many Subsections are outlined in Model 1: School-Wide Positive Behavior Interventions and
Supports (SWPBIS)? List two subsections.
__________________________________________________
__________________________________________________
__________________________________________________
3. List one of the requirements for disciplinary consequences under the School-Wide Positive Behavior
Support.
________________________________________________________________________
________________________________________________________________________
4. What are the three key elements in the definition of Restorative Justice in Model 2?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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5. Name one example of a “school-wide restorative practice”?
________________________________________________________________________
________________________________________________________________________
6. Name two types of “restorative circles” described in the Model Code?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Section 3.1c
1. What are the total cumulative days that a student can be suspended in an academic year?
_____________________________________
Section 3.1d
1. According to the code section 3.1d (subsection E), can a student be removed from school and not receive
education services pending an expulsion hearing?
______________________________________
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*********Scavenger Hunt Answer Key**********
1. What are the main sections in 3.1 School Climate and Discipline? (page 19)
a. 3.1.a Key Elements of School-Wide Preventive and Positive Discipline Policies
b. 3.1.b Two Models for Preventive and Positive Discipline
c. 3.1.c Guidelines for Exclusion
d. 3.1.d Due Process
Section 3.1a
1. Name one of the main features of the Positive School Climates to be adopted as an essential component
of school disciplinary prevention. (pages 21-22)
a. Creating a positive physical environment
b. Promoting a participatory school community
c. Integrating the social and emotional development of students
d. Providing early intervention for students at risk of being pushed out of school
2. What is the key discipline law/policy we want to abolish?
a. Zero – Tolerance (page 23)
Section 3.1b
1. What are the best practice models highlighted in 3.1b?
a. School- Wide PBIS
b. Restorative Practices
2. How many Subsections are outlined in Model 1: School-Wide Positive Behavior Interventions and
Supports (SWPBIS)? List two subsections. (pages 24-27)
a. 8 subsections including the Definitions subsection
i. A. Definitions
ii. B. Leadership Teams
iii. C. Defining Expectations
iv. D. School-Wide Teaching and Classroom Management Practices
v. E. Positive Approaches to Behavior
vi. F. Students Requiring Individualized Interventions
vii. G. Wraparound Services
viii. H. Evaluation
3. List one of the requirements for disciplinary consequences under the School-Wide Positive Behavior
Support. (page 26)
a. Consequences must be individualized, consistent, reasonable, fair, age appropriate and should
match the severity of the student’s behavior; or
b. The consequence must be a natural and logical match to the inappropriate behavior; or
c. Consequences must be paired with meaningful instruction and guidance (corrective feedback and
re-teaching), and offer students an opportunity to connect their misconduct with new learning
and participate in contributing back to the school community; or
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d. The use of consequences must be carefully planned with well-defined outcomes in order to
provide the greatest benefit.
4. What are the three key elements in the definition of Restorative Justice in Model 2? (page 28)
Restorative justice – A theory of justice that emphasizes repairing the harm caused or revealed by
misconduct rather than punishment by:
a. Identifying the misconduct and attempting to repair the damage;
b. Including all people impacted by a conflict in the process of responding to conflict; and
c. Creating a process that promotes healing, reconciliation and the rebuilding of relationships to
build mutualresponsibility and constructive responses to wrongdoing within our schools
5. Name one example of a “school-wide restorative practice.” (page 29)
School-wide restorative practices include:
a. Discussions in the classroom and school-wide forums about how members of the school
community should treat one another;
b. Time to share the highs and lows of the day in advisory classes or forums;
c. Creating a welcoming environment where parents or guardians and community members are
invited to volunteer and participate in the school community, including creating a parent room on
campus; and
d. Creating mechanisms for students to check-in when they enter school each day to share concerns
and/or request a meeting with a counselor to discuss problems they are facing
6. Name two examples of “restorative circles. (pages 29-30)
Restorative circles as a classroom teaching method:
a. Morning “Check-in” Circles for teachers and students to tell what is going on in their lives, center
themselves and focus on the day ahead; and
b. Discussion Circles to talk about a topic they are currently studying and delve into more depth on
the subject”
Restorative Circles for discipline:
c. Discipline Circles to address what occurred, repair the harm and develop solutions to prevent
reoccurrence, involving relevant parties and support people if helpful; and
d. Proactive Behavior Management circles used to role-play and work with students to develop
positive behavioral models
Section 3.1c
1. What are the total cumulative days that a student can be suspended in an academic year?
a. 10 cumulative days (page 33)
Section 3.1d
1. According to the code section 3.1d (subsection E), can a student be removed from school and not receive
education services pending an expulsion hearing?
a. No
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Activity 4:
Know Your Rights – Dignity in Your Discipline Code
1. In large group, introduce participants to the right to dignity
 Right to Dignity (Chapter 3.1a Human Rights Goal): School discipline policies shall be
aimed at creating a positive school climate, supporting the social and emotional
development of students, and teaching non-violence and respect for all members of the
school community. By viewing social development as a critical aspect of discipline, states,
districts and schools shall anticipate and respond to school disciplinary matters in a
manner that is consistent with students’ sense of dignity and self-worth. The purpose of
discipline must be to understand and address the causes of behavior, resolve conflicts,
repair the harm done, restore relationships and reintegrate students into the school
community.
 Discussion Questions:
o Do your district’s policies respect students’ right to dignity?
o What impact can policies geared towards a student’s right to dignity, as described
in the Model Code, have on student learning and development?
o What impact can the denial of the right to dignity have on student learning and
development?
2. Divide participants into three groups and distribute copies of your district’s Discipline Code.
Assign each group one of the categories below. Each group will review the local Discipline Code
to find general information about their category and then present their findings to the larger
group. (Report backs can either take the form of a standard presentation, or be something more
creative such as a Public Service Announcement).
 Preventive and positive discipline practices – Are they in the code? Are they required?
 Guidelines for suspensions, expulsions and other exclusionary discipline – What behaviors
can result in these responses? For how long can students be removed?
 Students’ and parents’ rights in the discipline process –Is there a right to a hearing for
long-term suspensions or expulsions? What other protections are in place for students
facing suspension or expulsion?
3. Lead a large group discussion focused on initial reactions to the above activity:
 Were you already aware of this information?
 What surprises you about the information?
 What worries you about the information?
4. In small groups, participants compare the Right to Dignity in your local district to the policies in
Chapter 3 of the Model Code, using the Comparison Tool below on the Right to Dignity in Your
District Discipline Code. The Comparison Tool asks participants two questions: whether key rights
or procedures in the Model Code are written down in your local policy, and whether those
procedures are being used in practice in your school or district.
7. In the large group, review and discuss the Comparison Tool exercise, paying particular attention
to: 1) areas of disagreement among participants (i.e. some participants may disagree with parts
of the Model Code, or may have different opinions about what needs to change in your local
district), and 2) elements that are present in the written policy but not in school practice.
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Comparison Tool 2 - Right to Dignity in Your District Discipline Code
Note: This is a short version of the Comparison Tool exercise that can be used if you have limited time.
For a more extensive exercise to compare your Discipline Code to the Model Code, see Appendix B.
Rights and Procedures in the Dignity in Schools
Campaign Model Code
Is this written
in a policy in
your district?
Y/N
Is the policy
Notes
implemented
in practice in
your district?
Suspension, expulsion and/or involuntary transfer
are only considered for the most serious and
dangerous offenses and only if absolutely
necessary to protect the safety of the school
community. (Pg. 23 & 32, Sections 3.1.a.E, 3.1.c.B)
Suspensions or expulsions are only used after
non-exclusionary alternatives (like counseling or
mediation) have been carefully considered, tried
and documented. (Pg 23 & 32, 3.1.a.E, 3.1.c.B.1.a)
Suspensions are not allowed for being late to
school, being absent, dress code violations or
minor misbehavior such as insubordination,
defiance, disobedience, disrespect, rowdy
behavior, classroom disruption or other disruption
of school activity. (Pg. 33, 3.1.c.D.6.a-c)
No student can be suspended for more than 5
days in a row, or 10 days total during an academic
year. (Pg. 33, 3.1.c.D.4)
If a student is suspended for 5 days or less, the
student has the right to an exclusion conference.
(Pg. 34, 3.1.d.B.1.b)
For any exclusion of 10 or more days, the student
has a right to a full hearing. (Pg. 35, 3.1.d.C)
If a student is suspended from school, that
student has a right to continue to access and
complete regular academic work during the
suspension.(Pg. 33 3.1.c.E.2)
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Activity 5:
Bingo – Guidelines for Suspension and Expulsion
Note: You can adapt this activity to any part of the code. Here we focus on the limitations on the use of
suspension and expulsion, from Section 3.1.c: Guidelines for Exclusion.
This activity requires at least 2 facilitators.
1. Print out the list of “Examples of Limitations on the Use of Exclusion” below, cut into slips of paper and
place in a hat or bowl. Print out copies of the Bingo Card in the Toolkit (or create your own if you are
focusing on a different part of the Model Code). Pass the cards out to all participants.
2. In a large group, direct participants to section 3.1.c: Guidelines for Exclusion on page 33. Have them take a
few minutes to read the section entitled Limitations on the Use of Exclusion. Pose the following questions
to the group: Under this Model Code, what are some examples of actions that should not result in a
suspension or expulsion? What are some other kinds of exclusionary practices that we think shouldn’t be
allowed?
3. As the participants give their answers, tell the group to write them down in the blank spaces on their
Bingo Card. They can take their answers directly from the Model Code, or come up with their own
examples that fit into the categories (for example talking too much in class, wearing a hat in the school
building, or first-amendment protected activities).

Note: participants don’t have to write down all of the ideas; part of the fun of the game is guessing
which ones will be selected from the hat or bowl.
4. As the participants are giving their answers, have another facilitator write down any new examples on
slips of paper and put them in the hat or bowl.
5. Once everyone has filled in all the boxes on their bingo cards, shake up the slips of paper in the hat or
bowl. Explain the rules of Bingo: The caller (a facilitator or volunteer) will be pulling out the slips of paper
one by one and reading them out loud. If they call out an example that a participant has on their card, the
participant should place an X over that square. The first person to get five Xs in a row (in any direction)
yells out “Bingo!” The caller then checks to make sure they only crossed off examples that were read out,
and if they are all correct, that person is the winner!
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BINGO Activity: Examples of limitations on the Use of Exclusion (for facilitators)
Cut out each of the boxes ahead of time, including the empty ones. As participants give answers, fold
them and put them in a hat or bowl. When participants suggest a new answer, write it on the empty
ones and place it in the hat or bowl.
No student shall be excluded from
school for a first-time offense (except
in some limited cases).
Suspension shall be prohibited for
being late to school or class or being
absent.
No student under the age of 10 may
be excluded from school for
disciplinary reasons.
Suspension shall be prohibited for
Violating school dress code or
uniform rules.
No student under the age of 15 may
receive a suspension of more than 3
days.
Suspension shall be prohibited for Minor
behavior infractions, including but not
limited to insubordinate behavior,
defiance, disobedience, disrespect, or
disruptive or rowdy behavior, classroom
disruption or other disruption of school
activity
No student shall be issued a
suspension for more than 5
consecutive days.
Suspension shall be prohibited for
Behavior that happens off of school
grounds and not as part of a schoolsponsored activity.
No student shall be issued a
suspension for more than 10
cumulative days total during an
Schools shall not withhold recess as a
punishment.
academic year.
No student shall be issued an
involuntary transfer for disciplinary
reasons for more than one school
term.
Schools shall use non-exclusionary
responses when students violate
school rules in the process of
exercising their First Amendment
rights.
Suspensions for chewing gum.
Suspensions for wearing a hat in
the school building.
17
Sample Bingo Card (to be filled in by participants)
B
I
FREE
SPACE
Suspending
students younger
than 15 for more
than 3 days
N
FREE
SPACE
Suspensions for
chewing gum
G
O
Suspending an 8
year old from
school
FREE
SPACE
FREE
SPACE
Suspensions for
wearing a hat in
the school building
Suspending
students for more
than 5 consecutive
days
FREE
SPACE
18
Activity 6:
Know Your Rights – Avoiding Criminalization
1. In a large group, introduce participants to the section on Avoiding Criminalization.
 Avoiding Criminalization (Chapter 3.2a Human Rights Goal): In order to guarantee
students’ rights to education and dignity, schools must avoid any disciplinary policies or
practices that criminalize young people. The involvement of law enforcement in schools
shall be avoided whenever possible and shall be prohibited for incidents that shall be
considered school discipline matters. The arrest or detention of a student shall be used
only as a measure of last resort. Any law enforcement personnel that come into contact
with schools shall be trained in youth development and to respond to the special needs of
young persons and shall use, to the maximum extent possible, techniques to de-escalate
conflict, minimize the involvement of law enforcement and refer matters to be dealt with
by school personnel.
 Discussion Questions:
o What type of school police or security do schools in your district have?
o What impact does their presence have on students’ rights to education and to be
treated with dignity?
o What impact would the policies described in the Human Rights Goal in the Model
Code have?
2. In a large group, give a brief overview of any policies in your district that define the role of law
enforcement schools. (You will need to do research on this ahead of time. If there are policies
that you can print out and share with the participants you can provide copies.)
 This brief overview may include:
o What agency or department employs and supervises the police or security?
o What limits are there, if any, on when they can intervene in school discipline?
o What guidelines are there for conducting arrests, tickets and searches, if any?
o What complaint processes exist, if any?
o What type of trainings are police or security required to receive?
 After sharing the information give participants time to ask clarifying questions.
3. In small groups, participants will now compare the current policies in your local district to the
policies in Chapter 3.2 of the Model Code, using the Comparison Tool on the Right to Dignity and
School Policing in Your District (below). The Comparison Tool asks participants two questions:
whether key rights or procedures in the Model Code are protected in your local policies, and
whether those procedures are being used in practice in your school or district.
4. In the large group, review and discuss the Comparison Tool, paying particular attention to: 1)
areas of disagreement among participants (i.e. some participants may disagree with parts of the
Model Code, or may have different opinions about what needs to change in your local district),
and 2) elements that are present in the written policy but not in school practice.
19
Comparison Tool 3 - Right to Dignity and School Policing in Your District
Rights and Procedures in the Dignity in Schools
Campaign Model Code
Is this written in
a policy in your
district? Y/N/
Don’t Know?
Is the policy
Notes
implemented
in practice in
your district?
School Resource Officers (SROs), police or
security officers shall not be responsible for
school discipline issues. They shall be responsible
only for responding to serious criminal law
matters. (Pg. 39 3.2.a.D.1)
An SRO or police officer shall not conduct an arrest
without first consulting the school principal. There
shall be an exception for arrests in emergency
circumstances. (Pg. 40 3.2.a.E.2)
SROs, security guards and any police that operate
within and around schools are subject to clear
and transparent civilian complaint review
processes. (Pg. 39, Section 3.2.a.C.6)
Every SRO, police officer, law enforcement
personnel or community intervention worker shall
receive at least 10 hours of annual professional
development (in the topics listed in the Code).
(Pg. 43 3.2.a.K.3)
Random drug testing of students is not allowed.
(Pg. 45, Section 3.2.b.D)
Students shall not receive criminal penalties for
truancy. After 10 days of unexcused absences,
the school must meet with the student and
family, conduct appropriate evaluations, and
provide necessary supports and services (Pg. 47,
Sections 3.3.a.2 and 3.3.a.3.b)
20
Activity 7:
Jeopardy – School Policing vs. Restorative Justice
*English and Spanish versions of the Jeopardy Game and Summary Handouts are available on the web.*
First you need to download the School Policing vs. Restorative Practices Jeopardy Game PowerPoint
available on the DSC website at
You will need a projector to show the Jeopardy Game on a screen to participants and you need to print
out the answers for the facilitator. If you don’t have a projector, you can reconstruct the PowerPoint in a
paper version using large chart paper and squares where you write out the questions on chart paper and
then cover them with construction paper with the different dollar amounts written on them.
Note: You can adapt this activity to any part of the code by simply downloading the PowerPoint
Jeopardy Game and typing in new questions and answers on any section of the Model Code.
1. Introduce the Problem and Solution
 Take a few minutes to discuss what type of school police or security you have in your local
schools and the impacts on students’ rights to education and to be treated with dignity.
 Ask participants if they know of alternatives to policing and if they have heard of
restorative practices.
2. Brief Overview of Model Code Sections on Law Enforcement and Restorative Practices
 For this activity, you have two options for how you can introduce the Model Code
o One option is to print out and share the sections of the Model Code on Law
Enforcement and Restorative Practices and use these sections to provide an overview
and for participants to use in the Jeopardy Game below.
o A second option is to use the Summary Handouts we developed on the key elements
of the Model Code related to Law Enforcement and Restorative Practices (also
available for download at the link above) which you can print and distribute to
participants to provide an overview and for use in the Jeopardy Game below.

Either way, key points to highlight for the group include:
o Law Enforcement – 1) reduce presence of school resources officers, 2) stop their
involvement in minor behaviors like disorderly conduct, 3) limit when they can use
arrests, 4) reduce metal detectors and improve environment, 5) training for SROs
o Section on Restorative Practices – 1) definition of what restorative practices is, 2)
structures at district and school level, 3) different types of restorative practices, 4)
training for staff, students and parents
3. Jeopardy Game
 Break the group up into 3-5 teams depending on how many people are there.
 Participants will have either their copies of the Model Code sections on Law Enforcement
and Restorative Practices or the Summary Handouts.
21

Explain how the Jeopardy Game will work:
o The Jeopardy Game Board has 2 columns, one with questions on Law Enforcement,
and one with questions on Restorative Practices. Each question has a dollar value.
o When you click on a dollar value, a question relating to a recommended policy in the
Model Code will appear on the screen. As the questions appear, the participants
should look for the answer by searching through the sections of the Model Code they
have printed out in front of them, or searching through their Summary Handouts.
o As soon as someone finds the answer they should raise their hand and whoever raises
their hand first will be called on by the facilitator and asked to 1) give the page and
section number where there answer is and 2) read the answer aloud. The facilitator
will then check the answer to see if it is correct BEFORE clicking on the answer button
on the screen (**the facilitator needs to have a printout of the correct answers so
that they can check to see if the answer is right before revealing it on screen**).
 If the person answers correctly, their team gets the points (the facilitator needs
to keep track of how many points each team has on a piece of flip chart paper).
 If the person answers incorrectly, their team gets the dollar value subtracted
from their total and people on the other teams can try to answer the question.
o Once the correct answer is on the screen, the facilitator should read it aloud again for
everyone. Before you go on to the next question, you should:
 Give participants a chance to ask any clarifying questions about what that
particular recommendation in the Model Code means.
 If you have enough time in the workshop, invite participants to share some
examples of how the Model Code recommendations are similar or different
from what is currently going on in their schools.
o After all the questions are answered, the team with the most points at the end wins.
Additional notes for the facilitator:
 To start the game off, you should reveal the $100 question under Law Enforcement.
From then on, the person who gives the correct answer chooses the next question.
 When you click the $500 question under Law Enforcement, a screen appears that says
“Daily Double”. This means, that only the team that selected the question has a chance
to answer, and they can choose how much money they want to bet on the question – it
can be up to double the value of the question (in this case up to $1000).
 After you finish the 10 questions on the game board, you can click on the asterisk (*) in
the bottom right hand side of the main screen. This will take you to Final Jeopardy.
o Participants are given a Topic Area but they don’t see the question yet.
o Each team should write down on a piece of paper how much of the total money they
have as a team they want to bet that they can answer a final question on that topic.
o Once people have written down their amounts, you will reveal the question and each
team will have 30 seconds to write their answer down on their piece of paper.
o They can raise their hand when they are done. Once everyone is done, ask each team
to read aloud the amount they bet and their answer. Based on whether the answer is
right or wrong, you will add or subtract the amount each team bet from their total.
4. When the game is over you can ask the group to reflect on what they learned from the game
about the Model Code and what types of changes they would like to see in their schools.
22
Activity 8:
Case Example – Student Dispute with School Resource Officer (SRO)
The Problem:
When a student in District X has a dispute with a School Resource Officer (SRO), the only way to
file a complaint is to fill out a form in the Principal’s office that asks for the student’s name and
signature. The Principal then decides whether or not to have a one on one meeting with the
School Resource Officer to discuss the problem. If the meeting takes place, the Principal gives the
SRO a copy of the complaint form. The Principal does not have to report back to the student the
outcome of this conversation.
Your Proposed Solution:
Your campaign wants to put in place a civilian complaint review process that allows students,
parents, teachers or other staff to file complaints against SROs. You want the process to be
confidential, to have protections for students, parents or staff who file complaints against
retaliation, and to require a thorough investigation of the complaint by school district and police
personnel. You also want the results of the investigation to be reported to the student, parent or
school staff as well as school administrators and the school district.
Identifying the Section of the Code:
In this example, Part J of Section 3.2.a (Avoiding Criminalization in School Discipline - Law
Enforcement) relates to this policy. This section provides model language for the creation of a
civilian complaint review process with jurisdiction over SROs.
Questions for Discussion:

What does the Model Code say about implementing an effective complaint review process
over SROs? What should be included in the complaint process?

What are some of the first steps you could take to have the policy in District X changed to
adopt a new complaint review process?

How could you use the Model Code to advocate for the change?
23
Activity 9:
Walk around the Room – Discrimination and Monitoring
This activity is designed to get participants to think about and share the most important aspects of
Chapters 4 and 5 of the Model Code.
1. Give the participants some time to read through the Model Code Fact Sheets for Chapters 4 and
5 of the Model Code (the Fact Sheets are available for download at ).
2. Divide the large group into teams of between 3 and 10 participants.
3. Before the session begins, place large sheets of paper on various walls around the room. At the
top of each page, write one of the sections of chapters 4 and 5:
 Section 4.1: The Right to Freedom from Discrimination
 Section 4.2: Eliminating Disproportionate Use of Discipline
 Section 4.3: Students with Disabilities
 Section 5.1: the Right to Information
 Section 5.2: Data Collection
 Section 5.3: Monitoring and Community Analysis
4. Direct the participants to walk around the room in their teams, and to make stops at each of the
sheets of paper, in no particular order. One person per group should be designated as a notetaker and given a marker. At each sheet, the group should discuss the section and select one or
two things that they found to be most important in the section and write them on the paper.
These things can be ideas, values, policies or specific language in the code. As each group walks
around the room, the paper will start to fill up with examples, and the groups should be
encouraged to discuss what other groups wrote down. This should take about 15-20 minutes.
5. Bring everyone back to the large group and gather the sheets of paper to the front of the room.
Have a facilitator or volunteer read the responses from each sheet.
6. In the large group, ask participants why they thought other teams chose the examples that they
did, and discuss any other questions that may have come up during the session.
24
Activity 10: The “Elevator Pitch”
Instructions:
Break up participants into teams of 3-5 people. Each team should discuss the Scenario below and
develop their elevator pitch. Then each team will pick one person to “play” the Superintendent and one
person to give the pitch. Each team will act out their elevator pitch in front of the large group.
Scenario:
Imagine you are riding in an elevator when suddenly the superintendent of your school district enters.
You see her press the button for the eleventh floor, meaning you have just about two minutes to
convince her to implement the Model Code in your school district. What will you say to get your point
across to her in such a short period of time?
Note: Although it is unlikely that you would find yourself in such a situation, many people use the
concept of an “elevator pitch” to practice speaking about an issue in a concise, persuasive way.
Activity:
Come up with your own “elevator pitch” for a specific section of the code you would like to be able to
speak about in a clear, concise way.
For example, Chapter 5.2 on Data Collection describes the different types of data that schools, districts
and states should collect. You can come up with an elevator pitch for why collecting and making the
data available to the public is so important.
Make sure to make a request of the decision maker that will allow you to follow up with them, such as a
commitment to read the code or share it with other policy makers.
25
3. Resources for Implementing the Model Code
This section provides a list of resources to help you in your efforts to implement the code in your
community. The list includes links to existing codes, legislation, school or district policies that are
consistent with elements of the code, as well as reports, draft policies, training curriculum and manuals
to help support your work.
If you know of a resource that should be listed here, please e-mail it to us at [email protected]!
Chapter 1: Education
Sample Lesson Plans on Social Justice and Human Rights
Title: Lesson Plans for Promoting Social Justice and Equality in the Classroom
o Organization: Partners in Learning
o Web link: http://community.muohio.edu/performancepyramid/node/467
o Description: Eight lesson plans that can be used in the classroom to address topics including
discrimination and bullying.
Title:
o
o
o
Lesson Plans: Human Rights Education
Organization: Amnesty International
Web link: http://www.amnestyusa.org/resources/educators/lesson-plans
Description: Lessons for all age levels to learn about human rights, ranging from activities for
students to understand their right to education, to lessons on freedom of religion.
Title: School to Prison Toolkit
o Organization: New York Civil Liberties Union
o Web link: http://www.nyclu.org/files/school_prison_toolkit.pdf
o Description: Toolkit includes facts about the School to Prison Pipeline, student produced films
and discussion questions that can be used in class, and other teaching resources.
Right to Recess in Schools
Title: POWER-PAC’s Recess for All! Campaign and State Legislation
o Organization: POWER-PAC-Parents Organized to Win, Educate and Renew - Policy Action Council
o Web link to Recess for All Campaign: http://www.cofionline.org/?q=PowerPac/Recess
o Web link to Draft State Legislation:
http://www.ilga.gov/legislation/97/SB/PDF/09700SB0636lv.pdf
o Description: Draft Illinois Senate Bill 636 would require daily recess in all K-5 public schools for a
minimum of 20 minutes, and would prohibit the withholding of recess as a disciplinary action.
26
Chapter 2: Participation
Parent/Student Participation in Decision-Making
Title: P-16: The Last Education Reform: Book two: Emerging Local, Regional, and State Effort
o Web link: http://www.edpartner.org/pdfs/p16_book_2_final.pdf
o Description: Mississippi P-16 Model and other parent participation laws/policies.
Title: Bills requiring employers to give parents time off for school-related activities
o Web link: http://www.epspros.com/NewsResources/Newsletters?find=13502
o Description: Employment bill passed in many States that give parents the right to unpaid leave
for attending school related activities.
Title: Sample Student Bill of Rights, Jefferson County, KY
o Web link: http://www.jefferson.k12.ky.us/Pubs/codeofconduct.pdf
Title: Boston Student Advisory Council (BSAC) model in Boston
o Organization: Boston Student Advisory Council (BSAC), in partnership with Youth on Board
o Web link: https://youthonboard.org/basc
o Description: BSAC represents students at the Boston School Board Committee, and participates
in decision making.
Title: North Carolina Teacher Evaluation Process
o Organization: The North Carolina Principals & Assistant Principals Association
o Web link: http://www.ncpapa.org/forms/PD/TeacherEval/Sample_Evidence.pdf
o Description: Example of model policy and process for student evaluation of teachers.
Chapter 3: Dignity
Preventive and Positive Discipline
Title: Guided Discipline Resources
o Organization: Educators for Social Responsibility
o Web link: http://esrnational.org/resources/guided-discipline-resources/
o Description: Resources that support educators in the essential work of building more caring and
respectful classrooms, schools, and communities.
Title: Implementation Guidance for Social and Emotional Learning (SEL)
o Organization: Collaborative for Academic, Social and Emotional Learning
o Web link: http://casel.org/in-schools/implementation/implementation-guidance/
o Description: Includes a series of ten steps that make up a full SEL implementation cycle, and six
sustainability factors that are essential to high-quality, sustainable implementation.
27
Title: How to Manage Disruptive Behavior in Inclusive Classrooms
o Organization: Teacher Vision
o Web link: http://www.teachervision.fen.com/classroom-discipline/resource/2943.html
o Description: How to respond to disruptive behaviors
Title: Disruptive Behavior Procedure
o Organization: Stony Brook University
o Web link: http://www.stonybrook.edu/hr/policy/disruptive-behavior-procedure.shtml
o Description: Guidelines on what are disruptive behaviors, and how to handle such behaviors.
Title: Description of Peer Mediation
o Web link: http://www.studygs.net/peermed.htm
o Description: Defining what is peer mediation, and how schools can implement these programs.
Positive Behavior Interventions and Supports (PBIS)
Title: Positive Behavioral Interventions & Supports (PBIS)
o Web link: http://www.pbis.org/research/default.aspx
o Description: List of books, resources, and videos from PBIS Network
Title: Special Education Policies and Procedures Manual
o Organization: Los Angeles Unified School District Manual
o Web link: http://sped.lausd.net/sepg2s/pdf/guides/ppm_6_21_05.pdf
Title: Educational and Community Supports
o Organization: University of Oregon
o Web link:http://www.uoecs.org/index.php/research-62/pbis-unit
o Description: The program is a research unit and supports individuals with disability,
Organization: Illinois PBIS Network
o Web link: http://www.pbisillinois.org/
o Description: Resources, tips, videos on what is PBIS
Title: Positive Behavioral Interventions & IDEA 2004: New Opportunities for Teaching and Learning
o Organization: Technical Assistance Alliance for Parent Centers and the Families and Advocates
Partnership for Education.
o Web link: http://www.wifacets.org/sites/default/files/docs/training/pbi-idea-2004-combined.pdf
o Description: Examples of positive interventions that can be used in response to a specific
infraction – i.e., “disruptive behavior”, “fighting” – and provide a couple scenarios with concrete
examples of interventions.
Restorative Justice
Organization: International Institute for Restorative Practices
o Web link: http://www.safersanerschools.org/
o Description: IIRP provides training, curriculum, graduate courses on restorative approaches.
28
Organization: The Restorative Way
o Web link: http://www.therestorativeway.org/
o Description: Restorative way provides circle trainings for educators.
Organization: Restorative Schools Vision Project
o Web link: http://www.restorativeschoolsproject.org/
o Description: The Restorative Schools Vision Project is a Human Rights organization dedicated to
fulfillment of the Constitutional promise of Education Equality.
Title: Restorative Justice in Chicago Public Schools
o Organization: High Hopes Campaign
o Web link: https://www.box.com/s/86i7djik1i72p47tnlnf
o Description: A report that shines the light on the crisis of suspensions, and proposes a course
on full implementation of restorative Justice in Chicago Public School.
Title: Restorative Justice: Implications for Organizational Change
o Organization: Office of Justice Programs, U.S. Department of Justice
o Web link: http://www.nij.gov/topics/courts/restorative-justice/organizationalchange/implications.htm
o Description: Do’s and Don’ts for RJ (Guidelines to Implementing Restorative Justice)
Examples/analysis of implementation
Title: Redefining Dignity in our Schools
o Organization: Community Asset Development Re-Defining Education
o Web link: http://www.cadre-la.org/core/wpcontent/uploads/2011/03/4488_RedefDignityFullLengthReport_FINAL.pdf
o Description: A Shadow Report on School-Wide Positive Behavior Support Implementation in
South Los Angeles, 2007-2010
Title: Teachers Talk report
o Organization: National Economic and Social Rights Initiatives and Teachers Unite
o Weblink: http://www.nesri.org/sites/default/files/Teachers_Talk.pdf
o Description: Documentation report on NYC schools based on teacher survey. The report
highlights a model of school intervention team at Banana Kelly high school.
Title: Building Safe, Supportive and Restorative School Communities in New York City
o Organization: Dignity in Schools Campaign-NY
o Web link:
http://www.nesri.org/sites/default/files/FINAL_DRAFT_CaseStudies_SchoolClimate_Rev.pdf
o Description: Compilation of positive discipline programs piloted by few NYC schools.
Organization: Victim Offender Reconciliation Program of Denver, Inc
o Web link: http://www.denvervorp.org/index.html
29
o Description: They offer information about restorative justice as well as specific programs and
services for victims of crimes, offenders, disputants, and justice professionals.
Organization: Chicago Area Project
o Web link: http://www.chicagoareaproject.org/programs/restorative-justice
Examples of Discipline Codes and Guidelines
Title: Key Components of a Model Discipline Policy
o Organization: Advancement Project
o Web link: http://www.stopschoolstojails.org/content/model-discipline-policies
o Description: Provides a description and concrete examples of model discipline policy.
Organization: Los Angeles Unified School District
o Title: Discipline Foundation Policy
o Web link: http://disciplinepolicy.lausd.net/
o Description: A comprehensive district-wide policy and set of resources for implementation of
school-wide positive behavior supports in Los Angeles public schools.
Organization: Denver Public Schools
o Title: Student Code and Discipline Procedures
o Web link: http://ed.dpsk12.org:8080/policy/FMPro?-db=policy.fp3&-format=detail.html&lay=policyview&File=JK&-recid=32967&-find=
o Restorative Practices - http://webdata.dpsk12.org/policy/pdf/Policy_JK-R_Attachment_A.pdf
o Infraction Matrix - http://webdata.dpsk12.org/policy/pdf/Policy_JK-R_Attachment_B.pdf
o Discipline Ladder - http://webdata.dpsk12.org/policy/pdf/Policy_JK-R_Attachment_C.pdf
o Functional Behavior Assessment - http://webdata.dpsk12.org/policy/pdf/Policy_JKR_Attachment_D.pdf
Organization: Baltimore Public Schools
o Web link: Code of Conduct, http://baltimoredesignschool.com/pdf/2010_11CodeofConduct.pdf
o Web link: Student Handbook,http://www.bcps.org/system/handbooks/Student-Handbook.pdf
o Web link: Article,http://articles.baltimoresun.com/2012-02-23/news/bs-md-co-discipline-policy20120222_1_discipline-code-dale-rauenzahn-number-of-times-students
o Web link: Georgia law supporting no child in seclusion room,
http://p2pga.org/images/stories/pdf/GaDOE_Rule__Seclusion_and_Restraint_for_All_Students.pdf
Law Enforcement & Alternatives to policing
Title: Safety with Dignity, Alternatives to Over Policing in Schools
o Organization: New York Civil Liberties Union
o Weblink:http://www.nyclu.org/files/publications/nyclu_pub_safety_with_dignity.pdf
30
o Description: This report documents the successes of six New York City public high schools in
maintaining safe, nurturing educational environments without using metal detectors, aggressive
policing and harsh disciplinary policies—measures widely employed in city schools.
o NYCLU Press Release: http://www.nyclu.org/node/2501
Title: Know Your Rights When Encountering Law Enforcement
o Organization: American Civil Liberties Union, etc.
o Web link: http://www.aclu.org/files/kyr/kyr_english.pdf
o Description: This booklet addresses what rights you have when dealing with law enforcements.
Alternative Schools
Title: Missing the Mark, Alternative Schools in the State of Mississippi
o Organization: American Civil Liberties Union
o Web link: http://www.aclu.org/files/pdfs/racialjustice/missingthemark_report.pdf
o Description: Report from ACLU on alternative schools and other resources in Mississippi.
Title: Youth Justice Coalition’s Free LA High School
o Organization: Youth Justice Coalition
o Web link: www.youth4justice.org/yjc-high-schools/free-l-a-high-school
o Description: Read about Youth Justice Coalition’s Free LA High School, serving students 16-24
years old who have been pushed out of other high schools.
Chapter 4: Discrimination
Organization: Philadelphia Student Union, South Philadelphia high school
o Web link: http://webgui.phila.k12.pa.us/schools/s/southphila/
o Description: South Philadelphia high school is committed to cultural understanding and teaching
differences to students.
Organization: Girls for Gender Equity
o Web link: http://www.ggenyc.org/,
o Programs: http://www.ggenyc.org/programs/
o Description: Resources on preventing gender discrimination.
Title: Special Education Service and Support
o Organization: Georgia Department of Education
o Web link: http://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-EducationServices/Pages/default.aspx
o Description: Georgia handbook on Special Education
31
Chapter 5: Monitoring and Accountability
Analysis of governance models
Title: The price of Power: Civil Liberties and Civil Rights under Mayoral Control of New York City’s School
o Organization: New York Civil Liberties Union
o Web link: http://www.nyclu.org/files/MC_NYCLU_final.pdf
o Description: NYCLU report on mayoral control of schools in NYC and the impact on education due
to lack of transparency.
Community Monitoring
Title: Community Monitoring Process in LA
o Organization: CADRE- Community Asset Development Re- Defining Education
o Web link: http://www.cadre-la.org/
o Web link: Involving Parents, http://www.cadre-la.org/core/our-point-of-view/the-action/
o Web link: Report,http://www.cadre-la.org/core/wpcontent/uploads/2011/03/4488_RedefDignityFullLengthReport_FINAL.pdf
o Description: After passing School-wide Positive Behavioral Support in LA, CADRE engaged in
involving parents in monitoring the progress of LA schools.
Organization: Department of Justice: Speech by Thomas E. Perez
o Web link: http://www.justice.gov/crt/opa/pr/speeches/2012/crt-speech-120306.html)
o Description: DOJ calls for nurturing environment in schools– plaintiffs have right to monitor
schools, what training should staff and students get
Title: Settlement in Calcasieu Parish, LA around implementation of discipline policy
o Organization: Southern Poverty Law Center
o Web link: Summary,http://www.splcenter.org/get-informed/case-docket/calcasieu-parishpublic-school-system
o Web link: Agreement,
http://www.splcenter.org/sites/default/files/Calcasieu_Parish_Agreement.pdf)
o Description: The class A lawsuit won the implementation of PBIS at Calcasieu Parish school
Districts.
32
4. Appendices
Appendix A. Examples of Effective Local Advocacy Campaigns
Below are links to articles, documents, videos and other resources from local grassroots campaigns by
DSC member organizations related to many of the policy areas covered in the Model Code. You can
learn from and share these examples in developing your own local campaigns. If you have information
on your local campaign that is not yet included in this list, please send it to [email protected]!
California state legislature introduces 8 bills on school discipline, July 2012
Advancement Project; ACLU of Northern California; CADRE; Children’s Defense Fund – California; Public
Counsel; Restorative Schools Vision Project; Youth Justice Coalition
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Alerts and Blogs
o 8 School Discipline Bills Move Ahead With Broad Support http://www.fixschooldiscipline.org/2012/07/400/
o 8 of 10 Bills to Change Harsh School Discipline Rules Move Ahead http://www.fixschooldiscipline.org/2012/05/bills-move-ahead/
Documents and Publications
o CADRE’s Health Impact Assessment of School Discipline Policies http://www.humanimpact.org/component/jdownloads/finish/7/167/0
o UCLA Report Says Out-of-School Suspensions Reveal ‘Hidden Crisis’ in California http://www.fixschooldiscipline.org/2012/04/ucla-report-says-out-of-school-suspensions-revealhidden-crisis-in-california/
o Fix School Discipline fact sheet - http://www.fixschooldiscipline.org/wpcontent/uploads/2012/03/Fix-School-Discipline-Facts_FINAL.pdf
o Personalize-able letters of support to bills’ authors - http://www.fixschooldiscipline.org/howcan-we-fix-it/
Multimedia
o Fix School Discipline website - http://www.fixschooldiscipline.org/
o Fix School Discipline videos - http://www.youtube.com/fixschooldiscipline
o Info graphic: Are Our Children Being Pushed into Prison? http://www.fixschooldiscipline.org/2012/07/prison-pipeline/
o ACLU of NC app on education vs. incarceration spending http://www.thinkoutsidetheboxca.org/pages/overview
33
Los Angeles Truancy Ticketing Roll Back, 2011-2012
Community Rights Campaign of the Labor/Community Strategy Center; DSC–Los Angeles
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Los Angeles Police Department Directive - April 2011
o LA Times covers Community Rights Campaign's newest victory http://www.thestrategycenter.org/blog/2011/04/20/la-times-covers-community-rightscampaigns-newest-victory
Los Angeles School Police Department Directive, October 2011
o What Are the Advances in New Victory with LASPD by CRC and Dignity In Schools? http://www.thestrategycenter.org/blog/2011/10/31/what-are-advances-new-victory-laspd-crcand-dignity-schools
County Juvenile Court Guidelines, January 2012
o Los Angeles Juvenile Courts Will Dismiss Curfew Tickets for Students on Their Way to School http://www.thestrategycenter.org/blog/2012/01/10/los-angeles-juvenile-courts-will-dismisscurfew-tickets-students-their-way-school
Los Angeles City Council Law, February 2012
o CRC's 14-0 victory at City Hall to roll back the truancy ticketing law LAMC 45.04 http://www.thestrategycenter.org/blog/2012/02/28/making-history-crcs-14-0-victory-city-hallroll-back-truancy-ticketing-law-lamc-4504
o How Communities Teamed Up with Police, Courts and L.A. Leaders Over Truancy Tickets http://www.publiccounsel.org/pages/?id=0059
Chicago Board of Education revises Code of Conduct to limit suspensions and provide more support
for restorative practices, June 2012
High HOPES Campaign; COFI/POWER PAC; Blocks Together
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Alerts and Blogs
o POWER-PAC Wins Major Changes in Student Code of Conduct! http://www.cofionline.org/news.php?id=59
o BT Youth Action at Board of Ed, Win Changes to Student Code of Conduct! http://www.btchicago.org/bt-youth-action-at-board-of-ed-win-changes-to-student-code-ofconduct
o Chicago City Council passes resolution in support of High HOPES Campaign and restorative justice
- http://www.btchicago.org/high-hopes-resolution-passes-out-of-city-council-committee
Alerts and Blogs from earlier 2007 changes
o POWER-PAC Wins New CPS Discipline Policy - http://www.cofionline.org/news.php?id=14
o Chicago Public Schools Incorporate Restorative Practices into Student Code of Conduct http://www.dignityinschools.org/content/chicago-public-schools-incorporate-restorativepractices-student-code-conduct
Documents and Publications
o High Hopes Campaign Releases A New Report about Restorative Justice http://www.suspensionstories.com/2012/03/17/high-hopes-campaign-releases-a-new-reportabout-restorative-justice/
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o Letter from Alderman Moreno to Chicago Mayor and CEO of Chicago Public Schools in support of
High HOPES Campaign - http://www.btchicago.org/bt-youth-get-ald-moreno-to-pressure-rahmand-brizard-on-high-hopes-demands
o Reports from VOYCE on school discipline in Chicago - http://www.voyceproject.org/researchfindings-solutions
o Parent-to-Parent guide to restorative justice in Chicago Public Schools http://www.cofionline.org/power_pac.php?id=47
Press Coverage
o Chicago School Code Of Conduct Lightens Up On Suspensions, Targets Bullying http://www.huffingtonpost.com/2012/06/26/chicago-school-code-of-co_n_1628078.html
o CPS Revises Student Code Of Conduct, Expands Anti-Bullying Measures, Includes Easing
Suspensions - http://chicagoist.com/2012/06/28/cps_taking_a_new_approach_to_curb_b.php
Colorado state law to reduce suspensions and expulsions, May 2012
Padres y Jovenes Unidos
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Alerts and Blogs
o Senate Bill 46: 2 years in the making - http://padresunidos.org/senate-bill-46-2-years-making
o Victory! Smarter School Discipline Bill Passes Colorado Legislature http://www.padresunidos.org/newsletters/5.9.2012_Victory_SB_46_Passes_Colorado_Legislatur
e.html
o Smarter School Discipline Bill (SB 46) Passes Unanimously in House Education Committee http://padresunidos.org/newsletters/5.2.2012_SB_46_Passes_House_Ed.html
o Padres & Jovenes Unidos Fights for Legislative Fix to Unjust Discipline Policies https://app.e2ma.net/app/view:CampaignPublic/id:1408136.7480310665/rid:c8b74327594c01b
133ffd426311a2928
Press Coverage
o Colorado is Latest to Reconsider Zero-Tolerance School Policies http://padresunidos.org/colorado-latest-reconsider-zero-tolerance-school-policies
o Colorado Public Radio - Senate House Committee passes Senate Bill 46, Smarter School Discipline
Bill - http://www.padresunidos.org/newsletters/CPR_Bill_Passes_HouseEd_5.3.2012.mp3
o Padres & Jovenes Unidos Set to Release Report on School Discipline; Students to Grade DPS on
Policy Implementation https://app.e2ma.net/app/view:CampaignPublic/id:1408136.7488841071/rid:666add638dbeeb6
416292299b4f1ad0c
Multimedia
o 100 Days of Colorado Stories https://app.e2ma.net/app/view:CampaignPublic/id:1408136.7488841593/rid:b6226aa739dcf62a
9ab4b0b6ef81abe6
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Changes to Louisiana statutes to require classroom management training and reduce suspensions,
2010-2012, Families and Friends of Louisiana’s Incarcerated Children (FFLIC)
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Alerts and Blogs
o School Discipline Changes in Louisiana - http://www.nesri.org/news/2012/06/school-disciplinechanges-in-louisiana
o Governor Jindal Veto’s SB 67 - http://www.fflic.org/archives/515
o FFLIC’s rallies to stop the School To Prison Pipeline with ACT 136 and SCR 101 http://www.fflic.org/archives/314
Press Coverage
o New school discipline rules take effect http://www.dailycomet.com/article/20120619/ARTICLES/120619662
Documents and Publications
o FFLIC & NESRI’s full report “Pushed Out: Harsh discipline in Louisiana Schools Denies the Right to
Education” - http://www.fflic.org/archives/186
Multimedia
o School to Prison Pipeline DVD - http://www.fflic.org/archives/97
New York City Department of Education revises school discipline code, 2010-2012
Dignity in Schools Campaign-New York (DSC-NY)
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Alerts and Blogs
o DSC-NY Rally at Discipline Code Hearing - http://www.nesri.org/news/2012/06/dsc-ny-rally-tochallenge-latest-draft-of-nyc-school-discipline-code
Documents and Publications
o Platform for Positive School Discipline in New York City Schools http://www.nesri.org/sites/default/files/DSC-NY_Discipline_Platform.pdf
o Fact Sheet on NYC School Discipline Statistics http://www.nesri.org/sites/default/files/NYC_FactSheet_Discipline_Policing.pdf
o DSC –NY Suspension Stories - http://stopstudentsuspensions.blogspot.com/
o Call to Action - http://www.nesri.org/resources/dsc-ny-call-to-action
Multimedia
o Press Conference and Testimony at DOE Discipline Code Hearing - http://vimeo.com/26975187
Press Coverage
o DOE Officials Hold Public Meeting On Revised Discipline Code http://manhattan.ny1.com/content/top_stories/162534/suspensions-to-decrease-underrevised-doe-discipline-code
o NYC Schools Propose Changes to Discipline Code http://www.gothamgazette.com/blogs/wonkster/2012/06/05/nyc-schools-proposes-reducedsuspension-and-progressive-discipline/
o Padres abogan por alternativas a suspensiones escolares http://www.eldiariony.com/article/20120606/IMPORT01/306069943
o Students and Others Rally Before Discipline Code Hearing http://www.nytimes.com/schoolbook/2012/06/06/students-and-others-rally-before-disciplinecode-hearing/
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o Parents Protest Punitive Discipline in New York City Schools http://www.nesri.org/news/2011/06/the-amsterdam-news-parents-practice-punitive-disciplinein-new-york-city-schools
Oakland Unified School Board creates police complaint procedure, June 2012
Black Organizing Project
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Alerts and Blogs
o Oakland Board of Education unanimously approves process to hold campus police accountable http://oaklandlocal.com/article/630hold-oakland-board-education-unanimously-approvesprocess-hold-campus-police-accountableo Group Wins in Push for Police Accountability in Oakland Schools http://blog.mkf.org/2012/07/03/group-wins-in-push-for-police-accountability-in-oaklandschools/
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Appendix B. Additional Handouts
1. DSC Model Code Comparison Tool – Discipline Policies in Your District Discipline Code
2. DSC Model Code Comparison Tool - Preventive Practices in Your District Discipline Code
3. Strategizing for Your Local Campaign to Revise Your Discipline Code
38
1. DSC Model Code Comparison Tool – Discipline Policies in Your District Discipline Code
Questions about what is in your
local Code of Conduct:
Is the Code
followed?
What does the DSC Model Code say about it?
Does your local Code say what the
goal of discipline in schools should
be?
The purpose of discipline must be to understand and address the causes
of behavior, resolve conflicts, repair the harm done, restore relationships
and reintegrate students into the school community.(Pg. 21 3.1.a)
Does your local Code require that
schools create clear expectations for
students?
Schools must create clear expectations and graduated levels of support
and intervention for all students, with consequences for misbehavior
that are individualized, consistent, reasonable, fair, age appropriate and
match the severity of the student’s behavior.(Pg. 22 3.1.a.C)
Are there guidelines for when a
school can and cannot suspend or
expel a student? Are suspensions
and expulsions limited to only
serious and dangerous offenses?
Suspension or expulsion may only be considered for the most serious
and dangerous offenses and only if absolutely necessary to protect the
safety of the school community.(Pg. 32 3.1.c.B)
Are there zero-tolerance policies in
your Code that require automatic
suspension for certain behaviors?
States, districts and schools shall eliminate zero-tolerance laws and
policies. (Pg. 23 3.1.a.F)
Does your district list alternatives to
suspension? Does your district
require that alternatives be used
before suspension/expulsion?
Suspensions or expulsions may only be used after non-exclusionary
discipline alternatives (like counseling, mediation, etc.) have been
carefully considered, tried and documented.(Pg. 32 3.1.c.B.1.a)
Can a student be expelled or
suspended for a first time offense?
No student can be suspended or expelled for a first-time offense (unless
required by federal or state law or in an emergency). (Pg. 33 3.1.c.D.1)
Your thoughts:
39
Questions about what is in your
local Code of Conduct:
Is the Code
followed?
What does the DSC Model Code say about it?
Are there different rules for students
of different ages or grade levels?
(For example, different suspension
policies for elementary and middle
school students vs. high school?)
No student under the age of 10 may be excluded from school for
disciplinary reasons.(Pg. 33 3.1.c.D.2)
Is there a limit on the number of
days a student can be suspended?
No student can be suspended for more than 5 days in a row, or 10 days
total during an academic year. (Pg. 33 3.1.c.D.4)
Are there any types of offenses for
which suspensions are not allowed?
Suspensions are not allowed for:
 Being late to school or class, or being absent
 Violating school dress code or uniform rules
 Minor behavior infractions, ie. Insubordination, defiance,
disobedience, disrespect, or disruptive or rowdy behavior, classroom
disruption, etc.(Pg. 33 3.1.c.D.6)
Once a school in your district
proposes to exclude a student, are
they entitled to remain in school
while they await the final decision?
If a district or school proposes to exclude a student, regardless of
whether that exclusion is a suspension or an expulsion, that student shall
remain in school pending the outcome of that student’s exclusion
conference or expulsion hearing. (Pg. 33 3.1.c.E.1)
Does a student in your district have
the right to continue to access
academic work once that student
has been suspended or expelled? Do
students have a right to be placed in
an alternative academic setting?
If a student is suspended from school, that student has a right to
continue to access and complete regular academic work during the
suspension.(Pg. 33 3.1.c.E.2)
Your thoughts:
No student under the age of 15 may receive a suspension of more than 3
days.(Pg. 33 3.1.c.D.3)
If a student is expelled from school, that student shall have a right to
attend a high quality alternative school where the student shall receive a
complementary education.(Pg. 34 3.1.c.E.3)
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Questions about what is in your
local Code of Conduct:
Is the Code
followed?
What does the DSC Model Code say about it?
Does a student facing suspension
have the right to an exclusion
conference or other meeting with
school officials?
If a student is suspended for 5 days or less, the student has the right to
an exclusion conference.(Pg. 34 3.1.d.B.1.b)
When, if ever, does a student have
the right to a full hearing before
suspension/expulsion?
For any exclusion of 10 or more days, the student has a right to a full
hearing.(Pg. 35 3.1.d.C)
Do students have a right to an
attorney at an exclusion hearing?
Will that attorney be provided to the
student free of charge?
Any student who is facing exclusion for ten days or more, whether
consecutively or cumulatively during a school year, shall be provided
upon request with legal counsel in any administrative or judicial
proceeding (including appeal) as a matter of right and at public
expense.(Pg. 35 3.1.d.D)
Does your district require that
parents be notified of a student’s
exclusion hearing?
Prior to the full hearing for an exclusion of 10 days or more, the school
must provide timely notice to the student’s parents, in the language in
which they are most comfortable. (Pg. 35 3.1.d.E)
Does your district require that a
neutral officer preside over the
hearing?
The hearing shall be conducted by a neutral hearing officer or panel who
was neither directly involved with nor a witness to the alleged
incident.(Pg. 36 3.1.d.F)
Do students in your district have a
right to appeal the decision of
exclusion?
A student who has been excluded from school has the right to appeal his
or her exclusion. Appeals shall be heard by a neutral hearing officer
designated by the district Board of Education or equivalent entity.(Pg. 37
3.1.d.I)
Your thoughts:
41
Questions about what is in your
local Code of Conduct:
In the case of an emergency, can a
student be removed from school
immediately without a conference or
hearing? If so, what due process
protections are in place?
Does your code mention involuntary
discipline transfers? If so, for how
long may a student be removed?
How are students’ first amendment
rights to free speech protected in the
disciplinary policies of your district?
Is the Code
followed?
What does the DSC Model Code say about it?
Your thoughts:
If the student is removed pursuant to an emergency, a full hearing must
be scheduled within 5 school days of that removal or the student must
be returned to school and the non-emergency due process protections
shall apply.(Pg. 37 3.1.d.J.3)
Voluntary placement in or transfer to an alternative school shall be
allowed where initiated by the student and their parent or guardian.
Involuntary transfer or placement of any student for disciplinary reasons
can only occur after a full hearing has been conducted. (Pg. 49 3.3.b.C-D)
No student shall be issued an involuntary transfer for disciplinary
reasons for more than one school term. If a student is issued an
involuntary transfer, the student shall have a right to reenroll in their
home school or previous school of attendance at the end of the
term.(Pg. 35 3.1.c.D.5)
Students may exercise the rights of speech, assembly, press and
association, in accordance with the First Amendment of the United
States Constitution and any applicable state laws. Except in the most
serious circumstances, schools shall use non-exclusionary responses
when students violate school rules in the process of exercising their First
Amendment rights.(Pg. 35 3.1.c.D.8)
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2. DSC Model Code Comparison Tool - Preventive Practices in Your District Discipline Code
Questions about what is in your
local Code of Conduct:
In what ways does your district
require that schools create a positive
physical school environment for
students?
Is the Code
followed?
What does the Model Code say about it?
Does your district have a policy for
prevention and response to bullying?
Schools must create a positive physical environment to foster healthy,
respectful climates for learning, including displaying positive message
and visuals, avoiding bars on windows, keeping schools clean, and
designating positive physical spaces where students can meet with
counselors and peers.(Pg. 21 3.1.a.C)
Schools must promote a participatory and supportive school community
by holding school-wide events, creating opportunities to express
themselves creatively, making it clear for students who they can go to for
help and support, and responding to crisis situations and traumatic
incidents.(Pg. 22 3.1.a.C)
Schools must provide early intervention for students at risk of being
pushed out of school, including students with disabilities, students with
behavior issues, students with unstable family and home lives, homeless
students, students whohave been the target of bullying behavior and
students who have a history of discipline problems.(Pg. 22 3.1.a.C)
Schools must utilize non-exclusionary discipline responses and
alternatives to suspension with support by qualified staffincluding
mediation, restorative circles, conversations and family group
conferences, transformative justice approaches, counseling, tiered
support team interventions, community Service, and written and verbal
apologies.(Pg. 22 3.1.a.C)
States, districts and schools shall adopt a policy for prevention of and
response to bullying behavior by students and adults.(Pg. 23 3.1.a.G)
What sort of training on school
discipline does your school district
require?
States, districts and schools shall provide training, resources and
monitoring to ensure implementation of positive discipline practices and
policies. (Pg. 23 3.1.a.H)
In what ways does your district
require that schools promote a
participatory and supportive school
community?
What early intervention policies are
in place to target students at risk of
being pushed out of school?
Does your school specify alternate
methods of discipline that should be
employed before exclusionary
responses?
Your thoughts:
43
3. Strategizing for Your Local Campaign to Revise Your Discipline Code
What changes to policy do you want to see in
your district?
Is there language in the Model Code that you
want to use as part of your demand?
Who is the
decision-maker
that can make
each change?
Rank the
changes in
order of priority
(scale of 1-5)
Where are there existing
models? (could be individual
schools in your district, or
another district)
Next Steps
44