Overview

Improving student academic and behavior outcomes requires ensuring all students access to the most effective and accurately implemented instructional and behavioral practices and interventions. Schools need to create an environment that ensures all students feel emotional and physically safe. Students are losing important instructional time due to exclusionary discipline. The increasing use of disciplinary sanctions such as in-school and out-of-school suspensions, expulsions, or referrals to law enforcement authorities creates the potential for significant, negative educational and long-term outcomes, and can contribute to what has been termed the “school to prison pipeline.” Studies suggest a correlation between exclusionary discipline policies and practices and an array of serious educational, economic, and social problems, including school avoidance and diminished educational engagement; decreased academic achievement; increased behavior problems; increased likelihood of dropping out; substance abuse; and involvement with juvenile justice systems (Joint Dear Colleague Letter, 2014).

Connecticut School Discipline Collaborative

Overarching Goal: The Connecticut School Discipline Collaborative advises the Commissioner of Education and State Board of Education on strategies for transforming school discipline to reduce the overall and disproportionate use of exclusionary discipline. 

Strategies:

• Advise the State Department of Education on issues, policies, and practices relating to school discipline.
• Evaluate and recommend plans for statewide school discipline reform initiatives to the State Board of Education.
• Review effective practices carried out in Connecticut and other states to increase alternatives to exclusionary discipline and determine the feasibility of carrying out those practices in this state.
• Develop or identify tools for district and school personnel to implement alternatives to exclusionary discipline.

Membership: Members reflect a diverse range of expertise in the fields of education, public policy, law, youth development and community leadership.   

October 31, 2018

• Agenda October 31, 2018
• The Critical Work of Racial Identity Development (Dr. Graves' Presentation)
• Connecticut  School Discipline Collaborative Presentation (CSDE)

February 27, 2019

• Agenda February 27, 2019
• Connecticut School Discipline Collaborative (CSDE)
• Breaking Down Barriers: Ensuring Success for All Students (Meriden Public Schools)
• The School Discipline Collaborative Panel Discussion (Waterbury Public Schools)
• Report on School Discipline (CSDE)
• Commissioner's Memo to Superintendents (February 21, 2019): Position Statement on Reducing Disproportionality in Suspensions and Expulsions (Exclusionary Discipline)
• Position Statement on Reducing Disproportionality in Suspensions and Expulsions (Exclusionary Discipline)
• Critical consciousness: A key to student achievement (Dr. Daren Graves)

May 29, 2019

• Agenda May 29, 2019
• CSDE Presentation May 29, 2019
• Effective Implementation: What does it take? Introduction to Implementation Science (Dr. Caryn Ward)

November 22, 2019

• Agenda November 22, 2019
• CSDE Presentation November 22, 2019
• Handouts
  • School Discipline Practices: A Public Health Crisis and an Opportunity for Reform
  • Health Equity, School Discipline Reform, and Restorative Justice

June 16, 2020

• Agenda June 16, 2020
• CSDE Presentation June 16, 2020
• Webinar: Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice
  • Webinar Handout: Schooling for Critical Consciousness Presentation June 16, 2020

Supporting Students Who Are Expelled

The resources below provide guidance for schools on implementing the state requirements for students who have been expelled.

• Standards for Educational Opportunities for Students Who Have Been Expelled
  These standards, adopted by the Connecticut State Board of education, require a determination concerning appropriate programming and the development of an individualized learning plan (ILP) for all students who have been expelled.
• Alternative Educational Opportunities for Students Who Have Been Expelled: Best Practice Guidelines for Program Implementation
  This framework for effective program implementation consists of eight indicators for best practices regarding the delivery of educational opportunities to students who have been expelled from their school and placed in alternative education settings.
• Guidance Regarding Student Expulsions: Superintendent Letter, August 31, 2018

Go to the "How To" section in the left navigation bar to access additional guidance and resources on school expulsions.

Disparities in School Discipline

• Commissioner's Memo to Superintendents (February 21, 2019): Position Statement on Reducing Disproportionality in Suspensions and Expulsions (Exclusionary Discipline)
• Position Statement on Reducing Disproportionality in Suspensions and Expulsions (Exclusionary Discipline)
• Report on School Discipline (CSDE)