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Designed to help stakeholders better understand the policy environment surrounding current school discipline practices in our country. This compendium provides information on school discipline laws and administrative regulations for the United States, including the 50 States, Washington D.C. and Puerto Rico.
Serves as a resource to help States comply with the JJDP Act's DMC (the disproportionate number of minority youth who come into contact with the juvenile justice system) requirements. Includes information for all who are interested in understanding and engaged in reducing the extent of DMC. Contains resources, publications, and contact information.
Describes the Strengthening Families Program. Includes an overview of the program and details critical components such as parent skills training, child skills training, and family skills training. Concludes with suggestions for implementation.
Provides an opportunity for training in dealing with a student with Attention Deficit Disorder whose behaviors interfere with his classroom instruction. Offers assistance for communicating with a variety of audiences, including parents and educators.
Provides effective culturally responsive practices for prevention programs supporting Latina youth who are at risk of placement in juvenile detention including recommendations, action steps for each recommendation, and targeted resources. Each recommendation and the corresponding action steps are included in a checklist that prevention programs can use to support direct practice, programming, and system changes.
Discusses a fist fight that took place in a North Carolina school. A parent advocate believes that with the shortage of teachers and administrators, acts like this can quickly lead to unfairly funneling a student from the classroom into the criminal justice system.
Alyssa Rodriguez, a Chicago social worker, figured she’d see more students who felt anxious, frustrated by their schoolwork, or disoriented by unfamiliar routines. A month into school, she says she underestimated the challenge ahead.
The phone call from her son’s school was alarming. The assistant principal told her to come to the school immediately.
But when Lisa Manwell arrived at Pioneer Middle School in Plymouth, Michigan, her son wasn’t sick or injured. He was sitting calmly in the principal’s office.
Discusses why informal removals matter and how they can be prevented through implementing positive, proactive approaches to address the behavioral needs of children with disabilities.
Features a panel discussion with students and staff from West40, R9CC advisory board members, and experts on how youth-serving adults can best support students transitioning from non-traditional settings, such as alternative schools, to traditional school settings.