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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.
Summarizes the District of Columbia public and public charter schools' bullying prevention efforts and the current state of local education agencies compliance with the 2012 Youth Bullying Prevention Act (YBPA; DC Law L19-167).
Highlights the great work Michigan schools are doing to engage youth in the school climate improvement process. Promoting youth development among participating high school students is one of the key focus areas to Michigan's S3 Initiative.
Summarizes outcomes of the 22 priority area high schools served by the Safe Supportive Schools (S3) grant for the Michigan State superintendent. This report includes data on the grant's impact on graduation rates and how Restorative Justice practices helped save instructional hours.
Includes a presentation to the state superintendent, describing the work of the MI S3 grant, including their “Think Respect motto, student outcomes, and information on Michigan’s Socal Emotional Learning Standards drafted during the grant period.
Focuses on the legal framework for administering medicine, school board opioid antagonist information, training requirements for individuals designated to administer an antagonist, and storage requirements.
Provides program overview of mentorship program in Detroit Public Schools including history, goals, and mentoring tips. Also, provides discusses their in-school dropout prevention and mentoring program for minority young boys who are at-risk of dropping out of school and/or choosing a life of crime
Identifies “bright spots” among Michigan districts implementing SEL practices to improve outcomes for children, including four key evidence-based strategies.
Proposes a vision and path forward for a broad coalition of partners to bring inclusive, equitable, and evidence-based supports to students and educators experiencing trauma and transform outcomes in the Appalachian region.
Presents findings from a study on the scale of adoption of guided pathways practices across community and technical colleges in three states where there are state-level efforts to support adoption among colleges system-wide.