U)S, . D e p a r t m e n t o f J u s t i c e • • . . , . . . ,. " ( J ~ e o f Justice P r o g r a m ~ " " @ c e o f J u v e n i l e J u s t i c e a n d D e i i n q u e n c y ~ P r e i ~ b ~ h t i o n " ~ :

• . . . . , S t a l e . R e l a t i o n s . a n d ~ A s s i s t a n e e ; D i V T s i O n . : ~ ~ ~:.=-:. ~ :=:~/~,. =~.~":~:. '~ ~=' ,, , . . - : . . . . . ~: :~=~.,.

+ -

[. . . , . : . . . " [ . . . . - . . =

: : Challenge t~e)Statee/: .The 1992:reoUthoriZation-of=timluvenJle~lustice and nelln!iuency I PreventiOii(lJDp)"act iif-i974 ;:

~ a~:d\P~t~K, St a ~ C ~ ! ~ ~ v i ; ~ f i ~ , l O t h J prog~-m/J;~nded'by, tire ofnce Of luvenne Just!¢e~aad D ~ - ~ ~ . _ P r = _ ~ t i o ~ ( O _ ~ i ~ i : i E i s t~l~T\O~ in!tiativeKfor Statesparticipat- ing/in;theFonnulaGrants:P[rodramio dnelop, adopt; and ~iiro~poii~ieSahd'pm~amS inlor

. . . . . . areas. morenflO:specifiedCltallenge ;~ +- ~ . ~;, [ ....

Chaflenge Activity H • ? ~ ¢ v e l o p i n g and ado[~ting.policies and programs de- ~'-.~igned t o : s e reas ~ dlt~rnatives to suspension and ex-

'" pMsion from school.- .[ .

A d d r e s s i n g . D i s c i p l i n a r y P r o b ! e m s , ~ . S u s p e n s i o n a n d E x p u l s i o n

.,:i Suspension~and e x p u l s i o n a r e increasingly~being u s e d t o c o m - bat~crim~e::atid~-violetice in A m e r i c a ' s s ch6o l s . 4n October 19~)3,

-..- Presid~nt ~Clinton Vi§ i f ed~j~6 f i iH ig l ] , .Sc f ib~61 "in-Be~6rit ,

Beg inn ing this year, all public s c h o o l s i n M i c h i g a n must expe l first- through f i f thkgraders .caug! i tw!tha Weapom~Fresno, C-.ali- f o m i a , s choo l officials~are instituting a ,s imilar pol icy , s tart ing in fourth grade.;Students in Broward Count3/, Florida, n o w c-an be e x p e l l e d . s i m p l y foLthreatening:viblef ice , ~ . . . . ' ! , , . - - ;

Traditionally, schools: have• usedi~tispension~orexpu!s' idn ~0 punish students wi th d i s c i p l i n a r y p r 0 b l e m s an~d,to:maintaiffan atmosph~re~in whjch~lea/nii~g c~m - ~ p lace . Acco- /Bihg[!~@~. U , S , + D e p a r t m e n t = o f E d u c a t i o n ; o f f i c e . g f c j ~ l l t ighti-prdje~fed national:data;.in 1992 there w e r e 2~353)22[chi ldfen/s 'uspef ided f rom public schools . O f these suspendedch i ldren , q ;20i,,409.:

Cal i fornia( to praise~the~school's zero. . tolerance pol icy for!guns • were-whife i 792!739. w e r e black;,. 295~967i Hispafiic,,381~/8"5; a n d ~ t o : s i g n : a n E x e c u t i y e : : M e m o r a n d f f m O f i ~ i f r i ~ l e i f i e f i t a i i b n of. As ian and 24 733 A m e r i c a n Indian ° ' ~ ° - ~ ~'v' l~Ri ~ his ~ the Gun~_n~F~e-Scho01sACt o f ' 1 9 9 4 a n d the:Safe'and Drug-Free . . . . ¢ " . , , • 4 ~ v, . +, ~ , : . , ~ , , ; ~i ~ - - - - ~ . ' ~ . . ; . ~ .

- ; : - r , ~ : - ~ - ~ - ~ : . ~ . ~ - ~ : ~ , , r - , = - - , : - - , - - . ~ - ~ + " - . ~ . . . . . . ~yyz ) . •m m e Nat lonm ~ c n o m t~oaros Associat iOn t ~ t ~ a f s u r - ;~cllOOlg~a~Rl •z, Oniniilhltl~S A C t . , z e r o tOleranceas a c 0 m m o n " ' . ; . . . . . : - - - : = ~ = . ' . c ~ - : : ; = ~ ' , o , ~, • : : .~ - . " - - , . , ~ . . . . = , : + - .

. -:i,._- ,, . _ ,.__:~:~,~:;. :=,- :--. -,-: ~d~+~-.::~'---~ ,~.~ ~., • : : , ; , . - , , ; . vey-publ ls t ied lrl 1993 , :7~ p,~t~erit o f schoo l distr icts .surveyed. s ense p oncy; . t h e - ' r r e s l d e ~ a m . x o u n g peopje~simply Should ~- :-=-~.- : : ; - : : / ~ - ~ : c . : ~:~:"~ :o+'; ~ ' ~ ~+,:,~-:: . . =

-': " ...... : ~+7-5:.,~ S ~ - ~ . --.~" :~._-:7-;.,~:, - / , -:"? ~_,--~- .'-~ ~ . = - . r e p o r t e d t i a e - u s e o i s u s p e n s l o n ' a s a means ,or orevent lng r i o - . no t 'nave ; to :nve lnxear~oryoung~cnmlna~s wno~carryguns~to ' . -~-~ _~: _~=-~'~+:+~,_-+ ~_'::::....._.o: =~,-~ : _ - , . . . . . .- : ,.o ~-~.. ;-:

; ~ ~ , ~ " ~ & ~ - : ~ - , ~ . - : - ~ = . . ~ - - ; % , - = ~ = ~ - , ~.~.=:. + .. : -- l enceAn the2schools . ;More districts used suspenslon'tlaan any . , • :.-_ 7 . + . . :_ . _ - ~ :=:::.:; .~,_.; - / : " - . , _ ~ . . - ;otlaer.alterhatlVe.. l~XpUlSlOffwas thelOurtla mOstr;w~delyusea : •

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Goals /2000 , the Educate A m e r i c a Act.:It states tha tby theyefif;_; ~7 _r ~.ayLk- As m p w n g ~ u p w a r d - In F m f f a x Countys, V l r g m m ( c a s e s °f.i •; 2 - 0 ~ - 6 . ~ e ~ e ~ i ~ ~ a ~ b i V f f ~ e ~ d i ~ e ~ f ~ d ~ , i t i : - ":/,• expul s ion- increased sharply from 14in the i985-~f986 school lence and~wi l l . o f f er~a~d i sc ip l inedenv i tonment~c0nduc i~e . to • y e ~ ; t 6 a33-.in~1993-!!994.+Qf rfig~/ : 'i~i."~S ~ ' " ~ i l ?~. learnitig s ~ .~ . : " - " ' , : - - - ' - : . ~ ' - • than 1::~00 thirtl'~:thfiau~h tw61fth; . . . . . . . . . . . / : ~ '- "

-. A growing n u m b e r o f e d u c a t i o n offici~siare~&~rifrohting:stu- : " ,~mentsTcaught wi thTweapons~wi tha strictme,wedi~f: 6n(s~tiSke

; . ! ~ i y o u ' r e o u t . ~ . W i t h S t a t e s ~ i t n ~ s l ( - d f l o s i n g F 6 d e / a l funds i f - " . '=:~=-" , ~ : " " " - " '~ ' - - ' . ; ~ z " - - : - o - ~ ; ' ; + , '

0," they. do not adopt m a n d a t o r y e x p u l s m n : r u l e s for,students .- • . . caught with guns, the trend;is,clear.

. . . . . . . . - _

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some-o r a!0 t ofclTime. 7 The District 0fColumbia recently ap- • pr0~ed itg:firsT~,ea'rZlbfig ekl~fi]~i~n policy ]'or gtudents caught With Wea-pons_Prev?ious]y~ schools largely relied oh month-long suspensions (more than 500 in_1993-71994 ) s

School.districts may use in-school or out-of.sch0ol suspension, .or.s0me combination of~both. The continuum of options •ranges from tithe-out areas, to use of conflict' resolution techniques, to onsite suspension, to.complete expulsion--the last fast becom- ing the option of choice.when studentsbring weapons~'to :~ school.9~C0mmunity-centered schools may offer an alternative

, to.students .whQ have been expelle& have truancy problems, or cannot funcfitSnjn iegular school programs. TheSe schools pro-

while.tei~uiring-their:attendance ina special"classr00m w h e r r l l L -

_ 5bey can,continue with their school Work:-SUspended-~-tudent~ : may move:to an0ther classroom, a separatesuspension r0om;3 -.:.

• or a separate campusand • still be counted as-presentfor-the-put- _ . . , • . f , . . - ; • .

poses., of school.attendance.• : ~ ..... • . ~:

IISS rulesmust be reasonable, noipunitive. Students.should ,~ • -know, the ra'tionale, for the rdstricti0ns and. sh0uid:not view' the program.s01e!y as~ a meth0d 0fpuni~hmentJ6 A ful!yd0cu- mented~vi;i,tten statement ofcircumstanc~s:shouid gi~,en i6 th~ ~ " " staff, the*student, and parents, and-the student should be af- forded mihimal due process rights u n d e r ~ G o s s . ~ v ~ : - L o p e z . t T ~ F o r .

_ exampl e, the Californiaguidelines forrsafe scho0!s.recommend vide individual:attention, academic.and social skill building, that administrators keep accurate ]and detailed suspension and and communityand family su art ~o - . • -.- - ' o ' . . ~ • . . . . : PP • ' • expulsion records, lnCJudLng teacher referrals; gctirol:seCiafity • . -.~ ".~. i., : -~-, " " " , : - " " referrals~,;an~~di~[pl~nfi~.-brc0unselifi~-res onses, as weli~as The •newest eXl~UlsionildWsi,:~rh.a~ M_ichigans,,do£_not~recmire? - . " : . "~. - ~ : ~ ? z. : . : : , " . ? ~ - - _ . . . . P _ " _

the school system t0: Cre-h~6altemati~,eprrg;aniS-f0r',studentg suspensl0n,:tra_nsfer(and expulsion letters J80ri62to 3 days caught with weapons. ~ This has t/fised que-stions about-whether is sufficient forsuspefisibnjnmost caseL A review o f the -

~more eiiaphasis sl]6uld be put on trying to rehabilitate students who are_expe!lrd.7On~the other end-ofthe-spectrum, New-Jer2 sey off/cialscreated~altemativ e edtiCati0n sites:in every county just for expelled SfUdents;?in San Diego, more than 300 ex- - pelied students Were sent to alternative ~p~0grams*during, the - first yea ~ of the city's zero. tolei'ance~ pOli~:y~ ~i

Inthe~NSB'A su~ey, suspensionandexpulsion were found to • be onlymodera.tely~eciive. As onerespondent said Allow- ing a kid to sieep" late, watch television, and spend ~i day unsu- P ervised~is hiirdly)a'i~tiiii~s~eflt-f0r mosv-students." Another espondent noted, Suspenslonsdo not work. Studehts don't

care whether they are suspended or riot. '''2Unfortunately, .schools maysuspend or.expel:students-~ittiOdisdiiSlih-ary-prob - lems rather th~n~addfe~-s-th~ffn'd~--rlying~causes,of~their,behav_, tar: These dlsclpiiri~iacticg Will: 6f/efi?reihf6rce:ihr-~tUdents negative behavior and.stacl~the:deck_~ig~iinst 16w;-iiirbih67iiiid- mmorlty students. Exclusionary practices,;_such~a~ib-fi~.'.-

~expulSion,. and tranSfer;ocan~p~ri3etuate~racial and class-stratifi- cation becausea d i s p r o p o r t i o n a t e . n u m b e r o f - u r b a n , A f f i ~ a n _ -

American and Hispa_fii~ students'.come.from circumstances that interfere w~th pr0diactive school behavior, t3 Research has shown that theindicators used by school disciplinarians tO identifyat-fisJ(students place -those students ai risk of dropping out of schdol. OUt-of-school suspension or expulsion may also increase the~chances that at-risk students willbec0me involved

:indaytim e crime. Scho0] 0fficialshave often made arbitrary. decisions to suspend orexpel student.s for off-campus offenses.

?-The decisions:madeqn several lower'Federal and State court cases indicate; however, lthat students canhot be excluded from 'school for.off-campus crimes uniess they pose a threat of dan- ger to-those at the school. ~*

In/scii9o] sus~pension (ISS) is a popular alternative .to out-of- school s'uspenSi0n orexpulsion. A survey of New York school districts foiind that 97 percent of senior high schools surveyed had some type 0f'ISS program, l~ In-school suspensions have the advantage of barring students :from regular classrooms

- . . - . . , . . .

r , . - - - .

studentrs progress should bemade for any-stay lOnger:than that. Ideally, the suspension program should wo~k"~ith-~p-aTrents, pro- vide equal 9r superior in~tni~rt]bfilfd~,tlie-sf//ddnt, and6ffer

sounselihg,"support services, and follpwup:when ~ pOssiblej9

_ . Although most ISS"ie]'~gram~emphasize discipline.and partial exclusion, they can offer~n ~ption-,A-t'~hsed carefulJy a n d cori- scientiously, thaflies. ,betweenAetention~and~6ut:0f.gdi0ol soS-- pension. One study/'eveale d that:alternafivepr~gramS were- .~ -- - successful only insofar asthe~¢ . . . . . . . . . Increased students -.social -in ~-- volvement and: attachment to schoolJ ° In light 6f~this,-s0me schooldistricts have guccessfu]lymodified tra'ditibh~d s~uspen- ' slon or expulsio n,pr0gi-ams~)- - ~ - "

PromisingPrb rams_ - -

The l~r'ogi-~ims that foll0w-are just a sampling of.promising ap- . proaches ,being-=~ . . . . . . implementedo_ across ~tlie~.country.• -Contact. infor- mation for these and other programs-is listed in the Resource Sectio'n.at the end-of this_paper. Most of the prog~'ams' are de~ scribed . mor e thoroughly !n S c h o o l S a f e t ~ (Winter - 1995), which focuSes' on'mOdel alternative programs that Woi'k3 j Asonoted in that issue by Ronald D. Stelrhens,Executive Directorof the National School Safety-,Center, alternative opportunities for disruptive Youth may vary°fr0m district to district, but most have the followingcharacteristics in common:

[]-Lower,student-to.st~iff ratio.

[] Carefully selectedpersonnel.

[] Strongleadership.

[ ] Early identification ofstudentnsk factors and problem behaviors.

[] Districtwide support of the programs.

[] Intensive counseling/mentoring.

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,,moaj+up.tstndxaaoj. p~apuommob0y+abTA~+pu+~)~g6X~[:u~oaj - , +a+++~yl;{~X~ir@,{o-attii~M+imA+~+~~+++++5+ •: "$ "L" "" "I' " ": : ": , :-" "+--'°7:'+~7-)7 :~- T ° ~- ~ +~-~ ~-.-~<g--Q'~--~g?-~"~-- L++.-.~., '¢*.+.+'. +---'-÷'~+3".=r?k==+ ~2*:vga...=+~'*+2. "= .3~'"-±+~.: =~,aq+L+L+L+L+L+L+L+L~__-~'--..2- L- .... P-P.~ ......

• a~,g!;a+ue{..SlUapnls, a y, l.¢suq!1~inaa+apu+Esgj~..a+ql ~.!_~_~O_llgja:; " +..saq~j~pug S~+p<'~;SoX~Tu~e++~a°;d.'att:~/#~,~-gans~.a68~Ss-7 . : lou sluapnls:.lsute~e suo[loues sop[AO.td_p.uezsluatua.unlSaJ lgJOt +" " .... + m:;mO~t i~-n~:~, ..... -

-'A *" " " ........ • .................. 7 + , +y.~ ~ + +++ _ ,+ .... ~++~: ---- ~.+~,a~.- .2,. +._ - - "- ""7. ~r~-.'--~--"~+.~ .+ +,+4+ - eqaq+le.muoff pue lanpuoo o so n.t o~ roads uo slas o~ A~ ,- -- r S UaA ' = ' -- ~ ' t " +1 "

• > - ................ J ..... I=+~+.tJ.-aa°s-q --JJ- -~q-. -q ...... = = ~7-o 1 oJd qo[qAx+uotsuadsns:ffuun -slua nlsoao quatuuoJrauo .... . r , . , +-.: .... . .. + ............. + ......... -_ .._ ......... ~ .... ~n-,~__--pnls~+49J~kuatuj ........... :,- +~+ !mid luoma~etmtu s, louls[p+aql aXOllgj ,{tuape~ae a tll p+uolle o.qAx ..... ++.+_~poJnlo=t=tDs- >ue.: asm.todns.,e+so iAoad- ~ oo o + c +. " ........ ..... ..+,~ +: .... ~._.,+.~._:. :._~e__:~v.:_r:;=r=.~:+~...~~.,~:e_~:~ ~ ~.+~p~p+_a_s.~ ............. P_, ---:--,lI-[.ooq ~s~tuo.aj.uolsuodsns~ -_~:

::l.e[iu~!o"d+jp~s~mooqb~d+aul Ssapp~_.-ol lI!nq se,~ xtuapeov.s?[~a£:(.:. ~:.;j..~:~,6aa ~o,'--su+a~nS:,~aa~-.gS:+a,-~A;;S:mn+~ +ox+ea~{,~i~a~a.+~ +"':pudmxeT~ ~ ;++~*~ +'Os~ " '~m~ ~a + s~ ~ " UomX~ ::"+-~"7+:-," ~-+"~+~:~+=~+7~'+-~-~+. =+~ =~- .+ +. . .... .+ ..... ',I, ...... - d.l~ .... ,-+P+ ~V+=~s+qI-~+P~ .... R.+>++. +. +-.+-+-+..+-~ .~-++. ++ ~+.~-r ..... =+ .... .--~-~:+~- -+- " e • +,.

" "+ . : ..... + '+:: -L :+;~+=- - ;-~+,:~?£+++~-~--~:+=+ +.'=++++~= - = -- ...... - ...... +a+~meal+q+leOj: uo.='pa+eq-mnln%T~= fi ++ : • .. : - -.:7-+ :. 7+~+~++~_:+ .... + + +~--?: - . .• -. -: . -..L+ .~ + • •" • a • :'.

:.-'~]'!f'"-', ". ':'~:i..::'. 7' i ~ ~--~+-~;~jt~~~"i, .~ -'~"+/+:~ ~ i-: " + .,., .=,+ ~ ' .... " ~ +~siu~mS.JifibaJ-toi^i~qa_q ;oUls LIaA • -~

+ :, + (. •:: ;;.-+~+Y'3'qO~'+5~~gi~i6~CL=...+:¢ "+:' -. '+'. i . +lUo~oaio+m+[m~+++duo +,++qd~a +: • • , ";o++++ q++,.+,,;,;oa0+;++~y~ +-.+ ~+-':..•• _:::.-: -. - • :-. -. • .. • ++

: ::-++ ::-; :;;+~+':-~+:'.+:':++.4~+~++;2~+'3:+ua3 =L-+/U+=~ - :+::+~/++:- -: .:+ :+:e::+..+a+u+i+a, ,;;,+-, .... + ~, :. _ -.., m.~- ++, + ~ . ,..--+ - , .... ,--~--+-+... - - - ~- + -+, - .... , . --, 7-- - - .+ +-+[i.~+ o~ov+-u~ ++ - , t~ q +~: ++: +.3," ~.+'++. : ,~'++.~ _ + .~= +?_. .g. , _. • - , , = ~ • "~ +. ,: .... . I. , ,~

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. - . . - - . ' • L

sion. Its population grew to include a great number of students coming back to Milwaukee'public S~:fi0ols from'incarceration and residential treatmerft, as well ffS those returning from 'ex- puision and administrative transfers fo~: violent behavior or weapon possession. '

, " • .

The.most comprehensive o1: Milwaukee's alternative education programs, Lapham p:a)'l~ pr0vi[les students w'iih mi/nv varied

.and posit!ve}school ~xperiencds in"a caring and nurturing ~nvi- ronment that i,q conLlu~ive to personal wel.l-bein~. Students at- terid Six clas,ses ';Re'iberis/i0 parents are issued:~Very 6 weeks at • conferences~ ~/minihaum~of three pared't/guardian conferences are required~eacia~;eme~,ier. Eai:h St'udent is assigned.a 15sy- cl~01ogi.st ariel a ~zu3dan-ce~couris~10t. who work with both the student .and-tlae: I~arent: M I ~tude:rits are.asSigne~d"th:reugh'the Department of Student S'et'vices and-are retui'nedf0~:regfil',ir schoolsotprggrams after:dompletingthe,Lapham:Park__ , .

-'program. - - - , - ,

C o n l a t , ' l , " D o r o t h y J o h t l s o n ~ ' ' " - ' "

" " - L - a p h a m P d m [ A ~ ' : ~ e s s n i ~ n l a n d S u p p o r t C e n l e r

: ' ' 175~gNb i ' i h *N in th "S t ) :d~ t - :~ : M i l ~ ' a u ~ e e , - W l " ; 5 3 } 0 5 . ' : " ' " " ' ;

414_263_:5070~: , . : . • -, , . - - , ~ . .:.~

Palm Beach.On-Line High Sch0ol;'Florida'. The P~ilm;B~ach Counfy°Sghool - District-found a uniquealiemat.i'v'e f6r e'xpelled and:,adjudicated student's;, Acombinatio n- of c9mlbuter:assisted . instl:uction and telecommunications prmzides students uninter: • rupted access toc6ursework from any remote Ibca!ion.

Eor~disnipii~;egtuden:ts - ~,fiose condt]-~ i~r0hibits~]mendance [[1 a • ~ - z . ' : ~ . . ~ - . , - . - . _ ~ " -~ , % - . . . . . , r • • " ~ " " "

regular program: the remoteaccessenables--,students to either maintain thifir ed'dcationa];seiwii:e.~ m~d prbgress or Co/hplete~a substance abuffe-program~hde off,campus,, The.:ptbgram~s: '

• based Oh~:i n d~ v[~u'~ ~n~/e':d; U nde-r - the:--~h iiosoph~ii~a¢ih~~beitom - lineis, helping- kid,~. O~'-l~ihe~fligh~School:isin-0p-e'ration;2~

hours a .day,. 360days '~ y~a~, ~ n : C l ; o ] / e / - s " 9 0 " c o u r s e g . , ' -

-Durihg itst'irst:yeafi,oncEineHigh-Sch0ol-,served 87: students'. As'a direct-result: 28 weie.ableto graduate ontime, in many ' cases, flexible Contracts betweeh schools and studentsdefined

" • , 3 - : " - " " . . . .

Cxp'ectatibn,~ and responsibilities. C0sts ate negligil~ie Since readily availablei,~iandar[l modems. Phone ' lines, and 10(v:" "

• p0wercomputers are usedl The prog]'~im requires orily one in: structor I~er=netw.ork serverl Besi i~l~'al'[, marly 'sti~dents wt~o had failed in the" r~egular classroom settih.gexper~en~ie~'gticcess w0rking at theii" own pace and~trackin'g their accomplisl:imen'ts

one course at a time. - " . . . ~ •

C o n t a c t . " D a v i d B r u n n . . . . . .

: , O n - L i n e H i g h S,'h-i;o-I . . . . . - " " ; ' " ": : . = ,

S c b o ( i ! D i s t r i c ' t ¢ $ ' P a l m B e a c h C b u n t ~ ; " "

S u # e A - 2 4 2 -

. ,33 121 F o ) ' r ¢ # l H i l l B o u l e v a ) z l "

• ' W d s [ . P a l m B e a c h F L ~ 3 3 4 0 6 = 5 8 6 9

4 0 7 - 4 3 4 ~ 8 3 5 0 . . . . .; - : , . : . ; , .. - . • "

Long Be~ich-Alterhatives lo,Expulsion. Juve0ile offenders i n . . ' ~ : : .Long Beach ha#e h new ~,t~rh~ativ.~ tb:t_hVCalifo~i.a Y e ~ u t h ~ I ~ ) ~

tion of high schob.l~cl:~sses_The Aliernatjves~to Expu!s)0_n;pro; . . . . . -~ .graminvoNes !he jovenile icbutt ju~dges; the-di,~-trict-attOrney:~s7 . . . . . . office, the police-And:]3robat 6 n _ d e p a r t m e n i ~ : t l ~ e r ~ B o a r d : o f : ~ d h - • :___ cation ,of the L o W g - B e a ~ ' h - ; U h f f _ i E - d - S ~ h - f f f i l S D i ~ f f i E t S t h - ~ - C i f ~ f , --T- j - : . " ~ _

Long.Beacfil find th'e ~ _ g- ~ ' l ~ - , ~ ~ i ~ f - ~ E ~ l ~ ( ~ ~ It also enlists'the Long BeacffConsenvationCorps and.ihe:Job . _. . .

• -Train n g : : P a : r t n ~ r s f i i ~ - A c t ~ ( J : T l S A ) : t 6 : p r o y i c t e ' t w o : a n t i d o t e s a o : .: :-

-~:fiin-e-jbbg and~ducat]on.~The key-to th~-ptogram;is:t:ommu . . . . ffity partnership'..': " " ~. . . . . . ,:.; ' , . ,~ , , " .-

- Studehtsqnyoi~,ed ]n:a vafiety.;of disruptix/e,0ffenses,are sus- pended; appea'i" in)uve~ile'court, and are:offered' a ChOice ihat beats 'the ki~:/:ets'of'int~:afcer~ifion. Siudents.enroll iffalternative classes and then',work~4, hours a day'ina job. whereT.they earn a

" sfipen~l.Wgrk. i~dg~b.~=stiidjin~, lasts either.one semester or a full yeaf; _depending upon the-length ofithe expu]sion and the seriousnesg.bffthe offense.. . . . . :.. .

C o n t a c t , : S t e v e F i i ~ ' h - ~ • ;

'_ A I t e r n a t L v e ; v 4 0 E x p u l s i o h ": _ , - . . ; _ .

- B e i J f i e d h I Di ,~ t " " L m i g a c h U ~ " . . . . . .St" o o r i ¢ ' l

- . 7 0 1 L o ( u s t ? t v e n u e . , ~ . . .

. . . . . . " L o n ~ B e h ' ~ " l l ~ ' C A " t J O e t 3 ' ' : ° ' ' " . , t - " - "

-: • ' " 3 1 0 L 5 4 3 6 = 9 9 3 , 1 . e x t = t 6 2 0 "~

Moving ForwSi:d Pr0~ram; Pensaeola,;Florida..The Moving I F -

Eoi'ward Prbgrarn of th~Egcambia C-0uhty)ScfiOoL:District;ds~ -i : - -'" des~gned#s a posture altematlvefor studentsm grades,97=.- _ ~ ' tllrottgh -1'2: w-h~SZare cl-is ruptive]n-a~tfad itionai: ~chool-settings 5"-

- The programis'acollaborative effort~of:,the,schooldisttict~and -the JO0 Black Men 6fPensai:ola,,Jn(:(2 a n0npi~efit qrganization- of businessmem att om~ys~-~p[~ysicians;Ment)sts( educp.tors,.and ~. other profe,~Kioa~ls Who arededicated:Jo:improving;the,qua!ity ofl(fe for community youth.7:P.rogramstaff include a full:time c g i ~ r d i n a t Q r / q e u n s e ! 6 f ~ ' ~ i teacher." and prggrani/intake:special= . ists.~V61Ohteer mentgrs work:,with~studeptg<on~ahSindi:~idiaal ". ,basis, and satellite ser~vicesare p r O . v . i d e d b y a pr!ncipal ,and'a

• ps~cho!ogis t j Req.u_i~i~ng~_a_minimum stay:ofA~weeKs, the~pro_- : gram pr0vides ihteflsi,;;eacademic: support and:counseling. _

:: ' - . : )Mo i '~ 'ng F o i : w a l ; d p r o g i - a m , - . ) : . .

' . . . . . ' - ' , Escdhlb iZ i -Co~' i~t -v S t i h o o l D i S t r k : t : . . . . ' , 1 7 0 0 W, b s t , l a C k s o n S t r e e t ~ . ,

- . P e n s a i ' o l a . E L ' , 3 2 5 0 1 " " " ' " - -:

• ~ 9 0 4 ~ _ / 4 3 5 ÷ 3 2 6 3 =-, . : : . . - . , . .

, O t h e r A p p r o a c h e s ' : ..::~- ' , / ~ - . . . . - .

Some: researcheE5 b~lie, Ye-that an ,in-scho61 susp.ensionip_lao- _5.-=. ='U-~ should not be the~f]rst~espo-ns~ ito:~a disciplinary [ d r o h l e m ~ - b u t - ~

- t h a f energy ~,fi~uld b e ~ d ] r e ~ t ' e - d ~ t d ~ d ~ u f f d g ~ g f f d i ' f i ~ g [ h ~ . ~ / 7 ~ f ' ~ ".of the, problem• Many. schools, hax~e.begun, to experimimt;w.ith:: .; _.

; . ~ - . . . . ; ~ . • _ _ _ - - . . . . . • . . = - . _ . . • L - -

. . =

/ - _

: : ~ - i n n o v a t i v e ' a p p r o a c h e s t o - d i ~ , e i ~ l i ~ l S l e ~ q - h :~hWo ~p_-_a-~= • . . . . . m ~ i e r i - a l ~ ; : : T ~ l e - L E A P p ~ _ - o m o t e s c o n f l i c t r e s o l u f i 0 f f e d u c a -

- = : . : ~ / ~ m u J ~ l ~ : i h ~ h - a V i n ~ l ~ i ~ l ~ f l i ~ C ~ f l i ~ l U - , ~ - - : = = i i b ~ - f ~ d ~ - f ~ l l ~ h-ff'd-gn~-Ohi'age~ ttie' de~;e lop /nent o f

L ' . I ~ . _W,-p_-e?eCmWdi~f ~ d ~ ~ % ~ ~ - ~ ] - t ~ - r f i a t ; i ~ e , ~ = ; f ~ : i o g s - a g e ~-6mrffufiiiyo.efper~en~:es=~witfi:a Violen~:e preyent ion"

"~'-: . t h a t " ~ h a v d ' b - ~ e e n ~ s e d ~ - ~ c e ~ f u - i l ~ i ~ : s o m ~ f d [ s i r i c i s : . - ~ e d i a t i o n . . . . . . ~ A f o % ~ T f f m ~ i ~ E E A P ' s - c ' e h f l i ~ i ~ e e s b [ u [ i b n : f fork- is b u i l t on the

and c o n f l i c t res-o!~t!_~-;pzogra_ms_6_ffe-f?~i~ble~all~-rnativ-e,¢ tb- :.~ - : -bblief_itlat-_traiffing irkth~s.area 16i~ovides i n d i v i d u a l s ' w i t h ' a n un-

suspension-and-expuls lo-n~th~i i - f fdd~e~qt~de-f i t~"ff i~ds rath-et-2, ~ . -de-r~tah-ding o f ' t h e m s e | v e s , ott iers;-rules~ laws , and the l e g a l

than r e m o v i n g t h~rfi t e ~ r ' ~ r i l y : o ~ p&m~inent ly f r o m the s2~stem. s c h o o l s e t t i f i g ~ . u t : i ' ~ i ~ e ~ - t v ~ e , ~ : - o f p ~ r b - g t a f n s has-enabled-- ~ - i_ / - - ~-: ~.--~

m a n y schooldigtri'cD.~-dTd~d~c:d-~u~,pen,~iisris~by 50 t o - 7 0 p e r - - C0fidusion c e n t . - ' - ' E x a m p l ~ s _ o t e s t a b l i s h ~ d c o n f l i & i : ~ s 0 1 h t i ~ n , . . p e e r m e d i a - . . - "_ " . :_ "._ " :

n o n , - a n d l a w - r e l a t e d e d u c a t m n p_rograms fo l low. A d d m o n a l - ~, - - D e s t u n i n g p r o g r a m s that o f f e r w a b l e a l t e r n a n v e s to p e r m a n e n t

-~ ~projects=-an-d-orgafiiz~tionsthat- siap_p6rt- 'thesefip_proaclies~are~/:..-, - -~;iisb-efl~i6ffaffd ekoul ,~ ie ia i , sno easy iask A s n o t e d b y J h e N a -

.... : • hsted=.m~the;~ResourCes-sectmn.~_~: _ ;_:,-- ' ~:. ? : _ - ' : - ~ " ~ : ' t i6 t ia l S~zht~O1 sa f6 t~ C~'nte~': a I o n g z t e r m s o l u t m f i w-dl r e q m r e

. . . . . . : = _ ~ , ~ _ ~ _ - . _ = ~ _ : . :- = ::== " _ - - ~ , : ~ - - : ~:~ ..': . . . . : -:" :edu[:at0r,s:~a-nd:admi-n]s[i'ators~o~work wi th pa ren t s ; : l aw e n , o- Keso~vmg~L~Onll ic t C r e a t i v e l ~ P r O g r a n i ( R C C P ) , ~ N e w Y o r k : . . . - - --. - : . . . . . - . . . . . . . . • - : . . . . • -' . . . . . . ~. : " -

_ ; - - : ~ . . . . ~ _ ~ , ~ - ~ ":- ~-.~=~ . . . . . . . - . . - o. . . f o r c e m e n t o f f ~ c m l s , and the : c o m m u m t y l o ~ m p l e m e n t the best City~3=New;York,:Be-gun in=f985by-::th~e N e w Y o f l L P f i b l i c _ . . . . . . . • ~ . • .... L . . . . . . . . -~, ......... ~ . . . . " ~ ' T h e ~. a ~ . ; - - - - ~ : S ~ , . ' , , ' : Z ~ . ~ - ~ : - - - : - , 5 ~ ~ - ~ = - ~ - . ~ i - : ÷ , ~ ~ ~ A - ~ , ~ : . . . . : : - :, . . :,qtrate-gm~:to::alle_vJate~v~Olence re :our n a t m n : s s c h o o l s . - - ~ a c n o o l s an0 ~ a u c a t o r s fo r ~ q c ~ a l , ~ e s p o n s m m ~ y : K~. ,~r ~S c o n , " "

¢ ,s~&ed~.ofleof: ih-e=-~.q~ .p r~m=is~[~ iS le f i~ :~ '~ f6~f ,~ - f i a - s - in - . . . . p rogr-ams-descf ibed~h&e o f f e r holSe-,_a!id_theY:may_ s e r v e as m o d e l s f o r o t h e r dist i ' icts to take up the ch ' / i l leng e.

. ex i s t ence . T h i s . p r o g r a m has-an i n - c l a s s :med ia t i 0n .¢ i emponen l

t h a t t e aches y o u n g p e o p l e to r e s o l v e confl iC6; p eaCe[ul ly . . I t

n o w s e r v e s 7 0 , 0 0 0 youngepeop le i f i=~ iS0 .~hoo i s ' t h?0U 'ghbuf ~

N e w York Ci ty . T h i s c o m p r e h e n s i v e program. " inc ludes al l K=-.I 2

s t u d e n t s - - t h o s e , a t r isk, a n d t h o s e not~.- as~,e!Las)~i~bnt~an~d:

. ~adminis t ra tors ; T h e p r o g r a m sho.ws c t i i l d r e n h o w to h 'and]~ .~:

.-:, cp_0~J.Ct_.s:no_nyjole~tlyJhr0ugh-persp.ecti~e taking, c osi=ibelne.fi! -~ana l~ , s i s : :dec i s ;onrn~l [ ]ng~!~hd:neg0i ia t ion .~nother djfmensi0n -

~-- o f t h e . p r o g r a m i s p e e r m. e d i a i j o n , w h i c h - t r a i n s s e l ec t ed •g roups

:~ :~ l i~ ,~s tuden t s in. ;mediat ion:~l~il ls so that they.~can sCrvethej i" -

~ h o o l s as c e n f l i C t m a n a g e r s : - A r e c e n t e v a l u ~ a t ! o n by ~ e t i s A s ,

: . s:ociates, Inc.-, f o u n d t h a t m o r e t h a n 8.0 pe r cen t o f b o t h t eache r s

_~_ ~ a n d ~ _ s t u d e n _ t s : s t a t e d = t h a t : t f i e ~ h ~ f f h e l p e d ~ b - y m e d ~ a ~ o r s ? "-.

: - " R c i ~ i s ~ now-b~ in~f fp i lo t ed i n f o u r o t h e r schoo-]Tsystem~s :i:n . . . . . . .

A l a ska , Cal i fgrnia , - :Loui~, iana. and N e w Jeisey.2-~ ..

Project SMART:(School:Medlators' A l t e r n a t ~ V e R e s 0 1 u t m n

-_~. T e a m ) , : B r 0 o k l y n , N e w Y o r k . T h i s s c h o o l : b a s e d m e d i a t i o n

. . . . p r o g r a m : t e a c h e s media t ibn ,~rec ru i6 ; media tors , , conduc t s"

- - - : m u l t i c u l t u r a t a w a r e n e s s - t r a i n i n g , m e d i a t e s c o n f l i c t s , a n d p ro -

'vit!~s: fol l~Wtip pri-~il_l~ q a s e s ' t o d e t e r m i n e : ~ h e t h e r aH p a r t i e s ' are

- ~ - U-:'~c~'~I51Y i n-g-~ if h: [h:d iigi:~-rfidn f,_ sin~:e-P_~djedt I ~ M ~ R T . began: i n

?:~ ~ _ 1 9 8 3 ; ~ m 0 ~ ~ e n t ~ a n d ~ 6 4 f ~ i d ' u ( t s : h ~ : e o m P ~ 3 _ h e , -

Resources Progran s"

: A l t e r n a t i ~ e J o : E x p u l s i o n P.rogra-mi.:Cleveland P u b l i c S c h o o l s ,

. . 1380Eas t S ix th Street . C . l eve land , O H 44114 ; Susan ' Pe te r s ,

• P r o g r a m Admini,st i 'ator" 216-=523~7993~ . . . . . . ,y . . . . . .-::. - _ - . --_

B a l t i m o r e C o u n t y Publ ic S c h o o l s . T o w s o n , M D 21204 ;

_g1:0-:887-43:10. ~ .. -

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, . . , . . : . . : . -. : . - . . . ,> . - . . . . , . : . ,%-,:.:.. . . . . . . . . . . O f f e n s e s . - > : G e o r g t a M , s s o c m t t o n : o f : M t d d l e ~ S e h O o l ~ P r m c t p a l s ~ : ~ . _ " _ ~ o . n a k A s s o c m t l o n f o r M e d i a t i o n i n E d u c a t i o n ( N A M E ) , ' .... ' . . J o u r n a l 1(2)(Fa11)~:54~.-:59,.: ' : .; :- - " . , ' - .-;,.:.- .., ~.~.{; J " / ~ : . " ':..: ~. :-. :

" " ( ~ 0 5 ~ H a ~ P ~ h i r e " H o ~ s . " e , B o x 3 3 ' 6 ~ 5 , Un , i v l e r s i t y o f . : ° " i ' : " ' . ' ~"~f~""-':!< '-:i~:. .-.:, :. i~:v!~ . . . . ' ! . ' * : ; . , : - : : : ' : :~ b l. f:~., J- ' .!-.-< :. . "". . = ; ~ :~:,.

M a s s a c h f i s e t t s , A m h e r s t , M A 0 1 0 0 3 - 3 6 3 5 , : . 4 1 3 - 5 4 5 - 2 4 6 2 ; : ' . . ~,i, ':/-- ~ - ' ! '=" : " i7 ,~ ) ' i < "-.. ; , ."::).:'~;:~':: '~:!L~\-:{, ~ . : ' ~ : "..~

O ~5 Foster, H.L., and H~R. Kight..1988. A ~ Study of Current I n- School Suspension Programs inNew-York State. Buffalo: State University of New York, Institute.on-Classroom Management and School Discipline, p. 11.

z6 Garibaldi, A. 1982. "In-School.Suspension." In D.I. Safer (ed.), School programs for Disruptive Adolescents. Baltimore: University Park Press, pp. 3 I'1-'312.

z7 National SchoolResourceNetwork (NSRN). 1981 (April). School Discipline Handbook.Washington; DC, p. 35.

Js California Department of Education. 1989..Safe Schools: A Planning Guide for Action. Sacramento,CA, p. 24.

~9 NSRN. 1981, p. 35.

2o Gottfredson, D. as cited in Gaustad, J. 1992 (December), SchoolDiscipline. Eugene: •UniverSity of Oregon, ERIC Clear- inghouse on Educational Management.

2~ School Safety. The National School Safety Center News Journal. Winter 1995. Malibu, CA: Pepperdine University Press.

22 American Bar Association. 1993. America's Children at Risk: A National Agenda for Legal Action. Washington, DC, p. 31.

_,3 DeJong, W. 1994 (August). BuiMing the Peace." The Resolv- ing Conflict Creatively Program ~RCCP). Washington, DC: U.S. Department of Justice, Office of Juvenile Justice Pro- grams, National Instituteof Justice.

24 NSSC. School Safety Work Book. 1.995.

The-Office of Juvenile-Justice-and:Delinquency Prevention~acknowJ_ edges :theou~siandlng contributions madeby LynnCothem, indepen- dent consultant., and EffeCn M. Garry.of the Juvenile JusficeResource Center, in the development of this paper..

This.document was.p_repared-undercbntr~fci number OJP-94- C-004 from the~Office.of Juvenile Justice a~nd Delinquency Prevention (OJJDP), U.S. Department Of Justice.

Points of view or opinions expressed inthis.document • are •those of the authors and do not necessarily represent the official position or policies of OJJDP or the U.S. Department of Justice,

The Office of Juvenile Justice and Delinquency .Prevention is a. component of the Office of Justice Programs,.which also includes the Bureau of Justice Assistance, :the~B Ureauof Justice Statistics, the National Institute of Justice, and theOffice for Victims of Crime.