A Collaborative Initiative Between the New Jersey Department of Education and The Violence Institute of New Jersey at the University of Medicine and Dentistry of New Jersey

Background and Intent

The New Jersey Department of Education (NJDOE), in partnership with the Violence Institute of New Jersey (VINJ), is implementing the Positive Student Discipline Reform Demonstration Project designed to assist school districts in planning, implement and evaluating research-based positive approaches to student discipline, student development and school safety. The goal of the project is to help school districts enhance safety and order while limiting the use of suspension and expulsion as discipline tools. The project includes the implementation of comprehensive, research based discipline and safety policies and practices that focus on prevention, intervention, and data-based decision making in order to maximize supportive school responses to student concerns.

A state-level advisory panel has met regularly since the project's inception. The panel is made up of individuals representing statewide constituencies who have expertise in school administration, student discipline, and positive student development. The panel provides advice, direction and suggestions for the project as well as reviewing and critiquing project plans and reports.

Under a Memorandum of Understanding between the NJDOE and the VINJ, the VINJ administers the project and provides direct supportive services to participating districts. The NJDOE provides project funds, oversight and support.

Project Overview

The Positive Student Discipline Reform Demonstration Project is being implemented over the course of four project periods:

• Period I: June 1, 2003 through September 30, 2004;
• Period II: October 1, 2004 through September 30, 2005;
• Period III: October 1, 2005 through September 30, 2006; and
• Period IV: October 1, 2006 through September 30, 2007.

 

Project Period I (June 1, 2003 through September 30, 2004)

Three districts were selected to participate in the project. Districts with the highest student suspension rates and/or high rates of other at-risk student variables in the State were invited to apply to be one of three project demonstration sites. As part of the application process, districts were asked to identify the concentration of staff time and resources that they were willing to commit to the project. Final selection of districts was based, in part, on district commitment. An attempt was made to select districts representative of rural, urban and suburban demographics, as well as each of the three regions (i.e., north, central and south) of New Jersey.

The three demonstration districts received extensive technical support in the development, adaptation and implementation of model student discipline policies, practices, and support programs. During the first stage of the project, research-validated, best practice models were identified. A needs assessment was completed for each demonstration district. Project staff worked with the local advisory panel in each district help the panel choose a model to recommend to the local Board of Education and to adapt it to the unique circumstances in the district. Each district developed plans to introduce interventions at the universal, secondary and tertiary levels to provide a continuum of research-based responses for behaviorally difficult students. Up to $10,000 was made available yearly for each demonstration district to reimburse the district for activities undertaken in support of the project.

For the purposes of evaluating the impact of the model policies and programs in the three demonstration districts, project staff selected three control districts matched to the demonstration districts on size, region, and demogra ph ics. Up to $5,000 was made available yearly for each control district to offset the costs of collecting and reporting data for the project evaluation.

During project period 1, the staff interviewed local teachers, administrators, parents, students and community members to assess district-specific issues and to compile reports on current student discipline policies, practices and programs in the participating districts. Project staff worked in conjunction with district staff and the local advisory panel in each participating district to oversee project activities. Project staff also surveyed a state-wide sample of school districts in order to summarize the current state of student discipline policies, practices and programs in New Jersey . A research plan for evaluating the impact of the interventions implemented in the three districts during the course of this project was developed during this ph ase of the project.

Project Period II (October 1, 2004 through September 30, 2005)

During the second project period, the demonstration districts considered the intervention choices developed during Project Period I. Each district selected a universal intervention for implementation. Project staff worked with local school staff and local advisory boards to oversee the adoption of model policies and the implementation of the programs, practices and services identified as core components for comprehensive positive student discipline and youth development. Data collection identified as necessary for the project's evaluation plan began.

Project Period III (October 1, 2005 to September 30, 2006)

During the third year of the project efforts focused on continued implementation of the model programs. Preliminary evaluation data from the first two project periods were used to modify and enhance project operations and program implementation. Project staff worked with local school staff and local advisory boards to oversee the implementation of model policies, programs, practices and services identified as core components for comprehensive positive student discipline and youth development. Data collection continued.

Project Period IV (October 1, 2006 to November 30, 2007)

During the fourth year of the project, project staff continues to work with local school staff and local advisory boards on implementation issues as well on the development of a sustainability plan that will allow the districts to continue the model interventions beyond the project demonstration period. In addition, project staff is assisting the demonstration districts in complying with the requirements of the new regulations on student conduct at N.J.A.C. 6A:16-7 and the related regulations in N.J.A.C. 6A:16, Programs to Support Student Development.

At the conclusion of Project Period IV, project staff will prepare a report that evaluates the process of implementing the interventions in the demonstration districts and presents the project results.

For more information about the Positive Student Discipline Reform Demonstration Project, please contact Dr. Susan Furrer at 732-235-5955 or sfurrer@umdnj.edu.