Student Inclusion and Engagement Act

In order to learn, students need to be in school. But, too often, schools are quick to remove students
particularly black students, Native American students, and students with disabilitiesfrom school, usually
for non-violent behavior. In the face of mounting evidence, there is growing agreement across the aisle that
such exclusionary discipline is not working: Students who are suspended or expelled are less likely to
succeed academically, and more likely to be removed from school again, drop out, and interact with the
juvenile justice system. By failing to implement alternative, proven discipline strategies, schools are doing a
disservice to students, as well as taxpayers and the economy. For the well-being of our students and state,
we need school discipline approaches that work, and that focus on educator training and support, early
intervention and restorative practices that improve behavior long-term, and student-centered engagement
strategies. The Student Inclusion and Engagement Actcrafted in partnership with communities most
impacted by exclusionary disciplinewould do all of this and more. Specifically, it would:

Improve data collection and reporting on suspensions, expulsions, and other classroom and school
removals. Districts must report all dismissals and disaggregate dismissal data by type, description of
behavioral misconduct, duration of discipline, and information on law enforcement involvement, as well as
race, ethnicity, gender, age, grade level, income, English proficiency, foster care status, homelessness
status, military family status, and disability. The state must then publicize statewide data each year, giving
policymakers and advocates access to up-to-date information on disparities.

Empower schools to improve student behavior by establishing:

Clear procedures for what must happen before, during, and after a dismissal. Schools must
provide positive behavioral intervention strategies before removing a student; contact parents if a
student is removed to discuss the behavioral issue; justify why dismissal is necessary instead of a
less severe punishment; provide meaningful opportunities for students to make up missed work;
implement a robust reengagement plan, and more.
A fair disciplinary process for students. Administrators must meet with a student and their adult
advocate before a dismissal; inform students of their rights and that their accounts can be used
against them; eliminate zero tolerance-type policies; and stop removing students for vague,
subjective reasons, such as disruption and willful violations of the rules.
Accountability measures for principals and schools. Progress towards improving school discipline
and closing disparities will be factored into a principals evaluation. Districts must also include
school discipline plans in their Worlds Best Workforce plans.

Provide additional guidance and support to educators and school leaders. School administrators need the
tools and resources to 1) train staff on the harmful impacts of exclusionary discipline; 2) develop meaningful
alternatives, with a focus on restorative practices; 3) train and support staff to implement these alternatives;
and 4) establish memorandums of understanding with police, to provide clarity to and guidance on what
school resource officers can and cannot do.

Solutions Not Suspensions is a coalition dedicated to ending discipline disparities, advancing restorative justice, and keeping
Minnesota students IN school. For more information on the Student Inclusion and Engagement Act, contact: Marika Pfefferkorn,
mpfefferkorn@mneep.org 651-645-7400 x204
 Although the diversity of our state is growing, white
students continue to outnumber their peers of color.
Yet, students of color are disproportionately
affected by exclusionary school disciplineoften by
alarming margins. Perhaps most shockingly, despite
making up only 9 percent of the student population
in 2007-08, black students accounted for 47 percent
of suspensions and removals due to disruptive
behaviora vague category which is by far the
biggest driver of dismissals.

Minnesota by the Numbers: Commented [a1]: I need to figure out what year this
data is from!

1 in 3 dismissals were due to disruptive behavior.

3 in 4 disciplinary incidents involved no victim.
1 in 4 dismissed students had emotional behavioral disorders.
Sources:
Disproportionate Minority Representation in Suspension and Expulsion in Minnesota Public Schools, Minnesota Department of Education.
Categorical Data for SY08 Statewide Out-of-School Suspensions and Removals for Portions of a School Day, Minnesota Department of Education.
Dangerous Weapons and Disciplinary Incidents, Minnesota Department of Education.

Solutions Not Suspensions is a coalition dedicated to ending discipline disparities, advancing restorative justice, and keeping
Minnesota students IN school. For more information on the Student Inclusion and Engagement Act, contact: Marika Pfefferkorn,
mpfefferkorn@mneep.org 651-645-7400 x204