Fix School Discipline Toolkit for Educators | Page 11

BUILDING A HEALTHY SCHOOL SUPPORTING STRONG RELATIONSHIPS

5% of
students

15% of
students

100% of
students

TERTIARY PREVENTION:
Individualized support for
high–risk students
SECONDARY PREVENTION:
Group supports for students with
higher needs.
PRIMARY PREVENTION:
A broad support system for all
students that teaches positive
relationships and coping skills.

FOUNDATIONAL SUPPORTS:

based on data and to reinforce positive behavior.
Additionally, in each class the teacher provides
direct instruction about the five social-emotional
skills from a SEL curriculum, Second Step. Finally,
every student participates in a community building
RP circle at least once a week. When students have
a conflict, they spend at least five lunches together,
participating in restorative circles and other
activities. Flip to the Leataata Floyd highlight for
more information.
Vallejo City Unified School District is committed to
a community school approach. It is implementing
SWPBIS and incorporating community building
and harm repairing RJ circles and trauma-sensitive
strategies for students with higher needs in Tier
II and III. Under SWPBIS, on all campuses, there
are three school-wide rules and data is regularly
collected and analyzed to enable administrators and
teachers to make decisions about how to best serve
all students, including those who are struggling.
Students who engage in conflict participate in
Restorative Justice circles to repair any harm that
was done. The District has partnered with Kaiser
Permanente to provide trauma-informed care to
students struggling with violence and poverty in
their homes and communities. Flip to the Vallejo
City Unified highlight for more information.

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Targeted, restorative, wraparound strategies, with family and community as partners.
Comprehensive individualized success plan.
On campus mental health counseling by school or community based therapists.
Connecting to external resource providers.

• Comprehensive early warning system that includes academic and
nonacademic domains.
• Trauma informed and responsive practices.
• Restorative, collaborative, culture and healing informed intervention strategies.
• On campus mental health counseling school/community.
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Prevention oriented social and emotional learning curriculum for all students.
Community building practices, like daily or weekly circles, with all students.
Partnering to bring youth development organizations on campus.
Cutting edge parent engagement.

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100% commitment to and belief in change from leadership and staff.
Holding all kids and all adults equally accountable.
Regular school climate survey for students, staff, and parents/caregivers.
Real-time data collection and regular review with staff.
Positive behavior support framework for organizing school structure.

Important Information: Strategies to
Address Bullying
Bullying has been prevalent on
school campuses for a long time
but its prevalence and effects have
gained national attention in the
past few years. Generally, bullying
occurs when one person uses power
or strength to intimidate, harm or
ridicule someone else. It can include
physical aggression such as hitting
and shoving, and verbal aggression,
such as name-calling . Research
shows that bullying is often aimed
at specific vulnerable or minority
groups, especially children with
disabilities, African American youth,
and LGBTQ youth. Bullying can
occur face-to-face or through digital
media such as text messages, social
media, and websites.

website that provides helpful
information and resources on
bullying prevention and remedies.
Read “Two Wrongs Don’t Make
a Right: Why Zero Tolerance is
Not the Solution to Bullying,”
Advancement Project, the Alliance
for Educational Justice, and GayStraight Alliance Network, available
at http://www.gsanetwork.org/files/
aboutus/APJ-005_D5-FINALsmall.
pdf

Visit NoBully.org, an organization
that has developed a non-punitive
and innovative solution that is
grounded in the new research on
empathy and transformative action.
The No Bully System® guides
K–12 school leaders and teachers
Research shows that zero-tolerance
through a series of evidence-based
policies that have been extended
interventions for preventing and
to bullying and harassment are not
responding to bullying. When
effective