Report of the Superintendent's Task Force on School Violence

              REPORT
of the
SUPERINTENDENT'S
TAS
CHOOL V10
ARIZONA DEPARTMENT OF EDUCATION
C. Diane Bishop, Superintendent
January 1994
C. DIANE BISHOP
Superintendent
Arizona
Department of Education
MEMORANDUM
RECSIIYEO
JAN 3 1 1994
Date: January 28,1994
To: Mark Killian, Speaker
Arizona House of Representatives
From: . i ni s h o p
State Superintendent o Pu lic Instruction
Subject: Report of the Superintendent's Task Force on Violence
Attached is your copy of the Report of the Superintendent's Task Force on
Violence, containing recommendations that represent many months of dedicated
effort by a 30-member Task Force of Arizonans. The Arizona Legislature is one of
four targeted entities which the Task Force believes must become involved if this
problem is to be solved.
I hope you find it as stimulating to read as it was for the Task Force to prepare.
1535 West Jefferson, Phoenix, Arizona 85007
602-542-4361
REPORT
of the
SUPERINTENDENT'S
TASK FORCE
SCHOOL VIOLENCE
ARIZONA DEPARTMENT OF EDUCATION
C. Diane Bishop, Superintendent
Contents
Preface .....................................................................................................................................
Members of the Task Force on School Violence .................................................................
Acknowledgment ...................................................................................................................
Introduction .............................................................................................................................
Current Situation ....................................................................................................................
FINDINGS
Successful Educational Programs - Prevention Within Schools ......................................
Successful Educational Programs - Intervention Within Schools ....................................
Successful Educational Alternatives Outside Public Schools ...........................................
RECOMMENDATIONS
Recommendations to the Legislature ...................................................................................
Recommendations to the state Board of Education ...........................................................
Recommendations to the state Superintendent ..................................................................
Recommendations to Local Governing Boards ..................................................................
Citations of Current Statutes .................................................................................................
References ...............................................................................................................................
PREFACE
It is indeed a sad reflection on our times that in order to pursue the
academic mission of our public schools, a statewide Task Force on School
Violence had to be convened. What used to happen only on occasion on school
campuses around this state and nation has become almost a daily occurrence:
some act of intimidation or actual violence by students against fellow students
or school personnel.
This insanity must stop. Schools are institutions of learning, not of
threats. Students who want to learn have the right to have access to school
environments that are safe and conducive to learning. Yet as educators, we
also realize that alternate ways must be found to reach out to these chronically
disruptive and dangerous students. Simply to turn our backs on these troubled
youths does a disservice not only to them but to our society as a whole. While
the criminal justice system must deal with them strongly and swiftly, it is the
obligation of the education system to offer these students other schooling
options in which they may be more successful than in the traditional classroom
setting.
The recommendations contained in this report are but one part of bring-ing
an end to the youth violence that plagues our state and its schools. I am
hopeful that all entities, public and private, that have a stake in this issue will
work cooperatively to reclaim our schools and neighborhoods from violence.
I especially want to acknowledge the contributions of the students who
shared with the Task Force the stark realities of school life in the 1990s.
C. Diane Bishop
State Superintendent of Public Instruction
January 1994
iii
MEMBERS OF THE
TASK FORCE ON SCHOOL VIOLENCE
Alex Aceves Robert Halliday
Student Teacher
Central High School Wakefield Middle School
Phoenix Union High School District Tucson Unified School District
Patricia A. Anaya Christopher Hoffman
Manager Governing Board Member
Office of Prevention Creighton Elementary School District
Arizona Department of Health Services Phoenix
Richard Boykins
Parent
Phoenix
Lt. Col. Don Campbell
Arizona Air National Guard
Phoenix
Don Cloud
Associate Principal
Agua Fria Union High School District
Avondale
Dan Dalstedt
Parent
Scottsdale
Debra DfAmore
Principal
Old Vail Middle School
Vail Elementary School District
Linda Beezley
Representative
District 24
Arizona House of Representatives
Katie Frey
Associate Superintendent
Amphitheater Unified School District
Tucson
Ron Gardner
Principal
Independence High School
Glendale Union High School District
Mary Ann Gwinn
Teacher
Camelback High School
Phoenix Union High School District
Barbara Johnson
Principal
Indian Bend Elementary School
Paradise Valley Unified School District
Neil Johnson
Teacher
Cibola High School
Yuma Union High School District
Robert Kopas
Assistant Principal
Shadow Mountain High School
Paradise Valley Unified School District
Rand Lane
Director of Education
Samaritan Behavioral Health Center
Phoenix
Roy Laughter
Governing Board Member
Kayenta Unified School District
Associate Superintendent
Jose Leyba
Assistant Superintendent
Isaac Elementary School District
Phoenix
Kent Komadina
Assistant to the Attorney General
Arizona Attorney General's Office
Janis Sandler Merrill
Attorney
Udall, Shumway, Blackhurst, Allen
and Lyons
Mesa
Jack Moortel
Executive Assistant to the Governor
Office of the Governor
Mary Radcliffe
Principal
Isaac Junior High School
Isaac Elementary School District
Phoenix
Gerald Richard I11
Special Assistant to the Chief
Phoenix Police Department
Gary Shiffman
Teacher
Phoenix Preparatory Academy
Phoenix Elementary School District
Wayne Stewart
Chief
Juvenile Division
Maricopa County Attorney's Office
Alan Storm
Director of Pupil Services
Sunnyside Unified School District
Tucson
James L. Ullman
Member
State Board of Education
Linda Whipp
Parent
Phoenix
Donna Zimmerman
Governing Board Member
Casa Grande Elementary School District
Arizona Department of Education Staff:
Nancy Blair
Director
Public Information Office
Tom Cox
Education Program Specialist
Special Programs
Grace Dudley
Director
Child Nutrition Programs
Dr. Gary Emanuel
Associate Superintendent
Special Programs
Kathryn Kilroy
State Administrator
Technology Services
Brenda Henderson
Director
Comprehensive Health Unit
Jaimie Leopold
Chemical Abuse Prevention Specialist
Comprehensive Health Unit
Marianna Mendoza
Administrative Assistant
Special Programs
ACKNOWLEDGMENT
Superintendent Bishop and the Arizona Department of Education wish to
acknowledge the invaluable assistance of Dr. Rob Melnick, director, Morrison
Institute for Public Policy, School of Public Affairs,Arizona State University,
in facilitating the work of the Task Force on School Violence.
The Task Force on School Violence was convened to make recommendations to
key state policy makers to stem the rising tide of violence on school campuses.
The membership included school personnel, legislators, parents, students, law
enforcement officials and members of the public. In addition to the student
members, the Task Force invited students from across the state to participate
in the discussions on several occasions.
The Task Force began its deliberations by defining violence as "an act or threat
of an act intended to inflict harm or intimidate others." It then examined the
status of juvenile violence to understand the magnitude of the problem.
The 1991 Superior Court of Arizona Annual Report for the Maricopa County
Juvenile Court Center lists the type and number of juvenile delinquency and
incorrigibility referrals to Maricopa County Juvenile Court. The information
was obtained from police reports, school attendance and disciplinary records,
and probation officers who interviewed the juveniles and their families.
Geographically, Arizona is the sixth largest state in the nation with 113,909
square miles and a population estimated at 3,767,000 in 1991. Approximately
57.9%, or 2,179,975, of this population resides in Maricopa County and, of the
Maricopa population, 611,130 are 0 to 17 years old. In any given year, about 6%
of this juvenile population is referred at least once to the Juvenile Court
Center. In reviewing the 40 most common reasons for referral to the Juvenile
Court Center, the report notes a significant increase in the number of incidents
of violent behavior and criminal acts from 1987 to 1991. The following are
examples of violent behavior and crime referrals:
1987 1991
Assault (simple and aggravated) 1,300 2,488
Criminal Damage 823 1,353
Disorderly Conduct 390 645
Domestic Violence 20 1 544
Weapons Misconduct 99 279
Incorrigibility 175 26 1
Intimidation 99 21 5
Endangerment 78 21 1
Robbery 111 305
Child Molestation 8 8 121
School Interference 17 83
Of the total number of delinquency and incorrigibility referrals in 1991, the
number of offenses reported as violent increased from 881 in 1987 to 1,933 in
1991, an increase of 119%. It should be noted that these data reflect only those
offenses processed through the Juvenile Court Center and do not reflect the
number of offenses resolved by public schools or local police departments.
At the time of their referral, 20,953, or 73.7%, of the juveniles were attending
school; 5,386, or 18.9%, were not attending school; and the status of 1,928, or
6.8%, was unknown. Of those students referred to the Juvenile Court Center
who were attending school, most were referred for crimes such as violence,
grand theft, obstructing police investigations, fighting, drugs, disturbing the
peace and theft. Of significant concern to the Task Force was the fact that over
a five-year period the number of students being referred to the Juvenile Court
Center who were no longer attending school increased by 40%.
One Out of Every Nine Pima County Young People Will Be Arr
Before Age 18.
According to the Pima County Kids Factbook, arrests of teens for violent crimes
in Pima County increased 56% from 1985 to 1990. This statistic parallels what
the FBI reports nationally: that violent crime is up among young people from
all walks of life. The same report states that one out of every nine Pima County
young people will be arrested before age 18, a rate that has grown 25% in five
years.
Suspensions From Schoal Increased by 533 in One Year.
In a report of suspension statistics for 1991-1992 and 1992-1993, one Pima
County school district reported that violent acts against persons increased by
24%, from 2,189 in 1992 to 2,722 in 1993. These acts of violence included
assault; aggravated assault; fighting; reckless endangerment; battery; and
possession, concealment and assault with a weapon. Acts of violence against
property, such as vandalism and arson, increased from 100 reported cases in
1992 to 149 in 1993.
Juveniles Accounted for 21% of All Arrests Reported Statewide in 1991,
The most current data regarding violent crimes on a statewide basis are
reported by the Arizona Department of Public Safety in its 1991 Uniform Crime
Report. During this year, there were 276,421 crimes against persons (murder,
rape, robbery and aggravated assault) or property (burglary, larceny, motor
vehicle theft and arson). A total of 24,898 violent crimes were reported, of
which 16,852, or 67.6%, were aggravated assault charges. Crimes against
property accounted for 251,523, or 91%, of the total crimes committed. There
were 50,379 arrests for these property crimes. Juveniles accounted for 19,072,
or 37.9%, of these arrests. There were 254,342 persons arrested in 1991. Of this
total, juvenile arrests accounted for 54,767, or 21%.
General Summary
In summary, the statistics cited above in the Annual Report from the Maricopa
County Juvenile Court Center, the Pima County Kids Factbook, suspension
statistics for 1991-1992 and 1992-1993 from a selected large metropolitan
school district, and the 1991 Uniform Crime Report collectively reflect the
severity of juvenile violence in Arizona. The following graphs, as reported in
The Arizona Republic, October 31, 1993, clearly demonstrate the increase in
violence against persons and property occurring in our schools, cities and
state. The most disturbing finding is the dramatic increase in violent acts
committed by and against juveniles.
@The Arizona Republic, Sunday, October 31. 1993 @The Arizona Republic,
Used with permission. Permission does not imply Sunday, October 31.1993
endorsement. Used with permission. Permission
does not imply endorsement.
The Task Force on School Violence presents the following findings and recom-mendations
to local governing boards, the state Board of Education, the state
Superintendent of Public Instruction and the Arizona Legislature. It is the
intent of the Task Force that positive consideration be given and action taken
to address violent acts against persons and property in our schools and among
our youths.
Coordination of Social Service EffartsfSite-Based Social Services
The fragmentation of social and community services throughout different
agencies at the state and local levels often makes these services inaccessible to
at-risk families and children. For such services to be effective in helping break
the cycle of violence, they must be coordinated and offered comprehensively
through local neighborhood service centers that are accessible to clients.
-
Adult MentoringfParent Involvement
A key element for success with troubled youths who have little exposure to
successful, working members of the community is to provide them with adult
mentors. Parent involvement in the schools must be actively encouraged since
such involvement increases the success of students. Schools should engage in
outreach activities to bring parents into the educational process.
Training in Social Competence and Conflict Resolution
Schools should include training in social skills and the art of conflict resolution
in their curricula. Schools should foster the development of values, attitudes
and knowledge which encourage young people to live harmoniously with
others. Students should learn to use non-violent conflict resolution skills
rather than violence as a solution to their problems.
-Comm unity Service and Jobs for Youths
Jobs provide young people with a natural connection with the community,
constructive use of time and extra income, and aid in building self-esteem.
Jobs also help prepare students for future employment as adults. Opportuni-ties
for community service provide avenues for a similar experience and help
to develop self-worth in students.
Alternatives to Suspension
A major concern of the Task Force members is the number of violent youths
suspended or expelled from school who end up in the community with no
supervision and no means of learning new behaviors. On- or off-campus
alternative education programs provide a means of changing behaviors and in
most cases are preferable to suspension or expulsion.
Non-Violent Messages in the Media
P, , , , , P,,, , , , , , , ..
The power of the media to influence people, especially young people, is well-known.
The media can have a positive or negative impact, depending on the
message being conveyed. Programming should neither glorify antisocial
behavior nor sensationalize violence.
Numerous studies have shown that there is a correlation between the size of a
school and the conduct and safety of its students. A small school or a school
within a school is not a guarantee of success; however, there are more positive
roles for students to play in smaller schools, and it is more difficult for
students to get "lost" without having a caring human being notice them and
provide help.
Caring, Knowledgeable, Trained Staff
A successful intervention program relies on its staff. Careful screening to
ensure that every staff member who works with at-risk students is a caring,
knowledgeable and well-trained person is essential.
Controlled, Disciplined Environment
A controlled, disciplined environment provides a structure that is dependable
and consistent for troubled youths. A clear philosophy must permeate the
environment that the students are worthwhile, caring individuals, but strict
disciplinary rules must be set and enforced.
Physical Training and Teamwork
A successful intervention program that includes physical activity and team-work
builds self-esteem and cooperative attitudes among young people. Stu-dents
learn to work together in non-violent ways toward a common goal.
Gccelewated LearningfHi
Many students cite boredom as a reason for getting into trouble. Accelerated
Learning, in which students are given substantive academic experiences coupled
with high expectations for success, enables students to become energized and
vested in learning. The Task Force believes academic success in school builds
self-esteem and is an incentive to continue to achieve.
Character Education and Self-PridetEthics Education and Self-Discipline
Every student should receive instruction in ethics and training in self-disci-pline.
The Task Force believes that current ethics programs should be ex-panded
statewide and that students should be instructed in self-discipline
techniques.
Adult Role MadelsllParent Xnvolvement
A key element in intervention programs as well as prevention programs is
youths working with adult mentors. Parents should be actively encouraged to
become involved in schools, and businesses should be encouraged to allow
parents and other employees time for such involvement.
Community ServicetJob Traini
Job training helps students prepare for future employment. Community ser-vice
provides for self-worth and may provide valuable links to understanding
the community and the individual's role in it.
EDUCATIONAL ALTERNATIVES FOCUSED ON SUCCESS CAN
REACH TROUBLED YOUTHS.
b
When prevention and intervention, using all available resources in the regular
school environment, are ineffective with troubled youths, alternative educa-tional
options designed to change behavior as well as provide academic train-ing
must be available.
Examples of Successful Alternative Programs for Troubled Youths
The Arizona National Guard's PROJECT CHALLENGE program combines
classroom work, community service, physical training, and challenging
individual and team activities into one unique experience for 16- to 18-
year-old students who have dropped out of school within the past 24
months. The core of the program consists of 200 hours of classroom
instruction to prepare students for the state high school equivalency or
credit exams. Other major areas of instruction include health and drug
abuse awareness, leadership and self-discipline, personal development,
physical fitness, and basic work skills.
The Arizona Conservation Corps (ACC) is open to any young adult, age 18
to 25, who has resided in Arizona for six months. The ACC works in
partnership with public agencies and non-profit organizations to provide
full-time employment and educational opportunities for Arizona's young
adults. Work projects focus on environmental maintenance and conserva-tion,
and other valuable community service work. Corps members'learn
the value of education and personal development. Each Corps member
works on a customized Individual Development Plan which includes the
development of life skills, job skills, personal growth, environmental
conservation skills, formal education and vocational training.
The Milton Hershey School in Hershey, Pennsylvania provides a model of
a public boarding school. Students reside with a married couple who are
not members of the academic faculty and whose sole responsibility is to
care for eight to 14 students in their home. The residential program is
designed to teach personal and peer group responsibility. Students are
required to care for their rooms and assist in the care of the student home.
In the area of academics, personalized attention is provided to each stu-
dent. Class sizes are small (approximately 15) and each student's progress
is closely monitored. Students are required to take courses in English,
mathematics, social studies, science and physical education. In addition,
technology course requirements and electives provide opportunities to
experience and explore technology applications related to various career
fields. The school has a competency-based curriculum. Students must
master a particular subject and/or grade level before they are permitted to
advance. Students selected for admission receive housing, meals, cloth-ing,
and medical and dental care.
The Success School Model being developed and implemented by the
Arizona Department of Youth Treatment and Rehabilitation (DYTR) in-cludes
a personal development plan, student assessment, a committed
student/ teacher relationship and student progress which is regularly monitored
through a student portfolio system. This new program holds promise for
future alternatives for Arizona youths.
eaces for Possessi
WEAPON-FREE SCHOOL ZONE: The Task Force on School Violence
seeks and supports legislative action to create a weapon-free school
zone, in which firearms and other deadly weapons are banned, and to
increase to felony status the penalty for possessing deadly weapons on
school campuses, on the way to and from school, and within a weapon-free
school zone.
EASIER REMAND OF JUVENILES TO ADULT COURT: The Task Force
on School Violence seeks and supports legislative action to expedite the
transfer of juveniles who commit violent acts with a deadly weapon to
adult court.
BAN ON THE SALE OR TRANSFER OF FIREARMS TO MINORS: The
Task Force on School Violence seeks and supports legislative action to
ban statewide the purchase of firearms by juveniles under the age of 18
and to make it a felony to give firearms to juveniles under 18.
BAN ON THE POSSESSION OF FIREARMS BY MINORS: The Task Force
on School Violence seeks and supports legislative action to ban state-wide
the possession of firearms by juveniles under 18 except when
accompanied by a parent or guardian.
Increased Alternatives €a Suspension or Expulsion
EDUCATION ALTERNATIVES: The Task Force on School Violence
seeks and supports legislative action to amend A.R.S. 5 15-796 to allow
a governing board to offer a chronically disruptive pupil who has reached
the age of 16 the option of entering an alternative education program,
with or without parental consent, as an alternative to expulsion or long-term
suspension.
OPTION OF SUSPENSION WITH CONDITIONS: The Task Force on
School Violence seeks and supports legislative action to amend A.R.S. 5 15-
342 and A.R.S. 5 15-840 to allow governing boards to place conditions on
the readmittance of a student who has been suspended.
OPTION OF READMITTANCE AFTER EXPULSION: The Task Force on
School Violence seeks and supports legislative action to amend A.R.S. 5 15-
342 and 5 15-840 to allow governing boards the option of expelling a
student permanently or expelling a student with conditional readmit-tance.
EDUCATION PROGRAMS IN JUVENILE DETENTION FACILITIES: The
Task Force on School Violence seeks and supports legislative action to
require each county school superintendent to provide an educational
program to all school-age children in juvenile detention facilities.
COORDINATION OF FUNDING EFFORTS: The Task Force on School
Violence seeks and supports legislative action to require the state Super-intendent
of Public Instruction, the Governor, the Attorney General, the
Supreme Court, the Bar Association and the county attorneys to identify
and coordinate current funding streams to combat youth violence in
communities and public schools. In the absence of legislative action, the
Task Force encourages these entities to cooperate in the identification
and coordination of such funding streams.
BROADEN THE FOCUS OF THE ARIZONA CONSERVATION CORPS TO
INCLUDE YOUTHS AGES 13 TO 18: The Task Force on School Violence
seeks and supports legislative action to expand the scope of the Arizona
Conservation Corps to include out-of-school youths ages 13 to 18.
PARENT COUNSELING PROGRAMS: The Task Force on School Vio-lence
seeks and supports legislative action to require parents of youths
who are convicted of status offenses to undergo counseling. Courts
would be able to make these programs a part of sentencing or offer
reduced penalties for participation in such a program.
COMMUNITY ORGANIZATIONS ON CAMPUS: The Task Force on
School Violence seeks and supports legislative action to amend A.R.S. 5 15-
1105.B. to allow an additional exemption from rental requirements for
community groups which address the health or well-being of students.
Subsection C should also be amended to eliminate the requirement for
insurance for such community organizations; however, schools should
not have to bear any additional costs involved.
PENALTIES FOR TRUANCY: The Task Force on School Violence seeks
and supports legislative action to make it at least a Class 3 misdemeanor
for a person who has custody of a child to fail to provide public, private
or home schooling for the child. The Task Force encourages justice of the
peace courts to enforce truancy laws.
REVISION OF A.R.S. 5 12-661: The Task Force on School Violence seeks
and supports legislative action to revise A.R.S. 5 12-661 to increase the
liability of a parent beyond the current $2,500 limit.
Increased Funding fox Alternative Programs
AT-RISK PRESCHOOLS: The Task Force on School Violence seeks and
supports increased legislative funding for preschools for at-risk chil-dren.
FUNDING FOR ALTERNATIVE EDUCATION PROGRAMS: The Task
Force on School Violence seeks and supports legislative action to pro-vide
funding for private/public partnerships, consortia of schools and
other governmental agencies to establish alternative education pro-grams
for students who are chronically disruptive or who have been
suspended or expelled from regular school programs. Such programs
may include programs within schools or programs outside schools and
must meet the criteria of effective intervention programs.
FUNDING FOR ALTERNATIVE METHODS OF INSTRUCTION: The
Task Force on School Violence seeks and supports legislative action to
provide increased funding for the development and implementation of
alternative methods of instruction within school systems to make schools
more responsive to students. Such funding should cover program devel-opment,
staff development and start-up costs.
INCREASE THE NUMBER OF JOBS FOR YOUTHS OFFERED BY PRI-VATE
BUSINESS: The Task Force on School Violence encourages private
business to offer part-time and summer employment to youths ages 15 to
18.
Increased Alternatives to Suspension or Expulsion
PLACEMENT IN AN ALTERNATIVE PROGRAM: The Task Force on
School Violence seeks action from the state Board of Education to en-courage
school district governing boards to offer students the option of
placement in an alternative program in lieu of expulsion. Such place-ment
provides continued education for students and allows districts to
continue funding that education. The funding the districts receive should
be passed through to the alternative programs.
ATTACH CONDITIONS FOR RE-ENTRY TO LONG-TERM SUSPEN-SIONS:
The Task Force on School Violence seeks action from the state
Board of Education to encourage schools to attach conditions to the
readmittance of students who have received long-term suspensions.
OFFER AN OPTION OF READMITTANCE AFTER EXPULSION: The
Task Force on School Violence seeks action from the state Board of
Education to encourage schools to offer an option of conditional read-mittance
after expulsion.
Increased Governmental Responsibility
P., .P , - ... ... , ,
TRAIN STUDENTS IN CONFLICT RESOLUTION: The Task Force on
School Violence seeks action from the state Board of Education to en-courage
school districts to provide training in conflict resolution and
instruction in the consequences of engaging in illegal acts.
REQUIRE THE TEACHING OF ETHICS: The Task Force on School
Violence seeks action from the state Board of Education to require the
teaching of ethics or character education to kindergarten through 12th
grade students.
Increased Funding for Alternative Schools
-,.,. ....-
SEEK PRIVATE SUPPORT FOR ALTERNATIVE SCHOOLS: The Task
Force on School Violence seeks action from the state Board of Education
to solicit private/corporate/foundation support for alternative schools.
Increased Student Involvement
STUDENT ADVISORY COUNCIL: The Arizona Department of Educa-tion
should form the Student Advisory Council on Violence in Education
(SAVE), the role of which would be to advise the state Superintendent on
a regular basis on the status of school violence.
Increased Governmental Responsibility
DISSEMINATE TASK FORCE FINDINGS: The state Superintendent
should help facilitate, foster and disseminate the recommendations of
the Task Force.
COLLECT AND DISSEMINATE INFORMATION: The state Superinten-dent
should collect and disseminate information concerning gang and
weapons prevention.
ESTABLISH AN ALTERNATIVE SCHOOL HOTLINE: The state Superin-tendent
should establish an "alternative school placement" technical
unit with a hotline to answer questions and help evaluate existing
programs.
DIRECTORY OF SUCCESSFUL PROGRAMS: The state Superintendent
should provide a directory of successful programs for chronically dis-ruptive,
suspended and expelled students, and provide technical assis-tance
to districts wishing to implement such programs.
Coozdination of Funding
COORDINATE EXISTING FUNDS: The state Superintendent should
coordinate Arizona Department of Education funding streams, where
possible, to expand programs designed to prevent school violence.
Local governing boards, in cooperation with social services groups and the
business community, should provide information and programs which would
educate parents, including teen parents, about child development, the
needs and learning styles of children, respect for diversity, and effective
parenting;
be supported by research and be suitable for the diversity of family
profiles and cultures;
explain legal consequences and options available to parents and stu-dents
when a child is suspended or expelled from school, to assist a
family in making informed decisions about the welfare and development
of their child;
convey positive support for the role and responsibilities of parents and
guardians; and
promote the prevention of child abuse and violence.
Better Comunication Is Needed Between the Home and the Schools.
Communications between the home and the schools need to be enhanced and
increased. Evidence exists that parental involvement in a child's education
positively impacts on a child's ability to learn. Therefore, the Task Force on
School Violence supports
an effective open-door policy by schools to facilitate parent accessibility,
affording sufficient time for teachers to meet and communicate with
parents about their child's learning and progress, and
the provision of family learning opportunities.
CITATIONS OF CURRENT STATUTES
Recommended changes page 11:
CHAPTER 7
INSTRUCTION
ARTICLE 7. ALTERNATIVE EDUCATION PROGRAMS
9 15-796. Alternative education programs; contract with public body or
private persons; definition
A. The governing board of a school district may contract with any public
body or private person for the purpose of providing alternative education
programs.
B. On the approval of the parent or guardian of a pupil or of a pupil who is
an emancipated person, the superintendent of a school district may recom-mend
to the governing board the placement of the pupil in an alternative
education program as provided in this article.
C. For the purposes of this section, "alternative education" means the
modification of the school course of study and adoption of teaching methods,
materials and techniques to provide educationally for those pupils in grades
six through twelve who are unable to profit from the regular school course of
study and environment.
ARTICLE 3. POWERS AND DUTIES OF SCHOOL DISTRICT GOVERNING
BOARDS
CHAPTER 3
LOCAL GOVERNANCE OF SCHOOLS
5 15-342. Discretionary powers
The governing board may:
I. Expel pupils for misconduct.
ARTICLE 3. SUSPENSION AND EXPULSION OF PUPILS
CHAPTER 8
SCHOOL ATTENDANCE
5 15-840. Definitions
In this article, unless the context otherwise requires:
1. "Expulsion" means the permanent withdrawal of the privilege of attend-ing
a school unless the governing board reinstates the privilege of attending
the school.
2. "Suspension" means the temporary withdrawal of the privilege of at-tending
a school for a specified period of time.
Recommended changes page 12:
CHAPTER 10
SCHOOL DISTRICT FUNDS AND RELATED OPERATIONS
ARTICLE 1. REVOLVING FUNDS; SCHOOL PLANT, INSURANCE PRO-CEEDS,
UNEMPLOYMENT COMPENSATION, CIVIC CENTER SCHOOL
AND PERMANENT TEACHER AGE FUNDS
5 15-1105. Civic center school fund; reversion to school plant fund; defini-tion
515-1105.B. The governing board may permit the uncompensated use of school
buildings, grounds, buses, equipment and other school property by any school
related group or by any organization whose membership is open to the public
and whose activities promote the educational function of the school district as
determined in good faith by the school district's governing board, including
extended day resource programs, except as provided in 5 15-511.
CHAPTER 6
SPECIAL ACTIONS AND PROCEEDINGS BY INDIVIDUAL PERSONS
ARTICLE 7. TORTS OF MINORS
§ 12-661. Liabilities of parents or legal guardians for malicious or wilful
misconduct of minors
5 12-661.B. The joint and several liability of one or both parents or legal
guardian having custody or control of a minor under this section shall not
exceed two thousand five hundred dollars for each tort of the minor. The
liability imposed by this section is in addition to any liability otherwise
imposed by law.
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