My child is struggling 
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State Reforms’ Potential Impact on Federal Legislation
Some states are implementing reforms that are showing promising results. The state of Illinois has implemented a program called “Positive Behavior Interventions and Support (PBIS).” PBIS is a proactive systems approach to establishing the behavioral supports and social culture that are needed for all students in a school to achieve social, emotional, and academic success. This system has been implemented in 1,000 Illinois schools and data has shown a significant reduction in suspension and expulsion rates, as well as improved academic achievements across the board.
Vermont has also established a statewide PBIS initiative and currently 59% of the state’s public schools are included in this program. Over 18,000 students in Vermont have benefitted from PBIS. The Vermont Department of Education’s Annual Report for 2009 accounted that the office discipline referrals decreased from 64% to 28% in schools that have fully implemented the program. Although PBIS has been proven effective in states which have taken on the challenge of reforming their schools, it has not been universally embraced by all states and school districts.
In response to the GAO report and the House hearing, key education and disability organizations – including the National Center for Learning Disabilities – are meeting with Hill leadership to discuss possible policy solutions. Ideas range from the implementation of national reforms (e.g., PBIS), to the creation of a national registry of teachers who have records of using inappropriate seclusion and restraint, which could be accessed by all states before offering employment.
NCLD is monitoring federal activities related to this issue and providing information to Congress in hopes of promoting legislation to improve early intervention and preventing abuse of children in our nation’s schools.
