126 Children’s Legal Rights Journal [Vol. 36:2 2016]
Despite the constraints faced by TSDC, we believe that our collective work will move the
discipline conversation forward and assist schools in their work with students, not only in
complying with recent Illinois discipline legislation but also in meeting the needs of students who
end up in the web of discipline exclusion.
139 Our next steps are to continue our cross-disciplinary
efforts in finalizing and disseminating TSDC’s model student code of conduct and its supporting
toolkit and to continue our professional development activities. Going forward, we would like to
evaluate our work in terms of its impact on discipline reform applications in schools and to build
upon the feedback we receive from participants in the Administrators’ Academies to improve our
training efforts and support the application of the model code in schools. Our ultimate goal is to
improve school discipline and keep students in school rather than excluding them. We would also
like to learn from similar efforts in other jurisdictions as well as contribute what we have learned
to the on-going conversations related to the implementation of school district reforms in other
states and local areas and as part of the national discipline conversation. In Appendix D, we have
provided a potential set of questions to move forward the conversation about school discipline in
individual districts and local areas as well as at other venues.
139 See APA Task Force, supra note 52, at 13–14 (recommending, as an alternative to zero tolerance, that schools
“develop a planned continuum of effective alternatives for those students whose behavior threatens the discipline or
safety of the school”).