,,ii  #aadth ,,congress  #ast ,session  
,s4 #haa  ,,in ,,the ,,senate ,,of ,,the
 ,,united ,,states  ,march #ai1 #bjae   
,mr4 ,murphy 7for himself1 ,mr4 ,booker1
 and ,mrs4 ,murray7 introduced the      
following bill2 which was read twice and
 referred to the ,committee on ,health1 
,education1 ,labor1 and ,pensions  ,a   
,,bill  ,to amend the ,elementary and   
,secondary ,education ,act of #aife to  
require ,states to develop policies on  
positive school climates and school     
discipline4  #a4 ,short title  ,this    
,act may be cited as the ,supportive    
,school ,climate ,act of #bjae 4  #b4   
,positive school climate and school     
discipline policies  7a7 ,state plans   
,section #aaaa of the ,elementary and   
,secondary ,education ,act of #aife 7#bj
 ,u4,s4,c4 #fcaa7 is amended--  7#a7 in 
subsection 7a71 by adding at the end the
 following3  7#c7 ,positive school      
climate and school discipline policies  
,in addition to the plan described in   
paragraph 7#a71 a ,state desiring to    

receive a grant under this part to      
support positive behavioral             
interventions and support1 shall submit 
to the ,secretary a plan that describes 
how the ,state educational agency will--
  7,a7 coordinate with the local        
educational agencies and schools served 
by the ,state educational agency to     
implement positive1 preventative        
approaches to exclusionary discipline   
actions that promote a positive school  
climate for all students and improve    
engagement for disconnected youth1      
juvenile offenders1 and other students1 
while minimizing students' removal from 
instruction and1 if students are        
removed1 upon students' return to the   
instructional program1 maximizing       
students' opportunities to make up      
education lost during the period of     
removal from instruction2  7,b7 provide 
technical assistance and training to    
local educational agencies to improve   
and support the development1            
implementation1 and coordination of     

comprehensive positive behavioral       
interventions and supports carried out  
under this ,act with activities carried 
out under the ,individuals with         
,disabilities ,education ,act2  7,c7    
evaluate the effects of providing       
positive behavioral interventions and   
supports for all students1 including    
improvement of the learning environment1
 academic achievement1 disciplinary     
problems1 such as incidents of          
suspensions1 expulsions1 referrals to   
law enforcement1 and other actions that 
remove students from instruction1 and   
any other effects the ,state chooses to 
evaluate2  7,d7 ensure all students are 
on track to be college and career ready 
by promoting student engagement1 and    
preventing dropout2  7,e7 ensure        
involvement of students in the criminal 
or juvenile justice system is avoided   
when addressing minor misbehavior such  
as non-threatening1 non-violent1 and    
non-criminal misbehavior2  7,f7 through 
preventative and alternative approaches1

 reduce out-of-school suspensions1      
in-school suspensions1 expulsions1      
referrals to law enforcement1           
school-based arrests1 and exclusionary  
discipline practices that remove        
students from instruction and1 upon     
students' return to the educational     
program1 maximize students'             
opportunities to make up education lost 
during the period of removal from       
instruction2  7,g7 in coordination with 
the ,state department of corrections or 
a similar agency1 ensure re-entering    
juvenile offenders receive referrals to 
a local educational agency and provide  
that1 for any juvenile who commits an   
offense subject to school expulsion and 
is subsequently committed to a detention
 center1 secure facility1 or any other  
residential placement within the        
juvenile or adult criminal justice      
system for such offense1 the period of  
expulsion shall run concurrently with   
the period of commitment to the         
detention center1 secure facility1 or   

other residential placement2  7,h7      
ensure that school discipline policies  
are in compliance with applicable civil 
rights laws1 are procedurally fair1 and 
practices are applied equally to all    
students regardless of their economic   
status1 ,english learner status1 race1  
ethnicity1 national origin1 religion1 or
 sex1 including gender identity1 and    
ensure that school discipline policies  
meet the requirements of section #ejd of
 the ,rehabilitation ,act of #aigc1     
title ,,ii of the ,americans with       
,disabilities ,act of #aiij1 the        
,individuals with ,disabilities         
,education ,act1 and implementing       
regulations of such section1 title1 and 
,act1 and that the disciplinary policies
 and practices are applied in a manner  
that complies with the equal opportunity
 requirements of section #ejd of the    
,rehabilitation ,act of #aigc1 title    
,,ii of the ,americans with             
,disabilities ,act of #aiij1 the        
,individuals with ,disabilities         

,education ,act1 and implementing       
regulations of such section1 title1 and 
,act2 and  7,i7 in coordination with    
local educational agencies and schools1 
provide annual and public reporting on1 
in the aggregate1 in-school suspensions1
 out-of-school suspensions1 expulsions1 
referrals to law enforcement1           
school-based arrests1 and disciplinary  
transfers 7including placements in      
alternative schools7 in the ,state      
7disaggregated by each category of      
students described in subsection        
7b77#b77;,c77v71 except that such       
disaggregation shall not be required in 
a case in which the number of students  
in a category is insufficient to yield  
statistically reliable information or   
the results would reveal personally     
identifiable information about an       
individual student74  2 and  7#b7 in    
subsection 7h77#f77;,b7-- 7,a7 in clause
 7i71 by striking and after the         
semicolon2  7,b7 in clause 7ii71 by     
striking the period at the end and      

inserting 2 and2 and  7,c7 by adding at 
the end the following3  7iii7 the number
 of incidences of school violence1      
bullying1 drug abuse1 alcohol abuse1    
in-school student suspensions1          
out-of-school student suspensions1      
expulsions1 referrals to law            
enforcement1 school-based arrests1      
disciplinary transfers 7including       
placements in alternative schools71 and 
student detentions1 disaggregated by    
each category of students described in  
subsection 7b77#b77;,c77v7 for each such
 type of incident4  4  7b7 ,local       
educational agency plans ,section       
#aaab7;b77#a7 of the ,elementary and    
,secondary ,education ,act of #aife 7#bj
 ,u4,s4,c4 #fcab7;b77#a77 is amended--  
7#a7 in subparagraph 7,p71 by striking  
and after the semicolon2  7#b7 in       
subparagraph 7,q71 by striking the      
period at the end and inserting 2 and2  
and  7#c7 by adding at the end the      
following3  7,r7 where appropriate1 a   
description of how the local educational

 agency will support positive behavior  
interventions and supports by--  7i7    
establishing parental notification      
requirements for out-of-school          
suspensions1 in-school suspensions1     
expulsions1 school-based arrests1       
referrals to law enforcement1 and       
exclusionary discipline practices that  
remove students from instruction1 in    
accordance with section #ddd of the     
,general ,education ,provisions ,act    
7#bj ,u4,s4,c4 #abcb;g7 7commonly known 
as the ,family ,educational ,rights and 
,privacy ,act of #aigd72  7ii7          
establishing systems to engage families 
and community members with the school in
 meaningful and sustained ways1 such as 
through case management services and    
mentoring to promote positive student   
academic achievement1 developmental1 and
 social emotional growth1 including     
non-cognitive skill development2 and    
7iii7 establishing best practices for a 
school conduct and discipline code1     
that-- 7,i7 protects students and staff 

from harm2  7,,ii7 provides constructive
 opportunities for students to learn    
from their mistakes rather than exclude 
them from the learning community2       
7,,iii7 fosters a positive learning     
community by providing a continuum of   
interventions1 supports1 and strategies 
within a tiered prevention framework2   
7,,iv7 keeps students in school2 and    
7,v7 shows mindful consideration of     
negative impacts that may have occurred 
as a result of involvement with the     
criminal justice system4  4  7c7        
,prevention and intervention programs   
for children and youth who are          
neglected1 delinquent1 or at risk of    
dropping out ,part ,d of title ,i of the
 ,elementary and ,secondary ,education  
,act of #aife 7#bj ,u4,s4,c4 #fdba et   
seq47 is amended--  7#a7 in section     
#adad-- 7,a7 in subsection 7a77#b7--    
7i7 in subparagraph 7,b71 by striking   
and after the semicolon2  7ii7 in       
subparagraph 7,c77iv71 by striking the  
period at the end and inserting 2 and2  

and  7iii7 by adding at the end the     
following3  7,d7 provide assurances that
 the ,state educational agency has      
established--  7i7 procedures to ensure 
that each student who has been placed in
 the juvenile justice system is promptly
 re-enrolled in secondary school or     
placed in a re-entry program that best  
meets the education and social needs of 
the student2  7ii7 procedures for       
facilitating the transfer of credits    
that such student earned during         
placement2 and  7iii7 opportunities for 
such student to participate in          
postsecondary and career pathways4  2   
and  7,b7 in subsection 7c77#i7-- 7i7 by
 striking encourage and inserting       
require1 to the extent practicable12    
7ii7 by inserting and following after   
youth prior to2 and  7iii7 by inserting 
and that transition plans are in place  
before the semicolon at the end2  7#b7  
in section #adaf7d71 by inserting and   
the development and implementation of   
transition plans before the semicolon at

 the end2  7#c7 in section #adbc--  7,a7
 by striking paragraph 7#d7 and         
inserting the following3  7#d7 a        
description of the activities that the  
local educational agency will carry out 
to facilitate the successful transition 
of children and youth in locally        
operated institutions for neglected and 
delinquent children and other           
correctional institutions into schools  
served by the local education agency or1
 as appropriate1 into career and        
technical education and postsecondary   
education programs1 including support   
services to help ensure the success of  
those children and youth after leaving  
an institution1 such as--  7,a7         
personal1 career1 and academic          
counseling2  7,b7 placement services    
designed to place those youth in a      
university1 college1 or community       
college program1 including academic     
evaluations2  7,c7 information          
concerning1 and assistance in obtaining1
 available student financial aid2 and   

7,d7 job placement services2  2 and     
7,b7 by striking paragraph 7#aj7 and    
inserting the following3  7#aj7 as      
appropriate1 a description of how the   
local educational agency will address   
the needs of children and youth who     
return from institutions for neglected  
and delinquent children and youth or    
from other correctional institutions and
 attend regular or alternative schools2 
2  7#d7 in section #adbe-- 7,a7 in      
paragraph 7#aj71 by striking and after  
the semicolon2  7,b7 in paragraph 7#aa71
 by striking the period at the end and  
inserting a semicolon2 and  7,c7 by     
adding at the end the following3  7#ab7 
develop an initial educational services 
transition plan for each child or youth 
served under this subpart upon entry    
into the correctional facility1 in      
partnership with the child's or youth's 
family members and the local educational
 agency that most recently provided     
services to the child or youth 7if      
applicable71 consistent with section    

#adad7;a77#a72 and  7#ac7 consult with  
the local educational agency for a      
period jointly determined necessary by  
the correctional facility and local     
educational agency upon discharge from  
that facility1 to coordinate educational
 services so as to minimize disruption  
to the child's or youth's achievement4  
2 and  7#e7 by striking section #adbf   
and inserting the following3  #adbf4    
,accountability ,the ,state educational 
agency--  7#a7 shall require            
correctional facilities or institutions 
for neglected or delinquent children and
 youth to annually report on the number 
of children and youth released from the 
correctional facility or institution who
 returned or did not return to school1  
the number of children and youth        
obtaining a high school diploma or its  
recognized equivalent1 and the number of
 children and youth obtaining           
employment2 and  7#b7 may require       
correctional facilities or institutions 
for neglected and delinquent children   

and youth to demonstrate1 after         
receiving assistance under this subpart 
for #c years1 that there has been an    
increase in the number of children and  
youth returning to school1 obtaining a  
high school diploma or its recognized   
equivalent1 or obtaining employment     
after such children and youth are       
released4  4  7d7 ,national program for 
technical assistance ,section #daba of  
the ,elementary and ,secondary          
,education ,act of #aife 7#bj ,u4,s4,c4 
#gaca7 is amended by adding at the end  
the following3  7c7 ,national program   
for technical assistance ,from funds    
made available to carry out this        
subpart1 not more than #e percent shall 
be made available to the ,secretary to  
provide technical assistance to ,state  
chief executive officers1 ,state        
agencies1 local educational agencies and
 other recipients of funding under this 
part to support these entities in       
achieving the goals and outcomes        
described in this part4 ,such activities

 for technical assistance may include   
developing comprehensive1 evidence-based
 professional development and training  
programs for relevant school staff and  
contractors to improve school safety and
 climate for students and staff that may
 include--  7#a7 implementation of a    
school-wide1 multi-tiered system of     
behavioral support1 with a continuum of 
interventions and supports to address   
the needs of all students2  7#b7        
effective classroom management          
strategies that recognize appropriate   
behavior and provide developmentally    
appropriate conflict resolution         
practices1 incident de-escalation       
techniques and data-based               
decisionmaking2  7#c7 crisis management 
techniques2  7#d7 effective strategies  
for asserting authority with adolescents
 that recognize age-appropriate behavior
 and provide developmentally appropriate
 responses2  7#e7 training in prevention
 of racial bias and culturally          
responsive pedagogy1 and training on how

 a student's disability can affect the  
student's behavior1 in accordance with  
title ,,ii1 the ,individuals with       
,disabilities ,education ,act1 and      
section #ejd of the ,rehabilitation ,act
 of #aigc2  7#f7 trauma-informed        
approaches and interventions1 with      
particular attention to recognizing the 
signs of trauma2  7#g7 for schools in   
need of improvement with high or        
significantly disparate disciplinary    
rates based on race1 ethnicity1 sex     
7including gender identity71 disability1
 providing technical assistance and     
support to identify the root causes of  
such rates or disparities through       
diagnostic analysis of data or assessing
 school-wide discipline issues1 and     
implementing evidence-based practices to
 reduce such rates or disparities2  7#h7
 developing1 implementing1 and          
evaluating comprehensive programs and   
activities1 in coordination with other  
schools and community-based services and
 programs1 rooted in holistic and       

positive approaches1 that encompasses a 
strategy or framework based on positive 
discipline strategies that limit the use
 and scope of exclusionary discipline   
strategies2 and  7#i7 developing        
guidelines regarding the use of law     
enforcement in a school setting1 and1 in
 particular1 distinguishing between     
incidents to be handled by educators and
 those to be handled by law enforcement 
officers4  4