In 2011, the federal government called for public school leaders to reevaluate their discipline policies and practices to combat disproportionality, which reflects discriminatory practices, and to ensure fairness and equity for all students. To address disproportionality of suspensions and expulsions, the U.S. Departments of Education and Justice, in collaboration with other federal partners and experts from the field, released the Supportive School Discipline Initiative (SSDI; 2011), promoting awareness and supporting discipline policies and practices that keep students engaged in school while holding them appropriately accountable for their misbehaviors. To improve school climate and discipline, Guiding Principle 3 of the federal government's SSDI was the assurance of fairness, equity, and continuous improvement. The federal government proposed that school discipline policies and practices be monitored and evaluated continuously to eradicate discrimination and disproportionality among students of color (Department of Education, 2014). The appeal of Vincent et al. (2011) to blend PBIS with culturally responsive practices is a great point of action in support of SSDI. Vincent et al. (2011) suggested that the SWPBS framework expand to include culturally responsive practices that support staff, their decision-making processes, and
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