Outline of the state of Indiana

Alternatives to Exclusionary Discipline

Alternatives to Exclusionary Discipline

State law encourages districts to use alternatives to out-of-school suspension or expulsion, such as in-school suspension, behavioral interventions, or restorative practices.

Indiana Code 20-28-3-3 Guidelines for teacher education

(a) The department shall develop guidelines for use by accredited teacher education institutions and departments in preparing individuals to:

  • (1) teach in various environments; and
  • (2) successfully apply positive classroom behavioral management strategies and research based alternatives to exclusionary discipline in a manner that serves the diverse learning needs of all students. (b) The guidelines developed under subsection (a) must include courses and methods that assist individuals in developing cultural competency (as defined in IC 20-31-2-5).
Policy Type

Indiana Code 20-28-3-3.5 Incorporation of methods to establish culturally responsive school climates

The guidelines developed under section 3 [IC 20-28-3-3] of this chapter must incorporate methods that assist individuals in developing competency in employing approaches to create positive classroom and school climates that are culturally responsive, including: (1) classroom management strategies; (2) restorative justice; (3) positive behavioral interventions and supports; (4) social and emotional training as described in IC 12-21-5-2, IC 20-19-2-10, IC 20-19-3-12, and IC 20-26-5-34.2; and (5) conflict resolution.

Policy Type

Indiana Code 20-33-8-25 Disciplinary actions allowed - Physical assault of person having authority over student

(b) An individual may take disciplinary action instead of or in addition to suspension and expulsion that is necessary to ensure a safe, orderly, and effective educational environment. Disciplinary action under this section may include the following:

  • (1) Counseling with a student or group of students.
  • (2) Conferences with a parent or group of parents.
  • (3) Assigning additional work.
  • (4) Rearranging class schedules.
  • (5) Requiring a student to remain in school after regular school hours:
  • (A) to do additional school work; or
  • (B) for counseling.
  • (6) Restricting extracurricular activities.
  • (7) Removal of a student by a teacher from that teacher’s class for a period not to exceed:
  • (A) five (5) class periods for middle, junior high, or high school students; or
  • (B) one (1) school day for elementary school students; if the student is assigned regular or additional school work to complete in another school setting.
  • (8) Assignment by the principal of:
  • (A) a special course of study;
  • (B) an alternative educational program; or
  • (C) an alternative school.
  • (9) Assignment by the principal of the school where the recipient of the disciplinary action is enrolled of not more than one hundred twenty (120) hours of service with a nonprofit organization operating in or near the community where the school is located or where the student resides. The following apply to service assigned under this subdivision:
  • (A) A principal may not assign a student under this subdivision unless the student’s parent approves:
  • (i) the nonprofit organization where the student is assigned; and
  • (ii) the plan described in clause (B)(i). A student’s parent may request or suggest that the principal assign the student under this subdivision.
  • (B) The principal shall make arrangements for the student’s service with the nonprofit organization. Arrangements must include the following:
  • (i) A plan for the service that the student is expected to perform.
  • (ii) A description of the obligations of the nonprofit organization to the student, the student’s parents, and the school corporation where the student is enrolled.
  • (iii) Monitoring of the student’s performance of service by the principal or the principal’s designee.
  • (iv) Periodic reports from the nonprofit organization to the principal and the student’s parent or guardian of the student’s performance of the service.
  • (C) The nonprofit organization must obtain liability insurance in the amount and of the type specified by the school corporation where the student is enrolled that is sufficient to cover liabilities that may be incurred by a student who performs service under this subdivision.
  • (D) Assignment of service under this subdivision suspends the implementation of a student’s suspension or expulsion. A student’s completion of service assigned under this subdivision to the satisfaction of the principal and the nonprofit organization terminates the student’s suspension or expulsion.
  • (10) Removal of a student from school sponsored transportation.
  • (11) Referral to the juvenile court having jurisdiction over the student.
Policy Type

Indiana Code 5-2-10.1-2. Purpose — Source of money — Grants.

(a) The Indiana safe schools fund is established to do the following:

  • (1) Promote school safety through the:
  • (A) use of dogs trained to detect drugs and illegal substances; and
  • (B) purchase of other equipment and materials used to enhance the safety of schools.
  • (2) Combat truancy.
  • (3) Provide matching grants to schools for school safe haven programs.
  • (4) Provide grants for school safety and safety plans. However, a grant from the fund may not be used to employ a school resource officer (as defined in IC 20-26-18.2-1) or a law enforcement officer (as defined in IC 35-31.5-2-185).
  • (5) Provide educational outreach and training to school personnel concerning:
  • (A) the identification of;
  • (B) the prevention of; and
  • (C) intervention in; bullying.
  • (6) Provide educational outreach to school personnel and training to school safety specialists and school resource officers concerning:
  • (A) the identification of;
  • (B) the prevention of; and
  • (C) intervention in; criminal organization activities.
  • (7) Provide grants for school wide programs to improve school climate and professional development and training for school personnel concerning:
  • (A) alternatives to suspension and expulsion; and
  • (B) evidence based practices that contribute to a positive school environment, including classroom management skills, positive behavioral intervention and support, restorative practices, and social emotional learning.
Policy Type