Chapter 12: School Safety and Inclusion Policies

Test Bank

Multiple Choice

1. Over the past decade, there has been a shift toward ______.

A. exclusive school policies

B. inclusive school policies

C. student safety policies

D. zero-tolerance policies

Learning Objective: 12-4: Recognize how and why many state policies are starting to shift toward school inclusion policies and away from a zero tolerance philosophy.

Cognitive Domain: Knowledge

Answer Location: Introduction
Difficulty Level: Easy

2. For some of the more serious violations at school, disciplinary policies are driven by federal law based on the 1994 ______ and its subsequent amendments that require immediate student removal from school.

A. Drug-Free School Act

B. Juvenile Delinquency Prevention Act

C. American Safe Schools Act

D. Safe School and Delinquency Act

Learning Objective: 12-4: Recognize how and why many state policies are starting to shift toward school inclusion policies and away from a zero tolerance philosophy.

Cognitive Domain: Knowledge

Answer Location: Student Codes of Conduct
Difficulty Level: Easy

3. Many of the important stakeholders have recommended student discipline dispensation be ______.

A. consistently administered across students

B. determined on a case-by-case basis

C. focused on zero-tolerance policies

D. retributive in nature

Learning Objective: 12-4: Recognize how and why many state policies are starting to shift toward school inclusion policies and away from a zero tolerance philosophy.

Cognitive Domain: Knowledge

Answer Location: Moving Away From Zero Tolerance Policies
Difficulty Level: Easy

4. Which of the following is an outcome of zero tolerance policies in schools?

A. anger among students

B. discipline-focused codes of conduct

C. resistance from parents

D. unenforceable rules

Learning Objective: 12-4: Recognize how and why many state policies are starting to shift toward school inclusion policies and away from a zero tolerance philosophy.

Cognitive Domain: Knowledge

Answer Location: Student Codes of Conduct
Difficulty Level: Easy

5. A school’s code of conduct is most effective when it focuses on ______ the youths violating the rules.

A. deterring

B. incapacitating

C. punishing

D. rehabilitating

Learning Objective: 12-1: Demonstrate how schools can more effectively use rehabilitative approaches to discipline and move away from zero tolerance policies.

Cognitive Domain: Knowledge

Answer Location: Student Codes of Conduct
Difficulty Level: Easy

6. Which of the following was a factor that influenced the decision to institute a new student code of conduct in the Metropolitan Nashville Public School District?

A. the disparate impact of the old policies on many at-risk student groups

B. outcry from parents in the school community

C. legal decisions mandated the change

D. a student-driven grassroots campaign

Learning Objective: 12-1: Demonstrate how schools can more effectively use rehabilitative approaches to discipline and move away from zero tolerance policies.

Cognitive Domain: Knowledge

Answer Location: Metropolitan Nashville Public School District
Difficulty Level: Easy

7. The Metropolitan Nashville Public School District’s discipline philosophy is based on ______.

A. creating a secure and safe environment

B. managing discipline cases as efficiently as possible

C. promoting positive relationships among students and with staff

D. relying on staff to set the proper example for students

Learning Objective: 12-1: Demonstrate how schools can more effectively use rehabilitative approaches to discipline and move away from zero tolerance policies.

Cognitive Domain: Knowledge

Answer Location: Metropolitan Nashville Public School District
Difficulty Level: Easy

8. Which of the following is a classroom strategy incorporated into the discipline policies of the Metropolitan Nashville Public School District?

A. creating safe spaces in the school

B. encouraging students to handle disciplinary problems for themselves

C. instituting student advisories

D. relying on the local police to handle discipline issues

Learning Objective: 12-1: Demonstrate how schools can more effectively use rehabilitative approaches to discipline and move away from zero tolerance policies.

Cognitive Domain: Knowledge

Answer Location: Metropolitan Nashville Public School District
Difficulty Level: Medium

9. The interventions of the Metropolitan Nashville Public School District focus on building social and emotional skills to build community and on ______.

A. allowing students to learn from their mistakes

B. eliminating problem behavior before it becomes a discipline problem

C. peer advising at-risk youths to stay away from problem behaviors

D. transferring responsibility for discipline to the juvenile justice system

Learning Objective: 12-1: Demonstrate how schools can more effectively use rehabilitative approaches to discipline and move away from zero tolerance policies.

Cognitive Domain: Knowledge

Answer Location: Metropolitan Nashville Public School District
Difficulty Level: Medium

10. The Metropolitan Nashville Public School District relies on a ______ as the framework for its discipline plan.

A. aggregate response system

B. graduated response system

C. progressive response system

D. tiered response system

Learning Objective: 12-1: Demonstrate how schools can more effectively use rehabilitative approaches to discipline and move away from zero tolerance policies.

Cognitive Domain: Knowledge

Answer Location: Metropolitan Nashville Public School District
Difficulty Level: Easy

11. Feeling ______ is one of the most important protective factors for students at risk for academic failure, behavior problems, and dropping out.

A. connected to school

B. heard by their teachers

C. loved by their families

D. safe on school property

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: School Engagement and Connectedness
Difficulty Level: Easy

12. Students who are more engaged with their schools generally ______.

A. accept other students more easily

B. believe that their parents and teachers support them

C. demonstrate higher abilities for critical thinking

D. volunteer more often for community service

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: Metropolitan Nashville Public School District
Difficulty Level: Easy

13. Interventions that ______ are often more successful at preventing harmful outcomes for students.

A. are community based

B. delegate responsibility for punishment to peers

C. increase school connectedness

D. target specific problem areas

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: School Engagement and Connectedness
Difficulty Level: Easy

14. When students have input and are provided ______, overall engagement with the school is typically increased.

A. accountability

B. autonomy

C. authority

D. alternatives

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: School Engagement and Connectedness
Difficulty Level: Easy

15. A recent trend with regard to student threats of violence is a shift ______.

A. away from automatic school removal policies

B. away from increased prosecution in such cases

C. toward automatic school removal policies

D. toward increased prosecution in such cases

Learning Objective: 12-4: Recognize how and why many state policies are starting to shift toward school inclusion policies and away from a zero tolerance philosophy.

Cognitive Domain: Knowledge

Answer Location: School Engagement and Connectedness
Difficulty Level: Easy

16. Threat ______ is a process of evaluating the threat and the circumstances surrounding the threat to uncover any evidence that indicate the threat is likely to be carried out.

A. assessment

B. identification

C. investigation

D. substantiation

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: School Engagement and Connectedness
Difficulty Level: Easy

17. Social–emotional learning is primarily a ______ paradigm.

A. classroom-focused

B. community-based

C. school-wide curriculum

D. stand-alone program

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: Social-Emotional Learning
Difficulty Level: Easy

18. Social–emotional learning is a(n) ______ approach including not only quality instruction planning, but also a focus on the behavioral needs of the students, monitoring of student engagement, and developing skills to avoid escalating conflicts.

A. analytical

B. conditional

C. management

D. risk assessment

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: Social-Emotional Learning
Difficulty Level: Easy

19. Which of the following is an effective component of social–emotional learning programs?

A. community service

B. increased supervision

C. one-on-one counseling

D. role-playing

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: Social-Emotional Learning
Difficulty Level: Easy

20. The ______ program uses developmentally appropriate activities, typically during a scheduled classroom session, and is a student-driven format that improves social skills through appropriate goal setting, responsible decision-making, managing emotions, communicating effectively, bonding with pro-social peers, and resisting negative influences.

A. Advancing Goodness

B. Classroom Hero

C. Stay Strong

D. Too Good for Violence

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: Social-Emotional Learning
Difficulty Level: Easy

21. ______ typically rely on student, or other, leaders to engage students in daily or weekly social skill-building exercises.

A. Acceptance-focused programs

B. Focused interaction programs

C. Positive behavioral protocol programs

D. Skill building programs

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: Positive Behavioral Protocols
Difficulty Level: Easy

22. The Cognitive-Behavioral Training Program for Behaviorally Disordered Adolescents is for young people with ______ problems that lead to aggression or violence.

A. excitation

B. reaction

C. self-control

D. transitional

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Answer Location: Positive Behavioral Protocols
Difficulty Level: Easy

23. ______ are student-focused interventions attempting to change the perspective of students who have caused problems, are disruptive, or have violated school rules or policies.

A. Adaptive practices

B. Conversion practices

C. Restorative practices

D. Transformative practices

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: Social-Emotional Learning
Difficulty Level: Easy

24. The School-Wide Positive Behavior Interventions and Supports program utilizes a ______ philosophy and focus on increasing student connectedness.

A. transformative-focused

B. relationship-based

C. restorative justice

D. teacher-focused

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: School-Wide Positive Behavior Interventions and Supports
Difficulty Level: Easy

25. The School-Wide Positive Behavior Interventions and Supports program uses a(n) ______ approach to dealing with problem behaviors.

A. adaptive

B. conductive

C. proactive

D. reactive

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: School-Wide Positive Behavior Interventions and Supports
Difficulty Level: Easy

26. The tertiary tier of the School-Wide Positive Behavior Interventions and Supports program addresses ______.

A. prevention by teaching behavioral expectations

B. modeling appropriate behavior

C. serious behavioral problems of students

D. teaching basic life skills

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: School-Wide Positive Behavior Interventions and Supports
Difficulty Level: Easy

27. Behavioral changes attributed to School-Wide Positive Behavior Interventions and Supports have been found to be ______.

A. consistent across grade levels

B. modest and inconsistent

C. robust but limited to lower grade levels

D. weak and limited to the high school level

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: School-Wide Positive Behavior Interventions and Supports
Difficulty Level: Easy

28. Experiencing trauma may lead to mental health problems, difficulties that increase the risk for ______ and discipline problems.

A. absences from school

B. learning problems

C. substance abuse problems

D. violent outbursts

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: Identifying Mental Health Problems
Difficulty Level: Easy

29. ______ is an important in-classroom starting point to improve safety and learning outcomes.

A. Anger management

B. Behavioral analysis

C. Conflict resolution

D. Skill proficiency

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: Professional Development/Cultural Competency
Difficulty Level: Easy

30. Restorative practice is more than the utilization of behavior modification techniques or a focus on conflict resolution, but is a(n) ______.

A. assistive behavioral system

B. complete learning system

C. mediated form of justice

D. school community-wide effort

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: Restorative Practices
Difficulty Level: Easy

31. The ______ program pairs a coach and a teacher for an academic year, focusing on restorative practices, cultural competency trainings, and understanding and working with actual student experiences.

A. Between You and Me

B. Cooperative Education

C. My Teaching Partner

D. Togetherness

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: Professional Development/Cultural Competency
Difficulty Level: Easy

32. Teachers’ universal ______ practices have a significant, positive effect on decreasing problem behavior in both primary and secondary school classrooms.

A. classroom management

B. conflict resolution

C. priority-focused

D. skill-based learning

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: Professional Development/Cultural Competency
Difficulty Level: Easy

33. Quality professional development of school personnel requires ongoing ______ and reinforcement.

A. adaptation

B. initiatives

C. management

D. training

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: Professional Development/Cultural Competency
Difficulty Level: Easy

34. ______ is defined as missing more than 10% of school during an academic year.

A. Aggravated absenteeism

B. Chronic absenteeism

C. School failure due to absenteeism

D. Truancy

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: Truancy Prevention
Difficulty Level: Easy

35. Truancy is best addressed on multiple fronts by ______.

A. parents and schools

B. parents and students

C. parents and peers

D. parents and counselors

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: Truancy Prevention
Difficulty Level: Easy

36. An important first step in reducing truancy is ______.

A. addressing the causes of absenteeism

B. communicating attendance policies

C. developing appropriate sanctions for truancy

D. transitioning from zero-tolerance policies

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: Truancy Prevention
Difficulty Level: Easy

37. ______ is habitual, unexcused absences from school which exceed the number allowed under state law.

A. Acute absenteeism

B. Chronic absenteeism

C. School failure due to absenteeism

D. Truancy

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: Truancy Prevention
Difficulty Level: Easy

38. Among the more promising efforts to address truancy are those that are ______ approaches that focus on the myriad difficulties experienced by truant students.

A. collaborative

B. comprehensive

C. holistic

D. lifestyle-focused

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: Truancy Prevention
Difficulty Level: Easy

39. Ultimately, the ______ is responsible for implementing and setting the policies for schools.

A. parents

B. principal

C. school district

D. teachers’ association

Learning Objective: 12-5: Understand how state and national policies drive local school district rules and regulations.

Cognitive Domain: Knowledge

Answer Location: Data Collection
Difficulty Level: Easy

40. If a school resource officer is to be employed in a school, a ______ should be completed that expresses a common vision between the school district and the police force.

A. memoranda of acceptance

B. memoranda of compliance

C. memoranda of duties

D. memoranda of understanding

Learning Objective: 12-5: Understand how state and national policies drive local school district rules and regulations.

Cognitive Domain: Knowledge

Answer Location: Data Collection
Difficulty Level: Easy

True/False

1. Moving away from zero tolerance policies is a simple process for schools.

Learning Objective: 12-1: Demonstrate how schools can more effectively use rehabilitative approaches to discipline and move away from zero tolerance policies.

Cognitive Domain: Knowledge

Answer Location: Moving Away From Zero Tolerance Policies
Difficulty Level: Easy

2. In the 2014–2015 academic year, the Metropolitan Nashville Public School District instituted a zero-tolerance focused student code of conduct.

Learning Objective: 12-1: Demonstrate how schools can more effectively use rehabilitative approaches to discipline and move away from zero tolerance policies.

Cognitive Domain: Knowledge

Answer Location: Metropolitan Nashville Public School District
Difficulty Level: Easy

3. Student codes of conduct, while important, are poor foundations upon which to base a rehabilitative discipline system.

Learning Objective: 12-1: Demonstrate how schools can more effectively use rehabilitative approaches to discipline and move away from zero tolerance policies.

Cognitive Domain: Knowledge

Answer Location: Metropolitan Nashville Public School District
Difficulty Level: Easy

4. Ironically, when students and families feel more connected and engaged with school, discipline problems increase and safety outcomes decrease.

Learning Objective: 12-1: Demonstrate how schools can more effectively use rehabilitative approaches to discipline and move away from zero tolerance policies.

Cognitive Domain: Knowledge

Answer Location: School Engagement and Connectedness
Difficulty Level: Easy

5. One of the effects of social–emotional learning programs has been an improvement in academic performance for all grade levels and ethnic groups.

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: Social-Emotional Learning
Difficulty Level: Easy

6. Restorative practices, which focus on accountability, are appropriate in situations when the student is primarily responsible for the disruptions or unsafe behaviors.

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: Restorative Practices
Difficulty Level: Easy

7. School-Wide Positive Behavior Interventions and Supports incorporates a punishment-rewards approach to changing problematic behaviors.

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: School-Wide Positive Behavior Interventions and Supports

Difficulty Level: Easy

8. Schools routinely provide mental health prevention and programming.

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Knowledge

Answer Location: Identifying Mental Health Problems
Difficulty Level: Easy

9. Students with disabilities experience fewer school absences than students without disabilities.

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: Truancy Prevention
Difficulty Level: Easy

10. There is surprisingly little evidence that truancy prevention works.

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: Truancy Prevention
Difficulty Level: Easy

11. Developing interventions that reduce school dropout rates is challenging because of the multiple factors that contribute to a decision to discontinue one’s education.

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: School Dropout
Difficulty Level: Easy

12. Programs that focus on improving the school climate show the greatest promise of decreasing school dropout rates.

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: School Dropout
Difficulty Level: Medium

13. The Big Brother/Big Sisters program addresses risk factors and problem areas in an effort to reduce school dropout rates.

Learning Objective: 12-3: Evaluate and identify evidence-based interventions for school personnel and truancy prevention protocols.

Cognitive Domain: Knowledge

Answer Location: School Dropout
Difficulty Level: Easy

14. Various state and federal regulations dictate some of a school’s discipline requirements for drug and weapon possession.

Learning Objective: 12-5: Understand how state and national policies drive local school district rules and regulations.

Cognitive Domain: Knowledge

Answer Location: Data Collection
Difficulty Level: Easy

Essay

1. Discuss the use of student codes of conduct in schools. What are they? Who influences the contents of student codes of conduct? Why are these codes important? When are they most effective?

Learning Objective: 12-1: Demonstrate how schools can more effectively use rehabilitative approaches to discipline and move away from zero tolerance policies.

Cognitive Domain: Analysis

Answer Location: Student Codes of Conduct
Difficulty Level: Hard

2. Discuss the innovations made in the discipline policies and process within the Metropolitan Nashville Public School District. What were the major innovations? What was the driving force behind the innovations? Why were these innovations important? Be sure to include examples from Nashville’s experience in your answer.

Learning Objective: 12-1: Demonstrate how schools can more effectively use rehabilitative approaches to discipline and move away from zero tolerance policies.

Cognitive Domain: Analysis

Answer Location: Metropolitan Nashville Public School District
Difficulty Level: Hard

3. Discuss the concept of reintegration in regard to students who have been excluded from school. What role does alternative education play in the reintegration of excluded students? Provide some examples of the services and resources that might be offered to reintegrating students that may help with successful reintegration? Who is most likely to be placed in an alternative educational placement? How many states allow for alternative education placements?

Learning Objective: 12-4: Recognize how and why many state policies are starting to shift toward school inclusion policies and away from a zero tolerance philosophy.

Cognitive Domain: Analysis

Answer Location: Alternative Education/Reintegration
Difficulty Level: Hard

4. Discuss the issue of truancy and chronic school absenteeism. What is truancy? What is chronic absenteeism? To which other problem behaviors/conditions are the two related? What are some of the recommendations that have been offered to those who are working to reduce truancy and chronic absenteeism? Why is it difficult to develop effective truancy programs?

Learning Objective: 12-2: Identify inclusive student management and discipline protocols.

Cognitive Domain: Analysis

Answer Location: Truancy Prevention
Difficulty Level: Hard

5. How do state policies shape the rules that school’s use to discipline students? How are state legislatures related to zero tolerance policies in schools? How have state laws changed to better discipline students?

Learning Objective: 12-6: Explicate existing state and national data and understand today’s discipline and school removal trends.

Cognitive Domain: Analysis

Answer Location: State Policies
Difficulty Level: Hard