ALTERNATIVES TO CORPORAL PUNISHMENT - State of Michigan

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ALTERNATIVES TO CORPORAL PUNISHMENT Michigan Department of Education .Prepared in Compliance With Public Act 6 of 1992 August 19, 1992

Transcript of ALTERNATIVES TO CORPORAL PUNISHMENT - State of Michigan

ALTERNATIVES TO CORPORAL PUNISHMENTMichigan Department of Education

.Prepared in Compliance With Public Act 6 of 1992August 19, 1992

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MichiganState Board of Education

'.~DOROTHY BEARDMORE. President,

Rochester

DR. GUMECINDO SALAS, Vice PreskJent,East Lansing

DICK DEVOS. Secretary,Grand Rapim

MARILYN F. LUNDY, Treasurer,Detroit

CHERRY H. JACOBUS. HASSE DelegateGrand Rapids

{KATHERINE J. DeGRaW,Eaton Rapids

BARBARA ROBERTS MASON,Lansing

AN NETTA MILLER,Huntington Woods

Ex OfficioJOHN ENGLER, Governor

ROBERT E. SCHillER.Superintendent of Public Instruction

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Foreword

Section 1312 of the Michigan School Code has been amended in responseto public perceptions that Michigan classrooms are becoming sites ofconfrontation, with the potential for physical violence.

The issues are not new. Extensive research has been conducted nationallyon the subject of student misbehavior in our schools. The dilemma forMichigan educators has been to transfer this knowledge from the academicarena into the classroom.

The purpose of this document is to assist local and intermediate schoolboards with the implementation of Public Act 6 of 1992. The Act prohibits theuse of corporal punishment in pubfic schools and describes circumstances inwhich an employee may use reasonable force against a student.

This document also provides guidance on alternatives to the use of corporalpunishment. The best alternative to the use of corporal punishment is toprevent the need for its use. This assertion is supported both in researchand practice. This document provides a process framework for local andintermediate boards to use in improving education outcomes for all studentsas well as a list of alternatives to the use of corporal punishment. Schoolofficials will also find this document useful in their school improvementefforts.

Robert E. SchillerSuperintendent of Public Instruction

Table of Contents

FOfeword 3

Rationale For PreventionAs An AlternativeTo Corporal Punishment. . . . . . . . . . . . . . . . . . . . . . . . .. 5

Research. . 5

Action Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .. 6

School Board. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 6

Central OfficeAdministrators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 6

Principals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 7I'$:.fTeachers. . . . . . . . . . . . . . . . . . . . . . . . ... . . . ... . . . .. 7 .,

Educational Suwort Staff. . . . . . . . . . . . . . . . . . . . . . . .. 8

Parents and Community. . . . . . . . . . . . . . . . . . . . . . . . .. 8

Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 8

Some Alternatives toCorporal Punishment. . . . . . . . . . . . . . . . . . . . . . . . . . .. 8

Selected Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . .. 9

References 10

A Comparison of CorporalPunishment Legislation. . . . . . . . . . . . . . . . . . . . . . . . .. 11

Alternatives to CorporalPunishment SteeringCommittee 12

Statement of Compliancewith Federal Law 12

Public Act 6 of 1992 13

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Rationale For PreventionAs An Alternative To Corporal Punishment

Some children exhibit challenging behaviors. children learn to behave in ways that are sociallyWhen children refuse to complete their successful. Setting up classrooms to su~rt andassignments. talk out, walk around the room, leave encourage prosocial skill use is important for allthe classroom, hit others, spit, throw objects, hurt children.themselves or hurt others, we may find ourselveslabeling the student as problematic. As teachers,support personnel and principals, our focus oftenshifts to the misbehavior, and we often overlookthe fundamental issue that the misbehavior ismaintained because it is reinforced.

ResearchThe social science literature offers extensiveresearch on the ill effects of punishment in school.The following summarize the key points:

Why do some children fail to leam sociallyappropriate ways to behave when most childrenand adults do? In a chapter on interpersonal skillsin school, Cox and Gunn (1980) cite threeexplanations why children may fail to behave insocially appropriate ways. First, the child maynot know what socially appropriate behavior Is.Such children may not have attended to themodels of socially appropriate behavior or may nothave observed models of socially awropriatebehavior. The lack of an appropriate model, or alearning problem that interferes with attention tothat model, may prevent a student from adoptingappropriate behavior.

First, punishment increases the likelihood ofstudent withdrawal from the punishing situation;that is, it increases the likelihood of tardiness.truancy, and dropping out of school. It strains therelationship between the teacher and the studentby making the student more likely to avoid theteacher. Punishment has been found to benegatively correlated with school achievement

Second, punishment serves as a negative modelfor aggressive behavior for both the punishedstudent and others. It actively demonstrates thatthe use of force is a method to reduce conflid.While possibly effective in the short run, in the longterm it does not teach alternative problem-solvingmethods. CorporaJ punishment has beenassociated with school vandalism and juveniledelinquency .

A second reason may be a lack of practice Inbehaving appropriately. Such children can tellyou what they should do, but do not do it. Thesechildren have the knowledge of socially accepta~ebehavior, but lack practice in using it. They needto practice socially appropriate behavior in muchthe same fashion that other children practicecursive writing or shooting baskets.

Third, characteristics often exhibited by thosesubjected to punishment include anxiety, fear, andlow self-esteem. These emotions are inconsistentwith the way we want children to feel aboutthemselves, about the personnel in their schooland ultimately, about education. If lifelong learningis our goal, these emotions precJude it.

Lastly, some children may have emotionalresponses that Interfere with their behavingappropriately. When angry, upset or frightened,their emotions take over and they act out orwithdraw. These children are not successfulsocially and need to learn ways to control theiremotional impulses as well as practice sociallyappropriate alternatives.

Furthermore. research does not support severalmyths concerning corporal punishment.Punishment does not lead to the development ofcharacter; rather. it is associated with antisocialbehavior. It does not teach respect; rather, itteaches fear. It is not the only form ofmanagement some children understand; rather.positive forms of behavior management are moreeffective. Without corporal punishment. behaviorproblems do not increase; rather. school districtshave shown there to be no change in the incidenceof behavior problems. .

All three explanations help shift our focus whenlooking at classroom behavior. Rather thanobserving socially inappropriate behavior andwondering what's wrong with the child, we maybegin to look at these children and their behavioras teaching dilemmas. These challengingbehaviors may help us identify skills which must betaught Providing this instruction helps ensure that

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6. Make provision to provide ongoing staff trainingin preventive strategies and methods to providedirect instruction on social skills.

Research has shown that the most effectiveeducators combine teaching strategies andpositive classroom management procedures tominimize discipline problems. Ev~nce does existfor the effectiveness ot positive forms of behaviormanagement. Please- refer to the Referencessection for suworting documentation.

7. Require the timely regular review of the use ofthese preventive strategies.

8. Require that provisions be made for moreintensive instructional opportunities in academic,social, and problem-solving skills should thegeneral teaching strategies prove insufficient forindividual students.

Action PlanningThe following lists of actions outline what thedifferent members of the educational communitycan do in response to Public Act 6 as they seek touse prevention. as the primary altemative tocorporal punishment. It should be noted that ahigh degree of school-home-communitycollaboration is essential to the success of thesealternatives to corporal punishment.

9. Direct that a student code of conduct bedeveloped that communicates the district'seducational philosophy. the rights andresponsibilities of students and the district. as wellas rules and procedures. Within the code.specific behaviors and their consequences mustbe spelled out as well as procedures for due

process.School Board

1. Review the district's mission statement in light ofits commitment to students and the types ofoutcomes it desires for children.

1. Participate in the development and review of thedistrict's mission statement in light of itscommitment to students and the types ofoutcomes it desires for children.

2. Examine the district's educational practices thatare designed to teach necessary problem-solvingand social skills by reviewing the district's:

2. Provide leadership in developing, implementing,and monitoring the district's sbJdent code ofconduct and make recommendations to V1eschool board for any modifications.

. Student code of conduct

~ Staff training objectives. methods andstrategies.Rules and contracts regarding interactionamong employees. volunteers. and contractorsof the district as well as interactions betweenemployees. volunteers. and contractors of thedistrict with other members of the community.

Curriculum and instructional methods.

3. Involve a broad-based representative group inthe review and any related policy development.This group should involve affected parties andinclude, but not pe limited to. administrators.professional staff members. parents. students andcommunity members

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.3. Provide leadership in developing a plan toexamine the district's educational practices thatare designed to teach problem-solving and socialskills.

.4. Make assurances that a broad-basedrepresentative group of those affected participatein the review and any related policy development

5. Based on the review, provide leadership inestablishing policies and procedures to supportand encourage the use of preventive strategiesthat teach the necessary problem-solving andsocial skills.4. Based on the review, establish policies and

procedures to support and encourage the use ofpreventive strategies that teach problem-solvingand social skills. 6. Direct district curriculum committees to

incorporate instruction in problem-solving andsocial skills into the curriculum.5. Assure that problem-solving and social skills are

incorporated into the curriculum.

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skills should general teaching strategies proveinsufficient for individual students.

7. Identity and secure resources to provideongoing staff training in preventive strategies andmethods to provide direct instruction in socialskills.

8. Report to the board on the regular review of theuse of these preventive strategies at a minimuminterval of one year.

10. Identify obstades to successful behaviormanagement throughout the school and, with theassistance of staff, determine causes anddevelop strategies to prevent obvious behaviorproblems from occurring.

Teachers9. Provide leadership and support for moreintensive instructional opportunities at the buildinglevel should the general teaching strategies proveinsufficient for individual students.

1. Participate in the development arKi review of thedistrict's mission statement in light of itscommitment to students and the types ofoutcomes it desires fo'cP11d'~n.

Principals2. Assist in the im~ementation of the student codeof conduct.

1. Participate in the development and review of thedistrict's mission statement in light of itscommitment to students and the types ofoutcomes it desires for children. 3. Participate in and provide input into the

examination of the district's educational practicesthat are designed to teach necessaryproblem-solving and social skills. ':

2. Direct and support the implementation of thestudent code of conduct.

.4. Participate and provide input into theestablishment of policies and procedures tosupport and encourage the use of preventivestrategies that teach problem-solving and socialskills and implement these policies andprocedures.

3. Participate in and support staff participation inthe examination of the district's educationalpractices that are designed to teach necessaryproblem-solving and social skills.

4. Have affected groups participate in the reviewand any related policy development.

5. Implement problem-solving and social skillsinstruction that has been incorporated into thecurriculum.

5. Participate in and support staff participation inestablished policies and procedures to supportand encourage the use of preventive strategiesthat teach problem-solving and social skills. 6. Participate in ongoing staff training in preventive

strategies and methods to provide directinstruction in social skills.6. Guide and support the implementation of

problem-solving and social skjlls curriculum.changes.

7. Guide, encourage and support ongoing stafftraining in preventive strategies and methods toprovide direct instruction in social skills.

7. Participate in the development of more intensiveinstructional opportunities in academic, social, andproblem-solving skills should the general teachingstrategies prove insufficient for individualstudents, as well as implement and evaluate theseinstructional opportunities.

8. Participate in ongoing staff training in preventivestrategies and methods to provide directinstruction in social skills.

8. Model and support the use of preventivestrategies of problem-solving and social skills withstudents and in interactions with adults.

9. Guide and support the development of moreintensive instructional opportunities at the buildinglevel in academic, social, and problem-solving

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Educational Support Staff 3. Participate in and give input into the examinationof the district's educational practices that aredesigned to teach necessary pro~em-solving andsocial skills.

1. Participate in the development and review of thedistrict's mission statement in light of itscommitment to students and tt\e types ofoutcomes it desires for children. 4. Support policies and procedures that encourage

the use of preventive strategies that teachproblem-solving and social skills.2. Assist in the implementation of the student code

of conduct.5. Advocate for and participate in ongoing parenteffectiveness training oWQrtunities as they relateto discipline in the home and school.

3. Participate in and provide input into theexamination of the district's educational practicesthat are designed to teach necessaryproblem-solving' and social skills. 6. Work with the "school family" to ensure parent

understanding of what is expected in the class-room and what parents can do to support theschool's efforts.

4. Participate and provide input into theestablishment of policies and procedures tosupport and encourage the use of preventivestrategies that teach problem-solving and socialskills and provide assistance and support in theirimplementation.

Students1. Participate in the development of and review ofthe districfs mission statement in light of itscommitment to students and the types ofoutcomes it desires for children.

5. Assist and support the implementation ofproblem-solving and social skills instruction thathas been incorporated into the curriculum.

6. Participate in ongoing staff training in preventivestrategies and methods to provide directinstruction in social skills.

2. Participate in and give input into the examinationof the district's educational practices that aredesigned to teach necessary problem-soMng andsocial skills.

3. Participate in problem-soMng and social skinsinstruction that is inco~rated into the curriculum.

7. Assist in the collection of objective data on theclassroom use of these preventive strategies.

4. Understand and follow the student code ofconduct.

8. Participate in the development of more intensiveinstructional opportunities in academic, social, andproblem-solving skills should the general teachingstrategies prove insufficient for individualstudents, as well as assist in the implementationand evaluation of these opportunies.

Some Alternatives to CorporalPunishment

Public Act 6 of 1992 requires districts to distributea list of alternatives to corporal punishment. Thelist below provides examples of some of thealternative procedures that may be used. Eachschool district should develop its own list reflectingthe needs of the community and the studentsserved. The list below may be useful indeveloping such a list and should not beconsidered all inclusive.

9. Model and support the use of preventivestrategies of problem-solving and social skills withstudents and in interactions with adults.

Parents and Community1. Participate in the development and review of thedistricfs mission statement in light of itscommitment to students and the types ofoutcomes it desires for children. In addition, districts should establish policies and

procedures for staff to follow in addressingstudents whose behavior interferes with the normalfunctioning of the school. Specific instances of theuse of alternatives to corporal punishment should

2. Assist in the implementation of the student codeof conduct.

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their .periodically to determinebe reviewed

effectiveness.

The following options are suggested as viablealternatives to the use. of corporal punishment.This list is not exhaustive and is not presented inany order of priority.

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Evaluate and arrange awropriate curriculumand adequate support for students who needacademic acceleration, special education,alternative education or services for achievingEnglish proficiency.Consider and take action, in accordance withthe student code of conduct and due processof law, when disruptive behavior occurs.

Consider the use of suspensions and/orexpulsions only after all other alternatives havebeen exhausted.

Selected BibliographyAuthor, (1984). AlurllDlives to the II.fe of corporal

punishment: Report of tlte Task Force Oil CorporalPWlishment. Washington, D.C.: Natk)naJ EckJcatbnAssociation.

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Charles. C.M. (1992). Bwlding classroom discipline(fourth edidon). Longman Publishing Group: WhitePlains. NY.

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Curwin, Rk:hard l. aoo Meooler, Allen N. (1988).Disciplw with Dignity: Problems and Solutions..Alexaooria, V A: Associatk>n for Supervlsk)f1 aOOCurrlcukJm Development. 1988.

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Goldstein, A.P. (1988). TM PREPARE cwricwum:Teaching prosociDl colnpeteliCUs. Chan1)aign, IL.Research Press..

Goldstein, A.P. & GIld<, B. (1987). Ag,rusionreplace~1It training: A comprehensive intervention foraggressive youth. Champaign, IL: Research Press.

Goldstein, A.P., Sprafkin, R.P., Gershaw, N.J., & Klein,P. (1980). Skillstreaming 1M adolescelll. Cha~ign,IL: Research Press.

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.Jones, Fredric H. (1987). Positive classroom discipline.

New York: McGraw-HiU.

McGinnis, E. aoo Gokjstein, A.P. (1990). SkillstrealPUilgin early childhood: Teaching prosocial skills to thepreschool and kinMrgarten child. Cha~ign, IL:Research Press.

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Provide direct instruction to students in socialskills and problem-solving strategies.

Use positive reinforcement to teach andmaintain the use of appropriateproblem-solving and social skills.

Use social reinforcers such as teacherfeedback, peer pressure, and otherself-esteem enhancing activities to support andmaintain the use of problem-solving and socialskills.

Apply logical consequences that will teachstudents personal responsibiility for theiractions; for example. losing the privilege ofparticipating in special school activities.

Consider the use of time out, which may allowstudents to learn to take control of their actionsand ultimately. in conjunction with instruction insocial skills. to cease their undesirablebehavior.

Employ problem-solving classroom meetingsand/or school assemblies with honestdiscussion of problems to encourage studentownership of and responsibility for solutions.

Establish a variety of strategies forcommunicating with parents.

Establish contractual agreements that clearlyoutline consequences with students and theirparents to enhance the development of self-control behavior.

Establish an in-school suspension program,supervised by a responsible adult, in which thestudent performs curricula-related activities.

When necessary. refer students to acounselor, social worker and/or psychologist atthe local or intermediate level and coordinateservices with other units of state government;e.g., Public Health, Social Services, MentalHealth, etc. Also, seek assistance fromprivate institutions or agencies with appropriateservices; for example, temporary placement inan alternative educational setting.

McGinnis, E., Goldstein, A.P., Sprafkin, R.P. &Gershaw, N.J. (1984). SkiUstrtaming the tltmtlllaryschool child: A g~ for leaching prosocial skills.Champaign, IL: Research Press.

Walker, H.M. & Todis, B. (1987). The ACCESS program:Adol,-sc'-'" CW'ricWunl for comlrUlllicatiOll and '-ff'-cti~social skills. Austin, TX: Pro-Ed Publishers.

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Goldstein, A.P. & Glid<. B. (1987). Aggrtssiollreplacemelll trainillg: comprehensi~ inltr\ltlllion foraggressive yoU/h. Champaign, IL: Research Press.

ReferencesAlrin, N.H., Hake, D.F., Holz, W.C., & Hutchinson, A.A.

(1965).Motivational aspects of escape frompunishment. Journal if the Experimental Analysis ofBehavior,8,31-44.

Goktstein, A.P., Sprafkin, R.P., Gershaw, J.J., & Klein,P. (1980). Skillstrtamillg the adoksctllt. Cha~ign,Il: Research Press.

Bauer, G.B., Dubanoski, R., Yamauchi. L.A., & Honbo,K.A.M. (1990). Corporal punishmenl in 1M schools.Education and urban society, 22,285-299.

Lamberth, J. (1979). The effects of JXjnishment onacademic achievement: A review of recentresearch. In I.A. Hyman & J.H. Wise (Eds.),Corporal punishment in American education (W.384-393). Philadelphia: TerT1)le University.

Baumrind. D. (1971). Current patterns of parentalautoority. Develop~nlaJ psychology InOlWgraphs, 41,

(2). . Loeb, R.C., Horst, L., & Horton, P.J. (1980). Familyinteraction patterns associated with self-esteem inpreadolescent boys arxt girts. Merrill-P~rquarterly. 26.203-217.

Boren, J.J.. & Colman, A.D., (1970). Some experimentson reinforcement principles within a psychiatricward for deli~ent sokiiers. Journal of appliedbehavior analysis. 3. 29-37. Mauer, A. (1978). All in the name of the -Last Resort":

The abuse of chikjren in American schools.I nequaliry in education, 23 I 21-28.

Carr, E.G. & Duraoo, V.M. (1985). Reducing behaviorproblems through furaional commJnicationtraining. Journal of applied behavior analysis. 18.111-26.

Mayer, G.R., Butterworth, T., Nafpaklitis, M., &Sulzer-Azaroff, B. (1983). Preventing schoolvandalism and i~ving dI~lpline: A three-yearstudy. Journal of applied behavior aIIalylis, 16,355-369.

Cautela, J.R. & Groden, J. (1978). Relaxation: Acomprehensive manual for adults, children andchildren with special needs. Cha~aign, Il:Research Press. McGinnis, E., Goldstein, A.P., Spratkin, R.P. &

Gershaw. N.J. (1984). Skillstrtanu"ng tM tltmtniaryschool child: A guide for teaching prosocial skills.Champaign, IL: Research Press.

Cox, R.D. & Gunn, W.B. (1980). Interpersonal skills inthe schools: Assessment and currkulumdevelopment. In D.P. Rathjen & J.P. Forset (Eds.),Social compet~nc~: Int~rv~nlions for childr~n andadults. New York: Pergamon Press.

Sulzer-Azaroff, B., & Mayer, G.R. (1986). Achievingeducational e.xcellellCt'. New yort(: Holt, Rinehart &Winston.Durand. V.M. & Crimmins. 0.8. (1987). Assessment

and treatment of psychotic speech in an autisticchild. Journal of autism and developmental disabilities.

17.17-27.

Walker I HoMo & Todis, B. (1987). The ACCESS program:Adolescent curricuiJUPI for communication and effectiwsocial skills. Austin, TX: Pro-Ed Publishers..

Farley, A.C., Kreutter, K.J., Russell, A.A., Blackwell, S.,Finkelstein, H., & Hyman, I.A. (1978). The effectsof eliminating corporal punishment in schools: Apreliminary study. Inequality in education, 23,57-60.

Feindler, E.L. & Ecton, R.B. (1986). Adolescent angercontrol: Cognitive-behavioral techniques. New York:Pergamon Press.

Gettinger, M. (1988). Methods of proactive classroommanagement. School psychology review. 17, 227-242.

Goldstein, A.P. (1988). The PREPARE curriculum:Teaching prosocial competencies. Cha~aign. IL:Research Press.

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A Comparison of Corporal Punishment Legislation1988 PA 521 1992 PA 6

The delberate inflictk)nof physical pain by hitting,paddling, spanking, slappingor any other physa! forceas a means of discipline.

Definition The deli)8rate inflictmnof physical pain by anymeans upon the whole or anypart of a pupil's 00dy as apenalty or punishment for apupirs dfen...

ProhibitedConduct

To threaten toinflk:t, inflid, orcause to be inflk:tedoorporal punishment

To inflict or causeto be inflCted =rJX)ralpunishment ~n any pupilunder any circumstances.

U.. of Reasonable physK:aJAe.80Mbl. force upon a pupil asForce n~ssary to mairtain order

and contro4 for thepurpose of plOYiding anenvironment a)nd~ive tosafety and learning.

Such reasonab4e physal May use necessary. re~nableforce as may be n~ssary: physical force upon a pupil:1. To protect any person 1. To restrain or removefrom immediate physK:aJ a pupil whose behaviorinjury. is interfering w*:h the2. To obtain possession of orderly exercise anda weapon or ~her dangerous performance of school function.obj8d upon or within the if the pupil has refused tooontrol of a pupil. cease from further dilruptk)n.3. To protect property from 2. To ~ in HI defensephysical damage. or the defense d others.

3. To prevent the inftictCnof harm on the ~I oranother.4. To quell a disturbance thatthreatens physK:aJ injury to

any person.5. To ~ain poes888ion of .weapon or dangerous obi8dupon or within the oontror ofa pupil.6. To protect property.

No Civil For the use of For the use fA reasonableLiability reasonZie physal force physical forc» arising from an

. arising from an action action brought by a pupil or abrought by a pupil. person of school age in a

sd1ool-related setting.

School Bo.rd May provide a hearing. May provide a hearing.DIKlplln.ry Defere~ shall be givenHe.rlng to reasonable good

faith judgments ma:te by anemployee. volunteer. oroontractor.

DistributK>n of a list ofalternatives to the useof oorporaJ punishment toempk)yees, volunteers, andcontractors.

SchoolDistrictDutl..

Distrbutk)n of a list ofalternatives tooorporal punishment toempbyees, volunteers, andoontractors.

Develop, implement, andenforce a oode ofstudent mndlM:t.

Dutle. of Provide assistance to Devek)p a model list ofDepartment sc~ls that request alternative. to (X)'fX)ralof Educetlon he~ with devebpment punishment and distrbute

of the list of it to all public schods andalternatives. to private sctX)Ols that request L

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ALTERNATIVES TO CORPORAL PUNISHMENT STEERING COMMITTEE

Dr. Eugene L. Cain, ChairmanMichigan Department of Education

Ms. Sheila MyronMichigan Department of Education

Mr. Jim BallardMichigan Association ofSecondary School Principals

Ms. Marjorie J. MitchellAssociation for Retarded Citizens/MichiganMs. Dorothy Beardmore

State Board of EducationMs. Joan SheafferAutism Society of MichiganMs. Unda Beers'

Michigan Association of School BoardsMs. Alma SmithOffice of Senator Lana PollackDr. Lydia Beltran

Michigan Education AssociationMs. Margaret SoffinSenate Democratic OfficeMs. Eleanor Dillon

Michigan Federation of TeachersMs. Carol WolenbergMichigan Department of EducationMs. Mary Gillett

Michigan Association of Children's Alliances .i..Ms. Ruth Zweifler

Student Advocacy CenterMs. Gloria GordonMichigan Department of Education

Special Ted'1nical Assistance Provided by:Mr. David GrossMichigan Congress of Parents,Teachers, and Students

Ms. Debra AldenChesaning Public Schools

Ms. Lynne EstellMichigan Department of Education

Ms. Mary JobMichigan Education Association

Ms. Sandi LahamMacomb Intermediate School District

Mr. James KingMichigan Association of School Administrators

Ms. Carol ParkerMichigan Association of School Psychologists

Ms. Barbara KoernerMichigan Federation of Teachers

Ms. Marti ThelenAssociation for Retarded Citizens/Michigan

Mr. William Mays. Jr.Michigan Elementary and MiddleSchool Principals Association

Ms. Cynthia TheuschMichigan Department of EducationMs. Kate McAuliffe

Michigan Department of EducationMs. Barb WorthingtonMichigan Department of Education

Statement of Compliancewith Federal Law

The Michigan State Board of Education complies with all Federal laws aoo regulations prohtiting discrimination aoowith all requirements aoo regulations of the U.S. Department of Education. It Is the JX)licy of the Michigan State Boardof Education that no person on the basis of race, color, religion, national origin or arK:estry, age, sex, marital status orhandicap shall be discriminated against, excluded from participation in, denied the benefits of or otherwise besubjected to discrimination in any program or activity for which it is resJX)nsible or for which. receives financialassistance from the U.S. Department of Education.

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