The Alabama Senate Approves Legislation on Classroom Exclusions
The Alabama Senate Thursday approved legislation that would create procedures for excluding students from classrooms.
SB157, sponsored by Sen. Arthur Orr, passed with unanimous approval from the chamber, though Senate Minority Leader Bobby Singleton, D-Greenesboro, said he has “reservations.”
“This bill is to try to support educators in the classroom,” said Orr.
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Reasons for Classroom Exclusion
- Disorderly conduct
- Obstructing teaching or learning process of others
- Threatening, abusing, intimidating or attempting to intimidate education employees or students
- Willfully disobeying an education employee
- Using abusive or profane language against an education employee
Excluded students will be placed with the principal or their designee. The student can return to the classroom with a written certification that the student may be readmitted and says what, if any, disciplinary action was taken.
If the principal or designee finds that disciplinary action was necessary, they will provide written notice and a telephone call, if possible, to the parent or guardian.
If a student is excluded from the classroom twice in one semester and other classroom discipline was exhausted, they can be readmitted if there is a conference with the teacher, principal and, if possible, the parent or guardian and the teacher and principal agree on a discipline course going forward and the parent or guardian was informed.
If the behavior persists, upon the teacher’s request, the principal will administer the maximum punishment, including transfer to an alternative school.
The bill further outlines readmittance and suspension guidelines and an appeals process.
The bill states that teachers cannot be held civilly or criminally responsible, with some exceptions. The bill also outlines procedures for legal disputes with teachers.
Singleton said that some of the language was subjective. Singleton also brought up concerns about students with IEP, or special education plans. Orr said there was a section on students who need “special allowances.”
“I just don’t want those things to happen to students that are unintentional,” Singleton said.
Sen. Rodger Smitherman, D-Birmingham, who has sponsored bills on expulsion in the past, said he appreciated the work on the substitute and spoke about the due process part.
“You got three levels in there, and I compliment you on that,” he said.
The bill passed 34-0. It goes to the House of Representatives.
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SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | – No specific indicators mentioned in the article |
| SDG 4: Quality Education | 4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university | – No specific indicators mentioned in the article |
| SDG 4: Quality Education | 4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations | – No specific indicators mentioned in the article |
| SDG 4: Quality Education | 4.A Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all | – No specific indicators mentioned in the article |
| SDG 10: Reduced Inequalities | 10.2 By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status | – No specific indicators mentioned in the article |
| SDG 16: Peace, Justice and Strong Institutions | 16.7 Ensure responsive, inclusive, participatory and representative decision-making at all levels | – No specific indicators mentioned in the article |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 10: Reduced Inequalities
- SDG 16: Peace, Justice and Strong Institutions
2. What specific targets under those SDGs can be identified based on the article’s content?
- SDG 4: Quality Education – Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
- SDG 4: Quality Education – Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
- SDG 4: Quality Education – Target 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
- SDG 4: Quality Education – Target 4.A: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all
- SDG 10: Reduced Inequalities – Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status
- SDG 16: Peace, Justice and Strong Institutions – Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
No, the article does not mention or imply any specific indicators that can be used to measure progress towards the identified targets.
4. SDGs, Targets and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | No specific indicators mentioned in the article |
| SDG 4: Quality Education | 4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university | No specific indicators mentioned in the article |
| SDG 4: Quality Education | 4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations | No specific indicators mentioned in the article |
| SDG 4: Quality Education | 4.A Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all | No specific indicators mentioned in the article |
| SDG 10: Reduced Inequalities | 10.2 By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status | No specific indicators mentioned in the article |
| SDG 16: Peace, Justice and Strong Institutions | 16.7 Ensure responsive, inclusive, participatory and representative decision-making at all levels | No specific indicators mentioned in the article |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: alabamareflector.com
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