Student Fair Access to School Act of 2017

The Student Fair Access to School Act of 2017 builds on Councilmember Grossos work to
disrupt the school-to-prison pipeline, increase school safety, and put every child in the best
position to succeed.

The bill limits out-of-school suspension of students in kindergarten through eighth grade to
the most serious of circumstances and bans its utilization in high school for minor offenses.
If exclusion becomes necessary, it protects a childs right to an education while they are off
premises and requires a plan for the student to successfully return to the classroom.
Further, it mandates that OSSE continue to increase supports for schools, including through
partnering with universities and other outside experts, and explore development of a trauma-
informed educator certification.
Summary of Legislation

Uniform legal definitions for: expulsion, suspension, in-school suspension, out-of-

school suspension, exclusion, and involuntary withdrawal.
Mandate schools to have a discipline policy that is communicated to parents and
students, also other policies that speak to prevention and support.
Prohibit policies that trigger automatic suspensions
Prohibit suspension and expulsion for pre-k through 8th grades, except in cases of
threatened or actual serious physical or emotional injury.
High schools can suspend but not for: absence/tardy, uniform violations, purely
behavioral incidents (i.e. willful defiance, etc.), or incidents off-campus.
If a student is suspended, cannot make return to school contingent on parent presence,
cannot be for more than 10 days consecutive or 20 days cumulative.
Limit expulsions except for cases involving physical or emotional injury.
Shortens the timeline for assessing whether a student with a disability is being
suspended due to unmet needs from 10 days to 5 days of suspension.
School must continue education for student while suspended and have reintegration
plan for student to return successfully to school.
Mandates OSSE support expansion of restorative justice, mindfulness, and behavioral
health supports in schools, as well as establish a trauma-informed educator
certification;
Requires an evaluation of non-exclusionary approaches by schools in D.C. to promote
best practices and proper implementation; and
Streamlines and updates some reporting requirements.