These materials describe how to plan and organize team work sessions on improving school and district discipline policies or practices. The design of the work sessions is based on three assumptions. First, principles of adult learning indicate that adults learn best when they can apply new knowledge to their own practice (McCall, Padron, & Andrews, 2018). Second, aligning policy with practice will promote coherence and sustainability of school discipline improvement efforts. Third, embedding the use of data and evidence in the Plan-Do-Study-Act continuous improvement process, which can be applied to several contexts and circumstances, will be most useful to schools and districts. For these reasons, the agenda for each work session devotes the majority of time to helping teams discuss how research on school discipline applies to their setting, reflect on their current practice, and integrate both research and reflection into their continuous improvement efforts.