Strategies for Working With Children Who

Challenge The System: In-School

Suspension As An Intervention
Craig Cummings, Ed.D.
Coordinator, Alternative Education Programs
Howard County Public Schools
Ellicott City, MD 21042
[email protected]
 Schoolwide PBS Systems
• Classroom
• Non-classroom
• Individual Student
• Schoolwide Systems

• ISS is an individual student intervention

 Common Elements Of
Schoolwide Systems
• Common purpose
• A focus on positive expectations and
behaviors
• Teaching desired behaviors
• Encouraging expected behaviors
• Procedures for discouraging unwanted
behaviors
• Procedures for monitoring and evaluation
 Common Elements Of
Schoolwide Systems
• Common purpose
• A focus on positive expectations and
behaviors
• Teaching desired behaviors
• Encouraging expected behaviors (ISS)
• Procedures for discouraging unwanted
behaviors (ISS)
• Procedures for monitoring and evaluation
 HCPSS: Suspensions
2007-08 2008-09
By Level
2007-08 2008-09
2007-08
ISS and
ISS 2008-09
OSS OSS

HCPSS
Elementary 95 105 294 299
Schools
HCPSS
Middle 474 323 935 875
Schools
HCPSS
High 495 486 1440 1248
Schools
 Definitions
• “A short-term placement of a student in a
setting within the school, including contract
rooms, in which the student does work for the
classes that are missed and develops a plan
to avoid future disciplinary action.”
o Howard County Public Schools, Policy 9200 -
Discipline
 Definitions
• “…an alternative form of discipline in which a student
maintains classroom assignments and remains in school
but is isolated from other school activities. An effective
in-school suspension program should include but is not
limited to the following components:
o A mission statement explaining the goals of the program.
o A full-time, qualified staff person to supervise the ISS and who
serves as a supportive resource or mentor for students.
o A protocol for student referral and communication of academic
assignments to the ISS teacher.
o Access to individual and group counseling.
 Rationale for ISS
• Students in ISS are not deprived of an educational
experience. They can continue to receive academic
support while they are excluded from class and school
activities.

• Students can receive counseling designed to help them

change their inappropriate behaviors.

• ISS provides structure , support, and supervision to

students during a time when they would otherwise be
outside of the sphere of adult influence and guidance.
 Rationale for ISS

• ISS helps to reduce the number of out of

school suspensions. ISS can help to reduce
the effects suspensions can have on the
dropout rate.

• ISS can provided a needed “cooling-off”

period when a student has had a conflict with
a peer or an adult.
 Basic Models of ISS
• Punitive Model - Assumes punishment will reduce
behavior. Students have limited opportunity to interact
with others. Little or no academic and behavioral
support is provided.
• Discussion Model - Assumes that active discussions
with staff designed to improve self-esteem, social skills,
and problem-solving skills will have a positive influence
on behavior.
• Academic Model - Assumes that problem behavior is a
direct result of academic frustration and focuses on
helping student to improve basic skills.
• Combined Model - Incorporates elements of the 3
models above with an evaluation component.
 Essential Components of ISS
• A clear statement of purpose.
• A clear set of expectations for students.
• An academic component that allows students to
complete their class work.
• A requirement that teachers provide daily assignments
to students in the program.
• A counseling component delivered by someone with the
appropriate expertise.
• Provisions for parent involvement.
• Provisions for monitoring student progress upon return
to the classroom.
 Essential Components of ISS
• Provision for students to confer with the teacher or
administrator responsible for their assignment to ISS
prior to a return to class.
• An evaluation component that considers:
o Reasons for student referral.
o Patterns of student referral from certain teachers, subjects, or
settings.
o Student success upon returning to class.
o Rates of recidivism.
o Student satisfaction.
o Teacher satisfaction.
 Considerations for ISS Programs

• To be an effective learning tool, in-school

suspension programs should be one part of a
school-wide strategy for creating and sustaining a
positive, nurturing school climate, based on
respectful relationships between teachers and
students, teachers and teachers, students and
students.
 A Framework for ISS Programs
• Referral Process
o Students are referred to ISS by school administrators.
o Behaviors for which ISS may be assigned are clearly
delineated.
 Focus on more serious behaviors and find other ways to
address less serious misbehavior.
 Beginning in 2009-10, ISS will become the most significant
disciplinary response for attendance-related behaviors.
o Consider making ISS optional; allow students to opt
for out-of-school suspension if they are unwilling to
commit to program expectations.
o Make ISS part of a hierarchy of consequences and
assign it accordingly.
 A Framework for ISS Programs
• Consider how many days are needed so that an
appropriate consequence is assigned and the purpose
of the assignment can be attained.
• Assign one administrator to oversee program
management and coordinate staff involvement.
• Rules and Behavior Management
o Begin each session with a rule review so that
students know exactly what is expected of them.
o Post the rules and expectations.
o Have students sign a contract agreeing to program
rules and expectations.
 A Framework for ISS Programs
• Use an ISS student rating sheet or rubric as a concrete
way of determining successful completion of the
program.
• Academic Support
o Students must have access to academic assistance.
o Ensuring that students having assigned work from
teachers must be of the highest priority. Ultimately,
this is an administrative function.
o Determine who will be responsible for returning
completed work to the appropriate teacher.
o Work completion must be a condition of satisfactory
completion of an ISS assignment.
 A Framework for ISS Programs
• Counseling, Behavioral Intervention, and
Resolution
o Time must be set aside so that each student has the
opportunity to discuss:
 Reasons for referral.
 What was happening at the time of the misbehavior.
 The student’s goal for the behavior.
 An assessment of gains vs. costs.
 Alternatives that might result in a more productive outcome
should the situation occur again.
 A Framework for ISS Programs
• This processing should be done with a professional.
• ISS staff provide conflict mediation between the
assigned student and staff or peer with whom the
conflict originated.

• Student Rating Sheet/Rubric

o Students’ performances in ISS can be evaluated
using a point sheet or a rubric.
 Use a 3 or 5 point scale to assess student performance.
 Evaluate students in the following categories:
 A Framework for ISS Programs

 Punctuality
 Beginning work promptly
 Completing assigned work
 Meeting behavioral expectations (Code of Conduct)
 Prepared with necessary materials
o Determine the number of points needed for successful completion
of the ISS term.
o Unsuccessful completion of ISS should always result in a referral
to school administration for consideration of an out of school
suspension.
 A Framework for ISS Programs

• Parental Involvement
o Parents should be notified when an ISS is
assigned.
o The reasons for the assignment and the
expectations for successful completion should be
discussed.
o Parental support should be requested.
o Parents should be notified upon successful
completion.
 A Framework for ISS Programs
• ISS Data Collection and Evaluation
o The following data should be collected and evaluated
quarterly by the same team of professionals
responsible for evaluating SWIS/ODR data:
 Student demographic data (grade, age, ethnicity, etc.).
 Special education status.
 Referring staff member.
 Reason for ISS assignment.
 Number of days assigned to ISS.
 Location where the offense occurred.
 Successful completion (yes/no).
 A Framework for ISS Programs

• The results of this data collection and analysis

should be reported to the School Improvement Team
(SIT) and shared with other grade level or subject
area teams so that program efficacy can be
evaluated.
Do’s and Don’ts for ISS Implementation
• Do…
o Provide trained and adequate staffing.
o Articulate your philosophy and expectations with
students and parents.
o Provide instruction in problem-solving skills.
o Evaluate.
o Make sure your principal knows what you are doing
and is supportive.
o Ensure daily work is provided for students.
o Use shared decision-making to design your program.
o Involve parents.
Do’s and Don’ts for ISS Implementation

• Don’t…
o Fail to evaluate the success of students when they
return to class.
o Split the duties between too many staff members.
o Ignore the negative impact of an ineffective school
wide discipline plan. Insist on consistency.
o Fail to provide counseling and mediation.
o Allow students to waste time having nothing to do.
o Assume that all students must be assigned to ISS for
the same amount of time.
 What Will It Take To Secure Teacher
Support for an ISS Program?
• Administrators must make program integrity a priority.
• Take the time to explain the program to all staff and
enlist support.
• Show teachers how they can benefit from resolution of
conflicts with students; present as a win/win situation for
everyone.
• Present ISS as a step in the hierarchy of consequences
and implement it as such.
• Assist teachers in getting work delivered to students.
 What Should A PBIS School
Leadership Team Look For?
• Is ISS viewed as a program that:
o Is an integral part of the schoolwide system of
positive behavior supports?
o Provides students with the support necessary for
them to change their behavior?
o Encourages parental involvement in student
discipline?
o Decreases the frequency of out of school
suspensions?
o Decreases disciplinary referrals?
o Improves school climate?
 What are the Desired Outcomes?
• Reduce the number of out of school suspensions.
• Provide academic support while disciplinary
consequences are enacted.
• Provide students with skills in conflict resolution.
• Provide students with counseling and behavioral
support.
• Improve attendance.
• Decrease dropout rate.
• Increase academic engagement and academic
performance.
• Improve school climate.
What Human Resources Are Available To
Support ISS Implementation?

• School-based alternative education staff.

• Guidance Counselors
• Psychologists
• Behavior Specialists
• Technical Support from the Office of Alternative
Education Programs
• Expertise of school-based staff and administration.
Attachments
Questions for ISS Student Processing

• 1. What behavior caused your assignment to ISS?

• 2. What were you thinking or feeling at the time?
• 3. What did you want to happen?
• 4. Did you get what you wanted?
• 5. What did it cost you?
• 6. What alternative(s) could you choose next time to
avoid a consequence
 References

• Haley, A.N., & Watson, D.C. (2000). In-school

literacy extension: Beyond in-school suspension.
Journal of Adolescent and Adult Literacy, 43, 654-
661.
• Morris, R.C., & Howard, A.C. (2003). Designing an
effective in-school suspension program. The
Clearing House, 76, 156-159.
• Sanders, D. (2001). A caring alternative to
suspension. Education Digest, 66(7), 51-54.
 Websites and Links
• www.publications.villanova.edu/Concept/.../Effective
_Discipline.pdf

• http://www.socyberty.com/Education/Is-Your-In-
School-Suspension-a-Place-or-a-Program.202081

• http://ezinearticles.com/?Keys-To-An-Effective-In-
School-Suspension-Program&id=776256

• www.usu.edu/teachall/text/behavior/LRBIpdfs/In-
School.pdf
 Websites and Links

• www.teacherpathfinder.org/Support/discipline.html

• http://www.education-
world.com/a_admin/admin/admin329.shtml

• http://www.advantagepress.com/newsletters/iss.asp