1. In-School Suspension As An Intervention

2. Schoolwide PBS Systems
Classroom
Non-classroom
Individual Student
Schoolwide Systems
ISS is an individual student intervention

3. 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

4. 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

5. 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.”

6. 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:
A mission statement explaining the goals of the program.
A full-time, qualified staff person to supervise the ISS and who serves as a supportive resource or mentor for students.
A protocol for student referral and communication of academic assignments to the ISS teacher.
Access to individual and group counseling.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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:
Reasons for student referral.
Patterns of student referral from certain teachers, subjects, or settings.
Student success upon returning to class.
Rates of recidivism.
Student satisfaction.
Teacher satisfaction.

12. 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.

13. A Framework for ISS Programs
Referral Process
Students are referred to ISS by school administrators.
Behaviors for which ISS may be assigned are clearly delineated.
Focus on more serious behaviors and find other ways to address less serious misbehavior.
Consider making ISS optional; allow students to opt for out-of-school suspension if they are unwilling to commit to program expectations.
Make ISS part of a hierarchy of consequences and assign it accordingly.

14. 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
Begin each session with a rule review so that students know exactly what is expected of them.
Post the rules and expectations.
Have students sign a contract agreeing to program rules and expectations.

15. 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
Students must have access to academic assistance.
Ensuring that students having assigned work from teachers must be of the highest priority. Ultimately, this is an administrative function.
Determine who will be responsible for returning completed work to the appropriate teacher.
Work completion must be a condition of satisfactory completion of an ISS assignment.

16. A Framework for ISS Programs
Counseling, Behavioral Intervention, and Resolution
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.

17. 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
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:

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

19. A Framework for ISS Programs
Parental Involvement
Parents should be notified when an ISS is assigned.
The reasons for the assignment and the expectations for successful completion should be discussed.
Parental support should be requested.
Parents should be notified upon successful completion.

20. A Framework for ISS Programs
ISS Data Collection and Evaluation
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).

21. 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.

22. Do’s and Don’ts for ISS Implementation
Provide trained and adequate staffing.
Articulate your philosophy and expectations with students and parents.
Provide instruction in problem-solving skills.
Evaluate.
Make sure your principal knows what you are doing and is supportive.
Ensure daily work is provided for students.
Use shared decision-making to design your program.
Involve parents.

23. Do’s and Don’ts for ISS Implementation
Fail to evaluate the success of students when they return to class.
Split the duties between too many staff members.
Ignore the negative impact of an ineffective school wide discipline plan. Insist on consistency.
Fail to provide counseling and mediation.
Allow students to waste time having nothing to do.
Assume that all students must be assigned to ISS for the same amount of time.

24. 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.

25. What Should A PBIS School Leadership Team Look For?
Is ISS viewed as a program that:
Is an integral part of the schoolwide system of positive behavior supports?
Provides students with the support necessary for them to change their behavior?
Encourages parental involvement in student discipline?
Decreases the frequency of out of school suspensions?
Decreases disciplinary referrals?
Improves school climate?

26. 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.

27. 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.

28. 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