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

ccummings@hcpss.org

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 By Level 2007-08 and 2008-09

2007-08ISS

2008-09ISS

2007-08OSS

2008-09OSS

HCPSS Elementary Schools

95 105 294 299

HCPSS Middle Schools

474 323 935 875

HCPSS High Schools

495 486 1440 1248

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.” – 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:– 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.

Rationale for ISSStudents 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 ISSPunitive 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 ISSA 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:– 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.

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 ProgramsReferral 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.• Beginning in 2009-10, ISS will become the most significant

disciplinary response for attendance-related behaviors.

– 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.

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.

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.

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.

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:

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 for consideration of an out of school suspension.

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.

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).

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…– 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.

Do’s and Don’ts for ISS Implementation

Don’t…– 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.

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:– 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?

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

Begins work promptly

Completes assigned work

Meets behavioral expectations

Has necessary materials

Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Total points • 3 – Outstanding performance

• 2 – Meets but does not exceed expectations • 1 – Unsatisfactory performance • 0 – Automatic referral to school administrator for additional disciplinary consequences

Standard for success: 45 points for full day MISS class 21 points for half day MISS class Successfully Completed MISS: Ye s No

Maryland High School In-School Suspension Program (MISS)

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