LRBI Checklist In-School Suspension (ISS) In-School .

LRBI ChecklistIn-School Suspension (ISS)In-School Suspension (ISS)IDefinitionn-school suspension (ISS) is a behavior reduction technique with which a student is removedfrom his/her classroom and required to work in anenvironment with a minimum of privileges. It is aless-restrictive alternative to sending studentshome, and it permits better supervision of pupilswhile they are in suspension—somewhat like adetention hall. Adequate space and personnel tomanage the suspension room limit the use of thisintervention.Things to Do Organize resources. Set up in-schoolsuspension. Conduct in-schoolsuspension.Level II1

LRBI ChecklistIn-School Suspension (ISS)OrganizeOrganize resources.resources.Choose an isolated location that provides amplespace for the ISS program. An isolated location,such as a separate classroom, is useful in removing a problem behavior student from peers andactivities that can reinforce the student.Also, the location must have enough space to fit allstudents assigned to ISS. Individuals who mustwait until space is available will likely continue tomisbehave. They may think, “Why be good if I’mgoing to ISS anyway?” Consequently, ISS is mosteffective when used immediately after a studentmisbehaves.Choose staff members to supervise the program.You may decide to rotate in-staff members duringtheir planning/preparation time. Better yet, a fulltime person whose only job is to supervise the ISSroom provides consistency to the program. Unfortunately, in many schools, this option is notfeasible. Consider funding sources or grants thatmight be available to hire a full-time or severalpart-time supervisors.SetSet upup in-schoolin-school suspension.suspension.Identify what infractions or misbehaviors qualify astudent for ISS.Typically, thesebehaviors include:Use caution. Avoid referring studentsto ISS for minor infractions, which canreduce the program’s effectiveness.Level II Fighting Substance us Vaendalism Classroom d Disrupefiantionsceof te Skacheippinrtruan g classes orcy Repeated tar Fadineilingssscho to atteol ornd aflunchtedeten rtion2

LRBI ChecklistIn-School Suspension (ISS)Decide who can refer a student to ISS. Someschools stipulate that based on a teacher’s request,only the school administrator can determinewhether a student has earned ISS. In contrast,other schools simply require a teacher’s or parent’sreferral to admit a student.Create guidelines to determine how long studentsmust remain in ISS. The length of stay willdepend on how severely the student misbehaves.Some secondary schools range student infractionsfrom 1 to 5 days, the average being 3 days. Ofcourse, the severity of a certain infraction willvary from student to student. However, generalguidelines are important to maintain overallconsistency throughout the program.Clearly post your ISS rules. For example:ISS Rules1. No talking to other students.2. Raise your hand to request help.3. No sleeping.4. Stay in your seat.5. Work on your school assignments.REMEMBER: Review the rules with studentsbefore they start their ISS time. Also, considerwhat to do if students break the ISS rules—perhaps a parent conference, out-of-school suspension, or additional ISS time. For instance, if Annerefuses to work, stop the clock. In other words,only when Anne is on-task do you count it towardfulfilling her required time in ISS. Similarly, ifAndy leaves his seat, add 5 minutes to his totaltime.Level II3

LRBI ChecklistIn-School Suspension (ISS)Arrange for students to work on class assignmentswhile in ISS. Often, students who attend ISS arestruggling academically. So it’s important to notlet them get further behind.One way to get assignments to students in ISS isby notifying the office staff. In turn, they informthe student’s teachers who send the assignmentsto the office as quickly as possible.Better yet, let students assigned to ISS collecttheir own work. Simply offer an incentive, such asa time reduction, for those who bring all theirclass assignments to the ISS room.ConductConduct in-schoolin-school suspension.suspension.When a student’s misbehavior qualifies for ISS,follow these steps:Stepmisb 1. Explaistud ehavior o n to theent ascn op curred. tudent wportuThenhatStepnityto re give thechild 2. Informspond.and is assigne the parthe rednequir to ISS. ts thatSted leStepngth tate the r heireof strules 3. Revieway. asonthos and con with thee rules. sequence studentths forStepbrea e ISSkingstud 4. Collecent wtill wo assignmrk on entsStepdurin that threstr 5. Makeeg ISSoomar.rthesebrea angemkbe d are bas s and lu ents forienbeha pendent c rights a ch. Remviorenonwhile the st d shoul mber,in IS udent d not’s woS.rk orLevel II4

LRBI ChecklistIn-School Suspension (ISS)ExamplesExamplesExample 1Example 2All morning, Erik was in an irritable mood. Hewas slow to follow his fifth grade instructor’sdirections. Then during math, Erik used hispen to gouge vulgar words into the top of hisdesk. The instructor sent Erik with the day’sassignments to ISS. The ISS supervisor reviewed the in-house rules with Erik, then assigned him a desk facing the wall. During lunchbreak, the instructor contacted Erik’s fatherand explained that in addition to ISS, Erikwould remain after school 30 minutes to repairthe damage done to his desk.This was Shauna’s third tardy to science classthis week. Her instructor, Ms. Kopinski, askedwhat happened. When Shauna failed to have avalid reason for her tardiness, Ms. Kopinskifilled out an ISS request form and sent it to theoffice. The school administrator approved therequest, contacted Shauna’s parents, and notified her class instructors. In turn, the instructors sent 2 day’s assignments to the ISS supervisor. Shauna then reported to ISS.VariationsVariations ofof thethe TechniqueTechnique When no separate rooms are available forISS, try an office area or the student’s currentclassroom. Use study carrels or partitionsto isolate the student as much as possible.ISS works best when the student is removedfrom distracting or reinforcing activities.Be aware that a student who does ISS timein the classroom where the misbehavioroccurred can cause additional problems.The individual may find that it’s morereinforcing to disrupt classroom instructionrather than do the ISS work. To preventthis, arrange with a paraeducator, administrator, or another instructor to takeresponsibility for monitoring the studentduring this time. When selecting classroom carrels for ISS,consider using ones from a different gradelevel. For example, a sixth grader may beassigned to a carrel in a first grade classroom while a first grader is placed in afifth grade classroom. This reduces thelikelihood that the students will want toshow off.PotentialPotential ProblemsProblems andand SolutionsSolutionsFrom the start, all instructors need to participatein developing a school-wide ISS philosophy.Ownership in the philosophy builds support forthe program. As a last resort, an administratorcan decide that only instructors who supervise andsupport the program may use it with their students.Level II5

LRBI ChecklistIn-School Suspension (ISS)A student referred to ISS the following day maydecide not to show up. Instead, an individualassigned to ISS immediately after an infractioncan be escorted to the location.First, examine your space arrangements. Moreimportantly, you may need to reevaluate theoverall school atmosphere and discipline plan.For these students, the standard ISS programmay not work. Therefore, consider other techniques. For example, try combining ISS with atoken economy (see LRBI: Level I—Intervention)or level system. Also, you might require counseling or social skills groups along with the assignedwork as part of their ISS program.GettingGetting ReadyReady Make certain a school-wide philosophy ofdiscipline is in place. The philosophy shouldidentify a hierarchy of consequences fordealing with problem behavior students.For an ISS program to operate effectively,there must be school-wide support for allcomponents of the discipline plan.Ensure that ISS is only one behavior reduction technique in the hierarchy. ISSshould be used for infractions seriousenough to warrant isolation from others.Remember, a positive atmosphere withhigh rates of positive reinforcement forappropriate student behavior is the bestway to minimize negative behavior.Check that an effective means of communication is established among the administration, staff, parents, and students.Good communication increases the likelihood of consistency and follow-through. Confirm that school and classroom rulesare clearly posted. Explain and reviewthese with students. Verify that students desire to remain inthe classroom. If students view the classroom negatively, then ISS will fail toreduce misbehavior. A location, such as a separate room or carrel, toisolate students. Personnel to supervise the ISS room.sMaterials and SupplieLevel II Assigned work from the student’s classes.Posted ISS rules.6

LRBI ChecklistIn-School Suspension (ISS)ReferencesReferencesCooney, S., & Adkinson, P. (1981, September). Director of in-school alternatives tosuspension. Washington, DC: U.S. Department of Education, National Institute ofEducation, Office of Educational Research and Improvement.Rhode, G. (1996). Setting up an effective in-school suspension program. In (editors), BESTPractices. (city, state): Sopris West.Level II7

LRBI Checklist In-School Suspension (ISS) Level II 4 When a student’s misbehavior qualifies for ISS, follow these steps: Conduct in-school suspension.Conduct in-school suspension.Conduct in-school suspension. Arrange for students to work on class assignments while in ISS. Of