Behavior Main Page

Programs & Strategies for Positive Behavior

     School-wide
     Interventions

     Targeted      
     Intensive
     Interventions

Behavior Support for Positive Student Behavior

Anger Coping Program • First Step to Success • In-School Suspension • Pact • School-Based Mentoring

Programs and Strategies for Positive Behavior:
Early Intervention Programs & Strategies:
In-School Suspension

Student Population Served
Students of all ages

Program Description
In school suspension is 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 for students (Whitfield and Clete, 1996).
  

An example of a program that includes the components listed above is the SAC (Student Advisory Center) Program, which has been implemented by the Ervin Middle School in Kansas City, Missouri. Within the SAC program, there is a clear protocol for referring children to ISS, each student receives a behavior/study skills curriculum checklist that they work on with the SAC teacher, and the child works with the school counselor to learn skills to avoid problem behaviors (Sanders, 2001). To learn more about the SAC Program visit the National Association of Elementary School Principals at http://www.naesp.org/comm/mmwin00-01.htm.

The ISS program provides a safe and constructive place for students who need to be removed from the classroom. Effective ISS programs are different from other "removal" strategies in that there is a clear intention to keep students in school. ISS aims to reduce future suspensions of a student by teaching appropriate skills and providing resources to prevent further problem behaviors. It is important to remember however that ISS, as a strategy, is generally intended to be a punishment for severe code of conduct violations. Thus, if a student is repeatedly required to go to ISS, then it is unlikely that the program is having its intended impact. In fact for some students, ISS may be a place that they enjoy going to because of the added attention that they receive and due to a lack of success in the regular classroom. For these students, ISS would not be appropriate as it would likely result in more, as opposed to fewer, problems in the classroom.

Training & Support Information
The instructor of the in-school suspension classroom should have skills in counseling, crisis intervention, behavior management, teaching, and communication and collaboration. Feedback from teachers, administrators and students via evaluation forms can provide valuable information for improving the ISS program as well as increasing school wide support of the program (Vanderslice, 1999).

References & Additional Resources
Sanders, D. (2001). A Caring Alternative to Suspension. Alexandria, VA: National Association of Elementary School Principals.

Vanderslice, R. (1999). Developing Effective In-School Suspension Programs. The Delta Kappa Gamma Bulletin, 65(4), 33-38.

Whitfield, D. (1996). A Study of the Effectiveness on In-School Suspension. Paper presented at the National Dropout Prevention Network in Tampa Florida. (ERIC document number ED 396 372).

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