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  KEITH GESWEIN EDUCATIONAL RESOURCES FOR LITERACY AND WRITING IN GRADES 1-6 Meaningful Assignments for Students Serving In-School Suspension I always hate the assignments I send with students when they serve ISS. I hate everything about ISS. Obviously, when students are fighting or behaving extremely disrespectfully, they need to be removed from class. But once he/she is taken to ISS, I despise gathering work for the student to do all day because I know I’m going to do a terrible job of doing so. I always end up feeling guilty for the work I send. I know I should have already prepared packets of work, but planning ahead is not exactly my strong suit. So I end up grabbing workbooks and textbooks. I spend about two minutes looking for things that will take this student a long time to complete. Then I slap a few post-it notes with pages numbers to complete. The entire time, I’m thinking, “This is such pointless work.” These are the students who need the most support and I’m sending pointless work for them to do right after they’ve had a serious altercation with another student or teacher. I always feel guilty, but I feel like I have no options because I only have a few minutes to find work because I’m in the middle of class. The work also has to keep the student busy for a day without requiring too much effort from the ISS teacher who already has a million other things to do. These are the students I’ve kept in mind as I’ve written over 200 passages about famous athletes. As I research athletes like Kevin Durant, Tom Brady, Cristiano Ronaldo, and Usain Bolt, I look for stories about times they’ve made mistakes and how they overcame them. When Kevin Durant was in high school, one of his basketball coaches was murdered. Kevin was really upset because this coach was like a father to him. Kevin’s performance on the court suffered because he started disrespecting opponents and hogging the ball. Then Kevin realized his old coach would not want him to play like that. Kevin stopped doing those things and his play improved. The students who are sitting in ISS need to realize that huge celebrities like Kevin Durant make mistakes just like them. Our students need to read stories of successful people who learn from mistakes and are determined never to make the same mistake twice. Now, Kevin Durant is one of the most respected players in the NBA. When I write these passages, I also include stories of how hard these athletes have worked to achieve success. I describe how these athletes have put in years and years of insanely hard work to be successful. When NFL quarterback Tom Brady was growing up, he hated that his sisters were better athletes than him. He was determined to do whatever it took to be the best athlete in his family. Now he is one of the greatest quarterbacks in American football history! Here are some passages where the headline shows you the focus of the passage.  I’ve written three sets of passages about most athletes. For example, my set about LeBron James and Michael Jordan includes paired texts about their childhood, pro sports career, and charity work.  Each set of paired texts includes a quiz. There’s also a writing prompt that ties all the passages together. The first page, which you can give to the ISS teacher, explains which two passages go together. Answer keys are also provided. You can print a few copies of each set to have in a file folder for those times when you have to immediately send work for ISS.  Some teachers have told me the work for ISS should be boring busy-work, which I totally disagree with. The punishment for the student should come in the form of isolation from his/her peers, not pointless assignments. In addition to classroom teachers, I encourage ISS teachers to try a few of my paired texts. A few ISS teachers have left feedback on my paired texts saying they were helpful when kids in ISS finished the assignments sent by the classroom teacher. They are also helpful when the student’s classroom teacher is unable to send work on time. Click any of the images below to see all the paired texts I have available in my TpT store. I’ve written passages on more than 70 athletes who compete in a variety of sports, so I’m sure you’ll find topics that will interest your students. I also have passages written on a variety of reading levels to help you meet the needs of your students.  Feel free to leave feedback in my TpT store to let me know how these work for you. Thank you for the 5,236,823 things you do for your students every day!  10 In-School Suspension Best PracticesIn-school suspension can be an effective way to deal with disciplinary issues, but only if it's done correctly. Here are 10 best practices to make sure your ISS program is successful.  In-school suspension (ISS) is a disciplinary action that can be taken by schools when a student violates the code of conduct. While ISS is not as severe as out-of-school suspension, it is still a serious consequence that can have a negative impact on a student’s academic performance and social development. That’s why it’s important for schools to have ISS policies and procedures in place that are fair, consistent, and effective. This article will discuss 10 best practices for in-school suspension. 1. Establish a clear definition of in-school suspensionWhen students are in school, they should be learning. If they’re not, then the time spent in school is wasted. That’s why it’s important to have a clear definition of what in-school suspension entails. Will students be allowed to work on their classwork? Will they be able to talk to their classmates? What type of supervision will they have? These are all important questions that need to be answered before in-school suspension can be implemented. Without a clear definition, in-school suspension can quickly turn into a punishment that does more harm than good. 2. Develop an ISS policy that is consistent with the school’s discipline codeIf a school’s ISS policy is not consistent with the school’s discipline code, it can create confusion for administrators, teachers, and students. This confusion can lead to inconsistency in the application of ISS, which can in turn lead to unfairness in the disciplinary process. It is important that schools have an ISS policy that is clear, concise, and easy to understand. The policy should be reviewed on a regular basis to ensure that it remains up-to-date and aligned with the school’s discipline code. 3. Have a written plan for each student assigned to ISSWhen a student is assigned to ISS, it’s important that they know what is expected of them and what the consequences will be if they don’t meet those expectations. A written plan helps to ensure that both the student and the ISS teacher are on the same page from the start. The written plan should include the following: – The reason why the student was assigned to ISS – The rules that the student must follow while in ISS – The consequences that will occur if the student doesn’t follow the rules – The length of time that the student will be in ISS – The goals that the student is expected to achieve while in ISS Having a written plan for each student assigned to ISS may seem like a lot of work, but it’s worth it in the long run. Not only will it help to keep the students on track, but it will also make your job as the ISS teacher much easier. 4. Provide students with appropriate supervision and instructionWhen students are removed from the classroom and placed in in-school suspension, they are not only missing out on valuable instruction time, but they are also at risk of falling behind their peers. In order to avoid this, it is important to provide students with a way to stay caught up on their work while they are in in-school suspension. One way to do this is by providing students with a list of assignments they need to complete during their suspension. This way, they can work on their assignments during their free time and turn them in when they return to class. Another way to provide students with instruction while they are in in-school suspension is by having a teacher or tutor come in to work with them individually or in small groups. This way, students can get the help they need to understand their assignments and make sure they are completing them correctly. 5. Keep records of all incidents involving students who are suspendedWhen a student is suspended, it’s important to have a record of the incident so that you can track their behavior and see if there are any patterns. This information can be used to help prevent future incidents and also to help the student get the support they need. Keeping records also allows you to monitor the effectiveness of your in-school suspension program. You can use the data to see if there are any areas that need improvement. 6. Make sure there is adequate space for ISSIf a school doesn’t have enough space for students who are assigned to ISS, then those students will likely be placed in an out-of-school suspension (OSS). OSS is much more disruptive to a student’s education than ISS, and it can also lead to increased behavioral problems. So, if a school doesn’t have enough space for ISS, it’s important to make sure that the school has enough space for OSS. Otherwise, the school may end up with more behavioral problems than it started with. 7. Ensure that students have access to their regular classes during ISSIf students are removed from their regular classes and placed in ISS, they can fall behind in their coursework. This can lead to lower grades and may even cause them to fail the class. Additionally, being removed from class can be disruptive and make it difficult for students to focus on their work. By ensuring that students have access to their regular classes during ISS, you can help them stay on track with their coursework and avoid falling behind. 8. Use ISS as a learning opportunityWhen students are removed from the classroom, they miss out on important instruction time. In-school suspension gives you the chance to provide them with alternative learning opportunities so they don’t fall behind. This might include assigning them independent work to do, providing them with additional resources, or even offering one-on-one tutoring. The goal is to make sure they’re still able to progress academically while they’re serving their suspension. Additionally, in-school suspension provides an opportunity for students to reflect on their choices and behavior. This reflection can be used as a teachable moment to help them understand why their actions were wrong and how they can avoid making similar choices in the future. 9. Involve parents in the processWhen a child is suspended from school, it’s important that their parents are aware of the situation. Not only does this allow them to be more involved in their child’s education, but it also helps to ensure that the child is receiving the support they need at home. It’s also important to involve parents in the process so that they can help to prevent future suspensions. By working together, you can develop a plan that will help to keep the child on track and out of trouble. 10. Evaluate your program regularlyWhen you take a step back and look at your in-school suspension program, it’s important to identify what is and isn’t working. Are students returning to class after their suspension? If not, why? Is the length of time spent in in-school suspension appropriate? Evaluating your in-school suspension program on a regular basis will help ensure that it is effective and meeting the needs of both students and teachers. 10 SQL Server TempDB Best Practices10 dev/test/prod best practices, you may also be interested in..., 10 django simple history best practices, 10 java package naming best practices, 10 gitlab labels best practices, 10 ubuntu server best practices. Classroom Activities for an In-School SuspensionPilar ethridge.  In-school suspension programs are implemented as a means of holding students accountable for disruptive behavior without removing them from the campus. It is an alternative to traditional suspension, which can turn into a vacation for students who are sent home for days at a time. Effective in-school suspension activities help students uncover the challenges they are facing in the classroom and develop strategies for better behavior. Explore this article- Written Reflection
- Individual Counseling
- Group Discussion
1 Written ReflectionAnswering a written prompt, students can reflect on their disruptive conduct during in-school suspension. For younger students, this could be as simple as a worksheet with a list of yes or no questions. Older students should be required to write an essay that includes possible solutions to use in the future. For this activity to be effective, the program's supervisors should read each paper to make sure it has been taken seriously. 2 Individual CounselingSometimes there are underlying issues contributing to a student's problem behavior. In this instance, it helps to have individual counseling activities during in-school suspension, such as one-on-one conversations or guided individual workbook assignments that reflect on misbehavior. However, it's important for the counselor to understand that in-school suspension is a disciplinary measure. Counseling sessions should be effective but not so enjoyable that students keep finding their way back into suspension. 3 Group DiscussionGroup discussions are an in-school suspension activity that can help students learn better social skills. For example, disruptive students might have gotten into trouble for outbursts during class or speaking disrespectfully to an administrator, and the group discussion is a forum for students to share more appropriate responses. Sometimes students need to see what their misbehavior looks like from another person to become critical of it. Where there are attention-needy students, however, the group discussion might not be as effective because it could become a stage for such students to act out and try to get a response from peers. 4 Busy WorkBusy work means tedious, last-minute assignments from a teacher that are meant to keep the student occupied, but are not necessarily part of the curriculum. Examples of this work are copying definitions from a dictionary or writing the same line down hundreds of times. While this is less likely to encourage a student to think critically about misbehavior, it can provide a break for students who simply need time to cool off. Busy work should be implemented as part of in-school suspension infrequently, however, because students may find it preferable to more challenging classwork. - 1 Utah State University: In-School Suspension
About the AuthorSince 2006, Pilar Ethridge has had the pleasure of honing her writing skills as the assistant editor of the newsletter from a Washington, D.C. nonprofit organization. Her interests include children's media, film, American pop culture, crafts, and performing arts in general. Based in Southern California, Ethridge received a Bachelor of Arts degree in liberal studies from the University of California. Related ArticlesAssessment Tools for Family TherapyHow to Deal With Inappropriate Behavior in the ClassroomConsequences of Classroom Behavior in Middle School...Reducing Avoidance Behavior in the ClassroomTypes of Discipline in the ClassroomBehavior Problems in Elementary SchoolHow to Write a Student EvaluationImportance of Assessing Classroom Behavior in Special... Why is Curriculum-Based Assessment Important in Assessing...How to Use RTI in the ClassroomHow to Use Operant Conditioning in the ClassroomSchool Based Strategies for ADHD StudentsHow to Make Group Discussions & Interactions Work in...Classroom Factors That Affect MotivationNegative Reinforcement vs. Punishment in Elementary...Effective & Ineffective Classroom ManagementPurpose of Grades in SchoolWhat Are the Benefits of Classroom Management?What Can Happen to a Student Found Guilty of Plagiarism?Regardless of how old we are, we never stop learning. Classroom is the educational resource for people of all ages. Whether you’re studying times tables or applying to college, Classroom has the answers. - Accessibility
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© 2020 Leaf Group Ltd. / Leaf Group Media, All Rights Reserved. Based on the Word Net lexical database for the English Language. See disclaimer . Fighting for fair school construction funding in California What can colleges learn from the pro-Palestinian protesters’ deal at a UC campus? Why California schools call the police How earning a college degree put four California men on a path from prison to new lives | Documentary Patrick Acuña’s journey from prison to UC Irvine | Video Family reunited after four years separated by Trump-era immigration policy  Calling the cops: Policing in California schools  Black teachers: How to recruit them and make them stay  Lessons in Higher Education: California and Beyond  Superintendents: Well paid and walking away  Keeping California public university options open  College in Prison: How earning a degree can lead to a new life  May 14, 2024 Getting California kids to read: What will it take?  April 24, 2024 Is dual admission a solution to California’s broken transfer system?  In-school suspensions the answer to school discipline? Not necessarily, experts sayIf not well designed, in-school suspension programs can make problems worse..  Carolyn JonesOctober 29, 2019.  More California schools are allowing disruptive students to serve suspensions on campus instead of sending them home. But experts said educators need to provide those students with high-quality behavior counseling for that approach to be successful. Schools throughout the state have embraced in-school suspensions in recent years, as studies have shown that traditional out-of-school suspensions can hurt students’ academic performance and actually make behavior problems worse. Last month, Gov. Gavin Newsom signed a law that prohibits California middle and elementary schools from suspending students and sending them home for willful defiance, defined in the state’s education code as “disrupting school activities or otherwise willfully defying the valid authority” of school staff. The new law is an expansion of the current ban on willful defiance suspensions in K-3 grades signed into law by Gov. Jerry Brown in 2013. But in-school suspensions must be done right to be an effective alternative, several experts interviewed by EdSource said. “The goal should be to get to the root of the problem and get kids back in class as soon as possible. What’s counterproductive is if kids are sent to sit in a room with someone who’s just there to babysit and they’re not getting any support,” said Daniel Losen, director of the Center for Civil Rights Remedies at UCLA’s Civil Rights Project , which analyzes racial inequities in public education. “That could just trigger further problems…If you’re just replacing one with the other, in-school suspensions can be as bad or worse as out-of-school suspensions.” Under the new law, which goes into effect in July 2020, teachers can still send students to the principal’s office for disruptive behavior — or behavior perceived to be disruptive — but principals cannot send students home as a punishment. Students must remain at school. Students who’ve committed more serious offenses, such as assault or selling drugs, can still be suspended out of school or expelled. But even before the new law was enacted, districts were trying to reduce suspensions, including among African-American students, who are on average suspended at three times the rate of their white peers, according to the most recent statewide data . Since 2012, the statewide suspension rate has dropped steadily among all groups, although the rate for African-American students is still disproportionately higher. From 2011-12 to 2017-18, out-of-school suspensions for defiance across all student groups dropped by nearly 80 percentage points in California, from almost 200,000 to about 37,200. One reason for the higher rate of suspensions among African-American students is the vague definition of “willful defiance,” advocates have said. Defiance could be interpreted as anything from eating in class to cursing at school officials and teachers may unwittingly apply different suspension criteria to different student groups. Out-of-school suspensions are linked to a host of other problems. Students who are suspended out of school are more likely to fall behind academically, drop out, or become involved with the juvenile justice system, according to a report by the Public Policy Research Institute and the Council of State Government’s Justice Center that examined millions of school and juvenile justice records. In an effort to improve campus climate and reduce behavior problems in the classroom, some schools have taken ambitious steps toward providing in-school suspension programs that include counseling, academic help and restorative justice practices, in which students talk with other students about their disruptive behavior, its causes and consequences. Schools also have another incentive to offer in-school suspensions: Students serving those suspensions are not counted as absent, so schools still get “average daily attendance” money from the state, which is the main way schools in California are funded. Finding money to pay for additional counselors and tutors to staff in-school suspensions can be challenging. California already has one of the highest student-to-counselor ratios in the country, at 708-to-1, according to the American School Counselor Association . But schools can use money from their state funding allotment or raise funds from other sources, such as private foundation or government grants, said Dan Sackheim, a consultant with the California Department of Education. The state also provides extensive online tips, guidelines and resources for schools to train staff on restorative justice and ways to encourage positive behavior in the classroom. Sackheim and his colleagues have also conducted more than 100 workshops, webinars and conferences around the state to help schools find alternatives to defiance suspensions. Hemet Unified in Riverside County has not only adopted a comprehensive in-school suspension program, but gone even further in addressing campus climate and student behavior by providing a host of on-campus counseling and health services to all students. Students have access to drug treatment, immunizations, dental care, mindfulness curriculum, advice for healthy relationships, psychologists and social workers, among other services. Hemet Unified, with about 21,800 students, has seen its willful defiance suspensions fall by half since 2015-16, from 1 percent to about half a percent. In some cases, the district still turns to out-of-school suspensions to discipline students. But most are assigned in-school suspensions or counseling sessions, where they are assessed individually and given a plan according to their needs. In addition, students get academic help and work on homework assignments. Trained, certified teachers and counselors lead the program. Hemet Unified’s in-school suspension plan, which began last year, has already yielded results. Only a third of students who were given in-school suspensions went on to be suspended again — a drop from nearly two-thirds the year before, said Tracy Piper, the district’s director of student support services. Even more promising, the out-of-school suspension rate for more serious offenses dropped by about half, depending on the school, she said. “This means we’re saving the kids who are a one-off,” she said. “I’m thrilled. I’m expecting another big drop this year, although there’s a lot I’m still concerned about.” Among her concerns are that African-American and Latino students are still suspended at disproportionately high rates, she said. And the overall number of discipline referrals from teachers hasn’t changed, nor has the expulsion rate, which suggests that students who commit the worst offenses, such as bringing weapons to school, are not deterred by the new policies. Piper also worries about students who don’t misbehave in class but still need help — students who may be depressed, anxious or suicidal but don’t get attention because they’re withdrawn. Over time, Piper hopes the district’s wide array of counseling and support services lead to across-the-board improvements in academics, attendance and campus climate and a narrowing of the racial disparities in suspension and expulsion rates, she said. “My goal is to keep every kid in school every day,” she said. “Because the more we can keep kids in school, the greater chance they’ll go to college, do better in the workplace and ultimately be more successful in life. It’s about improving the health of the entire community.” Visalia Unified, in Tulare County, has also adopted a comprehensive program for in-school suspensions. Like Hemet, Visalia still suspends students out-of-school for willful defiance, but most students are referred to in-school suspension, where they receive academic support, counseling and social services intended to “get to the root cause, find out what’s really going on, dig deeper into the issues that caused the problem to begin with,” said interim superintendent Tamara Ravalin. Visalia Unified, with nearly 28,900 students, has seen its defiance suspensions fall about 26 percentage points in recent years, from 233 students in 2015-16 to 173 in 2017-18, the most recent year data is available. Under the new protocol, students are taught better ways to handle anger and frustration, how to walk away from potential conflicts and other coping tools. “It’s a chance for students to grow and learn from their behavior, as well as a chance for us to see what’s going on with kids,” she said. “One of the main things is we want our students coming to school. We’re sending a strong message that we want students to stay in school and be successful. Sending kids home is not solving the issue.” But across the state, programs vary widely. Many high schools still send students home for willful defiance, but others have either reduced their numbers significantly over the past few years or eliminated the practice entirely, according to statewide data . Some schools have in-school suspension programs, but they consist of students sitting in a classroom doing homework, without counseling, tutoring or behavior help. Modesto City Schools offers academic and behavioral support at an on-campus “intervention center” for students facing in-school suspensions, said district spokeswoman Becky Fortuna. “The goal is for students to learn how to improve their behavior and return to the classroom with the skills necessary to follow school rules and participate in their academic program,” she said. Jenny Escobar, restorative justice coach at the California Conference for Equality and Justice , a nonprofit that runs conflict resolution programs in schools, said in-school suspensions with counseling and other services can be helpful. But to really reduce behavior problems on campus, schools need to take a broader approach to student well-being by addressing students’ social-emotional needs before behavior problems arise. Students shouldn’t just have access to counseling when they’re being disruptive in class, she said. “It’s nice to see schools interested in this, but it has to be ongoing. And it has to be not just for the kids who are causing trouble, but for everyone,” she said. “Schools have to really commit to it. Teachers, too.” She advises schools to institute meetings between teachers or counselors and small groups of students every other week to talk about problems the students may be facing, issues on campus or other topics. The meetings can also focus on academics, celebrations, student interests — anything to build trusting relationships between students and adults at school, she said. Losen, at UCLA, agreed. In a perfect world, he said, in-school suspensions would be minimal because student behavior issues would be addressed before they reach the suspension level. “My feeling is, districts don’t always do enough on the front end,” he said. “There’s a lack of training for teachers as well as principals. Too often teachers are left on their own.” The ramifications are great and can end up costing taxpayers billions of dollars over the long term, he said. Students who miss a lot of class — due to discipline measures or other reasons — are more likely to drop out, which later on leads to lower incomes, greater reliance on social services and more physical health problems. “People say there’ll be chaos if we don’t take disruptive kids out of school. Well, we’ll have worse chaos if we do,” he said. “I think we owe it to our kids to provide the supports they need.” Share Article Comments (4)Leave a comment, your email address will not be published. required fields are marked * *. Click here to cancel reply. XHTML: You can use these tags: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong> Comments PolicyWe welcome your comments. All comments are moderated for civility, relevance and other considerations. Click here for EdSource's Comments Policy . Siva Heiman 3 years ago 3 years agoI am a retired math teacher and would love to give one-on-one support through Zoom. I don’t need to charge anything. There must be other adults like myself who would be willing and able to help and would not need to receive payment. It is human nature to want to matter. Why don’t people in power just ask for volunteers and see what happens? Probably because they have an unconscious fear of losing their own power. rob 4 years ago 4 years agoI've had more in school suspensions than anyone I know. All in-school suspensions made me want to do was act out harder so I'd get to go home. It was basically solitary confinement for kids, they stick you in a dark room with a math assignment and leave you there all day while you hear your friends playing outside. It didn't make me want to behave, it didn't make me want to try harder it … Read More I’ve had more in school suspensions than anyone I know. All in-school suspensions made me want to do was act out harder so I’d get to go home. It was basically solitary confinement for kids, they stick you in a dark room with a math assignment and leave you there all day while you hear your friends playing outside. It didn’t make me want to behave, it didn’t make me want to try harder it made me realize that if I acted slightly worse I’d get to go home and play video games. All they did was make me madder. Jon Morse 5 years ago 5 years agoAdults in families are the role models for children and youth behavior. The last 5-6 decades I have seen a dramatic escalation of negative behaviors that children have learned at home. The social-emotional climate in many homes today is one of drastic discipline and external control. These adults are passing on their learning decade to decade without any guidance from individuals in places of influence and those that can make a difference in helping youth how … Read More Adults in families are the role models for children and youth behavior. The last 5-6 decades I have seen a dramatic escalation of negative behaviors that children have learned at home. The social-emotional climate in many homes today is one of drastic discipline and external control. These adults are passing on their learning decade to decade without any guidance from individuals in places of influence and those that can make a difference in helping youth how to think and make better decisions on the social-emotional level. The work of Dr. William Glasser has enabled many individuals learn how to think to make more effective decisions and also how to build positive, caring relationships with others. The practices of Choice Theory/Reality Therapy are evidence-based and have shown tremendous results with a 2% recidivism rate in some California prisons. Work with teachers has also been shown to help them make better connected relationships with dysfunctional students which results in improved behavioral choices and improved academics. Too bad so many of our current employees in the fields of corrections and education are not getting the training they need. Working to change our systems, Jon Morse. Judith Smalley 5 years ago 5 years agoOften the most disruptive students come from homes where the discipline has been lax. More parenting classes are needed at an early age. As a school psychologist and school administrator, I have seen parents struggle trying to control their children. Their control needs to be established at an early age long before kindergarten. Child development along with behavior management techniques need to be taught in high school before becoming a parent. Teachers … Read More Often the most disruptive students come from homes where the discipline has been lax. More parenting classes are needed at an early age. As a school psychologist and school administrator, I have seen parents struggle trying to control their children. Their control needs to be established at an early age long before kindergarten. Child development along with behavior management techniques need to be taught in high school before becoming a parent. Teachers need far more training in classroom behavior management as well. Legislatures need to start mandating these educational programs. I am here to help in any way I can. EdSource Special Reports San Bernardino County: Growing hot spot for school-run policeWhy open a new district-run police department? “We need to take our safety to another level.”  Going police-free is tough and ongoing, Oakland schools findOakland Unified remains committed to the idea that disbanding its own police force can work. Staff are trained to call the cops as a last resort.  When California schools summon police EdSource investigation describes the vast police presence in K-12 schools across California.  Call records show vast police presence in California schoolsA database of nearly 46,000 police call records offers a rare view into the daily calls for police service by schools across California. 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In-School Suspension and IDEA LawFederal law limits suspensions, so do in-school suspensions count? Phil Boorman / Cultura / Getty Images Children who receive special education services in school do so under the Individuals with Disabilities Education Act (IDEA). This federal law provides for the free and appropriate public education (FAPE) of children with disabilities and spells out each child's special education plan within their individualized education program (IEP) . Part B of IDEA, which covers the education of children ages 3-21, mandates that a child's disability must be taken into account if they are removed from regular classes due to behavioral misconduct, but only under certain circumstances. The IDEA rules regarding behavioral misconduct in children with disabilities, as well as the limit placed on how many days they may be removed from class due to misconduct, are a bit complicated. Because of this complexity, it can be hard to understand all of the guidelines. Parents commonly express confusion about when and how a child's disability is taken into consideration if they are suspended or expelled . How IDEA Handles Disabilities and Behavioral MisconductAccording to the U.S. Department of Education's IDEA website, "the primary vehicle for providing a FAPE is through an appropriately developed individualized education program that is based on the individual needs of the child." Within the IEP for students with behavioral issues are provisions for the implementation of positive support measures and interventions to address any behavior that interferes with their own learning or that of other students. However, if a student's behavior violates the school's code of conduct, Part B of IDEA states that they may be removed to an alternative educational setting, which may include on- or off-campus suspension or expulsion. The Manifestation MeetingA student cannot be removed to an alternative setting for more than 10 days in one school year before the school is required to hold a manifestation meeting, which is a collaboration between the student's parent, the local education agency (LEA), and the IEP team . At the manifestation meeting, the discussion is focused on: - A review of the IEP
- Parent and teacher observations
- Decisions about whether the child's behavioral misconduct resulted from their disability or was due to a failure of the LEA to fully implement the IEP
If either of the conditions in number three are met pertaining to the cause of the student's misconduct, then the misconduct is considered to be a manifestation of the child's disability. If this is the case, the IEP team is required to conduct a behavioral assessment and put a behavioral intervention plan in place (or make changes to the existing plan if the student already has one), in order to address the misconduct that resulted in the child's placement in suspension. The student is then placed back in their regular classroom, unless the parent, LEA, and IEP team agree to a change in placement. The intention is to make sure that children who have learning or behavioral issues are not being punished for their disability rather than receiving the support they need. It is important to note that if the child's behavior is determined not to be a manifestation of their disability, then they can be disciplined just like any other student, which may mean more days in suspension. Does In-School Suspension Count Toward the 10-day Limit?In-school suspension (ISS) is considered a removal from the regular school environment, and days spent in ISS count toward the 10-day limit. Part B of the IDEA mandates that students in ISS continue to receive the FAPE that they would be receiving in their regular classes. They must also receive the special education services and any necessary behavioral supports included in their IEPs. Note that there is a gray area within the 10-day rule between "consecutive" and "cumulative" days. A student may not be in suspension for more than 10 days at a time (consecutive), but if another violation occurs after that period and the student is placed in ISS again, a new 10-day period begins. This is where the confusion also begins. A student can be removed from classes for more than 10 cumulative days within one school year without a manifestation meeting as long as there is no "disciplinary change of placement." Defining a Disciplinary Change of PlacementUnderstanding this term is crucial for parents and caregivers, as this is the deciding factor in whether a manifestation meeting must be held. If the decision is made by school personnel to make a change of placement for the child after the 10-day limit has been reached, a manifestation meeting must be held (and the parents or caregivers notified) within 10 days of that decision being made. According to IDEA, "a disciplinary change of placement is a disciplinary removal of more than 10 consecutive school days or a series of removals that total more than 10 school days in a school year that constitute a pattern of removals because of factors such as the length of each removal, the total amount of time that a child has been removed, and the proximity of the removals to one another." As you can see from the definition, there is quite a bit of room for interpretation here. The decision about whether a series of in-school suspensions "constitutes a pattern of removals" and whether their "proximity to one another" causes them to count as a change of placement (in which case a manifestation meeting would be required) ultimately rests with school personnel and/or a hearing officer. However, remember that if school personnel determine that your child needs a change of placement, you as the parent or caregiver must be notified. A hearing officer will only become involved if you dispute the school's decision. Risks of In-School Suspension for Students With DisabilitiesEven when a school is acting within the limits of the law and providing services and access to education while a child is in ISS, there may still be grounds for parents to advocate for an IEP meeting. It is rarely appropriate for a child to be suspended for more than 10 cumulative days in the school year. These children may face social stigma and self-esteem issues when separated from their peers, not to mention losing crucial learning time in their regular classroom. A 2018 article by the Center for American Progress outlines how much more often 3- to 5-year-old disabled children are disciplined compared to their able-bodied peers. While the number of disabled children made up only 12% of the early childhood programs studied, they comprised 75% of the suspensions and expulsions. This disparity is not only unfortunate for students with disabilities, it could also have lasting effects on their emotional, behavioral, and academic progress. Unless and until an in-school suspension can be carried out in a way that is positive for the student, it's likely that the suspension will foster negative feelings about school and lead to isolating behavior and even school refusal. What to Do If Your Child's Needs Are Not Being MetThe U.S. Department of Education's Office of Special Education Programs (OSEP) provides three ways for parents and caregivers to appeal a decision made by the school regarding their child's educational plan: - State complaints
- Due process complaints
If you need to file a complaint, the U.S. Department of Education's Center for Appropriate Dispute Resolution in Special Education (CADRE) provides a listing of state agencies to connect you with someone who can walk you through the process and choose the best option for you and your child. A Word From VerywellWhen your child has been suspended and is facing a disciplinary change of placement, it is important for you to be their advocate. You want to make sure they are receiving the behavioral and academic help they need at school, in accordance with their IEP and their rights under IDEA. Some children who are "regulars" in ISS may be calling out for smaller classrooms and individual attention . If this is not an option at your child's school, a manifestation meeting can be a crucial step in finding them a more suitable educational environment. Individuals With Disabilities Education Act. About IDEA. Individuals with Disabilities Education Act. Topic areas. Individuals With Disabilities Education Act. Section 1415 (k). Kids Legal. Special education discipline: suspensions and expulsions. Novoa C, Malik R. Suspensions are not support. Center for American Progress. January 17, 2018. By Ann Logsdon Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities. In-School Suspension Form TemplateStudent information, incident details, suspension details, parent contact information. The In-School Suspension Form Template by WPForms offers a straightforward solution for educational staff, administrators, and counselors seeking to manage in-school disciplinary actions effectively. How Does the In-School Suspension Form Template Work?The In-School Suspension Form Template requires the WPForms Pro License and the Signature Addon to ensure complete documentation of in-school disciplinary incidents. Here’s a brief description of the fields included: - Student Name: Records the name of the student involved in the incident.
- Student ID: Captures the identifier assigned to the student for tracking purposes.
- Student Email: The student’s email address for updates regarding the incident.
- Incident Reported By: Specifies the individual who reported the incident.
- Email Address: Contact details of the person reporting the incident for follow-ups.
- Date and Time of Incident: Records the precise date and time when the disciplinary incident occurred.
- Description of Incident: Offers a detailed account of the nature and circumstances surrounding the disciplinary incident.
- Location of Incident: Identifies the specific location within the school premises where the incident occurred.
- Witnesses of Incident: Lists any witnesses present during the disciplinary incident for additional testimony if needed.
- Actions Taken by Staff: Documents the actions and interventions implemented by school staff in response to the incident.
- Follow-up Actions Required: Specifies any further actions or follow-up steps deemed necessary in light of the incident.
- Date and Time of Follow-Up: Designates the scheduled date and time for follow-up actions or meetings.
- Signature of Approver: Requires the formal signature of the authorized staff member approving the disciplinary actions.
- Parent or Guardian Name: Records the name of the student’s parent or legal guardian.
- Phone Number: Provides the phone number of the parent or guardian for communication purposes.
- Email Address: Captures the email address of the parent or guardian for important notifications and updates.
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In-School Suspension Activities & Assignments. Diane has taught all subjects at the elementary level, was the principal of a K-8 private school and has a master's degree in Measurement and ...
In-school suspension, also known as ISS, is a form of punishment that keeps students in school and doing work, but isolates them from the rest of the student body. ... Time to work on assignments; ... In-school suspension offers a unique opportunity for qualified staff to sit down with students one-on-one, uncover the root of the issue and ...
Learn about the school punishment of in-school suspension and why in-school suspensions work. Read about in-school suspension rules and ISS models with examples. Updated: 11/21/2023
BB September. lusion an alternative eliminate thatPRACTICES late 1970s, to out-of-school in-sch. ol IN-S CHOOL suspension suspension. SUSPENSION information on continuing on programs curriculum This PROGRAMS document effectively (ISS) have prov. using ISS as a punitive and exclusionary tool, and towards varying social, emotional, and behavioral ...
The grade 6 to 8 school has been using ISS for nine years, and has few out-of-school suspensions, Tendai told Education World. The fact that most students intensely dislike in-school suspension is a behavior management tool in itself. "It's very unpopular; it's not something kids are dying to get into," Tendai said.
The punishment for the student should come in the form of isolation from his/her peers, not pointless assignments. In addition to classroom teachers, I encourage ISS teachers to try a few of my paired texts. A few ISS teachers have left feedback on my paired texts saying they were helpful when kids in ISS finished the assignments sent by the ...
For example: (1) Quiet at all times unless given permission to talk, (2) Stay in your seat, (3) Work on your school assignments, (4) Raise your hand to request assistance and wait to be acknowledged, (5) No sleeping. Practical Recommendations and Interventions: In-School Suspension. 2. Decide on the courses of action when students break any of ...
setting. (Without the In-School Suspension Assignment Sheet, state and local monitors will assume that FAPE was not provided.) A copy should also be maintained in the student's ISS folder. • The Compliance Specialist and Behavior Intervention Specialist will monitor selected IEP folders to look for completed assignment forms of students in ISS.
In-School Suspension Tier 2 & 3 When a student violates a school's code of conduct, that student may be placed in a designated location (the in-school suspension room) and is ... credit for any assignments they complete while in ISS (Metropolitan Nashville Public Schools, 2010). Use With Caution- Easily Misused. In-School Suspension 2
Restorative In-School Suspension. Restorative in-school suspension (RISS) is an approach to the district-mandated structure of ISS that provides a safe, neutral space for children to reflect on past behavior, make an action plan for future behavior, and complete missed classwork.
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That's why it's important for schools to have ISS policies and procedures in place that are fair, consistent, and effective. This article will discuss 10 best practices for in-school suspension. 1. Establish a clear definition of in-school suspension. When students are in school, they should be learning.
The administrator should explain to the student why they are being sent to in-school suspension, and what they are expected to do while in ISS. ISS rules should be clearly defined and taught or reviewed. For example: No food No talking No sleeping. Complete assigned work Follow directions of ISS supervisor ISS should be used as a restorative ...
DE Met Charter, Wilmington Delaware has developed this in-school suspension form. DE MET CHARTER SCHOOL. 920 French Street. Wilmington, DE 19803. ... You are required to complete all assignments and return them to the teacher by the end of the day. The teacher will initial the appropriate spaces on the form, to verify that the work is done. ...
In-school suspension programs are implemented as a means of holding students accountable for disruptive behavior without removing them from the campus. It is an alternative to traditional suspension, which can turn into a vacation for students who are sent home for days at a time. ... Busy work means tedious, last-minute assignments from a ...
The purpose of ISS is to provide students with an alternative discipline program that enables them to receive credit for school work while being removed from the regular classroom setting. It is an important step in the behavior modification process at Northview High School. Suspensions. Any form of suspension may disqualify the student from ...
In-School Suspension Tier 2 & 3 When a student violates a school's code of conduct, that student may be placed in a designated location (the in-school suspension room) and is ... to complete or make up academic assignments, discuss behavioral health concerns, increase conflict resolution skills, and increase student engagement or affiliation ...
5 points = ISS converted to OSS (out - of - school suspension) y. Once you receive a rule violation point, it does not go DZD\DQGS RLQWVGRQ RW´VWDUWRYHUµR QDQ HZGD\ y. If you receive five points during the duration of your ISS assignment, your remaining ISS will be converted to out - of - school suspension. ISS RULE VIOLATION POINT SYSTEM
The new law is an expansion of the current ban on willful defiance suspensions in K-3 grades signed into law by Gov. Jerry Brown in 2013. But in-school suspensions must be done right to be an effective alternative, several experts interviewed by EdSource said. "The goal should be to get to the root of the problem and get kids back in class as ...
A student may not be in suspension for more than 10 days at a time (consecutive), but if another violation occurs after that period and the student is placed in ISS again, a new 10-day period begins. This is where the confusion also begins. A student can be removed from classes for more than 10 cumulative days within one school year without a ...
The In-School Suspension Form Template requires the WPForms Pro License and the Signature Addon to ensure complete documentation of in-school disciplinary incidents. Here's a brief description of the fields included: Student Name: Records the name of the student involved in the incident. Student ID: Captures the identifier assigned to the ...
In School Suspension Student Contract - Free download as Word Doc (.doc), PDF File (.pdf), Text File (.txt) or read online for free. - The document outlines the expectations and rules for a student assigned to In-School Suspension (ISS) for an undisclosed period of time. - To successfully complete ISS, the student must arrive on time with their work, complete all assignments, follow classroom ...
In-School Suspension Form - Free download as PDF File (.pdf), Text File (.txt) or read online for free. This document is a notification of a student's in-school suspension from Friendly High School. It provides details of the student's infraction, which was a Code of Conduct violation for [blank]. It also lists guidance, administrative, and disciplinary procedures utilized prior to the suspension.