This document discusses how to improve the outcomes of students assigned to in-school suspension (ISS). It argues that ISS should not just be used as a punishment, but to teach replacement behaviors so problem behaviors are less likely to reoccur. Effective ISS programs have a structured physical environment and academic support. They also take time to directly address problem behaviors through teaching replacement behaviors and social skills lessons. De-escalation techniques like showing empathy, respecting space, and remaining calm can also help when students are upset. Ongoing monitoring and follow up can help determine if behaviors are actually improving with ISS assignments.

1. A Successful ISS Environment
HOW TO IMPROVE THE OUTCOMES OF STUDENTS ASSIGNED TO
IN-SCHOOL SUSPENSION
PRESENTED BY: TORY LAWRENCE

2. A Successful ISS Environment
Agenda
• Purpose of ISS
• Physical Environment
• Teaching Replacement Behaviors
• De-escalation Techniques

3. The Perception of In-school Suspension
Common Incorrect Perceptions
• ISS is a holding place for problem
students
• ISS is solely intended as a
consequence
• ISS in not a place where teaching
occurs
• ISS is used to keep out-of-school
suspensions down
What the Perception should be
ISS is not just a consequence assigned
for problem behavior but a method of
teaching students replacement
behavior so that the problem behavior
is less likely to occur again

4. The Purpose of ISS
• Allows schools to maintain safety
and order in the school and
intervene to address behavioral
issues without excluding
students from school
• Students are not deprived of
education. They can continue to
receive academic support while
they are excluded from class and
school activities.
• If there is no academic or
prosocial component, ISS has
little or no advantage over OSS.
• Numerous studies have shown
that, in order for a school to
decrease its number of in-school
suspensions, the ISS experience
needs to be more constructive
than punitive.
(Child’s Defense Fund, 2014; Hrabak & Settles, n. d.; Morris & Howard,2003 )

5. The Purpose of ISS
Ineffective ISS Characteristics
• Assignments don’t accompany
students
• Little or no time is spent on correcting
the behavior that got the student
assigned to ISS
• Lack of follow-up tends to allow a
student to fall back into old patterns of
behavior
Effective ISS Characteristics
• Holds students accountable for class
assignments
• Involves some aspect of rehabilitation
or functional behavior
assessment/replacement
• Tracks the progress of students
Hrabak & Settles (n. d.)

6. The Environment of ISS
• Adequate physical space
• Adequate amount of materials required
for learning
• Highly structured with routines &
expectations clearly posted
• Limited number of students assigned
each day (15: 1 ratio recommended)
• Current assignments present for each
student
(Child’s Defense Fund, 2014; Hrabak & Settles, n. d.)

7. Teaching Replacement Behavior
ISS programs should include some way to
address the problem behavior that resulted
in the assignment
If students do not learn a replacement for
problem behaviors, infractions are likely to
continue

8. Teaching Replacement Behavior
• Addresses the skill deficit
resulting in the problem
behavior
• Decreases the likelihood of the
problem behavior reoccurring
• Replacement behavior and social
skills lessons can be taught in 10-
15 min lessons
• Curriculums are readily available

9. How to Teach Replacement Behavior
Teach the needed
skill/desired behavior
Model and Practice
Assess
Student
demonstrates skill
What if there is another
behavior error?
RETEACH

10. Resources for Teaching Replacement Behavior
• Alternative Behavior Educator
(ABE)
• Social Skills and Character
Education Curriculums
• Online Resources

11. De-escalation Techniques
1. Be empathic and nonjudgmental
When someone says or does something you perceive as irrational, try not to judge or discount their feelings. Whether or
not you think those feelings are justified, they’re real to the other person. Pay attention to them.
2. Respect personal space.
If possible, stand 1.5 to three feet away from a person who’s escalating. Allowing personal space tends to decrease a
person’s anxiety and can help you prevent acting-out behavior.
3. Use nonthreatening nonverbal expression
The more a person loses control, the less they hear your words—and the more they react to your nonverbal
communication. Be mindful of your gestures, facial expressions, movements, and tone of voice.
4. Avoid overreacting.
Remain calm, rational, and professional. While you can’t control the person’s behavior, how you respond to their behavior
will have a direct effect on whether the situation escalates or defuses.
5. Focus on feelings.
Facts are important, but how a person feels is the heart of the matter. Yet some people have trouble identifying how they
feel about what’s happening to them. Watch and listen carefully
CPI’s Top 10 De-Escalation Tips

12. De-escalation Techniques
6. Ignore challenging questions.
Answering challenging questions often results in a power struggle. When a person challenges your authority, redirect
their attention to the issue at hand.
7. Set Limits.
If a person’s behavior is belligerent, defensive, or disruptive, give them clear, simple, and enforceable limits. Offer
concise and respectful choices and consequences.
8. Choose wisely what you insist upon.
It’s important to be thoughtful in deciding which rules are negotiable and which are not. For example, if a person doesn’t
want to shower in the morning, can you allow them to choose the time of day that feels best for them?
9. Allow silence for reflection.
We’ve all experienced awkward silences. While it may seem counterintuitive to let moments of silence occur, sometimes
it’s the best choice. It can give a person a chance to reflect on what’s happening, and how he or she needs to proceed.
10. Allow time for decisions.
When a person is upset, they may not be able to think clearly. Give them a few moments to think through what you’ve
said.
CPI’s Top 10 De-Escalation Tips

13. Interventions for Reoccurring ISS Assignments
• Keep files for each student, tracking the
behavior modification progress
• Follow up with teachers to ensure that
behavior is improving
• First step – reteach problem behavior
• Implement behavior contracts
• Involve others - teachers, counselors, parents

14. References
Children’s Defense Fund. (2014). Best practices: In-school suspension. Retrieved
from http://www.childrensdefense.org/library/data/best-practices-in-school.pdf
Hrabak, M. & Settles, D. (n. d.) Effective In-School Suspension Programs.
Retrieved from https://www.kycss.org/pdfs-docs/clearpdf/issuesbriefs/iss.pdf
Morris, R.C., & Howard, A.C. (2003). Designing an effective in-school suspension
program, The Clearing House, 76, 156-159.
CPI’s Top 10 De-Escalation Tips. (n. d.). Retrieved from http://www.crisisprevention.com/