Professional Development for ISS Teachers

1. Supporting Appropriate Student
Behavior & Effective Intervention
Practices in the ISS Classroom
CUMBERLAND COUNTY SCHOOLS
ISS PROFESSIONAL DEVELOPMENT
2017-2018

2. Agenda
 CCS Data walk
 The propose of ISS & ISS the environment
 Teaching Replacement Behavior
 Effective interventions (De-escalation tips and EC
student interventions)

3. CCS Discipline Data
Year to Year Comparison
2015-2016 2016-2017

4. 2016-2017 ODR by Ethnic
Background
Race/Ethnicity ODRs
Percentage
of ODRs Enrollment
Percentage of
Enrollment
American Indian/Alaska Native 433 1.88% 847 1.65%
Asian 88 0.38% 945 1.84%
Black/African-American 15631 67.83% 23236 45.25%
Hispanic 1775 7.70% 6799 13.24%
Two or more 1728 7.50% 4139 8.06%
Native Hawaiian/Pacific Islander 62 0.27% 244 0.48%
White 3327 14.44% 15141 29.49%
Total 23044 100.00% 51351 100.00%

5. District ODR Total by Month
33
194
1841
1698
2541
1979
2325
2871
4112
1877
3128
445
0
500
1000
1500
2000
2500
3000
3500
4000
4500
2016-2017
CCS
2016-2017 Total ODR by Month
July Aug Sep Oct Nov Dec Jan Feb Mar Apr May June

6. Activity Time!
In a small group problem discuss one
way an ISS teacher could assist their
school in decreasing discipline referrals.
Be ready to discuss with the whole
group.

7. 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

8. The Purpose of ISS
 Allows schools to maintain
safety & order while also
intervening 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 )

9. 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.)

10. 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.)

11. Activity Time
In a small group develop at least
6 “non-negotiables” that should be part of
every ISS environment. Post your answers
in the ISS TACKK

12. 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
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

13. Activity Time!
Perform an internet search for social skills
lessons and character education lessons to find
material that may be useful with student in ISS
Select one or two to share with the group
&
Post the name and URL on the ISS TACKK

14. Activity Time
Go to the ISS TACKK and review the 10 De-
escalation Tips. We will discuss these as a
group. Also, offer at least one additional
“tip” to the group by posting it on the
TACKK

15. Serving EC Students In ISS
 Assigned work should already be individualized for the student
 Balance between maintaining ISS as being an undesirable consequence
but providing positive behavior support
 A student may be identified for EC services under various categories and
also have behavior that impedes learning
 Students identified as LD, SED, AU, and OHI often receive ISS as a
consequence
 Limited days OSS may increase frequency ISS is used
 Students with IEP’s indicating a LRE of “separate setting” should not be
placed in ISS

16. Serving EC Students In ISS
 Federal law requires
behavior intervention plans
(BIP) to be followed
 EC students need to be held
responsible of their actions
just as any other student
 Students receiving EC
services can only receive
10 days OSS without
compensatory service
requirements
 If a student is receiving
multiple assignments of
ISS the IEP team needs to
be informed and/or
behavior plans revised or
developed

17. Behavior Intervention Plans
 Roadmap for intervening on a student’s most intense
and/or frequently displayed behavior
 Interventions are implemented throughout the school
setting-including ISS
 Regulated through federal law (IDEA) as a part of the IEP
 Some interventions may be difficult to implement in the
ISS setting- make contact with EC service providers for
suggestions

18. SED Defined
(4)(i) Emotional disturbance means a condition exhibiting one or more of the following characteristics
over a long period of time and to a marked degree that adversely affects a child's educational
performance:
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An
inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive
mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated
with personal or school problems.
(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially
maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of
this section.
Federal Disability Definitions
Title 34: Education
Sec. 300.8 Child with a disability

19. Potential Behavioral Difficulties
 General mood of
unhappiness
 Immature behavior
 Difficulty remaining on
task
 Difficulty managing anger
 Questions directions or
need for redirection
 Not easily intimidated by
authority
 Difficulty forming or
maintaining relationships
 Weak conflict resolution
skills
 Frequently engage in
power struggles
 Academic performance
does not match ability
level
 Difficulty regulating
emotions

20. Effective Behavior Interventions
 Removal of Audience- de-
escalation of severe
behavior; loss of attention;
saves face
 Clear Choices- include
consequences for refusal
 Time Out- time to process,
time to calm, and to make
the right choice
 Verbal Redirection-
Simply stated; none
questioning; no room for
debate
 Nonverbal Redirection-
difficult to argue with; no
“last word”
 Calm Tone- always firm
yet nonthreatening

21. AU Defined
(1)(i) Autism means a developmental disability significantly affecting
verbal and nonverbal communication and social interaction, generally
evident before age three, that adversely affects a child's educational
performance. Other characteristics often associated with autism are
engagement in repetitive activities and stereotyped movements,
resistance to environmental change or change in daily routines, and
unusual responses to sensory experiences.
Federal Disability Definitions
Title 34: Education
Sec. 300.8 Child with a disability

22. Potential Behavioral Difficulties
 Generally may not seek
out assistance with work
 May ignore questions
 Often shuts down when
upset
 Often thrive on structure/
needs routine
 May be bothered by
noises
 Weak social skills
 Uncomfortable in
crowded settings
 Difficulty understanding
social cues
 May avoid eye contact or
physical contact
 Repetitive movement or
actions
 Often rigid body
language

23. Effective Behavior Interventions
 Decrease Environmental
Stimuli- smells, temperature,
sounds, movement
 Verbal Cues with nonverbal-
avoid using just gestures or
body language
 Restate Directives- say the
same thing with different
words
 Stress ISS as a negative
consequence
 Visual Reminders- have
ISS rules and expectations
clearly posted
 Model Expectations-
show what is expected
 Transition Prompting-
warnings of when change
is coming;
(lunch/bathroom breaks)

24. OHI Defined
(9) Other health impairment means having limited strength, vitality, or
alertness, including a heightened alertness to environmental stimuli, that
results in limited alertness with respect to the educational environment,
that--(i) Is due to chronic or acute health problems such as asthma,
attention deficit disorder or attention deficit hyperactivity disorder,
diabetes, epilepsy, a heart condition, hemophilia, lead poisoning,
leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette
syndrome; and(ii) Adversely affects a child's educational performance.
Federal Disability Definitions
Title 34: Education
Sec. 300.8 Child with a disability

25. Potential Behavioral Difficulties
 Difficulty following
through with directives
 Poor impulse control –
movement, actions,
statements
 Difficulty with
organization/ misplaces
things easily
 Seeks attention of adults
and peers
 Difficulty concentrating
and easily distracted
 Immature behavior
 Difficulty managing time
 Difficulty completing
assignments and
overwhelmed by large
amounts of work

26. Effective Behavior Interventions
 Simple Directives- clearly
stated; no more than 2 or 3
at a time
 Frequent Breaks- allow for
some movement
 Pre-Corrections- positively
stated reminders of what is
expected
 Proximity Control- check
on often
 Nonverbal Cues- redirect
frequent displays of mild
off-task behavior without
disrupting ISS
environment
 Chunk Work- frustrated
by large amounts of work;
one assignment at a time
but all assignments

27. Questions
&
Answers