In- School Suspension

In school suspension...

- Must build restorative at its core
- Used as a learning opportunity to support when reintegrated back into community
- Removed from stigma

Implementation

Overview

- Student will serve in school suspension in predetermined location with work provided at the beginning of day
- Conference with student and parent will be held with explanation of consequence and expectations.
- Ideally restorative conversations and discussions on how to repair harm is discussed. Providing opportunity for a re-entry plan and restitution should be provided and the primary focus.

Core Components

- Is not a holding tank for students to do busy work
- Can not be a reprieve for teachers to have time away from students
- Must focus on learning and repairing the harm
- Involve processing with all affected
- Have a clearly made reintegration plan

Proactive Implementation

- Traditional ISS is a punitive punishment that acts at most as a reprieve or time apart from student and teacher. The proactive approach would require setting boundaries of eliminating traditional ISS practices and shifting toward a restorative process.

Responsive Implementation

- Traditional ISS is not responsive it is reactive. Responsively providing support would be identifying the needs of the student and attmepting to practive repairing the harm done if a time of isolation is required.

Connection

If the need is connection then the adult that was directly impacted by the action of the student may conference or work with that student.

Skills Training

If the need is skill building then target skills can be practiced and explicitly taught during this time although this is not nearly as effective.

Awareness

If the need is awareness then restorative questions may be used with follow up conferencing to allow the student to understand the impa

Emotional Regulation

If the need is regulation then a self imposed time out may be used prior to processing and determining the path forward.

Consider Factors Prior to Start

Gender, race, function, topography, family dynamics, interpersonal relationships

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

REMINDER

- Make a note to document when you're starting this intervention.
- After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.

Discipline Action Plan-EHS

Collateral Consequences of School Suspension_ Examining the ‘Knifing off’ Hypothesis.pdf