in-school suspension rules pdf
In-School Suspension Rules: A Comprehensive Overview (Updated December 4‚ 2025)
Today’s date is December 4‚ 2025. In-school and out-of-school suspensions exist‚ with academic work provided regardless of the type.
What is In-School Suspension (ISS)?
In-School Suspension (ISS) represents a disciplinary action where students remain on school grounds but are separated from their regular classes. This differs from out-of-school suspension‚ offering a continued access to academic work.
ISS serves as an intervention for prohibited behaviors‚ as outlined in the school’s Discipline Code. It’s designed to address misconduct while minimizing disruption to the student’s education. The policy statement clarifies that “student” encompasses preschool through 12th grade.
Effective implementation of school-wide positive behavior supports (Tier 1) can actually reduce the reliance on ISS as a primary disciplinary measure. ISS allows students to continue receiving assignments‚ ensuring academic progress isn’t entirely halted during disciplinary action.
The Difference Between In-School and Out-of-School Suspension
Suspensions broadly fall into two categories: in-school and out-of-school. The key distinction lies in the student’s location during the disciplinary period. Out-of-school suspension removes the student from the school environment entirely‚ while ISS keeps them within the school building‚ albeit in a designated area.
Regardless of the suspension type‚ schools are obligated to provide students with academic work‚ ensuring continued educational engagement. This commitment applies to preschool through 12th-grade students‚ as defined by the policy.
ISS aims to address misbehavior without complete removal from learning‚ offering a structured environment for reflection and continued academic participation. Out-of-school suspension is generally reserved for more serious infractions.
Purpose of In-School Suspension
In-School Suspension (ISS) serves as a disciplinary tool designed to address student misbehavior while maintaining educational continuity. It offers a structured alternative to removing students entirely from the school environment‚ allowing them to remain engaged with academic work.
Effective school-wide positive behavior supports‚ particularly at the Tier 1 level‚ can significantly reduce the necessity for ISS interventions. ISS provides an opportunity for students to reflect on their actions and understand the consequences of their choices.
The goal is not simply punishment‚ but also fostering responsible behavior and preventing future infractions. By keeping students in school‚ ISS minimizes disruption to their learning and promotes a safer‚ more productive school climate.
Academic Work During ISS
Regardless of whether a student receives an in-school or out-of-school suspension‚ schools are obligated to provide appropriate academic work to ensure continued learning. This commitment to educational continuity is a crucial component of responsible disciplinary practices.
The provision of assignments allows students to remain current with their coursework and minimizes the academic setbacks associated with missed instruction. Schools must proactively prepare and deliver materials suitable for the student’s grade level and subject areas.
This ensures that ISS serves as a corrective measure‚ not a barrier to academic progress. Maintaining engagement with learning during suspension reinforces the importance of education even when facing disciplinary consequences.
Positive Behavior Supports and Reducing ISS
Effective school-wide positive behavior supports (Tier 1) are instrumental in proactively reducing the necessity for in-school suspension (ISS). Implementing these strategies fosters a positive school climate and addresses behavioral issues before they escalate to suspension-level offenses.
These supports encompass clear expectations‚ consistent reinforcement of positive behaviors‚ and preventative interventions for students exhibiting early signs of behavioral challenges. Districts often outline specific practices and strategies within their comprehensive student conduct and discipline policies.
By prioritizing prevention and early intervention‚ schools can minimize reliance on punitive measures like ISS‚ creating a more supportive and effective learning environment for all students.
School Discipline Codes and Prohibited Behaviors
A comprehensive Discipline Code is fundamental to maintaining order and safety within schools. This code explicitly details behaviors deemed prohibited‚ outlining the range of actions the school may take when students engage in these behaviors‚ including suspension – both in-school and out-of-school.
These codes typically address a spectrum of offenses‚ from minor disruptions to serious violations. Clear articulation of prohibited behaviors ensures students understand expectations and the consequences of non-compliance.
Consistent and fair enforcement of the Discipline Code is crucial for fostering a respectful and productive learning environment. Schools must ensure due process and equitable application of disciplinary measures.
Specific ISS Implementation Examples
Rochester’s model involves full-day ISS assignments‚ requiring a $4.2 million investment to establish an ISS room in each school within the district.
Rochester School District ISS Model
The Rochester School District has implemented a comprehensive in-school suspension (ISS) model‚ focusing on full-day assignments for students requiring disciplinary action. This approach necessitates a dedicated ISS room within each school building‚ representing a significant financial commitment.
Specifically‚ the district invested $4.2 million to establish these ISS spaces across all its schools. Students assigned to ISS report to these rooms for the entirety of the school day‚ allowing them to continue their academic work while separated from the general student population.
District officials‚ like Brizard‚ believe this investment is yielding positive results‚ suggesting a reduction in disruptive behaviors and improved academic engagement among students facing disciplinary consequences. The model aims to balance accountability with continued educational opportunities.
Cost of Implementing ISS Programs
Establishing effective in-school suspension (ISS) programs requires substantial financial investment from school districts. The Rochester School District provides a concrete example of these costs‚ having allocated $4.2 million specifically for the creation of ISS rooms within each of its schools;
This expenditure covers the necessary renovations or construction to designate appropriate spaces‚ as well as the ongoing costs associated with staffing and resources for these rooms.
While the initial outlay is significant‚ districts like Rochester anticipate that the benefits – including reduced disruptions and continued academic engagement for suspended students – will justify the expense; Careful budgeting and resource allocation are crucial for successful ISS program implementation.
Full-Day ISS Assignments
In Rochester‚ the model for in-school suspension (ISS) centers around full-day assignments. Students facing disciplinary action report directly to ISS for the entirety of the school day‚ removing them from regular classroom instruction.
This approach allows for focused supervision and the completion of assigned academic work‚ ensuring students don’t fall behind during their suspension.
The full-day format provides a dedicated time for reflection on the student’s behavior and potential strategies for improvement. Districts employing this model must ensure adequate staffing and resources to effectively manage and support students throughout the entire school day within the ISS environment.
Legal and Policy Considerations
Federal guidelines now prioritize student safety‚ challenging discipline practices. Virginia Beach’s school board recently debated DEI policies‚ voting 6-5 to maintain them.
Federal Government Stance on School Discipline
The Federal Government is adopting a firmer stance regarding student safety and well-being within educational environments. A key policy shift indicates intolerance for known risks to children’s safety stemming from school discipline applications. This represents a move towards prioritizing preventative measures and supportive interventions over punitive actions.
This evolving federal position suggests increased scrutiny of disciplinary practices‚ potentially influencing school policies nationwide. The emphasis is shifting towards creating safer‚ more inclusive learning environments for all students. This includes re-evaluating the effectiveness of traditional disciplinary methods‚ like suspension‚ and exploring alternative approaches that address the root causes of misbehavior. The goal is to foster a climate of support and accountability‚ ensuring every student has the opportunity to thrive academically and emotionally.
Impact of DEI Initiatives on Discipline Policies
Virginia Beach School Board’s recent deliberations highlight the complex intersection of Diversity‚ Equity‚ and Inclusion (DEI) initiatives and school discipline. Court challenges to President Trump’s executive order on DEI are prompting local boards to reassess their stances. The Virginia Beach board held multiple meetings to determine their position on DEI within the school division‚ ultimately voting 6-5 to maintain current practices.
This suggests a potential shift in discipline policies‚ aiming for more equitable outcomes for all students. DEI initiatives often encourage schools to examine disparities in disciplinary actions‚ addressing potential biases. The focus is on creating a more inclusive environment where all students feel supported and have equal opportunities‚ potentially reducing reliance on suspensions and fostering restorative justice practices.
Virginia Beach School Board and DEI
The Virginia Beach School Board has been actively engaged in discussions surrounding Diversity‚ Equity‚ and Inclusion (DEI) policies‚ holding at least three meetings to determine their official stance. These meetings were prompted by ongoing court challenges to President Trump’s executive order concerning DEI initiatives. The board’s deliberations centered on navigating the legal landscape while upholding their commitment to providing an inclusive educational environment for all students.
Ultimately‚ the board voted 6-5 in favor of maintaining existing DEI practices. This decision indicates a prioritization of fostering diversity and equity within the school division‚ potentially influencing disciplinary approaches and resource allocation. The board’s actions demonstrate a commitment to addressing systemic inequities and ensuring all students have access to a fair and supportive learning experience.
ISS Rules and Regulations
Student conduct policies detail prohibited behaviors leading to suspension‚ while expectations during ISS are clearly defined‚ with consequences for rule violations established.
Student Conduct and Discipline Policies
District policies comprehensively outline expected student behavior and the consequences for infractions‚ including the potential for in-school suspension (ISS). The Discipline Code specifically details prohibited actions within schools‚ providing a clear framework for disciplinary measures.
Effective school-wide positive behavior supports (Tier 1) are crucial in proactively reducing the need for ISS‚ focusing on prevention rather than solely punishment. Strategies detailed within the district policy document aim to foster a positive school climate and minimize disruptive behaviors.
These policies ensure consistent and fair application of discipline‚ addressing issues ranging from minor disruptions to more serious offenses. Schools are expected to provide students with academic work during any suspension‚ whether in-school or out-of-school‚ maintaining continuity of learning.
Behavioral Expectations During ISS
While serving an in-school suspension‚ students are expected to maintain respectful conduct and adhere to specific behavioral guidelines. This includes completing assigned academic work diligently and refraining from disruptive actions that would further violate school policies.
ISS is not simply a “free day”; it’s a structured environment intended to provide a consequence for misbehavior while still allowing students to access educational opportunities. Any violation of ISS rules can lead to escalated disciplinary action‚ potentially including out-of-school suspension.
Maintaining a quiet and focused atmosphere within the ISS room is paramount‚ ensuring minimal disruption to other students and staff. Successful completion of ISS relies on student accountability and a commitment to improved behavior.
Consequences for Violating ISS Rules
Violating the established rules during in-school suspension will result in increasingly severe consequences. Initial infractions may lead to an extension of the original ISS assignment‚ requiring students to spend additional time completing academic work within the designated ISS environment.
Repeated or more serious violations‚ such as disruptive behavior or defiance of ISS supervisors‚ can escalate to out-of-school suspension. This removes the student from the school environment entirely‚ impacting their access to instruction and extracurricular activities.
The school discipline code outlines specific prohibited behaviors and corresponding actions‚ including suspension. Consistent enforcement of these consequences aims to promote accountability and deter future misconduct.
Alternatives to In-School Suspension
Effective school-wide positive behavior supports (Tier 1) can diminish the necessity for ISS‚ utilizing strategies detailed within district policy documents.
Tier 1 Positive Behavior Interventions
Implementing proactive strategies is crucial. Tier 1 interventions represent school-wide systems supporting appropriate behavior for all students‚ aiming to prevent issues escalating to suspension. These encompass clearly defined expectations communicated consistently across all settings – classrooms‚ hallways‚ and buses.
Positive reinforcement systems‚ acknowledging and rewarding positive behaviors‚ are fundamental. Educators should focus on teaching expected behaviors directly‚ rather than solely reacting to misbehavior. This includes modeling appropriate conduct and providing opportunities for practice.
Consistent application of these interventions‚ coupled with data-driven decision-making‚ allows schools to identify and address emerging behavioral trends. Effective Tier 1 supports demonstrably reduce the reliance on punitive measures like in-school suspension‚ fostering a more positive and productive learning environment for every student.
Strategies for Reducing Suspension Rates
Proactive approaches are key to minimizing suspensions. Implementing effective school-wide positive behavior supports (SWPBS) is paramount‚ focusing on prevention rather than reaction. This involves establishing clear behavioral expectations and consistently reinforcing positive conduct throughout the school environment.
Early identification of students at risk of behavioral challenges is vital‚ allowing for targeted interventions. Providing professional development for staff on restorative practices and trauma-informed care equips educators with alternative approaches to discipline.
Analyzing suspension data to identify patterns and address root causes is essential. Maryland‚ for example‚ is seeing policy changes aimed at keeping students in the classroom‚ demonstrating a shift towards preventative strategies and reducing reliance on exclusionary discipline.
ISS Room Environment
Supervision and academic support are crucial within the ISS room. Students require oversight and continued learning opportunities during their assigned suspension period.
Supervision in ISS
Effective supervision is a cornerstone of a successful In-School Suspension (ISS) program. Maintaining a safe and structured environment requires dedicated staff presence throughout the duration of the ISS assignment. This isn’t merely about monitoring for behavioral compliance; it’s about providing a supportive‚ albeit corrective‚ presence for students.
Supervisors should be trained to de-escalate potential conflicts and offer guidance to students struggling with the consequences of their actions. The level of supervision may vary depending on the school’s resources and the specific needs of the students assigned to ISS‚ but consistent oversight is paramount.
Regular check-ins and clear expectations regarding behavior and academic work are essential components of effective ISS supervision‚ fostering a space for reflection and positive change.
Academic Support in ISS
Regardless of the reason for In-School Suspension (ISS)‚ maintaining a student’s academic progress is crucial. Schools are obligated to provide students with appropriate academic work during any suspension‚ whether in-school or out-of-school. This ensures minimal disruption to their education and prevents them from falling behind their peers.
Academic support within ISS can take various forms‚ ranging from assigned textbook work and worksheets to access to online learning platforms. Ideally‚ ISS should offer opportunities for students to receive assistance with their assignments‚ potentially from a designated teacher or paraprofessional.
The goal is not simply to occupy the student’s time‚ but to facilitate continued learning and demonstrate a commitment to their academic success‚ even during disciplinary measures.
Reporting and Documentation
Detailed record keeping of ISS assignments is essential‚ alongside prompt parental notification regarding any in-school suspension placements for students.
Record Keeping of ISS Assignments
Comprehensive documentation is paramount when implementing in-school suspension (ISS). Schools must maintain meticulous records detailing each ISS assignment‚ including the student’s name‚ date of the infraction‚ specific behavioral violation as outlined in the district’s discipline code‚ and the duration of the ISS placement.
These records should also note any academic work assigned and completed during ISS‚ as well as any behavioral interventions or supports provided. Accurate documentation serves multiple purposes: tracking patterns of behavior‚ informing individualized student support plans‚ and providing evidence for due process considerations.
Consistent record-keeping ensures accountability and transparency in the disciplinary process‚ facilitating data-driven decision-making to improve school climate and reduce future incidents. It also supports effective communication with parents and administrators.
Parental Notification of ISS
Prompt and clear communication with parents is crucial when a student receives an in-school suspension (ISS). Schools are responsible for notifying parents regarding the ISS assignment‚ detailing the reason for the disciplinary action and the expected duration of the placement.
This notification should reference the specific violation of the school’s discipline code and outline any required actions from the parent or student. Effective parental notification fosters collaboration between home and school‚ enabling a unified approach to addressing behavioral concerns.
Providing parents with information about available support services and resources can further enhance this partnership‚ promoting positive behavioral change and preventing future incidents. Transparency builds trust and ensures accountability.
Future Trends in School Discipline
Educators increasingly prioritize keeping students in the classroom‚ with Maryland seeing policy changes and Burrell School District enhancing ISS programs.
Focus on Keeping Students in the Classroom
A significant shift in school discipline prioritizes maintaining students’ presence within the learning environment‚ rather than resorting to suspensions. This evolving approach acknowledges the detrimental impact of removing students from instruction and seeks proactive strategies for fostering positive behavior. Effective school-wide positive behavior supports‚ implemented at a Tier 1 level‚ are crucial in reducing the necessity for in-school suspension (ISS) as a disciplinary measure.
Maryland‚ for instance‚ is experiencing changes in suspension policies‚ reflecting this broader trend; Thousands of students annually face suspension in Maryland classrooms‚ prompting a reevaluation of current practices. Simultaneously‚ districts like Burrell are actively enhancing their ISS programs‚ aiming to make them more supportive and rehabilitative‚ rather than purely punitive‚ further demonstrating a commitment to keeping students engaged in their education.
Maryland Suspension Statistics and Policy Changes
Each year‚ a substantial number of students in Maryland’s educational system experience school suspensions‚ highlighting a persistent challenge within the state’s discipline framework. This considerable figure has spurred a critical examination of existing policies and a growing impetus for reform. Recent developments indicate a move towards prioritizing preventative measures and alternative disciplinary approaches‚ aiming to reduce reliance on suspension as a primary response to student misbehavior.
These policy shifts reflect a broader national trend focused on keeping students engaged in learning. The goal is to minimize disruptions to academic progress and foster a more supportive school climate. Maryland’s evolving approach seeks to address the root causes of behavioral issues and provide targeted interventions‚ ultimately aiming to create safer and more effective learning environments for all students.
Burrell School District Enhancements to ISS
The Burrell School District is actively implementing enhancements to its existing In-School Suspension (ISS) program‚ demonstrating a commitment to refining disciplinary practices. These improvements involve adding another layer of support within both the high school and middle school settings. This proactive approach signifies a dedication to addressing student behavior in a constructive and restorative manner‚ rather than solely relying on punitive measures.
Details regarding the specific nature of this “added layer” remain concise‚ but the initiative suggests a focus on providing more individualized attention and targeted interventions for students assigned to ISS. The district’s efforts align with broader trends in school discipline‚ emphasizing preventative strategies and fostering a more positive school climate for all learners.