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Revised 6/2004 Wise
Forest Heights Middle School
In-School Suspension Program
Little Rock School District
5901 Evergreen
Little Rock, Arkansas 72205
(501) 447-2725
Coordinator:
Revised 6/2004 Wise
Forest Heights Middle School
In-School Suspension Program
Little Rock School District
5901 Evergreen
Little Rock, Arkansas 72205
(501) 447-2725
Coordinator:
MIDDLE SCHOOL MISSION
The purpose and functions of exemplary middle
schools center on the intellectual, social, emotional, moral, and physical developmental needs of young adolescents (Clark
& Clark, 1993; National Middle School Association, 1995). Within a few years, young adolescents undergo rapid physical
growth, changes in moral reasoning, the onset of abstract thinking, and introduction to a range of social pressures, including
sex, drugs, and violence. Simultaneously, the lifelong developmental tasks of forming a personal identity or self-concept,
acquiring social skills, gaining autonomy, and developing character and a set of values are begun (Irvin, 1995). Exemplary
middle level programs foster appropriate programs, policies, and practices that foster the development of these tasks in positive
ways.
National Middle School Association (1995) believes that developmentally responsive middle level
schools are characterized by:a shared vision
·
educators committed to young adolescents
·
a positive school climate
·
an adult advocate for every student
·
family and community partnerships
·
high expectations for all
Therefore,
they provide:
·
a curriculum that is challenging, integrative, and exploratory
·
varied teaching/learning approaches
·
assessment and evaluation that promote learning
·
flexible organizational structures
·
programs and policies that foster health, safety, and wellness
·
comprehensive guidance and support services
PROGRAM DESCRIPTION
Middle
schools are designed to help young adolescents in several ways. The schools continue the learning that students began in elementary
school. They support students as they mature physically and face the emotional problems that accompany puberty. They also
help students understand how their current educational and personal choices will affect their future life roles, in particular
their choices for a career, because middle schools provide youth with the skills, self-esteem, and attitudes they need for
a rewarding work life.
The
early adolescents (ages 10-14) in middle school are undergoing rapid physical growth and experiencing many new emotions. They
are moving from concrete to abstract thinking as they progress in their studies. They are acquiring a self-concept and social
skills. They are developing lasting attitudes about learning, work, and other adult values. Finally, they are learning to
take responsibility for their education.
The
intent of the ISSP program is to keep students in school. Students are assigned
to In-School Suspension (ISSP) for violations of and in accordance to the Little Rock School District Student Handbook. The nature and number of violations of school rules will be a consideration in decisions
of whether students are to be placed into the program. Students may be assigned up to 15
days of ISSP a semester and only twice for the same offense.
No
student will be referred who could be a threat to himself/herself or to other participants.
An
ISSP Committee will be appointed and oversee any changes in the program. The
committee will be composed of administrators, teachers, in-school coordinator, a non-teaching staff members, and parents.
Current Members are:
Alvin Mays,
Teacher
Steven Wise,
Asst. Principal
Marian Thomason,
Teacher
Mr. McKenzie,
In-School Teacher
Linda Todd,
Teacher
Ken Sutton,
Librarian
, Parent
CONDITIONS
An administrator may initiate the in-school
suspension any time per the guidelines of the District’s Student Handbook. If a student fails the terms of the
in-school suspension assignment, the remainder of the suspension will be served with an out-of-school suspension. They must
complete their in-school suspension term before returning to school. All rules are outlined in the Student Handbook
and the in-school suspension rules will be enforced.
The academic component is the main part of the program and is designed to keep students current in their academic progress. A certified
instructor will be responsible for tutoring students in subjects consistent with their middle school program.
Counseling is provided Monday
through Friday, as needed by qualified personnel. This component may consist of lectures, videotape, group discussions,
simulation, role playing and other similar activities. Example: http://www.goodcharacter.com/MStopics.html
ISSP is Punishment!
STUDENTS IN
ISSP MAY NOT ATTEND EXTRACIRRICULAR ACTIVITIES AS A PARTICIPANT NOR AS AN OBSERVER.
RESPONSIBLITIES
TEACHERS
Teachers
are responsible for getting assignments to ISSP in a timely manner.
Teachers
do not assign students to ISSP.
Teachers
may request student attend his/her class for special reasons, i.e. taking a test or participating in an experiment.
Teachers
must give academic credit for work completed in ISSP.
ADMINISTRATOR
Students
are assigned through his/her grade level administrator.
The
administrator is responsible for any changes/modifications in the ISSP sanction, i.e. adding or reducing days.
Administrators
will provide the coordinator a daily list of students assigned to ISSP.
ISSP COORDINATOR
The coordinator is responsible for maintaining
an assignment bank for students who finish early.
The coordinator is responsible for developing
a feed back form to the classroom teacher on each student and placing his/her work in the team designee’s mailbox.
The coordinator is responsible for establishing
a sign in sheet, seating chart, and displaying a schedule of activities and bathroom breaks.
The coordinator is responsible for developing
a substitute packet as well as backup student supplies.
Once the teacher submits the ISSP assignment,
it becomes the coordinator’s responsibility to keep up with it.
The coordinator will report by phone/radio
each day by 9:00 AM to the appropriate administrator informing each of any missing or absent students.
The coordinator will Email all FHMS staff
each day by the end of first period the names of the students present in ISSP.
The coordinator will keep record of all students
attendance in ISSP.
The coordinator will send students with a
form stating that ISSP is complete by 9:00 A.M. daily, so an administrator can make changes in bulletin and issue a re-admittance
slip.
The coordinator is responsible for ensuring
that special education students attend at least one resource class a day.
The coordinator is responsible for informing
administrators of teachers who chronically do not submit work to ISSP.
The coordinator may schedule a maximum of
one time a day for the ISSP to walk the track, depending upon behavior.
TOTAL NUMBER OF ISSP SEATS: 25
SCHEDULE
The ISSP Program will operate within the
regular times of the school day. All core subjects will be covered in ISSP daily. Daily schedule will be submitted to the building level administrator. Breaks will be planned.
Lunch is scheduled in the cafeteria fifteen
minutes prior to the regular lunch program. ISSP students will be escorted and
supervised at all times.
(Place schedule here)
REQUIREMENTS
IN-SCHOOL SUSPENSION RULES
Occasionally,
it becomes necessary to suspend a student from school for disciplinary reasons.
|
1. |
No sleeping. |
|
2. |
No gum chewing. |
|
3. |
No eating except during lunch. |
|
4. |
No talking except during lunch and when being helped with assignments. |
|
5. |
Assignments must be completed in I.S.S. |
|
6. |
Do not write on the desks or walls. |
|
7. |
No profanity. |
|
8. |
Place trash in trash cans and keep room clean. |
|
9. |
If your teacher has not provided you work to do, you are to take a reminder work request form and fill in your teacher's
name, the period that you have the class, your name and the date (or dates) that you are in I.S.S. |
|
10. |
Hand back your completed work with the work request form attached and it will be returned to your teacher. |
|
11. |
Failure to comply with these rules may result in out-of-school suspension. |
CONCLUSION
Successful ISSP is required for re-admittance to the regular class.
EVALUATION
The program will be evaluated annually by the building level administrator.
REFERENCES
1. Chobot and Garibaldi. In-School Alternatives
To Suspension: A Description of Ten School District Programs. The Urban Review; v14 n4 p317-336, April 1982.
2. Guindon, Jerry. Developing An In-School
Suspension Program In An Elementary School As An Alternative To Home-bound Suspension. Nova University; 1992. 62 pages.
ED 349 679.
3. Gushee, Matt. Student Discipline Policies. Washington, D.C.: Office of Educational
Research and Improvement, U.S. Department of Education, 1984. 3 pages. ED 259 455.
4. Maurer, A. 1001 Alternatives to Corporal
Punishment. Berkeley, CA.: Generation Books, 1984. (Secondary Source: see Radin).
5. Radin, Norma. Alternatives To Suspension
and Corporal Punishment. Urban Education; v22 n4 p476-495, January 1988.
6. Sheets, John. Designing An Effective
In-School Suspension Program To Change Student Behavior. NASSP Bulletin; p86-90, April 1996.
7. Stessman, C.W. In-School Suspension.
National Association of Social Workers Spare The Rod?! Silver Springs, MD:NASW; p152-155, 1986. (Secondary Source: see Radin).
8. Sullivan, Judy. Elements Of A Successful
In-School Suspension Program. NASSP Bulletin; p32-39, April 1989.
MIDDLE SCHOOL MISSION
The purpose and functions
of exemplary middle schools center on the intellectual, social, emotional, moral, and physical developmental needs of young
adolescents (Clark & Clark, 1993; National Middle School Association, 1995). Within a few years, young adolescents undergo
rapid physical growth, changes in moral reasoning, the onset of abstract thinking, and introduction to a range of social pressures,
including sex, drugs, and violence. Simultaneously, the lifelong developmental tasks of forming a personal identity or self-concept,
acquiring social skills, gaining autonomy, and developing character and a set of values are begun (Irvin, 1995). Exemplary
middle level programs foster appropriate programs, policies, and practices that foster the development of these tasks in positive
ways.
National Middle School Association (1995) believes that developmentally responsive
middle level schools are characterized by:a shared vision
·
educators committed to young adolescents
·
a positive school climate
·
an adult advocate for every student
·
family and community partnerships
·
high expectations for all
Therefore, they provide:
·
a curriculum that is challenging, integrative, and exploratory
·
varied teaching/learning approaches
·
assessment and evaluation that promote learning
·
flexible organizational structures
·
programs and policies that foster health, safety, and wellness
·
comprehensive guidance and support services
PROGRAM
DESCRIPTION
Middle schools are designed to help young adolescents in several ways. The schools continue the learning that
students began in elementary school. They support students as they mature physically and face the emotional problems that
accompany puberty. They also help students understand how their current educational and personal choices will affect their
future life roles, in particular their choices for a career, because middle schools provide youth with the skills, self-esteem,
and attitudes they need for a rewarding work life.
The early adolescents (ages 10-14) in middle school are undergoing rapid physical growth and experiencing many
new emotions. They are moving from concrete to abstract thinking as they progress in their studies. They are acquiring a self-concept
and social skills. They are developing lasting attitudes about learning, work, and other adult values. Finally, they are learning
to take responsibility for their education.
The intent of the ISSP program is to keep students in school. Students
are assigned to In-School Suspension (ISSP) for violations of and in accordance to the Little Rock School District Student
Handbook. The nature and number of violations of school rules will be a consideration
in decisions of whether students are to be placed into the program. Students may be assigned up to 15 days of ISSP a semester and only twice for the same offense.
No student will be referred who could be a threat to himself/herself or to other participants.
An ISSP Committee will be appointed and oversee any changes in the program.
The committee will be composed of administrators, teachers, in-school coordinator, a non-teaching staff members, and
parents.
Current Members are:
Alvin Mays,
Teacher
Steven Wise,
Asst. Principal
Marian Thomason,
Teacher
Mr. McKenzie,
In-School Teacher
Linda Todd,
Teacher
Ken Sutton,
Librarian
, Parent
CONDITIONS
An administrator may initiate
the in-school suspension any time per the guidelines of the District’s Student Handbook. If a student fails the
terms of the in-school suspension assignment, the remainder of the suspension will be served with an out-of-school suspension.
They must complete their in-school suspension term before returning to school. All rules are outlined in the Student
Handbook and the in-school suspension rules will be enforced.
The academic component is the main part of the program and is designed to keep students current in their academic
progress. A certified instructor will be responsible for tutoring students in subjects consistent with their middle
school program.
Counseling is provided Monday through Friday, as needed by qualified personnel. This component may consist of lectures,
videotape, group discussions, simulation, role playing and other similar activities. Example: http://www.goodcharacter.com/MStopics.html
ISSP
is Punishment!
STUDENTS
IN ISSP MAY NOT ATTEND EXTRACIRRICULAR ACTIVITIES AS A PARTICIPANT NOR AS AN OBSERVER.
RESPONSIBLITIES
TEACHERS
Teachers are responsible for getting assignments to ISSP in a timely manner.
Teachers do not assign students to ISSP.
Teachers may request student attend his/her class for special reasons, i.e. taking a test or participating in
an experiment.
Teachers must give academic credit for work completed in ISSP.
ADMINISTRATOR
Students are assigned through his/her grade level administrator.
The administrator is responsible for any changes/modifications in the ISSP sanction, i.e. adding or reducing
days.
Administrators will provide the coordinator a daily list of students assigned to ISSP.
ISSP COORDINATOR
The coordinator is responsible
for maintaining an assignment bank for students who finish early.
The coordinator is responsible
for developing a feed back form to the classroom teacher on each student and placing his/her work in the team designee’s
mailbox.
The coordinator is responsible
for establishing a sign in sheet, seating chart, and displaying a schedule of activities and bathroom breaks.
The coordinator is responsible
for developing a substitute packet as well as backup student supplies.
Once the teacher submits
the ISSP assignment, it becomes the coordinator’s responsibility to keep up with it.
The coordinator will report
by phone/radio each day by 9:00 AM to the appropriate administrator informing each of any missing or absent students.
The coordinator will Email
all FHMS staff each day by the end of first period the names of the students present in ISSP.
The coordinator will keep
record of all students attendance in ISSP.
The coordinator will send
students with a form stating that ISSP is complete by 9:00 A.M. daily, so an administrator can make changes in bulletin and
issue a re-admittance slip.
The coordinator is responsible
for ensuring that special education students attend at least one resource class a day.
The coordinator is responsible
for informing administrators of teachers who chronically do not submit work to ISSP.
The coordinator may schedule
a maximum of one time a day for the ISSP to walk the track, depending upon behavior.
TOTAL NUMBER OF ISSP SEATS:
25
SCHEDULE
The ISSP Program will operate
within the regular times of the school day. All core subjects will be covered
in ISSP daily. Daily schedule will be submitted to the building level administrator. Breaks will be planned.
Lunch is scheduled in the
cafeteria fifteen minutes prior to the regular lunch program. ISSP students will
be escorted and supervised at all times.
(Place schedule here)
REQUIREMENTS
IN-SCHOOL SUSPENSION RULES
Occasionally,
it becomes necessary to suspend a student from school for disciplinary reasons.
|
1. |
No sleeping. |
|
2. |
No gum chewing. |
|
3. |
No eating except during lunch. |
|
4. |
No talking except during lunch and when being helped with assignments. |
|
5. |
Assignments must be completed in I.S.S. |
|
6. |
Do not write on the desks or walls. |
|
7. |
No profanity. |
|
8. |
Place trash in trash cans and keep room clean. |
|
9. |
If your teacher has not provided you work to do, you are to take a reminder work request form and fill in your teacher's
name, the period that you have the class, your name and the date (or dates) that you are in I.S.S. |
|
10. |
Hand back your completed work with the work request form attached and it will be returned to your teacher. |
|
11. |
Failure to comply with these rules may result in out-of-school suspension. |
CONCLUSION
Successful ISSP is required for re-admittance to the regular class.
EVALUATION
The program will be evaluated annually by the building level administrator.
REFERENCES
1. Chobot and Garibaldi.
In-School Alternatives To Suspension: A Description of Ten School District Programs. The Urban Review; v14 n4 p317-336,
April 1982.
2. Guindon, Jerry. Developing
An In-School Suspension Program In An Elementary School As An Alternative To Home-bound Suspension. Nova University; 1992.
62 pages. ED 349 679.
3. Gushee, Matt. Student Discipline Policies. Washington, D.C.: Office of Educational
Research and Improvement, U.S. Department of Education, 1984. 3 pages. ED 259 455.
4. Maurer, A. 1001 Alternatives
to Corporal Punishment. Berkeley, CA.: Generation Books, 1984. (Secondary Source: see Radin).
5. Radin, Norma. Alternatives
To Suspension and Corporal Punishment. Urban Education; v22 n4 p476-495, January 1988.
6. Sheets, John. Designing
An Effective In-School Suspension Program To Change Student Behavior. NASSP Bulletin; p86-90, April 1996.
7. Stessman, C.W. In-School
Suspension. National Association of Social Workers Spare The Rod?! Silver Springs, MD:NASW; p152-155, 1986. (Secondary
Source: see Radin).
8. Sullivan, Judy. Elements
Of A Successful In-School Suspension Program. NASSP Bulletin; p32-39, April 1989.
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