Three Articles on In School Suspension Programs

Keys To An Effective In School Suspension Program

Programs and Strategies for Positive Behavior: Early Intervention Programs and Strategies: In-School Suspension

The Keys to an Effective In-School Suspension Program

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Responsible Thinking Process - A Program

Responsible Thinking Process

RTP offers a school discipline program that is radically different from other classroom management programs, classroom discipline programs, or school behavior management programs.

Imagine a student discipline program that actually teaches students to take responsibility for their own behavior without in anyway trying to control them or do something to them to make them change the way they behave. And imagine a discipline program where there are no rewards, no special treats, and no punishment. Yes, no punishment. No predetermined time for suspension or detention. And where students decide the amount of time they are away from class or, in the case of serious acts of misconduct, away from school. And, surprisingly, with few exceptions, the students believe the program to be fair.

HowToStudy.com

HowToStudy.com offers excellent advice in a one or two page format on the following topics: preparing to study, taking notes in class, learning styles, a strategy for reading textbooks, a strategy for reading novels, good listening in class, solving math word problems, using reference sources, spelling long words, essay tests, test anxiety, using abbreviations, study groups, a strategy for taking tests, reading comprehension, remembering information, building vocabulary, writing a research paper, making an oral presentation, managing time, word identification strategy, writing techniques, flexible reading, common prefixes, multiple-choice tests, similes, and procrastination.

Behavior Interventions

Go To Behavior Interventions for a three-tiered model of behavioral support that offers alternatives to suspension/behavior interventions. Click on Universal (school-wide), Targeted (small groups or students at-risk for chronic behavior issues, and Intensive (chronic behavioral issues/wraparound). The web sites in each of the three areas present a comprehensive list of resources.

You Can Handle Misbehaviors

You Can Handle Misbehaviors

In this thorough guide learn how to handle over 117 misbehaviors at school and at home. You Can Handle Them All labels behaviors, not children, with convenient terms such as the Apple Polisher, the Gossip, the Spoiled Darling, the Con Artist and others. Each behavior is described with specific attitudes and actions of this student at school and/or at school; how the behavior affects teachers, classmates, and parents in the school learning environment and at home; appropriate action to identify causes of the misbehavior, pinpoint student needs he/she reveals, employ specific methods, procedures, and techniques at school and at home to get student to modify or change his/her behavior; identify mistakes or misjudgments and errors in managing the student which may perpetuate or intensify the problem.

Effective Use of Time-Out

Effective Use of Time-Out

The Kentucky Department of Education addresses concerns over the proper use of time-out for students Effective Use of Time-Out (2000). Time-out denies student access to teacher and peer attention and joining ongoing activities because of undesirable behavior. The purpose is to reduce future occurrences of such behavior and may be implemented on three levels: contingent observation where the student remains in a group but does not participate or receive reinforcement; exclusionary where the student is denied reinforcement by being removed from an ongoing activity; and seclusionary where the student is removed from the instructional setting as a means to deny access to reinforcement. The report continues with comprehensive guidelines and check lists for effective use of time-out such as: obtain parent/guardian permission to use time-out; only use time-out as one part of an array of behavior interventions; do not engage in power struggles with students; avoid excessive use of time-out; never lock a student in a closed setting and maintain a view of the student at all times; maintain thorough written records; assess when time-out is not working.