Alternatives to Suspension and Expulsion

• Youth who are suspended or expelled are at a greater risk for academic failure, drop-out, and incarceration (Sundius & Farneth, 2008). • The use of suspensions and expulsions may propel some who Defining , already display antisocial behavior to delinquency by placing them in Suspension, and Expulsion situations where there is little or no parental supervision and in increased likelihood of socializing with other peers with similar behaviors Zero tolerance was originally (NASP, 2008). defined as consistently enforced suspension and expulsion poli- • with higher rates of suspension tend to demonstrate lower academic cies in response to weapons, quality, pay little attention to school climate, and receive poor ratings on drugs, and violence in the school school governance measures (Skiba & Sprague, 2008). setting. Over time, however, the • Exclusionary discipline measures are inequitably used. Students who are concept of zero tolerance has male, who are African-American, or who have disabilities are suspended at grown to refer to policies that a much higher rate than are other students (Sundius & Farneth, 2008). require typically harsh predeter- mined consequences, such as Despite their wide-spread use, disciplinary exclusions are largely ineffective suspension and expulsion, for a in reducing problem behaviors. Research shows that the rate of students wide variety of rule violations who have been suspended on multiple occasions ranges between 35 and including tardiness and truancy, 42 percent of all students. This suggests that suspensions do not serve as a disruptive behavior, noncompli- deterrent for misbehavior. In fact, suspensions may reinforce the use of prob- ance, and insubordination (NASP, lem behaviors for students who wish to escape or avoid school (Sundius & Farneth, 2008). Many school administrators use exclusionary disciplinary 2008; Skiba & Sprague, 2008). measures not because they wish to remove students from the opportunities Suspension “refers to the to learn, but because they need to do something and they don’t know what relatively short-term removal else to do (Skiba & Sprague, 2008). of students from school for a Implementing Alternative Consequence Strategies disciplinary infraction” (Skiba & Sprague, 2008). Many schools use alternatives to suspension and expulsion that include administrative detentions and Saturday school. According to Peterson (2006), Expulsion “…refers to the pro- administrative teams – especially those that involve a larger school-wide team cedural removal of a , – can identify creative alternatives for exclusionary discipline procedures. for a longer period of time, typi- When these alternatives are based on the culture of the school, it is more likely cally involving a decision by the that they will have support of the teachers, staff, students, and parents. All the superintendent and the school alternatives should be within the framework of moving away from punishment board” (Skiba & Sprague, 2008). and meeting students’ behavioral needs. The use of one alternative alone will not be helpful; however, there is value when a variety are implemented based on students’ needs (Peterson, 2006).

The following examples, based on the work of Reece Peterson, offer alterna- tives a school might choose to incorporate. This is not an all-inclusive list. Schools may generate a larger list from which to select alternatives. However, all of the options should emphasize supporting and meeting students’ behaviors DEPARTMENT OF and needs. Implementing a variety of strategies is the most effective way to pro- vide the best outcomes (Peterson, 2006). Ten Examples of Alternative Disciplinary teachers, students, and parents; behavior charts; and Consequences (Peterson, 2006) student feedback sessions about behavior. These strategies result in positive feedback from teachers • Mini Courses. Schools develop short, stand-alone and parents when appropriate behavior occurs. These units or modules on topics related to various types strategies also result in opportunities to reinforce of inappropriate behavior. Module activities may appropriate behavior. Eventually students use self- include readings, videos, workbook tasks, tests, monitoring techniques to maintain the learning. and oral reports. The modules are designed to teach awareness, knowledge, or skills about targeted areas • Restitution. Students are assigned to provide in order to promote students’ behavioral change. work that would repair or restore environments they Topics may include: inappropriate language, sexual have damaged. This includes cleaning up graffiti or , alcohol/drug use, conflict resolution, repairing acts of . This also includes an and social skill development. Once created, students option of having students select (or be assigned) are assigned to complete the appropriate modules other related projects to clean or make attractive in based on their offense. the school environment.

• Parent Involvement/Supervision. Parents are • Behavior Contracting/Problem Solving. Develop invited to help school administrators identify a negotiated behavior with students. ways they can provide closer supervision of their Behavior include specifics about what children while in school or be more involved with students will do, what the adults will do, and the their children’s schooling. One example might planned consequences. Contracts include reinforc- be to suspend the student’s parents into school. ing consequences for completion of the contract, Parents would willingly sit with their child while and consequences for continuing problem behavior. their child is in school. While this example may These are created individually for specific students, not always be possible for parents, it could be a and consequences are negotiated and agreed to by valuable option. Better communication and both parties (student and adult). frequent contacts between parents, teachers, and administrators, as well as coordinated behavior • Alternative Programming. For some students, change approaches, can be very useful and could especially at the secondary level, it is possible to be formalized into a disciplinary procedure. identify changes in students’ , classes, or programs that avoid problem environments • Counseling. For certain offenses students are or situations, but still permit continued access assigned to counseling sessions with appropriately to curriculum and school. This includes indepen- trained professionals (e.g., social workers, counselors, dent study, work experience, alternative location, school psychologists). These professionals can engage alternate times, or other creative programming in problem-solving activities with the student, iden- alternatives. Such changes should be specific to tify areas of needed skill development, and provide individual students’ needs and permit credit accrual a chance for students to work through identified and progress toward graduation. Appropriate pro- problems, including personal issues that interfere cedures must be followed regarding change of with learning. placement for students who have an Individualized Education Program (IEP). • Community Service. Students are assigned com- munity service tasks, with appropriate supervision • Appropriate In-school Suspension. When students outside of school hours, in programs or agencies. are required to go to an alternative in-school environ- Tasks include helping at other schools, clean-up ment, it is important to continue academic and other crews, or working in community agencies. These instruction in the alternative environment. It is also kinds of activities strengthen students’ ties with important to have a focus on solving the problem the community and develop positive relationships that resulted in students being sent to this environ- with other adults. ment. The alternative setting must be carefully managed to avoid permitting students to “escape” or • Behavior monitoring. A variety of strategies are avoid class. Clearly-defined procedures for returning implemented to closely monitor behavior. These to class are contingent on students’ progress or techniques include behavior check sheets for behavior. Sending teachers and students may need

2 to make changes to address the problem that provide school staff with language to communicate resulted in the change of environment. Sending these values to students and encourage teachers to teachers need to address the issues that resulted find and provide support for expressions of these in the action, as removal of students may be values in their day-to-day work with students. reinforcing to the sending teachers. • Provide conflict de-escalation . Train • Coordinated Behavior Plans. Some students all staff, especially teachers, in how to de-escalate need the creation of a structured, coordinated conflict and avoid power struggles. This will help by behavior support plan specific to the student and keeping minor conflicts from getting to the point of based on the function of the targeted behavior. The being discipline problems. support plan focuses on increasing desirable behav- ior, replacing inappropriate behaviors, reinforcing • Mediation programs. Teach students and staff the appropriate behavior, and withholding reinforce- about nonviolent conflict resolution strategies, ment of the targeted behavior. Data is used to and permit students and staff to use and experience determine if progress is being made and if further these in school related to significant school issues. assessment or other intervention strategies need to Peer mediation may be one example, but could be be included. expanded to include mediation of teacher-student conflicts. Reducing the Need for Suspension and Expulsion • Increase opportunities for positive reinforcement for appropriate student behavior. Increase the In addition to alternative consequences, there are other amount of positive reinforcement that occurs in preventative practices that will make it more likely that the building for any type of appropriate behavior by alternative consequence measures are effective. These students. Make sure that all teachers work hard to supports for behavior may also play a role in prevent- identify, acknowledge, and strongly reinforce good ing inappropriate behavior from occurring before it behavior. Some schools have implemented positive becomes a discipline issue. Many, if not all, of the fol- office referral systems for good behavior, as well as lowing supports should be in place to make a more special recognition/awards for behavior, that are sophisticated discipline code effective: parallel to their academic recognition activities.

• Gather data on behavior, which permits analysis • Build communication and involvement with all and action. Develop a school data system, which parents. Expand and improve communication with permits administrators or a building team to exam- parents, particularly parents of students who are ine and use data about student behavior. Include “at-risk.” Explore multiple options and opportunities office referral data; surveys of parents, staff and -stu to build relationships with parents and involve them dents; grade and academic achievement assessment with school in multiple ways. data; and, other indicators of student involvement in school (e.g., attendance, tardiness, drop-out rate, • Provide opportunities for building adult/student rate of participation in school activities). Use this relationships. Encourage staff to engage in conver- data to make and evaluate changes in policies and sations with students, to get to know them as practices. individuals, and to share their own stories and beliefs. • Create a caring and welcoming school environ- ment. Create a tone of belonging and valuing • Intervene when signs of behavioral issues first individuals. Make everyone feel welcome become apparent. Proactively watch for warning at school. The environment should be clean, signs that students are in trouble, and then take engaging, and supportive of educational goals. action to explore and address the problems before they get to the point of being discipline problems. • Create an explicit set of school values. Establish Devise ways to screen students for problems (e.g., a set of school values or character traits that support declining grades, poor attendance) and then take positive behavior and are understood and used by action. all staff in their work with students. It is important to

3 • School-wide discipline and behavior system. should be identified, school-wide rules in place, and Make sure that a common terminology and consis- both positive and negative consequences understood tent approach to behavior is in place across all staff. and communicated. Responsibilities related to behavior for all staff

By implementing prevention efforts and developing alternative consequences for suspension and expulsion, schools can reduce the number of students missing valuable academic instructional time, minimize the reach of the negative effects of suspension and expulsion, and meet the behavioral needs of the students they serve.

Preventing Suspension and Expulsion through what “Respect” looks like and/or sounds like in the School-Wide Positive Behavior Support hallways, cafeteria, classroom, etc. In addition, pre- vention includes a consistent system for frequently The need for effective consequences that reduce or acknowledging and rewarding those who meet those eliminate problem behaviors is only part of struggle school-wide expectations. facing schools today. Research shows that schools have significant effects on school climate and student learn- Establishing a consistent, multi-tiered continuum of ing when they implement systemic changes to the consequences and supports for students who demon- approach to discipline and behavioral interventions. strate problem behaviors is another critical element of According to the National Association of School SWPBS. Beyond developing predictable and business- Psychologists (2008), schools that implement effective like consequences for problem behaviors, schools strategies report reductions in office discipline referrals implementing SWPBS develop supports for students by 20 to 60 percent. Such efforts lead to increased such as small group social skills instruction, the academic engaged time and improved academic Check-In/Check-Out Program, and the Check-And- performance for all students. One such approach is Connect Program, to name a few. These programs are commonly known as School-Wide Positive Behavior developed to provide increased levels of support for Support (SWPBS). The philosophy of SWPBS is that meeting school expectations for students who do not when members of the school staff actively teach, respond to the prevention efforts. expect, and acknowledge appropriate behavior, the proportion of students who display serious problem Finally, data based decision making is interwoven behaviors decreases and the school’s overall climate throughout SWPBS. Schools collect, summarize, and improves (Skiba & Sprague, 2008). report data on a regular basis in order to design the most effective preventative and reactive supports The three main components of SWPBS are prevention, (Skiba & Sprague, 2008). multitiered support, and data based decision making. Effective prevention includes defining and teaching a For more information on School-Wide Positive Behavior set of school-wide behavioral expectations. For example, Support Systems in Pennsylvania, visit either the if the expectation for the school is “Respect,” then Pennsylvania Positive Behavior Support Network at it must be defined and taught so that everyone knows www.PAPBS.org or the PaTTAN website a www.pattan.net.

References National Association of School Psychologists (NASP). (2008). Zero tolerance and alternative strategies: A fact sheet for educators and policymakers. Retrieved from http://www.nasponline.org/resources/factsheets/zt_fs.aspx Peterson, R.L. (2006). What every administrator needs to know about alternatives to suspension and expulsion. [PDF document]. Retrieved from http://www.mslbd.org/Admin_Conference/Peterson%2010-6-06.pdf Skiba, R. & Sprague, R. (2008). Safety without suspensions. Educational Leadership 66 (1), 38-43.

Sundius, J. & Farneth, M. (2008). Putting kids out of school: What’s causing high suspension rates and why they are dangerous to students, schools, and communities. [PDF document]. Retrieved from http://www.acy.org/upimages/ OSI_Suspensions.pdf 5/11