Randallstown High School Alternative Learning Center Looking at Suspension in a Different Way

Why Alternatives to Suspension? The unappealing idea of students serving out-of- school suspensions roaming their communities during the day, possibly getting into more trouble. IDEA Law states that special education students have only 10 days for suspension for a school year. Intensive interventions for the students at the top 2%-4% of the pyramid.

Why Not Suspend Students Out-of-School? Schools pass up the 'teachable moment' when they can: connect with students build relationships communicate that students belong in school

The Alternative In-School Suspension (but not as we normally think about it): A structured program that addresses multiple issues assisting students in getting back to class faster and staying there. Students are still in school, with all the potential for engagement. Not merely a holding tank.

What Does the Research Say? Characteristics of an ineffective program include : assignments don’t come with the students little or no time is spent on correcting the behavior lack of follow-up tends to allow a student to fall back into old patterns

What makes an Effective Program? Have components to address students' academic and social needs. One part of a school-wide strategy for creating and sustaining a positive, nurturing school climate. (P.B.I.S.) Based on a thoughtful set of approaches to resolving conflict and solving problems. (Interventions)

What makes an Effective Program? Effective programs also: hold students accountable for school assignments involves an aspect of rehabilitation or behavioral assessment “Such programs have been shown to reduce students’ rule infringements and maintain the integrity of their education by ensuring that they don’t evade schoolwork.”

Designing a Program Will not resolve a truancy or homework completion problem. A term limit; students should not be suspended indefinitely. Problem-solving and/or mediation sessions among teachers and students, which result in written contracts that spell out future expectations. Ensuring students come to the program with academic assignments to complete. Professionals to staff the program: Teacher (1) assess students for unidentified learning difficulties (2) assist in assignment completion Counselor, (1) explore root causes of problems (2) refer students to community services (3) engage with parents.

What We did at Randallstown Alternative Learning Center Program: Part of the comprehensive school improvement plan Offering a chance to overcome a potentially negative learning situation with a positive one Student "voluntarily" agrees to attend the in- school suspension class in preference to receiving an out-of-school suspension In-school suspension assignments are given for 1,2 or 3 days each

Benefits to the Students Attendance Benefits: Student is not marked "absent" from school Academic Benefits: Allows the student the opportunity to continue to receive full credit for all class work Students are also allowed to participate in extra-curricular activities

Program Design Students who attend the A.L.C. suspension class receive a detailed orientation; explaining the rules that they must follow throughout the entire period. Students have the opportunity to discuss the specifics of the violation(s) that led to their suspension. Students formulate possible alternative behaviors or solutions for future situations.

What happens in ALC Center? Once a student is assigned: Individual academic teachers are notified Teachers assemble and send the appropriate assignments, books, and/or materials Students are required to stay on-task Tardiness is not permitted 1 st time students receive a detailed individual student orientation that clearly communicates the expectations for success Repeating students receive a review of the original orientation requirements.

What makes the Program unique? The Nuisances at Randallstown: To insure that a disciplined learning environment exists a "rubric for success“ was developed. Student receives behavioral counseling that addresses their misbehavior and develops a plan for remediation. Students can be Assigned for: Periods Several Periods 1,2 or 3 Days

What was the Target Population? Special Education Students: 60% of referrals from Freshmen 5-8 students became frequent flyers for suspension These students were reaching their 10 day limits quickly, without interventions Something had to be done before this happened

What was the Effect? 25% of the chronic cases ended up going before the Board. 75% saw a behavior change that led to success in the classroom. 60% of special education students assigned 1 day or less saw immediate success. 40% of special education students saw success before out-of-school suspension resulted.

Was it a Success? Was in effect for a limited amount of time (1 semester). Needs to be assessed once in effect for a full year. When we can even show a minimal success rate with these chronic cases that is true success. (Bringing the top tier to the middle tier).