{'fraction_non_alphanumeric': 0.023758099352051837, 'fraction_numerical': 0.009359251259899209, 'mean_word_length': 4.864978902953586, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Designing an Effective In-School Suspension Program

Educators since the days of the one-room schoolhouse have been perplexed by what to do with students who disrupt a classroom and won't follow school rules. During the one-room schoolhouse days, teachers placed the disruptive student in a corner with a pointed cap on his or her head for a time. In some ways 100 years has not improved the in-school disciplining of students, but it has made us more aware of the effects of our actions. In-school suspension as a method of discipline has become widely used in schools today. In this article we will identify four popular models of inschool suspension and discuss research on modifying the behaviors of in-school suspension (ISS) students. By identifying and analyzing successful ones we can develop more insightful and effective programs. In-school suspension is "a program to which a student is assigned because of disruptive behavior for a specific amount of time" (Sheets 1996, 87). Many states have defined disruptive behavior as "behavior that interferes with the student's own learning and/or the educational process of others, and requires attention and assistance beyond that which traditional programs can provide or results in frequent conflicts of a disruptive nature while the student is under the jurisdiction of the school, either in or out of the classroom" (Sheets 1996).