Degree Name

Education Specialist (EdS)

Semester of Degree Completion

1980

Thesis Director

Gerhard C. Matzner

Abstract

The purpose of this field experience was to develop what the writer felt would be the major areas or components of a workable program concerned with in-school alternatives to suspension. Upon completion of the development of the eleven components of the alternative program to suspension, the writer chose to entitle the program, The Positive Approach, In-School Alternatives to Suspension.

Due to the large number of out-of-school suspensions in school systems each year, and the widespread disillusion with out-of-school suspension as a disciplinary procedure, school administrators are beginning to develop in-school alternative programs to suspension.

The instituting of an in-school alternative program must begin with determining if the current disciplinary procedures or programs being used are succeeding or failing.

The primary purposes of the alternative program must begin by helping the student, and identifying the root problems of the student's misbehavior.

Referrals should be well documented, the student should be given due process rights, and the length of time in the alternative program should last no more than three days without a review. The alternative program room should be away from the regular flow of student traffic, provide seating, and supply appropriate as well as ample amounts of study materials. The staff in the alternative program should be carefully selected, willing to work with the type of student that would be in the program, and capable of relating to the problem type student regardless of class or culture. A program of this nature must be well understood by all individuals involved, such as, administrators, regular classroom teachers, parents, and support personnel. This type of program should include high quality academic instruction, individual, group or peer counseling that has in mind to involve the student in confronting, and solving the root problem which caused the initial misbehavior. There must be access to all support services, both in the school system, and the community. To provide a follow-up on students having been in the program is a must. Last of all, the program must be carefully monitored and evaluated.

Upon completing the development of the eleven components of the alternative program, it was suggested by the writer's major advisor, Dr. Gerhard C. Matzner, that the writer include, as an appendix, the specific guidelines and behavior code to be used in the program of in-school suspension at Cerro Gordo High School, grades 9-12, where the writer is employed as high school principal. The program at Cerro Gordo High School will be in effect after being approved by the Cerro Gordo Community Unit District #100 Board of Education at their August, 1980 meeting. Dr. Matzner further recommended that the writer include, as an appendix, specific guidelines, and behavior codes of two successful in-school alternative programs, in the State of Illinois. These suggestions will be found in the Appendix of the writer's field experience.

In completing the field experience herein described, the writer compiled all of the material discussed into what he hopes is a workable in-school alternative to suspension.

Download

Share

COinS