10 Tips for Providing Service Minutes to Students in In-School Suspension

10 Tips for Providing Service Minutes to Students in In-School Suspension

In-school suspension (ISS) is a disciplinary measure many schools use to address behavioral issues and ensure a conducive learning environment. For special education students serving ISS, it’s essential to consider their individual needs and ensure that they continue to receive the necessary services and support. 

Here are ten tips for educators and administrators on providing service minutes to special ed students who are serving in-school suspension.


Why Provide Service Minutes During ISS?

Before diving into the tips, it’s crucial to understand why providing service minutes to special education students during in-school suspension is essential. These students have individualized education plans (IEPs) that outline the support and services they require to make progress in their education. By ensuring that these students continue to receive their designated service minutes, educators uphold their commitment to meeting the diverse needs of all students, including those facing disciplinary action. Legally, the IEP must be followed, so if the student is supposed to receive services every day, that includes the time they spend in ISS.

**Please note that it is vital that you confer with your school’s special education supervisor or coordinator to determine what the district’s policy is for such matters. Some schools have a 10-day period where no services are provided and only give students services after the 10th day. It all depends on what stance the district takes about ISS and special education.

Tips for Providing Service Minutes During ISS

Provide Services in the ISS Room

Whenever possible, arrange for special education services to be provided within the ISS room itself. This can help maintain continuity in the student’s routine and minimize disruptions to their learning and support.

Flexibility in Service Delivery

Consider flexible approaches to delivering services, such as adjusting the timing or mode of delivery to accommodate the student’s presence in the ISS room. This could involve shorter, more frequent sessions or utilizing alternative communication methods if direct interaction is limited.

Utilize Virtual Options

Explore virtual options for providing services, such as conducting virtual counseling sessions or utilizing teletherapy platforms for speech and language services. Virtual options can help bridge the gap when physical presence is not feasible.

Pull-Out Sessions

In cases where providing services within the ISS room is impractical, schedule pull-out sessions for the student to receive their designated service minutes in a separate space conducive to learning and support. Some teachers have the student return to their classroom for services, while others utilize an unoccupied classroom or office.

Collaborate with ISS Staff

Establish open communication and collaboration with ISS staff to ensure they understand the importance of maintaining the student’s service minutes and can support the implementation of these accommodations.

Individualized Accommodations

Tailor accommodations and modifications based on the student’s IEP goals and specific needs, ensuring that the services provided during ISS align with their educational objectives.

Document Service Delivery

Maintain thorough documentation of the services provided during ISS, including any adjustments made to accommodate the student’s presence in the ISS room or alternative delivery methods utilized.

Assessments and Progress Monitoring

Devise strategies for conducting assessments and monitoring progress during ISS, considering alternative assessment methods if the student’s participation in regular evaluations is disrupted. Virtual assessments might be the most appropriate during this time.

Sensory Support

For students with sensory needs, ensure that the ISS room and any alternative spaces used for service delivery are equipped to provide appropriate sensory support as outlined in the student’s IEP.

Individualized Transition Plans

Develop individualized transition plans to support the student’s return to their regular educational setting after serving ISS, outlining any necessary adjustments or additional support to facilitate a smooth transition.


By implementing these tips, educators and administrators can ensure that special education students continue to receive the support and services crucial to their educational progress, even when serving an in-school suspension. Upholding the principles of inclusivity and individualized support is paramount in creating an equitable learning environment for all students, regardless of disciplinary circumstances. Remember to always check with your district’s special education coordinator for the official stance of the district on providing service minutes during in-school suspension.

 

 

 

Read Previous Post Back to the Blog | Read Next Post

WordPress Cookie Plugin by Real Cookie Banner