Running head: ISS Effectiveness

The Effectiveness of ISS as an Alternative to Classroom Instruction Martha Smith, Summer Mahan, Leon Horne, and Lee Ann Horne Georgia Southern University College of Education FRIT 8435 Fall 2011 Dr. R. Carlson

Running head: ISS Effectiveness Table of Contents I. II. Executive Summary Introduction a. Purpose of Evaluation b. Audiences for the Evaluation Report c. Limitations of the Evaluation d. Overview of Reports Contents III. IV. V. VI. Focus of the Evaluation Overview of Evaluation Plan and Procedures Presentation of Results Conclusions and Recommendations a. Program Standards b. Program Weaknesses c. Recommendations and Limitations VII. References pg 3 pg 6 pg 6 pg 6 pg 6 pg 7 pg 7 pg 9 pg 9 pg 11 pg 11 pg 12 pg 12 pg 14 pg 13

VIII. Appendices

Running head: ISS Effectiveness

Executive Summary In- School Suspension, or ISS, is a widely used program across Georgias middle and high schools. The program is used as an alternative to Out-of-School Suspension, or OSS, to try to keep our students in school instead of at home or on the streets. When students are placed in ISS, they are sent into a classroom with a certified teacher or paraprofessional who is trained on the goals, objectives, and procedures of the ISS program. Teachers of those students are required to send work that will be missed by the student while in ISS. The idea is to create an environment where the student is still responsible for completing the same class work, as he or she would have been required to complete had they been in the normal classroom environment. Students have access to the same material as their classmates in many situations. A computer is accessible should there be a question about a lesson. The ISS instructor can email the students teacher with concerns or questions, or they may choose to find an online program which may help the student with any questions they may have about how to do a particular lesson or if they just need more explanation of a particular topic. The objective of ISS is to provide the student with the opportunity to take in as much of the material that they are missing when they are out of the classroom because of behavior issues. A students grades and standardized testing scores should not suffer because of his or her involvement in the ISS program. Students who spend a great deal of time in ISS should not see a large decline in the normal average of scores in any particular subject. In an ideal situation, a student who has attended ISS will not have to walk into a classroom completely behind in the material he or she missed while out of class. Furthermore, the teachers should not have to stop what they are doing to go back and teach ISS students the material they have missed. When the

Running head: ISS Effectiveness student returns to class, questions should be at a minimum so the teacher and all students can move on as scheduled. Teachers and staff are notified at the beginning of the year about how the ISS program

should work and their responsibilities in providing quality student assignments while a student is placed in the program. All involved are aware that busy work should never be given unless it is to fill in the time after all normal class work assignments are completed, and even at that point, the busy work should focus on the lesson that the student completed in ISS to ensure complete understanding of the topic under discussion. This program evaluation measures the effectiveness of the ISS program at Johnson County Middle School. The purpose of the evaluation is to measure the effectiveness of the program based on the students who spend ten or more days per year in the program. The evaluation will look at the effect the program has on the achievement of those students in terms of standardized testing. Evaluators found that faculty and staff at the school felt the program was at its best ineffective and at its worst a re-enforcer for students seeking to avoid class. They found that student scores as well as classroom grades declined as a result of their time in ISS. With many of the repeat ISS students, the chance of repeating the class was increased. There is hope for the ISS program if all participants begin to realize the need for ownership of the existing educational problems and seek change for the betterment of our students. In order to help provide the foundations for a change the evaluators suggest the following actions to make the program run in a more efficient manner: (1) Development of formalized policies and expectations for ISS including students, parents, faculty, and administration;

Running head: ISS Effectiveness

(2) Development of employment criteria, qualifications, and standards for the position of ISS Supervisor (Instructor); (3) Enable and require more efficient, useful, and consistent communication between ISS staff, faculty, administration, and parents; (4) Reaffirm and formalize the existing expectations of student work (100% completion and 85% accuracy) in writing as a school policy. Please view the full report for more information and data that reflects the information stated in the Executive Summary.

Running head: ISS Effectiveness Introduction to the Report Purpose of the Evaluation The purpose of this evaluation is to determine if the ISS instruction at Johnson County Middle School is an acceptable alternative to classroom instruction in terms of effectiveness in maintaining student achievement, readiness, and performance abilities of those susceptible to falling through the cracks. Of special interest to this evaluation are the students with repeat offenses and assignment to In-School Suspension. Furthermore, determination of the existing beliefs concerning the ISS program, its potential for improvement, and overall influence on student achievement were determined to be necessary criteria for examination. Audiences for the Evaluation Report The results of this evaluation can be used to the benefit of many people in this school district. The stakeholders include students, parents, faculty, and administration. Each one contributes to the overall success or failure of any educational system or program. This report focused on the students, faculty, and administration. Results of the program evaluation will be available for all stakeholders; however, the initial presentation will be provided to the faculty, staff, and administration of Johnson County Middle School during a meeting to be scheduled later. Limitations of the Evaluation There are a couple of limitations inherent in this study. The major limitations of this evaluation are the size of the groups available for examination, bias, and community involvement. In 2011, the Georgia Department of Education listed the Johnson County Middle School population at 275 students in grades 6, 7, and 8. Bias real or perceived may be well

Running head: ISS Effectiveness hidden based on previous political community events. Attendance for school sporting activities far outweighs academic attendance and is evidenced by the presence of the schools fans. Overview of Report Contents

This evaluation report contains an account of the ISS program at Johnson County Middle School, the evaluation plan, the conclusions the of the program evaluation, recommendations for modifications of the program, and documentation of the questions used to gauge the efficiency of the In-School Suspension program at JCMS. The Appendices located in the last section of the report include the student survey, faculty survey, administration survey, tables and graphs of the accumulated data, and two documents containing examples of policies, procedures, qualifications, and criteria for ISS operation and staffing. Section IV contains the overview of the evaluation plan and process in the evaluation. Section V contains the summary results and interpretations revealed during the evaluation time period. Section VI contains conclusions and recommendations to improve and enhance the In-School Suspension Program as a whole. Focus of the Evaluation The In-School Suspension (ISS) program is a very common program at most schools. It was created to be a form of punishment for less serious offenses so students would have a consequence for their actions but still be able to be at school getting some type of instruction so they would not get behind. The ISS program at our school is no different. Students sit in a room with cubicles so they cannot talk or see any other students. They are not allowed to talk or communicate with anyone else while they do their time. Teachers send work to the students to work on while they are in ISS so they do not get behind in class. There are two main goals of ISS. The first goal is to provide a punishment to students who commit offenses that are not serious enough to warrant being kicked out of school for a few

Running head: ISS Effectiveness days. Students are completely isolated from others for their time in ISS. The second goal is provide them their work so they do not get too far behind in their classes. When students are suspended out of school, there is no accountability to make sure they are completing the assignments given by teachers, and in most cases, students are behind and lost when they get

back to the classroom. ISS should remedy that problem. A teacher makes sure they are working on the assignments given by their classroom teachers so when they return to class, they are caught up and know what is going on. It is a very easy program to staff. There is one teacher or paraprofessional hired to watch students. This person makes sure students show up to ISS, do not communicate while in ISS, and that they do the work provided for them. A lot of times this person will also try to talk to students to see why they are in ISS and talk to them about how to make better decisions next time. The clients served in this program are the students, administration, teachers, and staff of the school. It is important for the students to have a consequence for their actions but also be able to stay caught up in the classroom. Hopefully, the students will learn from their mistakes and not exhibit the same behaviors that made them get ISS in the first place. But while they are serving their time, it is important for the students to stay caught up on assignments so they are not behind when they return. This is where our evaluation comes into play. We wanted to see if the goal of students staying caught up and not getting behind is effective or not. The questions answered in our evaluation are: 1. Are test scores affected by the amount of time served in the ISS program through the year? 2. Has the school benefited from using the program in its current capacity?

Running head: ISS Effectiveness 3. Is the ISS program in alignment with the program's goals and objectives?

This evaluation required information and data from multiple sources. Some of the sources include standardized scores of students, discipline records, a description of the goals, standards, and expectations for the Johnson County Middle School ISS Program, as well as survey results from students, faculty, and administration. Brief Overview of the Evaluation Plan This evaluation is meant to see if the ISS program is meeting it's goals and objectives and if it is useful in its current state. Again, the program has two main goals: punishment and making sure students stay caught up in class. We find that many of the same students are being put in ISS throughout the year. So is the punishment being effective? Also, with the increase in technology used in schools, it is harder for teachers to provide students with what they are actually doing in class. Students coming from ISS seem to be getting further and further behind with each subsequent time served. We decided to use test score data to see if repeat offenders' test scores seem to be affected from time spent in ISS. We also used surveys to decide if the program is being effective. We used teacher/administrator surveys to see their input on the program as well as student surveys to see if they feel they are getting the instruction they need to stay caught up in class. We also interviewed teachers, administrators, and students about the program to see if it is being effective or not. The surveys, included documents, graphs, and data tabulations are included in the appendix. Presentation of Evaluation Results Surveys from students, faculty, and administration were gathered together and compiled into tables based on their answers. Student survey results were grouped together and analyzed to

Running head: ISS Effectiveness

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determine any trends present. The student responses revealed that the current ISS program is not effective in meeting its goals of student engagement, achievement, and behavior modification. In fact, almost the opposite effect occurs, students like to go to ISS. Question 4 from the student surveys is excerpted below. All responses were yes, indicating that ISS attendance was desirable because it allowed students to do what they wanted during the school day. Did you get what you wanted (in ISS)? YES Slept YES YES Talked YES YES Less class work Used computer Out of class

Question 4

Student perceptions of ISS are revealed in further detail with the results of question 5 and question 8. The compiled responses are listed below. Again the results indicate that the students do not place educational value on time spent in ISS. Question 5 Question 8 What did being placed in ISS cost you? Nothing Class time Missed teaching How did your experience(s) in ISS benefit you in your academic performance? It didnt None Behind in class now

The tabulated results of the faculty survey results appear in the following table. The possible responses were Strongly Agree, Agree, Neutral or No Opinion, Disagree, or Strongly Disagree. Faculty Survey Question SA A N D SD 1 0.0 3.0 0.0 4.0 1.0 2 0.0 1.0 0.0 5.0 2.0 3 0.0 0.0 0.0 3.0 5.0 4 0.0 1.0 1.0 0.0 6.0 5 0.0 3.0 4.0 1.0 0.0 7 0.0 0.0 0.0 4.0 4.0 8 4.0 2.0 2.0 0.0 0.0
Choice A Choice B

8.0

0.0

Running head: ISS Effectiveness The tabulated results of the administration survey results appear in the following table. The possible responses were Strongly Agree, Agree, Neutral or No Opinion, Disagree, or Strongly Disagree. Question 1 2 4 5 6 3 Administration Survey SA A N 2.0 1.0 2.0 5.0 0.0 0.0 0.0 3.0 2.0 0.0 2.0 3.0 0.0 2.0 1.0
Choice A Choice B

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D 0.0 0.0 0.0 0.0 2.0

SD 0.0 0.0 0.0 0.0 0.0

4.0

1.0

Five (5) questions were the same on the faculty and administration surveys. The possible responses were Strongly Agree, Agree, Neutral or No Opinion, Disagree, or Strongly Disagree. Question 6 required either agreement or disagreement as the only possible answer choices. Faculty 1 5 7 8 6 Admin 1 2 4 5 3 Corresponding Questions SA A 2.0 4.0 5.0 3.0 0.0 3.0 4.0 4.0 Choice A 12.0 Choice B 1.0 N 2.0 4.0 2.0 5.0 Total 13.0 D 4.0 1.0 4.0 0.0 SD 1.0 0.0 4.0 0.0

Conclusions and Recommendations Program Strengths During the evaluation of the survey responses and historical student data, the following strengths of the existing ISS Program are (1) there is an ISS Program already in place, (2) disruptive students are removed from the classroom setting possibly improving classroom environment for success, and (3) dissatisfaction with the current program (evidenced by survey responses) reveal an understood need to improve.

Running head: ISS Effectiveness Program Weaknesses

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Our evaluation team (1) lack of effective communication involving sending and receiving student work, (2) the current ISS Instructor may not have the necessary skill set needed to help instruct students, (3) student survey results indicates ISS may be viewed as a benefit of inappropriate behavior rather than as a deterrent as intended, (4) student work is not completed, returned, nor accurate as current expectations. Recommendations and Limitations Our interpretation of the data revealed in this program evaluation suggest the following four actions to help provide an adequate foundation of change for the Johnson County Middle School In-School Suspension Program: (1) Development of formalized policies and expectations for ISS including students, parents, faculty, and administration; (2) Development of employment criteria, qualifications, and standards for the position of ISS Supervisor (Instructor); (3) Enable and require more efficient, useful, and consistent communication between ISS staff, faculty, administration, and parents; (4) Reaffirm and formalize the existing expectations of student work (100% completion and 85% accuracy) in writing as a school policy. This evaluation has not indicated a time line for the implementation of the recommendations due to mitigating factors. For example, Johnson County Middle School already has an ISS Instructor in place. A possible action leading to the employment criteria recommendation could be the provision of professional development opportunities for that current instructor. A more opportune time to implement the policy and expectation

Running head: ISS Effectiveness recommendations would be prior to the start of a new school year to avoid confusion to all stakeholders. The evaluators feel that communication improvements and student work expectations are recommendations that can be implemented now with limited adverse effects.

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Running head: ISS Effectiveness

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References Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program evaluations: Alternative approaches and practical guidelines (4th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Georgia department of education. (2011). Georgia department of education. Retrieved from http://www.doe.k12.ga.us/ReportingFW.aspx? PageReq=103&SchoolId=23210&T=1&FY=2011

Running head: ISS Effectiveness Appendices A. ISS Student Survey B. ISS Faculty Survey C. ISS Administration Survey D. In-School Suspension Supervisor E. In-School Suspension Policies and Procedures F. Faculty Data Tables and Graphs G. Administration Data Tables and Graphs H. FacultyAdministration Corresponding Questions I. ISS Student Survey Summary

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Running head: ISS Effectiveness

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Appendix A Johnson County Middle School ISS Student Survey Students, thank you for taking time to answer this survey. It is important to remember (1) your name is not reported on this survey and (2) the survey is for informational purposes only. 1. What action or behavior resulted in you being assigned to In School Suspension? 2. What were you thinking at the time? 3. What did you want to happen? 4. Did you get what you wanted (in ISS)? 5. What did being placed in ISS cost you? 6. What do you like about your experience(s) in ISS? 7. What do you NOT like about your experience(s) in ISS? 8. How did your experience(s) in ISS benefit you in your academic performance? 9. What alternative(s) could you choose next time to avoid being assigned to ISS? 10. If you could change one thing about ISS to make it more helpful to you, what would you change?

Running head: ISS Effectiveness Appendix B Johnson County Middle School ISS Faculty Survey Teachers, thank you making time to provide your assessment of the Johnson County Middle School In-School Suspension Program (ISS.)

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1. In your opinion is the ISS program at Johnson County Middle School in alignment with the programs goals and objectives?
Strongl y Agree Agre Neutral or No Opinion Disagree Strongly Disagree

2. Assignments from ISS students are returned in a timely manner comparable to classroom timelines. (YES or NO only.)
Strongl y Agree Agre Neutral or No Opinion Disagree Strongly Disagree

3. Assignments from ISS students meet the 100% complete standard set by administration. (YES or NO only.)
Strongl y Agree Agre Neutral or No Opinion Disagree Strongly Disagree

4. Assignments from ISS students meet the 85% accuracy standard set by administration. (YES or NO only.)
Strongl y Agree Agre Neutral or No Opinion Disagree Strongly Disagree

5. Does IDEA provisions covering more than 10 days apply to students in ISS? (YES or NO only.)
Strongl y Agree Agre Neutral or No Opinion Disagree Strongly Disagree

Running head: ISS Effectiveness 6. Pick one of the following statements to describe the types of assignments given to ISS students at Johnson County Middle School. (Circle the letter of your choice.) a. The assignments given to Johnson County Middle School ISS students are academically appropriate for the enrolled classes and provide a learning experience comparable to the classroom. b. The assignments given to Johnson County Middle School ISS students are not academically appropriate for the enrolled classes and do not provide a learning experience comparable to the classroom. 7. In your opinion has Johnson County Middle School benefited from using the ISS program in its current capacity? (YES or NO only.)
Strongl y Agree Agre Neutral or No Opinion Disagree Strongly Disagree

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8. The survey packet contains several added documents. Use the In-School Suspension Policy and Procedure example to answer the following question. In your opinion, the Johnson County Middle School ISS Program would be significantly improved if similar provisions were developed and adopted? (YES or NO only.)
Strongl y Agree Agre Neutral or No Opinion Disagree Strongly Disagree

9. If you could change one thing about ISS to make it more helpful, what would you change?

Running head: ISS Effectiveness Appendix C Johnson County Middle School ISS Administration Survey Administrators, thank you for making time to provide your assessment of the Johnson County Middle School In-School Suspension Program (ISS.)

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1. In your opinion is the ISS program at Johnson County Middle School in alignment with the programs goals and objectives?
Strongly Agree Agree Neutral or No Opinion Disagree Strongly Disagree

2. Does IDEA provisions covering more than 10 days apply to students in ISS? (YES or NO only.)
Strongly Agree Agree Neutral or No Opinion Disagree Strongly Disagree

3. Pick one of the following statements to describe the types of assignments given to ISS students at Johnson County Middle School. (Circle the letter of your choice.) a. The assignments given to Johnson County Middle School ISS students are academically appropriate for the enrolled classes and provide a learning experience comparable to the classroom. b. The assignments given to Johnson County Middle School ISS students are not academically appropriate for the enrolled classes and do not provide a learning experience comparable to the classroom. 4. In your opinion has Johnson County Middle School benefited from using the ISS program in its current capacity?
Strongly Agree Agree Neutral or No Opinion Disagree Strongly Disagree

5. The survey packet contains several added documents. Use the In-School Suspension Policy and Procedure example to answer the following question. In your opinion, the Johnson County Middle School ISS Program would be significantly improved if similar provisions were developed and adopted?
Strongly Agree Agree Neutral or No Opinion Disagree Strongly Disagree

Running head: ISS Effectiveness

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6. The survey packet contains several added documents. Use the In-School Suspension Supervisor example explaining the requirements, expectations, and duties to answer the following question. In your opinion, the Johnson County Middle School ISS Program would be significantly improved if similar provisions were developed and adopted?
Strongly Agree Agree Neutral or No Opinion Disagree Strongly Disagree

7. If you could change one thing about ISS to make it more helpful, what would you change?

Running head: ISS Effectiveness Appendix D Johnson County Middle School ISS Survey AttachmentIn-School Suspension Supervisor

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Running head: ISS Effectiveness

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http://www.stcharles.k12.mo.us/downloads/job_descriptions/IN%20SCHOOL %20SUSPENSION%20SUPERVISOR.pdf

Running head: ISS Effectiveness Appendix E Johnson County Middle School ISS Survey AttachmentIn-School Suspension Policy and Procedure Example In-School Suspension
Student: ________________________________________ Date(s) of ISS: _______________ Assigned by: Date: ________________

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Number of days of ISS: ___________

________________________________________________________________ _____________________________________________________________

Reason for ISS:

FAILURE TO RETURN THIS FORM WITH A PARENT/GUARDIAN SIGNATURE WILL RESULT IN ANOTHER DAY OF ISS. STUDENTS MAY BE HELD OVER FOR MORE THAN ONE DAY UNTIL THE SIGNED FORM IS BROUGHT BACK TO MRS. TOLLIVER (NOT THE OFFICE). ISS Expectations The purpose of the in-school suspension (ISS) program is to hold students accountable for their behavior and their school assignments while they remain in school after having committed a violation of the Washington County Board of Education Policies and Tennessee Code Annotated. Please remember, Education cannot proceed effectively without good, consistent discipline. Discipline is the training of the mind and character in order to improve the quality of life. Discipline provides the orderly conduct needed to operate the school. Students are expected to behave in a mannerly and cooperative way to promote their educational, social and emotional development. Students who do not comply with the accepted conduct standards will be disciplined in accordance with the Washington County Board of Education Policies and Tennessee Code Annotated. In the ISS each student begins with 50 points. Any infraction disrupting the classroom procedures will result in losing designated points. At the end of each day the points will then be computed into a grade and given to the teachers to be incorporated in the daily assignment grade.
ISS/EPIC GRADING RUBRIC INFRACTION Tardy Talking (does not include discussion of assignment w/instructor) Disruptive noise (tapping, whistling, loud yawns, sighs, etc.) Sleeping/appearance of sleeping Use of electronic devices Excessive fidgeting Asking to use the restroom POINTS REMOVED - 15 - 3 (for each infraction) - 3 (for each infraction) - 20 (each) another day of ISS - 3 (for each infraction) - 5 (for each infraction)

Running head: ISS Effectiveness

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Students who lose all of their points due to behavior issues will be assigned another day of ISS. Students who do not complete all of their assignments given by their teachers will receive another day of ISS. Students will go directly to ISS instead of their first period class. They must be in the ISS room by 7:45, any student who arrives after 7:45 will be considered tardy. NO electronic devices (cell phones, Ipod, mp3 player, PSP, etc), watches, food, drinks, or gum. Students will surrender all electronic equipment (i.e. cell phones, I-pods, CD players, etc.) to the ISS instructor upon entering the ISS room. Items will be safely locked away during the school day and returned to student at the end of the day. Failure to do so may result in the student losing their electronic device until their parent/guardian can pick it up from the school and/or another day of ISS. Students will be assigned a specific seat. All daily assignments must be completed on the day it is assigned Students must stay in their seats unless given permission from the ISS instructor. No talking. No gum, food or drinks. The class, as a whole, will take three scheduled restroom breaks during the day. No sleeping, or the appearance of sleeping, in class. No electronic devices. Lunch will be eaten in the ISS room. Students will follow all school board policies and school rules while in ISS. Any verbal instruction given by an administrator or ISS instructor shall supersede these printed rules and procedures. Any violation of rules may result in additional days of ISS. The ISS instructor can assign extra days of ISS. Check-Ins/Early Dismissal (excused or unexcused will result in an extra day of ISS unless approved by the administration). Absences from ISS will be made up before returning to regular classes. Asking for days in ISS to be dropped may result in another day of ISS. Asking to go to class may result in another day of ISS. **Students will not attend any extra-curricular activity during ISS (pep rallys, special speakers, etc.) Student must bring notebook/binder (with paper), workbooks, pencil, and pen. I have read and understood the ISS Expectations. Student Signature _________________________________________________________

Parent/Guardian Signature ________________________________________________ http://www.wcde.org/education/components/docmgr/default.php? sectiondetailid=21618&fileitem=7292&catfilter=ALL&PHPSESSID=4138484f3c30319ff8b 044c62debed11

Running head: ISS Effectiveness Appendix F Johnson County Middle School ISS Survey Faculty Data Table and Graph Question 1 2 3 4 5 7 8 Faculty Survey SA A N 0.0 3.0 0.0 0.0 1.0 0.0 0.0 0.0 0.0 0.0 1.0 1.0 0.0 3.0 4.0 0.0 0.0 0.0 4.0 2.0 2.0
Choice A Choice B

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D 4.0 5.0 3.0 0.0 1.0 4.0 0.0

SD Total 1.0 8.0 2.0 8.0 5.0 8.0 6.0 8.0 0.0 8.0 4.0 8.0 0.0 8.0

8.0

0.0

8.0

Faculty Survey 7.0 6.0 5.0 4.0 3.0 2.0 1.0 0.0 1 2 3 4 Question Num ber 5 7 8

Respondants

SA A N D SD

*Faculty question 6 had only two answer choices. **Faculty question 9 required an open/free response instead of a numerical selection.
Faculty Survey
9.0 8.0 7.0 6.0 5.0 4.0 3.0 2.0 1 .0 0.0 6 Question 0.0 Choice A Choice B

8.0

*Choice AAssignments are Academically appropriate.

Running head: ISS Effectiveness Choice BAssignments are NOT academically appropriate.

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Running head: ISS Effectiveness Appendix G Johnson County Middle School ISS Survey Administration Data Table and Graph Administration Survey SA A N D 2.0 1.0 2.0 0.0 5.0 0.0 0.0 0.0 0.0 3.0 2.0 0.0 0.0 2.0 3.0 0.0 0.0 2.0 1.0 2.0
Choice A Choice B

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Question 1 2 4 5 6 3

SD Total 0.0 5.0 0.0 5.0 0.0 5.0 0.0 5.0 0.0 5.0 5.0

4.0

1.0

Adm inistration Survey

6.0 5.0 4.0 3.0 2.0 1 .0 0.0 1 2 4 Question Number 5 6 SA A N D SD

Adm inistration Survey

4.5 4.0 3.5 3.0 2.5 2.0 1 .5 1 .0 1 .0 0.5 0.0 3 Question Choice A Choice B

4.0

*Administration question 3 had only two answer choices. Choice AAssignments are Academically appropriate. Choice BAssignments are NOT academically appropriate. **Administration question 7 required an open/free response instead of a numerical selection.

Running head: ISS Effectiveness Appendix H Johnson County Middle School ISS Survey Faculty-Administration Corresponding Questions Data Table and Graph Faculty 1 5 7 8 6 Admin 1 2 4 5 3 Corresponding Questions SA A 2.0 4.0 5.0 3.0 0.0 3.0 4.0 4.0 Choice A 12.0 Choice B 1.0 N 2.0 4.0 2.0 5.0 Total 13.0 D 4.0 1.0 4.0 0.0 SD 1.0 0.0 4.0 0.0 Total 13.0 13.0 13.0 13.0

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*5 Questions were available on both the Faculty and Administration Surveys. ** Selections for the type of assignments in ISS were the same for the Faculty and Administration Surveys. Choice AAssignments are Academically appropriate. Choice BAssignments are NOT academically appropriate.
Faculty Q1 Admin Q1 (n=13)
4.5 4.0 3.5 Number Responding 3.0 2.5 2.0 1.5 1.0 0.5 0.0 SA A N Responses D SD 1.0 2.0 2.0

4.0

4.0

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Faculty Q5--Admin Q2 (n=13)

6.0 5.0 5.0 Number Responding 4.0 4.0 3.0 3.0 2.0 1.0 1.0 0.0 0.0 SA A N Responses D SD

Faculty Q7--Admin Q4 (n=13)

4.5 4.0 3.5 Number Responding 3.0 2.5 2.0 1.5 1.0 0.5 0.0 SA A N Responses D SD 0.0 2.0 3.0

4.0

4.0

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Faculty Q8--Admin Q5 (n=13)

14.0 12.0 10.0 8.0 6.0 4.0 4.0 2.0 0.0 0.0 SA A N Responses Faculty Adm inistration Corresponding Questions 14.0 12.0 12.0 10.0 Respondants 8.0 6.0 4.0 2.0 0.0 6 Faculty Question 6 Administration Question 3 D SD Total 0.0 4.0 5.0 13.0

Number Responding

Faculty Administration
Choice A Choice B

1.0

** Selections for the type of assignments in ISS were the same for the Faculty and Administration Surveys. Choice AAssignments are Academically appropriate. Choice BAssignments are NOT academically appropriate.

Running head: ISS Effectiveness Appendix I Johnson County Middle School ISS Student Survey Summary What action or behavior resulted in you being assigned to In School Suspension? Nothing Disrespect Talking Back Class Disruption Fighting What were you thinking at the time? Bored Upset before class Tired Sad What did you want to happen? Be left alone Be with my friends in ISS Go to ISS Use computer in ISS Did you get what you wanted (in ISS)? YES Slept YES Used computer YES Talked YES Out of class YES Less class work What did being placed in ISS cost you? Nothing Class time Missed teaching What do you like about your experience(s) in ISS? Less students Being with friends Free time What do you NOT like about your experience(s) in ISS? Away from other students Too much work Made to do some class work No one to explain work How did your experience(s) in ISS benefit you in your academic performance? It didnt None Behind in class now What alternative(s) could you choose next time to avoid being assigned to ISS? Ask for a break from room Stop talking too much Dont talk back Try to pay attention If you could change one thing about ISS to make it more helpful to you, what would you change? Less work Some to explain how to do work Not be required to do any work More computer work Let students read

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Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9

Question 10