Alternatives to suspension
By the IEP Atlas editorial teamLast updated
Short answer
Alternatives to suspension are responses to misconduct that keep the student in school while still addressing the behavior, such as a restorative conference, a repair task, a structured reflection, loss of a privilege or added support. A written plan matches the response to the behavior's function and records who does what. Use the fill-in template below.
Suspension removes a student from instruction, and for a student with an IEP it also starts the count toward the 10-day threshold.[1] Federal rules require the IEP team to consider positive behavioral interventions and supports when a student's behavior impedes learning.[2] An alternatives plan puts that into practice for the moments after an incident.
The federal discipline rules also let school staff consider any unique circumstances, case by case, when deciding whether to change a student's placement for a code of conduct violation.[1] Many states and districts go further and limit suspensions for young students or for minor offenses. Check your state's rules and your code of conduct. The 10-day rule guide explains the removal thresholds.
A menu of alternatives, matched to function
Pick the response that fits why the behavior happened. A response that rewards the function makes the behavior more likely. Sending home a student who wanted to escape a task teaches the student that the behavior works.
| Likely function | Alternatives that fit | Avoid |
|---|---|---|
| Escape from a task or setting | Complete the work in a supervised space with help; break the task into parts; teach a break request | Sending home, long time-out |
| Attention from peers | Restorative conference; structured reflection away from the audience; a planned peer role | Public reprimands |
| Attention from adults | Scheduled check-ins; a repair task with an adult | Long one-to-one talks right after the behavior |
| Access to an item or activity | Delay access; earn it back with a clear plan | Giving the item to stop the behavior |
| Sensory or regulation need | Regulation plan; a calm space; review of triggers | Removal without teaching a coping skill |
The function of behavior glossary entry and the guide on how to do an FBA explain how to identify the function.
The fill-in template
Print this page or copy the template into your district's form. Replace each bracketed part.
A completed example
This example is fictional.
Section-by-section notes
| Section | What to include | What reviewers and parents look for |
|---|---|---|
| Incident | What an observer saw and heard, not a judgment | Facts both the parent and school can agree on |
| Removal days so far | The running total, including partial days | Whether the school is tracking the 10-day count[3] |
| Likely function | The function and the data behind it | A response based on evidence, not habit |
| Response | One specific response | That the student stays in instruction |
| Repair | A concrete, time-limited task | Accountability without humiliation |
| Skill to teach | A replacement behavior and who teaches it | That the behavior is less likely next time |
| Support added | A change the adults make | That the school changed something, not only the student |
| Family contact | Who, when and what was agreed | That the parent heard about it from the school first |
| Review date | A date and a number to check | That the plan is checked, not filed |
When an alternative is still a removal
Some "alternatives" count as removals. Sending a student home early, a shortened day, or an in-school suspension without IEP services can all count toward the 10-day total.[4] The informal removals guide explains these, and counting cumulative removals shows how to log them.
Building the plan into the IEP
If the same behavior keeps happening, move from incident plans to the IEP. The team can add behavior goals, a behavior intervention plan, and supports such as check-in check-out. The PBIS tiers guide shows where school-wide supports fit, and the post-suspension IEP meeting guide covers the team review. Positive behavior supports are described in detail by the federal PBIS center.[5]
The glossary entries for disciplinary removal, manifestation determination and procedural safeguards define the terms used here. The special education rights overview covers the wider safeguards.
Frequently asked questions
Is in-school suspension an alternative to suspension?
Only sometimes. In-school suspension does not count toward the 10-day total when the student keeps getting IEP services, curriculum access and time with peers as usual. A room with no instruction usually counts as a removal.
Do alternatives to suspension mean no consequences?
No. A good alternative still holds the student accountable through repair and a clear expectation. The difference is that the student stays in instruction and learns a skill that makes the behavior less likely.
Who should fill in an alternatives plan?
Usually the administrator who handles the incident, with the case manager or behavior specialist. Share it with the family and the IEP team if the behavior repeats.
Use it in IEP Atlas
- Disciplinary removal in the IEP glossary
- Manifestation determination in the IEP glossary
- Procedural safeguards in the IEP glossary
- Function of behavior in the IEP glossary
- Replacement behavior in the IEP glossary
Related guides
- Special education rights for parents and students: an overview
- The 10-day rule for suspending students with IEPs
- Post-suspension IEP meeting: purpose and agenda
- Counting cumulative removals and patterns
- Informal removals and early pickups
Sources
- 34 CFR §300.530: Authority of school personnel, U.S. Department of Education (IDEA website)
- 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
- 34 CFR §300.536: Change of placement because of disciplinary removals, U.S. Department of Education (IDEA website)
- Placement and School Discipline, CPIR
- Students with Disabilities, Center on Positive Behavioral Interventions and Supports
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.