Research findings and examples of inschool suspension programs in Oregon are combined in this bulletin. An introduction defines "at-risk" students as those having behavioral or attendance problems. Unlike traditional out-of-school suspension, alternative programs attempt to keep at-risk students at school. Chapter 1 surveys three inschool suspension programs that consider each school's unique environment. One high school and junior high school coordinated program features a Saturday school and afterschool detentions. A middle school and high school have implemented a nationally validated project, the inschool Positive Alternatives to School Suspension (PASS), that focuses on preventive measures. Essential characteristics of inschool suspension programs that address needs of at-risk students are examined in chapter 2. Individualized course scheduling offers opportunities for achievement, and requirements for responsibility in problem-solving break the negative cycle in which at-risk students are caught. A clear understanding of expectations within a supportive environment makes return to regular classrooms more likely. Components of effective inschool suspension programs, including referral, student interviews, the role of counselors, and followup, are covered in chapter 3. These features are illustrated by the three programs described in chapter 1. Chapter 4 examines the conceptual framework used in implementing inschool programs. Because alternative programs must be developed from a school's needs, participation in planning should be broad-based. Copies of a disciplinary referral form and a list of in-school suspension rules, two pages of references, and a list of interviews are included. (CJH)