In-school suspension programs (ISS) have been incorporated into various school systems throughout the nation since the mid-seventies (Cuttle, 1975; Hockman & Worner, 1987; Patterson, 1985; Raebeck, 1993). The basic premise of the ISS—that students stay in school and continue to learn while suspended—makes it a popular and acceptable alternative to out-of-school suspension (Meares & Kittle, 1976). However, while studies examining the effectiveness of ISS have general ly found these programs to be successful in reducing the number of out-of-school suspensions, there have been varying degrees of success in other important areas (Knoff, 1991). For example, Short and Noblett (1985) concluded that most ISS programs were mainly punitive and lacked a sufficient academic component. Other researchers found that ISS models often stressed punishment rather than rehabilitation and remediation (Casserly, Bass, & Garrett, 1980; Collins, 1985). Responding to these reported deficiencies, school systems have begun to address the needs of these sus pended students, many of them having at-risk factors in their backgrounds, in a more holistic manner (Grice, 1986; Leatt, 1987; Prior & Tulle, 1991). Recent ISS pro grams include involvement and cooperation of all school personnel, including counselors. In addition, researchers strongly suggest that parental involvement is necessary for ISS to have the greatest chance to be effective (Knopf, 1991; Novell, 1994; Prior & Tulle, 1991). However, getting parents involved is difficult, and this crucial component of a successful ISS is often absent. A rather innovative approach to parental involvement, as well as other important components, was implemented in a junior high school ISS program in Hammond, Louisiana. Not only did parents become a part of the school's efforts to assist students with at risk backgrounds, the entire community also joined in the effort to help Hammond Junior High School (one of two junior high schools in the city) keep these students in school.