Discipline policies invariably involve consequences. Colleges generally have consequences for inappropriate discipline spelled out in student handbooks. The application of these consequences should take the unique nature of LBS learners into account, as evidenced by the number of college LBS administrators reporting that they had discipline policies peculiar to their LBS programs. There may be policies of the referral agency or the funding agency which override college policy. The circumstances of the learner may dictate a different consequence than that proscribed by the college. Once again, action taken with respect to the adult LBS learner returning to school should be, if possible, based on the individual situation. There will be more discussion on this issue in both the practitioner controlled and the shared control sections.

A best practice with respect to discipline consequences:

Wherever possible the consequences of concerns over discipline in the LBS classroom should recognize the circumstances of the individual.

d. Student Evaluation: Evaluation of progress in LBS serves a number of purposes. It may simply indicate to the learner her/his success; it may justify the referring agency’s action in allowing the learner to attend; it may validate the program in the eyes of the funder. In all of these cases it is differentiated from the general college policies on evaluation. While some best practices on evaluation may apply to all college students, there are some which have a special application to LBS learners. With respect to classroom management, ongoing evaluation of learner success promotes an enthusiastic response to new learning challenges and, consequently, a classroom where optimum learning is taking place. College LBS administrators indicated, in response to a questionnaire, that they have progress evaluations as frequently as every two weeks.

Normative evaluation, that which is carried out to demonstrate to the learner and the practitioner what learning has taken place and where additional learning is needed, has a special place in LBS. For the learner who has been away from structured learning of any kind for a period of time frequent positive reinforcement is vital.