Education
"At some point, if you don't have a targeted behavior intervention that the children are actually like, 'okay, I want to avoid this' then you don't have anything.”
When Johnathan Cranford started as in-school suspension teacher, there was no guide for how to run ISS. Instead, Johnathan took his experience in a therapeutic campus and applied it to create an ISS room that is getting amazing results.
But how does he do it? And what happens to the employee experience when this Tier II behavior intervention isn't effective?
On this episode, Johnathan shares why having an effective in-school suspension program is essential for the wellbeing of your students and teachers. Jonathan also shares:
- Why many teachers and administrators are frustrated with traditional ISS programs
- The strategies he uses for handling redirections, work avoidance, and arguing
- How to make ISS an effective tier II behavior strategy
Guest Bio - Johnathan has seven years of experience as a special education teacher on a therapeutic campus for students with emotional disturbance and four more years as an in-school suspension teacher at two middle schools. After discovering how in-school suspension programs are failing to meet the needs of our most at-risk students, Johnathan created a successful in-school suspension program to address the current disciplinary, academic, and restorative requirements of our student populations. After establishing successful ISS programs on two campuses, he made the decision to create a roadmap for others to follow in his latest book The Art of In-School Suspension.
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