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Module 1: What is In-School Suspension?


"Johnathan Cranford and his implementation of The Art of ISS were a vital part of our campus ecosystem. ISS was not simply a holding place for students but instead was a positive reset for students who needed time, space and support to process their choices. While students did not "WANT" to visit ISS, they still respected the experience due to the consistency of the program. Teachers appreciated the ISS process because students returned to class with their work completed along with a new perspective on their actions. While students may not vocalize this, we could tell they too were grateful for their time in ISS, as it allowed them a chance to reset with the guidance of an adult who cares."

"As a veteran teacher with experience on multiple campuses, the minute we implemented Mr. Cranford's The Art of ISS, I could tell a noticeable difference in my students behaviors. My students would get their work done, get caught up on past work, have a lending hand every step of the way and are held accountable for their actions. I heard so many times “Ms. I completed all of your work yesterday. I feel so caught up now!” His methods are proven super effective, and I wish every ISS teacher could learn his techniques."

Transform Your ISS Program!

No more calls to the ISS room to remove a student. No more sending students back to class days behind in instruction. No more revolving door of students in ISS.

Instead, your staff will learn how to implement an in-school suspension that functions as both an academic and a behavior intervention.

Get students back to class with improved academics including all current and late assignments completed. Backfill skill deficits from previous grade levels that are preventing students from engaging with on-level material.

Finally, implement trauma-informed practices while maintaining the function of in-school suspension as a deterrent for misbehavior.

Have easier parent conversations when assigning ISS because your program now provides the support their student needs.

  • Decrease both ISS and OSS placements.

  • Decrease discipline related learning loss.

  • Decrease student knowledge gaps and skill deficits.

  • Decrease ISS recidivism.

  • Decrease administrative time spent on discipline.

  • Increase teacher satisfaction with campus discipline policy.

  • Improve campus behavior data.

  • Increase academic growth data for your most at risk students.

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