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Using Ripple Effects for Suspension Alternatives  
Ripple Effects behavior training software makes it easier for your In-School Suspension (ISS) or other suspension alternative program to provide students effective guidance, support and skill building, without overloading an already burdened staff. Using the program for positive behavior support in ISS is straightforward; click here to see the four main steps. Research on the program shows dramatic, positive behavior change even from students using the program independently.

With Ripple Effects, ISS facilitators can quickly customize a learning plan based on each student's behavior problems. Hundreds of topics allow individualized interventions for each student. Bibb County Public Schools in Macon, GA and Seattle Public Schools use it today for effective In School Suspension programs.

The Result: Behavior Change

At the conclusion of the In-School Suspension period, the student has had the chance to get support, build skills, learn about themselves through printable self-profiles, and demonstrate all this via printed reports they can take back to their teachers and parents. With so much material built-in, Ripple Effects software enables schools to make ISS a learning experience that changes behavior, not wasted time in an empty room.

How It Works: Individualized, Systematic Intervention

The ISS facilitator finds out why the student has been assigned to ISS, and based on their offense, assigns them a set of topics in the Ripple Effects program. For instance, a student who has been skipping school might be assigned any or all of the following topics: skipping school, predicting consequences, accepting responsibility, bored, identifying the problem, brainstorming solutions, grades, dealing with authority, suspended, and learning style.



"After using it, I started acting differently."

Alex, Student at Aki Kurose Middle School Academy


The length of the ISS period will determine how many topics a student can cover. Each takes approximately 20 minutes. So, students could complete the 10 topics listed above in about three hours. You can add or remove topics to fit the time frame, and the offense.

The ISS facilitator can easily verify that students have completed the assigned topics by checking each student's progress report. Students can print their progress report, or the facilitator can view it on the computer, via special administrator access.

The built-in, printable student profiles and progress tracking make it easy to share results with parents, teachers, and counselors, to get them involved in the behavior change process.

For a more extensive program, say for a student who has skipped school, gotten in a fight, repeatedly bullied another student, and disrupted his/her class, they could be required to complete the topics fighting, bullying-you do it, talking back, dealing with authority, and skipping school, as well as the skill building parts, controlling impulses (2 topics), managing feelings (5 topics), group skills (7 topics), and empathy training (7 topics), for a total of 26 topics over a longer ISS period.

On their own time, students can be encouraged to look up topics of interest to them (there are 391 in the program). This often prompts disclosure about problems that are at the root of their misbehavior. For goal setting, students can use the program to learn to set goals, and complete profiles to find out more about themselves--how they learn, their temperament, sports type, resiliency, etc., then come up with a plan for building the skills they feel they need.