Be Interventions to help in the school.pptx

Ways to help interventions in the school setting

1. BE Interventions

2. Tier 1 interventions These are things that, if done consistently by all staff, will hopefully reduce the need for higher tiered interventions.

3. Tier 1 interventions to try Planned ignoring of behavior - and praising immediately when expected behavior occurs “I” statements Pre-correction Providing meaningful choices Behavior specific praise (5:1 ratio) Classroom agreements/shared values Private redirection Opportunities to practice new skills If private not possible, whole class redirection Tone of voice Visuals Classroom management tool/system Would anyone like to share what they do in their classroom?

4. Tier 2 interventions Tier 2 interventions can be run by anyone, from classroom teachers to interventionists to support staff (sometimes depending on who has the best relationship with the student). Our goal is to have everyone understand a few core interventions that we will be using as a school, so that you are familiar in case you are needed to support an intervention. These are not the only interventions that we may decide to implement, because every student is different, but these will be where we start.

5. Check in/check out Check-in/Check-out (CICO) is a behavioral intervention that provides students with a mentor who facilitates daily check-ins and gives feedback on the student’s behavior and goals. Check-in/Check-out helps provide students with clear expectations and incentives to work towards those behavioral goals. Students will meet for a couple of minutes at the beginning and the end of the day with an adult. Student will have a goal that they are working toward each day (typically the same goal every day based on the need of the student). Student will likely have some sort of behavior or tracking form to support this. Morning check in may involve seeing how they are feeling, reviewing the goal, and coming up with strategies to meet the goal. Afternoon check out may involve going over the day with the student, checking in on their form to see how they did, and seeing if they have earned their goal for the day (with a reward in certain situations). Students can track their progress or can be done by teacher they are with, depending on the situation. Sample CICO Form

6. Check and Connect To help students build a trusting relationship with an adult in the building. Student has a check and connect coach, who makes a point to say good morning/hello to them every day, as well as having a meeting once a week for 5-10 minutes to check in with them and spend some time with them.

7. Structured breaks Sensory room will be available for all students to use - they should always have an adult with them (typically Hayat, Ismail, or Shannon W., but teachers may use as well). Check in Work Move Breath Check out Goal is always to try to take a break in classroom calm down corner (a tier 1 strategy) first if possible. Please reinforce to students that breaks are not a bad thing!

8. Ways to support - volunteers Check and connect leaders Check in/check out leaders Shannon W. will send out a survey to see if anyone is interested - then we will use that to assign students to leaders. Volunteers with get more in-depth training if desired. (You may still be asked to support one of these interventions if you have a strong relationship with a student.)

9. Questions???

10. BE Behavior Plan Updates 2023-2024

11. Activity Think about the behaviors we see at school on a daily basis Think of the line as your threshold Above the line: student behaviors that you manage on your own in your class/office Below the line: student behaviors that you reach out for support in the moment Please take time to think about your day to day and past experience, and fill in behaviors both above and below the line. Fill out as many as you can in a few minutes. Please be ready to share out.

12. Yellow Level Behaviors Action Steps to Take Talking Disruption Walking around in the classroom Out of area Non-verbal disrespect Eye rolling Ignoring Mumbling Work Avoidance Step 1: Ignore. Redirect the whole class with review of expectations. Step 2: Teacher will redirect privately with that student when you have time to connect. *Ask “What do you need right now?” Step 3: Offer for the student to take a break in the calm down corner. Check in with that student for a restorative chat. Step 4: Repeat steps if needed. Created by Hannah Carmon

13. Orange Level Behaviors Action Steps to Take Leaving the classroom Inappropriate language Within conversation Cursing Unkind words Indirect language Slamming doors Throwing objects without an injury and intent to harm Step 1: Student will be offered the option to redirect and engage in expected behaviors. Step 2: Ismail (or other support staff) will cover your room while teacher connects with student and supports student’s needs. Step 3 : Student will be offered another chance to re-enter the classroom following expected behaviors. Step 4: If these behaviors escalate or interfere with safety and/or learning of students, that student will check in with Ismail and work through restorative work (back to class form) with a reentry back to the classroom. Step 5: Situation Based Created by Hannah Carmon

14. Red Level Behaviors Action Steps to Take Leaving the school grounds Bullying and cyberbullying Physical violence Swearing with malicious intent Accessing inappropriate content online Threats to others Using weapons/malicious intent Bringing threatening objects Destruction of property Theft: $100 or more Vanadlism Step 1: Teacher calls for support (Ismail, Kelly, Shannon W) Step 2: Student will take a break out of the classroom to reset and work through restorative work and an apology letter if needed. Step 3: If this is the first time: Student will stay with Ismail or other support staff until parent is contacted via phone and “Restorative Office Phone Call Home” form is completed. If behaviors continue, the BST will follow up with next steps. Things that the BST may decide (this list is not all inclusive): How long they will be out of class for What is needed to re-enter the classroom Determine who was involved and follow up with a restorative circle. Created by Hannah Carmon

15. Resources SEL Curriculum Calm Corner Zones of Regulation Powerpoint Activities Student Expectations Powerpoint Social Responsibility Plan Random Acts of Kindness curriculum