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What is one way this plan compares and contrasts to last year's plan (1 same, 1 different)?

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What is one way this plan compares and contrasts to last year's plan (1 same, 1 different)?

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What is one way this plan compares and contrasts to last year's plan (1 same, 1 different)?

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What is one way this plan compares and contrasts to last year's plan (1 same, 1 different)?

# data[].attributes.headline
What is one way this plan compares and contrasts to last year's plan (1 same, 1 different)?

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What is one way this plan compares and contrasts to last year's plan (1 same, 1 different)?

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A. What are three T1 behaviors?
B. What typically makes something a T2 behavior?

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A. What are three T1 behaviors?
B. What typically makes something a T2 behavior?

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A. What are three T1 behaviors?
B. What typically makes something a T2 behavior?

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What is one way this plan compares and contrasts to last year's plan (1 same, 1 different)?

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What is one way this plan compares and contrasts to last year's plan (1 same, 1 different)?

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A. What are three T1 behaviors?
B. What typically makes something a T2 behavior?

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A. Not listening, side conversations, choosing not to participate in class.
B. RepeatedT1 behaviors, disrupting other students' learning

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1) Off Topic Talking
2) Excessive Movement in the room
3) Tapping

Movement to T2 = Repeated after re-direct

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speaking out of turn, being off task, irritating behavior like tapping

repeated and not willing to make a change

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Talking inappropriately
Distracting others
Tapping a pencil incessantly

They go to Tier 2 when the behavior interferes with other students' learning.

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Talking Sleeping

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A. Talking, Not on task, distracting behavior
B. Repeated T1 behavior

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Tier 1:  Talking, Pencil Taping, Not bringing Supplies

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Tier 1:  Talking, Pencil Taping, Not bringing Supplies

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Tier 2:  defiance; repeated behaviors (contacting parents a must)

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A. Sallie Sue talking when teacher is giving instruction, horse play (once) and I can't think of anything else....

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A. Sallie Sue talking when teacher is giving instruction, horse play (once) and I can't think of anything else....

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B. repeating not responding to teacher's redirection

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Blurting our in class
Off task

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Blurting our in class
Off task

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disruptive noise
getting out of seat
B.Continues with disruptive behavior

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repetitive behavior even after refocus

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Chatting during instruction, pencil tapping, distracting

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Chatting during instruction, pencil tapping, distracting

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wandering classroom

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No supplies,  talking out of turn,  general kid behavior

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No supplies,  talking out of turn,  general kid behavior

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T2 is when they don't comply with teacher requests

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T2=repeat offenses

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when you continue during the same behavior

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when you continue during the same behavior

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 Tier 2) continuing behavior after repeated redirection

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 Tier 2) continuing behavior after repeated redirection

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Same: Still gives an opportunity for students to refocus; virtual forms.
Different: No recovery room; are sent to Ms. Terrye instead of a neighbor room.

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Compare:  Students still have a place to reflect and get back to focus.  Admin is here to help and support us in our classroom.  

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Compare:  Students still have a place to reflect and get back to focus.  Admin is here to help and support us in our classroom.  

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Contrast:  Students misbehavior will be corrected with more restorative practice so that they can stay in class and learn.  Also everything will be paperless.

Denise Van Horn

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same: refocus rooms available
different: paperless, all digital

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Same - students given a chance to "cool down" and reflect

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Same - students given a chance to "cool down" and reflect

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Different - Buddy Room is now Ms. Terrye. Use computer rather than paper.

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comparison- classroom flow chart for sending to a buddy room is still the same. 

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comparison- classroom flow chart for sending to a buddy room is still the same. 

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Contrast - the only buddy room available is Ms. Terrye (send a text)

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Comparison -  The students can still be refocused or sent to the office for inappropriate behaviors.

Contrast - the consequences may look different due to students not being in school as much.

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Kids have time to reflect.
The places they reflect are different.
I doubt we will need to use it - classes will be so small and I think kids will have a different feelin about being in the classroom.

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Same: Students still have a chance to step away from the situation and regain their composure.
Different: Responses to situations will look different because students will not be in the building all day every day.

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Same: students have a place to calm--
Different: it may not always be in person.

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Same behaviors and same goal (improvement); different methods of dealing with those behaviors.

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Same behaviors and same goal (improvement); different methods of dealing with those behaviors.

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Same : Still have a place to Refocus

Diff: Miss Terrye is official 'Buddy Room"

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Students are still given a way to decompress

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Students are still given a way to decompress

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Buddy room is with Ms. Terrye

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Same=students have opportunity to refocus
Different=forms are completed electronically

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more restorative practice to utilize as much time in class as possible; ISS/OSS still used when needed

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Teir 3 before sending to office

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Student are still given a place to calm down 

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Student are still given a place to calm down 

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Students consequences will be very varied because they are only here once a day.

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disruptive behavior still gives opportunity to learn

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disruptive behavior still gives opportunity to learn

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A) Off-task, excessive talking or blurting out, distracting other students.
B) Tier 1 Behaviors repeated - for example, multiple instances blurting out

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T1: blurting out, leaving seat, whistling
T2: repeated T1 or escalated T1

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blurting
walking around
sleeping

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out of seat
talking out of turn
rude
T2
Repeated or refuse to correct

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Tier 1 behavior is talking during instruction

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Tier 1 behavior is talking during instruction

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Tier 2 behavior in my opinion is repeated behavior that is disruptive to the learning environment.  It happens routinely and not on occasion.

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Tier one behaviors:  Repeated outbursts, tardy to class, 

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Tier one behaviors:  Repeated outbursts, tardy to class, 

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Forgetting paper or pencil.
Talking out of turn.
blurting

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Blurting out
Stealing Anulax batteries from the sovereign guardians

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T1: Blurting, out of seat, not participating
T2: Repeated T1

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out of seat constantly, talking out of turn, tapping pencils or items

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out of seat constantly, talking out of turn, tapping pencils or items

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T1: Not following CHAMPs expectations
T2: Repeated T1 behaviors

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The IR is the same process, the behaviors are the same

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It's the same since kids have consequences for negative behavior.
It's different since it's more restorative than punitive.

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same: behavior tiers
different: paper only

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Same: We are still holding kids accountable for their behavior
Different: Consequences may look different to reflect our new learning model and move towards restorative practices.

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DIR for same
Different
Restorative Practices

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This plan compares in the sense that the student's identity will remain anonymous.  It is different because now we state whether S1 or S2 is a victim or an offender.

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This plan compares in the sense that the student's identity will remain anonymous.  It is different because now we state whether S1 or S2 is a victim or an offender.

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Restorative practices

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Same: Office referrals
Different: ISS/OSS will look different this year because of blocked schedules

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How to send students and the paperwork is different.

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Same - students are still being held accountable for their actions.
Different - more restorative and reflected practices

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Same:  only tier 2 and 3 behaviors should be referred:  

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Same:  only tier 2 and 3 behaviors should be referred:  

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Different:  The schedule for their consequence due to our block scheduling

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Blurting out, getting out of seat, putting feet on desk. 2) repeated behaviors and more disruptive.

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Blurting out, getting out of seat, putting feet on desk. 2) repeated behaviors and more disruptive.

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A. Calling out, making noises (tapping pencil/feet etc.), talking to neighbors.
B. Repetition makes a tier 1 behavior a tier 2 behavior.

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Continuing corrected behavior
Not turning in work

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A) Off task, disrupting learning environment, Refusal to fallow directions.

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A) Off task, disrupting learning environment, Refusal to fallow directions.

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B) Repeated  T1 after correction

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interrupting, off topic, getting out of seat

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b. repeated tapping, blurting out, out of seat after reminders and warnings.

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Students are still held accountable and there is still support for teachers.
Contrast: Expanded use of Restorative and/or Alternative forms of discipline.

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Consequences will be more tailored for the given situation

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A. 1) Being rude or disrespectful
2) Horse play
3) Foul language not directed
B. Repeated tier 1

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Blurting out in class, forgetting calculator, late to class.

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Blurting out in class, forgetting calculator, late to class.

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T2 is more frequent occurrence of T1 behaviors, or more severe behavior.

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A.) tapping pencil, talking out in class, off task
B.) T2 is T1 behavior repeated after warnings

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1. Noise making, 2. Mild chattiness, 3. Coming to class unprepared

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shouting, throwing paper, not following procedures

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shouting, throwing paper, not following procedures

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1) Talking too loudly, late to class, throwing items (i.e. pencil, water bottle)
2) Repeating a Tier 1 behavior even after redirection from teacher

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Commenting inappropriately when another student answers.

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Commenting inappropriately when another student answers.

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Repeated Tier 1.

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T1- blurting out, singing/ humming, off topic discussions. 

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T1- blurting out, singing/ humming, off topic discussions. 

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Same: Tiers, admins. Different: restorative emphasis.

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Same: Tiers, admins. Different: restorative emphasis.

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Placing more emphasis on restorative.  Which is good! :) 

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Placing more emphasis on restorative.  Which is good! :) 

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Same = responding to tier behaviors similarly
Different: Tier 3 behaviors may be addressed differently given the strong virtual learning component

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Same- still have tiers  different- when sending them to the back office they take everything with them.

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Same- still have tiers  different- when sending them to the back office they take everything with them.

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Different-Restorative practice focus

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same=tiers
different=Consequences for Tier 2 behaviors may look different.

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Students still are being given the opportunity to return to class after tier 1 and 2 behaviors. This year they might even be out of the room less for consequences due to restorative practices.