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Can we still deduct points for late work, projects, and presentationd

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1. What programs will we have to integrate students back into school after a suspension.
2. Will all of the students teachers be involved in the integration meeting after a suspension?
3. How will interventions being used with a student be communicated with all the teachers?  Interventions need to be consistent

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Do we document all occurrences of a repeated behavior (i.e. profanity) even if the same intervention is followed each time?  Where?  Discipline section?  Intervention section?

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Can we merge BIP data with PowerSchool to avoid double/triple documenting?

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Does the suspension data apply to ISS?

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Call ISS time be modified as a time for additional counseling to modify behavior (work with counselor/social worker), and work with a peer tutor assigned to the room to offer academic assistance?
Often time teachers send down work only to find students elected not to work on make up work.

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Can we put in a zero for missing work and change it to the score that the student earns when the work is turned in?  Or would that be considered against Board Policy?

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Can we still include behavior contracts regarding safety in lab based classes? If so, can there be consequences for violating the behavior contract?

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If we request a student to come during bulldog hour, are we required to record that in the intervention log?

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Can we use a student's lunch as an intervention to have students  complete missing work?

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Are we hiring more support staff to oversee these new interventions?  Will we need more counselors to handle the shift in the jobs?  More school therapists and psychologists? Other intervention staff?

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Can any student no longer receive a 0 in PowerSchool when homework is not turned in?

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What will discipline look like once the teachers have done all they can do, and the student now moves on to the next level with administration?

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Is community service an intervention the district is looking into along with logical/ natural consequences for behaviors?

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Can we keep documentation some place that works for us and then enter it at the end of the week?  Will there be a time limit as to how soon the documentation has to be entered in PowerSchool?

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What is the protocol for a major discipline issue (weapons at school, physical fights, etc.), especially if the student doesn't have a history of interventions?

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Is the district looking into off campus alternatives to suspensions?  There was a program in Aurora that we utilized called CIBS.

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What does 'light' bullying or cyberbullying look like?

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Could the students in ISS be made more accountable for what they should be accomplishing?
With additional emphasis on why they are there and what they could do in the future so that ISS does not happen again?
For example: we give them work to do that often has not been completed and some teachers are told by the students that they were able to play games during that time. Why are we spending our time giving work if there is no emphasis on completion?

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How will it be determined when a student sees a counselor/social worker instead of a Dean? Concerns about how this will impact therapeutic relationships and time for related services to complete these tasks 

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How will it be determined when a student sees a counselor/social worker instead of a Dean? Concerns about how this will impact therapeutic relationships and time for related services to complete these tasks 

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What training will teachers receive regarding PowerSchool documentation? i.e. what is docmented what is not

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Do teachers need to document everything in PowerSchool such as a seat change or a quick "time out" in the hallway?

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If two people are providing interventions, do both people document it?

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If two people are providing interventions, do both people document it?

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What information has been shared with parents from district/school regarding changes?

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When we send mass emails to all parents do those have to be documented?

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do teachers need to log everything?  Even when they make a seat change due to behavior ?

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Can we get a list of which types of classroom interventions should be documented?

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Can we get a list of which types of classroom interventions should be documented?

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Is it every time we change someone's seat? Every time we talk with a student about their behavior?
What about whole class interventions?

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Are the students going to receive training on the new law?  Will they think the new consequences are suddenly "softer" than in years past? 

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Are the students going to receive training on the new law?  Will they think the new consequences are suddenly "softer" than in years past? 

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Is the district providing training for parents on this shift in discipline?  We will most likely get more support if parents are on board.

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Is the district providing training for parents on this shift in discipline?  We will most likely get more support if parents are on board.

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If something is in place for an IEP or 504, do we still have to document? We already document the behavior for special ed, etc.

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If something is in place for an IEP or 504, do we still have to document? We already document the behavior for special ed, etc.

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How to get all staff discipline on the same page, because inconsistency will reinforce the undesired behavior?

What should teachers be doing instead of "punishment?"

When you have a student disrupting your class, what can teachers do instead of removing students?  What practical solutions/interventions do you have?

How are log entries impacted by related service staff with their legally bound confidentiality?

Counseling can not be a punishment/consequence or it will not be effective, how do thees groups/supports come to be?

When there is a major classroom disruption, what do teachers do?  Both students and staff may need the few minutes for a "time-out."  What do they need to do?

What supports will be added for staff?

How could we use the SEL competencies to support teachers in working with our students & support them with discipline?