# data[].attributes.body
-conversation at the beginning of the day- check- in
-contact the dad
-allow her to take breaks in the room
-what is the work? is it too hard for her/ --have her work with a partner
-give her some special jobs/attention
-box of bug books in an area for her to use to calm down

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assuming this is the first outburst of the day~~~~
- clean classroom (give job)
- quietly touch base about brewing feelings before blowing lid
- honoring bathroom breaks
- offer drink break (allow walking to other drinking fountain)
- teacher asks "what can I do to help?" to individual
- remove work demands as main focus-- focus more on behavior compliance or give options for work tasks
- define space to be on floor
- lay out time/space for teacher's attention (lunch time)
- touch base with Dad early (email, phone call, text)

# data[].attributes.body
-check in with her early
-give her a book to take to another teacher with a note that she needs some attention
-give her choices in redirection
-ask if she wants to call home to check-in with dad and/or mom
-give her eye contact/smile/nod during lessons
-check-in/check-out with another teacher
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Give her a helping job. Ask if she would like to draw bugs or color.

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Acknowledge Rachel as soon as she enters the classroom.
Have a private conversation with Rachel.
Brainstorm with Rachel how she could have time with her.

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-allow teacher to step out and process with student (depending on what is happening in classroom)
-sit with student to transition back to room after they are calm
-support staff processes with student, how to better respond when angry/steps to take to calm down

# data[].attributes.body
-social skills group (what to do when you're angry/need attention)
-talk with the teacher about what happened during the walk
-help facilitate a restorative conversation/re-entry to classroom
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Staff stay with student
Help build the connection back with the teacher
Help with restoration
Responder and teacher trade places. Teacher takes student for break/walk to regroup

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Give teacher at the time a few mins. to talk with student alone. Res-ponder covers class.

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-welcome back to class, positives, re-assure, encourage
-immediately "catch" good behavior

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-welcome them back
-give eye contact/nod/smile (let child know they haven't been forgotten about)
-get student a buddy in the room to check-in with if they start to feel frustrated

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- teacher & support staff quick talk (any insight gained from walk)
- touch base with Dad (if needed)

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Give hug and here is what we are doing.

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- praise positive
- allow time to think & process
- start over (clean slate)
- alternative task (smaller assignment or other activity)
- check in with student

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1 balance of understanding the consequence of their behavior vs. starting fresh, check-back in, discuss with student or support staff as to what follow up is for the behavior.  Can we say to student- you will sit out for first 5 min of the activity due to the disruption?

# data[].attributes.subject
1 balance of understanding the consequence of their behavior vs. starting fresh, check-back in, discuss with student or support staff as to what follow up is for the behavior.  Can we say to student- you will sit out for first 5 min of the activity due to the disruption?

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-if they are going to miss out on the privilege, it may escalate them again.  What is the next step plan here?

-where do we send them if they are not ready to be re-join appropriately?

-

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stay with student when they reenter
help rebuild the relationship between student and teacher
student helps the student reenter the room and learn what the class is working on

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-spend some time with the grade-level below where he was successful
-talk to past teachers to see what has worked
-try to find out what has changed (seeing dad less? learned behavior?)
-built in breaks (do 3 tasks, take a break or work 10 minutes take 5)
-social skills group
-call parent and have parent sit with child
-use of buddy room for break
-give choices (sit at table or carpet)

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-approach the student and see if you can "distract" him: redirect his thoughts (play with a toy/preferred choice/Bookflix)
-buddy room

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-Is his older brother at the school? Perhaps they could chat as he is starting to show behavior.
-Reach out to the counselor for what is working // de-escalation strategies.
-Redirect behavior away from other students, then ignore and give them space and time to de-escalate
-Offer choices and/or breaks
-Contact Mom

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Maybe older brother could visit the classroom.  Talk to form teachers about what works or he is allowed to visit.
Make connections with student during breakfast.

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Scenario 3  -something has happened at home and he is upset; see if you can find a way to have Matt check in with someone first thing in the morning or call the counselor/ therapist first to see if they have time.  Call mom?  See if you can gather more information first, in a non-threatening way.

# data[].attributes.subject
Scenario 3  -something has happened at home and he is upset; see if you can find a way to have Matt check in with someone first thing in the morning or call the counselor/ therapist first to see if they have time.  Call mom?  See if you can gather more information first, in a non-threatening way.

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-conversation with the student
-sit with student in the classroom
-communication among counselor/school based therapist --what cooping skills are they talking about in sessions? what can I use in my classroom that they use?

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Teach students these are the things you do in a safe environment
Go to the buddy classroom and help with the students or show them his learning

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-social skills group
-teach replacement behaviors
-check-in/check-out person
-come in a sit/model what expected behavior looks like
-support staff comes in and creates positive interactions with class (so students see them as a positive not just "someone is in trouble")
-someone besides the classroom teacher helps to model/tutor expected behavior
***consistent response from "responders***
***Talk to students about expectations IN the classroom once they are returned (gradual-release)
-ensure that student really is de-escalated

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3 - if it has been a pattern, work together on a clear plan for coping skills and possible consequences, proactive social stories or pictures to help provide some structure and predictability 

# data[].attributes.subject
3 - if it has been a pattern, work together on a clear plan for coping skills and possible consequences, proactive social stories or pictures to help provide some structure and predictability 

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-find something for motivation?
-work to re-build relationships?

**struggling with this type of studnet

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Take student out for a run. Communication among support staff to get student back to the room. Set up a school wide set of steps to get the high fliers back to the room. Breakfast club to teach social skills.

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-Give strategies counselors, therapist, and support staff are using to be on the same page.
-

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-Welcome them, letting them know they are starting fresh
-Rebuild teacher/student relationship
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-buddy up with an older kid (role models between grades)
-buddy with someone in the classroom
-shortened assignment
-work towards a break
-positive phone call home
-hug
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3- how can we empower the student to understand the boundaries of the classroom better.  Could we have a calm down room or a space for students who are not yet ready

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3- how can we empower the student to understand the boundaries of the classroom better.  Could we have a calm down room or a space for students who are not yet ready

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Consequences for behavior