Reentry Plans
Reentry Plans
Embedded Files
Using reentry plans...
Sets students up for success
Creates a streamlined plan for students
Makes everyone be on the same page
Provides students the opportunity to plan how they will reintegrate themselves into a situation
Gives space for rehearsal
Implementation
Implementation
Overview
The school based team meets with student prior to them returning to peer populated locations after an incident that required suspension of a student occurred.
Rehearse with the student the process of what to expect when they return.
Identify a lifeline, if needed. A person that will support if the student becomes dysregulated.
Schedule short follow up intervals and adhere to them.
Close the loop with the adults involved so that they can move effectively respond to students’ emotions.
Arrange an end of day check in.
Implement the follow up plan.
Core Components
Collaborative
Firm goals established
Verbally rehearsed
Student is coached into options
Clearly communicated to all involved
Proactive Implementation
Proactively setting up reentry plans requires a sense of connection within the school community. Students must feel a sense of belonging.
Responsive Implementation
Responsively initiating a reentry plan requires the careful planning of the steps to reintegration. This means that the student will meet to determine the harm caused, make a plan to repair the harm, and move back into the classroom environment.
Bucket Fits
Bucket Fits
Connection
If the need is connection then during the reentry planning, the student may request people that they wish to attend present as supports.
Skills Training
If the need is skill building then part of the reentry plan may be to include explicit lessons on specific skills and how that will be built within the schedule.
Awareness
If the need is awareness then the student may hear from multiple sources about the impact their actions had on them.
Emotional Regulation
If the need is regulation then the student may build in lessons on regulation/coping skill lessons into the renentry plan.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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