Paġlagivsi

PAWS FORWARD

Prompt and Prepared ~ Act Responsible ~ Work with Cooperation ~ Show Respect

The Fred Ipalook Elementary ARCTIC FOXES are a community of learners who strive to lead with the INUPIAQ values and language, fostering a sense of belonging, and preparing students for academic success through our classrooms and beyond.

IPK Behavior Intervention Flowchart: Building a Safe Place to be Vulnerable

Ongoing or Minor Incidences

Ongoing: Teacher Strategies for Consistent Behavior and Building Relationships:

* Referred to/reinforce posted expectations, celebratory environment

* Referring to/reminding classroom norms/procedures

* Student voice/choice where possible

* Student buy-in consequences

* Narrative Awareness: (3: 1 P: N, “I statements”, intentional tone, inflection, and word choice)

* Intentional Relationship Building Strategies

* Whole class incentives

* “Anticipating needs” plan

* Brain breaks & movement

* Student designed physical space

* Limit unstructured time

* Model desired behavior

Classroom-Managed (minor)

Majority of students:

Simple/Quick

• Attention getters

• Mindful meditation (2nd steps)

• Brain breaks

• Coach speech (challenging

transitions)

• Ask students what is expected

• CHAMPS

More in depth (have plan in place)

• SEL Teachable moments

• Restorative opportunity

• Class Meeting

• Revisit Expectations

• Ask students “why is learning/doing _____important?”

Consider These: Was there a setting event? Do an honest check in about your own current state of being? How can you teach/cover this concept in away that has better buy-in?

Classroom-Managed (minor)

Individual student:

Simple/Quick

• planned ignoring

• discrete redirection

• proximity, moving about

• praise desired behavior, “looking for”

• tangible objects available

• “First”, “then” statements

• Use “I” statements

More in depth (have plan in place)

• hot pass

• finding common ground (personal ex.)

• restorative opportunity (with student?)

• one-on-one conference (away from peers)

Consider: What is the function of the behavior? Attention seeking, escape/avoidance (too hard, too easy), basic needs (safety/security), trauma response, hunger, tangible access, sensory stimulation

What does “Deeper Problem Solving” look like?

If the individual behavior doesn’t decrease in intensity

and/or frequency, do the following:

* Collect/track the data (more is better)

* Complete ODR form

* Talk to previous teacher & Grade level team

* Ask for observation from counselor

* Talk with parent from a place of genuine concern for

child, foremost.

* Communicate student need/data to RTI team

When Office Assistance Is Needed

Teacher Actions:

*Call office: Be specific of your needs (nurse, counselor, principal)

* Document in Ed Hub within 24 Hours

* Please use Mr. Woodward’s behavior chart for clarification to what constitutes the discipline level.