3. Target Replacement Behaviors & Skill Instruction

1. Functional Break Request

Harlem taps the visual "Take 2" Card on his desk instead of engaging in avoidance or aggression. Staff honors immediately without questions.

2. Accepting "No" Routine

Harlem practices the 3-step script: (1) Look at speaker, (2) Say "Okay", (3) Take 1 deep breath. Earns immediate bonus token for zero protest.

3. Positive Attention Solicitation

Harlem utilizes a desk cue card ("Check my work please") to gain adult attention appropriately rather than calling out or provoking peers.

Uncommon Schools Camden Prep • Harlem Sanes BIP Page 1 of 2

SANES RESET & CRISIS SAFETY

Managing 6–7 Daily Resets & Escalation Procedures

Staff Directive

1. Structured Protocol for High-Frequency Resets (6–7 / Day)

Because Harlem currently requires 6–7 daily resets, staff must avoid viewing resets as failures. Resets are scheduled neurological calibration tools designed to prevent full-blown crisis events.

1 Early Prompt

At first sign of sighing, mutterings, or head-drop, staff quietly places reset card on desk: "Reset time, Harlem. 4 minutes."

2 Reset Seat

Harlem moves to designated side table away from center gaze. Flip 4-minute visual sand timer. Zero adult talking during first 3 minutes.

3 Self-Check

Harlem circles emotion on laminated mat (Mad / Frustrated / Tired). Staff asks: "Ready for help on question 1?"

4 Re-Engagement

Return to desk. Staff co-completes first problem with Harlem to eliminate immediate re-avoidance trap.

2. Emergency & Safety Procedures: Aggression & Elopement

Emergency Aggression Protocol (Hitting, Throwing, Kicking) Priority 1

1. Immediate Reaction Gap: Back up 4 feet. Do not attempt to physically grapple or hold student's hands.
2. Classroom Redirection: Signal paraprofessional / partner teacher to guide peers to reading rug or adjacent room.
3. Low-Arousal Script: Repeat calmly: "Harlem, I am keeping everyone safe. I am waiting until your body is calm."
4. Support Call: Use room intercom or crisis radio: "Assistance needed in Room 14." Designate certified staff only.

Elopement Protocol (Leaving Classroom / Hallway Flight) Safety Shadow

1. Designated Shadow: Assigned staff immediately shadows Harlem at a distance of 12-15 feet. Do not run or chase.
2. Perimeter Notification: Call main office: "Harlem Sanes eloped toward Wing C / Main Exit." Perimeter doors checked.
3. De-escalation Zone: Allow Harlem to stop in safe secondary foyer/bench. Position between student and external exit.
4. Re-entry Escort: Once respiration slows, present option: "Harlem, walk back with me or with Mr. Rodriguez?"

3. Measurable 6-Week Intervention Goals

Goal 1: Reset Reduction

Reduce Harlem's daily resets from baseline 6–7 to ≤ 3 per day over 4 consecutive weeks.

Goal 2: Zero Aggression

Achieve 0 incidents of peer/staff physical aggression and throwing objects per 5-day cycle.

Goal 3: Accepting "No"

Accept denial of request / redirection without verbal disruption in 4 out of 5 opportunities.

Intervention Team Implementation Signatures:

Lead Teacher: ________________

Behavior Specialist: ___________

Administrator: _______________

Parent/Guardian: ______________

Uncommon Schools Camden Prep • Harlem Sanes BIP Page 2 of 2

Total Resets Today:

Aggression Incidents:

Break Cards Used:

Accepted "No" Tally:

Staff Debrief Notes:

Uncommon Schools Camden Prep • Harlem Sanes Tracker Page 1 of 2

WEEKLY PROGRESS REVIEW & AUDIT

Tier 3 Multi-Disciplinary Review Form

Bi-Weekly Review

Student: Harlem Sanes

Week Of: ______________

Meeting Date: ___________

Team Lead: _____________

1. Five-Day Trend Aggregate Data

2. Pattern & Antecedent Identification

Peak Time / Subject of Friction:

Identify which periods recorded the highest reset frequency for Harlem:

Primary Escalation Triggers:

Check observed triggers: [ ] Denied item [ ] Writing task [ ] Peer friction

3. Implementation Fidelity & Action Plan

Scheduled Attention Bursts given

Tasks chunked into 2-question strips

"Not right now" script maintained

Next Cycle Team Decision:

[ ] Maintain current plan

[ ] Intensify scheduled breaks

[ ] Modify academic difficulty

[ ] Convene IEP/504 conference

Specific Adjustments for Upcoming Week:

Uncommon Schools Camden Prep • Harlem Sanes Tracker Page 2 of 2

3. Dinosaur-Themed Reinforcement & "I Feel..." Stems

Dino Crew Classroom Jobs High Leverage

Rahee thrives when given responsibility. Harness his dinosaur passion through structured classroom leadership roles:

• • Paleo Line Leader: Rahee carries the group dinosaur mascot during hallway transitions.
• • Fossil Supply Master: Rahee distributes and collects table supply caddies safely.
• • Dino Token Banker: Earns 1 mini fossil stamp per smooth transition (4 stamps = 5 min dino trivia).

Sentence Stem Communication Routine Replacement

Laminated visual cue card taped to Rahee's desk corner. When his body tenses, staff taps card:

"... I feel [ mad / stuck / frustrated ] because..."

"... this page is too long." / "... I need more time."

Staff Response: "Thank you for using your words, Rahee. Let's solve it together."

Uncommon Schools Camden Prep • Rahee Davis BIP Page 1 of 2

DAVIS RESET & CRISIS SAFETY

Managing 4–5 Daily Resets & Safety Responses

Staff Protocol

1. Structured 4-5 Daily Reset Routine ("The Dino Den")

Resets occur 4–5 times daily to alleviate task fatigue and transition friction. Rahee uses the designated classroom regulation nook equipped with sensory dino tools.

1 Signal & Shift

When pencils slam or paper crinkles, staff presents green Dino Reset Token: "Rahee, Dino Den for 3 minutes."

2 Sensory Squeeze

Rahee selects textured dinosaur stress squeeze or weighted dinosaur lap pad. Visual 3-minute liquid timer flips.

3 Sentence Stem

At 1-minute chime, staff approaches quietly: "Rahee, complete your sentence: 'I feel...' " Validate his feelings warmly.

4 Job Re-Entry

Transition back via purposeful job: "Let's get back so you can distribute the science materials." Immediate positive reinforcement.

2. Emergency Safety Procedures: Property Destruction & Elopement

Property Destruction Response (Sweeping Desks, Tearing Books, Throwing Chairs) Safety Stance

1. Clear Projectiles Immediately: Calmly remove adjacent bins, pencil holders, and tech devices out of reach.
2. Do NOT Physically Restrain or Wrestle: Step back 4 feet. Do not wrestle torn papers or books out of Rahee's hands.
3. Silent Calm Presence: Maintain neutral expression. Say once: "Rahee, I will keep you safe. Your desk will be ready when you are calm."
4. Restorative Restitution: Never force immediate cleanup during agitation. Once calm in Dino Den, staff assists with a 90-second collaborative cleanup: "I'll pick up the papers, you put the chair up."

Transition Elopement Response (Darting from Hallway Line / Hiding) Transition Guard

1. Prevention Anchor: Rahee always walks directly beside lead staff or carries the line leader Dino Mascot.
2. If Darting Occurs: Designate one staff member to shadow Rahee within 8-10 feet. Do not shout or run after him at high speed.
3. Corner Interception: Position calmly near doorways/stairs. Use visual dino card: "Rahee, we need our Supply Master in Room 12."
4. Hand-to-Job Reconnect: Hand him a specific clipboard or task to carry immediately upon stopping.

3. Measurable 6-Week Intervention Goals

Goal 1: Reset Reduction

Reduce daily resets from 4–5 to ≤ 2 per day using proactive timers and Dino Den pauses.

Goal 2: Safe Transitions

Navigate 90% of hallway and classroom transitions without elopement or stalling behavior.

Goal 3: Zero Property Damage

Achieve 0 episodes of sweeping supplies, tearing books, or throwing furniture over 10 school days.

Intervention Team Implementation Signatures:

Lead Teacher: ________________

Behavior Specialist: ___________

Administrator: _______________

Parent/Guardian: ______________

Uncommon Schools Camden Prep • Rahee Davis BIP Page 2 of 2

Total Resets Today:

Fossil Stamps (Max 5):

Property Damage:

Dino Reward Earned?

[ ] YES [ ] NO

Staff Reinforcement Note:

Uncommon Schools Camden Prep • Rahee Davis Tracker Page 1 of 2

WEEKLY DATA REVIEW & TRANSITION AUDIT

Rahee Davis Progress Evaluation

Bi-Weekly Review

Student: Rahee Davis

Week Of: ______________

Meeting Date: ___________

Team Lead: _____________

1. Five-Day Weekly Progress Aggregate

2. Strategy Efficacy & Trigger Analysis

Transition & Countdown Efficacy:

Did the 2-minute visual timer + silent 5-finger countdown prevent elopement?

Task Completion "Goal Line" Impact:

Did pre-marking problem limits reduce property destruction and tearing for Rahee?

3. Fidelity Checklist & Next Cycle Decisions

Dino Crew job assigned daily

Silent 5-finger countdowns used

"If... then..." statements framed

Next Cycle Team Decision:

[ ] Maintain current plan

[ ] Expand Dino Job privileges

[ ] Adjust reset duration (3 min)

[ ] Fade transition prompts

Target Actions for Next 2-Week Block:

Uncommon Schools Camden Prep • Rahee Davis Tracker Page 2 of 2

Case manager and counselor conduct formal discovery with prior Copewood providers to catalog past de-escalation triggers, effective sensory tools, and trauma protocols that succeeded or failed.

3. Trauma Reframing & Emotional Safety Replacement

Combating Internalized Rejection ("They Hate Me")

• • Unconditional Belonging Affirmation: "William, you are safe here. You belong in this room, no matter how hard today feels."
• • Non-Verbal Connection: Deliver silent sticky notes with quiet genuine affirmations: "Glad you are here today, William."
• • Never Validate Negative Distortion: Gently counteract shame spirals: "That thought feels very loud right now, but your school team cares deeply about you."

Functional Replacement Communication

• • Silent Red Card Protocol: Instead of yelling or running, William places a red card on the edge of the desk.
• • Immediate Safe Corner: Red card grants immediate access to the soft regulation corner without speaking.
• • Written / Drawing Check-In: Once breathing stabilizes, offer clipboard with emotion faces or blank pad.

Uncommon Schools Camden Prep • William Davila-Guardado BIP Page 1 of 2

DAVILA SAFETY & SIB PROTOCOLS

Crisis Procedures & Copewood Alignment

Staff Protocol

1. Emergency Safety Protocol: Self-Injurious Behavior (Head Banging)

Immediate Physical Protection Standard Mandatory Protocol

1. Interpose Soft Barrier: Slide a foam mat, soft pillow, or folded gym pad between William's head and hard surfaces (desk/wall/floor). Do NOT hold head down forcefully.

2. Silent Calming Presence: Keep verbal language to zero or whispered minimum: "I am placing this pad here to keep your head safe, William." Avoid loud shouting or panic.

3. Clear Classroom Space: Quietly redirect classroom peers away from the immediate area to protect student privacy and minimize social shame triggers.

4. Medical Nursing Assessment: Once William is calm and resting, school nurse conducts non-invasive visual concussion/contusion check and logs incident.

2. Walk-Out & Shutdown De-Escalation Guidelines

A. Walk-Out (Hallway Flight) Response

1. Designated staff follows at 10-15 foot safety buffer. Avoid cornering or rapid pacing.
2. Monitor perimeter doors. Alert campus security via discreet text/radio.
3. Allow William to sit on sensory bench / secondary quiet foyer.
4. Present visual choice: "Take 5 minutes here, or drink water at the fountain?"

B. Severe Shutdown / Mutism Response

1. Lower demands completely. Do not stand over him demanding verbal answers.
2. Place a glass of water and blank drawing paper with markers on the desk quietly.
3. Provide 10-15 minutes of uninterrupted co-regulation space.
4. Re-engage with non-demanding connection: "You don't need to speak. Just point to 1 problem we can look at."

3. Copewood Outreach Agenda & Measurable Intake Goals

Copewood Team Collaboration Agenda:

• • Identify verified environmental triggers in prior setting.
• • Obtain inventory of sensory tools that de-escalated SIB.
• • Clarify what disciplinary or verbal approaches escalated him.
• • Establish shared counseling strategies for rejection anxiety.

6-Week Intake Progress Benchmarks:

• • SIB Safety: 0 unpadded head banging incidents; 100% staff fidelity with foam protection pads.
• • Token Engagement: Earn ≥ 8 of 10 daily punches across 4 school days per week.
• • Communication: Utilize silent red card instead of elopement/yelling in 3 of 4 triggers.

Intake Intervention Team Implementation Signatures:

Lead Teacher: ________________

Behavior Specialist: ___________

Copewood Liaison: ___________

Administrator: _______________

Uncommon Schools Camden Prep • William Davila-Guardado BIP Page 2 of 2

Punches Earned (Max 10):

Total SIB Episodes:

Total Walk-Outs:

Reward Redeemed?

[ ] YES [ ] NO

Affirmation Given & Staff Notes:

Uncommon Schools Camden Prep • William Davila-Guardado Tracker Page 1 of 2

WEEKLY PROGRESS & COPEWOOD INTAKE

Multi-Agency Data Synthesis & Strategy Evaluation

Intake Review

Student: William Davila-Guardado

Week Of: ______________

Review Date: ___________

Case Lead: _____________

1. Five-Day Trend Aggregate Log

2. Copewood Team Outreach & Strategy Intake Record

Date Contacted: ______________

Copewood Contact Name: ______________

Title / Role: ___________________

Supports That WORKED at Copewood:

Supports That DID NOT WORK at Copewood:

3. Fidelity Check & Team Action Directives

Specialized seat maintained

Protective foam pad on hand

Punch card reinforced 15-min

Target Directives for Upcoming Week:

Lead Teacher: _______________

Counselor / Social Worker: _______

Administrator: _______________

Uncommon Schools Camden Prep • William Davila-Guardado Tracker Page 2 of 2

Private, Dignified Direction Giving

Never give public disciplinary directives across the room. Approach Emanuel's desk quietly, squat to eye level, deliver a single clear direction with a friendly tone, offer 2 forced choices, and immediately walk away to allow 30 seconds of processing time.

Uncommon Schools Camden Prep • Emanuel Easterling BIP Page 1 of 2

TEACHER MINDSET SHIFT & DE-ESCALATION

Staff Implementation Coaching Playbook

Staff Coaching Tool

1. Staff Mindset Shift: From Deficit to Intervention Coaching

OLD MINDSET (Escalating & Punitive)

• • "Emanuel is just being lazy, disrespectful, and stubborn."
• • Standing over his desk insisting: "You need to do this right now or you're losing your recess."
• • Engaging in a verbal debate when he says "No."
• • Viewing classroom jobs as rewards that must be withheld when he avoids work.

NEW INTERVENTION MINDSET (Empowering)

• • "Emanuel is overwhelmed by the task and needs a clear on-ramp and relationship safety."
• • Squatting down quietly: "Emanuel, let's pick which problem to start with together."
• • Giving the instruction once, stepping back, and granting 30 seconds of non-verbal wait time.
• • Utilizing classroom jobs as the proactive anchor to build investment and belonging.

2. 4-Step De-Escalation Protocol for Vocal Defiance

1 Pause & Neutralize

Do not react emotionally to "I'm not doing it." Drop shoulders, keep voice whisper-soft, take 1 step back.

2 Forced Choice

Present two acceptable options: "You can write with the blueberry scented pen or pencil. You decide."

3 30s Wait Time

Say: "I'll check back in 1 minute to see your choice." Walk away completely to remove audience pressure.

4 Immediate Reinforce

The moment his pencil moves, deliver quiet specific praise: "Awesome start on #1. Stamp your scented star."

3. Measurable 6-Week Intervention Goals

Goal 1: Direction Following

Follow 1-to-2 step instructional directions within 60 seconds on 80% of opportunities.

Goal 2: Task Initiation

Initiate academic tasks within 2 minutes of prompt using 'if/then' and chunking in 4 out of 5 classes.

Goal 3: Defiance Reduction

Reduce overt verbal refusal episodes from baseline to ≤ 1 per week through forced choice architecture.

Intervention Team Implementation Signatures:

Lead Teacher: ________________

Instructional Coach: ___________

Behavior Specialist: ___________

Administrator: _______________

Uncommon Schools Camden Prep • Emanuel Easterling BIP Page 2 of 2

STAR 5 (REWARD)

✔

[ ] REWARD UNLOCKED

Assigned Classroom Job:

[ ] Tech Specialist [ ] Materials Director [ ] Messenger

Job Completed Responsibly? [ ] Yes [ ] No

2×10 Relationship Chat:

2-min casual non-academic conversation held? [ ] Yes [ ] No

Topic: _________________________________________

Total Stars Earned:

Direction Rate (1st/2nd):

Overt Defiance Count:

Daily Reward Claimed?

[ ] YES [ ] NO

Staff Mindset & Coaching Reflection:

Uncommon Schools Camden Prep • Emanuel Easterling Tracker Page 1 of 2

WEEKLY PROGRESS & MINDSET AUDIT

Teacher Coaching Fidelity & Behavioral Data Synthesis

Bi-Weekly Review

Student: Emanuel Easterling

Week Of: ______________

Review Date: ___________

Coach / Lead: __________

1. Five-Day Weekly Progress Aggregate

2. Staff Mindset & Support Implementation Audit

Teacher Weekly Self-Check (Rate 1-5 or Check):

1. Connection Before Correction:

Did I initiate positive greetings and the 2x10 conversation before placing high demands?

[ ] Consistently [ ] Sometimes [ ] Rarely

2. Forced Choice & 30s Wait Time:

Did I offer 2 acceptable choices and walk away for 30s processing rather than hovering?

[ ] Consistently [ ] Sometimes [ ] Rarely

3. Avoiding Power Struggles:

Did I stay calm and neutral when Emanuel said "no", avoiding escalating verbal debates?

[ ] Consistently [ ] Sometimes [ ] Rarely

4. Scented Marker Token Fidelity:

Did I reliably offer Emanuel his scented marker star immediately upon task initiation?

[ ] Consistently [ ] Sometimes [ ] Rarely

3. Coaching Action Plan & Strategy Calibrations

Instructional Coach / Team Focus for Upcoming Week:

Lead Teacher: _______________

Instructional Coach: _________

Behavior Specialist: _________

Administrator: ______________

Uncommon Schools Camden Prep • Emanuel Easterling Tracker Page 2 of 2