6.2.3 Defiance/Disruption Matrix

Suggested Classroom Interventions for Teachers to Try Before Making an Out of Class Referral

Potentially disruptive classroom behaviors may include: Failure to follow directions, being off task, talking back, use of profanity, graffiti on desk or in books, being out of seat, late arrival to class, or not having materials or supplies
Social-emotional supports Behavioral Response to Intervention (RTI) and Restorative Practices (RP) Environmental
  • Request in class support from social worker/counselor with conflict resolution
  • Refer to peer mediation (Grades 6-12)
  • Start after-school skills group: conflict resolution/anti-violence
  • Enroll in positive after-school activities
  • Refer for support from counselor or social worker
  • Corrective Feedback: deescalate, teach/ reteach appropriate skills, and facilitate reentry
  • Restorative practices circle in class
  • School home note
  • Class pass as incentive
  • Positive Behavior contract with incentives
  • Positive peer reporting
  • Self-monitoring system
  • Check for fidelity of BRTI Tier I universal intervention implementation
  • Make modifications that take into account known student triggers of problem behavior (consult with on-site SAP team members for assistance)
  • Assess academic skill set

First Time Out of Class Referral

Restorative Conversation with principal/designee and Parent/Guardian, AND SAP team to review data and develop plan, selecting at least 2 interventions from the columns below and document interventions/plan in BASIS and alert teacher.
Social-emotional supports Behavioral Response to Intervention (RTI) and Restorative Practices (RP) Environmental
  • Conflict resolution
  • Peer mediation (6-12 Grade)
  • Skills group: conflict resolution and social emotional learning
  • Individual counseling
  • Enroll in positive after-school activities
  • Corrective Feedback: Deescalate, teach/ reteach appropriate skills, and facilitate reentry
  • Restorative practice conference at school with affected students/staff
  • Skills group: conflict resolution and social emotional learning
  • Saturday school
  • Check for fidelity of RTI implementation
  • Meet with teacher to review student academic and behavioral data to develop a classroom plan and potentially differentiate instruction
  • Make modifications that take into account known student predictors of problem behavior
  • Staff/Teacher training

Second Time Out of Class Referral

Restorative Conversation with Parent/Guardian and SAP Coordinator. SAP Team to select at least 2 interventions from the columns to the right on this same row and document interventions/plan in BASIS and alert teacher.

Social-Emotional Supports

Behavioral Response to Intervention (RTI) and Restorative Practices (RP

Environmental
  • Mentor
  • Peer mediation (6-12 Grade)
  • More intensive skills group: conflict resolution/anti-violence
  • Refer to outside agency for mental health, mentoring, or other supports
  • Enroll in positive after school activities
  • Restorative Practice conference with family/families
  • School home note
  • Class pass
  • Positive Peer Reporting
  • Self-Monitoring
  • Check-in, Check-Out
  • Check fidelity of established intervention plan and make modifications if necessary
  • Saturday school
  • Professional development for in class staff in BRTI, trauma, cultural competency, deescalation, etc.
  • Consider change of classroom or more intensive in class supports

 

Third/Repeated Out of Class Referrals

In Person Restorative Conference with Parent/Guardian and SAP Coordinator. SAP Team to select at least 2 interventions from the columns to the right on this same row and document interventions/plan in BASIS and alert teacher.

Social-Emotional Supports

Behavioral Response to Intervention (RTI) and Restorative Practices (RP)

Environmental
  • Peer mediation (6-12 Grade)
  • Intensive small skills group: conflict resolution and social emotional learning
  • Contact DPH for wrap around services or TBS
  • Mentor with progress monitoring
  • Home visit
  • Onsite School Social Worker to coordinate and case manage multiple student and family services
  • Corrective feedback
  • Restorative practice conference with family/families and outside agencies
  • Direct teaching and practice of functionally equivalent replacement behavior
  • Behavior Intervention Plan
  • Saturday School
  • Professional development for whole school staff in BRTI, trauma, cultural competency, deescalation, etc.
  • Environmental Observation
  • Teacher Coaching
  • Consider change of classroom placement or more intensive in class supports

 

This page was last updated on November 3, 2020