questions stringlengths 49 941 | gold_answers stringlengths 25 2.89k | roles stringclasses 9 values | case_files stringclasses 59 values |
|---|---|---|---|
What is the most discreet and respectful way to provide these wraparound supports to Jessica so she doesn't feel singled out or stigmatized? | Pending Privacy Clearance | Expert Coach | cf53_t2_ht28 |
What is our communication plan with the shelter or other community agencies to coordinate support for the entire family? | Pending Privacy Clearance | Expert Coach | cf53_t2_ht28 |
How do we ensure we are supporting Jessica’s emotional needs in addition to her basic needs? Who is her trusted emotional check-in person at school? | Pending Privacy Clearance | Expert Coach | cf53_t2_ht28 |
What happens on weekends and school breaks? What community resources can bridge that gap? | Pending Privacy Clearance | Expert Coach | cf53_t2_ht28 |
How do we train staff to respond therapeutically when she presents with somatic complaints, validating her feelings while still encouraging her to stay in class? | Pending Privacy Clearance | Expert Coach | cf51_t2_ht26 |
Who is the single most appropriate "safe adult" for Isabella, and what training does that person need? | Pending Privacy Clearance | Expert Coach | cf51_t2_ht26 |
What specific data (e.g., number of minutes in class before requesting a break, a daily self-rating of anxiety) can we use to monitor progress? | Pending Privacy Clearance | Expert Coach | cf51_t2_ht26 |
How can we help her parents manage their own anxiety about her distress to ensure they are partners in the exposure-based plan? | Pending Privacy Clearance | Expert Coach | cf51_t2_ht26 |
Is CICO sufficient, or is there an underlying reason for his attendance issues (e.g., anxiety, peer conflict) that we are missing? | Pending Privacy Clearance | Expert Coach | cf44_t2_ht19 |
How will the school ensure prompt and consistent communication with his parents beyond the automated calls? | Pending Privacy Clearance | Expert Coach | cf44_t2_ht19 |
At what point (e.g., 12 absences) does this move from a Tier 2 attendance concern to a Tier 3 truancy issue requiring more intensive intervention? | Pending Privacy Clearance | Expert Coach | cf44_t2_ht19 |
How do we ensure our approach is primarily about health and education, not just punishment? | Pending Privacy Clearance | Expert Coach | cf32_t1_ht07 |
Are vape detectors a fiscally responsible and effective deterrent, and what is our clear, non-negotiable response protocol when one is triggered? | Pending Privacy Clearance | Expert Coach | cf32_t1_ht07 |
What specific cessation support programs can we partner with, and how do we offer this support confidentially? | Pending Privacy Clearance | Expert Coach | cf32_t1_ht07 |
How do we get student input and buy-in for solving this problem so it doesn't feel like a purely top-down initiative? | Pending Privacy Clearance | Expert Coach | cf32_t1_ht07 |
Which specific evidence-based writing framework will be used in the group? | Pending Privacy Clearance | Expert Coach | cf43_t2_ht18 |
How do we ensure that using speech-to-text doesn't become a crutch, but serves as a bridge to improve her independent writing? | Pending Privacy Clearance | Expert Coach | cf43_t2_ht18 |
What professional development might the classroom teacher need to better support Lily's writing goals within her class? | Pending Privacy Clearance | Expert Coach | cf43_t2_ht18 |
What formal assessments are needed to determine the scope and nature of his language disorder (receptive, expressive, pragmatic)? | Pending Privacy Clearance | Expert Coach | cf55_t2_ht30 |
What is the most appropriate low-tech or high-tech AAC system for him to start with? Who needs to be trained on it? | Pending Privacy Clearance | Expert Coach | cf55_t2_ht30 |
How can the classroom teacher embed his specific language goals into every part of the school day? | Pending Privacy Clearance | Expert Coach | cf55_t2_ht30 |
How do we monitor his frustration levels and the impact of the AAC device on his behavior? | Pending Privacy Clearance | Expert Coach | cf55_t2_ht30 |
What goals will we set to help his peers become effective communication partners for him? | Pending Privacy Clearance | Expert Coach | cf55_t2_ht30 |
What is the core, age-appropriate message of our campaign at the elementary vs. middle school level? | Pending Privacy Clearance | Expert Coach | cf35_t1_ht10 |
If our campaign is successful and more students self-refer, do we have the counseling capacity to meet the increased demand? What is our triage plan? | Pending Privacy Clearance | Expert Coach | cf35_t1_ht10 |
How can we make resources (like a "request to see a counselor" form) accessible and visible without violating student privacy? | Pending Privacy Clearance | Expert Coach | cf35_t1_ht10 |
How can we use pre- and post- student surveys to measure changes in attitudes about mental health and knowledge of available supports? | Pending Privacy Clearance | Expert Coach | cf35_t1_ht10 |
Who is the best CICO mentor for Liam, someone who is both nurturing and can challenge his perfectionism in a healthy way? | Pending Privacy Clearance | Expert Coach | cf39_t2_ht14 |
How can we balance providing accommodations with the need to build Liam's tolerance for making mistakes and facing challenges? | Pending Privacy Clearance | Expert Coach | cf39_t2_ht14 |
What specific strategies from Cognitive Behavioral Therapy (CBT) can be adapted and taught in the school-based anxiety group? | Pending Privacy Clearance | Expert Coach | cf39_t2_ht14 |
How will we determine if this targeted support is sufficient, or if a referral for a 504 Plan for his anxiety is the more appropriate next step? | Pending Privacy Clearance | Expert Coach | cf39_t2_ht14 |
How do we structure the group to ensure it is a safe space and doesn't just become another forum for conflict? | Pending Privacy Clearance | Expert Coach | cf45_t2_ht20 |
What is our protocol for communicating with the parents, ensuring a consistent message is delivered to all of them? | Pending Privacy Clearance | Expert Coach | cf45_t2_ht20 |
Is a group setting the best approach, or would individual check-ins combined with mediation be more effective? | Pending Privacy Clearance | Expert Coach | cf45_t2_ht20 |
How can we empower the girls to solve their own minor conflicts moving forward so they don't rely on adult intervention? | Pending Privacy Clearance | Expert Coach | cf45_t2_ht20 |
Does the proposed math intervention directly address his specific skill gaps in fractions and decimals as identified by our diagnostic data? | Pending Privacy Clearance | Expert Coach | cf42_t2_ht17 |
Who will conduct the intervention, and how will they ensure they are aligned with the pacing and concepts of the general education math teacher? | Pending Privacy Clearance | Expert Coach | cf42_t2_ht17 |
Is his disruptive behavior stemming purely from the skill deficit, or is there another function that needs to be addressed? | Pending Privacy Clearance | Expert Coach | cf42_t2_ht17 |
What data points beyond computation scores (e.g., his ability to explain his thinking on a problem) will show that his understanding is improving? | Pending Privacy Clearance | Expert Coach | cf42_t2_ht17 |
How will the teacher systematically determine if the homework issue is a "can't do" problem (too difficult) versus a "won't do" problem (organization, motivation)? | Pending Privacy Clearance | Expert Coach | cf28_t1_ht03 |
What simple data (e.g., weekly homework completion percentage) should be tracked for the whole class to see if these universal supports are working? | Pending Privacy Clearance | Expert Coach | cf28_t1_ht03 |
How can these organizational strategies be shared with the broader 10th-grade team to create consistency across subjects for the students? | Pending Privacy Clearance | Expert Coach | cf28_t1_ht03 |
If the overall class homework completion rates improve, what is the clear threshold and next step for identifying the remaining small group of students for Tier 2 intervention? | Pending Privacy Clearance | Expert Coach | cf28_t1_ht03 |
How do we get consent from both parents for the counseling group in a high-conflict divorce situation, ensuring neutrality? | Pending Privacy Clearance | Expert Coach | cf48_t2_ht23 |
What is the primary goal of the CICO plan – is it academic monitoring or emotional support, and how will we measure it? | Pending Privacy Clearance | Expert Coach | cf48_t2_ht23 |
What specific classroom accommodations (e.g., a quiet place to work when sad, flexibility on certain assignments) might be helpful? | Pending Privacy Clearance | Expert Coach | cf48_t2_ht23 |
How do we differentiate between a typical grief reaction and something that may be escalating into a more significant mental health concern? | Pending Privacy Clearance | Expert Coach | cf48_t2_ht23 |
What specific social skills (e.g., conversation maintenance, perspective-taking) should be prioritized in the group to get the biggest impact? | Pending Privacy Clearance | Expert Coach | cf38_t2_ht13 |
How will we measure progress? What specific, observable data (e.g., number of positive peer initiations, a teacher rating scale) will be collected? | Pending Privacy Clearance | Expert Coach | cf38_t2_ht13 |
How can we coach teachers to help facilitate and reinforce Maria's attempts to join peer groups during class and recess? | Pending Privacy Clearance | Expert Coach | cf38_t2_ht13 |
If Maria doesn't respond to these interventions after 8-10 weeks, what would be the next step (e.g., a 504 plan, referral for evaluation)? | Pending Privacy Clearance | Expert Coach | cf38_t2_ht13 |
What training do our recess supervisors need to transition from being "monitors" to being proactive "play coaches"? | Pending Privacy Clearance | Expert Coach | cf33_t1_ht08 |
How will we select and train the peer mediators to ensure they have the skills and are not put in difficult positions? | Pending Privacy Clearance | Expert Coach | cf33_t1_ht08 |
What simple data can be collected (e.g., a supervisor's tally of conflicts per recess) to show if the program is working? | Pending Privacy Clearance | Expert Coach | cf33_t1_ht08 |
How will we communicate this new recess structure to all students so they understand the zones and expectations? | Pending Privacy Clearance | Expert Coach | cf33_t1_ht08 |
What specific training do our staff need on trauma-informed practices to avoid re-traumatizing Jordan? | Pending Privacy Clearance | Expert Coach | cf54_t2_ht29 |
Who are the key staff members that Jordan already has a positive connection with who can serve as his co-regulators? | Pending Privacy Clearance | Expert Coach | cf54_t2_ht29 |
How do we teach him to recognize his own physiological warning signs of anger and use a calming strategy proactively? | Pending Privacy Clearance | Expert Coach | cf54_t2_ht29 |
How do we balance the need for logical consequences for aggression with the understanding that his behavior is trauma-driven? | Pending Privacy Clearance | Expert Coach | cf54_t2_ht29 |
How do we support his grandmother with strategies to use at home that are aligned with the school's plan? | Pending Privacy Clearance | Expert Coach | cf54_t2_ht29 |
What is the school’s legal responsibility regarding her self-management of a life-sustaining medical device, especially if she is intentionally non-compliant? | Pending Privacy Clearance | Expert Coach | cf61_t2_ht36 |
How do we create a discreet and private routine for her to manage her diabetes at school to reduce her social anxiety? | Pending Privacy Clearance | Expert Coach | cf61_t2_ht36 |
What specific information do we need from her medical team to understand the interplay between her anxiety and her diabetes? | Pending Privacy Clearance | Expert Coach | cf61_t2_ht36 |
Who is the single point of contact at the school for her parents and her multiple outside providers? | Pending Privacy Clearance | Expert Coach | cf61_t2_ht36 |
What is our emergency response plan if she has a medical crisis at school due to non-compliance? | Pending Privacy Clearance | Expert Coach | cf61_t2_ht36 |
How do we uncover Jordan's intrinsic motivators when he presents as apathetic about everything? | Pending Privacy Clearance | Expert Coach | cf47_t2_ht22 |
What staff member has the best existing rapport with Jordan to act as an effective and willing mentor? | Pending Privacy Clearance | Expert Coach | cf47_t2_ht22 |
How can we work with his academic teachers to make the content of his required classes more relevant to his identified interests? | Pending Privacy Clearance | Expert Coach | cf47_t2_ht22 |
What short-term, achievable goals can we set with Jordan to help him see immediate success and build momentum? | Pending Privacy Clearance | Expert Coach | cf47_t2_ht22 |
Who needs to be on the PBIS leadership team to ensure buy-in from all stakeholders? | Pending Privacy Clearance | Expert Coach | cf31_t1_ht06 |
What is our detailed, multi-week rollout plan? How will we teach these expectations to all students in an engaging and age-appropriate way? | Pending Privacy Clearance | Expert Coach | cf31_t1_ht06 |
What will our school-wide reward system be, and is it both meaningful to students and feasible for staff to implement consistently? | Pending Privacy Clearance | Expert Coach | cf31_t1_ht06 |
How will we use our office discipline referral data to make future decisions and identify "hot spots" in the school that need more support? | Pending Privacy Clearance | Expert Coach | cf31_t1_ht06 |
What are the legal and ethical boundaries of the school’s role in monitoring a medical condition like an eating disorder? | Pending Privacy Clearance | Expert Coach | cf56_t2_ht31 |
How do we implement necessary monitoring (e.g., bathroom supervision) in a way that is supportive and respectful of Maya’s privacy and dignity? | Pending Privacy Clearance | Expert Coach | cf56_t2_ht31 |
What specific training do our staff, particularly the nurse and coaches, need on how to talk to Maya and support her without focusing on food, weight, or appearance? | Pending Privacy Clearance | Expert Coach | cf56_t2_ht31 |
How do we coordinate with her treatment team to ensure we are reinforcing therapeutic goals, not contradicting them? | Pending Privacy Clearance | Expert Coach | cf56_t2_ht31 |
What is our crisis plan if Maya experiences a medical emergency at school or expresses acute distress related to her disorder? | Pending Privacy Clearance | Expert Coach | cf56_t2_ht31 |
Where will this required course fit into students' already packed schedules, especially for those in IB or AP tracks? | Pending Privacy Clearance | Expert Coach | cf37_t1_ht12 |
Which department (Math or Social Studies) is best equipped to house this course, and what professional development will teachers need? | Pending Privacy Clearance | Expert Coach | cf37_t1_ht12 |
How can we partner with local banks, credit unions, and non-profits to provide guest speakers and authentic, real-world resources? | Pending Privacy Clearance | Expert Coach | cf37_t1_ht12 |
How will we assess student learning in a way that measures practical skill application, not just rote memorization of terms? | Pending Privacy Clearance | Expert Coach | cf37_t1_ht12 |
How do we balance the immediate need to ensure the safety of all other students with our responsibility to provide an education for Miguel? | Pending Privacy Clearance | Expert Coach | cf57_t2_ht32 |
What community agencies specialize in gang intervention, and how do we formalize a partnership with them? | Pending Privacy Clearance | Expert Coach | cf57_t2_ht32 |
What specific de-escalation strategies must staff use when interacting with Miguel to avoid power struggles that could lead to violence? | Pending Privacy Clearance | Expert Coach | cf57_t2_ht32 |
What are the legal procedures and requirements for transferring a student to an alternative, more restrictive placement? | Pending Privacy Clearance | Expert Coach | cf57_t2_ht32 |
How do we support other students who have been victimized or intimidated by Miguel? | Pending Privacy Clearance | Expert Coach | cf57_t2_ht32 |
How can we ensure Tier 1 instruction balances academic rigor with emotional regulation needs? | Pending Privacy Clearance | Expert Coach | cf08_t1-rg05 |
What types of data (e.g., task completion rates, help-seeking behavior) should be collected to monitor Jalen’s response? | Pending Privacy Clearance | Expert Coach | cf08_t1-rg05 |
At what point should we consider whether avoidance behaviors stem from academic skill gaps versus emotional factors? | Pending Privacy Clearance | Expert Coach | cf08_t1-rg05 |
Which specific math concepts should the small group prioritize based on Aaliyah’s classroom performance and errors? | Pending Privacy Clearance | Expert Coach | cf13_t2-rg10 |
How can the team support Aaliyah’s math confidence without reinforcing her fear of public mistakes? | Pending Privacy Clearance | Expert Coach | cf13_t2-rg10 |
What progress monitoring benchmarks will help determine whether Aaliyah’s current plan is sufficient or if Tier 3 evaluation should be considered? | Pending Privacy Clearance | Expert Coach | cf13_t2-rg10 |
Which Tier 1 classroom management routines can support students with high physical energy during instruction? | Pending Privacy Clearance | Expert Coach | cf15_t1-rg12 |
How can we ensure Noah’s fidget tool remains helpful and not disruptive? | Pending Privacy Clearance | Expert Coach | cf15_t1-rg12 |
What observable indicators will show that the transition supports are working effectively? | Pending Privacy Clearance | Expert Coach | cf15_t1-rg12 |
What signs should staff monitor daily to assess Leila’s emotional safety and determine if further clinical escalation is needed? | Pending Privacy Clearance | Expert Coach | cf11_t3-rg08 |
How can the academic plan support re-engagement without overwhelming Leila or reinforcing her avoidance cycles? | Pending Privacy Clearance | Expert Coach | cf11_t3-rg08 |
What strategies can ensure Leila’s grandmother feels included and empowered, despite digital and health-related access barriers? | Pending Privacy Clearance | Expert Coach | cf11_t3-rg08 |
What Tier 1 community-building strategies can support socially reserved students without singling them out? | Pending Privacy Clearance | Expert Coach | cf14_t1-rg11 |
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