Teaching · Related Services

Stay calm first, so the student can.

Mark the student’s early signs and which adult moves have helped. The organizer writes a short plan for each stage and keeps the week’s episodes and minutes to settle.

Build a planWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Related Services toolkit, $99 for 96 items.

The co-regulation plan

One plan per student and date. The example is made up.

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What you get

Teaching · Related Services$12 · included with Classroom and Whole-school licenses

What you finish with
A three-stage plan for the adults in the room, the moves that have helped, the week’s episodes and minutes to settle, and what to work on.
Who it is for
School psychologists, counselors, teachers and paraprofessionals supporting a student who has a hard time settling.
Format
Browser form. One saved plan per student and date; printed as a one-page plan or a blank form; CSV; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Related Services toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Related Services space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
a steady line the student can borrow
Drawn for this page. The adult’s steadiness is the support: the student’s wave settles against it.

How to use it

  1. Note the early signs and when they tend to start.
  2. Mark each move you have tried and whether it helped.
  3. Choose the calm option in the room.
  4. Print the plan for every adult who works with the student.
  5. Each week, enter the episodes and minutes to settle, and copy the plan forward.

Build a plan

The ideas behind the plan

Co-regulation

Before children can calm themselves, they settle by borrowing an adult’s calm: a steady voice, presence and few demands. Teaching self-regulation comes after, in calm moments.

Regulate, relate, reason

An upset student cannot use reasoning well. Help the body settle, reconnect, then talk it through. Consequences, if any, come after.

What this is not

A crisis or safety plan. Behavior that puts anyone at risk follows your school’s crisis procedures.

Sources

  1. Murray, D. W., Rosanbalm, K., Christopoulos, C., & Hamoudi, A. (2015). Self-Regulation and Toxic Stress: Foundations for Understanding Self-Regulation from an Applied Developmental Perspective (OPRE Report 2015-21). U.S. Department of Health and Human Services.
  2. Perry, B. D., & Szalavitz, M. (2017). The Boy Who Was Raised as a Dog (rev. ed.). Basic Books: regulate, relate, reason.
  3. Substance Abuse and Mental Health Services Administration (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach (HHS Publication No. SMA 14-4884).
  4. National Child Traumatic Stress Network, Creating, Supporting, and Sustaining Trauma-Informed Schools: A System Framework (2017).

The example student is made up. Support: team@caveatacademic.com.