Pause-晶向卡梅伦感到非常气愤，并承认她需要迅速介入。她立即​​呼吁有一个额外的工作人员帮助监督，并要求领导团队协助的成员。Sheila是学校管理员，很快就能提供帮助。这不是Mameron的第一次威胁其他学生的事件。但是，工作人员从未观察过他使用不适当的性感。工作人员已经为Cameron提供了有针对性的支持（第2级），因为他一再对学龄学生进行典型的同伴冲突的挑战。

Redirect-Crystal calmly redirects, “Cameron, sit here and wait,” as she gestures for him to wait nearby. When the additional staff member, Josh, arrives, Crystal asks him to closely supervise Cameron while she speaks with Makayla in private. Crystal asks Josh to let Sheila know where they are and to please join.

听（Makayla） -Once they are in a private area, Crystal checks in with Makayla, “Are you OK?” Makayla begins to cry as she explains that Cameron is always, “Cutting in line for the swing and doesn’t let anyone else have a turn. He is a bully!” Crystal tries to comfort Makayla. Crystal knows she needs to address the explicit language and inappropriate touching to make sure she knows exactly what happened, per Makayla’s account. Crystal waits for Sheila to arrive before asking Makayla open-ended questions about the incident. When Sheila joins, Crystal explains to Makayla, “When things like this happen we have to have two grown-ups available, so Ms. Sheila is going to sit with us while we talk.” Crystal asks Makayla, “Can you tell me exactly what happened to cause you to be so upset?” Makayla used her own words to describe the incident, and Sheila makes sure to carefully document. Both know they must have detailed documentation, including staff observations and those of the students involved.

教（Makayla） -Once Makayla has calmed down, Crystal assures Makayla that no one deserves to be threatened, bullied, or inappropriately touched. She praises Makayla for going to a staff member rather than arguing back or becoming confrontational with Cameron. Makayla is still very upset and wants to see her mom. Crystal suggests they see if Ms. Toni, another teacher, whom Makayla is fond of, is OK with letting Makayla sit with her on the playground. Makayla is agreeable to this. Crystal shares with Toni that Makayla had an upsetting incident and wants to be with someone she feels close to. She is careful to continue to control her emotions and not to speak in detail about the situation around other students.

听着（卡梅隆）–Crystal requests that Josh stay so she, Sheila, and Cameron can speak in private. Crystal explains to Cameron that another grown-up must be present and write some things down when there is a serious conflict with students at school. Crystal uses open-ended questions to understand why Cameron engaged in this behavior. “Can you tell me what happened?” Cameron is upset but withdrawn, gesturing that he doesn’t know. Crystal keeps her cool, trying to minimize the anger she feels inside. She tells Cameron, “You are a good person, and I know you care about other people. How do you think Makayla felt when you threatened her and touched her private parts?” Cameron acknowledges that he made Makayla feel “sad” and “scared.” Cameron says, “I get so mad over stupid stuff,” as tears roll down his face.

教书(Cameron) –水晶她最好舒适的卡梅伦。她平静地谈到了威胁如何威胁任何一种暴力或性行为是一种欺凌或骚扰的形式，学生永远不会触及另一个人的私人部分。她与卡梅伦分享，如果他感到不确定他可以做些什么，如果他不同意某人或者他会失去对他的愤怒，他应该立即来到她或另一所学校的工作人员。通常，水晶鼓励学生互相谈判冲突，但她认识到卡梅伦没有技能来做这件事。卡梅伦仍然不安，晶体认识到他需要直接监督。Sheila安排确保Cameron具有一对一的监督。

Reflect-Crystal shares with Sheila her account of what happened. They make sure they are in agreement about what has been documented. They work through the性发展定义与因素讲义和性行为流程图together. You can see their completed forms in the Learn attachments, which also give you more information about Cameron and his family. Sheila and Crystal determine that Cameron’s behavior is non-normative because:

• 卡梅伦利用先进的性知识，强行触碰另一名学生的隐私部位。
• 卡梅隆的威胁行为的模式has not improved with targeted support and redirection.
• 整体行为正在干扰他具有同伴关系的能力。
• The incident occurred with a student with a 2 year or greater age gap.

准备-希拉称赞克里斯托对这种情况的反应。克莉丝特紧跟着那一瞬间的反应，意识到她需要另一名工作人员的帮助。希拉和克里斯托讨论说，他们需要在课间休息时提供更多的支持和指导。这不是轮胎摆动时出现的第一个问题。希拉建议工作人员向每个人清楚地说明使用轮胎摆动的规则。此外，克里斯托还将在课间休息时为所有学生提供有关尊重、安全接触和欺凌的复习。双方都同意，在制定更具体的计划之前，卡梅伦需要直接监督。希拉将安排一名教育家或工作人员跟踪他，直到制定进一步的计划来支持卡梅伦。

Communicate-水晶和希拉w等其他细节hat time the incident occurred and where. Additionally, Sheila has Crystal document all of the steps she did to support both students. They decide on the following communication plan:

• Sheila will call Makayla’s parent and inform them of the incident, what staff did to support Makayla, the school’s plan to provide additional supervision for the other student, and share information about specialized support they can utilize if Makayla needs it. Sheila will follow-up with them in one week and encourage the family to come to her if they need help with anything sooner.
• 希拉会打电话给卡梅伦的父母，告诉他们这件事，工作人员为支持卡梅伦做了什么，计划对卡梅伦进行额外的监督，并建议下一步的行动。瓦妮莎和克里斯，卡梅伦的父母，知道该计划一直在实施有针对性的支持卡梅伦的困难与同龄人。希拉会告诉他们，当这种支持是不成功的或学生升级他们的行为，这是最好的学生有更密集的干预。她将传达，教师需要一个更专业的专业人士的指导，以最好地支持卡梅隆的学习和发展，并提供协调的帮助。yabo电子游艺
• 明天开学前，希拉将与其他与卡梅伦密切合作的教育工作者或工作人员分享这一事件。她会强调Crystal的回答，以便员工知道如果这种情况再次发生该怎么办。此外，希拉将明确哪名工作人员负责跟踪卡梅伦，直到他们得到专业人员的指导进行强化干预。此外，Sheila还将强调保密问题以及使用适当语言理解Cameron行为和Makayla经历的重要性（例如，“Cameron展示了性行为挑战”，“Makayla参与了另一个学生的性行为挑战”）
• With Sheila’s support, Crystal will share the new procedures for the tire swing with the school staff and the plan to do a refresher for all the students on respect, safe touching, and bullying.