C
What does the C in CASE stand for?
Considerate
You spend the activity talking instead of working. When staff redirect you, you say, “It’s not my fault—my friend kept talking to me.” What level is being off task, and how could you respond accountably?
Level 1
Own your choice instead of blaming your friend: “They were talking to me, but I chose to keep talking.”
Take action: “I’ll start my work now and ask for help if I need it.”
Can words create an unsafe situation even when nobody touches anyone? Explain.
Yes. Threats or intimidating statements can create a safety concern.
Is being quiet always the same as being engaged? Explain.
No. Someone can be quiet but not following the activity. Engagement involves attending to or participating in the task.
You notice a teammate’s wrong answer. How can you be both considerate and engaged?
Respectfully explain your reasoning or ask to review the answer together instead of embarrassing them.
What does being considerate mean in your own words?
Thinking about other people’s feelings and needs, or treating others with kindness.
You forget your part of a group task. What are two accountable next steps?
Admit it without blaming, then make a realistic plan to complete or repair your part.
Someone repeatedly touches your belongings after you ask them to stop. Give two safe next steps.
State the boundary clearly, create space if possible, and get staff support rather than grabbing or threatening.
You do not know the answer during a discussion. Name two ways to stay engaged anyway.
Listen to others, ask a question, review the material, or explain what part you understand.
You accidentally damage someone’s work. Saying “It was an accident” explains what happened. What two CASE actions should follow?
Accountable: own the damage and help repair it. Considerate: acknowledge the person’s feelings and ask what help is useful.
A student keeps talking during an activity, and you begin feeling overwhelmed. Instead of leaning toward their face and loudly saying “SHHH,” what are two considerate ways you could respond?
Use a calm, respectful request: “Could you lower your voice? I’m having trouble focusing.”
Ask staff for support or permission to move to a quieter spot.
You and a friend start play fighting. When staff redirect you, you say, “They started it—I was just playing along.” What level is this behavior, and what are two ways you could show accountability?
Level 2
Own your part: “They started it, but I chose to join in.”
Stop the behavior and participate in the required restorative process rather than using your friend’s actions as an excuse.
You need a break, but staff have not heard your request. What can you do besides leave without permission?
Repeat the request, use an agreed signal, or contact another available staff member while following the classroom procedure.
Instead of saying, “This is too hard.” Turn the statement into a specific request that helps you get started.
“Can you show me the first step?” or “I understand this part, but can you explain what comes next?”
You and a friend start pushing each other while laughing. When staff redirect you, you say, “We both agreed to it, so it’s safe.” What level is this behavior, why doesn’t agreeing make it safe, and what could you do instead?
Level 2
Both students agreeing does not eliminate the possibility of injury or the expectation to keep hands and feet to themselves.
Stop the physical play, follow staff directions, and choose an activity that respects personal space.
You leave class for 25 consecutive minutes after a peer embarrasses you. When you return, you scream, “They owe me an apology!" Identify the level of leaving, then give a response that addresses your hurt without attacking the peer.
Level 3. Example: “I felt embarrassed by what happened. I want help discussing it, and I can explain my feelings without insulting anyone.” Students should recognize that they can request respectful treatment while treating others respectfully.
Staff think you did something you did not do. How can you advocate for yourself and still be accountable?
Calmly explain the facts, request a chance to speak, and own only what you actually did. Accountability does not mean accepting false blame.
Your friend wants you to step between two arguing students. Why might that not be the safest way to help? What could you do instead?
Stepping between them could put you at risk or escalate things. Alert staff and keep a safe distance.
One student does all the group work because they want a good grade. Why might the group still have an engagement problem? Give a solution.
Other members are not participating. Divide meaningful roles, check understanding, and give everyone a part.
During the van ride, you engage in unsafe behavior for the first time. After staff redirect you, you say, “Nothing happened, so it wasn’t unsafe.” What level is this behavior, why is that explanation flawed, and what could you do differently?
Level 3
A behavior can create a risk even if nobody gets hurt.
Stop the unsafe behavior, follow staff directions, and communicate respectfully if you need support
You leave class without permission for 15 minutes, return and work for 5 minutes, then leave again without permission for 8 minutes. What level are the leaving behaviors, and what would be a considerate way to handle needing another break?
Level 2, A considerate choice would be to communicate your need to staff and follow the approved break procedure, recognizing that leaving without permission can interrupt learning and require staff attention.
A student repeatedly apologizes for interrupting but keeps doing it. What would make their next response more accountable? Give a plan with two specific actions.
Pair the apology with a change: write down the thought, use the agreed signal, wait to be called on, or ask staff for a reminder. “Do better” alone is not specific enough.
You are angry and holding a classroom chair. Another student is provoking you. You then proceed to throw the chair causing your peers to leave the class, what level is this and what is a safe option you could do instead?
Level 4, & You can set the object down safely, stop interacting or create space, and ask staff for support or an approved break.
A student says, “I finished my work, so I can talk while everyone else finishes.” Their talking distracts classmates. Explain why finishing the assignment does not automatically mean they are still engaged. Then give two ways they could stay engaged without disrupting others.
Being engaged includes following the current activity and directions—not only finishing an assignment.
They could check their work and make corrections.
They could ask staff for the next task or choose a staff-approved quiet activity.
You become angry after staff redirect you. You hit your desk hard enough to break it. What level does this behavior fall under, and what are two safe choices you could have made instead?
Level 4
Keep your hands and objects safe and tell staff, “I’m angry, and I need help calming down.”
Request an approved break