“…Second, these general VDPs (i.e., first 90 min of the day, classroom, assessing severity) could be used to help educators identify specific decisions that are vulnerable to bias and use alternative responses in place of issuing ODRs that perpetuate disproportionality. Once they are aware of these VDPs, teachers may be trained in responses that are more instructional than exclusionary, such as teaching or reteaching expectations or visibly modeling cooldown strategies for students (McIntosh, Ellwood, & McCall, 2016;McIntosh, Girvan, Horner, Smolkowski, & Sugai, 2014). Administrators can be encouraged to use more instructional or restorative alternatives to suspension (Nese, Massar, & McIntosh, 2015) and use interventions such as Check-in Check-out, which have been shown to be effective with African American students (Vincent, Tobin, Hawken, & Frank, 2012).…”