Which describes a structured progression for responding to disengagement?

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Responding to disengagement with a structured progression means using a planned, predictable sequence of actions to re-engage a student and reduce off-task behavior. This approach gives students clear expectations and supports, so they know what happens next rather than facing an arbitrary reaction. A steps-based approach typically includes a progression of low-intensity to higher-intensity strategies that teachers apply consistently, which helps maintain fairness, reduces ambiguity, and promotes self-regulation.

The best choice describes this idea because it explicitly references a sequence of actions to address off-task behavior, conveying that there is a planned order and progression rather than a single, one-off response. In contrast, immediacy focuses on reacting right away with a single action, which lacks the element of a developing sequence. Escalating consequences centers on increasing punishment, not a balanced, instructional progression of supports. High-impact consequences similarly emphasize the outcome rather than a repeatable, stepwise plan used to help the student reengage.