Who's supposed to do Plan B with a behaviorally challenging student? Should it be a person -- like the assistant principal -- who is totally removed from the unsolved problem that set a student's challenging behavior in motion? Or should it be someone with whom the student has a good relationship and/or the adult who's part of the unsolved problem? Should Plan B take place in the heat of the moment or should it be proactive? What do we need to do in our schools to ensure that Plan B takes place at the right time and with the right people? These questions...and more...are answered during this program.