LEVEL 5: Wraparound Support
This is the fifth and final level of the Self-Discipline Pyramid. Most students will not find this level of the pyramid necessary, but for those that do I have developed some strategies that will allow them access to a support team with regards to their classroom behavior. These team approaches will help to foster a change in their behavior for the long-term (Villa, Thousand, & Nevin, 2010).
Strategies:
- Know My IEP/504 Plans: It is critical for me to know which of my students have an IEP or 504 Plan, and to know the specifics of their personal learning needs. If I am well aware of accommodations that need to be made for particular students, I can incorporate them into the lesson plans ahead of time. I can also have additional resources ready to assist all of my students in their understanding of lesson materials.
- Student-Led IEP/504 Meetings: I will work with my colleagues to ensure that the student is always present, and a leader in these meetings. This will help them to establish their accountability and foster the growth of their self-discipline. For these meetings to be truly effective, the student needs to have agency (and typically the most agency) in the proceedings. Students need to be able to express areas where they excel, areas where they need extra support, and to be the creators of their own behavior management plans. If students are given the opportunity to take the lead in the management of their behavior, with the support of teachers, counselors, resource specialists, and family members (who should always be represented at these meetings as well), success can surely be achieved ("Public Report 2013-2014," 2014).
- PBS (Positive Behavior Support) Plan: For students who exhibit behavior that affect their learning but do not have an IEP/504 Plan, the development of a PBS Plan can ensure that they, too, get the support they need to be successful. These plans will be developed by a committee of the student as well as other individuals (parents, teachers, counselors, peers, research specialists) that can work together to determine the root of certain behaviors and develop a plan to change them. Students will have an active role in making adjustments to their behavior, as well as have the encouragement of a strong support team (Villa, Thousand, & Nevin, 2010).
- Know the "Cycle" for Students with Behavior Issues: Each student is unique, and their behavior in the classroom is no exception. It is often the case that certain classroom behaviors are reactions to specific situations or disruptions that can be clearly identified. As the teacher, it is important for me to know the conditions in which my students learn best, as well as the conditions that disrupt their learning processes. By being observant and noting the causes of particular students' "Acting-Out Cycle," I can quickly intervene when these situations occur or develop individualized strategies to be sure they do not occur in the first place (Sprague, 2014)
Philosophy Behind the Strategies:
The Progressive Educational Philosophy puts an emphasis on "Collaboration," or working together for a common goal. Rather than focus on specific behaviors, progressive educators work with the student to determine the roots or causes of behavior and working together to find solutions (Kohn, 2008). The strategies I listed above are all ways that I can network with my students, colleagues, as well as students' family and peers to resolve behaviors that are preventing my students from being successful in my classroom. These strategies provide students with the opportunity to be agents of their own development, and to use the support from those in their educational community to work towards better results.
How Will My Students See These Strategies in Action?
My regular presence in all IEP/504 Plan/PBS Plan meetings will be evidence for my students that I am willing to put in the effort to be a part of their support structure. If I am unable to attend a meeting for any reason, I will be sure to send my information to be shared during the meeting, as well as follow up with the IEP/504 Plan coordinators to learn what was discussed. I will also keep in regular contact with students' parents, counselors, and other resource specialists to ensure that we are all on the same page with regards to providing the necessary support for the student. I will also work to make sure that the student is at the forefront of decision-making in these meetings, and that the student knows he/she has access to many sources of support.
Sources:
Students as Collaborators in Responsibility. (2010). In R. Villa, J. Thousand, & A. Nevin (Eds.), Collaborating With Students in Instruction and Decision Making (pp. 171-188). Thousand Oaks, California: Corwin
Public Report 2013-2014. (2014). The Special EDge: Student Behavior, (Summer 2014), i-vii.
Sprague, J. (2014). Integrating PBIS and Restorative Discipline. The Special EDge: Student Behavior, (Summer 2014), 11-15.
Kohn, A. (2008). Progressive Education: Why It's Hard to Beat, But Also Hard to Find. Independent School, (Spring 2008). Retrieved September 21, 2014, from http://www.alfiekohn.org/teaching/progressive.htm
Public Report 2013-2014. (2014). The Special EDge: Student Behavior, (Summer 2014), i-vii.
Sprague, J. (2014). Integrating PBIS and Restorative Discipline. The Special EDge: Student Behavior, (Summer 2014), 11-15.
Kohn, A. (2008). Progressive Education: Why It's Hard to Beat, But Also Hard to Find. Independent School, (Spring 2008). Retrieved September 21, 2014, from http://www.alfiekohn.org/teaching/progressive.htm
