Level 5: Individualized Wrap-around Support
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"As a teacher, I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child's life miserable or joyous, I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.
Ginot, H. (1971) The process of education is about helping a child discover their greatness as they discover the wonder around them. A child comes to school with all kinds of baggage. Sometimes, as one of my students says, "Life is complicated." Each student needs out support. Sometimes this support needs to be more than just instruction. Level 5 is about identifying those that need extra support and making that happen. |
Strategies:
- Scholar Contract: a contract that lays out a plan of action for all parties involved to help the scholar succeed. It is prepared as a committee, the student the most vital part of that committee. It is agreed to and signed by all participants.
- Circle Conferences: (Pranis, 2005) Restorative Meeting (Claassen, 2008) The scholar contract is developed in this meeting. Attendance is determined by situation.
- Student/ Parent/ Teacher
- Student/ Parent/ Teacher/ Counselor
- Student/ Parent/ Teacher/ Administrator
- SST - Student Study (Success) Team Meeting (Hood, Thousand) This meeting may be the circle conferences listed above. The SST may be a precursor to the RTI Tiers 2-3. It will involve at least, the teachers instructing that student. It may involve a counselor, administrator, parent, or other support personnel or any combination of these people who are needed to help this student.
- RTI - Response to Intervention: (Buffum, et.al., 2010) driven by “How can we help this student?”. This is a collaboration between all who can help this student, teachers, counselors, others if needed. Don’t wait until student is in trouble.
- Tier 1 extra attention, tutoring, involve parents,
- Tier 2 assess for needs
- Tier 3 intensive support
- IEP/ 504: These structures are not created by the teacher, but the teacher has great power to enact these supports.
Ginott, H. (1971). Teacher and child. New York: Macmillan.
Buffum, A., Mattos, M. & Weber, C. (2010). The Why Behind RTI, Educational Leadership, 68(2), 10-16.
Hood, Anntonette and Thousand, Jacqueline, Student Success Team (SST) Lecturette and Photo Demonstration, retreived from SingleSubjectWeebly website designed by Anne René Elsbree at chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html
Buffum, A., Mattos, M. & Weber, C. (2010). The Why Behind RTI, Educational Leadership, 68(2), 10-16.
Hood, Anntonette and Thousand, Jacqueline, Student Success Team (SST) Lecturette and Photo Demonstration, retreived from SingleSubjectWeebly website designed by Anne René Elsbree at chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html