Level 5 - Wraparound Support
Positive Behavior Supports & Right to Intervention
Positive Behavior Supports & Right to Intervention
Levels 4 & 5 are available to provide extra support when a student struggles and needs extra help learning how to discipline themselves. Here at level 5 are various wraparound supports to help the student succeed. This tier of the pyramid demonstrates the essentialism side of my teaching philosophy in that students should be taught knowledge, skills, and discipline. After all, "learning is enhanced when students get recognition for their work, learn about their errors, and receive guidance in improving their performances" (Sadker & Zittleman, 2012). That is why the emphasis transmitted by schools should be a mix of intellectual as well as moral standards.
1. PBIS
Positive Behavior Intervention & Supports (PBIS) is something that is commonly put into practice at school sites to create a "positive school climate" (Averill & Rinaldi, 2014). Even if it is not, it is something I plan on implementing in my own classroom. One common way of looking at it, is that for every "negative" interaction you have with a student, it needs to be followed up by three positives. So if a student gets a referral, then you should seek out various ways after that to complement that student on their hard work, being on time to class, turning in homework, etc. Doing so helps keep the trust and respect between you and that student and gives the student the message that you still care about them and want them to succeed even though they had a moment of negative behavior or wrong choices.
Positive Behavior Intervention & Supports (PBIS) is something that is commonly put into practice at school sites to create a "positive school climate" (Averill & Rinaldi, 2014). Even if it is not, it is something I plan on implementing in my own classroom. One common way of looking at it, is that for every "negative" interaction you have with a student, it needs to be followed up by three positives. So if a student gets a referral, then you should seek out various ways after that to complement that student on their hard work, being on time to class, turning in homework, etc. Doing so helps keep the trust and respect between you and that student and gives the student the message that you still care about them and want them to succeed even though they had a moment of negative behavior or wrong choices.
2. Intervention Programs
In a classroom, the power should be shared between both the teacher as well as the students. Power "is not a manipulative tool" (Albert, 1996) but instead creates structure, routine, and a sense of importance when it is shared equally. If a student has concerns or frustrations that require more attention than a simple fix in the classroom, then the school normally provides some sort of support group or intervention program to help resolve the problem. These resources help re-establish a sense of power and purpose in the student so they can be successful in the classroom as well as other areas of life.
In a classroom, the power should be shared between both the teacher as well as the students. Power "is not a manipulative tool" (Albert, 1996) but instead creates structure, routine, and a sense of importance when it is shared equally. If a student has concerns or frustrations that require more attention than a simple fix in the classroom, then the school normally provides some sort of support group or intervention program to help resolve the problem. These resources help re-establish a sense of power and purpose in the student so they can be successful in the classroom as well as other areas of life.
3. Conferences
Making sure multiple people are aware of the concerns you have for a student is crucial in creating wraparound support. Be sure to include the student, the student's parents/guardians, the student's counselor, the assistant principal, and the principal, as well as the student's other teachers, case handlers, etc. Creating a cohesive plan together and making sure those key people are aware of it is vital in carrying out the plan in a successful manner.
Making sure multiple people are aware of the concerns you have for a student is crucial in creating wraparound support. Be sure to include the student, the student's parents/guardians, the student's counselor, the assistant principal, and the principal, as well as the student's other teachers, case handlers, etc. Creating a cohesive plan together and making sure those key people are aware of it is vital in carrying out the plan in a successful manner.
Resources
Albert, Linda. (1996). Cooperative Discipline. Philadelphia, PA: American Guidance Service.
Averill, O., & Rinaldi, C. (2014). Multi-tier System of Supports. Distric Administration.
Retrieved from http://www.districtadministration.com/article/multi-tier-system-supports
Sadker, David M. & Zittleman, Karen R. (2012). Teacher, Schools, and Society.
New York, NY: McGraw-Hill
Albert, Linda. (1996). Cooperative Discipline. Philadelphia, PA: American Guidance Service.
Averill, O., & Rinaldi, C. (2014). Multi-tier System of Supports. Distric Administration.
Retrieved from http://www.districtadministration.com/article/multi-tier-system-supports
Sadker, David M. & Zittleman, Karen R. (2012). Teacher, Schools, and Society.
New York, NY: McGraw-Hill