Wraparound Support
For this level, my philosophy will still say that the teacher will really need to get to know their students. Some students will have 504s or IEP in place that the teacher will need to know about before the students enter the classroom. If the teacher takes the time to get to know each student, then they will have the tools to help the student to be successful in their classroom. This tier is very focused on individual students and providing them with all the tools the students need to be successful in school.
Strategies
- Parental Meetings - Set up a parental meeting to talk about the student. Together, figure out a way to get the student more accountable for their actions (Villa, Thousand, Nevin. 2010 pg 187),
- Counselor Meetings - Sometime students need to talk to a professional. Setting up a visit to the counselor or coach can help the student with their behavior. (Reinke et al).
- IEP - Individual Education Program - written statement which helps individual students to get the assistance they need in the classroom. (Villa, Thousand, Nevin. 2010. pg 186).
References
Reinke, Wendy, Ph.D, Melissa Stormont, Ph.D, Keith Herman, Ph.D, Ze Wang, Ph.D, Lori Newcomer, Ph.D, and Kathleen King, Ph.D. "Use of Coaching and Behavior Support Planning for Students With Disruptive Behavior Within a Universal Classroom Management Program."Journal of Emotional and Behavioral Disorders 22.2 (2014): 74-82.Hammill Institute on Disabiliies. Web.
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in Responsibility, Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin Press, p. 171-188.
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in Responsibility, Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin Press, p. 171-188.