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THREE STREAM of STUDENT SUPPORT

Student Support Team Guidebook

By Kim John Payne M.ED

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The Three Streams Overview !!!!!

!Three Stream Student Support Executive Group

Socia

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Car

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Discipline & G

uidance

Student Social… … Action Committee

Parent In-Out Reach Parent In-Out Reach

The Three Stream Student Support Executive Group is made up of…

- The Student Support Coordinator/Counselor - The Social Inclusion Chair - The Care & Therapeutic Chair - The Discipline and Guidance Chair - Student Social Action Committee Coordinator FYI Members - The Principal/Director or Pedagogical Chair - The Administrative/Curriculum Coordinator

The Student Social Action Committee is made up of…

- Upper grade volunteers - A coordinator from the SSEG

Each Coordinating Group (SI, C&T, D&G) is made up of…

- The Chair - One or more faculty members

The Three Stream Parent Outreach Group is made up of…

- Three or more parents with communication backgrounds

The Three Stream Parent Inreach Group is made up of…

- Three parents with care profession backgrounds

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Mandate Examples

Responsibility, Authority & Accountability

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The Three Stream Process Student Support Executive Group Mandate

The Student Support Executive Group (SSEG) holds the overall Mandate, authority and responsibility for all three streams. Roles:

• Develop, publish and enliven a “Process Document” for each of the Three Streams that includes a Policy (Overview) – Procedure (Communication and Responses) – Practice (Action Plan).

ALSO… • Consider students extra needs and decide what kind of care they require to be healthy

and safe at school by following the Response and Support Level process laid out in each streams policy.

• Identify students in need of extra support through teacher initiated referral forms, Quiet Room/Office logs, the expressed concerns of parents and teachers.

• Provide tools and strategies to help colleagues support children. • Track students by documenting goals and outcomes; share this information with faculty

and parents. • Initiate and facilitate Support Circle meetings and the preparation and follow up needed. • Active involvement in intake interviews and other evaluations. • To coordinate a Student Action Committee made up of upper grade volunteers.

Purpose/Mission: When a student is exhibiting challenges in the classroom or in campus social settings they are referred to the SSEG who will decide which of the groups (one or more) will best serve to support the student. Members: A representative from Social Inclusion Group, Care/Therapeutic Group, Discipline and Guidance Group, the Student Support Coordinator and the School Director. The Student Support Coordinator is the SSEG Chair. Authority: The SSEG has the authority to track and review students’ learning and behavior, institute plans in the interest of students’ well-being at the school, communicate with all parents, construct policies regarding the social, learning, and behavioral health of the students. Accountability: Leadership team and Faculty Chair. A yearly review of this mandate if yearly reviews are a part of the school process. Resources: The Student Support Coordinator in a full or part time role. The Chairs of each of the three streams is give 2-4 lessons a week to carry out their tasks. All members of the three streams meeting during school time or scheduled all-committee meeting time. Quiet Room and log, faculty collaboration, meeting time with students/parents/faculty, access to student information. A Student Support “Traffic Light” is given time in the weekly faculty or department meeting.

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Care/Therapeutic Group (CTG) Roles & Responsibilities Roles:

• Develop student Care and Therapeutic plans by following the CTG Policies Response Levels.

ALSO… • To compile a list from faculty of children in need of learning and emotional support

and to develop plans for identified children. • To support the work of the class and subject teachers through discussions, peer

observation and/or child study and to provide referral sources if necessary. • To meet weekly for studying and planning. • To plan and facilitate child study/focus. • To identify community professionals in a referral list for parents and faculty and to

develop relationships with community health professionals to further the goals and efforts of the Education Support Program.

• To assist and support teachers in interaction with parents and carry out assessment and therapeutic support for students.

• To be an active part in initiating and implementing therapeutic/emotional support plans.

• To be active in calling Support Circle meetings. Purpose/Mission: The CTG is a group of teachers and support staff who voluntarily commit to supporting the growth and learning and emotional health of students in who need something beyond what is already offered in the classroom. Members: Two faculty, one Admin, Student Support Coordinator and an Educational Support Teacher Authority: The CTG has the authority to work with teachers and parents to develop a program to meet the needs of children who may be challenged in their ability to learn and cope with the school environment. Accountability: SSEG Resources: The Chair of the CTG is give 2-4 lessons a week to carry out his/her tasks. All members of the CTG meeting during school time or scheduled all-committee meeting time. The Education Support/Remedial Support Teacher is an active resource for CTG. The Quiet Room and log.

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Discipline and Guidance Group (DGG) Roles and Responsibilities Roles:

• Develop student D&G plans by following the DGG Policies Response Levels. ALSO…

• Meet regularly in order to study and further develop DGG policies and culture. • Identify students in need of D&G support by means of faculty observations and

referrals, Incidence Reports, Quiet Room/Office Logs and Student Support Coordinators (SSC) observations.

• Coordinate D&G Holding Teams and D&G Support Circle Meetings • To communicate plans expectations to faculty and students’ parent(s) • Assist and support faculty and parents when a child requires D&G support

extending beyond the traditional classroom/school day Purpose/Mission: The DGG supports all teachers and parents in finding pro-social and restorative and non-rejection based ways to help reorient a child in need of guidance. The DGG group also assists when the school must make discipline and guidance decisions in response to general or acute incidents contravening the school’s discipline and guidance policies and where the SSEG feel discipline and guidance support is needed. Members: Two faculty members and SSC (and/or School Director or Assistant Director). Authority: Forms holding teams, creates student plans, communicates with parents, and immediately removes students from acute incidents. DGG draws up and assigns the Quiet Room duty teachers roster. Accountability: SSEG. Resources: The Chair of the DGG is give 2-4 lessons a week to carry out his/her tasks. All members of the DGG meeting during school time or scheduled all-committee meeting time. A Quiet Room and log. Faculty collaboration, meeting time with students/parents/faculty, access to student information. Alternative placements in and out of school, D&G forms. !

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Social Inclusion Coordinating Group Roles & Responsibilities Roles:

• To follow the Response Levels as described in the SI Process. ALSO…

• To assist and nurture an environment of mutual respect, safety and inclusion within our school community.

• To assist and integrate the social inclusion processes into our school’s policies, procedures and practices.

• To support our teachers with social inclusion issues. • To support our students, teachers and parents in developing healthy conflict understanding

and resolution strategies. • To assist and monitor the ‘social health’ of the school community and make recommendations. • To help the ‘Code of Compassion’ be active in day-to-day life of the school community.

Purpose/Mission: The SICG supports all teachers and parents in finding pro-social and restorative ways to help reorient a child in need of social orientation.

• To develop practices that supports the implementation of the Social Inclusion Process. • To orient existing and new faculty in Social Inclusion practices. • To develop the skills needed to facilitate the range of strategies as outlined in the Social

Inclusion Approach. • To work with Parent Organization in parent enrichment to provide relevant workshops. • In consultation with faculty and administration, to write a “Social Inclusion Process. ” This

includes Policy, Procedure and Practice. Members:

• Parents and teachers who have an understanding of the Social Inclusion process and support its implementation within our community.

• All members must be able to maintain confidentiality and objectivity. • Facilitators must be available during the school day and be able to engage in ongoing

training/role play throughout the school year. • Social Inclusion Coordinating Group members must be able to meet for 1 to 1.5 hours

every week during the school year. • All members must be able to participate in social inclusion education workshops.

Authority:

• Cooperative with the Student Support Coordinator and the Student Support Executive Group.

• Approval from Faculty and Administration for significant policy changes.

Input Procedures:

• Provide opportunities for students, teachers and parents to voice their concerns and suggestions.

• SICG members to monitor the ‘social health’ of the classes and/or school via a social heath ‘traffic light report’ each week at the faculty meeting.

• Receive feedback from teachers, faculty council, board, parents and students. Reporting Responsibilities:

• Report to Student Support Executive Group, Faculty and Administration. ! Communicate the yearly goals. ! Report the accomplishments and areas requiring improvements.

Success Measures:

• Follow up with the child(ren), teacher and/or parent to determine if the issue/s has been resolved.

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• Children feel safe to tell teachers and parents of any issues they are encountering • Faculty utilizes the SICG for support with social inclusion issues. • Trained facilitators are utilized to hold social inclusion meetings. • The School is recognized in its community for providing a safe environment for student

learning. • Trained facilitators

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The Three Response and Support Levels:

In Spiral Form

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We are always “holding” our kids. Sometimes they need us to draw them close and at other times they need only a light touch to be guided. They key is knowing what kind of help is needed so that we avoid being “heavy handed” when a subtle direction would have done they trick. The same is true when it comes to not being subtle and light in our “touch” when firm holding of a discipline or social issue is needed.

The spiral below gives an overall general roadmap of moving from a light touch, rich in implicit and gentle gestures (above the horizon, red/orange zone). But if a student does not “get it” and this approach does not shift the problem, it is crucial to move into more firm and explicit tools (below the horizon, green/blue zone). As adults move into the firmer strategies there is a need for greater preplanned and transperant form. The number of students needing this kind of support usually shrinks and is now more finely directed to only those who need more serious and focussed help. However, as the number of students being helped gets smaller it is vital that the teacher reaches out to colleagues to form a “village” or holding team. !

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IMITATION …Modelling healthy adult emotional self

regualtion and social interations

STORIES …that heal

empathize and overcome

ART & MUSIC … creates deep creativity and rejuvination

DRAMA MOVEMENT

PLAY TIME in NATURE

… that heals through

creating cooperation, healthy interaction and

relaxation

CLASS & FAMILY HABIT

… that address what may have become unhelpful

social, learning or bevior habits

INTERCESSION … focussed problem solving such as mediation, critical

behavior and learning plans

MEETINGS & PLANNING … that slow things down, explore challenges and

create collabortive plans with all concerned

INTERVENTION … sees more specific

strategies used. Adults become more present in

setting student/child boundaries and clarity

SUPPORT … that put the plans into action and ensure teachers, parents and students are oriented and

actively supported

THE BIGGER PICTURE Callibrating the Response:

From Light Touch to Firm Holding

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From Implicit to Explicit: Social

IMITATION Adult -

Authenticity

STORY Pedagogical Biographical

ART Form Drawing

Modelling Painting Drawing

DRAMA MOVEMENT

PLAY

CLASS & FAMILY HABIT

MEDIATION MEETINGS

INTERVENTION SUPPORT

Ther

apy?

Di

scip

line?

Games/Work Class Plays Puppetry Play Back

Politness & Courtesy Put Down Diet

Teasing Definition Calling Out Scale

Class Transition Plan Playground Conduct Preview & Review

Individual Conversations Dissaprove-Affirm-Discover-Do over

Change Plan Class Meeting

Social Support Circle with- Parents & Teacher The Way We See It

Social Coaching Circle of Friendsip

Simple No Blame Meeting Individual Transition & Recess Plan

(Moderate Supervision)

Goals & Achievement Card

Individual Transition & Recess Plan (Close Supervision)

Full No Blame Meeting Resricted Acess to Playground

Solo Transitions

SOCIAL INCLUSION

SOCIAL INCLUSION

RESTORATIVE DISCIPLINE

RESTORATIVE DISCIPLINE

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From Implicit to Explicit:

CARE AND THERAPEUTIC

STORY Pedagogical Biographical

ART Painting Modeling Drawing

DRAMA MOVEMENT

PLAY Games

Class Plays Puppetry

CLASS BASED Subtle Signals Small Group

Multiple Intelligence Based Projects

MEETING & PLANNING Support Circle Meeting Quiet Learning Place

Individual Preview and Review Sensory Tools/Aids Movement Breaks

Extra Time SUPPORT

Intensified individual support Therapeutic Movement

Tutoring Check in time each day

INTERVENTION & EVALUATION Assessment

Formal individual education plan Counseling

Play, Art, Occupational Therapy

ALTERNATIVE Alternative day plan

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The Three Response and Support Levels:

In Written Form

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Discipline and Guidance Stream

Response & Support Levels

The faculty, parents and where appropriate, the student will receive communication as to which of the following response and support levels are being implemented:

1. Pedagogical Approach: The Holding Team discusses implicit pedagogical, curriculum-based approaches and decides which will be used. Communication Point: Progress is reported to the faculty and parents. If this is unsuccessful in bringing change in 3-4 weeks…

2. Social Inclusion or Care/Therapeutic Support is considered: Even if the student remains on D&G track the Holding Team may reach out for Social Inclusion or Care Team support. They would make this recommendation to the SSE. In this way the SSE can ensure the two or even three support streams are working well together and that good communication is given. If this is unsuccessful in bringing change…

3. Moderate D&G strategies are implemented: A Support Circle meeting with some Holding Team members and the parents of the student might be called. The student is carried in the meditative life of the Holding Team. There are a range of “lighter touch” strategies that can be used. These include… - D.A-D.D. Disapprove, Affirm…then later…Discover, Do-over. Please see the handout for this highly effective behavioral tool. - Preview/Review. The student briefly and privately previews with the teacher what is expected of him/her before the beginning of each lesson. A subtle signal is agreed if the student is getting off track with the agreed behavioral aim. At the end of the lesson the teacher very briefly reviews with the student, with emphasis on what went well. - Movement Breaks. The student is allowed to signal that he/she needs a movement break. They need to agree to do this quietly and without disruption. - Alternate Desks. The student is allocated a “quiet desk” where he/she can work if disruption is beginning. It is important that this is arranged beforehand. - Redirecting Into the Familiar. If disoriented behavior starts to become felt by the student or seen by the teacher it is very effective to redirect the student away from the space and task that is being done by the rest of the class, and into something familiar where he/she feels safe and competent. This might include other quiet activities such as drawing or reading, and can also be doing some purposeful work within or often outside the classroom. If the student is being redirected into purposeful work outside the classroom it needs to be anticipated and set up before the class begins. - Check-in and Go. If the problem is happening during transitions and recess, the student can be put on a Check-in & Go process whereby he/she needs to check in with the transitioning or duty teacher about how they are going to

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transition or where and how they are going to play. The student is directed to stay in this play area through out recess and not “free range” in the playground. The student is placed on playground Check-in and Stay. Teachers consider the infraction, the student’s age, temperament, and past behavioral conduct. Consequences may include a reparative activity, loss of privileges, or younger students may need to be sent home with their parents. If this is unsuccessful in bringing change in 3-4 weeks…

4. More Explicit D&G strategies are implemented: A Support Circle meeting with some Holding Team members and the parents of the student will be held. The parents are given a weekly update by the Holding Team’s communication point person. The student is carried more strongly in meditation of the Holding Team. At this stage most strategies that are used will involve meeting with the student and sometimes the parent/s. It helps to convey the gravity of the situation if the class teacher/advisor is also joined by the rest of the Holding Team in this meeting. Strategies for the student can include: - Implementing a Behavior Change Plan. Some Holding Team members along with the parents will help a student complete a plan that outlines the student’s plan to change behavior. - A Goals-and-Achievements Agreement. A student is helped to create a plan for change and then charts his/her progress for meeting these goals on a written form. This is more formal than the Change Plan and carries with it consequence for behavior dropping below the agreed standards. It also involves a lesson-by-lesson evaluation by both the student and the teacher. The agreement is reviewed at the end of every day and the parent initials the card associated with the agreement, every night. - Check-in and Stay. If the problem is happening during transitions and recess, the student can be put on a Check-in & Stay process whereby he/she needs to check in with the transitioning or duty teacher. a. The student is directed to transition only in the company of an adult. b. The student is directed to stay in a designated, closely supervised play area through out recess. If this is unsuccessful in bringing change in 2-3 weeks…

5. A temporary alternative environment is explored: Sending to not away. If the pattern of behavior persists, parents will be called to a scheduled meeting with the Holding Team, the Chair of the DGC and possibly another school administration or faculty leadership team member. During this meeting a temporary alternative environment is sought using both parents and school contacts. This is not done out of a punitive sense but rather that the demands of the school environment go beyond what the student can cope with. It is made clear that this change of scene has often helped other students. The Holding Team will continue to communicate with the parents and

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also the people leading the alternative environment which the child is being offered, in the hope that the student can return to school after a month or two, or longer if necessary. The specific environment varies significantly as it needs to be a place of warmth and high structure and form. Some examples are… - For the older student, a work environment such as forestry, boat building, carpentry etc. - A care environment such as becoming a care assistant at home for the disabled or elderly or in an Early Childhood Center. - For younger students a very low sensory impact, highly formed environment such as helping in a plant nursery, or craft environment such as a wool or fabric store, or an animal shelter. However, if the parents do not share the picture of this strategy being needed, the child’s continued presence within the school is discussed by SSE and the Holding Team and a recommendation is made to the Leadership Team of the school. Possible expulsion is considered. If the time away has been successful in bringing change…

6. Explore returning to school: If an alternative placement has been found and positive reports are given, the student reintegration into the school is discussed. These plans can include… - Limited day attendance. Often morning lesson and one or two other known successful lessons are attended until a good basis of positivity has been achieved. Only then would a gradual introduction to the past problematic areas be considered. - Response Level Two. The student is given Social Inclusion or Care Therapeutic Group support. - Response Level Three. The student is given moderate behavior and Guidance support. ** The class teacher/advisor in conjunction with the SSE may see it necessary not to follow the order of responses laid out above, or take other steps not outlined here.

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Social Inclusion Stream Response & Support Levels

This response description is meant to describe the processes in place for supporting students in social need in the school. Not all social tensions will be resolved to the mutual satisfaction of every party, but we strive to be clear and transparent in our process and to address concerns and questions promptly as they arise. Issues brought to the Social Inclusion Chairpersons will be logged, tracked, and handled in as expedient a manner as possible. The chairs will bring any issue reported to us to the class teacher immediately (within 24 hours) and the Student Support Executive Group. The next step in the process will be determined within 48 hours.

1. An informal private conversation will take place with the student(s) involved, using the DADD (Disapprove, Affirm, Discover, Do-over) method. This conversation is normally initiated by the Classroom or supervising Teacher, but may include the SI Coordinator. This level is handled in the Classroom Approach. Parents may be informed.

If the above has not brought resolution...

2. A “Support Circle” meeting/s may be called in which the Class Teacher /Advisor, the SI Supporting Member and parents discusses the student/s situation. After this meeting the SSEG decide what kind of support is needed and which stream will be primarily involved (i.e. SI, Care, Discipline)

If the Social Inclusion stream is needed…

3. A range of moderate intervention tools will be used with the student(s) involved, such as “Crossing the Line” exercises; “The Way We See it” artistic perspective-taking exercises; and/or a referral to an Individual Transition & Recess Support Plan (Check in & Say/Go). Which tools are used will depend on the nature of the incident and the age of the student involved. This level is handled collaboratively by the Class or Specialty Teacher, and the SI Coordinator.

If the above has not brought resolution Parents are informed and...

4. The student(s) involved is given the opportunity to indicate his or her willingness to work for positive resolution in a “Change Plan” meeting. The Class Teacher or the SI Coordinator holds the meeting. A member of the SAC can be asked to help the student(s). Selected tools from the previous response level will likely continue and intensify.

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If the above has not brought resolution Faculty, Administration and Parents are informed and...

5. A “Circle of Friendship” may be formed for the student(s) involved. The Individual Transition & Recess Support Plan now intensifies to the Check in & Stay at recess and a clearly defined Transition Support structures in the building. Note: If the situation warrants, the process may move directly from Step 4 to Step 6. Note: A Circle of Friendship can be started as a social support network at any time, with or without incident.

If the above has not brought resolution Faculty, Administration and Parents are informed and...

6. A “No Blame” meeting is held, which is facilitated by the SI Coordinator and/or Class Teacher. At this point a “Holding Group” is formed, consisting of an SICG member, the Class teacher, and other faculty. Regular follow-ups with the student(s) take place for three to four weeks.

If the above has not brought resolution Faculty, Administration and Parents are informed and...

7. The student(s) involved are given a “Goals and Achievement” card by the Class Teacher which is reviewed daily with the student(s) and shared with the parents weekly. In Classes 1-3, this is modified for age appropriateness. The Class Teacher/Advisor guides the activity to bring self-reflection with an end of day conversation with the student.

If the above has not brought resolution Faculty, Administration and Parents are informed and…

8. If the above has not brought resolution, the situation enters the Discipline stream and/or Care stream and is brought to the Faculty Steering Committee and Administration to determine appropriate next steps, including the possibility of suspensions and/ or conditional enrolment. Note: Care or Discipline stream may be called on at any stage in the Response Levels.

If at any point in the Social Inclusion stream the student, and/or parent, is not capable of proceeding, the Class Teacher/Advisor and SICG may move directly to the Care or Discipline stream following the situation being reviewed by the SSEG.!

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Care and Therapeutic Stream Response & Support Levels

This response description is meant to describe the processes in place for supporting students in the wide range of Care issues. These can include remedial, emotional, counseling and therapeutic support plans and referrals.

Issues brought to the Care and Therapeutic Chairperson will be logged, tracked, and handled in as expedient a manner as possible. The Chair will bring any issue reported to the class teacher immediately (within 24 hours) and the Student Support Executive Group.

1. After a class time visit from the C&T Chair to observe the student, the teachers of the student in need of support meet with the C&T Chair to discuss in-class extra learning and/or lighter touch emotional support strategies that fall within normal teaching. If the above has not been effective…

2. For learning support, these can involve working in small groups, extra time, time limited homework, an alternative quiet work desk, movement breaks, pre agreed signals when a student is feeling overwhelmed and needs a quieter place to work, vestibular seat cushion, heavy bean lap bag, etc. For emotional support these can involve a quiet daily check in with the teacher to preview and review the challenging parts of the day and also the successes.

If the above has not been effective...

3. The SSEG and Class Teacher or Advisor meet to discuss what possible

individual remedial support may be given such as tutoring in specific areas of need. A Support Circle meeting may be called where school and home life strategies are planned. More individual emotional/therapeutic supports are often needed. Strategies are considered, can be activities like extra painting, land based work, animal care, modeling or movement exercises, brain gym, done either at school or at home with parental help. If the above has not been effective...

4. An evaluation is organized. The kind of evaluation is discussed with the SSEG, Teacher and parent. Evaluations can range from a Neurological to Occupational to an Educational Psychological assessment. Recommendations arising from the evaluation are discussed so that they feel manageable and do-able both at home and school. A time line is laid out where the more challenging strategies that require more resources are placed so that they don’t get overlooked. If the above has not been effective...

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5. An even more individualized learning plan put into place. The student may be given more focused small group or one-to-one support rather than continuing to attend some overly challenging subject areas. For more therapeutic or emotionally based issues, services such as counseling, play, art or occupational therapy can be considered. If the above has not been effective...

6. An alternative day plan can be considered where a student has a focused program set up. Examples of these may include an “Outside Classroom” experience where they work alongside a farmer, boat builder, blacksmith, arborist, early childhood teacher or day care provider. One-to-one tutoring and/or therapeutically oriented support continues. Some regular classroom attendance might be set up in subject areas where small successes can be experienced by the student. If the above has not been effective…

7. Another educational environment is explored that better suits the student and the needs he or she has.

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Policy and Communication Examples

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An Example of a Communication Flow Chart

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An Example of a Roles and Personnel Description

Please note: The names of the individual members of each stream and other school personnel have been removed.

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An Example of a Three Stream School Policy

Linden Waldorf School

Student Support Handbook

The healthy social life is found

When in the mirror of each human soul

The whole community finds its reflection,

And when in the community

The virtue of each one is living.

-Rudolf Steiner

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Linden Waldorf School is committed to healthy and successful students and healthy social relationships among students, teachers and all members of the school community. This value is reflected throughout the curriculum and implicit in the working of the school. Our school has adopted a student support process based on the work brought to us by Kim John Payne, who is respected worldwide for his work in helping children navigate challenge as well as conflict through a no blame approach.

In conjunction with work presented to LWS by Kim John Payne, the Student Support Executive Group (SSEG) has been created. This group is made up of three faculty members who chair the following groups: the Social Inclusion Group (SIG), Care Group (CG) and Discipline and Guidance (DG). When a student is exhibiting challenges in the classroom or in campus social settings they are referred to the SSEG who will decide which of the groups (one or more) will best serve to support the student.

Care Group (CG)

The Care Group exists to observe, understand and support the needs of students, particularly those experiencing challenges to health, development and academic success. As possible, the Care Group will assist and support teachers in interactions with parents and offer suggestions for assessment and therapeutic support for students. The CG takes up studies to deepen and broaden the group understanding of these issues, including growth and development, child observation and study techniques, learning styles, learning disorders and remediation.

Discipline and Guidance (DG)

Students are directed to DG when faculty members and administrators observe students "acting out." When disorientated students push the school's behavioral boundaries, teachers and administrators provide clear and firm guidance to help students find their footing at school. We consider  “acting  out”  to  be  any  behaviors  that  repeatedly  disrupt  learning  in  the  classroom  or  are  hurtful toward others.

Social Inclusion Group (SIG)

Students are directed to the SIG when they are having difficulties in the social realm. These difficulties may include (but are not limited to) excluding/being excluded, bullying/being bullied, teasing/being teased, etc.

“Wherever  there  is  a  human  being,  there  is  an  opportunity  for  a  kindness.” – Lucius Annaeus Seneca

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The Student Support Process:

When a student is observed as having difficulties in the classroom or in social settings (educational, developmental, behavioral) that are not easily resolved or are ongoing, the student may be referred to the SSEG. The following process is used to bring resolution to the difficulty (as shown in the previous chart). This process is meant to clearly describe the processes in place for questions and conflict resolution at Linden Waldorf School. Not all disagreements will be solved to the mutual satisfaction of all parties, but we strive to be clear and transparent in our process and to address concerns and questions promptly as they arise.

The student support work found here is used to find solutions for those who need support to be successful in the classroom or in a social setting.

1. The SSEG will meet with the Class and/or Subject Teacher to determine which support group will best serve the student.

2. A Support Circle Meeting may be called prior to referral. Regardless, notification to parents will occur at this point.

3. The student will be referred to one or more support groups. They are: the Social Inclusion Group, Discipline and Guidance or Care Group.

4. The teacher(s), with a support plan from the SSEG, will use both implicit and explicit approaches in addition to other tools (see SSEG toolbox) to bring resolution to the situation.

5. Once the plan has been created, a Support Circle Meeting will be arranged for the teacher(s), the parents and a member of a supporting group to discuss how to support and strengthen the child.

6. After two weeks, the teacher(s) will check in with the supporting group to review, amend or end the plan.

7. The student is now on the path to resolution. If no resolution is found, then the plan is extended and the SSEG is once again consulted until a satisfactory resolution occurs.

Implicit to Explicit Approach

When conflict or student difficulty occurs as part of our school life, the teachers use a system of implicit and explicit tools to resolve the issue. The Implicit/Explicit chart illustrates the Student Support work created by Kim John Payne to support healthy resolution for our children. Each stream of the Student Support work has a chart comprised of tools to be used throughout the Student Support process.

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When  does  behavior  “cross  the line”  and  lead  students  to  the  SSEG  for  Social  Inclusion and/or Discipline and Guidance support?

In thinking of the social health of a school – of Linden Waldorf School – it is important to define situations that are no longer healthy. Below is what is considered situations that move from fun, healthy behavior into the realm of bullying, disruptive or exclusionary behavior or has gone too far.

Actions that are persistent, prolonged, and deliberate and may include:

x exclusion, intentionally leaving someone out or ignoring

x physical abuse: poking, pushing, hitting, kicking, biting, pinching, tripping, punching, hair-pulling, spitting, or throwing objects at a person

x verbal abuse: put-downs, name-calling, insults, teasing, derogatory language, or threats

x malicious or hurtful rumors, lying and gossiping, humiliating, blackmailing

x disrespect of property or stealing x ganging up

x intolerance of differences

x incitement or getting someone else to do any of the actions named here x cyber-bullying which includes doing any of the above through electronic means,

such as email, instant messaging, texting or social networking sites.

All forms of teasing become bullying when pushed too far. To help us know when teasing has gone too far, we can say that, “Teasing  crosses  the  line  and  becomes  bullying  when…

x someone  asks  for  it  to  stop  and  it  doesn’t

x the person being teased reacts badly

x it is meant to hurt, put someone down, or is mean-spirited x it becomes a habit or it happens frequently

x bystanders  don’t  help  because  they  think they will get teased as well

x the person being teased or the bystanders do not think it is funny x people go along with the teasing even when they are uncomfortable

x the person being teased feels they cannot tell anyone x someone is being excluded

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Three main types of bullying are:

Physical: hitting, kicking, taking belongings, pushing, biting, pinching, throwing objects at a person, spitting.

Verbal: put downs, gossiping, name-calling, teasing, insulting, derogatory language, and threats.

Indirect: emotional, spreading nasty stories, excluding from groups, ignoring.

*All forms of bullying can be damaging

“I  have  come  to  the  frightening  conclusion  that  I  am  the  decisive element. It is my personal approach that creates the climate.

It is my daily mood that makes the weather. I possess tremendous power to make 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 is escalated or de-escalated, And a person is humanized or de-humanized.

If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become

What  they  are  capable  of  becoming.” - Johann Wolfgang von Goethe

Student Action Committee (SAC)

Under the umbrella of the SIG, LWS has formed a Student Action Group (SAC). The SAC is composed of 7th and 8th grade students who meet once a week during a practice period. They learn social inclusion skills and tools to deepen  their  understanding  of  the  philosophy  of  “justice  without   blame,”   and   discuss   their   experiences   as well as observations they have made in the Lower School.

Student participation is one of the key elements of the Social Inclusion Approach. These students take an active role in supporting and guiding the younger students in social situations with the guidance and supervision of the SAC faculty chair and the SIG. They learn to reflect and draw from their own social histories to bring understanding and empathy to their efforts to relate to children who may be struggling in a difficult social situation. These students are being asked to lead by example and to take an active role in contributing to the healthy social life of the school and community.

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In addition to weekly meetings, they offer student training in the classroom and at assemblies through skits, are assigned classes to mentor in tough situations, and may be asked to sit in on Circle of Friends or No Blame Meetings. Together they have written the LWS Code of Compassion.

Code of Compassion

x Care for everyone

x Observe the situation before you act

x Make new students feel equal and welcome

x Participate with a good attitude

x Accept others differences and mistakes with grace

x Sympathize to your best ability with others

x Stop conflicts before they become hurtful

x Include everyone with an open heart

x Own your actions

x Never forget we are all part of a community

Student Support Vocabulary

Social Inclusion generates a common language throughout the school. These are some of the terms that are used.

• Alternate Desks - The   student   is   allocated   a   “quiet   desk”   where   he/she   can   work   if  disruption is beginning. It is important that this is arranged beforehand.

• Alternative School Day - A temporary alternative environment is sought using both parents' and school's contacts. This is not done out of a punitive sense but rather that the demands of the school environment go beyond what the student can cope with.

• Circle of Friends - When a student is having social difficulties, the class teacher will

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choose two or three students from the class, and one or two students from the SSAC will be selected to greet the student each day, meet together once a week with the student, help the student problem solve, and be available for support.

• Code of Compassion - The Code of Compassion is comprised of guiding principles for how we want to relate to each other at this school. The Code of Compassion is an active way of being kind and understanding to oneself and others. It was created by students of the SAC of 2012-13 in response to input from all the students of the school. It is found in every classroom and in our hallways and will be renewed yearly.

• DADD - This is an immediate tool used sometimes by teachers in response to inappropriate behavior by a student. It stands for Disapprove, Affirm, Discover, Do over.

• Explicit Approach – When   “implicit”   approaches   are   not   successful,   teachers  may   use  more explicit or obvious tools to support and solve challenges and conflicts with the students. These tools can include meaningful work, individual change plans, check in and stay and meetings with parents.

• Extra Lesson - The Extra Lesson is an assessment and intervention program originally developed by Audrey McAllen and is based on the holistic developmental perspective of Rudolf Steiner's philosophy of education. The program incorporates movement, speech, drawing and painting exercises to help students with academics and behavioral difficulties.

• Goals & Achievements Agreement - A student and teacher create a plan for change and then chart his/her own progress for meeting these goals on a written form.

• Implicit Approach – Through  the  Waldorf  pedagogy,   teachers  often  use  “implicit”   tools  in the classroom. These tools can include storytelling, song, art and movement and are subtle approaches to solving.

• No Blame Meeting - This is a group meeting of the students involved in a social difficulty. They will attend the meeting with their SAC helpers, an adult facilitator (either the SI Coordinator or teacher) and sometimes the class teacher, to brainstorm solutions and build agreements.

• Pedagogical Classroom Approach - Teachers use developmentally appropriate stories or lessons within the curriculum to address social issues in an implicit way.

• Politeness and Courtesy - Actively practicing politeness and courtesy is an example to all members of our school community. Students, teachers, and staff take the opportunity to practice politeness and courtesy so that they occur as a matter of course.

• Redirecting - A disoriented student is redirected to productive, purposeful work within or often outside the classroom. Purposeful work is anticipated and scheduled by SSEG and faculty.

• The Put Down Diet - This practice invites the members of the school community to be aware of their own speech, body language, and attitudes that criticize or demean others with or without intention. Students, teachers, and staff agree to name, discover why, and do over negative verbal and body language.

• Social Inclusion Approach - This   is   a  “justice  without  blame”  approach   that   the  school  uses to support a socially healthy school environment. Social Inclusion gives us a common language, structure and tools with which to deal with social conflict between students.

• Social Inclusion Change Plan This is a form that a student completes with the assistance of  the  SI  Coordinator  that  outlines  the  student’s  plan  to  change  behavior.

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• Student Action Committee (SAC) - This is a committee of student volunteers from the seventh and eighth grades trained to assist students through the Social Inclusion Approach. They build relationship with an assigned class by having weekly snack with the class and help in the playground.

x Student Support Executive Group (SSEG) – This group is made up of faculty members who chair the three support groups operating under this student support umbrella. They are the Care Group, Social Inclusion Group and Discipline and Guidance.

x Support Circle Meeting - This is a facilitated meeting with the parents and class teacher of a student having social difficulties, to discover how to strengthen and support the child.

Acknowledgements

Linden Waldorf School gratefully acknowledges Kim John Payne for his many visits with the group, as well as his many written resources. For more information on his work, please visit the website http://www.socialsustain.com/kimjohnpayne.html

In addition, this manual would not have been possible without the examples of the following schools, whose templates helped us to shape this guide to the Social Inclusion Approach:

x Chicago Waldorf School

x Denver Waldorf School

x Minnesota Waldorf School

x Nelson Waldorf School

x Rudolf Steiner School