SRV Theory Implementation Plan 1

SRV Theory Implementation Plan

Kevin Storey

Student # 6822515

University of Manitoba
SRV Theory Implementation Plan 2

SRV Theory Implementation Plan

In September 2016, I started a new job. I had spent the previous four years teaching

grade 5 in Thompson, and I was excited to start my new grade 6 position. During the week prior

to the start of the school year, I had the opportunity to sit down with the grade 6 resource teacher

and learn about the students that I would be teaching. Over the next two hours we talked about

each student and what kind of personalities they could bring to the classroom. We spent only a

few minutes for each student, but when we got to Brandon, we talked for about half an hour.

Brandon has been diagnosed with FAS, ADD, and ODD. Brandon has also spent most of

his life within the foster system, and he struggles with separation anxiety. As such, Brandon

presents a set of unique challenges to my classroom. In grade 5, Brandon struggled with peer

relationships, classroom behavioural expectations, and achieving the expectations set out in his

IEP. My school is a grade 5 8 middle school, so this was Brandons first year in the school.

As Brandons grade 5 year progressed, the teachers and support staff grew to understand

Brandons needs and the support requirements needed to help Brandon achieve success. As

Brandon entered grade 6, it was my job to continue the processes that were set in place the

previous year.

However, it would not be as simple as that. I was informed that Brandons home life

over the summer had been quite volatile due a violent relationship with his younger brother

combined with a foster family that instilled few behavioural expectations. Our fear was that

much of the progress that we had seen with Brandon in the previous year may have been undone.

Brandons younger brother would also be attending this school in grade 5, and this would present

additional challenges in the school for Brandon.

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Many of our fears were realized in September. Brandon struggled to integrate into the

classroom, and his unhealthy relationship with his younger brother resulted in regular

altercations in the hallway and on the school bus. From the first day of school, Brandon resisted

my attempts to establish behavioural expectations. My conversations with Brandon often

resulted in meltdowns and Brandons decision to run from the classroom and hide. What was

abundantly clear was that whatever plan we may have wanted to implement was not going to

work until I was able to establish a positive relationship with Brandon. A breakthrough

happened at the beginning of October when I was able to spend an entire day, one-on-one, with

Brandon during our grade 6 neighbourhood field trip to the Winnipeg Zoo. In the weeks that

followed, Brandon and I were able to build a positive relationship that allowed Brandon to begin

to achieve success in the classroom.

Rationale

I have chosen Brandon as the subject of this SRV plan for several reasons. First, our plan

that was set in place in September and October is no longer completely relevant. There are

aspects of our previous plan that are still necessary, but there are many new challenges that have

come about as we progress through more difficult concepts in class and as the students, Brandon

included, change emotionally and physically. The support staff and I understand that no student

plan can ever be static. Just like an IEP, any SRV plan for success must continually evolve as

the students grow and face new challenges.

Second, as I have progressed through this course, I have recognized instances where

Brandon has been devalued either through my own actions or the actions of his fellow

classmates. Wolfensberger (2013) describes devaluation as negatively perceiving an individual

(p. 21). Wolfensberger (2013) goes on to state that to devalue something means to attribute low
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or negative value to that entity (p.21). Over the year, Brandon has been perceived quite

negatively by many students in the class, and this negative perception has led to further issues

that have had to be dealt with. It is my goal that through the implementation of this plan that I

will improve as an educator with helping Brandon, as well as future devalued students, become

valued members of the classroom community. I also hope that through my actions, Brandons

peers will be able to improve their impression of Brandon so that positive peer relationships can

become more of a possibility.

The third reason for choosing Brandon as the subject of this plan is to help Brandon

develop the relationship and academic skills that will help him realize success when he goes into

grade 7. Wolfensberger (2013) states that devalued people get relegated to low social status in

society, and are looked down upon. They are considered second-class citizens and treated

accordingly (p.32). I often wonder what will happen with Brandon when he moves up to high

school. How will he interact with his peers? Will he discover a field of study that interests him

to the point that he willingly pursues it? I wonder if Brandon will gain the necessary personal

and educational skills that he will need to lead a successful and fulfilling life as an adult.

I will not be able to lead this plan, or any subsequent plans, throughout his time at this

school after he moves on from grade 6. However, we are a tight-knit group of teachers, and

successful plans implemented in one year are carried through with teachers in the next grade.

With this plan, it is my goal to begin the process of helping Brandon wind down the school year

in a positive manner so that he will be eager to return in grade 7. I also hope to help Brandon

foster positive peer relationships that can continue as he enters into grade 7.
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Wounds & Devaluation

As I stated earlier, there have been instances throughout the year where Brandon has been

devalued either by myself or by other students in the class. The following list describes four

wounds that I have observed and how Brandon has reacted to them. I believe that it is important

to recognize the effects these wounds have had on Brandon in order to help him achieve his

goals. Just like physical wounds, Brandons wounds of devaluation need to heal, and this plan is

one step towards helping Brandon recover from these wounds.

1. Functional impairment Race (1999) describes an impairment as an observable feature of

an individualthat affects their ability to deal with the world around them (p.46).

Brandons varied diagnoses are not public knowledge, but to the other students in the

class it is obvious that Brandon struggles with concepts and behaviours that they find

simple. Brandon does not receive the same kind of consequences for angry outbursts

that other students would receive. Brandons classwork is also noticeably different,

as he is working at a grade 1/2 level in most subject areas.

As the year has progressed, Brandon has recognized that the other students see these

differences, and he has attempted to minimize them. This has included the rejection

of help from the EA in the class. His frustration level has risen when attempting to

teach Brandon math and writing concepts, as he sees these as not being the same as

the other students work.

2. Rejection by family Race (1999) describes this as a hinge wound where an individual is

devalued by those closest to him. As such, this wound may lead to other wounds occurring

(p.47).
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Brandons relationship with his younger brother has been volatile. The violence has

mostly been initiated by his younger brother. Recently, Brandon was separated from

his sibling and placed in a new foster home, which has exacerbated their relationship

at school.

Brandon has a strong desire to spend time with his brother, often asking for shared

activity time. Brandon withholds his emotions about the violent treatment, but on

days where fights occur, Brandon struggles to follow classroom procedures.

3. Suspected of multiple deviances Race (1999) describes this as the act of equating further

devalued roles on a person due to the presence of an existing condition (p.68).

Throughout the school year, Brandon has often been wrongly accused by other

students in the class for minor indiscretions. The perception has been that because

Brandon struggles with following specific classroom procedures, then he is the most

likely candidate when things go missing or are not cleaned up properly in the class.

Brandon has been emotionally hurt by these accusations and has reacted by using

denial and anger. When accused by other students of having committed some

misdeed, Brandon tends to deny even if he actually did do what he has been accused

of.

4. Distantiation Race (1999) describes distantiation as another hinge wound as it is affected

directly by other wounds. Because an individual has been perceived as having an undesired

condition, that individual is then ignored and avoided (p.69).

Because of Brandons challenges with working in class, students tend to avoid

Brandon in social situations as well. Brandon is often not included in group

conversations, nor is he invited to join other students at lunch time.

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Brandon tends to focus on building relationships with adults rather than his peers.

During recess and lunch breaks, he will avoid interacting with the other students.

Rather, he will track down a favourite EA or our neighbourhood resource teacher and

have conversations with them.

Goal Statements

I have created several goal statements for this plan. I believe that it is necessary for me to

have one as well. In order for Brandon to buy into goal statements for personal and academic

success, he needs to recognize that I also will be working just as hard towards helping him

achieve this success. As for Brandon, I have created goal statements that are specific for

different areas that we will be focusing on before the end of the school year. In order for

Brandon to not be overwhelmed, I will introduce these goal statements over the space of several

weeks so that he can get used to the idea of having goals to work towards in each area.

I, Kevin Storey, will do my best to recognize and reward Brandons personal and

academic successes. I promise to provide support when he needs it and patience when it all gets

too much. I promise to reward Brandon for his successes and to provide encouragement when

success feels like it is so far away.

I, Brandon, will do my best to learn new ideas in math class. I will try to learn with a

smile because a happy learner is a faster learner. I understand that sometimes Mr. Storey will

teach me things that I think are too hard. I need to trust Mr. Storey and believe that he is going

to do his best to help me learn these difficult math ideas. My biggest goal is to learn how to

subtract two-digit numbers by the end of the school year.

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I, Brandon, will do my best to learn how to be a successful writer. My goal is to write a

five-sentence paragraph all on my own without the help of a Chromebook by the end of the

school year. I know that this seems hard, but it starts with 1 sentence; and then another, and then

another, and then another, and then another, and then its done.

I, Brandon, will do my best to be a good friend to the other students in the class. One

way I can do this is to say something nice to someone every day. Another thing I can do is to

make origami objects and give them to different people to show thankfulness for their help.

Steps for Implementation

Jeff Noble (2012), founder of Noble Initiatives an organization focused on helping

those living with FASD, lists ten primary characteristics that affect those living with FASD

(pp.3-4).

1. Learning difficulties

2. Poor short term memory

3. Inferior auditory memory

4. Delayed auditory processing

5. Impulsivity

6. Difficulty with abstract concepts

7. Developmental dysmaturity

8. Problems with attention

9. Difficulty with judgement

10. Difficulty with seeing logical consequences

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The reason I list these characteristics is that they play a large role in determining how I introduce

each step to Brandon.

Timeline Steps Targeted Wound

Step 1 Introduce the concept of goal statements to Brandon.

Start with the peer relationship goal, as success with this goal

will lead to more positive interactions in Brandons learning

environment.
Distantiation,
Now Step 2 Help Brandon develop a strategy for approaching
suspect of
End of students and asking to join them in their social groups.
multiple
April Step 3 Develop a strategy for Brandon to target specific
deviances
peers and make origami objects to thank them for acts of

kindness.

Step 4 Conduct whole class health lessons on acceptance of

those with differences using Project 11.

Step 5 Introduce math goal statement. Develop a plan for

Brandon so that he can see the math ideas we need to learn

before the end of the school year. Align Brandons lessons Functional
Beginning
with those being taught at grade level to the rest of the class. impairment,
of May
Step 6 Develop a meaningful assessment & reward system Rejection by
End of
for successfully demonstrating learning for each step of the family
June
math plan. i.e. supervised activity time with his brother, Distantiation

whole class recognition activities, game time with peers.

Step 7 Schedule EA and resource support for Brandon.

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Step 8 Introduce writing goal statement. Develop a plan for

Brandon so that he can see the writing processes needed in

order to meet his goal objective. Align Brandons lessons with Functional
Middle of
those being taught at grade level to the rest of the class. impairment,
May
Step 9 Develop a meaningful assessment & reward system Rejection by
End of
for successfully demonstrating learning for each step of the family
June
writing plan. i.e. supervised activity time with his brother, Distantiation

whole class recognition activities, game time with peers.

Step 10 Schedule EA and resource support for Brandon.

Assessment for Success Sharing the Results

Throughout the ten steps listed above, I will be regularly assessing how Brandon is doing

both academically and personally. Personal assessment will be based primarily on classroom

observations as well as feedback from classroom EAs as well as our grade 6 neighbourhood

resource teacher. Personal assessment can also be conducted using personal interviews with

Brandon based on how he feels he is successful with peer relationships and group work.

With academic success, I will base this on a checkmark system where Brandon works

towards success in various math and writing ideas. When a specific number of checkmarks is

achieved, Brandon will have earned a reward that will focus on enhancing peer or family

relationships.

All personal and academic assessment will be documented and shared in the final report

(assignment 6). At that point, I will be able to evaluate the successes we have seen as well as
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areas that need improvement. During our transition meetings at the end of the school year, I will

share this plan and the assessment documents with Brandons grade 7 teacher. This will allow

Brandons grade 7 teacher to continue the plan when Brandon returns in September. I currently

already meet regularly with my vice principal and our grade 6 neighbourhood resource teacher

regarding Brandons personal and academic progress. When I implement this plan, I will inform

both these individuals about the steps and keep them regularly updated on the progress. Bringing

my vice principal and resource teacher into this plan will help Brandon have consistency when

he talks about his progress with each of us. Brandons foster mom will also be informed and

updated on the progress of the plan.

Materials & Resources for Brandon

Project 11 lessons & activities

Laminated goals placed in a location easily accessible to Brandon but not visible to the

class.

Manipulatives and activities for learning math concepts

Writing planners for writing sentences

Personal Support

Mr. M EA present in class for math. Mr. M has experience working with Brandon on

his math work.

Mrs. S EA present in class in the afternoon. Mrs. S has worked with Brandon on his

writing work before.

Ms. S Our grade 6 neighbourhood resource teacher has developed an excellent

relationship with Brandon and is able to work with him on peer relationships.
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Ms. P Our vice principal has developed a strong relationship with Brandon and is able

to do daily check-ups with Brandon on how he is doing in class, both academically and

behaviourally.

Mr. C My social studies and French co-teacher is able to provide support for Brandon

as we teach both our classes together in one room.

Mr. Mc Our grade 7/8 resource teacher has been involved with helping Brandon meet

school expectations during the lunch period.

Ms. G She is a grade 5 teacher at CMS and is Brandons current foster parent. Ms. G

was also Brandons grade 5 teacher, and she has a strong relationship with Brandon.

Personal Resources

The Explosive Child by Ross W. Greene

Childrens Language by Judith Wells Lindfors

Project 11 (website) by True North Sports & Entertainment

The Power of Inquiry by Kath Murdoch

FASD Forever (website) by Jeff Noble

Making Sense of the Madness: An FASD Survival Guide by Jeff Noble

Iceberg (FASD newsletters website)

What Educators Need to Know About FASD by Healthy Child Manitoba

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Bibliography

Noble, J. (2012). Making sense of the madness: An FASD survival guide. Retrieved April 18,

2017, from http://fasdforever.com/wp-content/uploads/2014/07/Making-Sense-of-the-

Madness.pdf-FINAL.pdf

Race, D. (1999). Social role valorization: The English experience. London: Whiting & Birch.

Wolfensberger, W. (2013). A brief introduction to social role valorization: A high-order concept

for addressing the plight of societally devalued people, and for structuring human

services (4th ed.). Plantagenet, Ontario: Valor Press.

Personal Resources Bibliography

Greene, R. W. (2014). The explosive child: A new approach for understanding and parenting

easily frustrated, chronically inflexible children. New York: Harper.

Iceberg Newsletters. (n.d.). Retrieved April 18, 2017, from

http://www.fasiceberg.org/newsletter.htm

Lindfors, J. W. (2008). Children's language. New York, NY: Teacher College Press.

Manitoba Health. (2010). What educators need to know about FASD: Working together to

educate children in Manitoba with fetal alcohol spectrum disorder. Retrieved April 18,

2017, from https://www.gov.mb.ca/healthychild/fasd/fasdeducators_en.pdf

Murdoch, K. (2015). The power of inquiry. Northcote, Vic: Seastar Education.

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Noble, J. (n.d.). FASD is forever, Frustration is not. Retrieved April 18, 2017, from

http://fasdforever.com/

Noble, J. (2012). Making sense of the madness: An FASD survival guide. Retrieved April 18,

2017, from http://fasdforever.com/wp-content/uploads/2014/07/Making-Sense-of-the-

Madness.pdf-FINAL.pdf

True North Sports & Entertainment. Project 11. (2016). Retrieved April 18, 2017, from

http://www.projecteleven.ca/

Zieff, C. D., Schwartz-Bloom, R. D., & Williams, M. (2016). Understanding Fetal Alcohol

Spectrum Disorders (FASD). Retrieved April 18, 2017, from https://sites.duke.edu/fasd/