09 Jul DESCRIPTION OF BEHAVIOR REDUCTION STRATEGIES AND HOW THEY WILL BE UTILIZED.
Using the “Class Profile” document, choose a grade level and develop a comprehensive classroom and communication management plan. Many of your prior assignments can be complied and revised, based on your instructor’s feedback, tocomplete this benchmark. Your comprehensive classroom- and communication-management plan should include the following elements:
1. Introduction with purpose statement for creating a classroom and communication management plan and table of contents.
2. Drawing of your classroom arrangement.
3. Description of five classroom routines and how you will teach them, including the use of technology.
4. Description of three classroom expectations and rules and how you will teach them.
5. Description of behavior reduction strategies and how they will be utilized.
6. Description of how you will communicate with and establish and maintain positive relationships with families.
7. Description of how data related to student behaviors and responses will be collected and used to inform classroom-management practices.
8. An overall intent to create a positive, student-centered, supportive learning environment.
Your plan should be supported by research.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark assessment:
InTASC: 1(e), 2(g), 2(h), 3(a), 3(c), 3(d), 3(f), 3(k), 9(c), 10(d)
ACEI: 1; 2.7; 3.2; 3.4; 5.1; 5.2
ISTE-T: 2b, 3d
COE Program Competencies: D2 C2.7; D3 C3.4; D5 C5.1; D5 C5.2
Scoring Rubric
CATEGORY NO EVIDENCE NOMINAL EVIDENCE UNACCEPTABLE EVIDENCE ACCEPTABLE EVIDENCE TARGET EVIDENCE
CRITERIA 0 69 74 87 100
Classroom Arrangement
InTASC 1(e), 2(h), 3(d); ACEI 1, 2.7
ISTE-T: 2b
COE D2 C2.7
10% No submission. The classroom arrangement is unintelligible or inappropriate for the profile of students. The classroom arrangement does not adequately address the physical, developmental, or cultural needs of the students in the class. The classroom arrangement is designed to meet the basic physical, developmental, and cultural needs of the students in the class. The classroom arrangementis clearly designed for ease of flow of traffic consistent with age-appropriate development of motor skills, and the students’ developmental needs regarding physical activity, special needs, culture, and use of technology.
Classroom Routines
InTASC 1(e), 2(g), 2(h), 3(d); ACEI 1, 3.4; ISTE-T: 2b, 3d
COE D1 C1.1
COE D3 C3.4
15% No submission. Methods presented forteaching classroom routines as well as the classroom routines themselves are unintelligible or inappropriate for the profile of students. The plan presents unclear or underdeveloped methods forteaching classroom routines and/or the classroom routines described do not address the needs of the students in the class. The plan describes basic but appropriate methodsfor teaching classroom routines, and those routines are consistent with principles of effective classroom management, motivation, and behavior. The plan thoroughly and realistically demonstrates how to post and systematically teach, reinforce, and monitor classroom routines, including turning in homework, requesting assistance, and using technology. Those routines are clearly supported by principles of effective classroom management, motivation, and behavior among diverse 1-8 students.
Classroom Expectations and Rules
InTASC 1(e), 2(g), 2(h), 3(a), 3(c), 3(k); ACEI 1, 3.2, 3.4
COE D1 C1.1
COE D3 C3.4
15% No submission. Methods forteaching classroom expectations and rules as well as the expectations and rules themselves are unintelligible or inappropriate for the profile of students. The plan presents unclear or underdeveloped methods forteaching, reinforcing, and monitoring classroom expectations and rules and/or the classroom expectations and rules described do not address the needs of the students in the class. The plan describes basic but appropriate methodsfor teaching, reinforcing, and monitoring classroom expectations and rules, and those expectations and rules are consistent with principles of effective classroom management, motivation, and behavior. The plan thoroughly and realistically demonstrates how to post and systematically teach, reinforce, and monitor classroom expectations and rules. Those expectations and rules are supported by principles of motivation andbehavior among diverse 1-8 students.
Behavior Reduction Strategies
InTASC 1(b), 1(e), 2(b), 3(a), 3(c), 3(k); ACEI 1, 3.2, 3.4
COE D1 C1.1
COE D3 C3.4
15% No submission. Strategies for preventing and reducing inappropriate student behaviors are unintelligible or inappropriate for the profile of students. The plan presents unclear or underdeveloped strategies for preventing and reducing inappropriate student behaviors, and/or the strategies presented are inappropriate for the physical and developmental needs of the students in the class. The plan describes basic strategies for preventing and reducing inappropriate student behaviors. Those strategies are appropriate for the physical and developmental needs of the students in the class.
The plan thoroughly describesrealistic student-centered strategies designed to deter inappropriate student behaviors,including multiple strategies for responding to inappropriate behavior, teaching replacement behaviors, re-teaching appropriate behavior, providing differential reinforcement, and effectively using consequences among the diverse students.
Collaborative and Communicative Relationship with
Families
InTASC 1(c),3(a), 3(f), 10(d); ACEI 5.2
COE D5 C5.2
15% No submission. Methods presented for communicatingand collaborating with families are unintelligible or inappropriate. The plan presents unclear or underdeveloped methods for communicatingand collaborating with families about children’s progress. The plan describes basic but appropriate methods for communicatingand collaborating with families about children’s progress.
The plan thoroughly and realistically demonstrates how to establish and maintain positive, collaborativerelationships with families and communicate with them about children’s progress.
Data Informed Practices
InTASC 3(e), 9(c); ACEI 5.1
COE D5 C5.1
10% No submission. Methods presented for using data regarding classroommanagement practices are unintelligible or inappropriate. The plan presents unclear or underdeveloped methods for obtaining and using data to inform classroommanagement practices. The plan describes basic but appropriate methods for capturing data regarding classroommanagement practices and using that data to inform future practices. The plan clearly and insightfully demonstrates how to capture and use data to inform and improve classroommanagement practices.
Supportive Learning
Environments
InTASC 1(e), 2(b), 2(l), 3(a), 3(b), 3(c), 3(d); ACEI 1, 3.2, 3.4
COE D1 C1.1;
COE D3 C3.2
15% No submission. Methods presented for creating supportive learning environments in the classroom are unintelligible or inappropriate. The plan presents unclear or underdeveloped methods for creating appropriate, supportive learningenvironments in theclassroom. The plan describes basic but developmentally appropriate methods forcreating supportive learning environments that encourage students to participate inpurposeful learning activities and engage in creating supportive learning environments.
The plan thoroughly and realistically demonstrates how to create supportive learning environments in which the diverse students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, and engage in purposeful learning activities with procedures to acknowledge and encourage appropriate behavior at the group and individual student level.
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