ASSIGNMENT 1 Classroom management plans are created by teachers to assist in the planning and implementation of a positive classroom environment that is efficient, proactively addresses issues that may arise, and provides systematic support for the teacher and students to remain engaged, on task, and productive. Consideration of the unique needs of students should guide the development of a classroom management plan. By understanding student needs, the teacher is better able to identify the types of accommodations and modifications to routinely include in the plan.
Use the “Creating a Classroom Management Plan Template” to complete this assignment.
Using the grade level for which you would like to teach, create a 700 word classroom management plan for students in your special education resource classroom described in the “Class Profile.”
Include the following in your classroom management plan:
Classroom Management Plan Statement of Purpose.
Rules: Description of 3-5 rules, positive reinforcements aligned to each rule, and consequences for not following each rule.
Procedures/Routines: Provide 3-5 classroom procedures and routines.
Classroom environmental considerations.
Implementation Plan: Include information about how you plan to introduce your plan and teach students and paraeducators the rules and procedures.
Documentation Plan: Include information about how you will document student behavior and the effectiveness of the classroom management plan.
Confidentiality and Ethical/Legal Considerations Plan: Describe your plan to handle confidential documents, protect student rights, and protect the confidential information of individuals with disabilities in your classroom Crisis Management Plan: Describe steps to de-escalate behavior and how you will handle the safety of students and staff.
Substitute Teacher Plans: Describe information you would leave for a substitute teacher coming into your classroom.
In addition, rationalize your classroom management plan decisions in 200 words, explaining how the plan will meet the needs of the students identified in the “Class Profile.” Support your choices with references to the CEC Ethical Principles and Professional Practice Standards. Support your findings with a minimum of two scholarly resources.
ASSIGNMENT 2 Effective teachers must be able to draw from a variety of strategies in order to respond to different, challenging student behaviors. Teachers can apply these strategies to remind students of expectations, redirect behavior, and positively respond to expected behavior in the classroom.
Review the Behavior Intervention Plan (BIP) Example. Then, use the “Behavior Intervention Plan (BIP) Template” to complete this assignment.
Identifying one student from the “Class Profile” who would benefit from additional intervention, complete a behavior intervention plan to include:
Goals and how they will be measured
Interventions and Frequency of Interventions
In a 500 word essay, describe strategies teachers can use to respond to challenging behavior during classroom instruction. Your essay should address the following topics:
Describe and provide implementation examples of the following strategies: specific praise, choice making, effective group contingencies, contingent instructions, and time-out.
Describe how or if these communication strategies can be used to motivate and encourage individuals with disabilities how to adapt to different learning environments.
Discuss any cautions related to using each strategy.
Describe the decision making process that teachers use when deciding how to intervene on challenging behavior when engaged in instruction.
Support your findings with a minimum of two scholarly resources.
ASSIGNMENT 3 A special education teacher works collaboratively with the other members of the IEP team to develop intervention plans for students’ problem behaviors that may affect the learning and safety of others in the classroom. The results from a functional behavior assessment are analyzed and used to develop and implement a plan to change behavior based on the function the behavior serves and the needs of the student. Ongoing assessment is needed to determine the success of the intervention.
Review the “Angel Case Study” to inform the assignment that follows.
Part 1: Functional Behavior Assessment (FBA)
Analyze the case study, initial data, and FBA data found in the “Angel Case Study.” In 250-500 words, summarize and analyze the findings of the FBA addressing the following:
- Frequency of incidents
- Interaction with peers
- Consequences of the behavior
- Hypothesis for the function of the behavior: Why do you think the student is acting out?
Support your analysis with a minimum of two scholarly resources.
Part 2: Behavior Intervention Plan (BIP)
Propose a BIP based on the FBA data provided in the “Angel Case Study.”
In 500words, using the “Behavior Intervention (BIP) Template,” create a behavior intervention plan for Angel that includes the following:
- Three measurable behavioral goals for the student to work toward.
- At least two evidence-based motivational and instructional interventions that teach the student how to adapt his behavior in the classroom, while teaching skills that can also be used in different environments.
- Engaging rewards and reinforcements that encourage quality learning and performance, and provide the student with guiding feedback.
- Specific collaborative steps the special education teacher can take to help the general education teacher implement the interventions and create a safe, inclusive, culturally responsive learning environment that engages the student in meaningful learning activities and social interactions.
- How and at what intervals the team will evaluate the student’s success on his goals.
- Two safety interventions that can be implemented if the student’s behavior escalates and he becomes physically violent while in school.
- How you will maintain student confidentiality during the implementation of the plan.
Support the plan with a minimum of three scholarly resources, in addition to the CEC Ethical Principles and Professional Practice Standards for Special Educators