30 Oct Using the grade level for which you would like to teach, create a 750-1,000 word classroom management plan for students in your special education resource classroom described in the Class
Using the grade level for which you would like to teach, create a 750-1,000 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 250-500 words, explaining how the plan will meet the needs of the students identified in the “Class Profile.” Support your choices with references to the “Special Education Professional Ethical Principles.”
Support your findings with a minimum of two scholarly resources.
Creating a Classroom Management Plan
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Classroom Teacher: |
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Classroom Management Plan Statement of Purpose: |
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Rules (List 3-5): |
Rule Positive Reinforcements: |
Rule Consequences: |
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1. |
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2. |
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3. |
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4. |
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5. |
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Classroom Procedures and Routines: |
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Classroom Environmental Considerations: |
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Implementation Plan: |
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Documentation Plan: |
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Confidentiality and Ethical/Legal Considerations Plan: |
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Crisis Management Plan: |
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Substitute Teacher Plans |
Classroom Management Plan Rationale:
Resources
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Class Profile
|
Student Name |
English Language Learner |
Socioeconomic Status |
Gender |
IEP/504 |
Other |
Age |
Reading Performance Level |
Math Performance Level |
Parental Involvement |
Internet Available at Home |
|
Arturo |
Yes |
Low SES |
Male |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
At grade level |
Med |
No |
|
Bertie |
No |
Low SES |
Female |
No |
None |
Grade level |
One year above grade level |
At grade level |
Low |
Yes |
|
Beryl |
No |
Mid SES |
Female |
No |
NOTE: School does not have gifted program |
Grade level |
Two years above grade level |
At grade level |
Med |
Yes |
|
Brandie |
No |
Low SES |
Female |
No |
Tier 2 RTI for Math |
Grade level |
At grade level |
One year below grade level |
Low |
No |
|
Dessie |
No |
Mid SES |
Female |
No |
Tier 2 RTI for Math |
Grade level |
Grade level |
One year below grade level |
Med |
Yes |
|
Donnie |
No |
Mid SES |
Female |
No |
Hearing Aids |
Grade level |
At grade level |
At grade level |
Med |
Yes |
|
Eduardo |
Yes |
Low SES |
Male |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
At grade level |
Low |
No |
|
Emma |
No |
Mid SES |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
Low |
Yes |
|
Enrique |
No |
Low SES |
Male |
No |
Tier 2 RTI for Reading |
One year above grade level |
One year below grade level |
At grade level |
Low |
No |
|
Fatima |
Yes |
Low SES |
Female |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
One year above grade level |
Low |
Yes |
|
Frances |
No |
Mid SES |
Female |
No |
Diabetic |
Grade level |
At grade level |
At grade level |
Med |
Yes |
|
Francesca |
No |
Low SES |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
High |
No |
|
Fredrick |
No |
Low SES |
Male |
Traumatic Brain Injury |
Tier 3 RTI for Reading and Math |
One year above grade level |
Two years below grade level |
Two years below grade level |
Very High |
No |
|
Ines |
No |
Low SES |
Female |
ASD |
Tier 2 RTI for Math |
Grade level |
One year below grade level |
One year below grade level |
Low |
No |
|
Jade |
No |
Mid SES |
Female |
No |
None |
Grade level |
At grade level |
One year above grade level |
High |
Yes |
|
Kent |
No |
High SES |
Male |
Emotionally Disabled |
None |
Grade level |
At grade level |
One year above grade level |
Med |
Yes |
|
Lolita |
No |
Mid SES |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
|
Maria |
No |
Mid SES |
Female |
No |
NOTE: School does not have gifted program |
Grade level |
One year above level |
Two years above grade level |
Low |
Yes |
|
Mason |
No |
Low SES |
Male |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
|
Nick |
No |
Low SES |
Male |
No |
None |
Grade level |
One year above grade level |
At grade level |
Med |
No |
|
Sharlene |
No |
Mid SES |
Female |
No |
None |
Grade level |
One year above grade level |
At grade level |
Med |
Med |
|
Sophia |
No |
Mid SES |
Female |
No |
None |
Grade level |
At grade level |
At grade level |
Med |
Yes |
|
Stuart |
No |
Mid SES |
Male |
No |
Allergic to peanuts |
Grade level |
One year above grade level |
At grade level |
Med |
Yes |
|
Terrence |
No |
Mid SES |
Male |
No |
None |
Grade level |
At grade level |
At grade level |
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