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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:BehaviorGoals and how they will be measuredInterventions and Frequency of InterventionsPerson ResponsibleIn 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 incidentsInteraction with peersConsequences of the behaviorHypothesis 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.
spd_540_t4_class_profile.docx

spd_540_t6_angel_case_study.docx

spd_540_t6_bip_template.docx

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Bertie
No
Low SES
Female
No
Beryl
No
Mid SES
Female
No
Brandie
No
Low SES
Female
Dessie
No
Mid SES
Donnie
No
Eduardo
Tier 2 RTI for
Reading
None
Grade level
Grade level
No
NOTE: School does
not have gifted
program
Tier 2 RTI for Math
Grade level
One year below
grade level
One year above
grade level
Two years
above grade
level
At grade level
Female
No
Tier 2 RTI for Math
Grade level
Grade level
Mid SES
Female
No
Hearing Aids
Grade level
At grade level
Yes
Low SES
Male
No
Grade level
Emma
No
Mid SES
Female
No
Tier 2 RTI for
Reading
None
Enrique
No
Low SES
Male
No
Tier 2 RTI for
Reading
Fatima
Yes
Low SES
Female
No
Frances
No
Mid SES
Female
No
Tier 2 RTI for
Reading
Diabetic
One year
above grade
level
Grade level
Francesca
No
Low SES
Female
No
None
Internet
Available
at Home
No
Parental
Involvement
Male
Math
Performance
Level
Low SES
Reading
Performance
Level
Yes
Age
IEP/504
Arturo
Other
Gender
Socioeconomic
Status
English
Language
Learner
Student Name
Class Profile
At grade level
Med
No
At grade level
Low
Yes
At grade level
Med
Yes
One year below
grade level
One year below
grade level
At grade level
Low
No
Med
Yes
Med
Yes
One year below
grade level
At grade level
At grade level
Low
No
At grade level
Low
Yes
One year below
grade level
At grade level
Low
No
One year above
grade level
At grade level
Low
Yes
Grade level
One year below
grade level
At grade level
Med
Yes
Grade level
At grade level
At grade level
High
No
Grade level
Grade level
© 2019. Grand Canyon University. All Rights Reserved
Fredrick
No
Low SES
Male
Traumatic
Brain Injury
Tier 3 RTI for
Reading and Math
Ines
No
Low SES
Female
ASD
Tier 2 RTI for Math
One year
above grade
level
Grade level
Jade
No
Mid SES
Female
No
None
Grade level
Two years
below grade
level
One year below
grade level
At grade level
Kent
No
Male
Grade level
At grade level
No
Female
Emotionally
Disabled
No
None
Lolita
High
SES
Mid SES
None
Grade level
At grade level
Maria
No
Mid SES
Female
No
Grade level
One year above
level
Mason
No
Low SES
Male
No
NOTE: School does
not have gifted
program
None
Grade level
At grade level
Nick
No
Low SES
Male
No
None
Grade level
Sharlene
No
Mid SES
Female
No
None
Grade level
Sophia
No
Mid SES
Female
No
None
Grade level
Stuart
No
Mid SES
Male
No
Allergic to peanuts
Grade level
Terrence
No
Mid SES
Male
No
None
Grade level
Wayne
No
High
SES
Male
Intellectually
Disabled
Tier 3 RTI for Math
Wendell
No
Mid SES
Male
Learning
Disabled
Yung
No
Mid SES
Male
No
Two years
below grade
level
One year below
grade level
One year above
grade level
One year above
grade level
At grade level
Very
High
No
Low
No
High
Yes
Med
Yes
Med
Yes
Two years
above grade
level
At grade level
Low
Yes
Med
Yes
One year above
grade level
One year above
grade level
At grade level
At grade level
Med
No
At grade level
Med
Med
At grade level
Med
Yes
One year above
grade level
At grade level
At grade level
Med
Yes
At grade level
Med
Yes
Grade level
One year below
grade level
High
Yes
Tier 3 RTI for Math
Grade level
One year below
grade level
Med
Yes
NOTE: School does
not have gifted
program
One year
below grade
level
Two years
above grade
level
Two years
below grade
level
Two years
below grade
level
Two years
above grade
level
Low
Yes
© 2019. Grand Canyon University. All Rights Reserved
Angel Case Study
Name: Angel
Age: 11
Grade: 6th
Angel is an 11-year-old male in your sixth grade inclusive English language arts (ELA)
classroom. Angel has been diagnosed with ADHD and a specific learning disability in reading.
Angel frequently gets into trouble in line and during recess. He has been involved in two
physical fights with a peer on the playground and has had two in-school suspensions and one out
of school suspension for fighting and arguing with adults. His special education teacher is
working with Angel on conflict resolution skills. He often argues with peers and adults. During
classroom instruction it is not uncommon for him to make side comments to annoy another
student. This often results in an altercation, or at least some verbal disruption during class.
During ELA instruction, sometimes Angel gets out of his seat to sharpen his pencil. It is not
uncommon for him to take something off of another student’s desk on the way back, or make
another comment to a peer. Angel rarely completes an entire assignment and often turns in work
that is totally blank with just pictures and doodles drawn on the paper.
To determine an appropriate intervention, the ELA teacher collected data for a week to see how
frequent the above behaviors occurred during class time. After observing and counting behaviors
for a week, the ELA teacher shared the data with you, the special education teacher. A review of
the initial data presented by the teacher indicated that the most problematic behaviors in the
classroom appeared to be taking something away from students and inappropriate or
argumentative comments to peers. The fact that Angel is out of his seat sharpening pencils,
taking things away from students and arguing were most likely affecting Angel’s ability to
complete work.
After discussing these issues with the IEP team and the general education teacher, the team
decided to invite Angel’s parents to a meeting to discuss the need for a Functional Behavior
Assessment (FBA) and secure the signed permission to evaluate. The team discussed the possible
hypotheses for the behavior and agreed the function of the behaviors could be task avoidance,
frustration, or attention seeking. Once the parents consented to an FBA, the team began the
process of ABC analysis of behavior and prioritizing the behavior to target. The behavior was
operationally defined so all members of the team could observe and count the same behavior
while taking note of what happened before the behavior (antecedent) and what happened after
the behavior (consequence) as well as any setting events that might have an effect on the
© 2019. Grand Canyon University. All Rights Reserved.
behavior. The team will use this data to identify a hypothesis and rationale to support
intervention. This information will also be used to develop a behavior intervention plan.
See the ELA teacher’s initial data below:
Date
10/1
10/2
10/3
10/4
10/5
Out of seat sharpening
pencil
///
//
////
///
//
Taking
something
from
another
student
/
//
///
//
//
Inappropriate
or
argumentative
comments to
peers
//// //
////
//// ////
///
////
Incomplete
work
////
//// /
//// ///
////
//// ////
Some of the initial Antecedent-Behavior-Consequence (ABC) analysis data collected by Angel’s
IEP team. For reference, there are a total of nine incidents in a two-day period.
ABC Analysis Chart
Target Behavior:
Student is not in his seat or not completing work during ELA class time.
1 – Out of seat sharpening pencil
2 – Taking something from another student
3 – Making comments to peers or adults that may disrupt the class
Date Antecedent
10/17 Teacher gave directions
for the writing task and
told students they had 10
minutes to complete their
thesis statement and
supporting details for the
passage read
10/17 Student was asked to join
assigned group for group
sharing and critique of
thesis statement and
Behavior Consequence
1, 3
Teacher
redirected student
1, 2
Gina yelled,
Teacher gave
Angel a referral to
the front office
Comments
Angel took time searching for
pencil. Then slowly walked to
the pencil sharpener. After
sharpening pencil Angel walked
back to desk, but stopped to tell
Mario, “What are you looking
at? Keep your queer eyes off of
me!” Mario replied, “shut up!”
Teacher redirected both students
and gave Angel a warning. She
also reminded Angel of the
classroom rule of using
respectful language with peers
and adults.
Angel sneered.
Angel sharpened pencil again,
then slowly walked to group.
After he sat down, he took
Gina’s critique form away. Gina
© 2019. Grand Canyon University. All Rights Reserved.
supporting details. Teacher
passed out rubric for
student critique and asked
students to move to
assigned groups.
10/18 Students are entering ELA
classroom at the beginning
of the period.
Angel took Mario’s
homework assignment off
of his desk and hid it in his
own notebook while Mario
was talking with Teresa.
10/18 Teacher was discussing
motive of character and
how the author used
foreshadowing to engage
the reader.
10/18 Teacher directs students to
turn in homework.
2
Mario reacted.
Teacher told
Angel to give
assignment back
to Mario.
3
Teacher redirects
Angel
1, 2, 3
Gets attention
from peers and
redirection from
teacher, avoids
turning in
homework.
replied, “Give it back you jerk!”
Teacher intervened as Angel
ripped her form in half and
threw it at her. The teacher gave
Angel a referral to the front
office. Angel strolled out
without a complaint.
Mario looked for his paper,
looked around the room and
asked “who took my
homework?”
Angel laughed and Mario said,
“Give it back!”
Teacher told Angel to give the
assignment back.
Angel taps Nick’s shoulder and
tells him his fly is open. Nick
looks down then tells Angel to
“shut up!”
He gets up to sharpen pencil.
On the way back he grabs
Mario’s homework and tosses it
on the floor. Mario says, “Stop
it man!” Angel laughs. The bell
rings. Mario retrieves paper and
turns it in. Angel leaves without
submitting his homework. As he
leaves he says “See you later
suckers!”
Frequency of Behavior Graph
Frequency of Behavior Graph
3
2
1
0
1-Out of seat
sharpening pencil
2-Taking something 3-Making comments to
from another student peers or adults that
may disrupt the class
17-Oct
18-Oct
© 2019. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan (BIP) Template
Student Name: ______________________________________
DOB: __________________
Defined
Behavior
Behavior Goals
Interventions
and Frequency
of Intervention
(This will
support the
teaching and
learning of the
goal.)
List persons who
are responsible
for services and
monitoring
performance.
Motivational and
Instructional
Interventions
Date: ______________
Teacher/Case Manager: _______________________________________
Rewards and
Reinforcements
Safety
Interventions
Legal and
Ethical
Considerations
in Maintaining
Student
Confidentiality
Resources

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