Comprehensive Behavior Management Plan I. Foundations A. The Context – Setting 1

Comprehensive Behavior Management Plan
I.
Foundations
A. The Context – Setting
1
Compare/contrast the nature of two self-identified diverse school districts: (e.g., District accreditation, finances, attendance, MAP and EOC data, graduation rates). Example compare/contrast SLPS and Clayton Districts.
2
Utilizing the above information, (1) delineate how the differences (i.e., SES, racial, linguistic, disabilities) noted in both settings will impact the development of your CBMP.
(2) Develop a classroom that is appropriately diverse; specify a designated grade level and diversity that will be present in the classroom (e.g., IDEIA exceptionality categories, gifted, LIEM, ELL, etc.).
B. Statement of Purpose
3
Generate positive statements expounding why a CBMP is necessary to (1) build equity (i.e., to provide each student what they need to succeed), (2) effectively address the social-emotional needs of students, (3) support student academic and growth, and (4) establish a positive school/class climate.
II.
METHODS
A. Procedures/Methods
4
Describe various strategies you will use to establish classroom rules and procedures that will address all of the students in your classroom composition.
5
Describe one of the following behavioral strategies you will implement to support positive/productive behaviors and minimize misbehaviors (e.g., PBIS, RtI, Self-Monitoring, Trauma Informed Practices).
B. Consequences/Interventions (Focus on “difficult” student(s)
6
Consequences: Describe actions you will take to respond to appropriate and inappropriate student behavior.
7
Interventions: Describe how you will use baseline data via a time sample or frequency count to document unproductive student behavior prior to behavioral interventions.
Once baseline data is procured, discuss how you may use either ABCD, FBA, BIPs, etc. to monitor the reduction of inappropriate behaviors and increase of positive behaviors.
III.
ANALYSIS/REFLECTION OF YOUR CBMP
8
Summarize what you learned by this process.
IV
QUALTIY OF WRITING
9
Utilize the course syllabus University Standards for written English