Title of Assignment: Classroom Architect Project Score using the Classroom Architect Project Rubric Course Title: SPE 326- Management of Classroom Behavior Assignment Due Date: TBD Location to Post Assignment: LiveText Who Scores/Where: The course instructor will score the assessment in LiveText. Expected Performance Level/Planning for Instruction Rubric: Candidates are expected to perform at the “Meet Expectations” level on rubric indicators. Candidates will undergo remediation if deemed necessary by the cooperating teacher and university supervisor. Rational/Purpose: Creating safe, inclusive, and culturally responsive learning environments for all students, including those with exceptionalities is a key component of a teacher’s responsibility. It is imperative that teachers understand the components and process of establishing and maintaining safe, inclusive, and culturally responsive learning environments to ensure that students have the opportunity to become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Novice teachers also need to understand how to collaborate with colleagues to use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments, as well as how to intervene safely and appropriately with individuals with exceptionalities in crisis. Creating safe, inclusive, and culturally responsive learning environments concentrates on teachers setting the tone for the expectations of their classrooms all while considering the diverse backgrounds, interests, personal experiences, etc. of the students. Teachers must be able to demonstrate the ability to establish a safe, inclusive, culturally responsive learning environment that aligns with Positive Behavior Supports and Interventions (PBIS) by: creating the physical arrangement, establishing positively stated rules and procedures, planning for building a rapport with students and families, and establishing a class wide behavior management plan that includes hierarchy of reinforcement and consequences. Collaborative special education candidates must demonstrate competency in instructional design and implementation to ensure that instructional goals are being met. This assignment will allow candidates to meet criteria related to each of the following Council for Exceptional Children (CEC) standards listed below: CEC Initial Preparation Standard 2 – Learning Environments 2.0 - Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Key Elements o 2.1 - Beginning special education professionals, through collaboration with general educators and other collea ...

1. Title of Assignment: Classroom Architect Project
Score using the Classroom Architect Project Rubric
Course Title: SPE 326- Management of Classroom Behavior
Assignment Due Date: TBD
Location to Post Assignment: LiveText
Who Scores/Where: The course instructor will score the
assessment in LiveText.
Expected Performance Level/Planning for Instruction Rubric:
Candidates are expected to
perform at the “Meet Expectations” level on rubric indicators.
Candidates will undergo
remediation if deemed necessary by the cooperating teacher and
university supervisor.
Rational/Purpose: Creating safe, inclusive, and culturally
responsive learning environments for
all students, including those with exceptionalities is a key
component of a teacher’s
responsibility. It is imperative that teachers understand the
components and process of
establishing and maintaining safe, inclusive, and culturally

2. responsive learning environments to
ensure that students have the opportunity to become active and
effective learners and develop
emotional well-being, positive social interactions, and self-
determination. Novice teachers also
need to understand how to collaborate with colleagues to use
motivational and instructional
interventions to teach individuals with exceptionalities how to
adapt to different environments,
as well as how to intervene safely and appropriately with
individuals with exceptionalities in
crisis.
Creating safe, inclusive, and culturally responsive learning
environments concentrates on
teachers setting the tone for the expectations of their classrooms
all while considering the diverse
backgrounds, interests, personal experiences, etc. of the
students. Teachers must be able to
demonstrate the ability to establish a safe, inclusive, culturally
responsive learning environment
that aligns with Positive Behavior Supports and Interventions
(PBIS) by: creating the physical
arrangement, establishing positively stated rules and
procedures, planning for building a rapport

3. with students and families, and establishing a class wide
behavior management plan that includes
hierarchy of reinforcement and consequences.
Collaborative special education candidates must demonstrate
competency in instructional
design and implementation to ensure that instructional goals are
being met. This assignment will
allow candidates to meet criteria related to each of the
following Council for Exceptional
Children (CEC) standards listed below:
CEC Initial Preparation Standard 2 – Learning Environments
2.0 - Beginning special education professionals create safe,
inclusive, culturally responsive
learning environments so that individuals with exceptionalities
become active and effective
learners and develop emotional well-being, positive social
interactions, and self-determination.
Key Elements

4. o 2.1 - Beginning special education professionals, through
collaboration with general educators
and other colleagues, create safe, inclusive, culturally
responsive learning environments to
engage individuals with exceptionalities in meaningful learning
activities and social interactions.
o 2.3 - Beginning special education professionals know how to
intervene safely and
appropriately with individuals with exceptionalities in crisis.
Additional Standard Alignment
In this assignment, you will be able to demonstrate your
understanding of the above-mentioned
standards. Elements of this assignment also align with standards
found in the Council for
Accreditation of Educator Preparation (CAEP) Standards, The
Interstate Teacher Assessment
and Support Consortium (InTASC) Standards, and Alabama
Core Teaching Standards (ACTS).
CAEP 1.1 Candidates demonstrate an understanding of the 10
InTASC standards at the
appropriate progression level(s) in the following category: the
learning environments.

5. InTASC Standards
Standard 3: Learning Environments-The teacher works with
others to create environments that
support individual and collaborative learning, and that
encourage positive social interaction, active
engagement in learning, and self-motivation.
Assignment Directions
The Classroom Architect Project is designed establish a solid
understanding of how to create a
safe, inclusive, and culturally responsive learning environment.
The project consists of five parts.
To ensure the best opportunity of success please read the
directions in their entirety before you
begin.
• Part 1: In Part 1 of the Classroom Architect Project, you will
create the rules
(expectations) that will govern behavior in your class.
• Part 2: In Part 2 of the Classroom Architect Project, you will
create procedures that will

6. govern how your classroom will run.
• Part 3: In Part 3 of the Classroom Architect Project, you will
create a 3-D replica of your
future classroom. This part of the project focuses on your idea
of what the physical
arrangement of your classroom will look like.
• Part 4: In Part 4 of the Classroom Architect Project, you will
create a plan complete with
samples, of how you will build a rapport with students and
families.
• Part 5: In Part 5 of the Classroom Architect Project, you will
discuss your class wide
behavior management plan to include your hierarchy of
reinforcement and consequences.
Assignment Overview:
You will create a list of rules for your classroom that will
govern behavior, establish classroom
procedures that will identify how the classroom will be run,
create a 3-D replica to display what
your future classroom will look like, create a plan for building a
rapport with students and
families, and create a class wide behavior management plan.

7. CLASSROOM ARCHITECT PROJECT
Project Components:
1. Rules:
a. Candidates will collaborate with cooperating teacher and
other colleagues to
establish rules for their classrooms.
b. Rules must be stated in a positive manner of what you want
to see instead of what
you do not want to see.
c. Rules should take into consideration the cultural background
of all students as to
not offend/exclude students. For example, if one of your rules is
the student must
look you in your eyes when they speak to you, but in that
child’s culture it is a
sign of disrespect to you look an adult in their eyes, it is not
appropriate for you to
have that as a rule for your classroom.
d. Candidates will write a reflection detailing how to develop
effective classroom
rules. The reflection must include:
i. 12-point Times New Romans font
ii. Single-spaced
iii. Maximum of 1-page
iv. Cooperating teacher’s classroom rules

8. v. The collaborative process the cooperating teacher went
through to develop
their classroom rules
vi. How will the candidate collaborate with other colleagues to
create
effective classroom rules and the importance of this
collaborative process.
2. Procedures:
a. Classroom procedures should be clear and concise.
b. Procedures should outline exactly what the students will do
from the time they
enter your classroom until the time they leave.
c. Procedures should offer additional options for activities in
the event a student
finishes work early or may have already completed the task.
Note: Remember the
students should know what they need to do every second they
are in your class as
a means to decrease the opportunity for inappropriate/off-task
behavior.
d. Candidates will write a reflection detailing how to develop
effective classroom
procedures. The reflection must include:
i. 12-point Times New Romans font
ii. Single-spaced

9. iii. Maximum of 1-page
iv. Cooperating teacher’s classroom procedures
v. The collaborative process the cooperating teacher went
through to develop
their classroom procedures
vi. How the candidate will collaborate with other colleagues to
create
effective classroom procedures and the importance of this
collaborative
process.
3. Physical Arrangement:
a. The physical arrangement should be a 3-D model
b. The physical arrangement should include where each item
will be, as you
envision it, in your classroom based on your grade level and
content teaching.
i. Student desks
ii. Teacher desk
iii. Centers
iv. Projector/black board
v. Rules
vi. Procedures
vii. Door
viii. Lockers
ix. Etc.

10. c. The physical arrangement should take into consideration ease
of
movement/access for students with disabilities (i.e., students in
wheelchairs,
students with vision impairment etc.)
d. The instructor should be able to identify grade level or
subject being taught upon
observation of the model
i. Items on the wall (posters, pictures, etc.) and/or
ii. Written somewhere on the model
4. Plan for building a rapport with students and families
a. Plan must be written detailing how you will build a rapport
with families and
students. The plan must include:
i. 12-point Times New Roman
ii. Double spaced
iii. Reference (APA Formatted)
iv. How you plan to communicate with families about who you
are as the
teacher
v. How you plan to get to know the student, their family, and
their culture
vi. How you plan to use information that you gain about the
student (interests,
experience, strengths, weaknesses, culture, etc.) into your daily
practice

11. b. Plan must include samples of items that you will use to build
a rapport with the
student and families.
i. Parent letter sent home
ii. Interest inventory
iii. Etc.
5. Behavior Management Plan:
a. Plan must be written detailing your behavior management
system.
i. Class Dojo
ii. Clip up/Clip Down chart
iii. Tally Marks
b. Plan should include:
i. 12-point Times New Roman
ii. Single-spaced
iii. References (APA formatted)
iv. Discussion as to why you chose this system.
v. Discussion as to how you plan to implement the system.
vi. Hierarchy of reinforcement.
vii. Hierarchy of consequences.
viii. Plan for making adjustments within the plan as needed and
what would
contribute to adjustment being made.

12. create procedures that will govern how your classroom will
Part 3 of the Classroom Architect Project, you
will create a 3-D replica of your future classroom. This part of
the project focuses on your idea of what the physical
of the Classroom Architect Project, you will create a plan
complete with samples, of how you will build a rapport with
Architect Project, you will discuss your class wide behavior
management plan to include your hierarchy of reinforcement
and consequences.
Media Review
The purpose of this assignment is to reflect on how people with
disabilities are portrayed in the media and accurately
understand how media helps to shape public opinion concerning
disability. I have provided a list of movies that you can use, or
you may choose another movie that focuses on a person with a
disabiity that we have learned about this semester. You will
need to locate a copy of most of these movies - either online or
through a streaming service. I have provided the link to "The
Other Sister".
The review should include the following elements:
1. 5-7 pages in length exclusive of/ not including the cover
page, the abstract, and the reference page. All of these
components must be included with your paper. (5 points)

13. 2. a minimum of 3 references. (5 points)
3. double-spaced, 12 point Times font. Margins must not exceed
1.25”on the left and right, and 1.00” on the top and bottom.
Headers .5” (5 points)
4. APA format. (5 points)
The writing requirements for the paper are listed below. Your
paper should include all four sections and headings must be
used.
1. Introduction: this section should introduce the media you are
reviewing. In describing the media, please describe the
person(s) or character(s) with disabilities. Give specific
examples of how the person(s) or character(s) is/are portrayed.
(20 points)
2. Characteristics: this section should discuss whether or not the
media portrays the disability in a realistic way. Please elaborate
on how the person/people are portrayed and support whether or
not this is realistic using your references. Use your textbook for
this section, paying particular attention to the behavioral and
psychological characteristics discussed for the particular
disability category. (20 points)
3. Handicapism/Misconceptions: in this section, please reflect
on the misconceptions of people with disabilities portrayed in
the media, and elaborate on how these media representations
help to shape public opinion of people with disabilities.
Remember these misconceptions can be positive or negative, for
example, portraying people with intellectual disabilities as
“angels” or as “completely childlike.” We know that this is not
an accurate portrayal of all people with intellectual disabilities.
How does this characterization help and hurt people with
intellectual disabilities? You should be able to discuss a
minimum of three (3) points in this section. (20 points)

14. 4. Personal Reflection: this section should be written in the
first person. Please reflect on your depth of comprehension of
issues. What are your personal thoughts and beliefs regarding
people with disabilities? Are there any points brought up in the
media you would like to address? Please address these issues
completely and provide your personal reflection and opinion
about the issues. (20 points)
Movie List
I Am Sam
This movie is about a man with Autism who lives with and takes
care of his daughter. In your review of this movie, you want to
really look at the competence and ability of someone with this
disability to be the sole caretaker for his daughter. Is it realistic
to expect a person with this disability to be able to meet the
demands of caretaking?
Rain Man
This movie tells the story of Raymond, an adult with Autism,
and his brother. In your review of this movie, pay attention to
the characteristics highlighted in the movie. Do all people with
Autism generally have all of the characteristics shown in the
movie? Pay attention to the beliefs about Autism at the time.
For example, there is a scene in the movie where the doctor is
explaining Raymond’s condition to his brother. What do we now
believe and know about people with Autism that is different
from what is portrayed in the movie?
Jack
This movie tells the story of a child born with a condition that
makes him age at four times the normal rate. In your review of
this movie, consider the implications of Jack’s medical
condition on his ability to participate fully in school; did his
health issues impact his academic success and, if so, how?
Think about the social challenges that Jack faced and how he

15. was, or was not, supported at school. Finally, consider the
concept of self-determination as it applies to decision making
for Jack.
Temple Grandin
This movie tells the life of Temple Grandin, one of the foremost
authorities on Autism. She herself has Autism and has shared
many, many insights into her world and work through her TED
Talks, as well as her books and movie. In your review of this
movie, how does Temple’s perception of her Autism differ from
those of us who do not have this condition? What was her
educational experience? What can we learn from someone like
Temple Grandin?
The Other Sister (This link will take you to an online copy of
this movie)
This movie tells the story of Carla, a woman with intellectual
disabilities, who is returning to her childhood home after
graduating from her residential school. In your review of this
movie, pay attention to the family dynamics and how different
members of her family have different views of what is best for
Carla. What level of functioning does Carla display? What are
the expectations of her family and are these expectations
realistic? Why or why not?
Edward Scissorhands
This movie tells the story of Edward, a boy with a physical
disability. In your review of this movie, pay attention to the
response of the community to this person. How does isolation
effect self-esteem and development? What other disability do
you think Edward might have (hint: learning disabilities) and
why do you think this is? What is the impact of the social circle
on this student?
What’s Eating Gilbert Grape
This movie tells the story of Gilbert and his family. In your

16. review of this movie, you will be introduced to Gilbert’s
younger brother who has intellectual disabilities. There are also
other, important family dynamics to consider in your review of
this movie. How do family interactions and dynamics impact
family members’ ability to cope and take care of each other?
The Blind Side
This movie tells the story of a Black boy being adopted into a
White family in the South. The boy most likely has learning
disabilities. He also appears to have some deficits when it
comes to social skills. How can extracurricular activities act as
a springboard to getting students with learning disabilities
engaged in school?
Radio
This movie is about a boy named Radio who has developmental
disabilities and most likely Autism. In your review of this
movie, pay attention to the role of the community in accepting
Radio. How does Radio fit in to the community? What role does
friendship play in Radio’s experience? How can teachers assist
in facilitating friendships for students with disabilities? Why is
this important?