1. Comprehensive Behavior Management & Social and
Emotional Learning Plan
Lana Caster
High School Special Education teacher
Statement of Purpose
In my classroom I feel that it is important that the students feel welcome, safe, as
well as challenged within the room . My students need to feel that they are free to speak
their thoughts and open to ask questions without the fear of negative judgment. I will
continuously ensure the students that perfection is not what has to be achieved. Instead,
it’s the willingness to learn, investigate, and have ownership in the learning process and
curriculum connections. I want the students to feel comfortable among their peer group
and accepting of their individual differences and challenges. I want the students to feel
comfortable with their uniqueness and that everyone is different and learns in different
ways. In the same respect,
I feel that students can connect with me because we communicate about our lives
outside of the classroom walls. They know my background and that I did not come start
out my career as a teacher, the profession chose me later in life. As my students are soon
become young adults and entering the work world and gaining more responsibility I work
with them on self advocacy. I want them to understand their IEP and what it means to
them. I encourage them to think of solutions that will work best for them, as well to speak
their voice to their other teachers when the need further assistance or not understanding a
lesson. Further, my responsibility continues outside the classroom as well in fostering a
strong communication and collaboration circle with my coworkers. Collaboration among
the other school personnel will increase the success of my students so that I can ensure
that their needs are being met in all classrooms. We need to work together to ensure IEPs
are understood, followed, and
measurable goals are attainable.

2. SOCIAL AND EMOTIONAL LEARNING
I want my students to feel that they have a connection with what we are learning.
We will use as many real world examples as a way to make connections. Lessons will be
culturally sensitive yet we will reach outside of our current knowledge to help expand our
critical thinking process. We will work together through whole class discussion format,
partner work, peer editing, and group review.
Self awareness on our performance and behaviors regulation through following
classroom/school procedures and accepting feedback from teachers and peers. Being able
to listen to what others have to say and accept the differences that may be voiced will be a
learning skill continuously implemented so that the students are able to transition into
adult members of their community. Students will be encouraged to support their peers on
positive feedback as well as constructive criticism both in group work and social
interaction.
As researched by Robert Sylwester, emotion drives attention which drives learning.
I begin every class time by being at my door so that I can not only monitor the hall during
passing period, but to also greet each student at they enter the room. This allows for
acknowledgement of student individually and can set a more positive tone and self
awareness of others and initiation on social skills. In addition, this helps in the policy of
arriving to class by the final bell and not being distracted in the hallway during passing
period. Allowing yourself to be visible helps support the emotional well being of the
students and by providing personal acknowledgement building on emotional capital.
Involvement of group discussions and differences in individual personalities
conflicts can arise. Through these conflicts we will work on resolution strategies to build
further on social and emotional skills that provide a support for transitioning beyond
secondary schooling. Skills in this growth will include perspectives of other viewpoints
and awareness and respect to how others differ from one’s self. Decrease the amount of
put downs because of differences. Ability to see that even with differences we can have
similarities among classmates. Being able to have pride in our own beliefs while accepting
the differences of others is also key to success within the classroom. Self awareness in our
emotions and how they can affect escalations and de-escalations in behavior will be
important in successful conflict resolution strategies. I will provide supportive
communication strategies and environment so that students can feel comfortable to
acknowledge their emotions and reflect on it effectively. "Conflict and enmity are often the
result of anger expressed; depression and fatigue are frequently the bitter fruit of anger
denied."
‑ ‑ James D. Whitehead

3. LEARNING ENVIRONMENT/CLASSROOM CULTURE
I believe that students should be allowed movement and comfort in working. My
room offers different sitting areas. There are standard student desk for those that choose
the traditional arrangement. There are five standing desk that provide a fidget bar for their
foot as well as optional stools to sit at. These desk provide the student a large work area
and mobility while standing or sitting. I also have two Hokki stools that provide a wobble
movement for continuous calming rhythmic motion. On a low cost solution I offer throw
pillows for the students to sit on the floor with or just to hold as a fidget or comfort piece.
The students can choose to sit where they want as long as they are sustaining attention,
working productively, and not being a distraction to their peers. I encourage
communication and group work to help foster problem solving strategies and collaboration
skills, therefore, I like to have students be able to sit facing each other and communication
made easier. The theory of brain based learning and movement is supported in many
studies as in the information documented from Eric Jensen’s Teaching With The Brain In
Mind, 2nd addition:
Anatomical Evidence
The area of the brain most associated with motor control is the cerebellum. It's
located in the back of the brain, just under the occipital lobe, and is about the
size of a small fist. The cerebellum takes up just one-tenth of the brain by
volume, but it contains nearly half of all its neurons (Ivry & Fiez, 2000). This
structure, densely packed with neurons, may be the most complex part of the
brain. In fact, it has some 40 million nerve fibers—40 times more than even the
highly complex optical tract. Those fibers feed information from the cortex to the
cerebellum, and they feed data back to the cortex. In fact, most of the neural
circuits from the cerebellum are “outbound,” influencing the rest of the brain
(Middleton & Strick, 1994). Peter Strick at the Veteran Affairs Medical Center of
Syracuse, New York, has documented another link. His staff has traced a
pathway from the cerebellum back to parts of the brain involved in memory,
attention, and spatial perception. Amazingly, the part of the brain that processes
movement is the same part of the brain that processes learning (see Figure 4.1).

4. Figure4.1. Links Between the Cerebellum and OtherParts of the Brain
Movement is proven to increase blood flow which in turn increases oxygen to the brain.
Through providing different mobility while partaking in classroom time I feel that students
attention will be increased thereby increasing learning (emotion to attention to learning) .
CULTURAL COMPETENCE
We will read stories that the students can be encouraged to make real world
connections. The use of their school issued chromebooks is utilized almost daily. English
classes will work on writing assignments that will foster descriptive writing techniques,
grammar, peer edits, organizational mapping techniques. We will read stories that will
expand their cultural awareness. Algebra/math classes will utilize use of technology to
practice problem solving. We will work in groups and reciprocal teaching techniques when
working through daily assignments. When engaging the students in responses I pose the
questions daily (and have displayed on my wall) as “tell me more: who, what, when, where,
why, and how. I feel that by having this approach students are challenged to provide
supportive evidence for their claims (therefore research into more inquiry based
discipline) and allowing them to become more immersed into a topic or educational
debate. Having the school issued chromebooks allows the students to be involved with
technology and provides multiple sources of inquiry based projects, and self discipline to
investigate curriculum issues beyond the media center surroundings.
COLLABORATION
My classroom student count is a low number so we will work as a team effort in
daily group discussions and simulations. The students will work together to find solutions
to problems presented both in Language Arts and math. I do not believe in homework just

5. for homework sake, so I provide classroom time to work on assignments and encourage the
students to use classroom time productively. This allows me to do continuous informal
assessments as to how the students are processing information. My life skill students will
be pulled into the classroom at various intervals so that they can work with their peers and
social skills. My students are also scheduled one class period per day in the resource room
as a study hall time allowing for further assistance when needed. My paraprofessional and
I work closely together so that daily monitoring of students’ work and progress can be
collected. If I am out on absence, this paraprofessional is also provided with a copy of my
daily lesson plan so that she can assist the substitute teacher when needed.
School wide collaboration begins with providing all classroom teachers with copies
of student IEP for those on their class rosters. I review any specific accommodations with
them and collect monthly data reports for proper progress monitoring on IEP goals. I
review my students school wide progress weekly, and hold individual meetings to review
any missing work or classroom concerns. If concerns arise I work with the student and the
classroom teacher together to work on resolution and improve the learning process.
During a student’s ACR I involving them on their own IEP educational and functional goals
to provide them with involvement and ownership of their daily practices. This helps
engage the student on further self awareness of both their learning strengths and
weaknesses. I feel that it also fosters in them the importance of self advocacy on what
benefits them in their goal to succeed. These collaboration and self help techniques again
help them in transitioning post secondary schooling.
I also feel that collaboration needs to exist with the parents/guardians of the
students. Part of my job is to monthly progress monitor the student's’ IEP goals, however it
goes beyond that. I make contact with parents if I have a concern about a behavior of a
student. Allowing the student to feel that they can discuss with me situations that may be
happening at home will help me in being prepared to handle or prevent negative situations
in the school. Student accomplishments should always be reported to the parent directly
so that the encouragement goes beyond the classroom walls. Parents can help provide
additional insight into motivational techniques for the students emotions, attention, and
learning process. I allow myself to be available to parents beyond the standard school
hours. I understand the differences in working schedules and limited availabilities for
communication.
CLASSROOM RULES & CONSEQUENCES

6. Classroom rules are posted at the front of the room as a daily/visual reminder for
the students to follow. Students are to be in the room when the final bell rings. If they
enter the room prior to that and want to leave to go to their locker/drink/restroom they
will need to ask permission, otherwise when the bell rings and they have not returned they
will be marked as tardy. If a study is tardy, they will sign the tardy log so that the
administration as record of their acknowledgment.
I believe that homework and class assignments should be used as a tool to learn
from therefore I will encourage editing and making corrections. For language arts writing
assignments we will work on revisions before final submission. Homework that is not
submitted by the due date will be lowered 5% each day it is late up to five days. After that
the assignment will be lowered to 50% maximum. This works with the school wide policy
of late assignments being allowed submission with 50% docking. Math assignments will
not be recording until Friday of each week ending. This will allow students to ask
questions over daily assignments so that clarification can be made, and errors
acknowledged and corrected.
Cell phones will not be allowed out for usage. Students may use their phone for
approved music listening time as long as the phone remains in a pocket or off the desk top.
Students will not manipulate their music listen time to search through song list. If students
choose to listen to music on their chromebooks, they will not have music video playing.
Screen will remain with assigned site or top closed down. I do not allow food or drinks in
the room due to the possibility of trash being left on the floor, ant/insect infestation.
Special approved situations will be allowed and room cleaned up prior to dismissal bell.
If student violates a rule they will receive a verbal warning of the violation. Written
warning for next violation. Parent phone call home if violation repeats. Office referral if
the violation continues.
If the student is disruptive and will not adjust behavior action they will be referred
to the office with a referral.
CLASSROOM RULES & CONSEQUENCES
RULES: Beginning of class be in the room by the final bell ring
If tardy to class you must present teacher with pass of excusal. If no pass sign the
tardy log on the clipboard by the door. Tardy will be recording in school powerschool
attendance report. School tardy policy will be implemented
Have all class material (chromebook & charger, books, paper, pen/pencil, calculator,
assignments) If student has to be excused to return to locker for missing items they will
follow tardy rules (marked as tardy and sign tardy log)

7. No food, drinks, gum (reasoning is that wrappers and eating can be distracting to
other students. Also improper disposal of trash can cause insect infestation. You will be
asked to dispose of any food brought in)
Be respectful to each other (bullying and name calling is not tolerated and will result
in office referral)
Cell phones are to be in locker or remain in pocket (no texting, or games) (if parents
have emergency they know to contact the school, they know that you are in class and
should not be texting. Same goes for friends and other family) 1st offense you will be
warned and instructed to keep cell phone in your pocket or under desk. 2nd offense cell
phone will be placed on my desk for remainder of the class. 3rd offense cell phone will be
collected and turned into office for remainder of the day. 4th office an office referral will be
administered (school discipline will be mandated) Parent phone call home to inform of
violation.
Chromebooks may only be open when instructed (no game playing or video watching
unless prior permission from teacher) (game playing and videos do not allow for full
attention in class and timely completion of class assignments. As well the additional use
and downloading can affect computer performance, and drain the battery and cause it to
not be available when needed if charging cannot take place) 1st offense a verbal warning,
2nd offense chromebook will be taken away for remainder of class, 3rd offense violation
will be reported on school issued violation log and school policy will be mandated
If permission is given to listen to music, cell phone must remain in pocket. No
searching through songs...it is your playlist so listen to what is played. If listening to music on
chromebook you will not use videos as music source
Always try your best and don’t give up
Positive consequences will be allowed throughout the year. To encourage student
attention and study habits, every Friday I will collect any classroom notes taken during
lecture and modeling as up to 5 bonus points allowed weekly. Work completed and
submitted promptly throughout the week will typically result in no homework assigned
over the weekend (allowal for snow days, schedule delays may prevent this at times in
order to stay within content completion timeframes).
PROCEDURES
Language Arts: Writing assignments will be submitted for review/editing. Student
will make necessary changes or suggestions and resubmit until teacher accepts as a final

8. grade. I feel the importance of work editing will help us build on detail and proofreading
strategies. We learn through acknowledgement of errors, asking questions for clarification,
and constructive criticism. Using peer editing skills will help us work on collaboration and
problem solving techniques. These strategies and techniques are needed skills outside of
the classroom in working and social environments.
Google doc assignments will be shared to the student as a view only, student will
copy assignment to their drive where they may make necessary additions/changes/edits,
etc. Student will not copy and paste responses into google doc as this will impede the
learning process and reading comprehension strategies from lack of thoroughly reading
and retaining necessary information.
Homework submission: In the back of the classroom is a black file box. Each class
period has a designated drawer. Paper assignments are to be submitted into this drawer
for grading. Assignments placed on the teacher’s desk will not be accepted.
Math assignments: Student may ask for assistance on math assignments and review
throughout the week and allowed to make corrections. All assigned work for the week will
be collected and graded on Friday for final grading. Student may turn work in prior to
Friday for review and notification of possible corrections. Due to cell phones not being
allowed in class, students will use the standard calculators. State assessments do not allow
the usage of cell phones, therefore, this will assist student in the proper usage of the
standard calculators.
CRISIS PLAN
Recognizing the acting out cycle as displayed in the IRIS Vanderbilt University module is
important in having an effective and safe crisis plan.
Having students follow the above mentioned portions of this management plan is to
help maintain the calm phase. Collaboration with students, staff, and parents will help be
aware of possible triggers to acting out. As a teacher being prepared on lesson plans and
providing adequate modifications, differentiations, and adaptations will also help in
reaching possible trigger phases. If a student displays behavior that is disruptive to the

9. classroom setting a call will be placed to the office for a member of the appointed crisis
team to report to the room and observe to see if further des-escalation strategies needs to
be implemented. If the child needs to be removed from the room to help cool off or deemed
and for them or fellow peers they will be asked to report to the main office for remainder of
class period or until they are able to de-escalate. A phone call will be placed to the office so
that they can ensure safe arrival. If the situation is escalated quickly and safety is urgent
concern, the fellow peers will be removed from the room and report to the resource study
hall room with Mrs. Kazik. The school appointed crisis team will be called in from the office
and asked to report to the room of incident. Once there the crisis team will work to per
school team protocol to de-escalate the situation. If I as the teacher is a source of the
student’s acting out cycle I will remove myself from the room so that crisis team and
continue to effectively communicate with the student. School policies will be implemented
in accordance with behavior issues and if student as BIP in place, assurance of protocol will
be followed.
When appropriate, communication with the student will be taken to discuss
behavior and acknowledgement of emotions. Through this an action plan to help prevent
future occurrences will be discussed. These procedures are to help encourage student to
be self aware of emotions, appropriate self advocacy strategies, and social skills.
ACTION PLAN:
First day of school students will review procedures and rules for the classroom. A
copy of the P&R will be given to the students to take home and return with signatures of
acknowledgement from both the student and parent/guardians. The P&R will be posted in
the room at all times so that students will have a visual reminder and reference to them.
When assignments or new unit lessons are given, students will be given the
objectives and connections of purpose prior to material being presented so that they will
be able to relate the task to real world and be able to process inquiry and problem solving
skills
P&R will be reviewed as needed throughout the year. At second semester beginning
they will be reviewed again so that any new students in the room will be aware and
included in the classroom policies.
In the back of the room an information board will be used to display concepts of
strategies or academic techniques so that students have a quick visual reference source.

10. Positive motivational posters are displayed in the room to help encourage student success
and self worth.
I will have provided a copy of my plan to my paraprofessionals, communicated
information with the middle school special education teacher. I have a binder at my desk
while readily available student IEPs so that necessary personnel have immediate and easy
access for knowledge and reference of student disabilities, behavior plans,
accommodations, and medical plans. A phone list of all teachers, rooms, and personnel are
posted on my bulletin board for quick reference in case of emergency. A copy of my plan is
available to the school administration, as well as in my substitute folder.