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Part 1 Procedure and purpose 10.0 Procedures are well-develop.docx
- 1. Part 1: Procedure and purpose 10.0 Procedures are well-developed, realistic for the identified grade, and expertly related to the purpose. Part 1: Procedure steps and activity 10.0 Procedure steps or activity are comprehensive and proficiently described Part 1: Procedure introduced, modeled, practiced, assessed 10.0 Explanation of how procedures will be introduced, modeled, practiced, assessed is thorough. Part 1: Rationale 10.0 Explanation of how procedures will minimize distractions and maximize instructional time is specific. Part 2: Rules and Consequences 10.0 Rules are skillfully crafted and consequences are creative. Part 2: Reward System 10.0 Reward system is effective and documentation is reasonable. Part 2: Rationale 10.0 Explanation of how the system will help create a safe and productive learning environment is proficient. Organization 10.0 The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. Mechanics of Writing (includes spelling, punctuation, grammar, language use)
- 2. 20.0 Writer is clearly in command of standard, written, academic English. ELM-250 Topic 4: Procedures, Rules, Rewards and Consequences Grade Level:___________ Part 1: Procedures Procedure Example: Entering the Classroom Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced To create a classroom environment that is conducive to learning the moment class begins. 1. Walk in quietly (entering a new zone). 2. Get organized before the bell (sharpen pencil, homework ready …). 3. Begin working quietly on the warm-up (in your notebook with paper labeled). Teacher will introduce the procedure on the first day of school. The teacher will model the procedure at the beginning of class
- 3. for the first week of school. Teacher and students will repeat when reinforcement is needed or when new students join the class. Teacher will watch for students who follow the steps correctly and will positively reinforce the students. Procedure #1 Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced
- 4. Procedure #2 Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced Procedure #3 Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced
- 5. Modeled Practiced Procedure #4 Purpose of procedure Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced Procedure #5 Purpose of procedure
- 6. Procedure steps or activity When the procedure will be: Assessment /Feedback Introduced Modeled Practiced Rationale Write a 100-150 word rationale explaining how procedures minimize distractions and maximize instructional time. Part 2: Rules, Consequences, and Rewards System List 5 rules and consequences for classroom behavior. Consequences should be applicable to all rules, and get progressively more stringent in order to coach student’s negative behaviors and allow them to demonstrate positive behaviors. Rules: 1)
- 7. 2) 3) 4) 5) Consequences: 1) 2) 3) 4) 5) Documenting Consequences: Describe where and how you will document the consequences. Reward System Choose or create your own reward system for your future classroom. Be sure to address how you will document rewards. Ideally, this should avoid use of first and second person phrases, but focus on “Teacher will” or “Student will” concepts. Rationale Write a 100-150 word rationale that explains how the system will help create a safe and productive learning environment. Class Profile Student Name English Language Learner Socio-economic Status Race/ Ethnicity
- 8. Native Language Gender IEP/504 Other Age Reading Performance Level Math Performance Level Arturo Yes 4 Low SES Mexican Spanish Male No Glasses Grade level One year below grade level - 98 At grade level 151 Bertie Yes 5 Low SES Vietnamese Vietnamese Female No None Grade level One year above grade level - 210 At grade level 108 Beryl
- 9. No Mid SES White English Female No Grade level Two years above grade level - 268 At grade level 163 Brandie Yes 4 Low SES Liberian Liberian English Female No None Grade level At grade level - 178 One year below grade level 79 Dessie Yes 4 Mid SES Russian Russian Female No None Grade level At grade level - 113 One year below grade level
- 10. 65 Diana Yes 4 Low SES Mexican Spanish Female No None Grade level One year below grade level - 79 At grade level 198 Donnie No Mid SES African American English Female Yes Hearing Aids Grade level At grade level - 150 At grade level 124 Eduardo Yes 5 Low SES Puerto Riccan Spanish Male No Glasses Grade level
- 11. One year below grade level - 88 At grade level 101 Emma No Mid SES White English Female No None Grade level At grade level - 124 At grade level 135 Enrique No Low SES Mexican English Male ADHD None One year above grade level One year below grade level - 45 At grade level 163 Fatma Yes 5 Low SES Mexican Spanish Female No Glasses
- 12. Grade level One year below grade level - 21 One year above grade level 289 Frances No Mid SES Mexican English Female No Diabetic, Glasses Grade level At grade level - 116 At grade level 114 Francesca Yes 5 Low SES Mexican Spanish Female No None Grade level At grade level - 162 At grade level 178 Fredrick No Low SES White English Male Learning Disabled
- 13. None One year above grade level Two years below grade level - 285 Two years below grade level 15 Ines Yes 4 Low SES Mexican Spanish Female Learning Disabled Glasses Grade level One year below grade level - 50 One year below grade level 55 Jade No Mid SES African American English Female No None Grade level At grade level - 183 One year above grade level 224 Kent No High SES White English Male
- 14. ADHD Glasses Grade level At grade level - 178 One year above grade level 208 Lolita Yes 5 Low SES Navajo Navajo Female No None Grade level At grade level - 110 At grade level 141 Maria No Mid SES Mexican Spanish Female No NOTE: School does not have gifted program Grade level At grade level - 139 Two years above grade level 296 Mason Yes 4 Low SES Vietnamese
- 15. Vietnamese Male Yes High Functioning Autism Grade level At grade level - 154 At grade level 138 Nick No Low SES White English Male No None Grade level One year above grade level - 205 At grade level 180 Noah No Low SES African American English Male No Glasses Grade level At grade level - 193 At grade level 177 Sharlene No Mid SES White
- 16. English Female No None Grade level One year above grade level - 110 At grade level 125 Sophia Yes 5 Mid SES Guatamalen Spanish Female No None Grade level At grade level - 129 At grade level 152 Stuart No Mid SES White English Male No Allergic to peanuts Grade level One year above grade level - 231 At grade level 116 Terrence No Mid SES
- 17. African American English Male No None Grade level At grade level - 189 At grade level 192 Wade No Mid SES White English Male No Glasses Grade level At grade level - 179 One year above grade level 223 Welington Yes 3 Low SES Cuban Spanish Male Learning Disabled Glasses Grade level One year below grade level - 82 Two years below grade level 24 Wendell Yes
- 18. 2 Low SES Somalian Refugee Somali Male No None Grade level One year below grade level - 51 Two years below grade level 45 Yung Yes 4 Low SES Burmese Burmese Male No None One year below grade level One year below grade level - 98 Two years below grade level 65 Scaled Scores Key: Above Grade Level = 200 +, At Grade Level = 100-199, Below Grade Level = 0-99