|
Comprehensive Behavior Management Plan Rubric
|
|
Criteria
|
Ratings
|
Pts
|
|
This criterion is linked to a Learning OutcomeStatement of Purpose
|
|
15 pts
ADVANCED
The statement is concise and uses clear, positive language that explains the purpose of the classroom. Specifies expectations for students. Reasons for the four components of the plan are included. 4-6 sentences.
|
12 pts
PROFICIENT
The statement is concise and uses clear, positive language that explains the purpose of the classroom. Reasons for the four components of the plan are included. 2-3 sentences.
|
10 pts
BASIC
The statement uses language that explains the purpose of the classroom. Reasons for 2-3 components of the plan are included. 1-3 sentences.
|
8 pts
MINIMAL
The statement uses vague language that implies the purpose of the classroom. Reasons for the four components of the plan are missing.
|
|
15 pts
|
|
This criterion is linked to a Learning OutcomeProcedures
|
|
35 pts
ADVANCED
5 or more routines are named. The process for each routine is described in explicit steps. Discussion and rationale of 3 or more SEL standards that would help students perform each routine are included.
|
29 pts
PROFICIENT
3-5 routines are named. The process for each routine is described in explicit steps. Discussion and rationale of 1-2 SEL standards that would help students perform each routine are included.
|
24 pts
BASIC
3-5 routines are named. The process for each routine and 1-2 SEL standards are described in general terms.
|
19 pts
MINIMAL
1-2 routines are named. The process for each routine or SEL standard is limited or missing.
|
|
35 pts
|
|
This criterion is linked to a Learning OutcomeInTASC #1 – Learner Development
The teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
threshold: 3.0 pts
|
|
4 pts
Advanced – The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
|
3 pts
Proficient – The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
|
2 pts
Basic – The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking
|
1 pts
Minimal – The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
|
|
—
|
|
This criterion is linked to a Learning OutcomeClassroom Rules
|
|
35 pts
ADVANCED
3-5 logical rules are listed. Each rule is worded positively. A complete explanation for each rule includes why it is necessary and how it is culturally responsive. Explanation specifically refers to the definition of a discipline problem. A detailed process for communicating the rules to students and obtaining student commitment is included.
|
29 pts
PROFICIENT
3-5 logical rules are listed. Each rule is worded positively. A complete explanation for each rule includes why it is necessary and how it is culturally responsive. A detailed process for communicating the rules to students and obtaining student commitment is included.
|
24 pts
BASIC
3-5 rules are listed. A partial explanation for each rule includes why it is necessary or how it is culturally responsive; OR a complete explanation is given for some of the rules. A general process for communicating the rules to students OR obtaining student commitment is included.
|
19 pts
MINIMAL
1-2 rules are listed. An explanation for each rule is minimal or missing. A process for communicating the rules to students OR obtaining student commitment is limited or missing.
|
|
35 pts
|
|
This criterion is linked to a Learning OutcomeInTASC #2 – Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
threshold: 3.0 pts
|
|
4 pts
Advanced – The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
|
3 pts
Proficient – The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
|
2 pts
Basic – The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking.
|
1 pts
Minimal – The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills
|
|
—
|
|
This criterion is linked to a Learning OutcomeConsequences
|
|
35 pts
ADVANCED
Logical consequence/s are explained for each classroom rule (5+). Each consequence is rational and related directly to the behavior.
|
29 pts
PROFICIENT
Logical consequence/s are explained for each classroom rule (3-5). Each consequence is rational and related directly to the behavior.
|
24 pts
BASIC
Logical consequence/s are explained for at least half of the classroom rules. The consequences are related to the behavior.
|
19 pts
MINIMAL
Contrived consequence/s are explained for each classroom rule (1-2). The consequences may not be related directly to the behavior.
|
|
35 pts
|
|
This criterion is linked to a Learning OutcomeINTASC 1.2
Development The teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. threshold: 3.0 pts
threshold: 3.0 pts
|
|
4 pts
Advanced – The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
|
3 pts
Proficient – The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
|
2 pts
Basic – The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking
|
1 pts
Minimal – The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
|
0 pts
No Evidence
|
|
—
|
|
This criterion is linked to a Learning OutcomeIntervention Plan for Chronic Disruptive Behavior
|
|
35 pts
ADVANCED
Plan includes a detailed account of steps in solving chronic disruptive behaviors using foundational AND belief-based strategies and a clear rationale for the plans.
|
29 pts
PROFICIENT
Plan includes a detailed account of steps in solving chronic disruptive behaviors (foundational or belief-based strategies) and a clear rationale for the plan.
|
24 pts
BASIC
Plan includes a general explanation of steps in solving chronic disruptive behaviors (foundational or belief-based strategies) and a general reason for the plan.
|
19 pts
MINIMAL
Plan has a limited or vague explanation of steps in solving chronic disruptive behaviors unrelated to foundational or belief-base strategies. A reason for the plan is limited or missing.
|
|
35 pts
|
|
This criterion is linked to a Learning OutcomeINTASC 1.3
Learner Development
threshold: 3.0 pts
|
|
4 pts
Advanced – The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
|
3 pts
Proficient – The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
|
2 pts
Basic – The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking
|
1 pts
Minimal – The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
|
0 pts
No Evidence
|
|
—
|
|
This criterion is linked to a Learning OutcomeCAEP R1.1 The Learner and Learning
threshold: 3.0 pts
|
|
4 pts
Advanced – The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
|
3 pts
Proficient – The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
|
Our website has a team of professional writers who can help you write any of your homework. They will write your papers from scratch. We also have a team of editors just to make sure all papers are of HIGH QUALITY & PLAGIARISM FREE. To make an Order you only need to click Ask A Question and we will direct you to our Order Page at WriteDemy. Then fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline.
Fill in all the assignment paper details that are required in the order form with the standard information being the page count, deadline, academic level and type of paper. It is advisable to have this information at hand so that you can quickly fill in the necessary information needed in the form for the essay writer to be immediately assigned to your writing project. Make payment for the custom essay order to enable us to assign a suitable writer to your order. Payments are made through Paypal on a secured billing page. Finally, sit back and relax.
|
