Classroom Management Plan Part 2

Melissa Faz

December 9, 2015

On my honor as an Aggie, I have neither given nor received unauthorized aid on this academic
work

Token Economy

Students Age And Mrs. Fazs Class:

Setting:
Grade: 3rd general education classroom
 Students age: 8-9 years old

Subject: Math/Science

School Year: Fall 2017- Spring 2018

School: Creek View Elementary

City: College Station, TX

My classroom is about twenty-seven square feet, containing carpet all over

the floor. At the front of the classroom there is open space so that students are
able to sit down close to the Smart Board. I have eighteen students in my
class. Each student has their own desk but the desks are set up in groups of
four. The classroom also contains one sink in the back and one dry erase
board in the front of the room.

My token economy will be implemented within my classroom every quiz

day. Tokens will be awarded to the students who finish 100% of their adding
and subtracting math quizzes. Although this token economy is to mainly aid
students who do not like to finish their work, this economy will make sure
that every student participates and will make sure that students help,
encourage, and motivate one another to finish their work on time.
Three tokens (poker chips) will be given to students who have completed
100% of their adding and subtracting math quizzes. If the students completed
at least 50% but less than 100% the students will receive 1 token. The tokens
will be given to the students directly in order to provide positive specific
praise for their work.
Breakdown:
0 poker chips if they did not complete at least 100% of their quiz.
1 poker chip for being half way done with the quiz.
3 poker chips for being completely done.

Behaviors Goal Behavior:

Wanting To
Increase: Students must finish 100% of their adding and subtracting math quizzes
during the time given by the instructor.

Tokens: Poker Chips:

When using these tokens, it will be my goal to to provide a token economy

that will increase the motivation my students have to finish their work during
their given time. The reason for this, is because as 3rd graders my students
 will be taking the STAAR exam for the very first time. Since this exam is
timed, I want my students to get the feel for being timed on a quiz/exam. This
way, the students who typically struggle with finishing on time will be
motivated to do so during their exam.

The tokens that we will be using will be poker chips. The tokens will be
simple tokens with a golden star on them.

My reasoning behind using poker chips is because they are small, fun for the
students, and can be reusable. Having these poker chips will also make sure
that students do not go home and try to make copies of them.

Incentives: Garage Sell:

At the end of every six weeks the students will have a garage sell hosted by
me. Multiple items will be on sale for the students to buy such as, pencils,
erasers, books, small toys, movies, school supplies, restroom passes, iPad
time, playtime, crafts and other things the students like. This incentive will be
reinforcing for the students because the garage sell will be a time for them
to pretend they have money of their own and buy things that are desirable
and worth working for. For children with ADD, new rewards will be
continually rotated into the reward menu in order to keep the rewards
meaningful, because what may be rewarding to a child one month may be
less so the next month.
 Our Poker Chips Prizes Menu!!

Pencil....2 poker chips

Eraser.3 poker chips

10 min. of iPad time10 poker chips

Restroom pass..............4 poker chips

Toys..................6 poker chips

Crafts...........5 poker chips

Books..........3 poker chips

Movies10 poker chips

Contingencies For Students can earn 3 tokens (poker chips) for completing 100% of their adding
Earning Tokens: and subtracting quiz. If the students fail to complete 100% of their quiz, but
complete at least 50%, they will receive 1 token (poker chip). For the first
week, the teacher will hand our 1 free poker chip, after this week, the
students will earn their appropriate amount of tokens for completing portion
or all of the quiz. By doing this, the students will be set up for success and
will be allowed to easily earn tokens during this first week. Following this,
students will be reinforced on a fixed ratio schedule, where they will be
reinforced every 6 weeks, which means that they will have this time to save
up poker chips in order to buy items during the end of the 6 weeks garage
sell.

Procedures For For the entire 6 weeks, the students will be responsible for keeping their
Exchange System: tokens in a bank (box). At the end of the six weeks, the students will be
able to cash in and buy garage sell items. The garage sell will be hosted
by Ms. Faz during dismissal time. Towards the back of the room, Ms. Faz
will have a long table with the items for sale. Taped on the wall there will
also be a menu explaining how much each or the items will cost. Here, the
students will be able to look at the menu and decide which incentive they
want to cash in with their tokens.

Procedures That 1. Ms. Faz sees that the student has fully completed every single
Students Must Be problem on the adding and subtracting math quizzes.
Taught: 2. Students will receive 3 tokens (poker chips) for completing 100% of
their adding and subtracting quiz. If the students fail to complete
100% of their quiz, but complete at least 50%, they will receive 1
 token (poker chip). If the students have failed to complete at least
50% of the quiz, they will not get any poker chips but will be
encouraged to do so next time by Ms. Faz.
3. Once the students have their poker chips, they will write their names
on the back of them.
4. Students will place their poker chips in their individual banks
(boxes) and will keep them as part of their savings until they are able
to spend them at the end of the six weeks.
Students will be responsible for making sure that their poker
chips are put inside their individual banks (boxes). These
boxes will be kept inside their desks.
5. The poker chips will be collected at the end of the six weeks and can
be spent during the garage sell. All items will be worth different
amounts of poker chips.

System For Before implementing a token economy, at the beginning six weeks of school,
Monitoring: I will monitor the behavior of each of my students. By doing this, I will be
able to determine the strengths and weakness of each individual student.
During this time, I will also introduce my classroom rules and my
expectations from them. This way, the students can start learning what I
expect of them and the classroom rules.

For this implementation, I will be using progress monitoring data to measure

the students acquisition of the target skill/behavior as well as their
effectiveness of the token economy program. I will have data collection
sheets that will be used before the intervention begins. With this data, I will
Date Number Number Number Number Before or be able to use it to monitor the
of times of times of times of tokens during number of times the students have
student student student earned fully completed their adding and
failed to finished finished subtracting math quizzes.
complete 50% or 100% of The following table is an example
50%or more of quiz that I will use to track the tokens
more of quiz (But the students are earning while also
the quiz less than monitoring their progress.
100%)

7/01/17 X 0 Before

7/02/17 X 0 Before
Data- decision for One way my monitoring system reveals that the system is not working is
7/09/17 X 0 Before
determining when I see that students are hoarding their poker chips. Students may
7/16/17 when/whether to accumulate
X large numbers of1poker chips and assume that they do not have to
During

7/23/17 X 3 During

7/30/17 X 1 During

8/07/17 X 3 During
modify the fully finish their adding and subtracting math quizzes until their poker chips
program: run out. In order to prevent this from happening I will place expiration dates
on the poker chips. I will also have a reinforce sale in which all items are
placed at a lower price. By doing this, I will be decreasing a students desire
to hoard tokens and motivate them to continue to fully finish their quizzes.

Bonus: If my monitoring system reveals that the program is working well and has
been for an extended period of time, one change I could make regarding
reinforcements, would be decreasing the fun prizes one at a time. For
example, during the beginning of the token economy the fun items such as,
small toys, movies, and iPad time will stay. However, as time passes by, I
will slowly take away these reinforcements. By taking away these reinforces
one at a time, the students will be left with educational reinforces and slowly
the token economy can be removed if the students keep showing progress of
finishing their quizzes during class time.

Self-Monitoring Instrument

Description of A) Age: 8 years old

learner:
Disabilities (if any): Autism

Other characteristics: Is the child on any medications?

B) Particular behavior of concern: The students is not finishing

100% of his adding and subtracting math quizzes during the time
given by the instructor.

C) Specific setting/situation in which the problem behavior occurs:

The setting of this behavior occurs from 9-9:40 A.M. during math
class. The situation of this problem occurs, when the student is
expected to do timed adding and subtracting math quizzes.

Target The target behavior is academic:

Behavior: The student will complete 100% of his adding and subtracting math
quizzes.
Setting Where The learner will self-record his behavior at the end of each timed adding
Self Recording and subtracting math quiz. His behaviors will either be, an O for less than
Will Occur: 50% of the quiz completed, an X for 50% or more but less than 100%
completion of the quiz, or a for 100% completion of the quiz. The
student will have 3 minutes to self-record his intervention that will occur on
Wednesdays and Fridays since these are the days that he will be having
math quizzes.
 In order for the student to understand this process, Ms. Faz will model the
self- monitoring procedures while verbalizing the steps. The student will
then be asked to verbalize the steps as the teacher performs them.
Following this, the student will be asked to both model and verbalize the
procedures. The student must be able to perform the self-monitoring
procedures effortlessly before going on his own.
Self- Recording Student Name: Ethan Date: 7/26/17
Instrument:
I am working on completing 100% of my adding and
subtracting math quizzes

When you hear the timer, if you finished 100% of your adding and
subtracting math quiz for that day, put a smiley face in the
indicating box. If you finished 50% of your math quiz but less
than 100% put an X. If you did not complete at least 50% of your
quiz put a O on the correct day.

How many times did I fully complete my quiz when I heard the
timer go off throughout a 10 period day span?

Da Da Da Da Da Da Da Da Da Da
y1 y2 y3 y4 y5 y6 y7 y8 y9 y
10

O X O X

My goal is: 5

The number of times I fully completed 100% of my quizzes was:

6 times

My goal within 10 days is to complete 100% of my math quizzes:

5 times

Did I meet my goal (highlight below):

Yes No
 I will reinforce myself when I meet my goal by: playing on the
iPad for an extra 20 minutes.

Parent signature: ____________________________________

Comments:

Reinforcement A) For accurate use of self- recording program:

: Periodically, Ms. Faz will check the students self-
monitoring data and procedures. She will check at the start
of the monitoring to ensure that the student is recording
accurately. Later, she will do random spot-checks in order
to encourage the student to have highest quality student
self-recording day. If the students self- recording program
matches with the teachers, he will get to choose a sticker
or pencil from the prize box.
B) For displays of the target behavior:
In order to understand what the student would like as a
reinforcement, I will administer a reinforce survey. This
survey will contain a list of possible rewards acceptable for
use in the classroom. I will then meet with the student to
review each reinforcement item on the survey, and the
student will rate whether he finds the items to be a
motivating rewards. After meeting with the student, Ms.
Faz concludes that the student favorite reward is iPad time.
If the student displays the target behavior of completing
100% of his adding and subtracting math quiz for that day
and his self-recording data matches with the teachers, he
will get 20 minutes of iPad time at the end of the class
along with a sticker or a pencil from the prize box for
correct data.

Wednesday
9-9:30 A.M: Student will work on adding and subtracting
quiz until the timer goes off.
9:35-9:38 A.M: The student will write down his data on his
self-monitoring sheet to see if he completed 100% of his
quiz.
9:38- 9:40 A.M: Teacher will compare her data with the
students and if the data matches he will be allowed to
choose a sticker or pencil from the prize box. If both his
self-monitoring and target behavior are achieved, he will
be able to have 20 minutes at the end of class for iPad
time.
 2:00-2:20 P.M: The student will get iPad time.

Friday
9-9:30 A.M: Student will work on adding and subtracting
quiz until the timer goes off.
9:35-9:38 A.M: The student will write down his data on his
self-monitoring sheet to see if he completed 100% of his
quiz.
9:38- 9:40 A.M: Teacher will compare her data with the
students and if the data matches he will be allowed to
choose a sticker or pencil from the prize box. If both his
self-monitoring and target behavior are achieved, he will
be able to have 20 minutes at the end of class for iPad
time.
2:00-2:20 P.M: The student will get iPad time.

Determining A) Criteria for initial success:

Success: I will know that the intervention is initially successful by
keeping data of the students progress. At the beginning of
the intervention, I will give the student a goal of
completing 5/10 quizzes in 10 days. The next 3 weeks, I
will change the goal to 8/10 quizzes in 10 days and so on.
If the child is showing progress and increasing the times he
finishes 100% of his quizzes, I will be able to know that the
student is being successful. I will also know that the
student is being successful if he is getting a sticker or a
pencil every time there is a quiz. By receiving a sticker or a
pencil, I will know that the student is correctly filling out his
self-monitoring intervention and therefore I will know that
this intervention is successful.
B) Change in criteria once initial success rate is fluent/
stable:
Overtime, the smiley faces that the student is asked to
reach will be faded out more by asking the student to
reach 10 smileys, then 15 smileys and so on.
C) Data decision rule for determining that program is
not working:
I would give my student three weeks to get to the point
were I can tally up an average of 8/10 times the student
finished his quizzes on time. If this is not the case, then I
will determine a better program that will help the student
complete 100% of his quizzes.

Bonus: See below:

Directions: After the timer goes off, determine whether you completed 100% of your quiz,
at least 50% of your quiz, or if you did not reach 50% of your quiz.

O: I was not able to complete at least 50% of my quiz.

Moon: I was able to complete at least 50% of my quiz but less than 100%.

Star: I was able to complete 100% of my quiz.

Week O Moon Star

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7