Heather Knight

EED 480NB

March 6, 2021

Horner

Classroom Management Plan (updated)

Classroom Management Plan:
Heather Knight 2021
*Class Demographics:
28 students in a 5th grade general education classroom; in-person.
4 students have IEP’s ; 2 have BIP; 2 ELL

Section 1: Routines and Procedures

Class Attention Signals

 Two bell rings on the class bell
 Clap and respond prompt
 Non-verbal gesture of the “bronco hand signal”
Campus Routines
Bus routines- students will exit or enter the bus in a safe calm manner at a socially
distanced pace from others. Students will check wrist band or allow bus driver or
staff to confirm the proper bus when at the bus door, before entering. Student will
remain in assigned seat while on bus.
Line up and hallway travel- Students will line up in designated space in the
assigned order keeping the appropriate distance between them. Students will
remain in a “bronco line” with hands in the appropriate position and voices off
and will refrain from touching walls or items on campus.
Lunchroom- Students will use the hand sanitizer stations before entering the
lunchroom and will remain in a “bronco line” until reaching their assigned seat.
Students will not remove masks or shields until they are prompted to do so. When
finished eating, students will replace the mask or shield before leaving their
assigned area. To dispose of trash, a student can raise their hand or signal to a
teacher in an appropriate way.
Recess routines- Students will stay in assigned area (marked in 4 regions) for
recess having no contact closer than 6-ft with students or staff from other marked
regions. Each region may have specific rules posted. For all regions, students will
keep masks or shields worn properly on at all times. A “mask free break” can be
taken at designated stations. Tag, and other games that involve touching other
students, will not be played on campus. One whistle blow will announce the 5-
minute warning and two whistle blows will signal time to line up. Students will
line up in a “bronco line” at the marked spot and wait to be called given directions
to travel to their next scheduled destination. While in line students will be given
 hand sanitizer or the opportunity to use the restroom to wash hands. Equipment
will be properly sprayed down with disinfectant by staff once students have left
the recess area.
Morning Routines
Entering the room – Students will greet a teacher or assigned peer at the door with
a socially distant greeting and will enter the classroom and walk directly to their
assigned seat. If entering the classroom during the school day, the student will
ring the doorbell one time and step back to wait for a peer or teacher to open the
door.
Morning work – Morning/ bell work will be in the black binders and marked with
the date. This work will be attempted independently. Students can raise their hand
to ask for assistance from teacher or the designated peer helper. When finished,
the work will be left in the black binder to be reviewed. The class will review the
answers during “math spiral” at the scheduled time.
Completed work – Explicit instructions for turning in completed work will be
given at the lessons start. Completed work may be collected by teacher or peer
helper, or it may be left in the black folder to be collected at a later time. Teacher
will repeat these explicit instructions at the completion of the lesson to remind
students of the request for completed work.
Breakfast – Breakfast is free and available to all students in the cafeteria until the
final bell at 8:45. Breakfast must be eaten in the lunchroom at distanced tables.
Hand sanitizer stations should be used before and after eating. Students will walk
to their classroom after breakfast or raise their hand for a student leader escort to
class.
After – If morning/bell work and breakfast are complete, the expectation is for the
student to have a book out reading until the next scheduled task. A student can
trade out their book selection one time per day and will place books in the “please
clean” cubby area to be sanitized before returned to the bookshelf.
Managing Work
Getting supplies- If supplies are needed, the student will raise their hand and ask
the teacher or assigned “supply guy” peer for the needed item. A student can
independently get a sharpened pencil from the appropriate bin and will place the
dull pencil in the “please clean” area to be sanitized and sharpened by the
assigned peer.
Turning in work – Instructions for completed work will be explicitly given at the
lessons start and finish. Completed work may be placed in the students individual
black binders and kept in desks until graded at the end of the day. Teacher may
also ask that work is left on desk to be collected, placed on teacher desk, etc.
 Groups – A student should look to the smart board for group rotations. The
student should bring their pencil and walk calmly to the group table and sit spaced
3 feet from peers.
Independent work – Students are expected to attempt independent work on their
own before asking for help. If help is needed, they can signal to the peer helper.
The teacher can be asked if needed after the student has attempted on their own
and asking a peer. After independent work is completed, the student is expected to
read at their seat, or use the designated break areas for free time.
Getting help- A student can raise their hand, use pre-taught signals, or raise their
hand or break card to get assistance from a teacher or peer as appropriate to the
task.
Transitioning- A timer will be visible during whole group and small group time.
This will be visible to all students, preferably on the smart board. Near the end of
the time, a teacher will give a verbal or nonverbal prompt to remind the students
of the expectations during transition from the task. This may sound like, “Five
minutes left and we will return to our seat when the timer goes off”. For out of
classroom activities, including recess and specials, verbal reminders of time can
be given as well as whistle blow and visible timers used.
End of the Day Routines
End of the day – With 15 minutes left in the school day, a verbal prompt will be
given for students to clean their areas, gather their items, and prepare for
dismissal. With extra time, the students can read, draw, or talk quietly with peers.
Dismissal – the bell will signal the students to push in chairs and walk with a calm
body to their assigned line spot. The students will wait in a “bronco line” for the
teacher to dismiss. A teacher will accompany students to the bus or car pick-up,
and student will follow campus and bus expectations.

Section 2: Developing and Teaching Expectations

My Classroom Expectations What This Looks Like in My Class

Mask safety Mask safety will be practiced while on campus. An appropriate mask or
face shield will be worn while on campus and on school bus and worn to
cover the mouth and nose at all times. If the mask or shield is removed to
eat, to drink, or for a “mask free break”, care will be taken to distance at
least six feet from others and hand washing or use of hand sanitizer will be

Follow directions
Stay in designated area
Class Participation
Raise your hand
Use of safe space
used when the mask is removed and replaced. Students will remain 3-6 feet
from others while on campus. Items, including school supplies, will not be
shared with peers. If a mask becomes dirty the student can request a paper
mask from the teacher or use their backup mask kept in their desk.
Students will follow verbal directives given by teachers within a
predetermined time allotment. This will vary per student and may require
prompts per student goals and behavior plans.
Students will remain in designated areas as appropriate for the given task.
This may include proximity to their desk or personal area as appropriate to
the assigned task and to the needs of the student.
Engaging in given activity that matches instructions as appropriate to the
given task is expected. Engagement may be verbal, gestural, etc and
prompts may be given and will vary per student goals and needs.
Students will raise their hand and wait for teacher acknowledgment while
remaining in their seat or designated area as appropriate to the task and to
the needs of the of the student. Break cards can be raised when requesting a
break or sensory walk and hand signals can be used when requesting the
restroom or pencil.
Students will request a break in the classrooms “safe spaces” by asking,
using their “break card”, or when a teacher suggests they use the area.
While in the space, students are able to remove their mask. Students are to
express frustrations in this area. This may look like yelling, hitting a bean
bag, cursing, etc. The students NOT using the area are expected to give that
student space and not engage with them physically or verbally

Teaching Expectations
1. Method for Introducing Expectations:
Classroom strategies will be pre-taught and reviewed during Monday morning
meetings and as needed. Expectations will be verbally expressed at the start of a
lesson or task. A visual will be displayed to accompany the verbal expressions using
the smart board or white boards at group stations.
2. Plan for Re-Teaching:
Expectations will be verbally stated, visually presented, and modeled for the class as
needed. Role play, social story, and modeling will be used for whole group, small
group, or individuals in need of re-teaching of expectations.
3. Strategies for Incorporating Expectations into Instruction:
Expectations will be verbally and visually expressed at the start of each lesson or as
needed during a lesson. The expectation can be repeated before a student turns in
their work, for example, by stating, “the expectation is that your name and date are on
your paper and your work is turned into your drawer. Please ask your peer helper if
you have questions”.
 Section 3: Encouraging Positive Behavior

System for Reinforcing Individual Students
Class-Wide Reinforcement System
Strategies for Encouraging Positive Feedback
Strategies for Increasing Personal Regard
Token economy (class dojo) is used as an individual
reinforcement system. Positive praise and nonverbal
communication (thumbs up, air high five, smile) will
be given as adult attention.
Token economy (class dojo) also used as whole
group contingency when class reaches a point goal a
class wide reward is presented. Positive praise and
nonverbal communication (thumbs up, air high five,
smile) will be given as adult attention class-wide.
Timely and frequent positive verbal feedback will be
given daily to individuals, small groups, and whole
class. When skill trackers are individually reviewed
daily, the positive will be celebrated. No less than
five positive parent emails will be sent weekly to
encourage positive family communication. Students
will give peer feedback after group assignments and
the class job of “positivity pal” will be responsible
for leaving notes of praise on peers desks or work as
appropriate.
Teachers and school staff will call students by their
preferred name making sure that pronunciation is
correct. The day will be started with a positive
greeting at the class door. Students and teachers are
encouraged to share “celebrations” and “well wishes”
during morning meeting and photos will be added to
the “class family” wall often.

Section 4: Responding to Problem Behavior

Early Stage Strategies: Antecedent strategies will be implemented as appropriate for

individual students. Differentiated instruction, review and modeling of rules and routines,
and reminder of reward can be given as appropriate.
Middle Stage Strategies: Prompt procedures will be implemented to include verbal and
gestural prompting to match the task. Review procedures, such as modeling, role play,
feedback, and social stories can be used as response to problem behaviors.
Late Stage Strategies: Consequences implemented to include positive/ negative
reinforcement or planned punishment procedures. This may include removal or preferred
item, task, or reward time taken.