Fellow:
Date:
Fellow Advisor:
Classroom Management Blueprint
List the classroom rules you will establish to support a classroom culture focused on raising student achievement
Rules
Describe the process used to communicate and reinforce these rules to students
Describe three daily procedures including step by step instructions for implementation that will maximize academic time
Procedures
Fellow:
Date:
Fellow Advisor:
Describes the process used to communicate and reinforce each of these procedures to students
List the positive and negative consequences you will establish that are appropriately progressive and address the behavior and not
the student
Consequences
Describe the process used to communicate and reinforce these consequences to students
Fellow:
Date:
Fellow Advisor:
Functional Behavioral Assessment (FBA) and Behavior Improvement Plan (BIP)
Functional Behavior Assessment (FBA)
Antecedents to Behavior of
Concern
Antecedents to the behavior are
listed and comprehensively
described
Behavior of Concern
Behavior of concern is
comprehensively identified
Consequences of the
Behavior of Concern
Consequences of the behavior
of concern are
comprehensively identified
Perceived Function of the
Behavior
Perceived function of the
behavior of concern is
comprehensively identified
To get:
□ Attention
□ Items
□ Activities
□ Sensory stimulation
□ Other:
Impact on Student’s
Learning
Impact on Student’s learning
is described
To postpone, avoid, or
escape:
□ Attention
□ Items
□ Activities
□ Sensory stimulation
□ Other:
Behavior Improvement Plan (BIP)
Replacement behaviors are described that address the perceived function of the behavior of concern
Replacement Behaviors
Goals and objectives are specified (conditions, criteria for acceptable performance) for teaching the replacement behavior(s).
Fellow:
Date:
Fellow Advisor:
Describes antecedent interventions that will promote the replacement behaviors
Antecedent Interventions
Specifies instructional strategies that will be used to teach the replacement behavior(s)
Instructional Strategies
Specifies strategies or consequences that will be used to decrease problem behavior(s) and increase replacement behavior(s).
Consequence Strategies
Describes the plan for tracking and reviewing the intervention plan including criteria to fade away from the plan
Tracking & Review
Fellow:
Date:
Fellow Advisor:
Differentiated Instruction
Pick one of the two lessons described in Handouts 4.4.2 – 4.4.4 (reading fluency lesson or science content lesson) to answer the following. Fill in
your created groups on the table below and include the lesson you chose.
Lesson:
Group 1
Group 2
Three groups are created using diagnostic data
Provide rationale for why each group was created to promote academic achievement.
Describe how each group will be successful and what challenges the group might present
Group 3
Fellow:
Date:
Fellow Advisor:
Describe the classroom environment set-up for this lesson and explain how it will foster an effective lesson
Classroom environment
Provide steps on how the teacher should bring the students back together to reflect on and assess learning
Whole Group Assessment
Describe two strategies Ms. Lane used to teach the lesson and present two more effective differentiated
strategies with rationale of how they would be effective in this lesson
Strategies to Differentiate Instruction
Fellow:
Date:
Fellow Advisor:
Unit Plan
Key Concept(s) requires a high level of Bloom’s (3-6)
Key Concept (s)
Provide rationale for the Key Concept(s) chosen including why it represents an enduring understanding
and how a unit could be anchored in it
Essential Questions
Provide 3-5 Essential Questions that are student friendly, aligned to the Key Concept, and can be answered
from multiple points of view demonstrating enduring understanding and that drive toward mastery of the
key concept
The summative assessment requires the same level of Bloom’s at the Key Concept; is grade level
appropriate; is efficient and effective at demonstrating mastery of the Key Concept
Summative Assessment
Fellow:
Date:
(create and turn in assessment and any
aligning grade tools)
Fellow Advisor:
Provide rationale for your assessment choice
Fully write the standards, including reference number, that support and align to the key concept, provide
the level of Bloom’s that each supporting standard will address
Standards
Write objectives that meet S.M.A.R.T. criteria. Each objective must align to the supporting standard and
drive students toward the Key Concept
Objectives
Describe the activities for each objective that align to the same level or rigor; create activities that are
engaging and rigorous; identify at least 1 HITS for each activity; identify at least one activity that plans for
differentiation
Activities
Fellow:
Date:
Fellow Advisor:
Describe a formative assessment for each standard that aligns to the S.M.A.R.T. objective; each formative
assessment should be efficient and effective at assessing student understanding of the standard
Formative Assessments
Fellow:
Date:
Fellow Advisor:
Introductory Speech
Background: The First 30 Seconds
Research from psychologist Dr. Frank Bernieri suggests that you can be sized up in about 30 seconds, not by what you say but by what you do.
When it comes to addressing students in your classroom for the first time, we have learned that teachers who project authority and confidence
immediately begin to establish themselves as a credible adult in the eyes of their students and are less likely to report frequent discipline problems.
Directions: Think strategically about what you want to communicate to your students and how you want to communicate it to them within the first
few minutes you are with them. We have supplied you with a grid that will help you think about what you want to communicate to your students.
Along the top are areas that you should address in establishing your credibility. Along the side are specific actions, verbal and non verbal, to
convey your messages. You should fill in at least 3 for each column, mixing up which rows you are working in.
Projecting Respect
Projecting Caring
Projecting Cultural
Understanding
VERBAL
Personal Introduction
Projecting
Confidence
Projecting Authority
Fellow:
Date:
Fellow Advisor:
Projecting Respect
Projecting Caring
Projecting Cultural
Understanding
Tone/Volume/Rate
NON VERBAL
Appearance/Dress
Projecting
Confidence
Projecting Authority
Fellow:
Date:
Fellow Advisor:
Projecting Respect
Facial Expressions/Eye
contact
Stance/Mobility
Projecting Caring
Projecting Cultural
Understanding
Projecting
Confidence
Projecting Authority
Fellow:
Date:
Fellow Advisor:
WORK PRODUCT: CREDIBILITY PLAN PT 1 - CREATING A “NO EXCUSES” CLASSROOM CULTURE
Directions: Use the organizer to help you identify two specific “action items” you will take during the first two weeks of school to foster a “No
Excuses” classroom culture and build credibility. In Step 1, brainstorm possible steps for each resource area. In Step 2, from the brainstormed list,
choose one or two steps you will emphasize during the first week of school. Do not let creativity get in the way of simplicity. Remember, some of
the simplest actions are the most effective.
Step 1: Brainstorm possible action items. Use the organizer to help you identify key aspects of classroom culture that you think will be important
to address during the first few weeks of school.
Resource Areas
Physical Environment
Interactions



Student to student
Teacher to student
Teacher to teacher
Expectations of my students
Steps I can take during the first two weeks of school
Fellow:
Date:
Resource Areas
Fellow Advisor:
Expectations of my students
Steps I can take during the first two weeks of school
Alignment with my
vision with the overall
school culture
Investing students in big
goals
Step 2: Identify two action items you will take to the first week of school from the brainstorm above.
You do not need to create action items for each “culture area.” (Remember, keep these items simple and stated plainly.)
Action Item 1:
Action Item 2:
Fellow:
Date:
Fellow Advisor:
WORK PRODUCT: CREDIBILITY PLAN PART 2 – CULTIVATING ALLIES
Directions: Use the organizer to help you identify two specific “action items” you will take to the first two weeks of school to seek out the support
you need and to cultivate allies. In Step 1, brainstorm possible steps for each resource area. In Step 2, from the brainstormed list, choose one or two
steps you will emphasize during the first week of school. Do not let creativity get in the way of simplicity. Remember, some of the simplest actions
are the most effective.
Step 1: Brainstorm possible action items. Use the organizer to help you organize your thoughts.
Resource Areas
Get to know my
colleagues
Get to know
my students’ community
Steps I can take during the first two weeks of school
Fellow:
Date:
Resource Areas
Fellow Advisor:
Steps I can take during the first two weeks of school
Get to know my
school community
Invest students’
families
Step 2: Identify two action items you will take to the first week of school from the brainstorm above.
You do not need to create action items for each “resource area.” (Remember, keep these items simple and stated plainly.)
Action Item 1:
Action Item 2:
Fellow:
Date:
Fellow Advisor: