ELSE Guidance and Behavior Instructional Plan Assignment
Part 1: ELSE Guidance and Behavior Instructional Plan
Part 2: Reflection on Implementation of Guidance and Behavior Instructional Plan
PART I: ELSE Guidance and Behavior Instructional Plan
While your mentor teacher will have classroom rules and regulations and a classroom management system, you will need to
develop and implement an instructional plan designed to guide and manage the whole-class (Tier I), small groups (Tier II), and
individuals (Tier III). The Guidance and Behavior Instructional Plan should complement and enhance the effectiveness of the
mentor teacher’s present classroom guidance and management system in empirically based, student centered ways.
Your Guidance and Behavior Instructional plan must represent prior learning from your coursework. It should represent student
centered, developmentally appropriate strategies supported by empirical research. Your plan will include the following elements:
1. Identification of overall (superordinate) social and emotional learning goals for students that promote positive thoughts and
behaviors, as well as a broad assessment plan based on the context of your classroom.
2. Description of quality guidance strategies planned for the Tier I level. This description should include strong resources to
empirically support your Tier I guidance plans.
3. Specific plans to implement strategies at the Tier II level, including the alignment to appropriate state and national
standards, IEP goals of specific students, and/or classroom expectations (rules).
4. Specific plans to implement strategies at the Tier III level, including the alignment to appropriate state and national
standards, IEP goals of specific students, and/or classroom expectations (rules).
This Guidance and Behavior Instructional Plan is not a hypothetical exercise that represents a fragmented assignment. It should
address the need to consistently stay alert to the social and emotional needs of students. This is holistic, “whole child” teaching.
To complete the plan, use the template attached entitled Template for Guidance and Behavior Instructional Plan:
Part 1. The template addresses each of the four elements of your plan. When you have thoroughly answered each of the questions
contained in the template, you will have completed a solid, comprehensive Guidance and Behavior Instructional Plan. Use the
rubric for the plan to help you write your answers thoroughly and proficiently. Once you have completed the plan by answering
each of the questions included in the template, upload it to the appropriate link in Chalk and Wire and submit to your university
supervisor for assessment. This should be completed toward the beginning of the Internship experience and implemented
throughout the semester for use with whole groups, small groups, and individuals.
Revised July 27, 2015
Template for ELSE Guidance and Behavior Instructional Plan
Part 1
Name_______________________________________________ Grade__________________
School______________________________________________ Date____________________
The Classroom Guidance and Behavior Classroom Instructional n Plan is due by the first supervisor observation. The
reflection is due by the final supervisor observation.
PART I: Using this form, develop a Guidance and Behavior Instructional plan. This plan should develop and implement
additional instructional strategies to the mentor teacher’s classroom management plan. It is designed to teach SEL
objectives that promote positive thoughts and behaviors, reduce and/or eliminate negative thoughts and behaviors, and
increase academic performance, behaviors, and attitudes. Such a plan should include strategies applicable to the whole
class, small groups, and individual students and reflect prior learning from your coursework.
Goals/Assessment
1a. List your overall (superordinate) goals for your students with regard to social and emotional development.
1b. How will the attainment of these goals support the promotion of positive thoughts and behaviors and demotion of negative
thoughts and behaviors?
1c. How do your goals go beyond mere compliance?
1d. Describe the context of the classroom. Offer noteworthy considerations of social, emotional, and behavioral needs,
circumstances, and strengths and weaknesses of the group as well as individual students. Your description should include
assessment data (qualitative and/or quantitative) to support your description of social and emotional needs of specific students at
Tiers II and III levels.
1e. How will you assess the impact of your plan at the Tiers I, II, and III levels?
Tier I (Universal Strategies for all Students)
2a. What universal guidance strategies will you use at the Tier I level? (ie, Morning Meetings; SEL whole group lessons;
developmentally appropriate content strategies; positive classroom environment; inclusion; relationship building strategies;
family connections; positive teacher language strategies; room arrangement strategies; interactive modeling of routines,
transitions, and expectations; integration of SEL with other content; visual extensions of SEL lessons; auditory extensions of SEL
lessons.)
2b. What empirical resources can you cite to support the Tier I strategies in your plan?
2c. How do these strategies align with your overall goals addressed in Question #1?
Tier II (Small Group Interventions)
3a. What plans do you have for intervention strategies at the Tier II level?
3b. How do these plans align to related state and national standards, IEP goals for specific students, and/or class expectations?
Revised July 27, 2015
3c. How do your plans at the Tier II level build upon the strategies you will use at the Tier I level?
3d. How do these plans align with your overall goals addressed in Question #1?
Tier III (Individualized Interventions)
4a. What plans do you have for intervention strategies at the Tier III level?
4b. How do these plans align to related state and national standards, IEP goals for specific students, and/or class expectations?
4c. How do your plans at the Tier III level build upon the strategies you introduced at the Tiers I and II levels?
4d. How do these strategies align with your overall goals addressed in Question #1?
Revised July 27, 2015
ELSE Guidance and Behavior Instructional Education Plan Rubric – Part One
Criteria/Dimension
Goals/Assessment
Candidate identifies the
plan’s overall goal(s)
designed to guide social,
emotional, and behavioral
instruction for the purpose of
increasing positive thoughts
and behaviors, decreasing
negative thoughts and
behaviors, and maximizing
academic success throughout
the school day.
(Questions 1a, 1b, 1c)
TESS 1c.1, 1c.3
Candidate describes the
context of the classroom with
attention to important
considerations for designing
SEL instruction.
(Question 1d)
TESS 1b.3, 1b.4, 1b.5
Candidate provides an
explanation for what
assessment tools to use for
measuring impact of
guidance plan on social and
emotional development at
Tiers I, II and III levels.
(Question 1e)
Tier I
Candidate’s plan identifies
examples of empirically
based Tier I universal
guidance strategies that align
with his/her overall guidance
and management
(superordinate) goals.
(Questions 2a, 2b, 2c)
TESS 1a.1, 1c.1
Tier II
Candidate’s plan outlines
appropriate Tier II strategies
which are based on needs of
Revised July 27, 2015
Unsatisfactory
Average
Above Average
Outstanding
Candidate identifies
goals that are
inappropriate OR
candidate does not
include overall
objectives in the
instructional plan.
Candidate describes
appropriate goals that
lead to guidance of
social, emotional, and
behavioral instruction.
Candidate describes
appropriate goals that
lead to guidance of
social, emotional, and
behavioral instruction,
and offers a
comprehensive
justification for the
goals toward that end.
Candidate describes
appropriate goals that lead to
guidance of social,
emotional, and behavioral
instruction, and offers a
comprehensive justification
for the goals toward that
end. Candidate’s plan shows
insight into the value of
social emotional learning
rather than compliance to a
given set of rules.
Candidate offers no
description of the
context of the
classroom as a whole
nor the context related
to the characteristics,
needs, and strengths of
individual students.
Candidate offers
general description of
the context of the
characteristics, needs,
and strengths of the
classroom as a whole
without regard to the
characteristics, needs,
and strengths of
individual students.
Candidate clearly
describes the context
of the characteristics,
needs, and strengths of
the classroom as a
whole and provides
general reference to
the characteristics,
needs, and strengths of
several individual
students.
Candidate fails to
outline assessment
strategies for measuring
impact of the guidance
plan on students’ social
and emotional learning
at all three levels (Tiers
I, II, and III.)
Candidate generally
outlines appropriate
assessment strategies
for measuring impact of
guidance plan strategies
on students’ social and
emotional learning for
all levels of social
emotional intervention
(Tiers I, II, and III.)
Candidate generally
outlines observable,
measurable assessment
strategies for
measuring impact of
guidance plan
strategies on students’
social and emotional
learning at all levels
(Tiers I, II, and III.)
Candidate clearly describes
the context of the
characteristics, needs, and
strengths of the classroom
as a whole and detailed
characteristics, needs, and
strengths of many individual
students. Candidate
includes qualitative and/or
quantitative data to support
descriptions of social and
emotional needs of specific
students.
Candidate clearly describes
observable, measurable
assessment strategies for
measuring impact of
guidance plan strategies on
students’ social and
emotional learning at all
levels (Tiers I, II, and III.)
Candidate fails to plan
appropriate Tier I
strategies for the
universal needs of
students.
Candidate plans
appropriate Tier I
strategies for the
universal needs of
students but offers little
alignment to overall
goals.
Candidate plans
appropriate Tier I
strategies for the
universal needs of
students and clearly
aligns plans to overall
goals.
Candidate plans appropriate
Tier I strategies for the
universal needs of students
and clearly aligns plans to
overall goals. Candidate
offers appropriate empirical
resources to support Tier I
strategies.
Candidate fails to
outline appropriate Tier
II (small group)
Candidate outlines
appropriate Tier II
(small group) strategies
Candidate outlines
appropriate Tier II
(small group)
Candidate outlines
appropriate Tier II (small
group) strategies for
specific students and which
extend strategies used at the
Tier I level.
(Questions 3a, 3b, 3c, 3d)
Tier III
Candidate’s plan outlines
appropriate Tier III strategies
which are based on needs of
specific students and which
extend strategies used at the
Tiers I and II levels.
(Questions 4a, 4b, 4c, 4d)
Revised July 27, 2015
strategies for students
needing remedial or
corrective help in
developing social and
emotional competencies
OR candidate fails to
align Tier II plans to
needs of students.
for students needing
remedial or corrective
help in developing
social and emotional
competencies.
Candidate loosely
aligns these plans with
needs of students based
on qualitative or
quantitative assessment.
Candidate aligns Tier II
plans with state and
national standards, IEP
goals for specific
students, and/or
classroom rules, and
with superordinate
goals addressed in the
overall guidance plan.
Little or no attention
given to how the Tier II
strategies complement
and extend Tier I
strategies.
strategies for students
needing remedial or
corrective help in
developing social and
emotional
competencies.
Candidate loosely
aligns these plans with
needs of students
based on qualitative or
quantitative
assessment. Candidate
aligns Tier II plans
with state and national
standards, IEP goals
for specific students,
and/or classroom
rules, and with
superordinate goals
addressed in the
overall guidance plan.
Some attention given
to how the Tier II
strategies complement
and extend Tier I
strategies.
students needing remedial
or corrective help in
developing social and
emotional competencies.
Candidate clearly aligns
these plans with needs of
students based on
qualitative or quantitative
assessment. Candidate
aligns Tier II plans with
state and national standards,
IEP goals for specific
students, and/or classroom
rules, and with
superordinate goals
addressed in the overall
guidance plan. Candidate
offers ample justification as
to how the Tier II strategies
complement and extend Tier
I strategies.
Candidate fails to
outline appropriate Tier
III strategies for
students needing
individualized,
intensive corrective
help in developing
social and emotional
competencies OR
candidate fails to align
Tier III plans to needs
of students.
Candidate outlines
appropriate Tier III
strategies for students
needing individualized,
intensive corrective
help in developing
social and emotional
competencies.
Candidate loosely
aligns these plans with
needs of students based
on qualitative or
quantitative assessment.
Candidate aligns Tier
III plans with state and
national standards, IEP
goals for specific
students, and/or
classroom rules, and
with superordinate
goals addressed in the
overall guidance plan.
Little or no attention
given to how the Tier
III strategies
complement and extend
Tiers I and II strategies.
Candidate outlines
appropriate Tier III
strategies for students
needing
individualized,
intensive corrective
help in developing
social and emotional
competencies.
Candidate loosely
aligns these plans with
needs of students
based on qualitative or
quantitative
assessment. Candidate
aligns Tier III plans
with state and national
standards, IEP goals
for specific students,
and/or classroom
rules, and with
superordinate goals
addressed in the
overall guidance plan.
Some attention given
to how the Tier III
strategies complement
and extend Tiers I and
II strategies.
Candidate outlines
appropriate Tier III
strategies for students
needing individualized,
intensive corrective help in
developing social and
emotional competencies.
Candidate clearly aligns
these plans with needs of
students based on
qualitative or quantitative
assessment. Candidate
aligns Tier III plans with
state and national standards,
IEP goals for specific
students, and/or classroom
rules, and with
superordinate goals
addressed in the overall
guidance plan. Candidate
offers ample justification as
to how the Tier III strategies
complement and extend
Tiers I and II strategies.
Template for ELSE Guidance and Behavior Instructional Plan
Part 1I
PART II: Reflect on the strengths and weaknesses of each element of your Guidance and Behavior Instructional Plan as
implemented. You may attach clarifying documents if necessary to justify your answers.
Goals/Assessment
1a. How successful were you in reaching overall goals as outlined in your plan?
1b) How effective were your assessment strategies for identifying the social and emotional needs of students at Tiers I, II, and III
levels and assessing their growth in areas of need?
Tier I
2a) How successful were you in implementing Tier I strategies as outlined in your plan? If you strayed from your plan, or added to
it, explain.
2b) What impact did your Tier I strategies have on students in your classroom? Justify your answer with clear explanation. You
may upload clarifying documents to support your answers if needed.
Tier II
3a) How successful were you in implementing Tier II strategies as outlined in your plan? If you strayed from your plan, or added
to it, explain.
3b) What impact did your Tier II strategies have on students in your classroom? Justify your answer with clear explanation. You
may upload clarifying documents to support your answers if needed.
Tier III
4a) How successful were you in implementing Tier III strategies as outlined in your plan? If you strayed from your plan, or added
to it, explain.
4b) What impact did your Tier III strategies have on students in your classroom? Justify your answer with clear explanation. You
may upload clarifying documents to support your answers if needed.
Revised July 27, 2015
ELSE Reflection on Guidance and Behavior Plan Rubric – Part II
Criteria
Unsatisfactory
Average
Above Average
Outstanding
Reflection on
instructional education
plan is thoughtful with
implications for
improvement noted.
TESS 4a.1, 4a.2
Candidate did not
upload the
assignment to Chalk
and Wire OR
responses were
incomplete.
Candidate provided
adequate reflective
responses to all
elements of the plan
but lacked detail OR
had detailed
responses but did not
meet deadlines.
Candidate provided
detailed and appropriate
reflective responses
regarding all elements
of the plan and shared it
with the university
supervisor by the
required deadline.
Reflection suggests a
determined effort to
carry out guidance and
behavior plan in an
efficacious manner.
Candidate’s answers
show little
determination to
carry out the
guidance and
behavior plan.
Candidate’s
responses do not
reflect self-efficacy
for the social and
emotional growth of
students.
Candidate’s answers
show a determined
effort to carry out
guidance and
behavior plan for the
benefit of all students.
If and when
adjustments to the
plan became
necessary, candidate
showed some
commitment to the
plan by making
necessary
adjustments.
Candidate’s answers
show a determined
effort to carry out
guidance and behavior
plan for the benefit of
all students. If and
when adjustments to the
plan became necessary,
candidate made
necessary adjustments
and committed to
providing social and
emotional support for
students.
Candidate provided detailed
and appropriate reflective
responses regarding all
elements of the plan and
shared it with the university
supervisor by the required
deadline. The majority of
the candidate’s reflection
was introspective,
efficacious, and showed
commitment to continued
growth as a supportive
social and emotional
educator.
Candidate’s answers show a
determined effort to carry
out guidance and behavior
plan for the benefit of all
students. If and when
adjustments to the plan
became necessary,
candidate made necessary
adjustments and committed
to providing social and
emotional support for
students. Candidate offers
justification for
implementation of the plan
or revised plan through
clear descriptions, student
work, photographs, etc.
Revised July 27, 2015