Behavior Contracts And Intervention Plans Paper K-Grade 3

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  1. As teachers continue to work with increasing numbers of students who exhibit behavior concerns, they need tools and strategies to address these behaviors.

    • Create a behavior contract and a behavior plan for the student you chose for kindergarten or grade 3 Note: Use Figures 10.10, 10.11, and 10.17 in the course text to guide your work.

    Write a 2-page reflection paper in which you respond the questions. Using APA style. Follow directions.

    (View  assignment attachment)

    Education Assignment 1:

    Behavior Contracts and Intervention Plans Paper K-grade 3

    As teachers continue to work with increasing numbers of students who exhibit behavior concerns, they need tools and strategies to address these behaviors. Research has shown that developing behavior contracts is an effective tool for modifying student behavior (Jones & Jones, 2015).

    Directions:

    · Create a behavior contract and a behavior plan for the student you chose for kindergarten or grade 3 Note: Use Figures 10.10, 10.11, and 10.17 in the course text to guide your work.

    Write a 2-page reflection paper in which you respond the questions below: Using APA style and other references.

    1. Explain how your contract and plan are, designed to meet the diverse needs of your student. Provide a rationale as to how the contract and plan can, be used for the student’s success in your particular content area.

    2. Explain your plan for implementing these with your student. What steps will you take to change the student’s behavior with these tools?

    3. Referring to Walden’s mission for social change, explain how implementing behavior interventions with your student will lead to positive social change for your students and impact, the school community.

    Copy of use Figure in course text.

    Figure 10.17 presents the form we use to record a classroom, behavior intervention plan. This form can, be used by an individual teacher to summarize the behavior change plan developed based on a classroom behavior assessment or by a team supporting a teacher in developing a plan.

     

    Figure 10.11 is a format we have used successfully with high school students. Though it is not necessary to develop a written contract, putting an agreement in writing tends to clarify each party’s responsibilities. Whenever possible, students should be involved in determining the terms of a contract. Teachers should also help students express their feelings about a contract. Finally, once the contract has been ,negotiated, the student should be able to paraphrase clearly the conditions outlined in the contract.

    Figure 10.10 is a form for intermediate grade students

    Helpful References

    Mouzakitis, A., Codding, R. S., & Tryon, G. (2015). The effects of self-monitoring and performance feedback on the treatment integrity of behavior intervention plan implementation and generalization. Journal of Positive Behavior Interventions, 17(4), 223–234.

    Carter, D. R., Carter, G. M., Johnson, E. S., & Pool, J. L. (2013). Systematic implementation of a tier 2 behavior intervention. Intervention in School and Clinic, 48(4), 223–231.

    Walden University. (n.d.). Social change. Retrieved from http://www.waldenu.edu/about/social-change

    Cramer, E. D., & Bennett, K. D. (2015). Implementing culturally responsive positive behavior interventions and supports in middle school classrooms. Middle School Journal, 46(3), 18–24.

    Kern, L., & Wehby, J. H. (2014). Using data to intensify behavior interventions for individual students. TEACHING Exceptional Children, 46(4), 45–53

The most severe version of the problem of horrendous evil is

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Question 1 The most severe version of the problem of horrendous evil is

Selected Answer:

Question 2 The view advanced by C. S. Lewis in The Great Divorce is

Correct Answer:

Question 3 The argument that there is probably pointless suffering that renders God’s existence unlikely is called

Correct Answer:

Question 4 Criticisms of mild hell include that

Correct Answer:

Question 5 The problem of evil comes about when we try to reconcile

Correct Answer: All of the above

Question 6 The Bible tells us everything we need to know and can benefit from ethically.

Selected Answer:

Question 7 Ethics is about the ________ and about the _________:

Selected Answer:

Question 8 All religions are concerned with the promulgation of certain values and the cultivation of specific virtues except Christianity.

Selected Answer:

Question 9 Where in the Bible can one find ethical material?

Selected Answer:

Question 10 Which of the following is a way Scripture does NOT contribute to philosophical ethics?

Correct Answer:

to love God with hear & soul and our neighbors as ourselves.

Question 11 For virtues ethics the “good” is located in the:

Correct Answer:

Question 12 In the end, Dr. Martin appealed to what factor in answering the question of gratuitous evil:

Selected Answer:

Answer: the hope of the resurrection

Question 13 Thepointecast presentation on why be moral would support the idea that each individual should be free to formulate his/her own ethical norms.

Instructional Strategies

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Details:
Based on the students in the “Class Profile” grade levels   and the informational text you chose, select two of the six main   instructional strategies to be utilized within the lesson plan that   you began in Topic 1. Utilize strategies that facilitate the   development of critical thinking and problem solving.

Provide opportunities for active inquiry, collaboration, and   supportive interaction among your students within each of your   lessons. Include a grouping strategy on the “Instruction” template.

With the instructional strategies included in the “I Do”   section, provide a bulleted script (100-250 words) for each   instructional strategy that explains what you will say and do during   the lesson. The script should include 4-5 DOK questions based on your   selected informational text. These questions should align with your   learning objective. You may use any of the DOK questions that you have   already created.

Each “I Do” entry should have corresponding   “Students Do” and “Differentiation” entries.   Use specific examples from the “Class Profile” to describe   how the activities in the lesson would be differentiated.

Submit this template to your instructor for feedback.

GCU format is not required, but solid academic writing is expected.

Class Profile

 

Student Name English Language Learner Socio-economic

Status

 Ethnicity Gender IEP/504 Other Age Reading

Performance Level

 Math Performance

Level

 Parental

Involvement

 Internet Available

at Home
Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No
Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes
Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes
Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No
Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes
Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes
Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No
Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes
Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes
Francesca No Low SES White Female No None Grade level At grade level At grade level High No
Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No
Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No
Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes
Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes
Lolita No Mid SES Native American/

Pacific Islander

 Female No None Grade level At grade level At grade level Med Yes
Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes
Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes
Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No
Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes
Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med
Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes
Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes
Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes
Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes
Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes
Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes
Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes

 

 

© 2016. Grand Canyon University. All Rights Reserved.

Access the link below and read the Hampton City Communication Plan.

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Access the link below and read the Hampton City Communication Plan.

  • Hampton City Schools Communication Plan

  • HAMPTON CITY SCHOOLS COMMUNICATIONS PLAN

    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES!

    (Internal & External)

    One Franklin Street Hampton, Virginia 23669

    757-727-2000

    www.sbo.hampton.k12.va.us

    COMMUNICATIONS PLAN

    September 2011

     

     

     

     

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    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES!

    STRATEGIC PLAN 2015

    We believe that the developmental needs of children are central to every aspect of the operations of Hampton City Schools and that interactions with our stakeholders must be governed by our core values—integrity, responsibility, innovation, excellence, and professionalism.

    • Maximize every child’s learning • Create safe, nurturing learning environments • Enhance parent and community engagement and satisfaction • Attract, develop and retain exceptional staff • Maintain effective, efficient and innovative support systems • Manage fiscal resources effectively and efficiently

    Hampton City Schools Will:

    In collaboration with our community, Hampton City Schools ensures academic excellence for every child, every day, whatever it takes.

    MISSION

    CORE VALUES

    STRATEGIC GOALS 2015

     

     

     

     

    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES

     

    Hampton City Schools COMMUNICATIONS PLAN

    The purpose of the Hampton City Schools’ (HCS) Communications Plan is to present a clear and concise framework for communicating with our school community. The plan primarily addresses two types of school district audiences: internal (students, teachers, staff, administration and School Board) and external (parents, businesses, civic groups, faith-based organizations, and other members of the HCS community).

    NOTE: Crisis Communications such as hazardous material spills, and bomb threats are detailed in the HCS Emergency Procedures Guide. For more information on crisis communications, please contact the office of Student Services at 727-2135.

    Staff support for and involvement in this plan is vital – particularly, teachers and office staff who are highly influential sources of information for the public. The HCS staff carries the message of the school district to their families and friends who in turn form opinions about the schools. We must have as a top priority the goal of clearly communicating our unified message at all times.

    The Public Relations & Marketing Department will manage publications, marketing, community relations, and offer leadership on all

    Two driving questions for every program or activity will be:

    1. How does this benefit our students/employees?

    2. How do we communicate it to our stakeholders?

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    comprehensive communication services and strategies for the district under the direct supervision of the Superintendent.

    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES!

    (Internal & External)

     

     

     

    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES

     

    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES!

    Target Audiences Internal

    1. Students 2. Staff A. District Level

    i. Classified

    ii. Licensed

    iii. Administrators

    B. Site Level

    i. Classified

    ii. Licensed

    iii. Administrators

    3. School Board

    External

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    1. Parents 2. Prospective Employees

    4. Key Communicators 3. Parent Organizations

    5. Business Community 6. Elected Officials 7. Civic Groups

    11. Senior Citizens Groups 12. Faith-based Groups

    13. Community Groups 14. Colleges and universities 15. Private Schools and School Districts 16. Electronic Media—Website, E-mail, Connect Ed, Facebook, television, BoardDocs 17. Print Media—newsletters, newspapers, flyers, etc.

    8. Neighbor Association 9. Military 10. Law Enforcement

     

     

     

     

    Objective Our objective is to improve internal and external communication systems with the specific goal of creating open, two-way communication between the School Board, Division Leadership Team, administration, st HCS Communities.

    aff, students, parents and the.

    1. Clarify district flow of information

    Distribute organizational charts to all staff showing decision-making process, reporting, and accountability structure.

    2. Provide ongoing training and support for administrators in effective communication with staff and the public

    Provide continuing training sessions as part of Principals’ meetings on how to train teachers and staff to communicate their school’s message

    Subscribe to school communication publications and organizations (i.e., National School Public Relations Association) and relay pertinent ideas and information to administrators

    Supply administrators with fact sheets and other easy-to-use

    Provide communications training se

    Organize Media Reps group with representatives from each of the schools

    ssions to site-level staff

    Create quick, web-based form for Media Reps to utilize when reporting upcoming events and possible stories for the media, to the Public Relations Department

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    2.1

    2.2

    2.3

    2.4

    2.6

    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES!

    communications tools as needed when issues arise

    2.5

     

     

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    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES!

    3. Provide regular information on district-wide issues

    3.1 Distribute information from meetings on need-to-know basis

    3.2 Distribute all external publications and news releases to all employees via postings on website

    3.3 Issue short, bulleted FYI sheets to staff and parents on issues of immediate concern

    3.4 Utilize district’s TV station to deliver messages to the community, both internal and external

    4. Create a system to encourage flow of information from parents/ community to the district

    4.1 Encourage community members to sign up for district-wide email notices on HCS news

    4.2 Conduct parent surveys to obtain feedback on flow of information

    4.3 Offer community meeting opportunities to receive input, such as the Community Priorities Workshop

    4.4 Expand use of the Parent Portal to facilitate communication between parents and schools

    5. Publish and distribute informational pieces

    5.1 District/School Informational Brochures

    5.2 Internal newsletter – Hampton Herald – to be published bi-monthly

    5.3 Budget documents, brochures, etc.

    5.4 Press releases as needed

    5.5 Informational items posted on website, i.e. job listings

    5.6 HR Recruitment Video

    5.7 HR Recruitment Brochure

     

     

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    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES!

    6. Communicate with civic, community and religious groups

    6.1 Include groups in mailings, i.e the City of Hampton’s ENews system

    6.2 Attend community meetings as needed to provide information

    6.3 Provide district communications materials to key leaders

    6.4 Develop partnerships with groups

    6.5 Develop program for touring district that includes tours of schools and facilities. Participants could include senior citizen groups, community members, members of the military, civic leaders, prospective employees, etc. Tours will be conducted by appropriate staff members, and will vary depending on needs.

    7. Be visible in the community

    7.1 Attend community organization meetings

    7.2 Encourage participation in local service clubs

    7.3 Host HCS “town hall” meetings or forums when appropriate

    7.4 Encourage staff to speak positively about HCS schools to friends, neighbors and community acquaintances

    7.5 Seek business partnerships through contacts in local groups

    7.6 Encourage staff attendance at athletic and extra-curricular events

    7.7 Collaborate with military organizations

    7.8 Participate in community events such as job fairs, parades, “Back To School” events, Relay for Life, etc.

    7.9 Develop partnerships with faith-based community

     

     

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    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES!

    8. Highlight Faculty/Staff Accomplishments

    8.1 “I Am Hampton City Schools” Ads to run in daily paper monthly

    8.2 Produce bi-monthly internal newsletter – The Hampton Herald – promoting faculty/staff accomplishments

    8.3 Present “Creative Instruction” Award to selected educators at School Board meetings

    8.4 Recognize faculty/staff accomplishments at School Board meetings

    8.5 Salute HCS employees who exhibit exceptional Customer Service

    8.6 Highlight staff with articles in local newspaper and on local television stations

    8.7 Feature faculty/staff members on division’s cable television shows

    Strategies 1. Keep Communications Simple • Use clear, concise and non-educational style for all publications

    • Vary the types and level of communication to target diverse audiences

    •Translate communication pieces when appropriate for various language groups

    2. Provide Timely Information

    • Provide information sheets on key HCS topics of interest such as the district’s budget, Reduction In Force (RIF) guidelines, School Consolidations, etc.Update as needed

    • Have key information available on-line for quick reference

    3. Communicate Early and Often

    • Provide information when appropriate to send out to principals, department heads, curriculum leaders, teachers and other employees as needed

     

     

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    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES!

    • Follow-up with memos or communications to all staff if necessary

    • Make telephone calls if in doubt

    4. Communicate Face-to-Face

    • The more difficult the situation, the more important it is to communicate face-to-face • Encourage staff to relay messages through personal interaction when appropriate

    • Coordinate Division Leadership Team’s communication with staff via Superintendent’s Administrative meeting, Superintendent’s & Division Leadership Team school visits, Teacher Advisory Council, etc.

    5. Keep Communications Brief and to the Point

    • In order to keep a person’s attention, be brief and to the point.

    • Use bullet points when appropriate

    • Highlight message in the title • Proofread all documents for errors

    6. Emphasize Customer Service

    • Develop Customer Service guidelines for all HCS employees

    • Provide Customer Service training for all employee groups

    • Reward exceptional customer service with the HCS DOVE Customer Service Award and “kudo” messages from supervisors

    7. Train Staff

    • Train staff to understand that what they say to friends, neighbors, and people in the community has a direct impact on how Hampton schools are perceived

    • Engage frontline staff in the conversation, and make sure they have access to information immediately, as they are the best link to parents and the community.

    (cont. Strategies)

     

     

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    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES!

    • Develop key communicators groups and deliver message to them as needed. They will take the message to the community more effectively than district personnel

    • Maintain a high level of visibility for the district through participation of key staff in various professional and community activities

    8. Develop Relationships with our Community

    • Ask for input on areas of concern 9. Study the Media

    • Pay attention to the type of stories aired or published • Note who is generally used as a source of information • Develop relationships with editors and education reporters

    10. Prepare our Messages

    • Study issues facing education and be prepared to respond with information sheets

    • Develop responses that represent our school or district message

    • Avoid technical jargon by keeping it simple and using quotable “sound bites,” when appropriate. Don’t use education lingo when preparing messages.

    • Prepare stories in formats that match those used by the local media

     

     

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    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES!

    Methods We will identify the communication tools that are most widely accepted and preferred by the community. Our current communications methods Include, but are not limited to:

    1. Printed Materials

    1. HCS Reports

    2. Hampton Herald

    3. “I AM HCS” Ads

    4. Military Brochure

    5. HCS Information Brochure

    6. Strategic Plan Booklet

    7. Strategic Plan Poster

    8. School Board Poster

    9. Inclement Weather Brochure

    10. Employee Compensation Packets

    11. Budget Booklet

    12. Weekly memos from the Superintendent to the Board

    2. E-mail Communication

    HCS uses e-mail communications to connect with both internal and external audiences. Additional outlets include the City of Hampton’s ENews account, which pushes HCS information out to a broader range of community members.

    3. Publications Posted Online

    The district can save money and time by continuing to provide the majority of our printed materials on our district’s website, thus moving away from paper communications. On-line examples include payroll schedules, pay scales, and HCS budget.

     

     

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    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES!

    4. Website

    The district’s website should be utilized as the key marketing tool. It should be kept up-to-date and include pertinent information for both internal and external publics, i.e. Budget information, RIF Guidelines, Payroll Schedules and Teacher Pay Scales.

    Prospective employees will be able to apply on-line for positions within Hampton City Schools.

    5. Cable Television

    School Board meetings will continue to be aired live on the first Wednesday of each month at 6:30 p.m. on public access channels Cox 46 and FIOS 20. These meetings will be rebroadcast on Fridays at 6:00 p.m. & again on Saturdays and Sundays.

    School Board meetings taking place on the first Wednesday of each month will also be streamed live on the Internet.

    The station will air live broadcasts and replays of high school graduations.

    An internal TV show entitled, First View, will be hosted by the Superintendent and/or the Executive Director for Public Relations and Marketing. It will feature HCS employees addressing a variety of issues and will also celebrate accomplishments within the district.

     

     

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    EVERY CHILD, EVERY DAY, WHATEVER IT TAKES!

    Assessment and Accountability Being that different measurements work best in different situations, a tracking system will be developed to measure communication effectiveness.

    • Benchmarking – will be used to ascertain what communication strategies are being implemented in other school districts.

    • Focus groups – will be conducted in groups of six to ten people to collect qualitative information as needed.

    • Surveys – electronic surveys will be used to ascertain people’s opinion and to collect quantitative information.

    • Website – will be used to monitor feedback from community, both internal and external

    • Interpersonal Contact – Informal “word-of-mouth” surveys will be conducted to gauge the level of effectiveness of the Communications Plan.

    The Communications Plan will be reviewed and updated as deemed necessary by the Relations department.

    Superintendent, School Board and/or Public

     

    • Ann’s cover
    • Communications
  • One of the pieces of data you are reviewing in the Five Essential Questions is the communication plan for your school district. As you look at your plan, compare and contrast it with the Hampton City Plan and the model your textbook offers on page 71.

Write a one-to-two page comparison/contrast paper.

Grading:  For more details on grading, refer back to the Summary Papers Rubric located in the “Rubrics” section of the course main page..