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iRubric: Classroom Management Plan rubric

iRubric: Classroom Management Plan rubric

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Classroom Management Plan
Students will complete a Classroom Management Plan with the components of Rules, Daily Protocols, Consequences, Intervention Strategies,Preventative Behavior Management & Motivation, Implementation Plan, Directed Questions.
Rubric Code: QX7W3XB
Draft
Public Rubric
Subject: Education  
Type: Assignment  
Grade Levels: (none)


Powered by iRubric Classroom Management Plan
  Below Expectations

1 pts

Meets Expectations

2 pts

Above Expectations

3 pts

1.a. Rules

Below Expectations

Rules exceed 5-7 or are so few in number that they fail to reflect aspects necessary to ensure a classroom environment conducive to learning.
Meets Expectations

No more than 5-7 rules are provided that reflect aspects necessary to ensure a classroom environment conducive to learning.
Above Expectations

No more than 5-7 rules are provide that fully reflect aspects necessary to ensure an effective and productive classroom environment conducive to learning.
1.b. Rules

Below Expectations

Some rules are not stated in positive terms.
Meets Expectations

All rules are positively stated.
Above Expectations

All rules are positively stated. Respect for others permeates these rules.
2. Daily Protocols

Below Expectations

A limited number of daily protocols are established, thereby minimizing the potential to produce a fairly well-managed classroom.
Meets Expectations

Daily protocols are sufficient in both number and quality to address aspects necessary to provide for a well-managed classroom, thereby reducing some management time.
Above Expectations

Daily protocols are comprehensive in nature, establishing efficient classroom routines, thereby reducing management time while increasing learning opportunities.
3.a. Consequences

Below Expectations

Less than 3 levels of consequences are provided to stop inappropriate behavior immediately.
Meets Expectations

At least 3-4 levels of consequences are provided to stop inappropriate behavior immediately.
Above Expectations

N/A
3.b. Consequences

Below Expectations

Consequences do not reflect developmental levels of students.
Meets Expectations

Most consequences do not reflect developmental levels of students.
Above Expectations

All consequences do not reflect developmental levels of students.
3.C. Consequences

Below Expectations

Levels of consequences are not sequential and thereby fail to provide more rigorous consequences for repeated misbehaviors.
Meets Expectations

Levels of consequences provide for sequential and more rigorous consequences for repeated misbehaviors.
Above Expectations

All consequences reflect student developmental levels.
4. Intervention Strategies

Below Expectations

Less than 3 positive and encouraging long-term techniques are provided that reduce episodes of misbehavior of students who demonstrate recurrent behavioral problems. Techniques provided are rarely developmental in nature, with the potential to negatively impact student self-image.
Meets Expectations

At least 3-4 positive and encouraging long-term techniques are provided that appropriately reduce episodes of misbehavior of students who demonstrate recurrent behavioral problems. Techniques are developmental in nature,and defer from negatively impacting student self-image.
Above Expectations

N/A
5.a. Preventive Behavior management

Below Expectations

Less than 2 individual and/or 2 whole-class techniques are provided.
Meets Expectations

At least 2-3 individual and/or 2-3 whole-class techniques are provided.
Above Expectations

N/A
5.b. Preventive Behavior Management

Below Expectations

Techniques fail to facilitate appropriate student behavior while minimizing inappropriate behavior.
Meets Expectations

Techniques facilitate appropriate student behavior while minimizing inappropriate behavior.
Above Expectations

Techniques effectively facilitate appropriate student behavior while minimizing inappropriate behavior.
5.c. Preventive Behavior Management

Below Expectations

No incentives are offered and/or fail to reflect a combination of intrinsic and extrinsic rewards.
Meets Expectations

Some incentives are offered and include a combination of intrinsic and extrinsic rewards.
Above Expectations

Several incentives are offered and include a combination of intrinsic and extrinsic rewards.
6.a. Implementation Plan

Below Expectations

The plan does not take into consideration the characteristics of student and the school context, and thereby fails to provide for a smooth implementation.
Meets Expectations

The plan adequately addresses the varied needs and characteristics of student and the school context, allowing for a smooth implementation.
Above Expectations

The plan skillfully addresses the varied needs and characteristics of student and the school context, allowing for a smooth implementation.
6.b. Implementation Plan

Below Expectations

The plan fails to anticipate problems and/or concerns that may emerge as a result of its implementation and/or no solutions are offered.
Meets Expectations

The plan anticipates problems and/or concerns that may emerge as a result of its implementation and/or no solutions are offered.
Above Expectations

The plan fully anticipates problems and/or concerns that may emerge as a result of its implementation and/or no solutions are offered.
6.c. Implementation Plan

Below Expectations

Implementation plan lacks clarity in how the classroom management plan will be conveyed and introduced to students.
Meets Expectations

Implementation plan delineates how the classroom management plan will be conveyed and introduced to students.
Above Expectations

Implementation plan fully delineates how the classroom management plan will be conveyed and introduced to students.
7. Directed Questions

Below Expectations

A minimal attempt is made to respond to directed questions. Responses are brief, and fail to provide support to rationale for contentions. No examples are provided to clarify responses.
Meets Expectations

Responses to directed questions fairly thorough and fail to provide some rationale of contentions. Some examples are provided to clarify responses.
Above Expectations

Responses to directed questions are comprehensive, thoughtful, and provide evidence of critical reflection. Strong rationale is provided in support of contentions. Detailed examples are provide clear illustrations to clarify responses.




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