Classroom Crisis Prevention and Intervention Plan
Teachers will sometimes encounter situations in which students become a danger to themselves or others. It is important for teachers to have a plan in place to respond in ways that are ethical, legal, and appropriate for all students involved. Teachers should incorporate behavior management strategies that are proactive in preventing the escalation of these behaviors, as well.
Design a handout (e.g., brochure, flyer) for paraprofessionals and substitute teachers that provides a visual representation of an intervention plan for a classroom. Your handout should include step-by-step procedures for incidents that involve severe/injurious behaviors (e.g., a student lashes out or becomes physical) as well as visual representations.
In addition, rationalize your choices in a 500-750 word summary. Justify the procedures outlined within your handout and discuss how you would communicate this plan with students.
Support your choices with 2-3 scholarly resources.
Attach the Classroom Crisis Prevention and Intervention Plan Handout and rationale as one submission.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||||
| ECS-550 | ECS-550-O500 | Classroom Crisis Prevention and Intervention Plan | 80.0 | |||||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned | ||
| 100.0% | ||||||||||
| Classroom Crisis Prevention and Intervention Plan Handout [CEC 2.3; NAEYC 1c, 4a; InTASC 2(h), 3(a), 3(k), 9(j)] | 40.0% | Not addressed. | Handout depicting step-by-step procedures for incidents that involve severe/injurious behaviors is lacking important information, unclear, or inappropriate for intended audience. Visual representations are ambiguous or inappropriate. | Handout depicting step-by-step procedures for incidents that involve severe/injurious behaviors is lacking detail, or includes unnecessary information. Visual representations are overly simplistic or include irrelevant information. | Handout depicting step-by-step procedures for incidents that involve severe/injurious behaviors is clear and appropriate for paraprofessionals and substitute teachers. Visual representations clearly align to procedures and are appropriate. | Handout depicting realistic step-by-step procedures for incidents that involve severe/injurious behaviors is professional and comprehensive, clearly intended for paraprofessionals and substitute teachers. Visual representations skillfully align to procedures and are thoughtful. | ||||
| Classroom Crisis Prevention and Intervention Plan Rationale and Summary [CEC 2.3; NAEYC 1c, 4a; InTASC 2(h), 3(a), 3(k), 9(j)] | 30.0% | Rationale for Classroom Crisis Prevention and Intervention Plan procedure choices is inappropriate. A plan to communicate procedures to students is vague or incomplete. | Rationale for Classroom Crisis Prevention and Intervention Plan procedure choices is marginal. Plan to communicate procedures to students is overly simplistic or overburdened with details. . | Rationale for Classroom Crisis Prevention and Intervention Plan procedure choices is clear. Plan to communicate procedures to students is mindful and efficient. | Rationale for Classroom Crisis Prevention and Intervention Plan procedure choices is thorough and insightful. Plan to communicate procedures to students is comprehensive and professional. | |||||
| Organization | 10.0% | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the reflection is widely outside of the required word count. | The content is not consistent or adequately organized even though it provides the audience with a sense of the main idea. The reflection may not be within a reasonable range of the required word count. | The content is logically organized. The ideas presented clearly relate to each other. The reflection is within a reasonable range of the required word count. | The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit. The reflection is within the required word count. | |||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. | ||||||
| Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting and citation errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style. Format is free of error. | ||||||
| Total Weightage | 100% |