Rebekah Hall

SPED 471 Portfolio Part 2

February 16, 2015
Developing a system for managing student work
Communicating assignments and Response
work requirements
A. Where and how will you
I will have the daily work thats due written on
post assignments?
the white board, as well as what they will be
doing for homework (if valid). The assignments
will be in a tray underneath where the
assignment is written. There will be a daily work
tray, a homework tray, and a tray to turn things
in. They will come in and write the daily
objective (which will include the assignments) in
their planners, which will get signed by their
guardian (so they can keep the student
accountable for their work).
B. What will be your
I will have a poster up in the room that shows
standards for form and
the format of how I expect the non-worksheet
neatness?
assignments to be set up. It will look like a piece
of notebook paper and will have their name,
date, and class period/homeroom in the righthand corner and the title of the assignment
centered underneath that. If I cannot read their
handwriting, the assignment will not be graded
(they can either redo the assignment or take a
zero).
C. How will absent students
On the wall beside the white board that has the
make up assignments?
assignments and objective written on it, I will
have absent folders for each class/period. Those
folders will contain the work that the absent
students from each class missed, and they will
have the same amount of days they were
absent to complete the work after they return
(ie: if they were absent two days, they will have
two days to turn in the work after they come
back). Of course, depending on the difficulty of
the subject matter and the circumstance of the
absence, I will offer additional instruction and
time to turn the assignments in.
D. What will be the
For late work, I will dock 10 points off for each
consequences of late or
day that it is late. They can earn points back by
incomplete work?
doing extra credit, if they so desire. For
incomplete work, I will circle what the student
did not complete and give it back to them for
them to complete. If they get the newly
On my honor, as an Aggie, I have neither given nor received unauthorized aid on
this academic work.

Rebekah Hall
SPED 471 Portfolio Part 2
February 16, 2015

Monitoring Progress on and

Completion of Assignments
A. What procedures will you
use to monitor work in
progress for individuals?

B. What procedures will you

use to monitor work in
progress for groups?

C. How will you determine

whether students are
completing assignments?

D. How will you manage

completed assignments?

completed portion correct, I will dock a quarter

of what was originally worth off for them not
completing it the first time. Again, I will give
them to opportunity to earn points back through
extra credit.
Response
To monitor work in progress and to ensure the
students at least start their individual
assignment, I will model part of the assignment
with them and have them record what we did
together. Then, I will circulate around the room
to make sure all students are on task. Each
student will have red and green cups at their
desks, and can put the red cup on top of the
green if they are having trouble on the
assignment. This would be a great way to get
my attention as Im circulating the room in a
way that isnt distracting to other students. If
they have homework or a take-home
assignment that isnt due for a while, I will build
in check points on set dates so that I can ensure
they are doing the work, and that they
understand what to do before the final due
date.
To monitor work in progress with groups, I will
assign roles to each group member (time
keeper, recorder, monitor, etc.), as well as walk
around and monitor progress during the
assignment. I think it is important to create
roles in groups, as it holds the entire group
accountable to actually doing the work.
I will have all students turn their work into the
turn in tray (beside the outgoing homework and
assignments trays), even if its just a
completion grade. Not only will this hold them
accountable to complete work, but a high
volume of grades will give students a better
chance of bringing their grades up if they have
a low test grade.
After grading their completed assignments, I
will hand them back once a week in their
Friday folder, which will also contain a running

On my honor, as an Aggie, I have neither given nor received unauthorized aid on

this academic work.

Rebekah Hall
SPED 471 Portfolio Part 2
February 16, 2015

E. Will students keep

portfolios? If so, how will
entries be selected, and
how will students reflect on
them?

F. What records of student

work will you retain?

G. How will you encourage

students to monitor
themselves?

log of their grades that a parent/guardian is

expected to sign by Monday. The students will
be responsible for writing the title and grade of
each assignment on this log, which will also
encourage them in monitoring their progress in
completed work.
The students will each have a binder portfolio
that stays in the classroom that will have all of
their graded work for each semester (after the
first semester is over, they will clean it out and
start over again). In the front of this portfolio,
they will have a sheet with dated boxes. The
students will be expected to reflect on what
they have learned twice a week by writing how
the lesson of that day helps contribute to their
overall knowledge of science.
I will keep a written and digital copy of the
grade book. By having the students keep their
portfolios in the classroom (which contains all of
their graded work), I will be able to easily make
adjustments to grades if I need to (ie: I
accidentally have a different grade recorded
than what is on their paper). This way, I have
access to the graded work, but I am not
responsible for keeping up with it (and keeping
the portfolio in the classroom reduces the risk of
students losing graded papers).
I will allow students to grade their own work on
completion grades (which will most likely
consist of daily work). This will give them quick
feedback as to what they need to work on
without hurting their averages. I will also have
the students keep track of their grades by
providing them a blank grade log in their Friday
folder. Of course, I will have my own copies of
the grade book (a physical and digital copy),
but they will be expected to write the names
and grades of each graded assignment. This will
help them to monitor what work theyve
completed, their current grade, and what they
may be struggling with (if grades from several
assignments from a unit are lower than the
average).

On my honor, as an Aggie, I have neither given nor received unauthorized aid on

this academic work.

Rebekah Hall
SPED 471 Portfolio Part 2
February 16, 2015
Feedback
A. What kinds of feedback will
you provide, and when?

B. How will you encourage

students to reflect on their
own progress?

C. What will you do when a

student stops doing
assignments?

D. What procedure will you

follow to share student
work with parents?
E. How will you handle
grading disputes?

Response
I will give back graded papers with some
feedback on each assignment once a week in
each students Friday folder. Along with every
progress report (which are usually given out
every three weeks), I will include my own class
progress report in students Friday folders with
feedback on what they are doing well in and
what they may need to work on. I will expect a
signature from a parent/guardian on this class
progress report, as well as a signature in that
weeks Friday folder grade log.
At the end of each nine weeks, I will have the
students look at the reflections in their
portfolios and compare the reflections from the
first week in that nine weeks to the last week.
They will be expected to write a new reflection
(that they will turn in) on how they have grown
in their knowledge of science from the first
week in the nine weeks to the last. If they dont
think they made much progress, they will be
expected to set a goal for themselves in how to
change study habits for the next nine weeks.
Every time a student fails to turn in an
assignment, they will be expected to write their
name in an accountability book. The pages in
this book will be refreshed each day, so as to
give students a chance to turn in assignments
and redeem themselves from consequences.
Those with names in the accountability book are
expected to stay in from recess to work on the
missing assignments until they are done.
The students will have Friday folders with a
running log of their grades (done by the
student). The parents are expected to sign off
on these by every Monday.
I will review the grade and have the student
explain to me why they disagree with the grade
theyve been given. If it is a valid reason, I will
credit them with whatever points I originally
docked.

On my honor, as an Aggie, I have neither given nor received unauthorized aid on

this academic work.

Rebekah Hall
SPED 471 Portfolio Part 2
February 16, 2015
Developing a system of rewards
System description: I could establish a sort of classroom bank. Students will receive
fake money for various good deeds that they can save up to buy certain rewards
and privileges at the class store every Friday.
Stages: The first level of rewards could contain small and simple things (like
stickers, pencils, bookmarks, etc.). The second level could include privileges, such
as getting to take their shoes off in class for an hour, homework passes, and passes
to redo assignments. The third level could include things such as a box/bag of candy
of the students choice, small stuffed animals, and various toys. The fourth and final
level (which students would have to save significantly to redeem rewards from)
could include large-scale privileges, like lunch in the classroom with one friend and
an ice cream party.
Conditions: Fake money is not interchangeable among students. Money has to have
the students name on it in order for it to be valid for purchase. The class store is
only open on Fridays at the designated time, but the privileges in levels two and
four can be redeemed at any time, as long as it does not disrupt class time.
Delivery schedule: The class store will be open on Fridays at the designated time for
each class. The privileges in levels two and four can be redeemed at any time after
they are earned.
Developing a system of consequences
System description: The accountability book is a consequence system for missing
homework and assignments. For behavior consequences, I would have a long sheet
with different colored sections (green, blue, yellow, orange, and red) and
clothespins with students names on them. If they are off task (excessively talking,
out of their seat, etc.) and dont get on task after the first redirection, they will be
moved to blue (which will serve as a warning). With increasingly bad behavior, they
will be moved down the sheet, but they will have the chance to redeem themselves
and back up if their behavior improves. The yellow portion consequences will be
missing half of recess, the orange will be missing all of recess with a parent
note/phone call, and the red will be administrative level consequences (send them
to the office and let them decide the punishment).
Stages: Green (good behavior), blue (warning), yellow (half of recess), orange (all of
recess and a parent note/phone call), and red (take the student to the front office
and they will decide their consequences)
Conditions: Smaller behavioral issues (being off task, excessive talking, not staying
in seat, etc.) will only reach the yellow or orange places (orange if openly
disrespects me or other figures of authority) on the consequence sheet (and that
would only be after failing to be redirected after me getting on to them several
times). The red portion of the consequence sheet will only be reached if the student
displays violent behavior (screaming, throwing/slamming things, threats, being
physical with other students, etc.). Except for the red portion (in which the student
On my honor, as an Aggie, I have neither given nor received unauthorized aid on
this academic work.

Rebekah Hall
SPED 471 Portfolio Part 2
February 16, 2015
will be sent to the office immediately), students will have the opportunity to redeem
themselves through good behavior and go back to the top of the sheet.
Delivery schedule: Consequences for yellow and orange will be delivered at the end
of the day, when recess is. The consequences for red will be administered on my
behalf immediately, as I will send the student directly to the office after they have
displayed violent behavior (after that, it is up to administration as to when their
consequences will be delivered). Students will have until recess (at the end of the
day) to redeem themselves from any bad behavior they may have displayed. After
their consequences have been delivered, their clip will be moved back to green and
they will have a fresh start for the next school day.

1.
2.
3.
4.

Addressed in classroom
Being off task (talking, out of seat,
etc.)
Defiance of complying with the
teacher
Openly disrespecting members of
authority
Off color remarks

First day icebreaker

activity
Description:

Aids in learning more

about students:

Helps build
relationships between
classmates:

Mid-year new
student icebreaker

Addressed by administration
1. Threats of violent behavior
2. Being physically violent with other
students
3. Screaming and throwing/slamming
objects
4. Anything that presents the
student as a threat to the
wellbeing of their classmates
Response

On the first day of school, students will arrange

themselves in a circle around the room. I will have a
beach ball with fun questions written all over it. We will
toss the ball around, and students will answer whatever
question is under their right hand after they catch it. This
will be a fun way to learn interesting facts about each
classmate!
Students will be able to assign fun facts to their
classmates names and faces, while simultaneously
having fun by answering silly questions and tossing a
beach ball around the room
By hearing their classmates answers, students will be
able to learn fun insights into their classmates lives, as
well as take note of similarities and common interests
among classmates. This will establish a sense of kinship
among the class.
Response

On my honor, as an Aggie, I have neither given nor received unauthorized aid on

this academic work.

Rebekah Hall
SPED 471 Portfolio Part 2
February 16, 2015
activity
Description:

Aids in learning more

about students:

Helps build
relationships between
classmates:

Ongoing class
activity
Description:

Activity schedule:

Helps establish positive

climate and builds
rapport:

I will send home a welcome packet with the new student

on the ins and outs of the classrooms (rules, procedures,
classroom set up, seating arrangements, information
about me, etc.). I will then have a teacher interview
before class, where the new student can ask me any
question about the classroom, and where I can get to
know them better. Then, in lieu of a warm up, the entire
class will play the beach ball activity (starting with the
new student).
I will learn more about the student during the teacher
interview, so I can get to know them on a personal level
before I interact with them in class. Providing them with a
welcome packet before I formally introduce them will help
them with not feeling as overwhelmed on their first day.
They can look over the welcome packet at their leisure at
home instead of having information shoved at them in an
already overwhelming time. Afterwards, playing the
beach ball game will help to let tensions down, and gives
the students more insight on their new classmate.
The beach ball activity will not only help the new student
in learning peoples names and facts about them, but it is
a fun way for the rest of the class to be introduced to the
new student without them being singled out (as everyone
participates). The new student will be able to make
connections with their new classmates based on fun facts,
which will pave the way for friendships and cohesion in
the classroom.
Response
Every day as a transition between warm up and the start
of the lesson, we will have about five minutes of good
news. This is where students can volunteer to share
recent news that they are excited about.
This will take place every day as a transition between
warm ups and the lesson, and will be limited to 5-10
minutes (depending on the length of the lesson).
Sharing good news keeps everyone up to date with
current events in classmates lives. It also establishes the
opportunity for students to learn to rejoice in each others
good things, which is a crucial part of strong community.

On my honor, as an Aggie, I have neither given nor received unauthorized aid on

this academic work.