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Benchmark – Academic Success Plan
The purpose of the Academic Success Plan is to develop effective engagement and classroom management
plans and how they would be implemented in the classrooms.
For this benchmark assignment, develop the Academic Success Plan for a grade level of your choice based
on the “Class Profile.” Prior assignments can be used based on instructor feedback, for this benchmark. The
Academic Success Plan will be completed in two parts and include the following elements:
Part 1: Classroom Management Plan
In 250-500 words, create a classroom management plan, including an introduction and a purpose statement
explaining the reasons for creating the plan.
Describe in the plan:
•
•
•
•
•
•
How to motivate and engage collaboration among peers
How students will be guided to stay on task and organized in their work
The resources and support inside and outside the classroom
How a functioning learning environment will be established
How to ensure the classroom expectations and procedures are in place
How data is related to student behaviors and responses will be collected and used to inform
classroom-management practices
Part 2: Communication Management Plan
In 500-750 words, address the following prompts to create your communication management plan. Your
communication management plan must address the following:
•
•
•
•
How to communicate with, establish, and maintain positive relationships with families in order to
establish positive school-home relations
How to make the connection from school to home to promote positive relationships regarding
professional decisions and actions that maintain educational equity in order to establish a safe
learning community for students
Access students and families will have to technology and how to use technology in a safe,
productive, and positive environment
An overall intent to establish a collaborative, learning environment that integrates families,
colleagues, and professionals to create a positive, student-centered, supportive learning
environment that fosters the growth of students’ intellectual, social, emotional, and physical
development
Support your plan with three scholarly resources.
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.
COE Program Competencies:
1.3: Candidates identify techniques to establish a learning environment that maintains learners’ attention
by actively engaging students in managing resources of time and space, and fostering respectful ways of
communication and safe interactions through the inclusion of expectations, values, and routines. [ACEI
1.0; InTASC 3(k), 3(d), 3(e), 3(f), 3(i), 3(l), 3(q)]
5.2 Candidates continually evaluate the effects of their professional decisions and actions on students,
families and other professionals in the learning community and actively seek out opportunities to grow
professionally and align practices with laws related to educational equity. [ACEI 5.1; InTASC 9(a), 9(b),
9(c), 9(d), 9(e), 9(j), 9(k); ISTE-T 4b, 4d, 5a, 5c; MC3]
5.3: Candidates establish and maintain positive collaborative relationships with families, school
colleagues, other professionals, and agencies in the larger community to promote the intellectual, social,
emotional, physical growth and well-being of children. [ACEI 5.2; InTASC 1(c), 1(k), 1(j), 10(a), 10(b),
10(d), 10(e), 10(f), 10(i), 10(j), 10(k), 10(n), 10(o), 10(q), 10(r); ISTE-T 3b, 3c, 5b, 5d; MC2]
Parental
Involvement
Yes
At grade level
Med
Yes
Low
No
Med
Yes
At grade level
Low
No
At grade level
At grade level
Med
Yes
One year
below grade
level
At grade level
Low
No
Arturo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
Bertie
No
Low
SES
Asian
Female
No
None
Grade
level
Beryl
No
Mid
SES
Caucasian
Female
No
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Low
SES
Caucasian
Female
No
Tier 2 RTI for
Math
Grade
level
At grade level
Dessie
No
Mid
SES
Caucasian
Female
No
Tier 2 RTI for
Math
Grade
level
Grade level
Diana
Yes
Low
SES
Caucasian
Female
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
Donnie
No
Mid
SES
African
American
Female
No
Hearing Aids
Grade
level
Eduardo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
One year
above grade
level
Two years
above grade
level
© 2017. Grand Canyon University. All Rights Reserved.
One year
below grade
level
One year
below grade
level
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Low
Age
At grade level
Other
No
IEP/504
Med
Gender
At grade level
Ethnicity
Socioeconomic
Status
English Language
Learner
Student Name
Class Profile
Enrique
No
Low
SES
Hispanic
Fatma
Yes
Low
SES
Frances
No
Francesca
No
Fredrick
No
Ines
Jade
Grade
level
One year
above
grade level
At grade level
At grade level
Low
Yes
At grade level
Low
No
One year
above grade
level
Low
Yes
At grade level
At grade level
Med
Yes
At grade level
At grade level
High
No
Two years
below grade
level
One year
below grade
level
Two years
below grade
level
One year
below grade
level
One year
above grade
level
One year
above grade
level
Very
High
No
Low
No
High
Yes
Med
Yes
At grade level
Med
Yes
Two years
above grade
level
Low
Yes
One year
below grade
level
One year
below grade
level
Male
No
Tier 2 RTI for
Reading
Caucasian
Female
No
Tier 2 RTI for
Reading
Caucasian
Female
No
Diabetic
White
Female
No
None
Low
SES
Caucasian
Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
Grade
level
Grade
level
One year
above
grade level
No
Low
SES
Hispanic
Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
No
Mid
SES
African
American
Female
No
Attends
therapy for
speech
Grade
level
At grade level
No
High
SES
Caucasian
Male
Emotionally
Disabled
None
Grade
level
At grade level
Lolita
No
Mid
SES
Native
American/
Pacific
Islander
Female
No
None
Grade
level
At grade level
Maria
No
Mid
SES
Hispanic
Female
No
NOTE: School
does not have
gifted program
Grade
level
At grade level
Kent
Mid
SES
Low
SES
Grade
level
© 2017. Grand Canyon University. All Rights Reserved.
Internet
Available
at Home
Parental
Involvement
Other
Allergic to
peanuts
Math
Performance
Level
IEP/504
No
Reading
Performance
Level
Gender
Female
Mid
SES
Age
Ethnicity
Socioeconomic
Status
English Language
Learner
Student Name
Caucasian
No
Emma
Parental
Involvement
At grade level
Med
No
No
Allergic to
Peanuts
Grade
level
At grade level
At grade level
Med
Yes
No
None
Grade
level
One year
above grade
level
At grade level
Med
Med
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
Caucasian
Male
No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level
Med
Yes
Mid
SES
Caucasian
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
No
Mid
SES
Caucasian
Male
No
Attends
therapy for
speech
Grade
level
At grade level
Med
Yes
Wayne
No
High
SES
Caucasian
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
High
Yes
Wendell
No
Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
Med
Yes
No
Mid
SES
No
NOTE: School
does not have
gifted program
One year
below
grade level
Low
Yes
Male
No
None
Grade
level
Low
SES
Nick
No
Low
SES
Caucasian
Male
Noah
No
Low
SES
Caucasian
Male
Sharlene
No
Mid
SES
Caucasian
Female
Sophia
No
Mid
SES
Caucasian
Stuart
No
Mid
SES
Terrence
No
Wade
Yung
Asian
Male
One year
below grade
level
One year
below grade
level
Two years
above grade
level
© 2017. Grand Canyon University. All Rights Reserved.
One year
above grade
level
Two years
below grade
level
Two years
below grade
level
Two years
above grade
level
Internet
Available
at Home
Math
Performance
Level
None
One year
above grade
level
Age
No
Grade
level
Other
Yes
IEP/504
Med
Gender
At grade level
Ethnicity
Reading
Performance
Level
Socioeconomic
Status
English Language
Learner
Student Name
At grade level
Caucasian
No
Mason
© 2017. Grand Canyon University. All Rights Reserved.
Study Materials
Review Chapter 5 and read Chapters 4 and 9.
URL:
http://gcumedia.com/digital-resources/pearson/2012/classroom-management-for-elementaryteachers_ebook_9e.php
Read “What Teachers Should Say and How They Should Say It,” by Conderman, Johnston-Rodriguez,
Hartman, and Kemp, from Kappa Delta Pi Record (2010).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=518
40673&site=ehost-live&scope=site
Read “It’s about Relationships: Creating Positive Schools Climates,” by Ashely, located in the American
Educator (2015-2016).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1
086542&site=eds-live&scope=site
Read “Building Parent-Teacher Relationships,” by American Federation of Teachers, located on the
Reading Rockets website.
URL:
http://www.readingrockets.org/article/building-parent-teacher-relationships
Read “5 Ways Schools Can Build Positive Relationships with Parents (Even Tough Ones), by Truby,
located on the School Leaders Now website.
URL:
https://schoolleadersnow.weareteachers.com/build-positive-parent-relationships/#.WaSE4j6GNpg
Read “Parents and Teachers: The Possibility of a Dream Team,” by Curwin, located on the Edutopia
website.
URL:
https://www.edutopia.org/blog/parent-teacher-collaboration-richard-curwin
Purchase answer to see full
attachment
The purpose of the Academic Success Plan is to develop effective engagement and classroom management
plans and how they would be implemented in the classrooms.
For this benchmark assignment, develop the Academic Success Plan for a grade level of your choice based
on the “Class Profile.” Prior assignments can be used based on instructor feedback, for this benchmark. The
Academic Success Plan will be completed in two parts and include the following elements:
Part 1: Classroom Management Plan
In 250-500 words, create a classroom management plan, including an introduction and a purpose statement
explaining the reasons for creating the plan.
Describe in the plan:
•
•
•
•
•
•
How to motivate and engage collaboration among peers
How students will be guided to stay on task and organized in their work
The resources and support inside and outside the classroom
How a functioning learning environment will be established
How to ensure the classroom expectations and procedures are in place
How data is related to student behaviors and responses will be collected and used to inform
classroom-management practices
Part 2: Communication Management Plan
In 500-750 words, address the following prompts to create your communication management plan. Your
communication management plan must address the following:
•
•
•
•
How to communicate with, establish, and maintain positive relationships with families in order to
establish positive school-home relations
How to make the connection from school to home to promote positive relationships regarding
professional decisions and actions that maintain educational equity in order to establish a safe
learning community for students
Access students and families will have to technology and how to use technology in a safe,
productive, and positive environment
An overall intent to establish a collaborative, learning environment that integrates families,
colleagues, and professionals to create a positive, student-centered, supportive learning
environment that fosters the growth of students’ intellectual, social, emotional, and physical
development
Support your plan with three scholarly resources.
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.
COE Program Competencies:
1.3: Candidates identify techniques to establish a learning environment that maintains learners’ attention
by actively engaging students in managing resources of time and space, and fostering respectful ways of
communication and safe interactions through the inclusion of expectations, values, and routines. [ACEI
1.0; InTASC 3(k), 3(d), 3(e), 3(f), 3(i), 3(l), 3(q)]
5.2 Candidates continually evaluate the effects of their professional decisions and actions on students,
families and other professionals in the learning community and actively seek out opportunities to grow
professionally and align practices with laws related to educational equity. [ACEI 5.1; InTASC 9(a), 9(b),
9(c), 9(d), 9(e), 9(j), 9(k); ISTE-T 4b, 4d, 5a, 5c; MC3]
5.3: Candidates establish and maintain positive collaborative relationships with families, school
colleagues, other professionals, and agencies in the larger community to promote the intellectual, social,
emotional, physical growth and well-being of children. [ACEI 5.2; InTASC 1(c), 1(k), 1(j), 10(a), 10(b),
10(d), 10(e), 10(f), 10(i), 10(j), 10(k), 10(n), 10(o), 10(q), 10(r); ISTE-T 3b, 3c, 5b, 5d; MC2]
Parental
Involvement
Yes
At grade level
Med
Yes
Low
No
Med
Yes
At grade level
Low
No
At grade level
At grade level
Med
Yes
One year
below grade
level
At grade level
Low
No
Arturo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
Bertie
No
Low
SES
Asian
Female
No
None
Grade
level
Beryl
No
Mid
SES
Caucasian
Female
No
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Low
SES
Caucasian
Female
No
Tier 2 RTI for
Math
Grade
level
At grade level
Dessie
No
Mid
SES
Caucasian
Female
No
Tier 2 RTI for
Math
Grade
level
Grade level
Diana
Yes
Low
SES
Caucasian
Female
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
Donnie
No
Mid
SES
African
American
Female
No
Hearing Aids
Grade
level
Eduardo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
One year
above grade
level
Two years
above grade
level
© 2017. Grand Canyon University. All Rights Reserved.
One year
below grade
level
One year
below grade
level
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Low
Age
At grade level
Other
No
IEP/504
Med
Gender
At grade level
Ethnicity
Socioeconomic
Status
English Language
Learner
Student Name
Class Profile
Enrique
No
Low
SES
Hispanic
Fatma
Yes
Low
SES
Frances
No
Francesca
No
Fredrick
No
Ines
Jade
Grade
level
One year
above
grade level
At grade level
At grade level
Low
Yes
At grade level
Low
No
One year
above grade
level
Low
Yes
At grade level
At grade level
Med
Yes
At grade level
At grade level
High
No
Two years
below grade
level
One year
below grade
level
Two years
below grade
level
One year
below grade
level
One year
above grade
level
One year
above grade
level
Very
High
No
Low
No
High
Yes
Med
Yes
At grade level
Med
Yes
Two years
above grade
level
Low
Yes
One year
below grade
level
One year
below grade
level
Male
No
Tier 2 RTI for
Reading
Caucasian
Female
No
Tier 2 RTI for
Reading
Caucasian
Female
No
Diabetic
White
Female
No
None
Low
SES
Caucasian
Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
Grade
level
Grade
level
One year
above
grade level
No
Low
SES
Hispanic
Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
No
Mid
SES
African
American
Female
No
Attends
therapy for
speech
Grade
level
At grade level
No
High
SES
Caucasian
Male
Emotionally
Disabled
None
Grade
level
At grade level
Lolita
No
Mid
SES
Native
American/
Pacific
Islander
Female
No
None
Grade
level
At grade level
Maria
No
Mid
SES
Hispanic
Female
No
NOTE: School
does not have
gifted program
Grade
level
At grade level
Kent
Mid
SES
Low
SES
Grade
level
© 2017. Grand Canyon University. All Rights Reserved.
Internet
Available
at Home
Parental
Involvement
Other
Allergic to
peanuts
Math
Performance
Level
IEP/504
No
Reading
Performance
Level
Gender
Female
Mid
SES
Age
Ethnicity
Socioeconomic
Status
English Language
Learner
Student Name
Caucasian
No
Emma
Parental
Involvement
At grade level
Med
No
No
Allergic to
Peanuts
Grade
level
At grade level
At grade level
Med
Yes
No
None
Grade
level
One year
above grade
level
At grade level
Med
Med
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
Caucasian
Male
No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level
Med
Yes
Mid
SES
Caucasian
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
No
Mid
SES
Caucasian
Male
No
Attends
therapy for
speech
Grade
level
At grade level
Med
Yes
Wayne
No
High
SES
Caucasian
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
High
Yes
Wendell
No
Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
Med
Yes
No
Mid
SES
No
NOTE: School
does not have
gifted program
One year
below
grade level
Low
Yes
Male
No
None
Grade
level
Low
SES
Nick
No
Low
SES
Caucasian
Male
Noah
No
Low
SES
Caucasian
Male
Sharlene
No
Mid
SES
Caucasian
Female
Sophia
No
Mid
SES
Caucasian
Stuart
No
Mid
SES
Terrence
No
Wade
Yung
Asian
Male
One year
below grade
level
One year
below grade
level
Two years
above grade
level
© 2017. Grand Canyon University. All Rights Reserved.
One year
above grade
level
Two years
below grade
level
Two years
below grade
level
Two years
above grade
level
Internet
Available
at Home
Math
Performance
Level
None
One year
above grade
level
Age
No
Grade
level
Other
Yes
IEP/504
Med
Gender
At grade level
Ethnicity
Reading
Performance
Level
Socioeconomic
Status
English Language
Learner
Student Name
At grade level
Caucasian
No
Mason
© 2017. Grand Canyon University. All Rights Reserved.
Study Materials
Review Chapter 5 and read Chapters 4 and 9.
URL:
http://gcumedia.com/digital-resources/pearson/2012/classroom-management-for-elementaryteachers_ebook_9e.php
Read “What Teachers Should Say and How They Should Say It,” by Conderman, Johnston-Rodriguez,
Hartman, and Kemp, from Kappa Delta Pi Record (2010).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=518
40673&site=ehost-live&scope=site
Read “It’s about Relationships: Creating Positive Schools Climates,” by Ashely, located in the American
Educator (2015-2016).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1
086542&site=eds-live&scope=site
Read “Building Parent-Teacher Relationships,” by American Federation of Teachers, located on the
Reading Rockets website.
URL:
http://www.readingrockets.org/article/building-parent-teacher-relationships
Read “5 Ways Schools Can Build Positive Relationships with Parents (Even Tough Ones), by Truby,
located on the School Leaders Now website.
URL:
https://schoolleadersnow.weareteachers.com/build-positive-parent-relationships/#.WaSE4j6GNpg
Read “Parents and Teachers: The Possibility of a Dream Team,” by Curwin, located on the Edutopia
website.
URL:
https://www.edutopia.org/blog/parent-teacher-collaboration-richard-curwin
Purchase answer to see full
attachment
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