Running Head: BENCHMARK ACADEMIC SUCCESS PLAN 1

Benchmark Academic Success Plan

Krista Malesich

GCU ELM 510

Professor Mary Biel

August 24, 2019

Benchmark Academic Success Plan 2

Benchmark - Academic Success Plan Communications in Differing Environments

With the increase of diversity in classrooms comes an increased need for classroom and

communication management plans. This class of 30 first grade students includes four English

Language Learners and multiple ethnicities including Caucasian, Hispanic, African American,

and Native American students. There is a wide range of socioeconomic status as well as parental

involvement. Four of the students have learning disabilities, one student has an emotional

disability, two students attend speech therapy, and one student has hearing aids. The children

range from two years above grade level to two years below grade level in both math and reading

performance. The benchmark paper outlines a classroom management plan and a communication

management plan for this diverse group of learners.

Part 1: Classroom Management Plan for Grade Level One

Today’s classrooms have an increased range of academic, cultural, and social

backgrounds of students (Capizzi, 2009). With this increase in diversity, comes an increased

need for well-managed classrooms that optimize learning, achievement and promote positive

behavior (Capizzi, 2009). Classroom management plans help create positive learning

environments that promote positive behavior (Capizzi, 2009). They also help to provide structure

to classrooms which increases academic success and reduces behavioral issues (Capizzi, 2009).

These plans allow the teacher to look at all different aspects of the classroom and create a

learning environment that is functional and create expectations that motivate and engage their

diverse group of learners.

Collaborative learning allows students to attain higher level thinking and remember

information for longer periods of time (Clifford, 2018). To motivate and engage collaboration
Benchmark Academic Success Plan 3

among peers the educator must create an environment that promotes trust and open

communication (Clifford, 2018). When students feel comfortable, they will more freely share

their ideas and be motivated to engage in collaboration with their peers (Lorcher, 2019). Any

emotional issues that arise must be dealt with immediately. The educator needs to establish clear

expectations for group work, where the individual as well as the group know what is expected of

them (Lorcher, 2019).

Students are more likely to stay on task and engaged when they are interested and

challenged with the work that is being done (Bright Hub Education, n.d.). Younger children have

shorter attention spans, so it helps to break down activities into shorter pieces, which helps them

stay focused and on task (Bright Hub Education, n.d.). Another strategy for keeping students on

task and organized is setting clear expectations and routines. When students know what comes

next, they are better able to stay on task and organized. When children know the classroom rules

and routines as well as the consequences of breaking these rules and routines, they are more

likely to stay on task. Educators should work on consistency in their classroom, so children know

exactly what to expect.

Resources that can be found inside the classroom that help support a diverse group of

learners includes multiple means of representation, engagement, and expression. The classroom

will use auditory, visual, tactile, affective, and technology options (Voltz, Sims and Nelson,

2010). The classroom will use materials that will allow all individuals an equal opportunity to

learn. There will be a visual schedule that the children can follow, with pictures, so they can see

what is coming next. The children will be seated at tables that allow for easy access to group

work. There will be a technology center that can be used to help learners. Outside resources
Benchmark Academic Success Plan 4

include the parents helping students with learning. There is public library access to help students

as well as parents, that provides public internet access and weekend classes.

A functional learning environment can be established by creating classroom rules and

expectations and being consistent with consequences starting on the first day of class. Teaching

and modeling the expectations for different activities must also start on the first day. It is

important to build a classroom environment that demands respect for the teachers as well as

peers. Educators must model this behavior and build relationships with the students to ensure the

classroom environment is productive. The circle time rug will allow the teacher to do activities

with the whole class, while the kidney shaped table allows the teacher to work with smaller

groups of students. Educators must provide positive feedback, so students know what they are

doing right. The classroom will be set up as comfortably as possible with bean bag chairs and

floor cushions, so students have an option to work in a comfortable space as well.

Classroom expectations and procedures will be modeled and explained on the first day of

class, with posters on the wall showing expectations written so the first graders can understand.

The children will know the consequences of not following the expectations. The classroom will

have a red, yellow, and green system in place. They will start every day on the green and if they

don’t follow the classroom expectations they will be moved to the yellow. If they once again

don’t follow the expectations, they will move to the red and a note will go home to their parents.

If they are able to stay on green all week they will have the opportunity to pick a prize from the

treasure chest on Friday. I will keep this data in my own records and include why they have been

moved from green using a tally system of children on their own as well as the whole class. If

there is a recurring issue, I will revisit the expectation and have them practice. If it is a talking

issue, I may change the seating arrangement.

Benchmark Academic Success Plan 5

Part 2: Communication Management Plan

Educators need to keep open lines of communication with parents from the beginning to

build positive relationships (Mariconda, 2003). Keeping parents informed about what is

happening in the classroom allows them to feel like part of the team (Mariconda, 2003). The

intent of the educator should be to create a positive learning environment through maintaining

positive relationships with families and stakeholders of the student.

To communicate with, establish, and maintain a positive relationship with family’s

educators need to create and improve connections with families (Aguilar, 2011). The teacher

should smile when they see parents and learn their names (Aguilar, 2011). This creates a

welcoming atmosphere for parents. Meet with the families as early as possible and let them know

that you want to be partners to help their child succeed (Aguilar, 2011). Educators should also

communicate often and in various ways such as email, phone calls, letters. This allows parents to

communicate with the educator in the way they feel the most comfortable with (Aguilar, 2011).

If you can’t speak their language, find a translator to help communicate and set up a home visit

with the translator. It is also very important to not make assumptions about the family. Share

every success with the family, so they realize that their child is succeeding (Aguilar, 2011).

It is also important to let the family know how they can help. When telling the parent

ways, they can help it is important to be very specific and give them two or three tasks that can

be completed at home (Aguilar, 2011). It is also important for teachers to explain to parents why

they are making educational decisions. Keep the parents as informed of the reason as possible

and allow them to help make decisions regarding their children. Give them all the information

that they need, so they can help make informed decisions regarding their children. When
Benchmark Academic Success Plan 6

explaining concepts to parents it is important to keep the terms simple and ensure that they fully

understand what you are explaining.

To make the connection between school and home to promote positive relationships

regarding professional decisions the educator needs to clearly communicate the educational plans

and changes with the family. Before any decisions are made about the child’s educational plan,

the educator should meet with the parents and discuss the concerns, and ideas for change. The

educator should clearly communicate the reasons that a change is needed and ask for parental

input. The educator should take notes and listen closely to what the parents have to say. Every

child deserves an education that will give them the best chance to succeed, and educators

alongside parents should formulate a plan that will do this for the child. Children should also feel

safe in their learning communities. The school’s climate has a huge impact on the educational

achievement of the students (Waldman, 2016). When children feel safe, they are more likely to

succeed academically. Communication is needed to create this climate, to build stronger

relationships between adults and students in the school.

The classroom profile shows that of the thirty students, twenty of them have internet

access at home. The school district uses an online platform to communicate with parents. Those

with internet access can see school newsletters, assignments, grades, and notes from teachers.

Parents can also look on the district website and see all the activities that are happening in the

school along with a list of teachers contact information. For those with no internet access there is

a computer available in the school office that parents can have access to check the online

platform. Educators should give the parents ideas on how to use technology at home. Children

must be taught to use technology safely (Strauss, 2012). Encourage parents to participate in

discussions on how to use the internet safely and responsibly (Strauss, 2012). It is also important
Benchmark Academic Success Plan 7

for educators to communicate with parents on how technology is used in the classroom and let

the parents know how appropriate technology use is being enforced (Strauss, 2012).

A collaborative learning environment that integrates families, colleagues and

professionals will foster the growth of the student intellectually, socially, emotionally, and

physically. The role of every stakeholder in a child’s education is crucial for the development of

the child (Sharham, 2013). The school administration monitors the curriculum and are

responsible for purchasing the learning materials that are used for the curriculum (Sharham,

2013). Fellow teachers collaborate with one another to help figure out the best strategy to help

children. The parents play a vital role in influencing the implementation of the curriculum and

help monitor the behavioral and social development of the child (Sharham, 2013). Professionals

such as psychologists and social workers provide options for helping students of foreign origin or

with disabilities. This extended team of people must openly communicate to figure out the needs

of the children and provide them with what they need.

Benchmark Academic Success Plan 8

References

Aguilar, E., (2011). 20 Tips for Developing Positive Relationships With Parents. Retrieved from

https://www.edutopia.org/blog/20-tips-developing-positive-relationships-parents-elena-

aguilar.

Bright Hub Education (n.d.) Prevent Classroom Disruptions by Keeping Students Engaged

Using Effective Classroom Management. Retrieved from

https://www.brighthubeducation.com/classroom-management/11227-keeping-students-

on-task/.

Capizzi, A., (2009). Start the Year Off Right: Designing and Evaluating a Supportive Classroom

Management Plan. Focus on Exceptional Children, 42(3), 1–12. https://doi-

org.lopes.idm.oclc.org/10.17161/foec.v42i3.6902.

Clifford, M., (2018). 20 Collaborative Learning Tips and Strategies for Teachers. Retrieved

from https://teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/.

Lorcher, T., (2019). Collaborative Learning Strategies in the Classroom. Retrieved from

https://eduhup.com/blog/collaborative-learning-strategies-classroom.

Mariconda, B., (2003). Five Keys to Successful Parent-Teacher Communication. Retrieved from

https://www.scholastic.com/teachers/articles/teaching-content/five-keys-successful-

parent-teacher-communication/.
Benchmark Academic Success Plan 9

Sharham, W., (2013). How Important Are Stakeholders in Education System? Retrieved from

https://www.franchiseindia.com/education/how-important-are-stakeholders-in-education-

system.11403.

Strauss, V., (2012). 5 Ways to Teach Kids to Use Technology Safely. Retrieved from

https://www.washingtonpost.com/blogs/answer-sheet/post/5-ways-to-teach-kids-to-use-

technology-safely/2012/07/30/gJQAbEClLX_blog.html?noredirect=on.

Voltz, D., Sims, M., and Nelson B., (2010). Connecting Students, Teachers, and Standards.

Retrieved from http://www.ascd.org/publications/books/109011/chapters/Supporting-the-

Classroom-with-Materials-for-Instruction.aspx.

Waldman, C., (2016). Four Elements for Creating a Positive Learning Environment. Retrieved

from https://all4ed.org/four-elements-for-creating-a-positive-learning-environment/.