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Name: _____Morgan Stacy_____

Southwestern College
EDUC526 Classroom Management

Five-Point Reinforcement Plan

An Independent Group Contingency
Provide a brief explanation of an Independent Group Contingency Type
According to Scheuermann and Hall (2012), In an interdependent group contingency, all students work together for
a common enforcer. (pg. 396) Every student is accountable for their own actions, as well as the actions of their peers. They
work together to earn or avoid a common enforcer.
Describe the type of classroom and students with whom this group reinforcement plan will be used
The class that would participate in this type of reinforcement plan would be a classroom that exhibited a high
number of undesirable behaviors. The classroom would be mixed, and students who exhibited desired behaviors continuously
are responsible for their peer counterparts, who have difficulty producing desired behavior.
Provide information as to when during the school day this group reinforcement plan will be used
This plan will happening in all of my classes except for one because this class is small, and all students behave
appropriately. The remaining classes consist of 30-40 students, and it is hard for me to keep everyone accountable by myself.
By having the students keep themselves accountable, while keeping their peers accountable it is easier for me to teach all of
the students because I am not the only one policing their behavior.
Sources used to inform:
Continuos reminders from the teacher, and peers.

Point One
List the classroom expectations to be maintained or increased
Outwork those around you
Make sure you are giving 100% at all times
Satisfy curiosities with questions
Exhaust all resources for help when you are confused
Stand behind your classmates
Make sure your classmates are motivated and keeping up with the curriculum

Sources used to inform:

Day 1 lesson, and posters hanging all in different locations around the room.

Point Two
List of backup reinforcers to be used
Material Reinforcers
Classes who get 10% of their population names on the board receive a quiz, but
classes who got 3 weeks without a quiz get a free 100% as a homework grade.
Classes who go three weeks without receiving the quiz get 100 extra bonus points
added to their class total.
Classes who go 6 weeks without a quiz get to drop one bellwork/exit ticket grade.
Classes who exhibit desire behavior from week to week will get to sit where they
want in the classroom.
Activity Reinforcers
Classes who exhibit desired behavior will have the option of a project menu
for assessment purposes instead of a standard test. Students will get to present their
knowledge of the topic in a way that best fits their learning style rather than a normal
multiple choice/short answer test. In other words, students will have more choice and
independence when it comes to their education when they behave according to expectations.
Sources used to inform:
Repeated reminder by the teacher, and peers keeping them accountable.

Point Three
Describe the generalized reinforcer to be used to gain access to the secondary reinforcers and its
method of delivery.

Students who dont receive their name on the board during a weeks time will
receive an exemption from one days bell work in the form of a teachers signature
on that days page in their science journal.
Classes who dont receive quizzes during a 3 week span of time will receive a free
100% as a homework assignment during the same 3 week span.

Explain the method of collecting, tracking, or monitoring the delivery of these generalized reinforcers

At the end of every week when student turn in their journal for a bell work/exit ticket grade
their names will be checked against the list of students who got their name on the board. At that time
the teacher will exempt them from a missed or incomplete bellwork in order to receive full credit for
that week.
At the end of a 3 weeks time students will receive free 100% for every quiz that worst
behaving class had to take. For example if 1A didnt have to take an extra quiz for their behavior, but
2A had to take 2 quizzes because of their behavior, 1A would receive 2 free 100% in place of the
grade that 2A had for their misbehavior. This is a way for me to keep grades balanced because every
like class has to have the same number of assignments.
Sources used to inform:
Gradebook, and notes from the daily lesson plan for each class.

Point Four
Explain the schedule for the delivery of reinforcement
Access to & Delivery of secondary reinforcer on a Daily basis
Students are eligible to have their names on the board daily, but will only be
penalized weekly, and students without their name on the board will receive a free day off
of bellwork or an exit ticket.. This would serve as a backup reinforce for students in classes
that are good, but their classmates make them take quizzes. If a student gets their name on
the board consecutively, then an individualized plan might have to be put in place.
Access to & Delivery of secondary reinforcer on a Weekly basis
1 day bell work exemption will be determined from week to week. Free
100% on homework will be determined every 3 weeks, and 1 bellwork/exit ticket grade will
be dropped every 6 weeks for a class without a quiz.
Sources used to inform:
Calendar Counter per class for 6 weeks marker visible from Bulletin Board, which
can also double as counter for free 100% on homework every 3 weeks. The names of
students will have to be put in my planner because of lack of board space, but can be
recalled by request to any student.

Point Five
Name the Criteria of Acceptable Performance (CAP). In other words, describe the criteria
that determines the delivery of reinforcement
Criterion for Daily Reinforcement
Students who do not disrupt instruction will not get their names on the
board, and if a student goes from Wednesday to Wednesday without their name on the board
(because of extracurricular eligibility) they will receive one day off of bellwork or an
exemption of an exit ticket.
Criterion for Weekly Reinforcement
Classes who do not get 10% of the number of students in their class on the
board daily for up to 3 weeks will receive a free 100% on a quiz grade. The students will
also be able to drop their lowest bell work/exit grade after 6 weeks of the same behavior.
Sources used to inform:
The posted class rules poster will inform students of example and nonexamples,
which presents behaviors that are acceptable and behaviors that will get your name on the
board. A calendar will be posted on the bulletin board that will count the number of weeks
of acceptable behavior for each class, but the names of students who get their names on the
board will not be visible because of the lack of board space.

Scheuermann, B.K. and Hall, J.A. (2012). Positive behavior supports for the classroom
(2nd Edition). Upper Saddle River, NJ: Pearson Education, Inc.