Syllabus
Master of Science in Education
EDU 725 Behavior Considerations in Inclusive Setting – Spring A 2020
Credits - 3
Description
This course will help participants identify and prioritize essential behavioral skills in their work with students. They will explore how to model, teach, and nurture behavioral skills and analyze differentiation strategies at Tier 1 of a Positive Behavior Intervention and Support model and prepare for intervention and monitoring at Tier 2 and 3. The course will engage participants in addressing factors that influence a school’s response to behavioral considerations such as available resources, parent collaboration, and school and community culture.
Materials
Learning Objectives and Outcomes
Upon completing this course, students will be able to:
- Identify and prioritize essential behavioral skills (INTASC 7e, 7p)
- Practice techniques for engaging students in their own behavioral growth (INTASC 6f, 6m)
- Analyze differentiation supports and measuring tools at RTI pyramid Tier 1 (INTASC 6a, 7a, 8b, 10f, 6k, 10n, 6r, 6t, 9l, 10r)
- Prepare for intervention and monitoring at RTI pyramid Tier 2 and 3 (INSTASC 6a, 7a, 8b, 10f, 1e, 6k, 10n, 6r, 6t, 9l, 10r)
- Use data to inform differentiated behavioral practices and intervention (INTASC 6g, 7d, 9c, 7k, 9h)
- Address challenges such as time, staff, resources, parents, culture (INTASC 1c, 3a, 3d, 1k, 3n)
- Verbalize their own philosophies for addressing behavioral challenges in inclusive classrooms and schools (INTASC 10c, 10f, 10j, 10t)
- Apply best practices to create a school-wide behavioral plan (INTASC 1b, 9a, 9b, 10c, 10f, 10j, 1j, 9l, 9n, 10t)
- Apply behavioral best practices in the context of inclusive classrooms (INTASC 1b, 2a, 2b, 6a, 7a, 8b, 10f, 1e, 2g, 2h, 6k, 10n, 1j, 2l, 2m, 6r, 6t, 9l, 10r)
This course is aligned with INTASC Standard Model Core Teaching Standards.
Assignments
Week 2 Assignment: Behavioral Priorities and Rationale
Students will discuss what their building administrators see as the main behavioral issues across the classes/grades.
Week 3 Assignment: Application at Tier 1
Students will develop a mini-lesson to model, teach, and practice a behavioral skill to be used in classroom OR develop a professional development presentation for teachers.
Week 4 Assignment: Behavioral Assessment Tools
Students will either complete an observation using the teacher observation guide OR work with a K-12 student to complete a Behavioral Skills Student Self-Assessment OR reflect upon a K-12 student that they have worked with or currently work with to complete the Behavioral Skills Concerns and Successes forms.
Week 5 Assignment: Needs Assessment Tier 2
Students will use a tool to gather information for Tier 2 to make brief suggestions for intervention and monitoring progress.
Week 6 Assignment: Simple FBA for Tier 3
For the purposes of this assignment, students will not be completing a full FBA or a Simple FBA. The goal is simply to become familiar with the premise, the terminology, and the process involved.
Week 7 Assignment: School-wide Behavioral Plan
Students will create a proposal for a school-wide for behavior plan.
The plan should include the following:
- Identifying and prioritizing behaviors (behavior priorities chart)
- Determining need at all tiers (Screening, observation, FBA)
- Tier 1 professional development (mini-lesson)
- Dual purpose instruction (connections between academic and behavioral instruction)
- Formative assessment and feedback
- Data gathering on a few differentiated strategies or collaboratively with students
- Identify and address potential challenges
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Discussions | 23 points (3 pts x 6 wks + 5 pts in Wk 8) |
| Behavioral Priorities and Rationale | 12 points |
| Application at Tier 1: Mini Lesson or PD presentation | 12 points |
| Behavior Assessment Tool | 12 points |
| Needs Assessment Tier 2 | 12 points |
| Simple FBA | 12 points |
| Cumulative: School-wide Behavioral Plan | 17 points |
| Total | 100 |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
Course Schedule
Week 1: Jan 8 – Jan 12
Week 2: Jan 13 – Jan 19
Week 3: Jan 20 – Jan 26
Week 4: Jan 27 – Feb 2
Week 5: Feb 3 – Feb 9
Week 6: Feb 10 – Feb 16
Week 7: Feb 17 – Feb 23
Week 8: Feb 24 – Mar 1
|
Week |
Topic |
Activities & Assignments |
Dates |
|
1 1/8 – 1/12 |
Behavior Skills Matter |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by FRIDAY night |
|
2 1/13 – 1/19 |
Making Sense of Behavioral Skills |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
|
3 1/20 – 1/26 |
Behavior Considerations at Tier 1 |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
|
4 1/27 – 2/2 |
Behavioral Assessment at Tier 1 |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
|
5 2/3 – 2/9 |
Digging Deeper at Tier 2 |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
|
6 2/10 – 2/16 |
Data Gathering at Tier 3 |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
|
7 2/17 – 2/23 |
School-Wide Behavior Plan and Rationale |
|
Due: Sun, 11:59 PM ET |
|
8 2/24 – 3/1 |
Final Reflections |
|
Due: FRIDAY, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
Student Resources
Other Course Resources:
Building an RTI/MTSS System for Mental-Health: Guidance for School Teams
Extending RTI to School-wide Behavior Support
Supporting and Responding to Behavior: Evidence-based Classroom Strategies for Teachers
How to Heal the Traumatized Brain
Effective Programs for Emotional and Behavioral Disorders
Online Student Support
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Accommodations
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Information Technology Services (ITS)
Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
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Policies
AI Use
The Graduate Programs in Education holds the position that Grammarly and other AI writing and generative technology should not be used when completing course assignments, unless explicitly permitted by course faculty and assignment instructions. These tools do not support a student’s personal and direct capacity to develop and hone skills in creativity, logic, critical thinking, analysis, evaluation, theorization, and writing, which are central to graduate-level rigor, assessment, and research. Use of these tools when not explicitly permitted may result in an academic integrity infraction.
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the guide on how to navigate your Similarity Report.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course Evaluation Policy
Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
Late Policy
Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office. 16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office. The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook. Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course. The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies. Academic dishonesty includes, but is not limited to the following: Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.Attendance Policy
Student Handbook Online - Policies and Procedures
UNE Course Withdrawal
Academic Integrity