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 as Tier 1 of a Positive Behavior Intervention and Support model and prepare for intervention and monitoring at Tier 2 and Tier 3. The course will engage participants in addressing factors that influence a school’s response to behavioral considerations such as available resources, parent collaboration, school, and community culture.
Upon completing this course, students will be able to:
This course is aligned with INTASC Standard Model Core Teaching Standards.
Students will discuss what their building administrators see as the main behavioral issues across the classes/grades.
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.
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.
Students will use a tool to gather information for Tier 2 to make brief suggestions for intervention and monitoring progress.
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.
Students will create a proposal for a school-wide for behavior plan.
The plan should include the following:
Your grade in this course will be determined by the following criteria:
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 | 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 |
Week |
Topic |
Activities & Assignments |
Dates |
1 |
Behavior Skills Matter |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by FRIDAY night |
2 |
Making Sense of Behavioral Skills |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
3 |
Behavior Considerations at Tier 1 |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
4 |
Behavioral Assessment at Tier 1 |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
5 |
Digging Deeper at Tier 2 |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
6 |
Data Gathering at Tier 3 |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
7 |
School-Wide Behavior Plan and Rationale |
|
Due: Sun, 11:59 PM ET |
8 |
Final Reflections |
|
Due: FRIDAY, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
Building an RTI/MTSS System for Mental-Health: Guidance for School Teams
Supporting and Responding to Behavior: Evidence-based Classroom Strategies for Teachers
How to Heal the Traumatized Brain
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Questions? Visit the Student Support Education page
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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.
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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.
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Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.
The policies contained within this document apply to all students in the College of Graduate and 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.