Syllabus
Master of Science in Education
EDU 725 – Behavior Considerations in Inclusive Setting – Fall B 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: 10/21 – 10/25
Week 2: 10/26 – 11/1
Week 3: 11/2 – 11/8
Week 4: 11/9 – 11/15
Week 5: 11/16 – 11/22
Week 6: 11/23 – 11/29
Week 7: 11/30 – 12/6
Week 8: 12/7 – 12/13
|
Week |
Topic |
Activities & Assignments |
Dates |
|
1 10/21 –10/25 |
Behavior Skills Matter |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by FRIDAY night |
|
2 10/26 – 11/1 |
Making Sense of Behavioral Skills |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
|
3 11/2 – 11/8 |
Behavior Considerations at Tier 1 |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
|
4 11/9 – 11/15 |
Behavioral Assessment at Tier 1 |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
|
5 11/16 – 11/22 |
Digging Deeper at Tier 2 |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
|
6 11/23 – 11/29 |
Data Gathering at Tier 3 |
|
Due: Sun, 11:59 PM ET Initial discussion responses should be posted by WEDNESDAY night |
|
7 11/30 – 12/6 |
School-Wide Behavior Plan and Rationale |
|
Due: Sun, 11:59 PM ET |
|
8 12/7 – 12/13 |
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
Supporting and Responding to Behavior: Evidence-based Classroom Strategies for Teachers
How to Heal the Traumatized Brain
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