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• Instructor: Kathleen Kane
• Telephone: 719-200-9722
• Email: kkane@uccs.edu
• Office Hours: By Appointment
• Course Dates: June 9, 2014-July 6, 2014
• Total Credits: 3
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Textbook: None
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Other Readings: As assigned in Blackboard and syllabus
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through Blackboard: https://bb.uccs.edu
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1

Because this is a hybrid course, students are expected be active learners in the Blackboard online environment. This means logging in often, participating in discussion board conversations,
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completing assignments on-time, and other common expectations of being a successful student.
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Upon successful completion of this course, students will be able to: collaborate and consult to create and support positive, inclusive environments for behavior support for students with differing abilities; demonstrate knowledge of the relationship between instruction and behavior; initiate, sustain, and complete functional behavioral assessment, student directed FBA, behavior intervention plans, and manifestation determination process; conduct behavioral data collection including observation and interview; develop IEP goals for behavior; demonstrate knowledge of best practice for seclusion and restraint and safe behavior management for students with challenging behaviors including knowledge of Stop Hurting Kids Act and alternatives to restraint and seclusion; develop and implement classroom management plans using evidence based practice for communication and relationships that include steps/strategies for problem solving and dialogue, social skills instruction, how to build
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friendships, belonging, and empathy.
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Please refer to the Alignment of Course Objectives table at the end of this syllabus document.
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It is expected that students begin our program with foundational technology skills that include digital word processing, digital and online formats (e.g. Blackboard) and using online research databases.
Knowledge of the use of technology-supported multimedia, such as PowerPoint and other audio/ video resources, is expected. Students who need assistance with building technological skills should
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speak with their professor to learn about technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course content. All students must obtain a UCCS email address and check it regularly (every day) so as not to miss announcements. If your UCCS email address is not your primary one, please have emails
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from UCCS rerouted to the one you check daily.
Students are expected to maintain high standards of ethical and professional conduct. This includes attending class, being adequately prepared, contributing to class discussions, submitting high caliber work and representing your own work fairly and honestly. As an important member of a classroom community, attendance and punctuality is mandatory. You must actively engage in class and group
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work to maximize your learning in this course.
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If you must miss a class, please inform the professor by phone or email prior to class. It is the responsibility of the student to obtain course information that is missed during the absence.
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Unexcused absences will result in a lower grade.
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Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to contribute intelligently to the discussion without silencing others. All written assignments must be computer generated unless otherwise indicated by the professor. Professional behavior will be expected in your
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future teaching/counseling career and is often the hallmark of career success.
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The faculty of the College of Education is committed to preparing students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender, economic, sexual orientation and ability – while striving to provide fair and equitable treatment and consideration for all. Any student who believes that he/she has not been treated fairly or equitably for any reason should bring it to the attention of the instructor, Department Chair or the Dean of the College of
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Education.
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The College of Education wishes to fully include persons with disabilities in this course. In compliance with section 504 and the Americans with Disabilities Act (ADA), UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall, solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity…” If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact and register with the Disabilities
Services Office, and provide them with documentation of your disability, so they can determine what
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accommodations are appropriate for your situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability accommodations cannot be provided until a “Faculty Accommodation Letter” from the Disability
Services office has been given to the professor by the student. Please contact Disability Services for more information about receiving accommodations at Main Hall room 105, 719-255-3354 or
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dservice@uccs.edu
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Military students who have the potential to participate in military activities including training and deployment should consult with faculty prior to registration for any course, but no later than the end
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of the first week of classes. At this time, the student should provide the instructor with a schedule of planned absences, preferably signed by the student's commander, in order to allow the instructor to
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evaluate and advise the student on the possible impact of the absences.
In this course, the instructor will consider absences due to participation in verified military activities to be excused absences, on par with those due to other unavoidable circumstances such as illness. If, however, it appears that military obligations will prevent adequate attendance or performance in the course, the instructor may advise the student to register for the course at another time, when she/he is
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more likely to be successful.
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Students enrolled in programs or courses in the College of Education may access the COE Appeal/
Exception Form at: http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf
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This form is to be used for an appeal when a student is:
• Denied admission to professional education program
• Denied permission to student teach or complete professional internship
• Removed from a professional education program or internship
• Denied permission to graduate due to missing requirements
• Requesting an exception to specific policies, procedures, or requirements
• Requesting a grade change
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This form is not to be used for requests to take classes out of sequence or to take a class without the
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proper prerequisites. Such requests should be initiated with the department chair.
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The purpose of the Student Code of Conduct is to maintain the general welfare of the university community. The university strives to make the campus community a place of study, work, and residence where people are treated, and treat one another, with respect and courtesy. http://
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www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
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http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
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http://www.uccs.edu/Documents/vcaf/200-019 StudentAcademic Ethics.pdf
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Teacher candidates are expected to use person-first language when discussing or writing about
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persons with disabilities or persons from non-traditional backgrounds.
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The instructor adheres to the following table when assigning letter grades for the course:
• A is within 93% to 100%
• A- is within 90% to 92%
• B+ is within 88% to 89%
• B is within 83% to 87%
• B- is within 80% to 82%
• C is within 73% to 79%
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Assignments due dates are listed on the Blackboard website.
Assignments received later than the due
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date will receive an automatic 5% reduction in grade for every day in which the assignment is late.
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Assignment Name Points
Observation/Interview
FBA/BIP Case Study
40
40
Seclusion/Restraint
Presentation (web/ppt)
Teacher Survey Analysis:
Classroom Management
40
40
Self Regulation/Visual
Strategy
30
Discussion posts/Checkout questions 12 posts x 5 pts each
60
Final Exam/Paper 50
300 Total
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Assignments:
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1. In class FBA/BIP with case study a. Students will conduct a Functional Behavioral Assessment and develop the resulting Behavior Intervention Plan using a case study in class. You will demonstrate knowledge of how to conduct a student directed functional behavioral assessment and develop the resulting behavior intervention plan. You will use the Colorado Department of Education protocols for the documents you will complete.
SCORING RUBRIC for FBA/BIP
FBA/BIP: documents submitted include complete
FBA BSP Protocol from
Horner and Crone (CDE) with:
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- 100% of sections completely filled with specific details.
15
-Recommendations and plan 15
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are consistent with all student information gathered
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2. Observation/Interview in class (video and real student for interview). Using a video of a classroom you will record observation data. Interviewing a student in class, you will complete a student directed interview form. You will summarize the observation data and the interview data.
Pulling info out of an observations and analyzing interview data
Observation and
Interview: protocols for observation and student interview submitted with original data on a standard observation and interview forms
10
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Observation: Includes accurate data markings from the student behavior, shows knowledge of coding on and off task behavior.
Includes 5 sentence summary of the behavior demonstrating understanding of observed (not inferred) behavior.
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Interview: Includes key points from student interview for each question. Includes 5 sentence summary of the
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interview information
3. Self Regulation and visual strategy Assignment
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Using the Self Regulation website (Nebraska Cognitive
Strategy Instruction) and the web link reading on visual strategy, submit an original visual for self regulation for the student in our FBA/BIP case study or a student you are currently working with.
Visual submitted.
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Visual for cueing strategy use is age appropriate, accessible, promotes the desired behavior, and is specific to the needs of the student you choose. Includes a 3 sentence summary of the student’s
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need that the visual supports.
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4.
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Seclusion/Restraint Presentation (web/ppt) After watching the posted videos on seclusion and restraint, reading the CDE information on same, and information from assigned websites, create a web presentation or a power point presentation training your school staff on seclusion and restraint and positive alternates to seclusion and restraint.
20 A web page or power point submitted includes basic information and recommendations about seclusion and restraint from the references and includes basic recommendations for alternates.
Web page or power point submitted includes (above the basics) persuasive examples and explanations, rationale for importance of school wide training on the issues, and clear, engaging visual
20 organization.
5.
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Teacher Survey Analysis: Classroom Management
You will analyze the results of a building classroom management survey that will be provided to you. Based on your analysis, you will make 4 suggestions to the administrator of the building for school and class wide supports that he or she can implement in the building.
Analysis: Includes at least 4 strengths and 4 needs derived from the survey results.
Includes patterns noted in the data and inconsistencies noted in the data.
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Recommendations include 4 specific building recommendations that are data based and derived from
PBIS practices.
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6.
Final Exam/Paper
For your final for the course you will write a 3-5 paper applying your knowledge of the topics to a personal Classroom Management Plan.
Personal Management Plan submitted is APA style paper including basic elements of:
-Your philosophy of classroom management
-Top Ten Beliefs/Practices and brief description of each
-How you will implement your practices
-Reference page
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Plan includes all basic elements and demonstrates clear connections to course materials and best practices in classroom management and behavior support. APA
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List the agenda for the semester including when and where the final exam will be held. Indicate the
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schedule is subject to change with fair notice and how the notice will be made available.
Date Topic(s) of Focus Readings Assignment(s)
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6-9 on campus
-Introduction to Creating Positive
Classroom Environments
-Community of Learners framework
-Observation and Interview https:// www.youtube.com/ watch?
v=Gq6v59YoPUM
McDonald, T. (2010).
Positive learning framework: Creating learning environments in which all children thrive.
Reclaiming Children and
Youth, 19, 16.
Student Directed FBA
Interview (in BB and
CDE website)
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-Observation data taken from video
-Interview data from student (guest speaker)
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6-10 on campus
-Classroom Management
Introduction
-Functional Behavioral Assessment
In class activity (Student Directed
FBA)
-Behavior Intervention Plans
In class activity
-Manifestation Determination
-IEP Goals for behavior http:// www.cde.state.co.us/ cdesped/ behaviortopicareas http:// www.interventioncentral.
org/tools/behavior-
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intervention-planner
Hanley, G.P. (2012).
Functional assessment of problem behavior:
Dispelling myths, overcoming implementation obstacles, and developing new lore.
Behavior Analysis in
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Practice, 5, 54-72. http://www.pbis.org/ common/cms/files/ pbisresources/
SSRN_d1151394.pdf
(IDEA 2004: The
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Reauthorized FBA) http:// www.cde.state.co.us/ cdesped/iep_forms
(Manifestation
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Determination forms)
Writing Meaningful and
Measurable IEP Goals
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(BB)
FBA/BIP due in class
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6-11 on campus
-Classroom Management cont ’ d
-Guest speaker: General education teacher and special education teacher-collaboration for classroom
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inclusion and behavior support
Simonsen, B., Fairbanks,
S., Briesch, A., Myers,
D., Sugai, G. (2008).
Evidence-based practices in classroom management:
Considerations for research to practice.
Education and Treatment
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of Children, 31, 351-380.
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Meeting The
Challenge of Inclusion
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Students With
Emotional Disabilities !
by Mary Beth Hewitt
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6-12 on campus
-PBIS
-School-wide and Class-wide PBS www.indiana.edu/
~pbisin/.../Classroom
%20ManagementSA9.7.
11.doc
Self Assessment-
Classroom Management
(SACM) TOOL-
Sandy
Washburn, Center on
Education and Lifelong
Learning, Classroom
Management Self
Assessment.
Revised Version: May 2010. !!
http://eveltio.net/
2013/09/26/articlecreating-a-positivelearning-environment-in-
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class/ http://www.mcie.org/ usermedia/application/3/ pbs_final.pdf
Bui, X., Quirk, C.,
Almazan, S. (2010).
Positive behavioral interventions and supports research and practice. Maryland
Coalition for Inclusive
Edcuation.
Teacher Survey analysis: Classroom
Management
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Week of
6-16
Online
Self Regulation and Social
Emotional Learning
Strategies to cue behavior
—Visual Strategy
Social Skills Training http:// www.augresources.com/ usingvisualstrategyswref
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.pdf
http://cehs.unl.edu/csi/ self.shtml
(Nebraska Self Reg
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Strategy Instruction)
CASEL Guide to SEL
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Programs
Building Social
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Emotional Learning
Social Emotional
Learning in Schools:
From Programs to
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Strategies
Social Skills Training:
Early Childhood
Education Intervention for Children with
Disabilities; Feb 2013 http://ies.ed.gov/ncee/ wwc/pdf/ intervention_reports/ wwc_socialskills_02051
3.pdf
Self Regulation and
Visual Strategy
Assignment
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Week of
6-23
Online
Problems with punishment
Seclusion and Restraint
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http:// stophurtingkids.com/
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about-restraint-seclusion/
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http:// www.livesinthebalance.o
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rg/
Restraint and Seclusion:
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Hear our Stories
Greene: 3 Options for
Problem Solving and
Kids Do Well if They
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Can
CDE: http:// www.cde.state.co.us/ cdesped/
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behaviortopicareas
Executive Summary
State’s Seclusion and
Restraint Law 2014
Seclusion and
Restraint webpage/ppt presentation
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Week of
6-30
Online
-Relationships, Belonging, Social
Status and Behavior
-Communication Systems
-ACM: Chapter 4 ppt
Keeping Communication
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Channels Open
Stipek, D. (2006).
Relationships matter.
Educational Leadership,
64, 46-49. http://www.kckps.org/ teach_learn/pdf/group2/
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t_l5_relationships.pdf
Understanding challenging behavior and building positive relationships: http://www.ksre.ksu.edu/ bookstore/pubs/
MF2842.pdf
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(hot button activity)
-Classroom Management
Plan (J. Stiffler) http:// users.manchester.edu/ student/jlstiffler/ profwebsite/
StifflerJL360CMPlan.pd
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-Intervention Planning for Behavior:
Relationship Building
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Strategies
Final Paper-My
Classroom
Management Plan
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Accreditation Standards: NCATE Standards:
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STANDARDS*
CEC Colorado
PBISCT
Colorado
Generalist
INTASC
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Course Objective
Demonstrate knowledge of current best practice and law for seclusion and restraint, safe behavior management for students with challenging behavior, alternatives to seclusion and restraint.
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Demonstrate knowledge and strategies for building relationships, friendships, belonging, empathy, social skills, cueing positive behavior, communication and problem solving
Relationships
Matter,
Understanding
Challenging
Behavior and
Building Positive
Relationships,
Social Skills
Training, Social
Emotional
Learning in
Schools, Building
Social Emotional
Learning, Using
Visual Strategy to
Improve Behavior,
Authentic
Classroom
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Management,
Chapter 4
Assignments:
Visual Strategy,
Self Regulation
Strategy
Assignment,
Activity, or
Required
Reading(s)
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Readings:
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Executive
Summary State
Seclusion and
Restraint Law 2014
CDE S&R guidelines and documents
Assignments:
Seclusion and
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Restraint ppt or webpage
Readings:
CG1K2
GC1K3
CC2K1
GC2K4
GC4S1
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CC3K4
CC5K7
CC5K8
CC5K9
CC5K10
5.1
5.2
5.8
5.9
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5(h)
5(i)
5(iiii)
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7
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NETS COE
Conceptual
Framework
1
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2(i)
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2(i)
2(ii)
2(iii)
2(iv)
3(iv)
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Demonstrate evidence-based data collection techniques
(observation and interview).
Developing IEP behavior goals and objectives,
Readings: Writing
Measurable and
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Meaningful IEP
Goals
Assignments:
Observation and
Interview activity
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Initiate, sustain, and complete
Functional Behavioral
Assessment, student directed
FBA, Behavior Intervention
Plan (BIP), Manifestation
Determination process.
Demonstrate skills and knowledge for developing and designing positive, inclusive classroom environments, relationship between instruction and behavior, positive behavior management plans, and the relationship between school, class, and individual systems.
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Readings:
FBA forms and guidelines,
Manifestation forms and guidelines.
Functional
Assessment of
Problem Behavior;
IDEA 2004: The
Reauthorized FBA
Assignments:
FBA, BIP, MD
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Readings:Evidence
Based Practices in
Classroom
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Assignments:
Teacher Survey
Analysis:
Classroom
Management
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CC10K2
CC10K3
CC10K4
CC10S1
CC10S7
CC10S10
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CC5S6
CC7S1
CC7S5
CC7S13
CC7S14
GC7K1
GC7S1
GC7S8
CC7S4
CC8K1
CC8K2
CC8K3
CC8S2
CC8S8
GC8S1
3.1
3.2
3.2
5.1
5.2
5.3
5.7
5.8
5.9
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5(bi)
5(i)
5e(i(
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5(av)
5(avi)
5(bi)
5(biii)
5(biv)
5(bv)
5((bvi)
5(h)
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7
9
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2(iv)
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1(vi)
4(i)
4(ii)
5(v)
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1(iii)
1(v)
5(vi)
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* Teacher candidates can access descriptions of all standards on the COE website or Task Stream
References
Hanley, G.P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming
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obstacles, and developing new lore. Behavior Analysis in Practice, 5, 54-72.
Jones, S.M. & Bouffard, S.M. (2012). Social and emotional learning in schools: From programs to
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strategies. Sharing Child and Youth Development Knowledge, 26, 1-22.
Larrivee, B.D. (2009). Authentic classroom management: Creating a learning community and
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building reflective practice (3rd ed.). Pearson.
McDonald, T. (2010). Positive learning framework: Creating learning environments in which all
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children thrive. Reclaiming Children and Youth, 19, 16.
Simonsen, B. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.
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3(iv)
4(i)
4(ii)
1(iv) !
5(vi)
5(vii)
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Stipek, D.J. (2006). Relationships matter. Educational Leadership, 64, 46-49.
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