Mississippi Bend Area Education Agency
Course Syllabus
The syllabus is the basis for license renewal course* approval, and informs the course
participants of the requirements and learning outcomes. It contains identified essential
components to meet indicators of quality**.
Date Submitted: 01-8-15
Course title: Developing Behavior Interventions: An Introduction to Behavior and
Classroom Management Interventions
Instructor: Patrick Judkins/Frank Ogden
Address: 27142 151st Avenue Long Grove, Iowa 52756
Phone Number: 563-650-8863
Email Address: pjudkins@aea9.k12.ia.us
Dates and Location
Dates
March 11 to May 15
Times (please allow time for
breaks/meals: 1 hour for lunch; 2 – 15
minute breaks are standard)
Other (mentoring/coaching
time, online work, etc.)
One face to face mtg 3-15 4:30 to
5:30. The rest of class is on-line
All assignments due by: 5-15-15
Dates grades will be posted: 5-15-15
Will course be held at the Bettendorf AEA?
Credit and Format Information
Number of Credits:
Type of credit requested
Type of Drake Graduate Credit:
Audit
1
Yes – face to face meeting, remaining online
2 x
3
Graduate (Drake)
Both
Licensure Renewal
EDEX (Drake Education Extension)
EDMA (application toward a Drake grad degree; see
Head of Professional Development for additional syllabus
requirements)
Yes
No
CEUs available from AEA
x Yes
No
No. of Hours: 3
Please make sure appropriate AEA Workshop form is completed for CEU credit.
Appropriate for Paraeducator certificate Renewal
Yes
No
Appropriate for Substitute Authorization certificate Renewal
Yes
No
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Mississippi Bend Area Education Agency
Course Syllabus
Type of professional development proposed (check those that apply):
x Course open to ALL
Blended delivery model (online & face-to-face)
Instructor Reimbursement by (check one):
AEA supplemental contract (teaching on noncontract time as AEA contracted instructor;
supervisor has been notified) 60 P/40 F
Target Audience:
Grade Level(s)
Content Area(s)
K -12
Behavior; Behavior Management
Minimum class size
6 Maximum class size 20
Category
Please select the primary category for this course from the drop down menu (click on the
box and all choices will appear):
Learning Environment
Course Outline
Published Course Description for website:
Developing Behavior Interventions: An Introduction to Behavior and
Classroom Management Interventions
Developing Behavior Interventions is a course specially designed to give teachers a
foundation in behavior-based interventions to use in their classroom. Participants will
begin by learning about what is necessary to get to know the student and look for any
background information, which can aide in developing an intervention plan. Next, the
course focuses on different data collection methods that will aide teachers in creating a
baseline for their intervention. Participants will examine the 4 functions of behavior and
be able to hypothesize what function or functions the student’s behavior is currently
being reinforced. Participants will then use the data that they have collected to show
whether the intervention that is in place is working by making and reading a graph. The
participants will then make modifications to their plan and justify their decisions based
on research based interventions.
Describe the best practices to support the course goals/outcomes described in the next
section:
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Mississippi Bend Area Education Agency
Course Syllabus
Participants in the course will engage in a combination of readings, discussion forums, situational
scenarios, and enrichment activities in order to meet the desired course goals and outcomes.
Using applied behavior analysis to teach the participants research-based interventions falls in line
with information provided by the Iowa Department of Education’s about multi-tiered systems of
supports.
https://www.educateiowa.gov/pk-12/standards-and-curriculum/iowas-multi-tiered-system-supports
For District-only courses
What district or building goals does this course support?
What follow up will be done to after the completion of this course?
Teacher impact statement: As a result of this course, teachers will be better able to develop
research based behavioral interventions to students and how to systematically monitor the
effectiveness of these interventions. Teachers will learn about the 4 functions of behavior
and how to use the knowledge to create appropriate behavior interventions for students.
Student impact statement: Teachers will assist students in improving their behavior through
the use of appropriate, meaningful and research based behavior strategies. With improved
classroom behavior, student scores on standardized measures of reading and math
comprehension will improve.
Iowa Teaching Standard(s) being addressed; check all that apply:
1: Demonstrates ability to enhance academic performance and support for implementation of
the school district’s student achievement goals.
2: Demonstrates competence in content knowledge appropriate to the teaching position.
3: Demonstrates competence in planning and preparing for instruction.
4: Uses strategies to deliver instruction that meets the multiple learning needs of students.
5: Uses a variety of methods to monitor student learning.
6: Demonstrates competence in classroom management.
7: Engages in professional growth.
8: Fulfills professional responsibilities established by the school district.
Iowa Leadership Standard(s) being addressed; check all that apply:
1: An educational leader promotes the success of all students by facilitating the development,
articulation, implementation, and stewardship of a vision of learning that is shared and supported
by the school community. (Shared Vision)
2: An educational leader promotes the success of all students by advocating, nurturing and
sustaining a school culture and instructional program conducive to student learning and staff
professional development. (Culture of Learning)
3: An educational leader promotes the success of all students by ensuring management of the
organization, operations and resources for a safe, efficient and effective learning environment.
(Management)
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Mississippi Bend Area Education Agency
Course Syllabus
4: An educational leader promotes the success of all students by collaborating with families
and community members, responding to diverse community interests and needs and mobilizing
community resources. (Family and Community)
5: An educational leader promotes the success of all students by acting with integrity, fairness
and in an ethical manner. (Ethics)
6: An educational leader promotes the success of all students by understanding the profile of
the community and responding to, and influencing the larger political, social, economic, legal and
cultural context. (Societal Context)
Iowa Core statement
Resources: http://www.aea9.k12.ia.us/en/iowa_core/ and
http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2485&Itemid=4602
List the IC areas that are addressed by this course; check all that apply:
Literacy
Mathematics
Science
Social Studies
21st Century Skills
Describe how the checked areas are addressed in this course:
Developing Behavior Interventions
Unit 1- Getting to Know Your Student
Maximizing your Teaching
Activity A:
Pick a student who is in need of a behavior intervention in your classroom. Using the
reading, see if you can match any of the talked about functions to the student in need of
the intervention.
Discussion #1
After reading the article, discuss why you are picking the student in your classroom (no
names). Are there any behavior interventions that have been attempted previously?
Are their ecological factors? Why might ecological factors be important? Why is finding
background information an important part of interventions? Respond to two other
posts.
What Does the Research Say?
Activity B:
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Mississippi Bend Area Education Agency
Course Syllabus
Read: Implementing a Multi-Tiered System of Support for Behavior: Recommended
Practices for School and District Leaders
Discussion #2 Research Findings
Discuss 2 significant findings that you read in the assigned article. Report how you
might be able to consider using these findings in your intervention. Respond to 2 other
posts.
Time to Plan
Activity C:
Read: Cracking the Behavior Code
Discussion #3
Give an example of an experience you have had and how can you connect it to a
function of behavior. Why is baseline data important to keep? Discuss what function of
behavior the student you have picked might fall under and why. Respond to 2 other
posts.
Baseline Data Time
Activity D:
Read: Observing Behavior Using A-B-C Data
Take 5 days of baseline data on the student you have picked
Discussion #4
Discuss how you have used A-B-C data collection, scatterplot data collection, and
minute-to-minute data. What was the easiest to use? What took the most time? What
was the most useful? Respond to 2 other Posts.
Unit 1 Power Point Update- Begin to develop a power point consisting of the student’s
background information, baseline data, function hypothesis, and proposed intervention.
Justify why you are proposing this specific intervention.
Part II
Intervention and Data Collection
Unit 2- Behavior Intervention and Data Collection
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Mississippi Bend Area Education Agency
Course Syllabus
Implementing the Plan
Activity E:
Take 5 days of data collection from your classroom.
Discussion #5
So far, what is the data telling you? Any concerns about your intervention to this point?
What would you like to do differently after 1 week? Respond to 2 other posts.
Monitoring the Plan
Activity G:
Take another 5 days’ worth of classroom data.
Discussion #6
Discuss what you feel acceptable progress would be to this point? How did you
choose your criteria? Respond to 2 other posts
Monitoring the Plan, (con’t)
Activity H:
Take 5 more days of classroom data.
Read and review the resources for creating a graph in Microsoft Excel

http://www.excel-easy.com/data-analysis/charts.html

http://spreadsheets.about.com/od/excelcharts/ss/line_graph.htm

https://www.youtube.com/watch?v=Xn7Sd5Uu42A

http://www.wikihow.com/Create-a-Graph-in-Excel
Discussion #7
Attach your graph to this discussion. Analyze the data you have collected and
discuss what it looks like over the last 3 weeks? Has anything changed? What
would you contribute change too? Are you seeing a difference when the student is
in environments other than your classroom? Respond to 2 other people
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Mississippi Bend Area Education Agency
Course Syllabus
Unit 2 Power Point- In addition to your Unit 1 power point, add your graphs, the data you
have collected, and what the graphs are telling you about the intervention.
Part 3: The Intervention is Almost Over and the Results are In!
The Last Five Days of Data Collection
Activity I:
Take 5 more days of new intervention data
Make changes in your intervention based on data you collected.
Discussion #8
Discuss the importance of making changes to your intervention based on the data you
have collected. How has the data helped you in making your decisions? Would you
rather make changes as they happen during the intervention or wait to make changes
after a certain amount of time? Respond to 2 other posts.
Results!
Activity K:
Analyze your data.
Discussion #9
What are the results of your intervention? What would you change the next time
you do it? What is your Plan moving forward? Respond to 2 other posts.
Unit 3 Final Power Point: Add to your previous power point the final data collection in
graph form, what intervention changes you made, why you made them, the results of
the data you collected after the changes, and what your outcomes are to date.
Submit your final power point
Course Equity Information
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Mississippi Bend Area Education Agency
Course Syllabus
What strategies are you providing to help your participants meet the needs of diverse
learners? Mark as many boxes that apply to the professional development outlined in this
syllabus and then provide a description of the learning activities for this course.
Multi-cultural Issues 1) Does this course discuss ways to ensure learners from other
cultures are successful in the classroom? 2) Does this course promote the diversity of ideas and
thoughts in curriculum and assignments, such as knowledge of different world views and cultural
perspectives? 3) Does your course acknowledge the learning styles of culturally diverse peoples?
4) Does your course promote/utilize resources that portray the various dimensions of a culturally
diverse population? 5) Does this course include strategies to form partnerships with families,
particularly with those who are culturally diverse?
Gender-fair Issues 1) Does this course include discussion about ensuring both male and
female learners are successful in the classroom (e.g. math and science classes)? 2) Does this
course promote/utilize resources that portray both sexes in active and passive activities? 3) Does
this course promote/utilize resources that portray both sexes in “nontraditional” ways as role
models? 4) Does this course discuss gay, lesbian, bisexual, or transgender issues, particularly as
they relate to school or community climate and/or student achievement?
x
Socio-economic Issues 1) Does this course include discussion about ways to ensure that
students from low socio-economic backgrounds are successful in the classroom? 2) Does this
course include discussion/understanding about who are SES students and the culture of poverty?
3) Does this course include discussion or analysis about disaggregating data based on socioeconomic status? 4) Does this course promote/utilize resources that may interest students from
low socio-economic backgrounds who may struggle academically? 5) Does this course include
learning about instructional strategies that will engage SES students in learning?
English Language Learners 1) Does this course include discussion of the impact of second
language learning on academic achievement? 2) Does this course address specific cultural
issues impacting student learning? 3) Does this course promote cross cultural communication
and involvement with ELL parents/family? 4) Does this course address legal/academic
responsibilities of school districts with educating ELL students?
Other Diverse Learners (e.g. TAG and learners with special needs) – 1) Does this course
address who are diverse learners, how to identify and/or how to serve diverse learners in the
classroom? 2) Do the learning expectations of this course include application of knowledge about
diverse learners? 3) Does this course deliver specific information about individual diverse
groups?
Please provide a description of the issues checked above. This course analyzes the ecological
factors that are often times present in students with behavioral problems. Examples of ecological
factors include low SES, chronic absenteeism from school, single parent families, and poor
family/school communication and relationships. This class takes into account these ecological
factors when student behavior is analyzed for function and research based interventions are
developed.
Course Goals, Outcomes and Evaluation
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Mississippi Bend Area Education Agency
Course Syllabus
Outline the course goals and outcomes that a student will achieve upon completion of this course.
The description should be a statement that is a specific and measureable knowledge/skill.
An outcome is the specific learning behavior that participants in the course should demonstrate in
the context of achieving the goal. There may be more than one outcome for each goal.
To write goals, consider the following. These items will help dictate the grading rubric.
 What will participants know, be able to do, or value at the conclusion of the course?
 What specific observable or measurable actions should participants demonstrate when they
have met the outcome(s)?
 How will you know if participants achieved the outcome? How will this new knowledge be
demonstrated? These outcomes will be used in the rubric to assess and grade the
success of learning.
Course Goal(s)
Outcome(s)
1. Demonstrate an understanding of the roles of the 4 a) Student will be able to identify
functions of behavior and how they can be used in
functions of behavior
creating interventions in the classroom.
b) Student will be able to match
functions to behavior
2. Identify strategies and activities that can be used
with students to support the implementation of
behavior interventions.
a) Students will become
proficient at analyzing behavioral
data.
b) Students will be able to analyze
scatterplot data
c) Students will be able to analyze
A-B-C data.
3. Demonstrate an understanding of how strategies a) a) Student will be able to create
and activities that support behavior intervention can be
interventions based on
be implemented using the 4 functions of behavior.
function
b) Students will develop a
repertoire of interventions based
on the 4 functions
of behavior
4. Define intervention expectations and be able to
show visual representation of the implementation of
behavior interventions through data collection and
graphs.
a) Students will be able to
determine acceptable behavioral
progress
c) Students will be able to create
graphs and trend lines
through Excel
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Mississippi Bend Area Education Agency
Course Syllabus
From: Program-Based Review and Assessment: Tools and Techniques for Program Improvement. Office of Academic Planning and
Assessment. University of Massachusetts Amherst. (2001).
Iowa Professional Development Model (IPDM)
Resource: http://www.isea.org/assets/document/ipdm-overview.pdf
What percentage of each technical will be used and briefly describe:
Theory: 30 percent
Demonstration: 0 percent
Practice: Collaboration (coaching, feedback, reflection): 70 percent
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Mississippi Bend Area Education Agency
Course Syllabus
Course Rubric (see rubrics in course syllabus)
The course grade will be determined using the following criteria.
A resource to assist in creating a rubric: http://manoa.hawaii.edu/assessment/howto/outcomes.htm
Describe what is required for each Outcome and how many points are assigned to each proficiency level. Provide a clear and specific
description of the criteria that will be used to evaluate student work.
At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted.
Course Requirements
(enter each criteria in the boxes
below and assign a point value)
Exemplary
Demonstrates good
understanding and
skill
Points: 18-20
Goal 1 Outcomes:
Student will be able to
identify all functions of
behavior and match
functions to behavior
Goal 2 Outcomes:
Can identify and
match all
functions
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Developing
Demonstrates some
understanding and
skill
Beginning
Demonstrates little or no
understanding or skill
Points: 12-13
Points: 14-15
Can identify and Can identify and Can identify and match 1
match 3
match 2 functions function
functions
Students
demonstrate
satisfactory
understanding of
how to analyze
behavior data
Goal 3 Outcomes:
Student can
Student can
Student will be able to
develop at least 4 develop at least
create interventions based interventions for 3 interventions
on function and develop a each function of
for each function
repertoire of interventions behavior
of behavior
based on the 4 functions of
behavior
Students will become
proficient at analyzing
behavioral data, scatterplot
data and A-B-C data.
Students
demonstrate good
understanding of
how to analyze
behavior data
Accomplished
Demonstrates
satisfactory
understanding and
skill
Points: 16-17
Students
demonstrate
some
understanding of
how to analyze
behavior data
Student can
develop at least 2
interventions for
each function of
behavior
Students demonstrate little to
no understanding of how to
analyze behavior data
Student can develop at least
1 intervention for each
function of behavior
Not
completed
or not able
to be
scored
Mississippi Bend Area Education Agency
Course Syllabus
Goal 4 Outcomes:
Students will be able to
determine acceptable
behavioral progress by
developing and analyzing
graphs and trend lines
through the use of Excel
Requirement 5:
Participation

NOTE: Do not include attendance
as criterion in the scoring; 100%
attendance is required for all levels
of credit.
A = 90 to 100
B = 80 to 89
C = 70 to 79
D = 60 to 69
F = Below 60
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Students will
demonstrate good
ability in being
able to determine
acceptable
behavioral
progress by
developing and
analyzing
graphs and trend
lines
through the use of
Excel
Reflects 15 collaborative
hours completed per
each credit.
Students will
demonstrate
satisfactory
ability in being
able to
determine
acceptable
behavioral
progress by
developing and
analyzing
graphs and trend
lines
through the use
of Excel
Students will
demonstrate
some ability in
being able to
determine
acceptable
behavioral
progress by
developing and
analyzing
graphs and trend
lines
through the use of
Excel
Students will demonstrate
little to no ability in being
able to determine acceptable
behavioral
progress by developing and
analyzing
graphs and trend lines
through the use of Excel

--------------This criterion is either met or not
met. --------------
Does not reflect
15 collaborative
hours
completed per
each credit.