Syllabus may be amended - UNC Charlotte 2013... · understanding. While the term “diversity” is often used to refer to differences, the College’s intention is for inclusiveness,

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Classroom Management

Syllabus may be amended

Summer 2013

Syllabus may be amended

INSTRUCTOR:

Dr. Gloria D. Campbell-Whatley, Associate Professor

Department: Special Education and Child Development

Phone: (704) 687-8837 please use email to contact me

Fax: (704)-687-2916

Office: 359 a- New College of Education Building

Office Hours: by appointment

[email protected]

Monday and Wednesday 8 to 12

Co-Teacher Kimberly Bunch-Crump

[email protected]

POWERPOINTS AND EXAMPLES ARE ON THE Web …I will not use Moodle to submit assignments

http://education.uncc.edu/gcampbe1/

CREDIT: 3

TEXT (s):

Alberto, PA., & Troutman, A.C. (2012). Applied Behavior Analysis for Teachers 9th ed.). Upper Saddle New Jersey:

Prentice Hall

CONCEPTUAL FRAMEWORK

Professional Educators Transforming Lives, the Conceptual Framework for Professional Education Programs at UNC

Charlotte, identifies the proficiencies that our graduates will demonstrate. During coursework, early field experiences,

and clinical practice candidates have multiple opportunities to develop the knowledge, effectiveness, and commitment necessary to transform the lives of the learners with whom they work. This course seeks to develop the proficiencies that

are highlighted below.

Core Proficiency: Knowledge. Candidates will demonstrate the Knowledge that provides the foundation for

transforming the lives of the children, youth, and families with whom they work. This knowledge includes elements such

as:

K1: Knowledge relevant to life in the 21st century

K2: Specialty area knowledge

K3: Pedagogical knowledge

K4: Knowledge of learners and their contexts

K5: Self-awareness

K6: Knowledge of policies, laws, standards, and issues

Core Proficiency: Effectiveness. Candidates will demonstrate Effectiveness in their work with children, youth, and

families by applying knowledge and developing effective skills in areas such as:

E1: 21st century skills

E2: Planning, implementation, and evaluation

E3: Research-based practice

E4: Research skills

E5: Culturally competent practice

E6: Response to diverse learners

E7: Reflective practice

mailto:[email protected]


http://education.uncc.edu/gcampbe1/

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Core Proficiency: Commitment. Candidates will demonstrate their Commitment to transforming the lives of others

through their actions in areas such as:

C1: Positive impact on learners

C2: Ethics

C3: Leadership

C4: Collaboration

C5: Advocacy

C6: Professional identity and continuous growth

The core proficiencies of knowledge, effectiveness, and commitment are fully aligned with the North Carolina standards

for teachers, school executives, and counselors. This course seeks to develop the North Carolina standards that are

highlighted below.

North Carolina Professional Teaching Standards (2007): 1) Demonstrate leadership, 2) Establish a respectful

environment for a diverse population of students, 3) Know the content they teach, 4) Facilitate learning for their students,

5) Reflect on their practice.

North Carolina Standards for Graduate Teacher Candidates (2009): 1) Teacher leadership, 2) Respectful

educational environments, 3) Content and curriculum expertise, 4) Student learning, 5) Reflection

THE COLLEGE OF EDUCATION COMMITMENT TO DIVERSITY

The College of Education at UNC Charlotte is committed to social justice and respect for all individuals, and it seeks to

create a culture of inclusion that actively supports all who live, work, and serve in a diverse nation and world. Attaining

justice and respect involves all members of our community in recognizing that multi-dimensional diversity contributes to

the College’s learning environments, thereby enriching the community and improving opportunities for human

understanding. While the term “diversity” is often used to refer to differences, the College’s intention is for

inclusiveness, an inclusiveness of individuals who are diverse in ability/disability, age, economic status, ethnicity, gender,

language, national origin, race, religion, and sexual orientation. Therefore, the College aspires to become a more diverse

community in order to extend its enriching benefits to all participants. An essential feature of our community is an

environment that supports exploration, learning, and work free from bias and harassment, thereby improving the growth

and development of each member of the community.

COLLEGE OF EDUCATION TECHNOLOGY STATEMENT

Professional education programs at UNC Charlotte are committed to preparing candidates for success in the 21 st century

through an emphasis on knowledge, effectiveness and commitment to technology integration and application. Preparation

in the integration and application of technology to enhance student learning is essential for all candidates. Programs

across the professional education unit, including the College of Arts + Architecture, College of Education, and College of

Liberal Arts and Sciences, reflect this commitment in coursework, early field experiences, and clinical practice which

includes student teaching and/or the capstone/internship phase of the respective programs.

COURSE DESCRIPTION: This course equips the students with the knowledge and skills of applied behavior analysis

as an approach for programming the academic and social skills of children and youth with disabilities. The class will

focus primarily on behavioral approaches but will include cognitive approaches as well. The positive behavioral support

approach will be highlighted as it lends to preventing problem behavior and encourages environmental management. The

course will also teach students to conduct functional behavioral assessments.

COURSE OBJECTIVES: Upon successful completion of this course, the following competencies will be mastered

according to NCATE and CEC competencies:

1. Promote individual and group motivation for encouraging positive social interaction, active engagement in learning,

and self-motivation [CC6.K4, CC6.K6, CC6.S5]

a. State advantages and disadvantages of alternative behavior management methods

b. Write cognitive, affective, psychomotor, social, and career/vocational behavioral objectives c. Participates in professional development and growth activities. (NCPTS 1c.1)

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2. Structure the learning environment by: [CC5.S2, CC5.S5, CC6.S3]

a. Gaining and maintaining attention of students

b. Following lesson plans during instruction but modifying them as necessary

c. Using the individualized activities

d. Organizing the classroom for small group and individual instruction

e. Structuring the physical environment to provide for optimal learning condition (lighting, seating, barrier, free

access, etc.)

f. Creating atmosphere which focuses on the strengths of the individual student [CC5.S1]

g. Creating an atmosphere that encourages self-determination and independence [CC5.S8, CC6.S7, CC6.S8]

h. Displays the ability to use appropriate data to identify areas of need that should be addressed in a school

improvement plan.

3. Manage individual and group behavior by: [CC5.K1, CC5.S8, CC6.S1, CC6.S4, CC6.S7]

a. Identifying the nature and sources of behavior problems [CC6.K3]

b. Identifying and differentiating among a variety of behavior intervention techniques (i.e., basic counseling,

psychoeducational, ecological, behavioral, psychopharmocological, etc.) to improve academic performance and

manage individual and group behavior [CC6.K3]

c. Selecting behavior management techniques which are appropriate to individual and group needs in a variety of

situations [CC6.S3]

d. Planning and implementing a systematic program for minimizing behavior problems of a child e. Planning appropriate classroom schedules that can accommodate children with various special needs [CC5.S2]

f. Implement effective classroom and behavior management techniques to meet the learning needs of students

[CC15.K2]

g. Utilize the findings of systematic classroom observation systems to analyze pupil behavior [CC5.S4]

h. Identify applicable regulations and ethical responsibilities when planning management systems [CC6.K1, CC6.

K2]

i. Identify various techniques for student behavior management [CC16.K4]

4. Increase awareness of behavior strategies that are applicable to diverse groups in the learning environment and social

interactions. [CC5K7, CC5K8, CC5K9, CC5S1, CC5S13]

a. Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. [CC5K7]

b. Ways to create learning environments that allow individuals to retain and appreciate their own and each other's

respective language and cultural heritage. [CC5K8]

c. Ways specific cultures are negatively stereotyped. [CC5K9]

d. Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. [CC5S1]

e. Organize, develop, and sustain learning environments that support positive intra-cultural and intercultural

experiences. [CC5S13]

COURSE REQUIREMENTS:

1.Each student will be held responsible for all of the information in the textbook and readings assigned for the course. The student should read assigned material appropriate to the topic to be discussed prior to class meetings. During the

semester, students will be asked to access web-based information to supplement in-class and text-based course material.

Please listen to the videos on PBIS and SWPBIS. Information provided through the web-based activities will offer

assistance on exams.

(PBIS) Positive Behavior Intervention and Supports’ website: http://www.pbis.org/

2. Students will respond to 2 examinations. Exams are objective (Multiple choice, true/ false, and fill in the

blank). All exams must be taken in class at the scheduled time. Not coming in order to study for another course

or making a doctor's appointment during the class period are examples of non-legitimate reasons for missing a

exam, and you will not be allowed a make-up. You are responsible for arranging your personal schedule

accordingly. In the case of legitimate documented absence, (e.g., illness, death in the family ) see the instructor

http://www.pbis.org/

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about taking a make-up test. The make-up test must be completed at the time agreed upon by instructor and

student.

3. Students are expected to attend class and participate in class discussions and activities. It is essential that you

read your text before coming to class. The material is challenging and the concepts are difficult to

understand if you do not read the text prior to class.

4. Students will complete 5 assignments. To complete the field assignments, students will need weekly access to a

classroom that includes students with disabilities.

5. The assignments have been designed to provide practical experience in planning and implementing behavioral

interventions. These assignments can be carried out in your classroom if you are teaching OR a practicum site to be

approved by the instructor and will require about 10 half days spread out over the semester (e.g., weekly).

6. All assignments are to be typed except where hand written data is collected. For assignment components that

can be typed, please use a standard format. All assignments must be submitted in 12 point font with 1 inch

margins, double spaced.

7. You will need to complete, receive the points and upload the evidence that accompanies this class or you will not pass

the class. The points for the class are pass or fail.

8. Grammatical Errors:

All written assignments must end with the following, signed, statement: “I have proofread this paper and

corrected all errors. Any remaining errors in spelling, punctuation, or word usage reflect a potential need for

remediation and not carelessness on my part”. Signed:

I expect you to use correct spelling and grammar for all written assignments. For your first two assignments, I will mark errors in your work. I recommend you use a dictionary or spell check to check your spelling and use

any of the following means to check your grammar: (a) ask a friend who is a good proof reader to proof your

work before turning it in for grading, (b) consult a grammar web site http://www.drgrammar.org/,

http://ccc.commnet.edu/grammar/. If your writing contains a high number of grammatical errors, I will make a

referral to the University Writing Center.

In assignments 3, 4, and 5 spelling and grammatical errors will cause point reductions from your grade.

Please do not tear it out of the syllabus, but duplicate it appropriately. Please list the number and clearly

define the portion you are addressing, then demonstrate, list, or address the answer. No assignment

should be in a run-on fashion where the number you are addressing in the assignment is not clearly

identified.

Each person should save your information on a jump drive (USB). This assignment will be used in a portfolio. You will upload this information in another class.

9. Handouts: Each PowerPoint is on the web. Please download the PowerPoint before class. The instructor

will not delay class by allowing students to copy the PowerPoint.

TECHNOLOGY REQUIREMENT: PLEASE SEE ADVISOR

EVALUATION:

Examinations ½ point for each item, 25 questions-midterm,

25 questions- final 25 points

Assignment 1 10 pts

Assignment 2 10 pts

Assignment 3 10 pts

Assignment 4 10 pts

Assignment 5 35 pts

TOTAL 100 points

The grade ranges are:

http://www.drgrammar.org/

http://ccc.commnet.edu/grammar/

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92 - 100 point A

91 - 80 points B

79 - 70 points C

69 - 60 points D

Below 60 points F

ATTENDANCE POLICY: A course is like a family, a team, or a cast, each member has its part. When a key player is

missing, or unprepared, the entire group suffers. The nature of our study will be collaborative inquiry, active listening,

and critical dialogue, so that your experiences, perspectives, and reasoning are vitally important. Additionally, the

information in this class is complex and your attendance is imperative. You are allowed two absences. Your grade

will be reduced by one letter with the third absence. Emergencies, etc. should be discussed with the instructor. Make sure

you call and leave a message on my answering machine or send an email. If you miss class, you are responsible to get a

copy of any notes and/or handouts from another member of the class and from the website. The instructor will not

provide copies of materials for missed classes without documentation of illness, or other emergency (death in the family,

sick child (documentation required), car accident (police report)). Class roll will be taken.

LATE WORK: There will be 5 points subtracted from your assignment for each day your assignment is late; beginning

the evening your assignment is due.

INCOMPLETE GRADES: To earn a grade status of incomplete (I), the policy stated in the UNCC faculty handbook is

followed:

"The grade of "I" is assigned at the discretion of the instructor when a student who is otherwise passing has, due to

circumstances beyond his/her control, not completed all of the work in the course. The missing work must be

completed during the next semester (fall or spring) in residence, but no later than 12 months after the term in

which the "I" was assigned. If the "I" is not removed during the specified time, a grade of "I" or "N" as

appropriate is automatically assigned. The grade of "I" cannot be removed by enrolling again in the same course."

(p. 12-13)

METHODOLOGY USED BY PROFESSOR IN CLASS: A variety of teaching methods are used in this class. They

include but are not limited to : lecture, discussion, projects, evaluations, group work, demonstrations, guest speakers, and

panels. The primary format will be a lecture-discussion format utilizing a variety of visual aids and media.

UNIVERSITY PROCEDURES AND POLICIES

Academic Integrity: Students have the responsibility to know and observe the requirements of the UNCC Code of Student Academic Integrity (2001-2003 UNCC Catalog, p. 275 and http://www.uncc.edu/catalog/yr2001-

03/student%20conduct.htm ). This code forbids cheating, fabrication or falsification of information,

multiple submission of academic work, plagiarism, abuse of academic materials, and complicity in academic

dishonesty. Any special requirements or permission regarding academic integrity in this course will be stated by

the instructor, and are binding on the students. Academic evaluations in this course include a judgment that the

student's work is free from academic dishonesty of any type; and grades in this course therefore should be and

will be adversely affected by academic dishonesty. Students who violate the code can be expelled from UNCC.

The normal penalty for a first offense is zero credit on the work involving dishonesty and further substantial

reduction of the course grade. In almost all cases the course grade is reduced to F. Copies of the code can be

obtained from the Dean of Students Office. Standards of academic integrity will be enforced in this course.

Students are expected to report cases of academic dishonesty to the course instructor.

http://www.uncc.edu/catalog/yr2001-03/student%20conduct.htm

http://www.uncc.edu/catalog/yr2001-03/student%20conduct.htm

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Name: Points: Grade:

Assignment 1: Defining Behavior and Conducting an ABC Assessment

Focus: Select one student with a problem from a culture different from your own, define (pinpoint) the

problem behavior so that it can be observed and measured. Develop a way to measure the behavior and conduct an ABC

assessment on the behavior.

Number of Sessions Suggested: One to select the behavior and define it . A second session to collect the ABC

Assessment data. If you know the student’s background, you may do it and one session.

(1 pts) 1. Define and pinpoint one problem behaviors the student is demonstrating that you would like to

change. Identify potential cultural and linguistic biases that could create perceptions of problem

behavior. Explain why this behavior or group of behaviors is important to address.

(3 pts) 2. Conduct an ABC Assessment to gather qualitative data on the behavior. Include three (3)

observations (i.e., the behavior(s) being observed over three different incidents) describing the

occurrence of the behavior(s). Use the ABC Assessment form to record your entries so that the

sequence of events is clear. If the behavior occurs several times in an observation, this will count

as one incident. Record information according to instructions in class and refer to your text for

more details. Be sure to list the time, date and length of each session.

(2 pts) 3. From your ABC assessments, write two hypotheses about the function of the behavior (or the

class of behaviors). “What did the student achieve with this behavior(s)?” or “What do you

think the student was trying to communicate as a result of this behavior?” State which

hypothesis you favor and why.

(1 pts) 4. Now that you have a hypothesis as to the function of the behavior, identify an appropriate behavior

(alternative or incompatible) with sensitivity to cultural and linguistic diversity, that can be

taught to replace or that may help to diminish the need for the problem behavior. Explain why

you are choosing this alternative behavior.

(1 pts) 5. Write a behavioral objective to reduce the problem behavior including condition, student, behavior,

and criteria.

(1 pts) 6. Write a behavioral objective to increase an alternative behavior including condition, student,

behavior, and criteria.

________(1 pt) I 7. Is the child’s behavior a reflection of the culture? How do you know? Have you chosen a student

who has a different culture than yours? Could there be a link between the student’s culture and

her/his behavior? How do you know?

Remember: Your assignment is NOT to intervene with the student at this point, but rather, to observe and study the

behavior in relation to the antecedent, and consequences.

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Assignment 2: Recording and Graphing Behavior

Focus: Observe the student and collect three baseline data points on the problem behavior using your

data-recording sheet. Summarize these data by graphing the data. Collect interrater reliability data during one

data recording session and compute your interrater reliability percentage.

Number of Sessions: You need to collect data for three different observation sessions to get your three (3)

baseline data points. (See page 167 for a definition of baseline data.)

(3 pts) 1. Behavior to Decrease.

(a) Select a data-recording sheet to collect quantitative data on the "problem" behavior. Select the data-

recording sheet based on the dimension of the behavior (frequency, duration, rate, latency, etc.) and the method

of data collection that you think will work best given your situation. Complete the top of the form.

(b) Collect (baseline) data for three observation sessions. If the behavior is one that occurs at a low rate

(only occurs a few times/day), you may need to collect data across the day. If the behavior occurs at a high rate,

use momentary time sampling or an interval recording system.

(c) Describe how you collected your data. For example, if you used interval or MTS, explain how you cued

the timed intervals (include at least a 10 minute sample of data). If you collected frequency data, how were you

able to observe for the time period with minimal distractions?, Was the student aware that you were observing him/her?, etc. Include all original copies of completed data recording sheets. The actual data that you record

onto the data-recording sheet should be hand written. (Refer to Chapter 3 in your text).

(3 pts) 2. Behavior to Increase.

(a) Select a data recording sheet to collect quantitative data on the "alternative or incompatible" behavior

that you want to teach (develop and/or increase). Select the data-recording sheet based on the dimension of the

behavior (frequency, duration, rate, latency, etc.) and the method of data collection that you think will work best

given your situation. Complete the top of the form.

(b) Collect (baseline) data for three observation sessions. If the behavior is one that occurs at a low rate

(only occurs a few times/day), you may need to collect data across the day. If the behavior occurs at a high rate,

use momentary time sampling or an interval recording system.

(c) Describe how you collected your data. For example, if you used interval or MTS, explain how you cued

the timed intervals (include at least a 10 minute sample of data). If you collected frequency data, how were you

able to observe for the time period with minimal distractions?, Was the student aware that you were observing

him/her?, etc. Include all original copies of completed data recording sheets. The actual data that you record

onto the data-recording sheet should be hand written. (Refer to Chapter 3 in your text).

(2 pts) 3. In one session, have a second observer also collect data at the same time you do on a separate data-

recording sheet. Make sure the observer is the same culture as the child you are observing. Compare

your two recordings and compute the interrater reliability (show your formula and computation). Note

differences in culture. You should achieve a reliability score of at least 80%. If your interrater reliability

score is less than 80%, include a statement as to why you think your scores were so different. Do not

include the interrater reliability data on your graph.

(2 pt) 4. Prepare 2 computer-generated graphs using MS Excel, summarizing the quantitative data for the

three days of observation. There should be 3 data points on each graph. Draw and label

two graphs (one for the behavior to be decreased and one for the behavior to be increased).

Label the ordinates on each graph (y-axis) to indicate what scales will be used to record the

performance of the behaviors, and the abscissa on each graph (x-axis) to indicate how

frequently the data were collected. Plot your baseline data points on both graphs. Draw

the vertical phase lines after the third baseline data point on each graph. (Refer to Ch. 4

in your text).

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Assignment 3: Positive Behavioral Intervention Plan

Focus: This is the plan that will be used for your behavior change intervention. The purpose of your

intervention plan will be to achieve the behavioral objectives for both the reduction of the problem behavior and the

increase of alternative/incompatible behavior that achieve the same, or similar function. Intervention strategies must be

linked to the function of the behavior (your ABC Assessment and hypothesis) and emphasize positive procedures. (See

the Intervention Plan Self-Evaluation form.) Please describe the plan in detail and provide examples of any forms,

ratings, contracts, etc.

Number of Sessions: If you are not the classroom teacher, meet with her/him to be sure he/she agrees with your

plan and to determine who will participate in its implementation. When the plan has been approved, you will need at least

three days of intervention to see a trend in the data and determine if the plan is working. (Plan to be present for at least 3

days.)

1. Describe the positive behavioral intervention strategies that you will implement. Include if and how you will

incorporate:

(a) environmental supports (classroom arrangement, classroom schedule, rules, procedures, etc.).

(.5pts)

(b) instruction of an alternative or incompatible skill, functional communication training or other procedures (including stimulus control procedures). (.5pts)

(c) other antecedent strategies (additional instruction, different instructional strategies, etc.). (.5 pts)

(d) consequences to increase the alternative or incompatible behavior. (.5 pts)

(e) consequences to decrease "problem" behavior. (Hint: Remember your DR procedures, extinction,

response cost, etc. The DR procedures are highest on the hierarchy and therefore receive

preferential point values from this instructor) (.5 pts)

(f) involvement of the student in development and/or implementation of the plan (self-management or

self-determination). (.5 pts)

(g) How do the strategies you have chosen address diversity? How do they address biases toward race,

ethnicity, language, etc? How do you know?(.5pt)

2. (ETPA) You need to demonstrate your teaching as an integral part of this assignment. You will need to video

yourself for one lesson for 20 minutes when you teach the student the alternative behavioral skill. It is not important to

video the student’s face, but it is important video your face during teaching. You will be using a pseudonym for the

student. In the video clip, you need to demonstrate a positive learning environment. You need to follow the lesson plan

and the demonstration should include the following:

___________(a) Your video should demonstrate mutual respect and a positive rapport, especially enhancing self-determination skills. (3 pts)

___________(b) In your lesson, explain how your strategies engage and motivate the learner as you apply the

targeted skills. (.5 pts)

___________(c) In your lesson, explain how instruction linked to prior learning, family, cultural and community

assets? (.5 pts)

___________(d) In your lesson, explain how you will promote the application of learning. (.5 pts)

___________(e) In your lesson, describe opportunities for feedback. (.5 pts)

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___________(f)In your lesson, explain how materials, supports, and instructional strategies support and

instructional strategies in relation to lesson objectives and how they reflect the learner’s

development, age and needs. (.5 pts)

___________(g) In your lesson, describe how the instructional materials and instructional and support strategies

facilitate the development of self-directed learning. (.5pts)

___________(h) Analyze your video clip. What changes would you make to your instruction to better support

learning related to the lesson objectives? What do you think these changes would improve?

Support your explanation with the theory about behavior that you have learned in this class. (.5

pts)

Lesson Plan Components Subject: Topic: Rationale:

Objective:

Materials/Technology:

Focus/Review:

Teacher Input:

Guided practice:

Independent practice:

Closure:

Evaluation/Assessment:

Cultural Responsive Practices:

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Assignment 4: Positive Behavioral Support Summary

Focus: This is the summary of your positive behavioral support plan and evaluation of your brief intervention.

To qualify as a “positive” behavioral support intervention, your plan should be dominated by the use of positive

reinforcement. If possible, share the plan with the student and parent as well for their feedback. This plan will be about 3

typed pages.

Number of Sessions: One follow-up visit with the student to share your results.

(7 pts) 1. Using MS Excel, update your two graphs to include your intervention data to show

baseline and intervention data to show (hopefully) a decrease in the problem behavior,

and (hopefully) an increase in the behavior you are hoping to build to replace the

problem behavior (i.e., the alternative or incompatible behavior).

(1 pts) 2. Summarize the quantitative data from the two graphs. Include possible cultural

factors.(This means discuss what the data shows.)

(1 pts) 3. Summarize your qualitative analysis (the hypotheses you formed from the ABC

assessments). Given the success or failure of the intervention, do you think your hypothesis was a good one? Include possible cultural factors that could influence the

outcomes.

(1 pts) 4. Reflect on your positive behavioral support intervention.

Did it work? Why or why not? What changes did you make (if any) from your original plan?

What changes would you make in the future? How can you minimize the effects of cultural and

linguistic biases that might influence your behavior support intervention.


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Assignment 5: Completing EE 6 –Special Education Assignment for Licensure Portfolio (35 points, uploaded and

complete)

Completing EE 6A –Special Education

Assignment for Licensure Portfolio

EE 6: Candidates will write a reflection with 2 parts- E6A and E6B to fulfill Electronic Evidence 6. Label the reflections as “6A: Reflection Part 1” and “6A: Reflection Part 2” for your

submission for E6A and “6B: Reflection Part 1” and “6B: Reflection Part 2” for your

submission for E6B. BE SURE YOUR NAME AND 800 NUMBER IS CLEARLY

EVIDENT ON YOUR SUBMISSION. Remember to use your summary reflections written within your coursework to complete this evidence.

6A: Reflection Part 1: Candidates will reflect on their understanding of the characteristics and

critical elements of a school improvement plan (NCPTS 1b.2).

Initial experiences with activities and related reflection in: SPED 4270/5270 This reflection should include:

A discussion of the purpose of a school improvement plan.

A description of the primary components of a school improvement plan (SIP). A discussion of the scope of a full school improvement plan (SIP), i.e., what are the likely areas of focus in a

full SIP?

A discussion of what should result from a school improvement plan (SIP), i.e., in a well-designed SIP. . .

o How should the school operate under the plan?

o Who should be involved in planning, analyzing, developing, implementing, and evaluating the plan?

o How will staff training play a role in implementing a SIP?

o Looking at the Lewis Elementary School SIP example, and the Lewis Elementary

School web links, what can you infer about the role of the school principal in facilitating implementation of a successful SIP and SW PBS program?

o Describe the role of the state education agency in providing leadership and direction to

LEAs for development and implementation of SW PBS.

A discussion of the roles and responsibilities of classroom teachers as team players in

developing, implementing, monitoring the progress of, and using data to evaluate and modify

the school's SIP and SW PBS plan.

6A: Reflection Part 2: Candidates will reflect on their ability to collect and use data to identify

areas of need that should be addressed in a school improvement plan with focus on School-

Wide Positive Behavior Support (SW PBS) (NCPTS 1b.3).

The reflection should include:

An overall discussion of the candidate’s views of the value and function of data collection

and analysis on a school-wide level within a SW PBS program.

A description of how a well-designed school-wide system should work. Demonstrate the

candidate’s understanding of how schools can use the SWIS data system to analyze, plan,

implement, and evaluate their school-wide PBS system.

A discussion of how school-wide behavior data should be managed for the purpose of

running a well-designed SW PBS school. In the discussion, include (a) ways school

colleagues can collaborate to address school-wide behavior problems, (b) what kinds of

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information can be learned by collecting and analyzing school-wide PBS data?, (c) ways that

school staff can use data to identify, analyze, and address school-wide behavior problems,

and (d) how annual data reports can be used to evaluate program effectiveness. Discussion

should include:

o How should data be collected

o What types of data collected

o How should the SW PBS team respond to and use data

ACCOMPLISHED: reflects upon working with colleagues to plan a professional learning

opportunity to address at least one aspect within the SIP and SW PBS.

Reflection should be 3-4 double spaced pages, 12 point font, 1" margins all sides. A longer reflection is permitted. Reflection Part 6A1 and 6A2 meets the following standards:

NCPTS 1b.2 Identifies the characteristics or critical elements of a school improvement plan.

NCPTS 1b.3 Displays the ability to use appropriate data to identify areas of need that should be

addressed in a school improvement plan.

Additional Information

Questions about the appropriateness of activities should be discussed with your

instructor/supervisor.

A copy of the rubric to assess this assignment will be available on the OFE website under

“Resources.” All candidates must score a level of “Proficient” or higher for licensure

recommendation.

This evidence is aligned to the NCPTS for pre-service teachers, not the standards for current

classroom teachers.

The due date will be determined by each University Supervisor, but the evidence should be

uploaded to TaskStream no later than as indicated in your weekly reflection assignment

calendar.

13

CLINICAL-OBSERVATION PLACEMENT REQUEST FORM

UNC CHARLOTTE COLLEGE OF EDUCATION Five school systems do not want students to contact schools directly until a written request is made from the Office of

Field Experiences. These systems are Cabarrus, Charlotte-Mecklenburg, Gaston, Rowan-Salisbury, and Stanly. All other

school systems allow students to contact schools directly to set up their own clinicals, after they have turned in the

Clinical-Observation Placement Request Form to the Office of Field Experiences.

http://education.uncc.edu/ofe Office of Field Experiences

http://education.uncc.edu/ofe/clinical-experiences Clinicals and Forms

http://education.uncc.edu/ofe

http://education.uncc.edu/ofe/clinical-experiences

14

COURSE CONTENT

Date Content Chapter

7/1

Introduction to the Course

Special Presentation

assign groups

7/3 Roots of Applied Behavior Analysis

Response to Intervention

Positive Behavior Supports

Dr. Whatley

Ms Bunch Crump

7/8

Hypothesis & Functional Analysis

Review ABC recordings

Behavioral Objectives

Dr. Whatley

Ms Bunch Crump

7/10

Cultural Influences on Behavior

We will also discuss the 2 articles on the website by

Cregor and Chiang in addition to the one you will bring

for extra credit.

Read chapter on website

Dr. Whatley PowerPoint and Chapter on

the website

Selected Articles

Summarize one article one page, (typed)

1 inch margins, double spaced, times

new roman, related to culture and

behavior-1 bonus point

7/15

Collecting and Graphing Data

Single Subject Design

Assignment 1 due email to [email protected] and

[email protected]

. Please attach all parts of the assignment to ONE

EMAIL INCLUDING ABC assessment and the

completed written assignment.

Dr. Whatley

Ms Bunch Crump

7/17

Environmental Support

Increasing and Decreasing Behavior

Dr. Whatley

Ms Bunch Crump

7/22 Midterm

Cognitive Methodologies

Who I Can Be Is Up to Me

Social Skills Training

Dr. Whatley

Powerpoint

Book

Ms Bunch Crump

7/24

Providing for Generalization of Behavior Change

Differential Reinforcements

Assignment 2 due email to [email protected] and

[email protected]

. Please attach all parts of the assignment TO ONE

EMAIL INCLUDING 2 charts and the 3 recording

sheets, and the inter-rater formula.

Ms Bunch-Crump

Dr. Whatley

7/29

School Wide Positive Behavior Support

Group Work on Assignment 5

Assignment 3 due email to [email protected]

Dr. Whatley

PowerPoint only






15

Please attach all parts of the assignment TO ONE and

[email protected] . EMAIL INCLUDING all pictures,

graphs, written portions, charts that are included in

intervention to be used. Implement the intervention.

Make sure you attach the video.

7/31 Assignment 4 email to [email protected] and

[email protected]


EMAIL INCLUDING the 3 recording sheets, 2 graphs

(baseline and after the intervention)

Understanding Aggression

Ms Bunch Crump

8/5 Assignment 5 [email protected] and [email protected]


EMAIL INCLUDING the single and group portion of the

assignment. DO NOT UPLOAD YOUR EVIDENCE

TO TASKSTREAM WITHOUT PERMISSION

8/7 8:00 Final

Edition 8 Edition 9

Chapter 1:Roots of Applied Behavior Analysis

Chapter 1:Roots of Applied Behavior Analysis

Chapter 6: Developing a Hypothesis from Behavior Change: Functional Assessment & Functional Analysis Chapter 2: Preparing Behavioral Objectives

Chapter 7: Determining the Function of Behavior Chapter 3: Preparing Behavioral Objectives

Chapter 3: Procedures for Collecting Data Chapter 4: Procedures for Collecting Data

Chapter 4: Graphing Data Chapter 5: Single-Subject Designs

Chapter 5: Graphing Data Chapter 6: Single-Subject Designs

Chapter 7: Arranging Consequences that Increase Behavior Chapter 8: Arranging Consequences that Decrease Behavior

Chapter 8: Arranging Consequences that Increase Behavior Chapter 9: Arranging Consequences that Decrease Behavior






16

Edition 8 Edition 9

Chapter 9: Differential Reinforcement: Antecedent Control and Shaping Chapter 10: Providing for Generalization of Behavior Change

Chapter 10: Differential Reinforcement: Antecedent Control and Shaping Chapter 11: Providing for Generalization of Behavior Change

17

The following Licensure Programs will use a common rubric to evaluate

Electronic Evidence #6A: Leadership and Collaboration

Special Education Undergraduate: General Curriculum

Special Education Graduate Certificate: Adapted Curriculum

Special Education Undergraduate: General Curriculum

Special Education Graduate Certificate: Adapted Curriculum

18

EVIDENCE 6

SWPBS SIP SCORING GUIDE:

Completing the Benchmarks of Quality (Revised) for School-wide Positive Behavior Support (SWPBS)

Procedures for Completing

STEP 1 - READ ALL OF THE ITEMS ON THE SWPBS SIP SCORING GUIDE.

Step 2 - Review the Case Study school materials: a) School Improvement Plan (SIP) with particular focus on components/sections which address student behavior,

discipline, climate, environment, etc. b) Supplemental school materials, (e.g., the school's web page (staff linked materials, Student Handbook,

administrative/leadership documents, etc.). Step 3 - Record on the SWPBS SIP Scoring Guide to indicate which items are addressed in the SIP and the supplemental items indicated.

a) Record whether or not the benchmark item is "Evident" or "Not Evident" in the documents. b) Then based on how frequently and to what degree the benchmark item is addressed in the document(s) and/or web

sites, rate the item as Low, Medium, or High emphasis across the documents/materials. c) Record where the evidence of this item is found in the various document(s), materials.

Step 4 - Write a brief summary review of the strength and comprehensiveness of the SWPBS plan as reflected in the Lewis Elementary School SIP and supporting documents. Organize your summary according to key components of a SWPBS system. Your summary review should be uploaded as a separate MS Word document. (Maximum length 3 pages double-spaced.)

THIS CASE EXAMPLE: LEWIS ELEMENTARY SCHOOL, EXCELSIOR SPRINGS, MO MATERIALS:

A) LEWIS ELEMENTARY SCHOOL IMPROVEMENT PLAN B) LEWIS ELEMENTARY SCHOOL WEB SITE (SELECTED PAGES) c) Lewis Elementary Student Behavior Chart d) Lewis Elementary Behavior Matrix

19

e) Lewis Elementary PBS Lesson 1 Hallways

f) Lewis Elementary Tier 2 Action Plan g) Missouri Dept of Ed SWPBS web site

BENCHMARKS OF QUALITY (REVISED) SCORING GUIDE

Benchmark Evident

Yes or No Emphasis? Low, Med, High

Where?

Record where this evidence is

located in the documents.

1. SWPBS Team has administrative support. Administrator(s) attend training, play a role in the PBIS process, communicate their commitment, support

decisions of the PBIS Team, and attend team meetings.

YES Low - SIP High - Admin Leadership doc from MO DOE web site

High - school web site suggests there is High admin support a

SIP p.24 - Admin has sole responsibility to develop collaborative teams to support student achievement

SIP p. 25 - Admin involved to increase parent involvement

Missouri Administrative Leadership document

2. SWPBS Team has regular meetings (at least monthly).

Team meetings are consistent, monthly meetings each school year.

3. SWPBS Team has established a clear mission/purpose. Team has a written purpose/mission

statement for the PBS team (commonly completed on the cover sheet of the action plan).

4. Faculty are aware of behavior problems across

campus through regular data sharing. Data regarding school-wide behavior are shared with faculty monthly.

5. Faculty are involved in establishing and reviewing goals. Most faculty participate in establishing PBIS

goals (i.e. surveys, “dream”, “PATH”) on at least an annual basis.

20

Benchmark Evident

Yes or No

Emphasis? Low, Med, High

Where?



6. Faculty is given opportunities to provide feedback, to offer suggestions, and to make choices in every step of

the PBIS process (via staff surveys, voting process, suggestion box, etc.). Nothing is implemented without the majority of faculty approval.

7. Discipline process described in narrative format or depicted in graphic format. Team has established clear,

written procedures that lay out the process for handling both major and minor discipline incidents. Includes crisis situations.

8. Discipline process includes documentation procedures. There is a documentation procedure to track both major and minor behavior incidents (i.e., form,

database entry, file in room, etc.).

9. Discipline referral form includes information useful in decision making. Information on the referral form

includes ALL of the required fields: Student’s name, date, time of incident, grade level, referring staff, location of incident, gender, problem behavior, possible

motivation, others involved, and administrative decision.

10. Problem behaviors are defined. Written documentation exists that includes clear

definitions of all behaviors listed.

11. Major/minor behaviors are clearly differentiated. Staff are clear about which behaviors are staff managed and which are sent to the office. (i.e. appropriate use of

office referrals). Behaviors are clearly defined, differentiated and documented.

12. There is evidence that all administrative staff are

21

Benchmark Evident

Yes or No


Where?



aware of and use an array of predetermined appropriate responses to major behavior problems.

13. A data system (e.g., swis.org) is used to collect and

analyze office discipline referrals (ODR) data. The database can quickly output data in graph format and

allows the team access to ALL of the following information: average ODRs per day, per month, by location, by problem behavior, by time of day, by

student, and compare between years.

14. Additional data are collected (attendance, grades,

faculty attendance, surveys) and used by SWPBS team. The team collects and considers data other than discipline data to help determine progress and successes (i.e.

attendance, grades, faculty attendance, school surveys, etc.)

15. Data analyzed by team at least monthly. Data are printed, analyzed, and put into graph format or other easy

to understand format.

16. Data shared with team and faculty on at least a

monthly basis.

17. 3-5 positively stated school-wide expectations are visibly posted around the school. Areas posted include the classroom and a minimum of 3 other school settings

(i.e., cafeteria, hallway, front office, etc).

18. Expectations apply to both students and staff.

22

Benchmark Evident

Yes or No


Where?



PBIS team has communicated that expectations apply to all students and all staff.

19. Rules are developed and posted for specific settings

(settings where data suggested rules are needed).

20. Rules are linked to expectations.

When taught or enforced, staff consistently link the rules with the school-wide expectations.

21. Staff are involved in providing feedback/input into

the development of the school-wide expectations and rules (i.e., survey, feedback, initial brainstorming session,

election process, etc.).

22. The reward system guidelines and procedures are implemented consistently across campus. Documentation suggests that all to most members of the

school are participating appropriately.

23. Reward opportunities include tangible items, praise/recognition and social activities/events. Students with few/many tokens/points have equal opportunities to

cash them in for rewards.

23

Benchmark Evident

Yes or No


Where?



24. Rewards are linked to expectations and rules. Rewards are provided for behaviors that are identified in

the rules/expectations and staff verbalize the appropriate behavior when giving rewards.

25. Rewards are varied to maintain student interest.

The rewards are varied throughout year and reflect students’ interests (e.g. consider the student age, culture, gender, and ability level to maintain student interest.)

26. Language indicates that staff want to achieve a high ratio of acknowledgements/reinforcements for

appropriate behavior to corrections for inappropriate/ problem behavior, (e.g., 4:1).

28. The system includes incentives for staff/faculty.

The system includes incentives for staff/faculty and they are delivered consistently.

29. A behavioral curriculum includes teaching expectations and rules. Lesson plans are developed and

used to teach rules and expectations.

30. Lesson plans include both examples of appropriate behavior and examples of inappropriate behavior.

31. Lesson plans are taught using at least 3 different teaching strategies (i.e., modeling, role-playing,

24

Benchmark Evident

Yes or No


Where?



videotaping).

32. Lessons are embedded into subject area curriculum. Documentation suggests that teachers embed behavior

teaching into subject area curriculum on a daily basis.

33. Documentation suggests that faculty, staff, and students are involved in the development and delivery of

lesson plans to teach behavior expectations and rules for specific settings.

34. The PBIS Plan includes strategies to reinforce lessons with families and the community (i.e., after-school programs teach expectations, newsletters with tips

for meeting expectations at home).

35. Documentation suggests that the team schedules time to present and train faculty and staff on the discipline procedures and data system including checks for

accuracy of information or comprehension.

36. Documentation suggests that the team schedules time to train faculty and staff on lesson plans to teach students expectations and rules including checks for accuracy of

information or comprehension.

25

Benchmark Evident

Yes or No


Where?



37. A plan for teaching students expectations/ rules/rewards is developed scheduled and delivered.

Students are introduced/taught all of the following: school expectations, rules for specific setting, and the reward system guidelines.

38. Booster sessions are planned and delivered to re-teach staff/students at least once in the year and additionally at times when the data suggest problems by

an increase in discipline referrals per day per month or a high number of referrals in a specified area.

40. Plans for orienting incoming staff and students are developed and implemented. Team has planned for and carries out the introduction of School-wide PBIS and

training of new staff and students throughout the school year.

41. Team has planned for the introduction and on-going involvement of school-wide PBIS to families/community

(i.e., newsletter, brochure, PTA, open-house, team member, etc.)

42. Classroom rules are defined for each of the school-

wide expectations and are posted in classrooms.

43. Classroom routines and procedures are explicitly identified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using

restroom, dismissal).

26

Benchmark Evident

Yes or No


Where?



44. Expected behavior routines in classroom are taught.

45. Documentation suggests that classroom teachers use immediate and specific praise.

47. Procedures exist for tracking classroom behavior problems.

48. Classrooms have a range of consequences/ interventions for problem behavior that are documented

and consistently delivered.

49. Students and staff are surveyed at least annually (i.e.

items on climate survey or specially developed PBIS plan survey), and information is used to address the PBIS plan.

50. Students and staff can identify the school-wide expectations and rules for specific settings.

51. Staff are prompted to use referral process (including

which behaviors are office managed vs. which are teacher managed) and forms appropriately. Staff know the procedures for responding to inappropriate behavior,

use forms as intended and fill them out correctly.

27

Benchmark Evident

Yes or No


Where?



52. Appropriate implementation of SWPBS reward system is reflected in SIP and other materials. Plan

addresses staff knowledge and implementation of school-wide reward system.

53. Outcomes (behavior problems, attendance, and morale) are documented and used to evaluate PBIS plan. There is a plan for collecting data to evaluate PBIS

outcomes, most data are collected as scheduled, and data are used to evaluate PBIS plan.

ONE FINAL STEP: Step 4 - Write a brief summary review of the strength and comprehensiveness of the SWPBS plan as reflected in

the Lewis Elementary School SIP and supporting documents. Organize your summary according to key components of a SWPBS system.

Your summary review should be uploaded as a separate MS Word document. (Maximum length 3 pages double-spaced.)

28

Evidence 6 1b.3 Activity Using the SWIS.org Data Sets

Part 1 – E6 1b.3 1. What are top three problem behaviors occurring? 2. What are the locations where problem behaviors are occurring? 3. Are there times of day that seem to have higher incidents of behavior? 4. Identify students who have three or more referrals?

a. How many of them are there? b. Who are they? c. What strategies might be developed within a PBS plan to address the problems with

these students? 5. Identify staff who report higher numbers of incidents or who are associated with higher

numbers of incidents. a. What strategies might be developed within a SW-PBS plan and SIP to work with these

staff members based on your analysis of the grade level SWIS.org data set. 6. Make at least two recommendations for the total grade level team given your analysis.

Part 2 – E6 1b.3 Using the example of the Lewis Elementary School SIP (refer to pages 22-25 and the Lewis Elementary School web site), develop the SW-PBS component of a School Improvement Plan. DO NOT just copy and paste listed items from the Lewis Elementary SIP into your SIP. Look at the example and then think for yourself. Put items that make sense to your ideas for a plan into your own words. Your SIP should focus on the 1 or 2 behaviors that you analyzed from the SWIS.org Data Set for the grade or grades you are focusing on, so it will be more specific. Your plan should include:

1. Acknowledge and discuss issues of racial, cultural, ethnic, linguistic diversity (RCELD) and specific strategies for addressing these in proactive and positive ways.

2. Develop a list of staff who will implement the plan (Use your name, some staff names from the swis.org data set list, make-up other staff names with titles as needed to develop this plan).

3. Include procedures for training staff members who will be the “Plan” implementers. 4. Develop a schedule for staff training and practice. 5. Describe procedures for monitoring student behavior in the targeted locations during

targeted time periods (e. g., data collection procedures, instructions). 6. Develop a draft of a possible data recording sheet that staff could use to record and report

school-wide student behavior for your Plan.. 7. Develop a schedule for when and where strategy(ies) will be implemented. 8. Describe procedures for delivering student reinforcement and consequences 9. Develop a schedule for PBS Team meetings to assess program progress and procedures for

modifying the plan as indicated by data 10. Develop one lesson plan that could be used to address one of the targeted problems. 11. Provide one or two paragraphs to summarize your plan above.

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32

Special Education – Evidence 6A Leadership and Collaboration

UNC Charlotte Initial Licensure Program

Teacher Candidate Evaluation Rubric

Standard/Descriptor Not Met Proficient Accomplished

1.b.2 As evidenced by the following indicators: Initial experiences with activities and related reflection in: SPED 4270/5270

In the final reflection, the candidate dentifies only the critical elements or purpose of a School Improvement Plan (SIP).

In the final reflection, the candidate discusses the definition, purpose, and major components of a high quality school improvement plan (SIP).

and describes a well-designed School-Wide Positive Behavior Support plan and discusses how this would fit within a comprehensive

School Improvement Plan (SIP)

and describes the role of a teacher SW PBS team member in planning,

implementing, progress monitoring, and evaluating the school’s SIP.

In the final reflection, the candidate discusses the definition, purpose, and major components of a high quality school improvement plan (SIP).

and describes a well-designed School-Wide Positive Behavior Support plan and discusses how this would fit within a

comprehensive School Improvement Plan (SIP)

and describes the role of a teacher SW PBS team member in planning,

implementing, progress monitoring, and evaluating the school’s SIP

and reflects upon working with

colleagues to plan a professional learning opportunity to address at least one aspect within the SIP.

Co

lle

ge

1.b.2 Summative Rating

Recognizes opportunities for involvement in professional learning activities. Attends professional learning activities.

Identifies the characteristics or critical elements of a school improvement plan. (NCPTS 1b.2)

Works with others in developing and/or implementing school improvement activities.

1.b.3 As evidenced by the following indicators: Initial experiences with activities and related reflection in: SPED 4270/5270

In the final reflection, the

candidate recognizes

opportunities for involvement in

professional learning activities

regarding SIP and/or SWPBS

and identifies sources of data for

a SIP and/or SWPBS

In the final reflection, the candidate discusses the role

of data collection and analysis in developing, implementing, monitoring, and evaluating a high quality school improvement plan in the context of a School-

Wide Positive Behavior Support (SW-PBS) program.

and discusses how SIP and SWPBS teams make use of school-wide quantitative

data (i.e., office referral data from school report) to identify and prioritize behavior problems and plan interventions on a school-wide basis.

and uses a mock data set to develop a list of recommendations for a SW PBS plan and describe what

In the final reflection, the candidate discusses the

role of data collection and analysis in developing, implementing, monitoring, and evaluating a high quality school improvement plan in the

context of a School-Wide Positive Behavior Support (SW-PBS) program.

and discusses how SIP and SWPBS teams make use

of school-wide quantitative data (i.e., office referral data from school report) to identify and prioritize behavior problems and plan

interventions on a school-wide basis.

and uses a mock data set to develop a list of

33

Teacher Candidate Evaluation Rubric

Standard/Descriptor Not Met Proficient Accomplished

would be involved in

implementing these recommendations.

recommendations for a

SW PBS plan and describe what would be involved in implementing these recommendations

and reflects upon working with

others in developing and/or implementing school improvement activities.

Co

lle

ge

1.b.3 Summative Rating

Recognizes opportunities for involvement in professional learning activities. Attends professional learning activities.

Displays the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan. (NCPTS 1b.3)

Works with others in developing and/or implementing school improvement activities.

Syllabus may be amended - UNC Charlotte 2013... · understanding. While the term “diversity” is often used to refer to differences, the College’s intention is for inclusiveness,

Documents