Green Hills Area Education Agency

Green Hills Area Education Agency Professional Development Syllabus

I. Course Overview

Course Title: Intentional Teaching: Intensive Interventions with PBIS Credit Hours: 1 Graduate License Renewal Evaluator Approval Substitute Authorization Paraeducator Generalist

Paraeducator CDA

Instructor(s) Name: Robin Holtz, Pam Elwood Contact Information: Address: 116 S 6th Street, Missouri Valley, IA; 701 Walnut, Atlantic, IA. Phone: 712-642-4412; 712-243-1480 Email: [email protected]; [email protected] Fax:

Instructor has current resume on file at this agency Yes No (Please include with this proposal copies of transcripts and resumes)

Published Description: (Underline 2-5 key terms under which this may be categorized) • What are the instructional practices and strategies that participants will learn? • What are the potential results for student learning? • Are there any prerequisites?

Target Audience (ie. Administrator, level, content, teacher, and licensure area) Early Childhood Educators, AEA staff serving Early Childhood programs

Minimum # of Participants 10 Maximum # of Participants 50

Accommodations: Instructors should notify participants in the class that if participants require an accommodation for an identified disability that may affect their performance in this class, an appointment should be made with the instructor early in the term to discuss accommodations which may be necessary to enable them to have as equal an opportunity for success in this course as those who do not have a disability.

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Date(s) Location Times = Hours 9/7/12 TBD Noon – 2:30 p.m. = 2.5 11/2/12 TBD Noon – 2:30 p.m. = 2.5

12/7/12 TBD Noon – 2:30 p.m. = 2.5

2/8/13 TBD Noon – 2:30 p.m. = 2.5 3/8/13 TBD Noon – 2:30 p.m. = 2.5

4/5/13 TBD Noon – 2:30 p.m. = 2.5

Rationale: What is the rationale for this course offering? Cite the data that validates the need for this course such as needs assessment, national trends, best practice, research and student achievement data Observational and on-site data along with the number of behavior referrals as well as teacher report of classroom management issues supports the sustained content and on-site coaching as well as learning the new content from module 3 to support children with intensive social-emotional needs.

II. Course Outline:

Iowa Teaching Standards: To which Iowa Teacher Quality Standard(s) does this course most apply? (A) Demonstrates ability to enhance academic performance and support for and implementation of the school district’s student achievement goals. (B) Demonstrates competence in content knowledge appropriate to the teaching position. (C) Demonstrates competence in planning and preparing for instruction. (D) Uses strategies to deliver instruction that meets the multiple learning needs of student. (E) Uses a variety of methods to monitor student learning. (F) Demonstrates competence in classroom management. (G) Engages in professional growth. (H) Fulfills professional responsibilities established by the school district.

Iowa School Leader Standards: To which Iowa Standard(s) for School Leaders does this course most apply? A school administrator is an educational leader who promotes the success of all students by:

(A) Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. (B) Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development. (C) Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. (D) Collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. (E) Acting with integrity, fairness, and in an ethical manner.

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Research/Best Practice to support course outcomes: Describe the scientific research base that supports the instructional strategies being learned in this course. Reference the Iowa Content Networks and/or other research sources using a bibliography format The pyramid model of PBIS was developed through the Center on Social and Emotional Foundations for Early Learning (CSEFEL). CSEFEL is a national resource center funded by the office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country. In addition, Ann S. Epstein, author of The Intentional Teacher, encourages reflection about our principles and our practices, broadens our thinking about appropriate early curriculum content and related teaching strategies, and provides specific ideas and strategies for interacting with children in key subject areas.

Outcomes/Objectives: List the knowledge and skills that participants will possess as a result of taking part in this course 1) Teachers will use their knowledge of children's social relationships, interests, ideas, and skills to tailor learning opportunities for individuals with intensive social-emotional needs; 2) Teachers use curriculum in all content and developmental areas as a flexible framework for teaching and to support the development of daily plans and learning experiences; 3) Teachers use multiple sources (including results of informal and formal assessments as well as children's initiations, questions, interests, and misunderstandings) to: identify what children have learned, adapt curriculum and teaching to meet children's needs and interests, extend children's engagement and support self-initiated learning; 4) Teachers refer to and reflect upon curriculum goals and developmental expectations when interpreting assessment data and planning instruction; and 5) Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process.

Instructor Methods and Course Design: Insure that the course includes theory, demonstration, practice, and collaboration. List the methods to be used by the instructor and indicate how these will be distributed through the training. These methods might include: lecture, demonstration and modeling, individual/small group work, interaction with and use of technology. The expectaion is for all participants to engage in the follow through to support implemenation that is designed as part of the course. Appropriate differentiation will be determined by instructor Participants will: 1) examine national and state standards in quality early childhood programming and consider how their current instructional practice aligns with these standards and benchmarks; 2) receive theory, demonstration and instructional practices that align with the national and state program standards within the context of effective, developmentally appropriate practices; 3) read research-based articles that align practice with standards; and 4) integrate and use technology.

Required Readings: List the readings that are required for this course

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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? 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 socio-economic 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? None of the issues above are addressed in this course. Please provide a description of the issues checked above: The course content and print materials will emphasize appropriate and beneficial learning environments for all children. The agenda and course material will support multicultural and diverse learners including ELL, TAG, learners with disabilities, and family involvement. Iowa Core Information: Which Iowa Core Outcomes are addressed in this course? Leadership - Outcome 1 - School leaders build and sustain system capacity to implement the Iowa Core Curriculum. Community - Outcome 2 - Community members and other supporting agencies work together to support the implementation of the Iowa Core Curriculum. Schools - Outcome 3 - A continuous improvement process to improve teaching and learning is used at the district and school level. Content–Instruction-Assessment - Outcome 4 - District leaders and other educators monitor and use data to increase the degree of alignment of each and every student’s enacted curriculum and other relevant educational opportunities to the Iowa Core Curriculum. Content-Instruction-Assessment - Outcome 5 - Educators engage in professional development focused on | implementing Characteristics of Effective Instruction and demonstrate understanding of Essential Concepts and Skill Sets. Content-Instruction-Assessment - Outcome 6 - Educators implement effective instructional practices to ensure high levels of learning for each and every student. Green Hills Area Education Agency Course Syllabus Page 5 1/10 Green Hills Area Education Agency Professional Development Syllabus

III. Course Requirements

Requirements: Identify products to be produced for this course. Examples might include reflections, implementation logs, student data analysis, student work samples, collaborative team minutes, lesson plans, peer observation notes, readings, etc. *Please provide in detail a list of course requirements and dates when they are due. Participants will: 1) Complete GOLD assessment on each child - this is done outside of class time - approximately 15 hours. 2) Use the data-driven decision making model to determine which students fall in the supplemental and intensive tiers for social-emotional skills. 3) Gather additional assessment data to determine specific skill deficits that may be leading to behavioral problems in the classroom. 4) Use PBIS strategies to teach the deficit skills. 5) Monitor progress using a variety of methods. Evidence or artifacts will include Gold Assessment, lesson plans that reflect intentional teaching, demonstration of implementation and progress monitoring.

Attendance/Make-up Policy: If a participant must miss a class session due to an extenuating circumstance, they must contact the instructor to determine an appropriate, agreed-upon make-up assignment. If a participant misses more than 10% of the total class time, credit will not be granted. Attendance is required.

IV. Application/Implementation

During Course: How does this course train for and/or support classroom application during the course? GHAEA Early Childhood Consultants will: 1) facilitate small group work; 2) assist teams as they use their data to make intentional decisions; 3) provide quality examples as models; 4) help teachers create action plans/lesson plans to implement in their classrooms; 5) provide resources to support and extend learning and; 6) provide on-site coaching and consultation.

Follow-up:What activities or resources will be available for follow-up and support after the completion of the course? On-site consultation and coaching will be available through GHAEA Early Childhood staff.

V. Method of Evaluation

Evaluation: What criteria will be used to determine the grade for completing the course? Identify the means by which the instructor and participants will know that the course outcomes have been met. How will course products be analyzed? For the purposes of offering this for graduate credit, the analysis instrument should be attached and align with corresponding grading scale listed below:

Graduate Course Grade Requirements A Participants will: attend all 4 sessions; complete the GOLD assessment at least 3 times/year on all students in their class; analyze GOLD data to determine which children have intensive social-emotional needs using the tiered triangle for instruction; gather additional assessment data and develop lesson plans using research- based PBIS strategies; develop a progress monitoring tool and timeline that matches the student's intensive social-emotional need; summarize, analyze and interpret data to determine the effectiveness of the intervention on a weekly basis; and demonstrate leadership by presenting their data to their EC TAT team..

B Participants will: attend all 4 sessions; complete the GOLD assessment at least 3 times/year on all students in their class; analyze GOLD data to determine which children have intensive social-emotional needs using the tiered triangle for instruction; gather additional assessment data and develop lesson plans using research- based PBIS strategies; and use an existing tool or method to collect progress monitoring data and will review the data on a monthly basis with their EC TAT Team. C Participants will: attend at least 3 sessions; complete the GOLD assessment at least 3 times/year on all students in their class; analyze GOLD to determine which children have intensive social-emotional needs using the tiered triangle for instruction; develop at least 1 lesson plan using research-based PBIS strategies; and participate in class discussions and reflections.

D Participants will: attend at least 2 sessions; complete the GOLD assessment at least 3 times/year on all students in their class; analyze GOLD to determine which children have intensive social-emotional needs using the tiered triangle for instruction; and engage in class discussions and reflections.

F Participants will: attend at least 2 sessions and engage in class discussions and reflections.

Licensure Renewal Requirements Course Grade Pass Participants will: attend all 4 sessions; complete the GOLD assessment at least 3 times/year on all students in their class; analyze GOLD data to determine which children have intensive social-emotional needs using the tiered triangle for instruction; gather additional assessment data and develop lesson plans using research- based PBIS strategies; and use an existing tool or method to collect progress monitoring data and will review the data on a monthly basis with their EC TAT Team. Fail Does not meet criteria of “Pass” as listed above.

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