| Course Number: | EDU 6468 CFS1 (Graduate) |
| Instructor: | Sarah Schoolcraft |
| Location: | Four in-person sessions at the Vermont Principals Association, 2 Prospect Street, Montpelier. The remainder of the course takes place in an online/independent format. |
| Dates and Times: | January 12 - March 30, 2019. In-person meetings on four Saturdays: January 12, February 16, March 9 and March 23 from 8:00 - 4:00. |
| Credits |
3 Graduate Credits |
| Tuition: | $1,590 |
Note: Course payment of $1,590 is due and payable to VT-HEC.
This course will provide contextual understanding of many emotional disabilities, group and individual behavior management and de-escalation techniques, as well as, trauma informed practices. Students will gain knowledge of collecting and analyzing behavioral data, using functional behavior analysis as a problem solving process for addressing student problem behavior, and explore key concepts and elements of behavior intervention planning in a multi-tiered system.
Student Centered Learning Targets:
Additional Outcomes:
Special Education Competencies Addressed
2.1 collaborate with academic teams and other colleagues to create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.
2.2 use motivational and instructional interventions to support individuals with exceptionalities how to adapt to different environments.
2.3 know how to intervene safely and appropriately with individuals with exceptionalities in crisis.
3.1 understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.
3.3 support general and specialized curricula to make them accessible to individuals with exceptionalities.
3.4 have knowledge of current student learning standards and relevant state and national education initiatives.
3.5 consider needs of students based on their demonstrated proficiencies and help students achieve those needs through personalized instruction.
4.1 select and use technically sound formal and informal assessments that minimize bias.
4.3 collaborate with colleagues and families using multiple types of assessment information in making decisions about individuals with exceptionalities.
4.4 engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.
5.1 consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.
5.6 support mastery and promote generalization of learning.
5.7 teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.
6.2 understand how foundational knowledge and current issues influence professional practice
6.4 understand the significance of lifelong learning and participate in professional activities and learning communities.
6.5 advance the profession by engaging in activities such as advocacy and mentoring
7.2 serve as a collaborative resource to colleagues.
7.3 use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.
Required texts are not included in the course tuition.
Appelstein, Charlie. (2012). The Gus Chronicles. Salem, NH: Appelstein
Training Resources.
Brendtro, Larry and Brokenleg, Martin. (2009). Reclaiming Youth at Risk.
Bloomington, IN: Solution Tree Press.
Davis, Michelle et. al. (2010). School Success for Kids with Emotional and
Behavioral Disorders. Waco: Prufrock Press Inc.
Greene, Ross. (2009). The Explosive Child. New York: HarperCollins
Publishers.
Additional readings will be distributed in class and most will be available online.
(802) 244-0764