User:Melanie Junge
Return to: | ETAP 623 Fall 2017 Sect 5420 Melanie Junge: Mini-Course
Welcome to my Wiki KNILT page!
About me
I am currently starting my fourth year of teaching second grade in a small, rural school (about 70 students per grade). This course will be my eighth in the CDIT program (Curriculum Development and Instructional Technology). I have never used a Wiki space before nor written using code. This course will open m experiences to these new components of technology.
I received my BA from Nazareth College (in Rochester, NY) in May 2014 with my Early Childhood/ Childhood education degree. I hold four certificates, in early childhood and childhood general education and special education, as well as a Mathematics degree. I encourage the love and passion for math within my students to help them understand how wonderful it can be.
My Topic/Purpose
This course will provide learners with the opportunity to explore and further develop their understanding of PBIS. This program/ philosophy engages teachers and others in positive supports for student behavior.
With the completion of this course, students will be able to:
1. Understand the key components of PBIS.
2. Develop new strategies to incorporate into their own classroom.
3. Analyze the effectiveness of new strategies based on the student response to implementation.
Needs Assessment
The needs assessment was determined through the use of a survey conducted by myself, M.A. Junge. The survey can be found at https://www.surveymonkey.com/r/TWYDD3S.
This survey data consisted of teachers and students between Kindergarten and college levels, as well as those not currently in a school setting.
1. Instructional Problem
Students in our classrooms can demonstrate a lack of self-control or not have to skills for appropriate classroom or school behavior. Positive Behavioral Interventions and Supports (PBIS) provides a background in experience with using positive reinforcements to support students.
2. Intended Setting
This course is meant to be used in a professional development setting in a school building or outside of school as needed. I will facilitate the mini-course throughout the participants work and submissions. Part of the course will require the use of online submission of work and self-reflection so appropriate technology and connection to internet is required.
3. Participants
This course is designed for all educators, administrators, or teaching staff. This course will help participants to understand the background of PBIS and then be able to implement strategies for practical application.
4. Intended Change
After completing this course, participants will have tools to use in order to model and promote positive behavior. They will have the opportunity to learn, apply their understanding, and self-reflect on their proposed strategies to determine how to support students.
Analysis of the Learner and Context
Based on the Needs Assessment survey conducted, it has been determined that approximately 57% of the collected data population have never heard about Positive Behavioral Interventions and Supports (PBIS) previously. Of the remaining 43%, 28% of the people surveyed are aware of what PBIS is and how the program works. However, another portion of the data collected displayed that only 14% of the population currently use PBIS.
Performance Objectives
For my mini-course topic, Positive Behavior Interventions and Supports, these objectives will help to achieve these goals:
1. Given a survey, students will be able to demonstrate an understanding of the background of PBIS by understanding what the key components are and appropriate examples with 90% accuracy.
2. Given a set of student/ classroom scenarios, students will be able to demonstrate an understanding of PBIS by analyzing student needs and creating a plan to implement for the students.
3. Given a rubric, students will be able to demonstrate an understanding of the background of PBIS and strategies by self-reflecting on their PBIS plan from Unit 2 with satisfactory results.
Task Analysis
Goals for this Mini Course:
Terminal Goal: Teachers will design strategies to use PBIS in their classroom.
Enabling Goals:
Teachers will understand the key components of PBIS.
Teachers will develop new strategies to incorporate into their own classroom.
Teachers will analyze the effectiveness of new strategies based on the student response to implementation.
2. KASI
Knowledge:
-internet navigation
-procedures for writing responses/ reflections to questions
Attitudes:
-Choose to spend time with the course materials to learn about PBIS
-Choose to provide quality responses in self- reflections
Skills:
-Identify language that promotes positive behavior
-Identify strategies to use with different kinds of students
-Ability to navigate online resources
-Ability to post responses to a Google Form
-Ability to add strategies to a Google Docs
Interpersonal Skills:
-Effective at self-reflection
-Effective at working through all units to complete a task
Curriculum Map
References and Resources
A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System. (2017). Retrieved from http://www.pbisworld.com/ Lee, A. M. (n.d.).
PBIS: How Schools Can Support Positive Behavior. Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/pbis-how-schools-support-positive-behavior
Positive Behavioral Interventions & Supports - OSEP. (2017). Retrieved from https://www.pbis.org/