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What are appropriate professional and ethical practices related to special education? How can we assure that our students with disabilities receive an appropriate education in the least restrictive environment? How can we help parents be meaningfully involved in their child's education? What are the court cases and other legal foundations for professional and ethical behavior?This self-paced course will investigate these questions about professional and ethical practices and more. The course begins by examining the legal and ethical foundations for the delivery of special education programs and services.Then, participants will explore collaborative practices, and Individualized Education Program (IEP) development and implementation. Finally, participants will examine instructional and assessment practices."

This course will provide a rationale for the use of Applied Behavioral Analysis within the classroom and its application to the school setting.  We will examine basic principles which include functions of behavior, antecedents, and consequences of behavior and how to apply to teacher practices.  After learning basic concepts, we will focus our learning on evidence-based interventions.   

This is an on-line course based on Helping Students Overcome Depression and Anxiety, 2nd Ed. (2008) by Kenneth W. Merrell. The course focuses on how educators, counselors, social workers, psychologists and other behavioral/emotional support personnel in the schools can help children with anxiety and depression. Participants will learn about internalizing behavioral disorders in children and adolescents, and what techniques are best for dealing with them.

 

Examining: Poverty in Our Backyard is a 1 credit hour, Self-Study/Instructor-Guided Course (SS/IG) that examines the cumulative effects of poverty related stress on students and what educators can do about it.  As poverty continues to increase in our communities and more and more students in our classrooms come from low SES homes, it is important for educators to understand the effects poverty can have on their students and their students’ school success. Participants will first learn about stress-based factors that cause very real physiological changes in both the brains and bodies of low SES students causing them to lag behind same-age peers.  Next, participants will examine strategies, activities, and programs that provide the behavioral and cognitive supports low SES students need for success, as well as models for providing family support. Finally participants will have a chance to develop a plan for their classroom or school that  implements and/or integrates changes that will positively support low SES students and families.

Educators not only teach, they mold and develop young minds. This isn’t simply a metaphor.  Research shows that brains are malleable and can be physiologically altered by a number of external factors. Educators play a much bigger role in the literal molding and development of their students’ brains than was once believed. Based on the work of veteran educator and brain expert Eric Jensen, this 2 credit hour course delves into practical strategies to improve student comprehension and achievement by building on the latest brain-based learning research. By learning how the brain responds to such factors as movement, emotions, feedback, social interactions, and classroom environments, educators will be able to intentionally tap into the brain’s natural reward system, improve memory retention and recall, initiate motivation, and develop critical thinking skills. Jensen’s approach bridges the gap from scientific research to real life classroom applications, emphasizing what educators can do to develop new brain-based lessons and curriculum and improve student learning.

Required Text: Teaching with the Brain in Mind, 2nd ed. by Eric Jensen

The research is clear. Parental involvement is the number one predictor of student successExamining: It Takes a Village: Building School, Family & Community Partnerships is a 3 credit hour, Self-Study/Instructor-Guided (SS/IG) course that looks at the ability of school, family & community partnerships to improve students' academic achievement, build necessary 21st Century Skills, and better prepare them for becoming active, productive members of our communities as adults.  The course gives participants the foundational theory and research to support these claims, a framework for implementing successful partnerships, and opportunities to develop and practice strategies that forge beneficial relationships.

The research is clear and it’s time for educators to rethink the body-brain connection! Sure, exercise and fitness build strong bodies, but they are also crucial to building strong brains and developing better learners. Examining: Ignite the Brain: Boosting Learning through Exercise & Fitness is a 3 credit hour course in which participants will explore exercise’s power to improve student learning and grades; help fight addiction; boost mood, and reduce symptoms associated with ADHD, depression, anxiety, and stress. Whether you’re a P.E. or classroom teacher, this course is for you.

Innovation! Imagination! Originality! Invention! Students who are creative thinkers and problem solvers are students who are well prepared for the 21st century, but is our current educational model killing their creativity? In this 3 credit hour course, participants will learn about the importance of fostering creativity in today’s students, how students can’t be standardized, and what’s necessary to build school cultures that promote creativity. Participants will also have the opportunity to investigate topics such as, creativity in the job market, the school “pipeline,” the academic/vocational caste system, as well as topics that challenge current practices and give practical strategies for developing creative thinkers ready to take on the 21st century world!

Students from poverty can be one of the most difficult populations to motivate and inspire. The consequences of living in poverty often result in increased transience, absenteeism, and high drop-out rates. The conditions and daily stress of living in poverty can leave students hopeless and disaffected. While engaging any student can improve academic achievement, students from poverty are some of the most vulnerable among us and engaging them will not only improve their academic achievement, but may very well change their futures. In this 3 credit hour course, participants will learn exactly how to motivate, energize and focus their students from poverty to improve engagement, cognitive skills and achievement.

Educators hold in their hands the power to literally shape students' brains. New insights into how the brain functions are now allowing educators to more fully understand the mechanisms that stimulate and grow the brain and drive learning. This new understanding not only provides explanations as to why those tried and true strategies seem to work so well, but it also allows educators to capitalize on new approaches and strategies that will maximize student learning by accessing the brain's innate learning pathways. In this course, participants will take an in-depth look at 3 areas of brain-based teaching, specially selected for their positive outcomes and ease of assimilation into any classroom.

Poverty in Our Backyard is a 1 credit hour, self-paced course that examines the cumulative effects of poverty related stress on students and what educators can do about it.  As poverty continues to increase in our communities and more and more students in our classrooms come from low SES homes, it is important for educators to understand the effects poverty can have on their students and their students’ school success. Participants will first learn about stress-based factors that cause very real physiological changes in both the brains and bodies of low SES students causing them to lag behind same-age peers.  Next, participants will examine strategies, activities, and programs that provide the behavioral and cognitive supports low SES students need for success, as well as models for providing family support. Finally participants will have a chance to develop a plan for their classroom or school that implements and/or integrates changes that will positively support low SES students and families.

Grades are tools that should reflect student achievement and support student learning. In this 2 credit hour course, participants will learn how to implement a consistent, accurate and meaningful grading system that reflects district standards and supports student learning by avoiding common pitfalls that distort outcomes.  Grading for the Benefit of the Student builds on the 15 “fixes” recommended by Ken O’Connor in his text A Repair Kit for Grading and addresses common grading errors that distort achievement, reflect low-quality/organization rather than aptitude, make incorrect calculations and reflect behavior, attendance and other extant factors.  Participants will investigate what to do with extra credit, poor attendance, late work, incomplete work, academic dishonesty, and more, in order to maintain an effective grading system that benefits students and more clearly represents academic achievement.

Educators not only teach, they mold and develop young minds. This isn’t simply a metaphor.  Research shows that brains are malleable and can be physiologically altered by a number of external factors. Educators play a much bigger role in the literal molding and development of their students’ brains than was once believed. Based on the work of veteran educator and brain expert Eric Jensen, this 2 credit hour course delves into practical strategies to improve student comprehension and achievement by building on the latest brain-based learning research. By learning how the brain responds to such factors as movement, emotions, feedback, social interactions, and classroom environments, educators will be able to intentionally tap into the brain’s natural reward system, improve memory retention and recall, initiate motivation, and develop critical thinking skills. Jensen’s approach bridges the gap from scientific research to real life classroom applications, emphasizing what educators can do to develop new brain-based lessons and curriculum and improve student learning.

Required Text: Teaching with the Brain in Mind, 2nd ed. by Eric Jensen

This is 3 credit hour course based on Helping Traumatized Children Learn – A Report and Policy Agenda from the Massachusetts Advocates for Children: Trauma and Learning Policy Initiative.

Helping Traumatized Children Learn is the result of an extraordinary collaboration among educators, parents, mental health professionals, community groups, and attorneys determined to help children experiencing the traumatic effects of exposure to family violence succeed in school. Participants will have the opportunity to investigate the many aspects of trauma, including physical/mental health consequences, how trauma affects learning, how to help students suffering from trauma, current legislation, and numerous resources.

This is an on-line course based on Helping Students Overcome Depression and Anxiety, 2nd Ed. (2008) by Kenneth W. Merrell. The course focuses on how educators, counselors, social workers, psychologists and other behavioral/emotional support personnel in the schools can help children with anxiety and depression. Participants will learn about internalizing behavioral disorders in children and adolescents, and what techniques are best for dealing with them.

 

The number of children with Autism continues to rise. This course will examine trends in identification, but more importantly, how to effectively support the diverse needs presented by children with Autism, and challenges to families. Discussions around medical and behavioral, fad and evidence based, and interventions based on strategies or analysis, will help participants better understand Autism.