Course Description
This course provides students with specific strategies to prevent and manage challenging student behaviors while maintaining a safe and positive school climate. Learning outcomes are based on the National Paraprofessional standards, Levels 1-3. Students are provided with numerous modes of learning, including lecture, group discussion, activities and classroom observations to assist them in learning and demonstrating the content of working with students with behavioral difficulties. (3 credits)
Prerequisite
- ENG 101: English Composition 1
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Summarize appropriate practices that promote a safe and positive school climate in school, classroom, and virtual environments.
- Describe the Multi-Tiered System of Supports (MTSS)/Response to Intervention (RTI) framework and the role of paraeducators in supporting school climate in the general education and special education classrooms.
- Explain how paraeducators can work as a member of a team to improve student behavior and school climate.
- List the reasons why students act out and describe strategies to deal with each.
- Identify practices that a paraeducator can use to improve interpersonal skills, proactive behaviors, reactive strategies and reductive techniques to avoid out of control behavior.
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussions (Weeks 1-8) | 32% |
Quizzes (Weeks 1-5) | 20% |
Classroom Observation, Verification & Reflection Form (Week 6) | 20% |
Behavior Data Collection Assessment (Week 7) | 10% |
Final Case Study Paper (Week 8) | 18% |
Total | 100% |
Required Texts
The course materials for this course consist of Compass PowerPoint lectures that have been embedded in the course. There are no additional materials that are required to be purchased.
Additional Requirement
- Students are required to complete one observation of a paraeducator working in an educational setting, where they will submit a signed verification form and reflection form in Week 6 of this course. Because it does take time to make arrangements to observe in a school setting, students are required to begin planning for these visits in Week 1. Students may contact the school of your choice. The College has provided a letter of introduction to assist students in arranging for the visit.
Recommended Resource
- Students may purchase Kunkel and MacDonald's The Path to Positive Classroom Management. 3rd ed.
- This book can be purchased through Amazon.
Course Schedule
| Week | SLOs | Readings and Exercises | Assignments |
|---|---|---|---|
1 | 1,3 | Topic: School Climate View Powerpoint:
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2 | 1,3 | Topic: Mean Behavior View Powerpoint:
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3 | 1,2 | Topic: Multi-Tiered System of Supports (MTSS) View Powerpoint:
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4 | 3,5 | Topic: Interpersonal Skills View Powerpoint:
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5 | 5 | Topic: Proactive Practices View Powerpoint:
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6 | 3,4,5 | Topic: Reactive Strategies View Powerpoint:
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7 | 5 | Topics: Reductive Techniques and Out of Control Behavior View Powerpoint:
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8 | 1-5 | Topics: Final Case Study Paper |
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COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.