NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
|WA CLOCK HRS:
Traditional discipline plans usually frustrate chronically disruptive students and can be overkill for well-adjusted kids. Dr. Ross Greene’s “Plan B” is a better approach for dealing with disruptive behavior. It assumes that even disruptive students want to succeed in school, but that they have obstacles in their lives that prevent them from being successful. “Plan B” encourages educators to discover why a student is struggling with challenging behaviors and provides effective tools so to help the student address and overcome the obstacles and become a successful, empowered student.
This independent study course is appropriate for Pre-K through grade 12 teachers, administrators, support staff and parents.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
The required text is Lost At School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them by Ross Greene, 2014: Scribner Books. New York, NY. 336 pages. ISBN 978-1501101496.
Text: Lost At School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them is approximately $11 for the required text at Amazon.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Please read Chapter 1: School of Hard Knocks in the course text and then introduce yourself in 250- 500 words responding to the following questions:
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Help Me #1’.
Please read Chapter 3: Lesson Plans from the course text and write a 250 – 500 word paper addressing Dr. Greene’s options for dealing with unmet expectations. Please include the following:
Send to instructor: email@example.com. Subject line to read ‘Help Me #3’.
Please read Chapter 4: Let’s Get It Started from the course text. The purpose of this assignment is to increase your understanding of how to use Plan B: Collaborative & Proactive Solutions (CPS) model. In a 250 – 500 word paper please include the following:
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Help Me #4’.
Please read Chapter 7: Meeting of the Minds and Chapter 8: School of Thought, which deal with how to collaborate effectively in order to create positive changes in school-wide systems to address the needs of students with behavioral challenges. In a 250 - 500 word paper address the following:
Send to instructor: email@example.com. Subject line to read ‘Challenging #6’.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
Chapter 4 deals more in depth with Plan B: The CPS model, highlighting the key components and the thinking behind each component. Write a 250-500 word paper that addresses the following:
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Help Me #7’.
Read the rest of Chapter 5 (pgs. 120-137) as it discusses specific case studies of Plan B: The CPS model. Do the following:
Send to instructor: email@example.com. Subject line to read ‘Help Me #8’.
Using the knowledge you gained in Assignment #8, implement Plan B with your student. Write a 500 -750 word paper detailing your experience and be sure to include:
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Help Me #9’.
Assignment #10: (Required for 400 and 500 Level)
Send to instructor: email@example.com. Subject line to read ‘Help Me #10-A’.
Use this option if you do not have a classroom available.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Help Me #10-B’.
Assignment #11: (500 Level ONLY)
C. INTEGRATION PAPER
Assignment #12: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Lori Gibson, M.A., E.S.A. is a school counselor for Spokane Public Schools. She holds a Master’s in Counseling Psychology from Gonzaga University. She also has a B.A. in Elementary Education from Whitworth University. Over the past 28 years she has also held positions as a counselor for North Chicago High School in Illinois and the Lake Washington School District in Redmond, WA. Lori has taught workshops for The Heritage Institute for the past 18 years (most of them with her dear friend Jacquie Johansson Bernbaum). She is passionate about the opportunity to support her colleagues in their noble work in schools. In a time when high stakes testing seems to take precedence above all, she believes educators must work diligently to focus on the “whole child.” The challenges facing students can include learning disabilities, social difficulties, family stressors, generational poverty or entitlement issues, to name a few. Educators know these are challenges that can make it extremely difficult for some students to engage in the learning process. This necessitates teachers and administrators to be up to date on the latest research and have specific strategies to address the needs of their students. The purpose of Lori’s courses is to equip educators for these challenges in a respectful and encouraging manner.
“HELP ME BEHAVE”: Going Beyond Traditional School Discipline Plans