Staff Training for Effective Student Behavior Management and Process Supports
Developing a Comprehensive Behavior Management System
This course discusses the importance of establishing a comprehensive classroom behavior management system. It identifies and describes the core components of a comprehensive behavior management system.
Developing a Comprehensive Behavior Management Plan
This course complements the first behavior module, and includes instructions on developing a comprehensive behavior management plan that encourages students to create rules and procedures for their own classrooms.
Differentiating Instruction for English-Language Learners (ELLs)
After taking this course, you will understand: how quickly the ELL population is expanding; how much of the ELL population is native-born; the history of differentiated instruction; what differentiated instruction is — and isn’t; what the five principles of differentiated instruction are; how you can differentiate using student readiness, interests and learning profiles; what student readiness is, how readiness impacts learning and growth, how readiness is impacted by language acquisition and how readiness makes student feel; the difference between basic interpersonal communicative skills (BICS, i.e., social language) and cognitive academic language proficiency (CALP, i.e., academic language); how student interests impact learning and motivation; what learning profiles comprise, and how learning profiles impact student learning and teaching efficiency; how you can differentiate using four instructional elements: content, process, product and learning environment; what content is and how to differentiate using content; what process is and how to differentiate using process; what four learning styles exist; how much information is retained after hearing a lecture; what product is and how to differentiate using product; what learning environment is and how to differentiate using learning environment; and what ELL and differentiated instruction resources are available to you.
Disruptive and Noncompliant Behaviors: Behavioral Interventions
This course describes interventions that can increase initial compliance to teacher requests as well as interventions that can be implemented to decrease disruptive and noncompliant behaviors.
Disruptive and Noncompliant Behaviors: The Acting-Out Cycle
This course addresses problem behavior in terms of the stages of the acting-out cycle and suggests ways to respond to students in the cycle’s different phases.
Functional Behavior Assessment — Creating a Plan for Problem Behavior
This course explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are described: identify and define behaviors, collect data, identify the function of the behavior, design a function based intervention, maximize intervention success, implement the intervention and evaluate the intervention.
Gangs pose a real threat to schools and communities. With that in mind, the topics covered by this course include: factors that lead to gang membership; joining a gang; gangs in schools; classroom management ; safety warnings; re-entry programs; and resources.
Positive Youth Development
The goals of this course are to define positive youth development, explain how it helps to foster healthy development, and teach ways it can be incorporated it into the classroom.
Pre-Referral Process — Supporting Students with Academic and Behavioral Concerns
This course explains the benefits of the pre-referral process — a preventative approach that can eliminate inappropriate referrals to special education, and outlines the six stages most commonly involved in its implementation: initial concern, information gathering, information sharing and team discussion, discussion of possible strategies, implementation and monitoring, evaluation and decision making.
Self-Regulation — Helping Students Stay on Task
This course describes how teachers can help students stay on task by learning to regulate their behavior. The four strategies discussed are self-monitoring, self-instruction, goal-setting, and self-reinforcement.
Teaching Children with ADHD — Academic Interventions
The purpose of this course is to help teachers prepare their students with ADHD to achieve by applying the principles of effective teaching throughout their lessons.
Teaching Children with ADHD — Behavioral Interventions
The purpose of this course is to provide information about ADHD, including identification and treatment of, and behavioral interventions that can be used to help children with ADHD achieve success.
Please browse our additional course catalogs by clicking the catalog name below, or visiting the course catalog overview page.
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