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Home : Integration & Creation Module : Final Exam

Final Examination for ESE 425

To complete this assignment successfully, you will be involved in a signature assignment on TaskStream, NAU's Electronic Portfolio.

  1. Go to the Northern Arizona University Electronic Portfolio TaskStream site.
  2. The url is https://www.taskstream.com/pub/
  3. Complete the assignment.
  4. You may choose to send your assignment to the professor as a draft. You will get useful feedback if you wish.
  5. Submit the assignment in your personal portfolio account and send confirmation to the professor that you have submitted the final.
  6. Collect a for completion. You made it!

Field Project and ESE 425 Final: Functional Behavioral Assessment

You will go into the field and conduct an interview and observation. You will interview staff members (i.e. teachers, administrators, para- professionals…) and conduct an initial observation in order to target several behaviors that are impeding learning in the classroom or for an individual student. In a collaborative effort you will prioritize those behaviors. This will lead you to identify a single target behavior. At this stage of your project you will:

1. Define the target behavior in observable and concrete terms.

2. Set up the observation focusing on direct and indirect methods of gathering information. Answering questions like “Who could I have asked and what other resources could I have used to gain a clear picture of the behavior I am observing and why”(indirect) … or… “what staff and other resources have I used in order to set up my observation and understand possible causes of problem behavior” (direct).

3. You will gather baseline data by using appropriate strategies such as ABC charts and procedures. Include any raw data recorded on the data sheet with your project. Provide any explanation and/or keys. (TI =trial one)

4. You will analyze the data. Think about what you have observed; Is there a pattern? What happens across settings? What is the antecedent, consequence (reinforcer)?

5. You formulate a hypothesis as to why the behavior is occurring.

DUE: Upon Completion of 2,900 points or the first six doors/modules that comprise the basic course.

/ESE 425 Classroom Management

Assignment : Final Signature Assignment

Functional Behavioral Assessment

SPA/Discipline Outcome Code

SPA/Discipline Outcome

Approaches

Meets

Exceeds

CC5K1

Demands of learning environments.

CC5K5 Social skills needed for educational and other environments . CC8S1Gather relevant background information .

Initial observation and   interview

  20%

Provides minimal summary of the experience , could be more clear ideas and observations not related to FBA, lacks specifics pertinent to the development of target behavior

Summarize your experience in the classroom, including your observations of behaviors and grade level instructional delivery, classroom management, student behavior, physical environment, staff interviewed and their back ground information,

Summarize your experience in the classroom, including your observations of behaviors and grade level instructional delivery, classroom management, student behavior, physical environment, staff interviewed and their back ground information, makes reference to text or in class discussions.

  Target behavior

 20%

Description of target behavior is weak lacking objectivity, use of reactions and interpretations cloud description of target behavior

Defines target behavior in observable, concrete terms

Defines target behavior in observable, concrete terms, adds rationale for picking the behavior

  Baseline data

15% 

 

the data lacks critical elements, minimal criteria on chart

Data expresses critical elements, use of chart includes pertinent information uses appropriate strategies such as ABC charts and procedures of d ata collection, I includes frequency, intensity and duration antecedents, pertinent information, name behavior, setting time of session consequence, patterns

Data includes frequency, intensity and duration antecedents, consequence clearly defined, charts complete with additional information, time setting people involved pertinent information, names, behavior, setting time of session consequence, patterns, resources text, prior resources

Analyze the data .

20%

No connection is made between the data and target behavior

Analysis includes events across time, in other environments, clear interpretation of ABC and connects the reinforcer to the behavior.

Analysis includes events across time, in other environments clear interpretation of ABC and connects the reinforcer to the behavior justifies analysis by referencing additional resources.

CC5K2

Basic classroom management theories and strategies for individuals with exceptional learning needs.

  Formulate hypothesis

25%

Hypothesis is not related to the data and shows minimal or no connection to data, a lack of understanding of the behavior. Lack of data, interferes with the abililty to formulate a hypothesis

Shows a clear understanding of the behavior based on data, and connects the reinforcer to the behavior and formulates a clear and concise hypothesis.

Shows a clear understanding of the behavior based on data, and clearly connects the reinforcer to the behavior and supports hypothesis with other facts and resources

Score

100%

 

FINAL Assessment Rubric

Summary

Score

Knowledge/Skill

Indicator

Unacceptable (1)

Acceptable (2)

Target (3)

CEC Standard # 5 and #8

CC5K1, CC5K5, CC8S1

Teacher candidates demonstrate an inadequate knowledge base in the foundations of special education.

Teacher candidates demonstrate the knowledge base in the foundations of special education.

Teacher candidates demonstrate an in-depth knowledge base in the foundations of special education through reflection, critical analysis, and synthesis

 

 

You may choose to complete one of the three options as a project for an A in this course.

Extra projects and choices with rubrics

Option #1 - Personal Discipline Model Essay

 

I. My Needs (Ex. - Orderly classroom appearance - good room arrangement)

II. My Likes (Ex. - Enthusiasm, Self control)

III. My Dislikes (Ex. - Inattention to teacher)

IV. Our Classroom

The following are my classroom rules, together with indications of how I discuss and explain them to my students.

1. My Classroom Rules (Ex. - Respect One Another)

2. Positive Consequences

3. Negative Consequences

V. Preventive Discipline Measures (I take the following steps to minimize occurrences of behavior problems in my classroom: Ex. - Involve students in setting rules.)

VI. Supportive Discipline Measures (To help students support their own self-control when I see them beginning to drift, I use the following supportive measures: Ex. - Eye contact, proximity, “Don’t kill the goose.”)

VII.Corrective Discipline Measures (When my students intentionally misbehave, I use these corrective measures: Ex. - Isolation, time out, name off Honor Board.)

VIII. Programmatic plans for maintaining a Positive Classroom Climate (Ex. - Respect each child as an individual. - adapted from Charles, C. M. (1995). Building Classroom Discipline.

Rubric

Excellent Class discipline plan provides a clear picture of classroom discipline. Each area is thoughtfully and thoroughly addressed with the material showing evidence of critical thinking -- analysis, synthesis, evaluation with consistency of thought and personal educational philosophy. The writing flows, shows organization of thought and appropriate grammatical elements.

 

Option #2 - Parent Discipline Handbook

 

Rubric

Excellent Parent handbook provides a clear picture of classroom discipline and sets a positive tone for parent involvement. Each area is thoughtfully and thoroughly addressed with the material showing evidence of critical thinking -- analysis, synthesis, evaluation with consistency of thought and personal educational philosophy. The writing flows, shows organization of thought and appropriate grammatical elements. It also is written so that parents will find it understandable and accessible.

I. Teacher & Student Needs Example - Orderly classroom appearance, personal needs, room arrangement, success, work ethic, kindness

II. Management goals Example - Structure, self management, safety, balance, community building

III.Philosophy of Education Example - human nature, all children can learn, self control, individualization, punitive or consequence oriented, student motivations, importance of content, classroom as community, "I will never cheat you; you will learn to value education and never cheat yourself

IV. Relationship to Home Example - Parent contact, parent follow through with parents assignments, homework, grades, home room help, parent assistants, class phone, visits to school, celebrations

V. Classroom Rules

VI. Positive Consequences

VII.Negative Consequences

VIII.Preventive Discipline Measures Example - I take the following steps to minimize the occurrence of behavior problems in my classroom, Involve students in establishing rules, teaching social skills, monitoring closely

IX. Supportive Discipline Measures Example - In order to help my students support their own self- control when I see them beginning to drift, I use the following supportive measures, eye contact, proximity, “Don’t kill the goose.”

X. Corrective Discipline Measures Example - When my students are involved in severe misbehave, I use the following corrective measures, Isolate student, contact parents

XI. Classroom Climate Example - In our classroom, we build a learning community. Cooperative learning is used as are classroom meetings. We focus on good communication skills and gaining a sense of how our actions affect learning and each other. . . .

 

Option #3 - Metaphorical Exposition

 

Choose a metaphor for your discipline plan. Address some of the paradigms or management philosophies and then build on those, showing links to schools of thought or management paradigms. Augment that with personal discipline ideas or issues and in some fashion, describe the structural dimensions of your own classroom and how these systems balance in your management program. Example Captain of a ship, a voyage into space, animals as examples of behaviors, constructing a home

This may be done in writing, by drawing, a collection of constructions or a model/diorama that is reduced to a set of photos.

Rubric

Excellent Shows creativity and consistency of thought, with the metaphor holding up throughout the model.

Example of Metaphor:

Kendyland by Ken L.

In the game KENDYLAND, the game pieces represent students; the players of Kendyland, guiding those students are teachers. The students move forward (and only forward) across the Game Board of Education; their goal is to finish -- but not necessarily to finish first. The movement of the students relies partially on the roll of the dice, because much of what happens to the student in life is determined by change, and is beyond the control of the teacher. The dice are rolled two at a time and the higher number is chosen, for even in chance, we are given options -- a comforting thought.

1. In Kendyland, the student moves only forward, for it is the nature of humankind to need to grow, to learn and to succeed. Of course, the student/game piece also needs the participation of the player/teacher, for it is also the nature of humankind to want acceptance and approval.

2. Since children have a right to safety, nurturing and guidance: a) there is a teacher guide on the board; b) the only spots from which a student might fall are padded.

3. Personality is partially nature, which is why each game piece is different. However, it is also largely nurture, which is why the teacher/player is able to guide it. Our actions suggest that we believe personality to be determined more by nurture than nature, otherwise, why would we try to guide, to model new behaviors and habits to children who have already"inherited" their respective unchangeable actions?

4. Sometimes a child is so set on playing the game without following the rules, that the teacher feels alienated and bound to force the issue to bend participation. When this fails, it is tempting to stop the game and remove the game piece from the board. This is not allowed. Other means of solving the problem must be brought into play.

5. The Game Board of Education has four different beginning paths, each easier to perceive for some children and very difficult for others, based on their learning and thinking styles and ways of perceiving life. For example, the linear path is straight, logical and organized with limited distractions. One path leads straight into wilderness, and is stimulating, exciting, challenging and sometimes requires the person to carve out steps to proceed.

6. The teacher/player cannot change the student game piece The student can be guided and the teacher and other players may model options and point out opportunities, even making them seem attractive, but if a game piece is going to change, it will have to change itself.

7. We all learn instinctively albeit by different methods (which is why the Game Board of Education has four different beginning paths). Students can be supported, and given assistance to move ahead. In fact, some student may offer to share part of their die steps with another, so the two can cooperate and share the journey.

8. The teacher's responsibility is to guide the game piece down the board as enjoyable as possible. It is the teacher's right and responsibility to prevent any student game piece from knocking any other game piece off the board and to protect the journey of each game piece accordingly. Should a teacher/player inadvertently mislead or knock off a game piece, he or she will be allowed to correct the mistake and be more careful for the rest of the time. If a teacher should purposely waylay a student game piece, then that teacher is out of the game.

9. Punishment or losing a turn shall only be used to give the student the opportunity to examine behavior and alter it as necessary to improve game play. No student will lose ground that has been gained. If losing a turn does not help the student improve play then other options should be explored, including offering a different path or support in getting through the hard places.

10. Some students may cheat because they want to seem like a better player because they don't understand the rules, or for unforeseen reasons beyond the scope of the game. Those playing the game, at the behest of the teacher must model ethical behavior and help the student go back and regain ground in a legitimate manner. At times like these, the journey may seem so difficult that the student needs a piggy back ride part of the way back and strong lights to enhance the necessary steps forward. At no time will the student be left in the dark.

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E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu

Course Created by J'Anne Ellsworth & Center for Technology Enhanced Learning

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