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EXE 502 CONTINGENCY MANAGEMENT: CREATING A COMMUNITY OF SELF REGULATED LEARNERS You will fined on this site the materials you need for EXE502. There will be a section for assignments, readings, and presentations. Materials will be added as the course continues. = = = SYLLABUS AND ASSIGNMENTS =

EXE 502 Contingency Management

Susan Baum, Ph.D. Henry J. Nicols, M.S.


 * CATALOGUE DESCRIPTION: **
 * EXE 502 Contingency Management** The goal of this course is to present strategies for creating a classroom where students are ready to learn. Classroom management and human behavior depend on the teacher’s ability to create an on-going curriculum that teaches students social responsibility, self-control, and self- regulation. Topics include emotional intelligence, self regulation, behavior management, classroom organization, and techniques for helping students to manage their feelings proactively.

1.1. Use instruments to identify individual learning profiles, readiness levels and interests of students as a basis for instructional decisions. 1.2. Design and implement curricular units and lesson plans that reflect differentiation of curriculum, instructional strategies, and best practices. 1.3. Utilize assessment strategies that reflect the individual differences of students and correlate with the instructional strategies. 1.4. Evaluate the effectiveness of the instruction and curriculum. 1.5. Understand and address emotional components of learning
 * MULTIDISCIPLINARY STUDIES FOR INTERNATIONAL EDUCATORS PROGRAM OUTCOMES** (HIGHLIGHTED OUTCOMES WILL BE ADDRESSED IN THIS COURSE)
 * 1) Recognize individual needs of students and differentiate curriculum and instruction to meet these needs.

2.1. Demonstrate creative thinking and problem solving approaches in problem solving, curriculum, pedagogy, and assessment. 2.2. Establish a physical and emotional environment to support creative teaching and learning. 2.3. Facilitate students’ development of their own creative thinking skills, processes, and products. 2.4. Demonstrate flexibility, willingness to change, openness to new ideas and alternative viewpoints, in meeting professional and personal goals. 2.5. Compare and contrast relevant theories that underlie the discipline of creativity.
 * 1) Identify and apply best practices in creative problem solving to meet challenges and demands in international school settings.

3.1. Collect data and provide feedback on observable classroom practices. 3.2. Design and provide professional growth opportunities. 3.3. Understand leadership qualities 3.4. Recognize strengths of faculty and staff and use them appropriately. 3.5. Facilitate change
 * 1) Demonstrate leadership skills and abilities.

4.1. Design multiple learning activities with appropriate assessment tools that align to specific content and skill outcomes. 4.2. Use the data from pre-assessments, formative assessments, and summative assessments to inform teaching practice. 4.3. Develop and implement action research study to evaluate curriculum, instruction and/or school programs.
 * 1) Use data-based decision-making for school improvement and practice.

5.1. Apply current technology in educational skills including demonstrating Teacher NETS from International Society for Technology in Education. 5.2. Demonstrate the ability to use computer mediated collaboration for instruction and professional development.Identify and use resources for continued professional growth in the use of technology and to assess teaching practice as well as student outcomes.
 * 1) Develop and expand skills in the educational application of technology.

1.1. Understand and address emotional components of learning 2. Identify and apply best practices in creative problem solving to meet challenges and demands in international school settings. 2.2 Establish a physical and emotional environment to support creative teaching and learning. || 2.2Establish a physical and emotional environment to support creative teaching and learning. || 1.1. Understand and address emotional components of learning 4 Use data-based decision-making for school improvement and practice. 4.3 Design multiple learning activities with appropriate assessment tools that align to specific content and skill outcomes. || 5.2 Demonstrate the ability to use computer mediated collaboration for instruction and professional development. ||
 * COURSE OBJECTIVES AND PROGRAM OUTCOME ALIGNMENT**
 * **COURSE OBJECTIVES** || **PROGRAM OUTCOMES** ||
 * # Will learn to create a classroom environment where students are active decision makers in a community of caring and respect. || 1.Recognize individual needs of students and differentiate curriculum and instruction to meet these needs.
 * # Have the skills to empower students to become self regulated and aware of their social and emotional needs through the use of classroom meetings, establishing classroom rules, procedures, and routines with students, using bibliotherapy, peer mediation, and developing conflict resolution skills including problem solving and communication skills. || 2. Identify and apply best practices in creative problem solving to meet challenges and demands in international school settings
 * # Will be able to apply basic procedures of applied behavior analysis to develop a positive discipline plan that includes goals, principles rules enforcement procedures, and an evaluation process based on the concept of “giving students what they need”. || 1.Recognize individual needs of students and differentiate curriculum and instruction to meet these needs.
 * # Will be able to practice collaborative work using technology. || 5. Develop and expand skills in the educational application of technology.

=OUTLINE OF INSTRUCTION=

Excerpts from
 * Required readings:**
 * Charney, Ruth (1997) //Teaching Children to Care: Management in the Responsive Classroom.// Greenfield, MA: Northeast Foundation for Children.

Course Activities
This course will use lecture and discussion, role playing, case study scenarios and field observations to convey information and provide practice in understanding and applying concepts. Students will be expected to complete a behavior management practicum where they apply strategies in their classrooms. **EVALUATION**: Participants in this course will be evaluated based on their performance on the following assignments: The purpose of this assignment is to give teachers practice in developing individual contracts with students who are having particular difficulty in following school rules. || **Evaluation**: Students in this course will be evaluated based on their performance on the following assignments: The goal of this assignment is to have teachers develop a concept paper for classroom management. These plans guide the teacher in teaching discipline as a skill. “ these plans will include goals, principles rules enforcement procedures, and an evaluation process. (HANDOUT PROVIDED WITH RUBRIC)
 * **COURSE OBJECTIVES** || **Performances of Understanding (Assignments and Measurement)** ||
 * 1.Will learn to create a classroom environment where students are active decision makers in a community of caring and respect. || * **Creation of a positive classroom management/discipline plan (25%)** ||
 * 2. Have the skills to empower students to become self regulated and aware of their social and emotional needs through the use of classroom meetings, establishing classroom rules, procedures, and routines with students, using bibliotherapy, peer mediation, and developing conflict resolution skills including problem solving and communication skills. || * **Design 3 classroom meetings and implement one (25%). (Group presentation)** ||
 * 3.Will be able to apply basic procedures of applied behavior analysis to develop a positive discipline plan that includes goals, principles rules enforcement procedures, and an evaluation process based on the concept of “giving students what they need”. || * **Individual behavior plan for a student with behavior difficulties (25%)**
 * 3.Will be able to apply basic procedures of applied behavior analysis to develop a positive discipline plan that includes goals, principles rules enforcement procedures, and an evaluation process based on the concept of “giving students what they need”. || * **Individual behavior plan for a student with behavior difficulties (25%)**
 * 4. Will be able to practice collaborative work using technology. || * **Reflection of readings and implementation of behavior plan using course discussion board**
 * **(25%)** ||
 * **Creation of a positive classroom management/discipline plan (25%)**

The goal of this assignment is to give teachers practice in implementing their behavior plan and teach self-regulation and skills of emotional intelligence. **EXAMPLES INCLUDE:** Team building Teaching I statements Using biblio or film therapy Goal setting Teach a routine Conducting a moral dilemma Other The purpose of this assignment is to give teachers practice in developing individual contracts with students who are having particular difficulty in following school rules. You will implement plan over a three week period and record findings on web site. Your critical friends will comment and provide feedback on your action
 * **Design 3 classroom meeting (25%). (Group presentation)**
 * **Individual behavior plan for a student with behavior difficulties (25%)**

Participants will keep a reading log that summarizes the readings in terms of behavioral experiences in the classroom. The entries will be posted on our class discussion board.
 * **Reading and Discussion log**

= =
 * Grading**: Grades for this course will be based upon straight percentages of the total points for the course (i.e. 90% of total = 'A'; 80% of total = 'B', etc.).
 * CHEATING AND PLAGIARISM POLICY: ** These are forms of academic dishonesty that can result in an academic penalty, including failure in a course or dismissal from the Graduate Program. Cheating is the willful giving or receiving of information in an unauthorized manner during any assessment (test, quiz, exam), illicitly obtaining examination questions in advance, representing someone else's work on assignments as your own, copying computer disks or files, or any other dishonest means of attempting to fulfill the requirements of this course. Plagiarism is the presentation of another person's ideas or product as your own, such as: copying verbatim, paraphrasing, inserting artistic work without attribution; or citing the source and creator. You can incorporate someone else's ideas as long as you cite the original work. Follow APA format for all citations, references, and format.


 * ATTENDANCE POLICY:**Students are required to attend ALL sessions of this course.


 * PROFESSIONALISM:** This is a program designed to help prepare students to become better Teachers and demonstrate all attitudes and behaviors accompanying the position. To that end students are expected to participate in class, and be respectful of others. Such expectations include but are not limited to the following: all cell phones are turned off, students are punctual, students listen carefully to class discussions, and submit quality work in a professional matter.

=** Course Outline **= Objective (1,2,3, 4): Identify elements that of the classroom environment where students are active decision makers in a community of caring and respect. Activity: A. View Mr. Clark. Discussion Readings: Articles B,C, F, G Jigsaw No reflection.
 * Module 1 **

Objectives (1,2): Understand the role of the emotional environment and its effect on student behavior. Understanding Maslow’s Hierarchy of Needs: What is the role of emotional devleopment in behavioral expectations? Activity Creating a sense of belonging: Business card activity Team building to create a sense of belonging. Enrichment clusters and creating a company Readings Articles and book chapters (1-3) assigned in class. Blog 1: Group synthesizes main ideas and how they relate to creating child’s sense of belonging. Individual blog about how you will use this information.
 * Module 2 **

** Module 3 **
Objectives (1,2,4): Define moral development and its relation to self regulation and self efficacy. Discuss asynchrony role in students’ behavior and learning. Article on stages of discipline. Activity/assignment: Empowering students through classroom meetings: Put your team building activity into classroom meeting format and paste on your page under assignment 2. Readings: Charney chapters 4&5 Blog 2: Reflect on chapters 4 & $. Explain how you used the information to create rules with your class. Talk about the ideas for teaching the rules and list three important insights you gained.

** Module 4 **
Objectives (1,2,4): Understand the purpose and implementation of class meetings. Classroom meeting Oreo cookie test, we all are different, what do we need to learn. He How do we help students set goals and identify their individual hopes and dreams. What are your hopes and dreams for your students? How will you actualize them? Assignment Design a classroom meeting for one of the above Readings Charney Chapters 4-5

Objective: (1,2,4) Identify the stages of moral development and its implications for behavioral expectations. Understand how to use moral dilemmas in the classroom. Learning activities: Participation in a moral dilemma activity. Readings View Emperor’s club and participate in Socratic Seminar about the role to teachers molding the character of children.
 * Module 5 **

Objective (1,2,3,4): Understand the the principles of Behavior Modification using ABC model. Distinguish between reinforcers and punishers. Understand role of logical consequences Learning activities: Teaching routines and procedures: participate in classroom meeting to learn how to follow directions Assignment: Design a discipline plan and contract for a student Reading: Charney Chapters 6-7 Blog 3: Identify four strategies that you will use in the classroom and explain how you will use them
 * Module 6 **

Objective: Be able to conduct a behavior analysis to develop a behavior plan Learning Activity: Identify a student who is problematic. Describe his or her issues and develop a behavior plan using template provided. : Readings: Article about Case study of developing a contract on wiki. No blog
 * Module 7 **

**Modules 8 & 9** Teaching social and emotional learning Objectives (2): Understand the purpose of and strategies for teaching social and emotional learning Learning activities Participate in activities illustrating: self awareness, mood management, relationship management, self motivation and regulation, and empathy Reading: Blog 4: Film clips on Social and Emotional Learning: Describe three new understandings from the clips and discuss what you will do differently in the classroom based on these insights.

Objective: Implementation of the behavior plan (field assignment) with final report of its success of failure stating reasons. Assignment: Complete the Charney book and use suggestions with your case study students or any other classroom issue. Final reflection is giving two examples of how the strategies helped you with managing your classroom
 * Module 10 **

Approach shows the integration of natural consequences for behavior || Booklet shows relationship social, emotional, and moral development in setting expectations and consequences. || Once the IEP team, of which you are a part, has conducted a functional assessment, the information obtained from that process should be used to develop a behavior intervention plan. The purpose of this plan is to spell out what behaviors are being targeted for change and how change will be handled.
 * GRADING RUBRICS**
 * Assignment 1 || Classroom || 15 points || 20 points || 25 points ||
 * || **Creation of a positive classroom management/discipline plan (25%)** || All parts of assignment complete || Plan is positive and relies on empowerment of students
 * Assignment 2 || **Design a classroom meeting (25%). (Group presentation)** || All parts of lesson are present || Lesson has clear objectives. Allows for student participation and reflection || Lesson evolves from students’ issues and relates to classroom essential agreements. Students draw conclusions and help set plan for implementation of new goals. ||
 * Assignment 3 || **Individual behavior plan / contract for a student with behavior difficulties (25%)** || Plan has a clear focus and provides description of intervention and monitoring procedure || Plan shows a description of the problem, and analysis of the possible factors contributing to the problem, a clearly stated plan with logical consequences || Plan contains all essential and recommended components as shown below. Tell what happened. ||
 * Assignment 4 || **Readings and reflections** || Summary || Analysis with appropriate applications || Personal meaning with examples ||
 * What is a behavior intervention plan?**

What should be included in the behavior intervention plan? Certain elements of the behavior intervention plan are required by the Individuals with Disabilities Education Act (IDEA) and others are simply good information to have written down.

Required Elements · a description of previously tried interventions and how well they did or didn’t work in changing the behavior · a definition/description of the behavior being targeted · a description of the interventions that will be used including who will be involved, specific procedures that will be followed and an explanation of how data will be collected · a measurable description of the behavior changes you expect to see · a description of how the success of the interventions will be measured · a schedule for when/how often the plan will be reviewed to determine its effectiveness · a description of when and how information will be shared between home and school · a description of how the student’s behavior will be handled should it reach crisis proportions (This is called the crisis plan)

Recommended Elements · a list of the student’s strengths and abilities · important information about the student that could impact the plan · a statement describing the function (purpose) of the targeted behavior (from the functional assessment) · a description of the behavior that will replace the inappropriate behavior (This is called the replacement behavior)

IT IS IMPORTANT THAT THE CHILD CAN SEE HIS PROGRESS. I RECOMMEND ADDING A BEHAVIOR TALLY CHART. SEE THE SAMPLE BELOW. BUT AS YOU ALL KNOW, PLEASE DON’T USE THE 2ND ONE. JUST REWARD THE GOOD BEHAVIOR.

Child behavior charts are important tools of child development, designed to inculcate positive behavior in young children, by coercing them to pursue the set goal. These charts are used by parents as well as teachers to monitor the child, and at the same time inculcate positive behavioral patterns in the child. There are various types of child behavior charts - some focusing on daily chores, while others focusing on specific actions. Doing homework, keeping the house clean, helping parents, not breaking the rules of the house, etc. are the positive behavior. While, lying to anyone, indulging in an argument, fighting with siblings, not keeping things clean and tidy, etc. are the negative behavior that can be included in the child behavior charts.

**__Free Child Behavior Chart__** You can download free child behavior charts from one of the several websites dealing in child behavior. There is a wide range of printable child behavior charts available on the Internet. But if you don't want to purchase or download these charts, you can make a customized chart of your own. No one would know your child better than you, and therefore the child behavior charts prepared by you will be much more effective in inculcating good behavior in your child. You can either create child behavior charts on a simple table or prepare one on your personal computer using the spreadsheet. Given below are some child behavior chart samples that you can use as templates to make your own chart.

**__Sample Child Behavior Charts__** **Child Behavior Chart: Positive Behavior**
 * ** Activity ** || ** Points ** || ** Monday ** || ** Tuesday ** || ** Wednesday ** || ** Thursday ** || ** Friday ** || ** Saturday ** || ** Sunday ** || ** Total ** ||
 * ** Making Bed ** || ** 1 **  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Breakfast ** || ** 1 **  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Going to School ** || ** 1 **  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Homework ** || ** 2 **  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Clean Room ** || ** 1 **  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Wash Dishes ** || ** 1 **  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Prepare for the Next Day ** || ** 1 **  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Follow all the Rules ** || ** 2 **  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Be Kind and Helpful ** || ** 2 **  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Sleep on Time ** || ** 1 **  ||   ||   ||   ||   ||   ||   ||   ||   ||

**Child Behavior Chart: Negative Behavior**
 * ** Activity ** || ** Points ** || ** Monday ** || ** Tuesday ** || ** Wednesday ** || ** Thursday ** || ** Friday ** || ** Saturday ** || ** Sunday ** || ** Total ** ||
 * ** Leaving a Mess ** || ** -1 **  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Fighting ** || ** -2 **  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Lying ** || ** -2 **  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Arguing ** || ** -2 **  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ** Complain from School/Neighbors ** || ** -3 **  ||   ||   ||   ||   ||   ||   ||   ||   ||

The first column consists of the various activities, while the second column consists of points to be awarded for these activities. The next seven columns represent each day, and the last column is meant for the total. Suppose the child makes his bed daily without fail, at the end of the week he will be awarded 7 points i.e. (1 x 7), and if he is kind and helpful for 4 days in the week, he well be awarded 8 points i.e. (2 x 4) in the positive behavior chart. Similarly, in the negative behavior chart the points are to be subtracted from the particular days' scores. For example, if the child earns a grand total of 25 points, and then he is caught fighting, two points will be subtracted from his total, bringing it down to 23 points.

You can modify these child behavior charts according to your needs. For instance, you can replace preparation for the next day with getting prepared for the school on their own. Even the points given for each of the activities can be altered as per your opinion. The basic motive of the chart is to make the child realize the importance of simple day-to-day activities in a systematic manner. Lastly, you need to place the chart at such a place from where your child can monitor it daily. More importantly, you need to be particular, when it comes to filling the chart. Skipping a day or two will make the child lose interest, in the otherwise interesting [|child behavior modification] activity.

**__Child Behavior Rewards and Penalties__**

One of the most important steps to effective parenting, this exercise motivates the child to attain long term goals by staying focused on them. At the end of each week, you can tally the points obtained by the child and reward him for his efforts. These rewards can include anything that your child likes, ranging from a candy to a weekend outing. It's ideal to declare the reward well in advance. This will ensure that the child is focused and works throughout the week to get the reward. When it comes to older children, the rewards tend to get bigger and better, but along with these rewards a new concept is added to the exercise - penalties. The good behavior rewards for the older children may include staying out for relatively more time, a sci-fi movie or extra playtime, whereas the penalties for negative behavior may include less time to play or less time to watch the TV.

The concept of child behavior chart is highly successful, owing to the fact that instead of asking the children to change their behavior randomly, you provide them with an understandable goal to achieve. Not even the best of the child behavior charts can make your child change his behavior overnight. Like any other [|behavior modification] tool, even child behavior charts will take a few weeks to make your child follow the right path, and therefore you need to be patient when using these charts.









= POWERPOINT PRESENTATIONS =





= =



=**__ARTICLES AND READINGS__**= Set One:





[|Learning Print]

[|What difference a name makes....]

[|Experiences are coded in our genes]

[|What color is your classroom?]

[|Pierce Howard's Blog - Owner's Manual for the Brain]

Set Two: Hopes and Dreams to Rules







** [|Teamwork Toolkit] ** [|Elementary Team Building] [|Team building information for Middle School] [|Importance of routines]

Set Three: Logical Consequences







Set Four: Praise vs. encouragement

Set Five: