COURSE TITLE:
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
WA CLOCK HRS: OREGON PDUs: PENNSYLVANIA ACT 48: |
30 30 30 |
INSTRUCTOR:
Lori Gibson
loribgibson@hotmail.com
COURSE DESCRIPTION:
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:
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
The use of artificial intelligence is not permitted. Assignment responses found to be generated by AI will not be accepted.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
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
REQUIRED TEXT
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.
None. All reading is online.
MATERIALS FEE
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
Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments.
Group participants can only view and respond to their group members in the Forum.
Assignment #1: Introduction
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:
Assignment #2: Kids Do Well ...
Assignment #3: Collaborative Problem Solving Model
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: loribgibson@hotmail.com. Subject line to read ‘Help Me #3’.
Assignment #4: Let’s Get It Started
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:
Assignment #5: Significant Elements
Please read the final two sections of the book’s case study on Joey in Chapter 5 (pgs. 137-154) and Chapter 6 (pgs. 173-186). In 250 – 500 words:
Assignment #6: Meeting of the Minds
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:
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 do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments. Group participants can only view and respond to their group members in the Forum.
Assignment #7: Key Components
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: loribgibson@hotmail.com. Subject line to read ‘Help Me #7’.
Assignment #8: Case Studies
Read the rest of Chapter 5 (pgs. 120-137) as it discusses specific case studies of Plan B: The CPS model. Do the following:
Assignment #9: Gained Knowledge
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:
Assignment #10: Lesson Plan
Assignment #10: (Required for 400 and 500 Level)
Assignment #10-A:
OR
Assignment #10-B:
Use this option if you do not have a classroom available.
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)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Instructors will comment on each assignment. If you do not hear from the instructor within a few days of posting your assignment, please get in touch with them immediately.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Lori Gibson, M.A., E.S.A., is a dedicated school counselor with a wealth of experience in the field of education. She holds a Master’s degree in counseling psychology from Gonzaga University and a Bachelor of Arts degree in both education and psychology from Whitworth University. With a career spanning 31 years, Lori has contributed her expertise to various educational institutions, including North Chicago High School in Illinois, Lake Washington School District and Spokane Public Schools, both in Washington state. For the past 21 years, Lori has been an instructor at The Heritage Institute, where she is deeply passionate about empowering fellow educators to excel in their noble work within schools. In today's evolving educational landscape Lori understands the shift on many fronts - including the mandates to integrate technology, embrace neurodiversity, foster social and emotional growth and dig deep to understand the neurological basis for challenging behaviors. Lori recognizes that our students, pre-K to 12th grade face an array of challenges, from learning, social and emotional gaps due to the ripples of the pandemic, family stressors, poverty, the impact of social media and entitlement issues, among others. She firmly believes that educators must be equipped with the latest research and practical strategies to address these multifaceted needs effectively. In her courses, Lori's primary aim is to provide educators with respectful and encouraging guidance to navigate these challenges. Her courses and workshops are designed to empower teachers and administrators with the knowledge and tools necessary to create a supportive and inclusive environment that prioritizes the well-being and development of every student so they can be about the business of learning!
BIBLIOGRAPHY
“HELP ME BEHAVE”: Going Beyond Traditional School Discipline Plans