SE343:
Prerequisites
Meeting Times, Location, & Course Delivery Details
Contact Information
Textbook
Name: Positive Behavioral Supports for the Classroom
Edition: 4th ed.
ISBN:
Author: Scheuermann, B. K., & Billingsley, G. (2022)
Publisher: Boston: Pearson
Supplemental Readings: Links to other readings will be posted in the modules on Blackboard.
Candidates will:
Course Specific Goals CEC Professional Ethics & Standards | Assignments and Learning Experiences |
| 2.0: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionahties become active and effective learners and develop emotional well-being, positive social interactions, and self- determination. | Discussion, reflections, case studies |
| 6.0 Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession. | Discussion, reflections, case studies |
Course Learning Objectives:
By the end of this course, you will be able to:
- Describe and define the components of school-wide positive behavior support and its relationship with risk and protective factors and multicultural issues.
- Describe how to assess and create a positive learning environment in schools.
- Describe how to build strong, positive relationships with children and youth.
- Describe how to assess and address the social needs of individuals and groups of students.
- Describe how to organize an effective classroom management system for all students, particularly those with exceptional learning needs (e.g., schedules, procedures, routines, signals, physical set-up of room, rules and consequences, monitoring, transitions, etc.)
- Describe the elements of multi-level interventions (primary, secondary, and tertiary), including positive and reductive interventions.
- Demonstrate a variety of effective behavior intervention strategies appropriate to the needs of individuals with exceptional learning needs.
Tentative Schedule
Subject to change during the semester. Adequate notice of changes will be given.
The grading scale will be as follows:
***Students are expected to complete work on time, on due dates, or when they have committed to present their projects.***
| Assignment | Due Date | Points Possible | Your Points |
| Learning activities | 1/17; 2/14 | 10 | |
| Application assignments | weekly | 140 | |
| IRIS Modules | 2/7; 3/5 | 20 | |
| Case Study Class Project | 5/5 | 160 | |
| TOTAL POINTS | 330 |
Grading Scale: The score ranges and percentages in the following table represent the exact number of points for each grade level. There is no A+ option in the Wilmington College grading scale.
| Grade | Point Range | Percent of Total Points Possible |
| A | 310-330 | 94-100 |
| A- | 297-309 | 90-93 |
| B+ | 287-296 | 87-89 |
| B | 277-286 | 84-86 |
| B- | 264-276 | 80-83 |
| C+ | 254-275 | 77-79 |
| c | 244-253 | 74-76 |
| C- | 231-243 | 70-76 |
| D+ | 221-230 | 67-69 |
| D | 221-220 | 64-66 |
| F | 210 or below | Below 63 |
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| Highlighted rows indicate earned grade is not sufficient to pass this course for Educaiton Area program requirements. You must pass with a C or better. |
Instructor Course Policies
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: SP25 Final Exam Schedule Graduate:
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. |
Class Attendance Policy |
Accessibility and Disability Services
Accessibility and Disability Services
Wilmington College provides accommodations and services for student with a variety of disabilities, including chronic illnesses, psychological, physical, medical, learning, and sensory disability amongst others. If you anticipate or experience barriers based on disability and feel you may need a reasonable accommodation to fulfill the essential functions of this course, you are encouraged to contact:
Spencer Izor, Associate Vice President of Compliance - Title IX/ADA Coordinator at spencer.izor@wilmington.edu or 937-481-2365 or Nathan Flack, Academic Resource Manager at 937-481-2208 to learn more about the process and procedures for requesting accommodations, or by visiting College Hall Room 306a or the Robinson Communication Center, Room 103.
Religious Accommodations
Wilmington College strives for an inclusive climate and welcomes students from all backgrounds, faiths, and experiences. If religious observance impedes your ability to participate fully in classroom activities or a principal holiday from your religious tradition occurs during the semester and conflicts with class meetings or activities, please make the professor aware of this immediately to determine if a reasonable accommodation is possible.