Mississippi Bend Area Education Agency
Course Syllabus
Mississippi Bend Area Education Agency
Course Syllabus (new course)
The syllabus is the basis for license renewal course* approval, and informs the course participants of
the requirements and learning outcomes. It contains identified essential components to meet
indicators of quality**.
* “course” can be used to include any planned adult learning opportunity such as class, in-service, training,
learning team, endorsement/graduate level, etc. that is not less than 15 contact hours for Relicensure credit
and additional hours of outside class work to total 45 hours for Graduate Credit through Drake University.
** Iowa Administrative Code 282: Chapter 17 indicators of quality for licensure renewal courses include:
1) The courses address specific student, teacher, and school needs evidenced in local school improvement
plans, or
2) The courses assist teachers in improving student learning performance, or
3) The courses assist teachers in improving teaching evidenced through the adoption or application of practices,
strategies, and information.
Course Overview
Date Submitted: 06-12-2015 REVSIED 10-2015
Course title: SW PBIS T1 Implementation, Technical Assistance and Coaching
Instructor: Jill Yates & Barb Brunkan
Address: 729 21st Street Bettendorf, Iowa 52722
Phone Number: 563-344-6380
Email Address: [email protected]
Dates and Location
Face to Face Dates
Times
Other info.
(allow time for breaks/meals: 1 hour for
lunch; 2 – 15 minute breaks are standard)
Minimum of 15 hours of seat time
per credit
Meets four days, 8:303:30 during the school
year – 24 hours total
Page 1 of 12
rev 1/15
Mississippi Bend Area Education Agency
Course Syllabus
All assignments due by: June 1st
Dates grades will be posted: three weeks after last day of class
Location of course:
EDMA credit work For guidance on types of work: http://goo.gl/hMXri4
For courses offered for Drake graduate credit with a start date after July 1, 2015, additional out-ofclass work is required to create a total of 45 hours of learning per credit.
Check the type of work you will require and outline the timing below.
X Group Work (discussions, presentations, research, collaboration)
X Implementation (application in classroom/district, training/coaching, modeling, tech
integration)
Multimedia (viewing or creating videos, audios,
Project-based assignments (creation of classroom materials, portfolios, data
collection/synthesis)
Presentations
Reading (hardcopy or online)
Writing (journaling, formal papers, book/article reviews, reflections, lesson plans)
Type of
out-of-class work
Twice monthly
meetings PBIS Team
Developing and
delivering staff training
Develop action plan
based on TFI results
Collecting and
submitting state
required data
Estimated time
Other info
16 hours
Agendas and minutes
10 hours
2 hours
Agenda, PPTs, handouts,
PD schedule
Action plan
2 hours
State Data report
Credit and Format Information
Type of Credit
X
Drake EDMA and Relicensure credit
Number of Credits:
X
1
Audit
X
Yes
CEUs available from AEA
X
Yes: no. of Hours: 15
2
3
No
No
If offering a course for CEU (not for teacher re-licensure) will the participant need to
complete the work required for re-licensure credit to receive CEUs:
X Yes, must complete all assignments
No, assignments will not need to be
completed
Page 2 of 12
rev 1/15
Mississippi Bend Area Education Agency
Course Syllabus
Appropriate for Para-educator certificate Renewal
Appropriate for Substitute Authorization certificate Renewal
X
X
Yes
Yes
No
No
Type of professional development proposed (check those that apply):
X Building Only Course – Name of building: Edison Academy
Instructor Reimbursement by (check one):
X no pay (teaching as part of AEA employee assignment or other arrangements)
Target Audience:
Grade Level(s)
Content Area(s)
K-12
Learning Environment
Minimum class size
4
Course Type
X
Content
Maximum class size 10
Pedagogy
Category:
The Learning Environment
Course materials needed
X None or provided by the instructor at no cost to participants
Course Outline
Published Course Description for website:
This course is designed for an active school-based PBIS team that has completed the course
School-Wide PBIS T1. School-Wide PBIS T1 implementation, technical assistance and coaching is
provided on-site with school-based PBIS team. Sessions will be guided by the Tiered Fidelity
Inventory (TFI) and the PBIS trainers. The team will implement PBIS Tier 1 PBIS Core Features
with fidelity and collect formative data and outcome data and engage in a continuous quality
improvement process.
Describe the best practices to support the course goals/outcomes described in the next
section:
In general, SW PBIS emphasizes four integrated elements: (a) data for decision making, (b)
measurable outcomes supported and evaluated by data, (c) practices with evidence that these
outcomes are achievable, and (d) systems that efficiently and effectively support
implementation of these practices.
These four elements are guided by six important principles:
•Develop a continuum of scientifically based behavior and academic interventions and
supports
•Use data to make decisions and solve problems
•Arrange the environment to prevent the development and occurrence of problem behavior
Page 3 of 12
rev 1/15
Mississippi Bend Area Education Agency
Course Syllabus
•Teach and encourage prosocial skills and behaviors
•Implement evidence-based behavioral practices with fidelity and accountability
•Screen universally and monitor student performance & progress continuously
Teacher impact statement:
Schools that establish systems to implement SWPBIS with integrity and durability have
teaching and learning environments that are
•Less reactive, aversive, dangerous, and exclusionary, and
•More engaging, responsive, preventive, and productive
•Address classroom management and disciplinary issues (e.g., attendance, tardies, antisocial
behavior),
•Improve supports for students whose behaviors require more specialized assistance (e.g.,
emotional and behavioral disorders, mental health), and
•Most importantly, maximize academic engagement and achievement for all students.
Student impact statement:
Improving student academic and behavior outcomes is about ensuring all students have access to the
most effective and accurately implemented instructional and behavioral practices and interventions
possible. SW PBIS provides an operational framework for achieving these outcomes. SW PBIS is not
a curriculum, intervention, or practice, but is a decision making framework that guides selection,
integration, and implementation of the best evidence-based academic and behavioral practices for
improving important academic and behavior outcomes for all students.
Iowa Teaching Standard(s) being addressed; check all that apply:
1: Demonstrates ability to enhance academic performance and support for implementation of the
school district’s student achievement goals.
2: Demonstrates competence in content knowledge appropriate to the teaching position.
3: Demonstrates competence in planning and preparing for instruction.
4: Uses strategies to deliver instruction that meets the multiple learning needs of students.
5: Uses a variety of methods to monitor student learning.
X 6: Demonstrates competence in classroom management.
X 7: Engages in professional growth.
X 8: Fulfills professional responsibilities established by the school district.
Iowa Leadership Standard(s) being addressed; check all that apply:
1: An educational leader promotes the success of all students by facilitating the development,
articulation, implementation, and stewardship of a vision of learning that is shared and supported by
the school community. (Shared Vision)
X 2: An educational leader promotes the success of all students by advocating, nurturing and
sustaining a school culture and instructional program conducive to student learning and staff
professional development. (Culture of Learning)
3: An educational leader promotes the success of all students by ensuring management of the
organization, operations and resources for a safe, efficient and effective learning environment.
(Management)
Page 4 of 12
rev 1/15
Mississippi Bend Area Education Agency
Course Syllabus
4: An educational leader promotes the success of all students by collaborating with families and
community members, responding to diverse community interests and needs and mobilizing
community resources. (Family and Community)
X 5: An educational leader promotes the success of all students by acting with integrity, fairness
and in an ethical manner. (Ethics)
X 6: An educational leader promotes the success of all students by understanding the profile of
the community and responding to, and influencing the larger political, social, economic, legal and
cultural context. (Societal Context)
Course Equity Information
What strategies are you providing to help your participants meet the needs of diverse
learners? Mark as many boxes that apply to the professional development outlined in this
syllabus and then provide a description of the learning activities for this course.
X
Multi-cultural Issues 1) Does this course discuss ways to ensure learners from other cultures
are successful in the classroom? 2) Does this course promote the diversity of ideas and thoughts in
curriculum and assignments, such as knowledge of different world views and cultural perspectives?
3) Does your course acknowledge the learning styles of culturally diverse peoples? 4) Does your
course promote/utilize resources that portray the various dimensions of a culturally diverse
population? 5) Does this course include strategies to form partnerships with families, particularly
with those who are culturally diverse?
X
Gender-fair Issues 1) Does this course include discussion about ensuring both male and
female learners are successful in the classroom (e.g. math and science classes)? 2) Does this
course promote/utilize resources that portray both sexes in active and passive activities? 3) Does
this course promote/utilize resources that portray both sexes in “nontraditional” ways as role
models? 4) Does this course discuss gay, lesbian, bisexual, or transgender issues, particularly as
they relate to school or community climate and/or student achievement?
X
Socio-economic Issues 1) Does this course include discussion about ways to ensure that
students from low socio-economic backgrounds are successful in the classroom? 2) Does this
course include discussion/understanding about who are SES students and the culture of poverty? 3)
Does this course include discussion or analysis about disaggregating data based on socio-economic
status? 4) Does this course promote/utilize resources that may interest students from low socioeconomic backgrounds who may struggle academically? 5) Does this course include learning about
instructional strategies that will engage SES students in learning?
X
English Language Learners 1) Does this course include discussion of the impact of second
language learning on academic achievement? 2) Does this course address specific cultural issues
impacting student learning? 3) Does this course promote cross cultural communication and
involvement with ELL parents/family? 4) Does this course address legal/academic responsibilities of
school districts with educating ELL students?
Page 5 of 12
rev 1/15
Mississippi Bend Area Education Agency
Course Syllabus
X
Other Diverse Learners (e.g. TAG and learners with special needs) – 1) Does this course
address who are diverse learners, how to identify and/or how to serve diverse learners in the
classroom? 2) Do the learning expectations of this course include application of knowledge about
diverse learners? 3) Does this course deliver specific information about individual diverse groups?
Please provide a description of the issues checked above. PBIS is a research-based framework to
provide multi-tiered system of support to all students in the learning environment. The first year of
team training is focused on universal component of PBIS. The collection and interpretation of data
drives the implemtation process. Evidence has shown PBIS to be an effective behavioral framework
universally and across all subpopulations of a schools enrollment.
Course Goals, Outcomes and Evaluation
Iowa Core statement
Resources: http://www.aea9.k12.ia.us/en/iowa_core/ and
http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2485&Itemid=4602
List the IC areas that are addressed by this course; check all that apply:
Literacy
Mathematics
Science
Social Studies
X 21st Century Skills
Outline the course goals and outcomes that a student will achieve upon completion of this course.
The description should be a statement that is a specific and measureable knowledge/skill, and tie
directly to the Iowa Core Components that were checked above.
An outcome is the specific learning behavior that participants in the course should demonstrate in
the context of achieving the goal. There may be more than one outcome for each goal.
To write goals, consider the following. These items will help dictate the grading rubric.
 What will participants know, be able to do, or value at the conclusion of the course?
 What specific observable or measurable actions should participants demonstrate when they
have met the outcome(s)?
 How will you know if participants achieved the outcome? How will this new knowledge be
demonstrated? These outcomes will be used in the rubric to assess and grade the
success of learning.
 The goal of courses offered for re-licensure and/or graduate credit is that the outcomes are
a way to ensure that the Iowa Core is being transmitted into action. Please be specific in
documenting this through the goals and outcomes.
Course Goal(s) fill out as many as
appropriate
Page 6 of 12
Outcome(s) (to be used in Rubric below)
rev 1/15
Mississippi Bend Area Education Agency
Course Syllabus
1. Team will implement the universal
a)Team will develop school wide expectations
components or Core Features of the
and location matrix.
SW PBIS framework and multi-tiered
system of support.
b) Team will develop lessons plans and
schedule to teach school wide expectations.
c) Team will develop a supervisory system to
monitor behavioral expecations.
d) Team will develop an acknowledgement
system to provide positive feedback to
students meeting expecations.
e) Team will define behavioral errors and
come to consensus on minor and major
behaviors
f)Team will develop a corrective
consequence system matched to function of
behavior
g) Team will provide staff development
training to all adults in their respective
buildings
2. Participants will use implementation
data (formative) to guide the team
action plan
a) Team will complete T1 subscale in the TFI
quarterly
b) Team will create action plan based on TFI
results
c)
3. Participants will use outcome data
a) Team will develop an Office Discipline
(summative) to guide the team action
plan
Referral (ODR) form aligned to school wide
expecations.
b) Team will select and implement a data
collection system for ODRs and other
outcome data
c) Team will use data reports from system to
guide team meetings and team action plan
d) Team will submit data to the Iowa
Department of Education in January and June
as requested by the AEA9 PBIS Coordinator.
Page 7 of 12
rev 1/15
Mississippi Bend Area Education Agency
Course Syllabus
b)
c)
4. Team will implement other data
a) Team will complete the TFI quarterly
collection using research based survey
tools provided by
www.pbisassessment.org
b) Team will facilitate completion of the SelfAssessment Survey (SAS)
c) Team will facilitate a TFI walk through or
SET
From: Program-Based Review and Assessment: Tools and Techniques for Program Improvement. Office of Academic Planning and
Assessment. University of Massachusetts Amherst. (2001).
Iowa Professional Development Model (IPDM)
Resource: http://www.isea.org/assets/document/ipdm-overview.pdf
What percentage of each technical will be used and briefly describe:
Theory: 10%
Demonstration: 70%
Practice: Collaboration (coaching, feedback, reflection): 20%
Page 8 of 12
rev 1/15
Mississippi Bend Area Education Agency
Course Syllabus
Course Rubric
The course grade will be determined using the following criteria.
A resource to assist in creating a rubric: http://manoa.hawaii.edu/assessment/howto/outcomes.htm
Describe what is required for each Outcome and how many points are assigned to each proficiency level. Provide a clear and specific
description of the criteria that will be used to evaluate student work.
At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted.
Course Requirements
(enter each criteria in the
boxes below and assign a
point value)
Exemplary Demonstrates
good understanding and
skill
Accomplished
Demonstrates satisfactory
understanding and skill
Points: 3
Points: 4
Goal 1 Outcomes:
Team has created and
-Team will develop
maintained a PBIS
school wide
"Products Book"
expecations and
either in a notebook
location matrix.
binder or
- Team will develop electronically.
lessons plans and
This book contains all
schedule to teach
artifacts documenting
school wide
progress in
expectations.
implementing a
-Team will develop a universal PBIS
supervisory system framework, including:
to monitor
expectation, matrix,
behavioral
lesson plans and
expecations.
schedule, outline of
-Team will develop acknowledgment
an acknowledgement system, corrective
system to provide
consequence system
Page 9 of 12
Developing
Demonstrates some
understanding and skill
Points: 2
Team has artifacts to
document the
implementation of
80% of universal
components of PBIS
Team has artifacts to
document the
implementation of
60% of universal
components of PBIS
rev 1/15
Beginning
Demonstrates little or no
understanding or skill
Not completed or not
able to be scored
Points: 1
Team has artifacts to
document the
implementation of
40% of universal
components of PBIS
Team has not created
a "products book" and
there are no artifacts
to document progress
in implementation of
the universal
components of PBIS.
Mississippi Bend Area Education Agency
Course Syllabus
positive feedback to and staff training
students meeting
agendas and rosters.
expecations.
-Team will define
behavioral errors and
come to consensus
on minor and major
behaviors
-Team will develop a
corrective
consequence system
matched to function
of behavior
-Team will provide
staff development
training to all adults in
their respective
buildings
Goal 2 Outcomes:
Team has complete
TFI 4 times in school
year.
Team has completed
and submitted action
plan.
Team has completed
TFI 3 times in school
year.
Team has completed
TFI twice in school
year
-Team has developed
-Team will develop an an ODR aligned to
Office Discipline
-Team has developed
an ODR but it is not
Team has developed
an ODR but it is not
Team will complete
the TFI quarterly and
review results at team
meetings, using the
results for action
planning. Team will
complete action plan
and submit to trainers
Goal 3 Outcomes:
Page 10 of 12
rev 1/15
Team has completed
TFI once in school
year
Team has not
completed the TFI
during the school year
Team has developed -no ODR developed
an ODR but it is not or implemented
Mississippi Bend Area Education Agency
Course Syllabus
Referral (ODR) form school wide
clearly aligned to the
clearly aligned to the clearly aligned to the
aligned to school wide expectation and has
school wide
school wide
school wide
expecations.
implemented its use in expecations.
expecations.
expecations.
- Team will select and the school building.
-Data is collected
-Data is collected
-Data is collected
implement a data
-Data from ODRs are from ODRs and
from ODRs and
from ODRs and
collection system for entered into data
entered into data
entered into data
entered into data
ODRs and other
collection system and collection system and collection system.
collection system.
outcome data
reports are generated reports are generated
There are no reports There are no reports
-Team will use data
for team use.
for team use.
are generated for
are generated for
reports from system to -Team has submitted -Team has submitted
team use.
team use.
guide team meetings data collection for the data to Iowa DE
-Team has not
-Team has not
and team action plan Iowa DE
submitted data to
submitted data to
-Team will submit
Iowa DE
Iowa DE
data to the Iowa
Department of
Education in January
and June as requested
by the AEA9 PBIS
Coordinator.
Goal 4 Outcomes:
Team will facilitate the
whole staff in the Self
Assessment Survey
(SAS) and the School
Wide Evaluation Tool
(SET) or the TFI
Walkthrough.
Page 11 of 12
School staff has
completed with SAS
at least once annually
with 80% or greater
participation rate.
School has facilitated
either the TFI Walk
through or the SET.
School staff has
completed with SAS
at least once annually
with less than 80%
participation rate.
School has facilitated
either the TFI Walk
through or the SET.
School staff has
School staff has not
completed with SAS completed the SAS
at least once annually
with less than 80%
participation rate.
School has not
facilitated either the
TFI Walk through or
the SET.
rev 1/15
-ODR data not been
collected and entered
into data collection
system.
-team has not
submitted data to
Iowa DE
School Staff has not
completed the SAS or
a SET/TFI
Walkthrough

NOTE: Do not include attendance as
criterion in the scoring; 100% attendance is
required for all levels of credit.
Participation Requirement
Mississippi Bend Area Education Agency
Course Syllabus
Reflects 15 collaborative hours completed per

--------------This criterion is
each credit.
either met or not met. -------------
To pass, participants must earn an A or a B.
A = 16 to 13
B = 12 to 9
C = 8 to 6
D = 5 to 1
F=0
Page 12 of 12
rev 1/15
Does not reflect 15 collaborative hours
completed per each credit.