Copy - From Exclusion to Inclusion

learning objectives

remember

understand

Adapted from Anderson & Krathwohl's revision of Bloom's Taxonomy (2001)

apply

analyze

evaluate

create

commentary

This course addresses a critical need by equipping educators with the knowledge, strategies, and tools required to effectively support students assigned to SBISD DAEP. Through scenarios and case studies, participants will differentiate between effective and ineffective practices for assisting excluded students. They will learn best practices for maintaining educational continuity, providing meaningful support, and preparing students for successful reintegration. The course is designed to transform educators' approaches from uncertainty and minimal engagement to a proactive, empowered stance, ensuring students facing exclusionary discipline receive a quality education and feel a sense of belonging within their school community. In creating this course, I utilized backward design and Merrill's Pebble-in-a-Pond theory to structure a focused, problem-based learning experience. Merrill's theory guided the problem-centered framework, enabling learners to progressively solve tasks leading up to the core challenge of developing a comprehensive educational support plan. Backward design ensured that each module was aligned with this central goal, removing non-essential material and keeping every learning target relevant and practical. With the final objective in mind, I identified the essential knowledge and skills required, organizing each module around the necessary tasks learners need to complete. By applying Bloom's Taxonomy, I crafted measurable learning objectives that advance from foundational understanding to higher-order thinking skills at the 'create' level. This progression builds on prior knowledge, refining the course to provide only meaningful, real-world content tied to desired outcomes.Want more information on how I used Merrill's theory in my LX design plan?Otherwise, proceed to the "how" of learning.

Course is only required for teachers who have a student placed at the NB alternative school, increasing the relevance of the material and immediate practical utility.

MERRILL'S PEBBLE-IN-A-POND MODEL

Based on Merrill's Pebble-in-the-Pond Instructional Design Model (2002)

Ripple 2- Identify progression of problems of increasing difficulty or complexity

1. Demonstrate understanding of the potential academic, social, and emotional consequences of exclusionary discipline. (Module 1)2. Apply district-specific knowledge to navigate the logistics of the DAEP campus and identify resources and points of contact for various concerns. (Module 2)3. Compare and contrast the practices of two teachers, identifying best practices and areas for improvement. (Module 3)4. Create a comprehensive educational support plan using best practices and tailored to a specific student's needs. (Module 4)This progression of problems formed the modular structure for the course.

Ripple 3- Identify all component knowledge and skills needed to complete progression of problems

I identified the component knowledge and skills, and divided them by the modular structure determined in "Ripple 2." I used these to create a guided checklist for learners to self-assess as they progress through the course, which can be accessed at this link.Module 1: Understanding Exclusionary Discipline Understand the academic, social, and emotional consequences of exclusionary discipline, and how DAEP placement affects students. Module 2: Navigating DAEP DynamicsRecognize the DAEP organizational structure, communication channels, and resources available for providing support. Module 3: Strategies for Student SuccessAnalyze best practices in classroom management, curriculum adaptation, and emotional support for students in DAEP. Module 4: Creating Educational Support Plans Develop tailored educational support plans, incorporating academic adjustments and effective communication strategies.

Activation:

• Engage learners to activate prior knowledge about exclusionary discipline.
• Use introductory case study materials and facts about exclusionary discipline to spark curiosity and frame the upcoming learning experience.

Demonstration:

• Tell learners about DAEP logistics- staffing, roles and responsibilities, structure, constraints with an orientation video
• Show best practices using Mr. Rodriguez and Mrs. Boatman’s case studies as detailed examples.
• Provide models and explainer videos that tell the concepts behind developing educational support plans.
• Show learners how to create an educational support plan using screenshots and/or screencasts

Application:

• Do by having learners practice their skills in creating an educational support plan tailored to their s
• Ask learners to analyze the case studies, compare teaching strategies, and offer suggestions for improvement.

Integration:Encourage learners to integrate new skills into their teaching practice by implementing comprehensive support plans.

Ripple 4- Plan instruction

Accurately explain the legislative framework surrounding exclusionary discipline, including distinctions between mandatory and discretionary offenses, and analyze the potential academic, social, and emotional consequences for students. Bloom's Taxonomy: Understand

Audience: secondary teachers in SBISD with a student sent to alternative schoolBehavior: answer quiz questions on the potential academic, social, and emotional consequences of exclusionary disciplineCondition: after reviewing case studies and related materialsDegree: with 90% mastery

I used the ABCD Framework to further refine the learning targets, ensuring that they were clear and measurable so that we could assess the effectiveness of the course in the evaluation stage.

Audience

behavior

condition

degree

The last part of Merrill's model involves making design decisions to improve the user experience. This is done using C.R.A.P. visual design principles: Contrast, Repetition, Alignment, and Proximity. For this course, I prioritized clear, intuitive navigation, consistent iconography, and interactive elements that enhance engagement while reducing cognitive load. Additional considerations like user personas, accessibility, and feedback mechanisms were also taken into account.

Ripple 5- Design learning interface

Ripple 1: The whole problem

The whole problem is what learners need to be able to perform independently at the end of instruction. For this course, the problem is the final learning target, Create a comprehensive educational support plan that details academic work adjustments and communication strategies for a specific student during their DAEP placement, using best practices tailored to the student's individual needs.

Identify risk and protective factors that influence students' experiences with exclusionary discipline and evaluate how these practices can further marginalize vulnerable students.Bloom's Taxonomy- remember, evaluate

Audience

behavior

condition

degree

Audience-secondary teachers in SBISD with a student sent to alternative schoolBehavior- identify DAEP contact persons for different concernsCondition-using the DAEP staff directory and related resourcesDegree- accurately selecting the appropriate contact persons

Identify DAEP contact persons for different concerns (academic, behavioral, administrative) while a student is removed from their home campus. Bloom's Taxonomy- Remember

Audience

behavior

condition

degree

Audience-secondary teachers in SBISD with a student sent to alternative schoolBehavior- identify DAEP contact persons for different concernsCondition-using the DAEP staff directory and related resourcesDegree- accurately selecting the appropriate contact persons

Identify effective strategies for preparing and supporting students before, during, and after placement in an alternative school by navigating the DAEP process, understanding staff roles and responsibilities, exploring curriculum options, and applying best practices in a case study and classroom assessment. Bloom's Taxonomy- Remember, understand, apply

Audience-secondary teachers in SBISD with a student sent to alternative schoolBehavior: completing a scenario-based activity where they choose the best strategy for a given student situation and justify their choice in a short responseCondition: using provided case studies and interactive toolsDegree: by providing a response that clearly justifies the chosen strategy in a manner consistent with best practices for distance learning

Audience

behavior

condition

degree

Audience

behavior

condition

degree

Apply best practices to adapt lesson plans and integrate technology for effective distance learning, drawing on practical strategies and case study examples to offer tailored support for excluded students. Bloom's Taxonomy- Apply, analyze

Audience: secondary teachers in SBISD with a student sent to alternative schoolBehavior: apply best practices to adapt lesson plans and integrate technology for effective distance learningCondition: after reviewing best practices and case study examplesDegree: providing practical and tailored suggestions to support excluded students, with 90% accuracy

Complete a Google Form that outlines the necessary information DAEP needs for student work coordination, demonstrating an understanding of the school's structure, policies, and available resources. Bloom's Taxonomy- Apply, analyze (teachers will need to decide how to support their student and what information to share with DAEP), understand

Audience

behavior

condition

degree

Audience-secondary teachers in SBISD with a student sent to alternative schoolBehavior: complete a google formCondition: using the school’s structure, policies, and resources informationDegree: Filling out the form correctly and accurately, per district expectations and guidelines outlined in course

Audience

behavior

condition

degree

Create a comprehensive educational support plan that details academic work adjustments and communication strategies for a specific student during their DAEP placement, using best practices tailored to the student's individual needs. Bloom's Taxonomy- Create

Audience: secondary teachers in SBISD with a student sent to alternative schoolBehavior: create educational support planCondition: with a guided example and reference to best practicesDegree: producing a detailed, comprehensive plan tailored to the specific student's needs and situation.