Learning Objectives

learning objectives

create

evaluate

analyze

apply

understand

remember

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

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

behavior

condition

degree

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

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 concerns Condition-using the DAEP staff directory and related resources Degree- accurately selecting the appropriate contact persons

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

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

Audience: secondary teachers in SBISD with a student sent to alternative school Behavior: answer quiz questions on the potential academic, social, and emotional consequences of exclusionary discipline Condition: after reviewing case studies and related materials Degree: with 90% mastery

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

behavior

condition

degree

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 response Condition: using provided case studies and interactive tools Degree: by providing a response that clearly justifies the chosen strategy in a manner consistent with best practices for distance learning

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

behavior

condition

degree

Audience: secondary teachers in SBISD with a student sent to alternative school Behavior: apply best practices to adapt lesson plans and integrate technology for effective distance learning Condition: after reviewing best practices and case study examples Degree: 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 form Condition: using the school’s structure, policies, and resources information Degree: Filling out the form correctly and accurately, per district expectations and guidelines outlined in course

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 concerns Condition-using the DAEP staff directory and related resources Degree- accurately selecting the appropriate contact persons