Course outline

learning flow

Creating Educational Support Plans

Navigating DAEP Dynamics

Intro

Strategies for Student Success

Understanding Exclusionary Discipline

Summary

introduction

Intro will conclude with a pre-assessment asking learners to reflect on what they know and what they need to know; mastery of pre-assessment will allow them to bypass some content. Learners asked to create a practical goal for the course.

Learners will be provided with a guided checklist for self-reflection; this includes a list of knowledge and skills that they will need to effectively support their student during their placement at DAEP.

Instructional materials for the introduction include navigation instructions, learning objectives, and information on what is needed to successfully complete the course for CE credits.

module 1: understanding exclusionary discipline

Introduction to case study: "A Tale of Two Students"- learners will meet Jordan and Marcus and find out the reasons for their placement at DAEP, along with any risk or protective factors that might impact their experience.

Overview of exclusionary discipline- purpose, legislative framework: mandatory v discretionary offenses, negative consequences

Drag-and-drop activity to check for understanding (legislative framework)

Optional resources to explore more deeply, including information about trauma-informed practices, culturally responsive classrooms and teaching, and recent state legislation

Module assessment- apply what they've learned about exclusionary discipline to answer comprehension questions and apply to characters from case study

module 2: navigating daep dynamics

• DAEP intake process flow chart
• Chain of command/reporting structure

Video tour of DAEP campus, introduction to staff and their responsibilities, contact information

Curriculum options- interactive comparison chart with optional external links to explore materials.

Application of content to case study and own classroom via formative assessment (quiz). Since there are many potential answers, this assessment won't be graded but will instead offer valuable insight into how well learners can apply the strategies to their specific contexts.

Meet two teachers supporting students at DAEP. One represents best practices (Mr. Rodriguez), while the other (Mrs. Boatman) is overwhelmed and not sure what to do.

Follow two students in case study to see how they are transitioning to the changes, initial feelings upon arrival

module 3: best practices/ strategies for student success

Learners explore Mr. Rodriguez's classroom in an interactive activity that demonstrates and reinforces practical examples of best practices. This serves as a model that teachers can customize for their student's needs.

This exploratory activity allows learners to explore Mr. Rodriguez's iPad, equipped with digital apps that can improve teachers' ability to engage in best practices. The apps are organized by category/function, such as connect, engage, organize, and assess.

Best practices/recommendations for supporting excluded students- this resource offers a flexible starting point of actionable strategies that can be adapted to specific situations

Learners participate in a branching scenario where they step into the role of Jordan's teacher, making key decisions that his experience at DAEP. By choosing different support strategies, they’ll see how each choice leads to varied outcomes, highlighting the impact of teacher involvement on student success.

In this activity, learners will offer suggestions to help Mrs. Boatman better support her student in the case study. They will draw upon best practices and the practical examples demonstrated in Mr. Rodriguez's classroom to provide actionable advice.

module 4: creating educational support plans

Learners will revisit the guided checklist introduced at the beginning of the course. They will reflect on a brief recap of Modules 1-3 and use the checklist to self-assess whether they've gained the necessary skills to effectively support excluded students.

The case study concludes with both students returning to their home campus, each experiencing different outcomes. It highlights how insufficient support can increase recidivism and negatively impact students' future learning experiences after rejoining their original school.

In the culminating activity, learners will apply their knowledge by completing a real-world educational support plan for their student, ensuring they can confidently navigate and implement this process to positively impact their students' educational outcomes.

Learners will be guided through the process of creating an educational support plan for students. Screencasts will provide step-by-step instructions that demonstrate how to tailor the plan to a specific student's needs and circumstances.

Understanding Exclusionary Discipline

This module explores the foundational aspects of exclusionary discipline, examining its legislative framework and the impacts on students' academic, social, and emotional well-being. Learners will differentiate between mandatory and discretionary offenses, understanding their basis in state versus local law, and analyze how these policies shape disciplinary practices across educational settings. Learning Targets: 1. 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. 2. Identify risk factors that impact students' experiences with exclusionary discipline and evaluate how these practices may increase vulnerabilities and contribute to further marginalization.

Navigating DAEP Dynamics

Dive into the specifics of the SBISD DAEP, including the curriculum offered, staff roles, and communication protocols. This module will detail the operational structure and logistical setup essential for educators and administrators within the program. Learning targets: 2. Identify DAEP contact persons for different concerns (academic, behavioral, administrative) while a student is removed from their home campus.

Introduction

The introduction contains an overview of the course navigation, tools, learning targets, and expectations. It ensures clarity on how learners will progress through each module, understand the learning objectives, and utilize the available resources to achieve their goals. At the end there is a pre-assessment that asks learners to reflect on what they already know and set a practical goal. Mastery of content from module 1 may allow learners to bypass some of the material.

Summary

This learning flow leads learners through a structured and logical progression that begins with foundational knowledge, builds skills, and culminates in practical application. The modules ensure that learners gain the competencies required to effectively support students at DAEP and achieve the course's primary objective: developing a comprehensive, student-centered educational support plan.

Strategies for Student Success

In this module, learners will discover effective teaching practices and explore digital tools like virtual labs for enhancing science instruction. This module promotes exploratory learning of various apps and websites, empowering participants to integrate these resources into their classrooms to support better engagement and learning for students off campus. Learning target: 4. 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.

Creating Educational Support Plans

This concluding module guides participants through the process of synthesizing what they've learned into developing a comprehensive educational support plan for a student at DAEP. Learners will apply their understanding of the school's structure, policies, and resources to compile essential information needed to coordinate student support effectively. Learning targets: 5. Apply knowledge of the school's structure, policies, and resources by accurately completing a Google Form that outlines the necessary information DAEP needs for student work coordination. 6. Design an educational support plan detailing academic work adjustments and communication strategies for a student during their DAEP placement.