Saturday, September 23, 2017

UW-Stout Math Specialist Program - Take a class now!

Online Professional Development 

Mathematics Specialist Graduate Certificate



Enroll Today!

Courses

  1. EDUC 648 Math Assessment for RTI (2 credits)
    Fall: September 5 - October 13, 2017 or October 9 - November 17, 2017
  2. EDUC 659 Methods of Teaching Middle School Math (gr.6-8) (3 credits)
    Fall: October 16 - December 8, 2017
    OR
    EDUC 661 Advanced Trends and Issues in PK-5 Mathematics Teaching (3 credits)
    Fall: October 16 - December 8, 2017
  3. EDUC 662 Leadership for Math Specialists (3 credits)
    Fall: October 2 - December 1, 2017
  4. EDUC 663 Mathematics Specialist Field Experience  (2 credits)
    Prerequisite: EDUC 662
    Fall: September 18 - December 1, 2017

Thursday, September 7, 2017

Strategies for Dealing with Disruptive Behavior


Strategies for Dealing with Disruptive Behavior

EDUC 655 Strategies for Dealing with Disruptive Behavior

Online Course 3 semester hours graduate credit
Instructor: Faith Huitt
Not offered Summer 2017
Fall: October 2 - November 28, 2017

Description

Evidence-based preventive strategies, positive behavioral supports, effective interventions, and classroom management strategies for addressing problem behaviors, chronic noncompliance, ADHD-related issues, and disruptive conduct.
This course is an approved elective in the Master of Science in Education online degree program. NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university or reading certification program.

Who Should Enroll

  • PK-12 teachers
  • Special education teachers
  • Guidance counselors
  • Speech language pathologists
  • School psychologists
  • Principals
  • Leadership teams

Textbook

An e-textbook in in included with the tuition and provided provided after you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet-capable device. It is not compatible with a Kindle Reader.
Colvin, Geoffrey T. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Corwin Press. ISBN: 9781412960892
If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from amazon.com as a new or used paperback.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Apply key concepts and research regarding the characteristics of noncompliant behavior when planning classroom instruction.
  2.    
  3. Summarize the historical context of discipline and classroom management and interpret major theories of human behavior as applied to classroom management.
  4.    
  5. Research and analyze the pros and cons of school-wide discipline surveys and screeners when assessing safe school environments to identify the existence of chronic noncompliance, intermittent misconduct, or the potential social-emotional needs of students.
  6.    
  7. Self-assess the organization of space, materials, equipment, procedures, and routines for early prevention of possible disruptions.
  8.    
  9. Analyze research-based instructional strategies compatible with the developmental characteristics, learning styles and cultural backgrounds of the non-compliant student.
  10.    
  11. Demonstrate strategies for developing student-teacher rapport to prevent the escalation of problematic behavior and classroom power struggles.
  12.    
  13. Articulate an understanding of student learning styles and academic needs and ways to significantly increase self-discipline and motivation.
  14.    
  15. Analyze internal and external factors that affect student safety in a school or district.
  16.    
  17. Match specific behaviors with proven interventions and design individual intervention plans to encourage positive social interaction, active engagement, and self-regulation for the non-compliant student.
  18.    
  19. Apply single case design strategies that target and assess the impact of specific interventions on behaviors, including off-task behavior, rule violations, disrespect, agitation, noncompliance, and threats and intimidation.
  20.    
  21. Demonstrate strategies for collaborating with special education staff to assist the disruptive students.
  22.  
  23. Evaluate community services and integrate programs that promote school-family-community partnerships to assist the disruptive student. 

Alignment with State and National Standards

Course objectives are aligned with the following:
Wisconsin Standards for Teacher Development and Licensure (WI DPI): 4, 5, 7, 10.
Wisconsin Standards for Administrator Development and Licensure - (WI DPI) 3
No travel to campus is required. Because this class is asynchronous and open to you 24/7, you may participate from your home or work computer during hours that are best for your work and family schedule. Advanced computer or programming skills are not required. Learners need a basic understanding of Internet browsing, email, and word processing. Instruction will be differentiated to accommodate learners with varying levels of technical knowledge.
No travel to campus is required.
Participate from your home or work computer during hours that are best for your work and family schedule.
The class is highly interactive with a significant discussion component.
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox.
Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.


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Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693
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Using TED Talks - UW-Stout Technology Tips


Featured Online Course

EDUC 652 Universal Design and Accessibility

Instructor: Dr. Susan Manning
Learn instructional design strategies that support a wide range of learner differences; create barrier-free learning by applying accessibility tools and universal design concepts.
Our Students Say..."This course taught me how to offer multiple ways for learners to express themselves when it comes to assignments. It even took a little prodding of my own self to submit an 'alternative' assignment."
"It was rather freeing not to feel chained to the typical form of assessment that has followed me throughout our educational system."

Using TED Talks for Training and in the Classroom

Check out the best tips and tricks for using TED Talks to keep up to date.

5 Inspirational TED Talks Every Training Professional Must Watch

Shweta Vyas lists 5 TED talks that will inspire anyone involved in training or education

5 TED Talks (and Big Questions) for Adult Learning Professionals

Clint Clarkson asks some very important questions about learning and training for adults (and offers 5 TED talks to help answer those questions).

10 TED-Ed Videos Your Students Can Use Today

Laura Devaney provides 10 STEM lessons for student engagement.

Interview with Dan Barber - Why Use TED Talks in Your English Language Teaching Classroom

A 20-minute interview with educator Dan Barber discussing the benefits of using TED Talks in his English language learner classroom.

What the Best TED Talks Can Teach You About Writing Your Own Presentations

Fia Fasbinder provides advice on how to write your speeches in the vein of TED talks.

Tech Tip: Create Your Lessons Using TED Videos


Featured Resource

Sample Rubric - Video Projects


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You may enroll to meet your goals for
  • advanced certificate
  • professional development
  • continuing education refresher course
  • license renewal
  • graduate credits
  • transfer credits to another university.
If you need a copy of the syllabus for your employer to approve enrollment in the class, email: Online Professional Development
Phone: 715-232-2693

Begin Your Masters

Apply Soon!
Our Master of Science in Education is a 30-credit master’s degree that features all online courses and offers a flexible curriculum to meet your professional development goals.
Select courses (11 credits) within an interest area, earn a certificate, or mix and match courses from several topics.
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School of Education
Online Professional Development
University of Wisconsin - Stout
Phone: (715) 232-2693 
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Friday, August 11, 2017

Blended and Fully Online Teaching: EDUC 760

(Blended Teaching and Online Training)

EDUC 760 E-learning for Educators   Instructor: Maggie Rouman (Blended Teaching and Online Training) Online Course 3 semester hours graduate credit

Learn to:

  • Add online power to traditional instruction/training.
  • Convert a course or workshop for online delivery. 
  • Create and facilitate discussion forums.
  • Design online surveys and quizzes.
  • Build a career advancing e-portfolio. 

You will:

  • Analyze research on using learning management systems for online and blended settings.
  • Create prompts and facilitate discussion forums.
  • Create technology-based assessment.
  • Critically analyze universal design and accessibility research.
  • Create closed caption video.
  • Research, evaluate and curate digital information.
  • Design and publish an electronic portfolio of course artifacts.
Check out our Syllabus

Thursday, August 10, 2017

Strategies for Teaching Students with Autism in the Inclusive Classroom

Strategies for Teaching Students with Autism in the Inclusive Classroom

EDUC 647 Strategies for Teaching Students with Autism in the Inclusive Classroom

Online Course 3 semester hours graduate credit
Instructor: Faith Huitt
Not offered Spring or Summer 2017
Fall: September 25 - November 17, 2017

You Will Learn

  • Strategies to assist students with language deficits, sensory needs, repetitive behaviors, and a low frustration for change
  • Assistive technology devices, Chromebook,  iPad and smartphone apps that increase communication skills in the classroom for students with autism

Who Should Enroll

  • PK-12 educators
  • Speech pathologists
  • Guidance counselors
  • School nurses
  • Support staff
  • School administrators
  • Public health providers
  • Early intervention personnel
  • Pupil service personnel seeking professional development

Course Description

Strategies to address the varied social and academic needs of students with Autism Spectrum Disorders (ASD) in the inclusive classroom. Explore functional behavior assessment, learn how to implement a behavior intervention plan, and how to use technology effectively with students with ASD.
Enroll in this course to meet your goals for
  • professional development
  • license renewal
  • complete graduate elective credits
  • transfer credits to another university 

Textbook

Purchase the paperback textbook new or used from amazon.com NOTE: Be sure to purchase the second edition with the ISBN number.
Kluth, Paula. (2010). “You’re Going to Love This Kid”: Teaching Students with Autism in the Inclusive Classroom. 2nd Edition. Baltimore, MD: Paul H. Brookes Publishing Company. ISBN: 978-1598570793

Learning Outcomes

  1. Articulate an understanding of the historical perspectives, etiology, and main characteristics of young, middle age children, and adolescents with Autism Spectrum Disorders.
  2. Research and discuss the impact of Autism Spectrum Disorders on the student’s language, communication, academic, social, sensory, and behavioral functioning in the classroom.
  3. Demonstrate an awareness of the impact of a child with Autism Spectrum Disorder on family dynamics and school-family communication.
  4. Research and analyze the pros and cons of various behavioral and instructional approaches and apply best practice strategies in an inclusive classroom for students with Autism Spectrum Disorders.
  5. Utilize a wide range of online resources, strategies, and educational interventions; demonstrate the ability to differentiate and adapt various strategies effectively for students with Autism Spectrum Disorders in an inclusive classroom.
  6. Plan for the role and management of paraprofessionals and differentiate between the appropriate and inappropriate use of paraprofessionals in fostering independence for students with Autism Spectrum Disorder.
  7. Collaborate with professional specialists to modify classroom activities and assignments and design a co-teaching lesson based on models of effective collaboration skills between general education and special education teachers.

Content Outline

  1. Introduction - What is Autism
  2. Language Skills and Communication Interventions
  3. Social Skills of Students with ASD and Interventions in the Inclusive Classroom
  4. Sensory Needs and Interventions for Students with Autism Spectrum Disorders
  5. Positive Behavior Support for Students with Autism Spectrum Disorders in the Inclusive Classroom
  6. Programming in the General Education Classroom for Students with Autism Spectrum Disorders and Least Restrictive Environment Issues
  7. Working with Parents of Students with Autism Spectrum Disorders
  8. Applying New Knowledge and Strategies

Alignment with Teaching Standards

Course objectives are aligned with the following teaching standards:
Wisconsin Standards for Teacher Development and Licensure (WI DPI) 3, 8
National Board for Professional Teaching Standards (NBPTS) 3, 4
Council for Exceptional Children (CEC) Knowledge and Skill Standards Common Core, # 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
No travel to campus required. 
Participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.
The class is highly interactive with a significant discussion component. 
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. 
Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.
This is not a self-paced class.

For More Information

Request Information Online 
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693
Browse Courses
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RDGED 707 Practicum in Reading Difficulties

Practicum in Reading Difficulties

RDGED 707 Practicum in Reading Difficulties

Online Course 3 semester hours graduate credit
Instructors: Beth Lambie, Heidi Neumann-Kneeland, Paula Harms, Heather Weiland, Jaimie Howe, Kristen Conrad
September 11 - December 8, 2017

Who Can Enroll

Students who meet the prerequisites: successful completion with a GPA of 3.0 or higher in each of the five prerequisite courses: RDGED 701, 702, 703 or 704, 705, 706 and consent of instructor.
RDGED 706 Assessment and Evaluation of Reading Difficulties must be completed prior to enrollment in RDGED 707 Reading Practicum because the assessments and evaluation reports required for RDGED 707 are introduced and practiced in the prerequisite course.

What You Will Learn

Course Description: A practicum in teaching individual students, who have completed grades 2-10, with reading difficulties. Assessment of the reader's strengths and needs is followed by the implementation of individualized instruction designed to assist the child in becoming a better reader. The practicum course will be offered online with a requirement that course participants assess then develop and instruct twelve one-hour lessons with a struggling reader in their local community.
The RDGED 707 Reading Practicum is offered during the fall, spring and summer semesters. Consider the advantage of enrolling in the practicum during the summer semester when you will not have the pressure of preparing for your daily teaching assignments in addition to the practicum lessons.
You will assess and teach a student in your community who has been identified by your school as a struggling reader and has completed the second grade or above. According to classroom reading assessments and/or standardized test results, a severe reading delay would be one or more years behind for a third grader; two or more years behind for a fourth, fifth or sixth grader; and three or more years behind for a seventh grader or older.
According to the Wisconsin State Statute ACT 166: 
SECTION 21. 118.19 (14) (a) any person applying for a teacher license “…to teach in grades kindergarten to 5 or in special education, an initial license as a reading teacher or an initial license as a reading specialist” are required to take and pass a Foundations of Reading Test. The Practice Test website provides opportunities for students to become familiar with the item types that will appear on the assessment. 
This test requirement applies to all students who enroll in the Spring 2014 RDGED 707 Practicum.

Course Requirements

During the first two weeks of the course, you will explore the principles of effective one-on-one intervention programs, as well as criteria for choosing a client. A struggling reader should NOT be selected or contacted until the end of the second week of the course. Information will be provided regarding the details of the client selection process and demographic requirements.
During Modules 3-5, you will assess the student, interpret the assessment results, and determine learning outcomes..
During modules 6-11, you will develop and teach twelve one-hour lessons and analyze each lesson’s results using a detailed lesson plan form. During the 12 lessons, you will administer 5 running records using familiar text.  In addition, you will do a miscue analysis of errors for 2 of the 5 running records.  All of these forms will be submitted as part of the course requirements.
At the conclusion of twelve lessons, a summary of assessment and instruction will be compiled and submitted as a capstone artifact in your Reading Teacher ePortfolio. All artifacts from your previous reading courses will be updated prior to submitting your final ePortfolio for the Benchmark III end of reading program assessment. 

Software and Microphone Required

All lesson plans must be created in Microsoft Word. All materials used during the lessons must be scanned to create PDF files and submitted with the lesson plan Word documents in the course Dropbox.

Audio recordings of selected lessons that include running records will be submitted electronically to the course Dropbox in mp3 file format along with a self-evaluation form as part of course requirements. A good microphone, more than any other single piece of hardware, will impact the quality of recorded sound.

Textbooks

  1. Blevins, W. (2006). Phonics from A-Z (2nd ed.) New York, NY: Scholastic. ISBN:978-0-439-84511-3
    (Also used in RDGED 701 Developmental Reading, RDGED 705 Instructional Techniques for Assisting Students with Reading Difficulties, and RDGED 706 Assessment & Evaluation)
  2. Leslie, L. & Caldwell, J. S. (2017). Qualitative reading inventory - 6th edition. New York, NY: Pearson Allyn & Bacon. ISBN 978-0134539409
    Also available as an e-text. ISBN-13 978-0-13-702857-3
    Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, order ISBN 0134539400. The Enhanced Pearson eText features and QRI electronic resources include embedded video and audio clips, forms, and figures. Also used in RDGED 706 Assessment and Evaluation).
  3. Caldwell, J.S., & Leslie, L. (2013). Intervention strategies to follow informal reading inventory assessment: So what do I do now? 3rd edition. New York,NY: Pearson Allyn & Bacon. ISBN 13: 9780123907088 Available from Pearson or new and used from amazon.com. (This book is also used in RDGED 705 Instructional Techniques for Assisting Students with Reading Difficulties and RDGED 707 Practicum in Reading Difficulties.)
  4. Fox, Barbara. (2012). Word identification strategies: building phonics into a classroom reading program, 5th edition. Upper Saddle River, NJ: Prentice Hall. ISBN 9780132611282. 
    (Also used in RDGED 705 Instructional Techniques)
  5. National Institute for Literacy (NIFL) booklet: Put reading first: The research building blocks for teaching children to read.
    (Also used in RDGED 701 Developmental Reading and RDGED 705 Assessment and Evaluation). Free download 56 pg. booklet color PDF (1.25 MB)
  6. Shea, M. (2006). Where's the glitch? How to use running records with older readers, Grades 5-8. Book and CD. Portsmouth, NH: Heinemann ISBN 13:978-0-325-00849-3.
    (Also used in RDGED 706 Assessment & Evaluation.) 
e-Textbook
An e-textbook is included in the tuition and will be provided after you login to the course. You will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet capable device. It is not compatible with a Kindle Reader.
McCormick, S. & Zutell, J. (2015). Instructing students who have literacy problems. ( 7th edition) Boston, MA: Pearson Education, Inc., publishing as Allyn & Bacon. ISBN 13:9780133830934
If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from http://www.pearsonhighered.com or an online bookstore such as amazon.com  Be sure to allow for delivery time, and note the ISBN number and 7th edition.
Additional readings will be available online within the text of each module.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Interpret background and assessment information of an individual with reading disabilities to determine measurable learning outcomes that define what the child is able to do as a result of instruction. 
  2. Evaluate and select appropriate instructional interventions for the literacy remediation based upon the assessed needs of the child.
  3. Analyze variables in performance using ongoing assessments to modify instruction and meet the needs of the child. 
  4. Formulate a clear, concise and accurate report of assessment results delineating proficiencies and difficulties, reading, writing, and spelling developmental levels, measurable results of instruction in attaining learning outcomes and recommendations of research-based instructional strategies for use at school and in the home to strengthen the child's literacy. 

Alignment with State and National Reading Standards

This class will help participants meet the International Literacy Association's Standards for Reading Professionals and the Content Guidelines for Reading Teachers State of Wisconsin - DPI (p. 180)

Sign Up Soon!

Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693
Browse Courses
e-Newsletter