Defining and Understanding Behavior

This course is the first module of the Basic Functional Behavioral Assessment to Behavior Intervention Planning series. It provides an in-depth guide to understanding and defining behaviors using the Functional Behavioral Assessment, or FBA, in accordance with Arkansas law. Participants are encouraged to complete the activities within the corresponding manual in order to learn how to define and understand behaviors by identifying their routines, antecedents, consequences, functions, and setting events.

This course, presented by behavior support specialist Allison Mears, was recorded on May 19, 2015 at the Arkansas Educational Television Network in Conway, Arkansas.

Functional Behavioral Assessment: Interviewing and Observing

This course is the second module of the Basic Functional Behavioral Assessment to Behavior Intervention Planning series. This course provides details for interviewing and observing during the Functional Behavioral Assessment, or FBA, process. Participants are encouraged to review the corresponding manual, as it contains various interview tools and recording forms that are available to assist in interviewing and observing behavior. 

This course, presented by behavior support specialist Allison Mears, was recorded on May 19, 2015 at the Arkansas Educational Television Network in Conway, Arkansas. 

Critical Features of Behavior Intervention Planning

This course is the third module of the Basic Functional Behavioral Assessment to Behavior Intervention Planning series. This course focuses on the critical features of the Behavior Intervention Plan, or BIP, including the Competing Behavior Pathway and function-based behavior interventions. Participants are encouraged to complete the activities and review the available strategies in the corresponding manual.

This course, presented by behavior support specialist Loretta Wallace, was recorded on May 19, 2015 at the Arkansas Educational Television Network in Conway, Arkansas.

Working with Children with Low Incidence Disabilities (2009)

This course provides knowledge, techniques, and teaching methods for teachers and paraprofessionals who work with students who are Hearing Impaired, Visually Impaired, or Deaf-Blind. 

The Task Force, established by the Arkansas Department of Education Special Education Unit in 2008, consists of individuals representing public school personnel, audiologists, family consultants, speech-language pathologists, and special education supervisors. The Deaf-Blind Project funded and supported the development of this training module.

Behavior is Communication

In this course, Eric P. Hartwig, Ph. D. discusses the "why" behind behavior. He also delves into shaping emotional and behavioral competence and shares his thoughts on how to change a behavior by being proactive instead of reactive, focusing on the core values in the shaping process. He then focuses on environmental events that will affect the child's behavior as a whole. 

A Framework for K-12 Science Education and the NGSS: A New Vision for Science Education

A Framework for K-12 Science Education identifies the key scientific ideas and practices students in all grades should learn. Dr. Heidi Schweingruber, Director for the Board on Science Education, introduces the frameworks as a new vision for science learning. She reviews the development of the Next Generation Science Standards (NGSS), details the three dimensions, and presents data in support of the need for implementing these standards in the classroom.

This course was taped during the AAMLE annual conference on March 30-31, 2015.  

Scientific and Engineering Practices in the Classroom

A Framework for K-12 Science Education presents three dimensions that are combined to form each standard with the Next Generation Science Standards (NGSS). The first dimension, Scientific and Engineering Practices, is the focus for this course. Heidi Schweingruber, Ph.D., Director for the Board on Science Education, discusses how these practices help support learning in the classroom. Referencing data from Achieve, she identifies the shifts in science education and suggested techniques for implementation. 

This course was taped during the AAMLE annual conference on March 30-31, 2015. 

Crosscutting Concepts

Crosscutting concepts are in place to help students make connections across the different disciplines. Dr. Heidi Schweingruber, Director of the Board on Science Education, explains how these concepts are more than just a way to categorize activities; they exist to support and deepen student learning. She identifies the guiding principles for how these concepts should be used in the classroom and looks at the progression of complexity and sophistication across the grades. Having prior knowledge of the NGSS framework before taking this course is strongly encouraged.

This course was taped during the AAMLE annual conference on March 30-31, 2015. 

To the Stars and Back: Empowering Students with Project-Based Learning

Throughout history, people have always looked to space as a source of awe and wonder. We have strived to not only better understand our universe but also our place in it. Nettleton STEAM, a unique third through sixth-grade school in Jonesboro, Arkansas, continues this time-honored tradition of exploration and discovery by infusing STEAM and project-based learning into everything they do.  

STEM education is critical to developing innovative problem solvers and strengthening community partnerships. Nettleton STEAM is a Cognia STEM certified school where twenty-first century skills, service learning, and the arts are explored through project-based learning and makerspaces. Nettleton STEAM was granted the extraordinary opportunity to participate in a downlink with astronauts aboard the International Space Station in December of 2020. In this course you will learn how educators at Nettleton STEAM use project-based learning through the lens of the International Space Station themed projects created around this event.

Family & Community Engagement: Inviting Caregivers & Community Partners Into School

It is vitally important that we take deliberate, intentional steps toward creating a collaborative network of support for our students. Becoming partners in our advocacy for educating the whole child influences student success and strengthens relationships throughout the community. In this course, parental involvement consultant Dave Shepard introduces steps educators can take to invite caregivers into the daily operations and activities of schools. Melissa Dunbar-Gates moderates discussions on broadening the definition of parental involvement toward a more inclusive, community-based definition that encompasses all types of caregivers.

This course meets the family and community engagement requirements of ACA 6-15-1703.