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Rights & Responsibilities in the Disciplinary Process

Price

Rights & Responsibilities in the Disciplinary Process

Humboldt State University

  • Tuition: $125.00
  • Tuition: $115.00
  • (You Save: $10.00)
  • Hours: 15.00
  • University Credits: 1.00
  • Promotions
What you need to know

CE Credits Online and Humboldt State University Extended Education are pleased to offer you online professional development courses designed to improve teaching and student achievement.

  • Standards-based
  • Asynchronous – start at any time
  • Self-paced – work at your own convenience
  • Completely online – no commuting, parking, missed classes and no dress code!
  • User friendly and engaging with numerous videos that model new strategies and skills
  • Facilitated by highly trained moderators.

Humboldt State University (HSU): HSU offers post baccalaureate, 700 level credits based on a semester system. The credit fee due from the student is $50 per credit.  

Initiating Your University Credit Request
CE Credits Online is the course provider and Humboldt State University is the accrediting institution. The HSU Office of Extended Education issues the university credit, and there is a fee of $50 per credit.  Upon completion of your course, you have two weeks to apply and pay for university credit.   University credit fees are not included in the price listed.  Once we have verified that all your coursework is completed and approved, and we have received the credit fees, your paperwork, along with the fees, will be sent to Humboldt State University for processing at the end of each month. The processing of your credits can take up to 6-8 weeks from the time of your request.

For more information regarding this process you may visit University Affiliations.

Course Description

Course Description:

This course will guide teachers and administrators toward understanding their school’s discipline policies and to better understand and manage disruptive and violent behaviors. It is designed to help create and maintain save and orderly environments. Participants will identify the practical and legal definitions of force as well as their rights and responsibilities, particularly regarding the use of physical restraint. They will also learn to correctly describe and document incidents and explore strategies and techniques that are preventative. This course is an essential tool for all school personnel.

Course Objectives:

  • To investigate teacher and administrator rights and responsibilities in regards to the school’s discipline policies.
  • To adopt non-physical strategies and techniques while disciplining.
  • To define and interpret legal terms regarding use of physical restraint.
  • To correctly describe and document responses to disruptive incidents.
Syllabus
  • Course:
    The Constructive Discipline Series
  • Prerequisites:
    None

Course Description:

This course will guide teachers and administrators toward understanding their school's discipline policies and to better understand and manage disruptive and violent behaviors. It is designed to help create and maintain safe and orderly environments. Participants will identify the practical and legal definitions of force as well as their rights and responsibilities, particularly regarding the use of physical restraint. They will also learn to correctly describe and document incidents and explore strategies and techniques that are preventative. This course is an essential tool for all school personnel.

Course Objectives:

  • To investigate teacher and administrator rights and responsibilities in regards to the school’s discipline policies.
  • To adopt non-physical strategies and techniques while disciplining.
  • To define and interpret legal terms regarding use of physical restraint.
  • To correctly describe and document responses to disruptive incidents.

Student Expectations:

Students will be required to:

  • Research the discipline policies of their school.
  • Complete written self-reflection exercises.
  • Complete on-line tests.
  • Post answers to questions to the on-line forum.

Credit:

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit.Please see University Affiliations under the Information Center for the cost per credit.

Class Outline:

  • Lesson 1
    • 1.a Situations in Schools
    • 1.b Examples of Incidents
    • 1.c Imagine a Situation
  • Lesson 2
    • 2.a Force Defined
    • 2.b Who Gets to Decide?
  • Lesson 3
    • 3.a Necessary and Reasonable
    • 3.b Necessary Defined
    • 3.c Reasonable Defined
    • 3.d Making Decisions
    • 3.e Documenting Your Decision
  • Lesson 4
    • 4a. Necessary & Reasonable – Expanded Definitions
    • 4b. Physical Factors You Can Consider
    • 4c. Does an Alternative Exist?
  • Midterm
  • Lesson 5
    • 5a. More On Alternatives to the Use of Force
    • 5b. Assessing the Situation
    • 5c. Must You Act Now?
    • 5d. On How People Cope With Stress
  • Lesson 6
    • 6a. Alternatives to Using Force ” Your School's Policy
    • 6b. No School Policy
    • 6c. IEPs and Use of Force
  • Lesson 7
    • 7b. Review
    • Evaluation
    • Final Exam

    Contact Information:

    info@cecreditsonline.org

    425.788.7275

Your State Information

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

We are affiliated with the Humboldt State University (HSU), part of the California State University System, located in Arcata, CA.

Approved for graduate level semester credits

  • 45 hours = 3 semester credits
  • 30 hours = 2 semester credits
  • 15 hours = 1 semester credit

Receiving HSU Semester Credit: On or about the 1st and the 16th of every month CECO submits completion paperwork to HSU along with the participant’s fee of $50 per credit. Processing the credits through HSU can take up to 6-8 weeks from the time of the initial credit request. Please visit our University Affiliation page for more information. (University credit fees are additional)

Promotions

Teaching English Language Learners: An Introduction

  • $249 through July 31, 2015
  • Use promo code July15 at checkout

Newsletter


CE Credits Online is pleased to announce it is launching the CE Credits Online Monthly Newsletter. Every month the newsletter will offer a discount on one or more CE Credits Online courses—often with savings that can amount to hundreds of dollars. The only way to receive these discounts (using a promotional code) is to receive the newsletter. The newsletter is free and will have various features we believe will be of interest to all educators.

Once you sign up for the newsletter, you will receive a confirmation email and a link to the CE Credits Online Newsletter and the discounts that are being offered for that month. Discounts change monthly.

Click Here to Sign Up.

*Does not apply to all districts

Why Choose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • Standards-based
  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • Facilitated by highly trained moderators, experienced in education 
  • User-friendly and engaging with numerous videos that model new strategies & skills 
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff
Reviews
  • This was a very difficult course when trying to find the materials on FORCE that they were asking for. Mostly it was the fact that it was hard to find what our state provided for safe laws and requirements to keep everyone safe at school. Arizona is a gun carrying state and most of us know that. We also know that these weapons are not allowed on school grounds for our security and safety. I can find that in the code of conduct but not the use of the word force. The rules cover the students but not the teachers. I felt it was important to know how to fill out the forms and be sure to be extremely detailed with all the information. If we had to go to court to defend out actions then this is the report that could make the difference. Mainly, in these situations you have to think on your feet. I have a real need to go to school and see what we have in place. We send in referrals for student behavior but I'd like to see the long form and the book the represents this type of behavior and what our rights are as teachers. I'm sure we should have one but I'd now like to read it. I feel the Value Set plan is very important in helping the students be aware of what is expected of them. I feel it is a useful tool to set up the behavior expectations at the beginning of the school year and help them to understand why these expectations are important to the learning environment and to our safety as well. WE all have Rights but it important to help them realize if they don't maintains those rights they are disrupting the rights of others.

    What a participant from Arizona said about Rights & Responsibilities in the Disciplinary Process
  • 1. In this course, I found the topic of force most interesting. In the day-to-day business of teaching, I don't put much thought into my physical contact with students, as it is usually in the form of a hand on the back, a high five, or tying a little one's shoes. But occasionally there is the need for force, and this course has increased my awareness and reflection of what is meaningful and reasonable. 2. When I Googled "2000 School Survey on Crime and Safety", I got a 114-paged document. The value of this course to me were the case studies and SUMMARY of a world of statistics. I appreciate moving on from the math and moving on to some practical conclusions. Also practical were the video clips of the staff training on force and the law. 3. This information has inspired me all the more that when it comes to student behavior, an ounce of prevention is worth a pound of cure. When a cure is necessary, I will use force as a last resort and only in a thoughtful way, not as an emotional reaction. As a result of this course my pride regarding to self-sufficiency has lowered and I am more likely to ask for administrative help when a situation reaches a high level of complexity. And I take to heart one of the very last points: you do not need to win today. The school year is long and our hopes for our students reach beyond today.

    What a participant from California said about Rights & Responsibilities in the Disciplinary Process
  • One thing that I found most interesting is the legal definition of force. I was never aware that using such force on students, in a necessarily situation, could get the teacher in trouble. So, I was able to look into this topic like I never have before, and that brings up my awareness level. I found the information that is presented in this class very valuable. I found the responsibilities of the staff most valuable, as I will be able to abide by those rules successfully in my future dealings with my students. And I think this will enhance my ability to maintain Safety, Order, and Rights in my school for sure. This course really educated me and informed me of my rights and responsibilities in the whole disciplinary process.

    What a participant from California said about Rights & Responsibilities in the Disciplinary Process
  • The information that I found the most interesting was the legal consequences teachers face with using force on a student. Although a teacher may feel they need to use force, the parents’ and students’ interpretation of the necessity of the teacher’s force determines if the teacher will consequences for using force. The most valuable information I learned is the importance of using alternatives to touching a child, if there is one. Plus, documenting the use of force is crucial for protecting the teacher and school. This information will impact my ability to maintain Safety, Order and Rights in my school by making me think about how I react to conflict and deal with students during stressful situations. I have already asked my administrator about our use of force policy and the steps I need to take when it comes to documenting the use of force.

    What a participant from California said about Rights & Responsibilities in the Disciplinary Process
  • One thing that I found most interesting is the legal definition of force. I was never aware that using such force on students, in a necessarily situation, could get the teacher in trouble. So, I was able to look into this topic like I never have before, and that brings up my awareness level. I found the information that is presented in this class very valuable. I found the responsibilities of the staff most valuable, as I will be able to abide by those rules successfully in my future dealings with my students. And I think this will enhance my ability to maintain Safety, Order, and Rights in my school for sure. This course really educate me and inform me my rights and responsibilities in the whole disciplinary process.  it provided me with good, comprehensive information on what constitutes force and use of force. I think that I will be more prepared to deal with potential conflict situations after completing this course.                                 

    What a participant from California said about Rights & Responsibilities in the Disciplinary Process
  • Great course! Moderator responded VERY promptly! The information from this course I found most interesting was that there are described physical factors that can lead to the reasonableness and necessity of using force. I found it valuable to learn that my school should have a plan that describes when force can and should be exerted, and I will be doing more research into this plan or the implementation of a plan if none is discovered. I think knowing when force can and cannot be used will help keep things orderly in the school, as well as keep all students safe while respecting the rights and responsibilities we as teachers have.

    What a participant from California said about Rights & Responsibilities in the Disciplinary Process
  • 1) The most interesting aspect of this course to me are the definitions of the terms “necessary and reasonable” as defined by Colorado state law. These terms exist in a gray area (ie. subjective). It is very reassuring to me to have a greater understanding of these terms as defined by law because it will make it easier for me to judge whether or not I need to act. A precursor to these terms is the definition of what constitutes an emergency. It is imperative that a person must first assess if the situation is emergent before deciding to act or not (ie. use of restraint/force). 2) The most valuable aspect of this course to me is the knowledge I have gained is as follows. Specifically, even if a formal policy regarding restraint/use of force does not exist in a school, I am legally protected/justified in my actions given the definitions of emergency and “necessary and reasonable” were met. 3) The knowledge I acquired in this course will impact my ability to Maintain Safety, Order, and Rights in my school in two primary ways. First, I am much more confident that my judgment whether or not to utilize restraint/use of force will be correct. Second, I plan to present much of what I learned in this course to our entire staff at an upcoming weekly all-staff training.

    What a participant from Colorado said about Rights & Responsibilities in the Disciplinary Process
  • 1. I thought just seeing and hearing some of the legal definitions with regards to force, restraint, necessary and reasonable were very important. I have truly never thought that much about some of those ideas before this course. The video clips helped a great deal as well. The speaker was easy to understand and gave several good, concrete examples by which to refer to the definitions. 2. Receiving those legal definitions was the most valuable to me and really being forced to decide what is "reasonable and necessary" force. 3. I have already noticed things in the hallway and thought "what if this happened?" and wondered what my best action would be. Just having a new awareness now of these legal rights and responsibilities will impact my future and hopefully my reactions to occurrences as a teacher.

    What a participant from Illinois said about Rights & Responsibilities in the Disciplinary Process
  • Wow! I really enjoyed this course. The availablity for me to work at my own pace over the summer was just what I needed. I really enjoyed the format that was used in the lessons that were presented. The refresher course on the history of education and the impact that leaders have had on our educational system was very intersting to me. There is so much that you forget after you have graduated from college and moved out into the working environment. It was a trip going down memory lane to go back and think through the theories of great minds such as those of Piaget, Maslow, Erickson, Vygotsky, Gardner and Kohlberg. I still struggle with the No Child Left Behind law. I live and teach in Alaska. Our geographics is much different from that of other states. There are many communities (villages) and teachers within these communities that struggle to meet the requirements for this law. I do appreciate this being a topic that was touched upon at the end of this course. Thank you.

    What a participant from Alaska said about Today's Classroom: Foundations of and Current Trends in Education
  • Although the one student I work one-on-one with as a teacher and counselor is in the Emotionally Handicap Program (now titled "The Comprehensive Support Program"), the setting up part of classroom rules lessons work well with my student. I know, as mentioned in the lessons, that this program was not designed for the extreme cases I work with but know that a very good portion can be applied for such special needs students. I have spoke to some colleagues about this program and will recommend it to them. I did enjoy taking this course. I felt very at ease with it. I like how I could go back and re-read certain parts of the lessons with ease. This course was very user-friendly.                                

    What a participant from Arizona said about Stopping Disruptive Behavior