EDSP 5700
A Course Syllabus forEDSP 5700 Advanced Organization and Administration of Special Education
(3 Semester Hours Graduate Credit)Summer 2008
Department of Educational Leadership and Human Development COLLEGE OF EDUCATION – UNIVERSITY OF CENTRAL MISSOURI - Warrensburg, Missouri
Dr. Linda Bigby Lovinger 4110 – Office Phone 660-543-4332 E-mail: [email protected]
COURSE DESCRIPTION: For administrators and special educators to experience problem-solving simulations regarding special education administration
Prerequisite: EDSP 4700 IEP and the Law
CONNECTION TO CONCEPTUAL FRAMEWORKS: 1. Conceptual Framework information (revised 10/07)
Belief StatementThe Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.
MissionAs a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.
PURPOSE OF THE COURSE: This course is designed to prepare special educators and other educators to assume administrative/supervisory responsibilities in public school special education programs and to deal with common problems that occur in special education administration. Special emphasis is placed upon fiscal responsibility, public relations duties, and supervisory problems, which frequently arise.The instructor in this course seeks to assist the student in:
1. understanding the state and federal law as it relates to special education administration
2. understanding the Special Education Process Model3. understanding data collection and the relationship to funding related to special
education4. describing and discussing aspects of compliance and the documents used to
determine compliance5. describing roles and duties of each staff member of the team and methods of assessing
performance6. comparing and contrasting program organization models and service delivery
models7. describing and discussing processes related to management and personnel
supervision8. surveying current issues and trends in special education administration9. become familiar with the Standards for Advanced Programs in Educational
Leadership - Educational Leadership Constituent Council (ELLC)
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OBJECTIVES OF THE COURSE Upon completion of the course, students should be able to:
a. identify historical perspectives influencing the field of special educationb. identify and discuss the major provisions of state and federal laws, legal issues, and
policies impacting special education administrationc. identify and describe the steps of the Special Education Process Modeld. identify major sources of revenue for a local district special education program and
budget needs e. identify required components in a local district compliance planf. describe functions of a director of special education, principal, special education
teacher, and general education teacher and discuss effective communication and collaborative working relationships
g. describe strengths and weaknesses of program organizational models and selection of an appropriate organizational model for a school district
h. identify and discuss service delivery models in relation to Least Restrictive Environment issues
i. describe how principles, legal issues, and theory influence professional practice in the field
j. identify and discuss general administrative theory in relation to management and supervision of personnel (selection process, evaluation procedures, problem-solving methods, staff development)
k. identify and discuss issues and trends and impact on special education administration
l. identify resources available to keep abreast in the fieldm. identify the Educational Leadership Constituent Council (ELCC) standards and
application to a special education director
COURSE UNITS 1. Legal basis for Special Education and Related Services
a. Basic provisions of federal and state laws, local legislation and/or governanceb. Impartial hearings and litigation
2. Compliance issues a. State Plan, Standards, Compliance Planb. Program Evaluation
3. Special Education Process– Scope and Content; Programmatic Issuesa. Review of basic concepts underlying special education
1) special education process (identification, assessment, placement)2) terms associated with program delivery (FAPE, LRE, IEP, procedural
safeguards, eligibility criteria, confidentiality, inclusion, due process)3) range of service
4. Program organization a. Service delivery modelsb. Student related issues (grading, graduation, discipline)c. Cultural diversityd. Facilities planning e. Transportation
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5. Data collection/funding and fiscal policya. Required data for collection and purpose b. Major revenue sources
6. Management and personnel supervisiona. General administrative theoryb. Team approachc. Setting goalsd. Problem-solving techniquese. Interviewing techniques (recruitment, selection, orientation)f. Staff developmentg. Evaluation of staff performance
7. School and Community Relations (communication, internal and external publics, parents)8. Issues and Trends
a. Identify and discuss issues and trendsb. Identify resources (professional organizations, advocacy groups, publications)
TEXT AND RELATED MATERIAL:
There is no assigned text for the course. Information will be accessed through the Department of Elementary and Secondary Education website, assorted readings, and course handouts.
http://dese.mo.gov/
http://dese.mo.gov/divspeced/
Public School Laws of Missouri, Department of Elementary and Secondary Education, Jefferson City, MO
Missouri State Plan, Department of Elementary and Secondary Education, Jefferson City, MO
Standards and Indicators Manual, Department of Elementary and Secondary Education, Jefferson City, MO
Local Plan for Compliance, Department of Elementary and Secondary Education, Jefferson City, MO
Assorted readings (hard copy and on-line) assigned by instructor.
GRADING AND EVALUATION
1. Class attendance (180 points; 20 points per block of 9)An absence will be excused only for reasons of illness of student or family member, family emergency or professional obligation that would place the student in jeopardy. The student must contact the instructor prior to class to explain the nature of the absence and contact either the instructor or a class member to ensure that they are brought up to date on the content and activities of the class missed. (Excessive absences will result in point/grade reduction. Absence of more than one block will result in a grade no higher than a B.)
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2. Class participation in discussions and other activities (180 points; 20 points per block of 9)Participation requires students to interact as professional colleagues in an effective learning community. Demonstrated skills in communication and inter-personal relationships are essential for this to occur. Demonstrate effective verbal and written communication. (Excessive absences will impact class participation and will result in point/grade reduction.)
3. Class assignments (700 points)3 Reflection Papers (10 points each) 30Pretest credit 10Scenario (unsolved) 20Scenario (solved) 40 Problem solving activity 200Interview 50Competency Self-Assessment 100Professional Plan 50 Internet Assignments/Information 200 (included within build your own text)
Assignments and reflection papers are designed to increase awareness of resources and information related to the organization and administration of special education.
4. Reference Notebook/ “Build Your Own Text” (200) See Grading Profile and Rubrics
Total class points 12601260 – 1134 = A1133 – 1008 = B1007 - 882 = C
Rubrics for Assignments
All assignments should include a heading with your name, the date submitted, course name, and general title (and number) of entry.
Example:
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Name Advanced Organization & Administration SPEDDate EDSP 5700
Assignment
Followed by the material contained within that assignment according to the following guidelines.
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"exemplary performance" "proficient performance" "substandard performance"Work that is worthy of being used as a model or above and beyond standard expectations / work of the highest quality
Work that meets expectations / work of high quality
Work that does not meet expectations/ work of marginal quality
Attendance1. Absent only in the case of emergency2. Punctual 3. Contacts instructor ahead of time
(unless emergency prevents)4. Contacts instructor or peer to find out
what transpired during absence and makes provisions to learn/know" the material covered
5. Student meets due date with any regularly scheduled assignment
Attendance1. No more than one block absence2. Usually punctual 3. Contacts instructor ahead of time (unless emergency prevents) 4. Contacts instructor or peer
to find out what transpired during absence
5. Meets due date with any regularly scheduled assignment
Attendance 1. More than two block absences 2. Does not contact instructor
ahead of time 3. Does not contact instructor or
peer to find out what transpired during absence
4. Does not meet due date with regularly scheduled assignment
Class participation1. Offers insights, comments and/or
actively contributes to discussions 2. Contributions reflect understanding
of reading and content from earlier classes
3. Uses effective speaking strategies (such as eye contact, appropriate language, tone, and volume)
4. Demonstrates positive interpersonal skills (encourages others, offers assistance to others, does not criticize others, builds upon positive contributions of others, displays a sense of humor)
5. Is respectful, does not interrupt or talk
when others are talking, does not dominate conversation
Class participation1. Meets most (4) of the
exemplary criteria
Class participation1. Meets some (3 or fewer) of the
exemplary criteria
Written assignments (Meets All)1. Is submitted on or before due date 2. Professionally presented 3. Mechanically sound 4. Well organized 5. Contains required and/or important
content, ideas and concepts 6. Reflects commitment of time and energy
Written assignments 1. Meets most (4 or 5) of the
exemplary criteria2. Late work: grade
reduction
Written assignments 1. Meets some (3 or fewer) of
the exemplary criteria2. Late work: grade reduction
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Reflection Papers: 3 (10 points each) Due dates: 5/17; 5/30; 6/13"exemplary performance" "proficient performance" "substandard performance"
Follows written assignment rubrics
Reflection/thoughts about information discussed/presented in class during the week
Length: 1-2 pages
Reflection starters such as:The key points made were…I agree/disagree with…I have concerns about…I never realized…I could see…I never thought…A point that really hit home was…I wonder…It seems to me that…
Written assignments 1. Meets most of the
exemplary criteria
Written assignments 1. Meets some of the exemplary
criteria
Competency Self-Assessment (100 points) Due date: 5/30"exemplary performance" "proficient performance" "substandard performance"
Complete the competency self-assessment inventory, rating each competency in each of the seven areas.
Partial completion Failure to Complete
Professional Plan (50 points) Due date: 5/30"exemplary performance" "proficient performance" "substandard
performance"After completing the competency self-assessment inventory, use the ratings to develop a professional plan to develop the competencies that were identified as less developed.
Partial completion Failure to Complete
Scenario (unsolved) (20 points) Due date: 5/30"exemplary performance" "proficient performance" "substandard performance"
Follows written assignment rubrics Develop a situation in written form
that will result in a legal or problematic special education issue/question.
The situation can be fictitious or real. If it is real, care must be taken to
change names and locations so as to protect those involved.
This must be done using your imagination or direct facts and not something you have read.
It is not necessary to answer the legal question/issue.
Length: 1/2 page, approximate
Written assignments 1. Meets most (4 or 5) of the
exemplary criteria
Written assignments 1. Meets some or few (3 or
fewer) of the exemplary criteria
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Scenario (solved) (40 points) Due date: 6/13
"exemplary performance" "proficient performance" "substandard performance"
Follows written assignment rubrics.
Given a situation regarding a legal or problematic special education issue/question, use problem-solving techniques to respond in writing and address the steps to resolve the issue, using knowledge of sped law.
Length: 1 page, minimum
Written assignments 1. Meets most of the exemplary
criteria
Written assignments 1. Meets some of the
exemplary criteria
Internet Assignment (200 points) Due date: 6/13
"exemplary performance" "proficient performance" "substandard performance"
Completion of the Internet “Scavenger Hunt”
1. Completes most of the Scavenger Hunt
1. Completes some of the Scavenger Hunt
Interview (50 points) Due date: 6/13
"exemplary performance" "proficient performance" "substandard performance"Follows written assignment rubrics. Interview a Director of SPED. The interview can be structured or
unstructured. The interview should pertain to
specific legal issues or other sped issues with which the administrator has dealt.
The goal of the interview is to gain helpful advice or information concerning a practitioner's view of sped administration.
After interviewing the administrator, write a one to two page summary of who was interviewed, the position held, what issues were discussed, what insights were gained, and/or what lessons were learned.
Written assignments 1. Meets most of the
exemplary criteria2. Not meeting most of
the specified requirements for the assignment results in 35 points or less
Written assignments 1. Meets some of the
exemplary criteria2. Not meeting the
specified requirements for the assignment results in less than 25 points
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Interview Summary Rubric (50 points)
Good Fair PoorAppropriate Writing Style;Organization and Structure
Rules of grammar, usage, and punctuation are followed; spelling is correct. - Language is clear and precise; sentences display consistently strong, varied structure. Structure of the paper is clear and easy to follow. - Introduction provides sufficient background on the individual interviewed and previews major legal/sped issues that were asked/discussed. - Conclusion is logical and flows from the body of the paper. (5)
Interview summary contains few grammatical, punctuation and spelling errors. - Language lacks clarity or includes the use of some jargon or conversational tone.Structure of the interview summary is not easy to follow. - Introduction is missing or, if provided, does not preview major legal issues. Conclusion is missing, or if provided, does not flow from the body of the paper. (2.5)
Interview summary contains numerous grammatical, punctuation, and spelling errors. - Language uses jargon or conversational tone.
Organization and structure detract from the message of the writer. - Introduction and/or conclusion is missing. - Paragraphs are disjointed and lack transition of thoughts. (1)
Background:Addresses who was interviewed, position held
Interview follows designated guidelines, addressing an introduction of who was interviewed (Director of SPED) and position held. (5)
Interview follows most guidelines. (2.5)
- Interview lacks many elements of the guidelines. (1)
Addresses legal issues
Questions related to a number of specific legal issues or other sped issues with which the administrator has dealt. Major points and questions are answered clearly (30)
Questions related to a limited number of legal issues or other sped issues with which the administrator has dealt. Major points and questions are answered; however, answered minimally, not complete due to limited legal/sped issues (24)
Questions related to few legal issues or other sped issues are asked during the interview. (20)
Summary, Insight gained, lessons learned
Clear and Concise description summarizing the interview, what one learned as it relates to special education legal issues and leadership (10)
Limited description of what one learned as it relates to special education legal issues and leadership (5)
No summary section, insight gained, or lessons learned section present (0)
Reference Notebook (200 points) Due date: 6/13
Grading Guide
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Reference Notebook/ “Build Your Own Text”
Name
Organization 20______ Name on Spine and front cover of Notebook Title page Table of contents Use of Tabs/Dividers Neat, professional, presentable
Comments:
Description of the plan: 180______
Develop a reference notebook including the following area with information obtained from classInternet scavenger hunt, and other information of choice:
Legal Basis (Legislation, litigation, reauthorization, due process) 20
Compliance Issues (State plan, standards, compliance plan, program evaluation) 20
Special Education Process (Process model, terms, and services) 20
Program Organization (Delivery models, student issues, diversity, facilities, transportation) 20
Data Collection/Fiscal Policy (Revenue sources, data collection) 20
Personnel (Problem solving, recruitment, staff development, evaluation) 20
School and Community Relations (Communication, various publics) 20
Issues and Trends (Information related to issues, resources) 20
Resources 20
Overall comments:
Total 200_______
Reference Notebook (200 points) Due date: 6/13
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Good Fair Poor
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Organization (20) Name on Spine and front
cover of Notebook Title page Table of contents Use of Tabs/Dividers Neat, professional,
presentable
Well organized with all components (20)
Minimally organized, hand placed notes for tabs (10)
Does not organize within a notebook; lacks neatness, professional and/or presentable appearance (5)
Plan Components (180) Follows designated guidelines to include information from class, internet, etc.Shows initiative to add additional items
Follows and includes information from class with limited additional information
Does not follow designated guidelines Did include minimal information from class, internet, etc
Legal BasisLegislation, litigation, reauthorization, due process
(20) (10) (5)
Compliance Issues State plan, standards, compliance plan, program evaluation
(20) (10) (5)
Special Education Process Process model, terms, and services
(20) (10) (5)
Program Organization Delivery models, student issues, diversity, facilities, transportation
(20) (10) (5)
Data Collection/Fiscal Policy Revenue sources, data collection
(20) (10) (5)
PersonnelProblem solving, recruitment, staff development, evaluation
(20) (10) (5)
School &Community Relations Communication, various publics
(20) (10) (5)
Issues and Trends Information related to issues, resources
(20) (10) (5)
Resources (20) (10) (5)Other Items (i.e. ELLC Standards; CEC Competencies, etc.)
Includes additional items of choice(15) Extra points
Includes limited additional items (7.5) Extra points
No additional items included (0) Extra points
Problem Solving Activity (200 points) Due date: 6/13 See specific rubric guideline page
Grading GuideProblem-Solving Activity Project
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NameProblem-Solving Activity Project: Given a major problem-solving activity related to taking the position of a new director of special education, construct a comprehensive plan of response outlining your approach to the position addressing Course Units, ELLC Standards, and Problem-solving approaches.
Appropriate writing style 20______ Organizational Structure: (Use of headings: i.e. Introduction, body with headings/subheadings,
conclusion, reflection) APA style (5th edition) in body and reference section Title page Table of contents Reference page Length 15-20 pages doubled spaced. Writing clear, concise and free of errors and grammatical errors. Double- spaced and typed. Comments:
Description of the plan 150______Focus of the plan of response by outlining your approach to the position addressing Course Units, ELLC Standards, and Problem-solving approaches)and what is known about the change process. Quality and completeness of plan includes the following aspects: Course Units – Legal Basis, Compliance Issues, Special Education Process, Program Organization, Data Collection/Fiscal Policy, Management/Personnel, School and Community Relations.
involve members of learning communities collaboration with others as a leader building partnerships with others instructional policy, curriculum, PD evaluate school progress (program evaluation) and allocation of resources work collaboratively with parents
ELLC Standards: Vision; Climate; Management; Collaboration; Ethics; Big pictureProblem-solving approaches – defining the problem, the factors involved (people, place, etc), possible options, potential consequences, and solutions/outcomes.Comments:
Paper incorporates class readings, legal concepts, professional standards 20_____ Class discussion/information related to discussion and to buttress discussion in paper. Relevant (appropriate) theories/concepts/legal issues integrated into paper Utilizes references Comments:
Reflection on learnings 10______ Description of what one learned from the project as it relates to
competencies of leaders and how that learning will be applied in a new director position.Comments:Overall comments: Total 200_______
Problem-Solving Activity Project Rubric (200 points)
Good Fair Poor
Appropriate Writing Style; Rules of grammar, usage, and punctuation are followed;
Paper contains few grammatical, punctuation
Paper contains numerous grammatical, punctuation, and
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Organization and Structure spelling is correct. Language is clear and precise; sentences display consistently strong, varied structure.
Structure of the paper is clear and easy to follow.
Introduction provides sufficient background on the topic and previews major points.
Paragraph transitions are present and logical and maintain the flow of thought throughout the paper.
Conclusion is logical and flows from the body of the paper. (20)
and spelling errors. Language lacks clarity or includes the use of some jargon or conversational tone.
Structure of the paper is not easy to follow.
Introduction is missing or, if provided, does not preview major points.
Paragraph transitions need improvement.
Conclusion is missing, or if provided, does not flow from the body of the paper. (10)
spelling errors. Language uses jargon or conversational tone.
Organization and structure detract from the message of the writer. Introduction and/or conclusion are missing. Paragraphs are disjointed and lack transition of thoughts.
Paper lacks many elements of correct formatting. (5)
Description of the plan Course Units: Legal Basis Compliance SPED Process Program Organization Data Collection Fiscal Policy Management Personnel School & Community Relations involve members of learning
communities collaboration with others as a leader building partnerships
with others instructional policy, curriculum,
PD evaluate school progress (program
evaluation) and allocation of resources
work collaboratively with parentsELLC Standards: Vision; Climate; Management; Collaboration; Ethics; Big picture
Paper follows designated guidelines and includes points.
Major points are addressed, stated clearly and are well supported.
Content is comprehensive, accurate, and persuasive.(140)
Paper follows most guidelines and includes most points.
Content is notcomprehensive and /or persuasive. Major points are addressed, but not well supported.
Content is inconsistent with regard to purpose and clarity of thought. (70)
Paper is limited in following guidelines and addressing points
Content is incomplete.
Major points are not clear and /or persuasive.(35)
Incorporates class readings, legal concepts, professional standards
Paper follows designated guidelines. - Citations and references are used appropriately. (20)
Paper follows most guidelines. Paper provides citations, but they are incorrectly prepared. Paper provides reference list, with some errors or omissions. (10)
Paper lacks many elements of correct formatting. Citations and references are not provided. (5)
Reflection on Learnings Clear and Concise description of what one learned as it relates to sped/leadership (20)
Limited description of what one learned as it relates to sped/leadership (10)
No reflection section present (0)
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Additional Course Objectives that have been established for the course:
ETHICS
CC3: K2 Ethical concerns related to assessmentCC6: K2 Ethical considerations inherent in behavior managementCC7: K5 Ethical practices for confidential communication to others about
individuals with exceptional learning needsCC8: S4 Exercise objective professional judgment in the practice of the
professionCC8: S9 Practice within the CEC Code of Ethics and other standards and policies
of the professionCC8: S2 Demonstrate positive regard for the culture, religion, gender, and
sexual orientation of individual students
LEGAL
CC2: K3 Legal provisions, regulations, and program standards regarding assessment of Individuals
CC3: K7 Incorporation of strategies that consider the influence of diversity on assessment, eligibility, programming, and placement of individuals with exceptional learning needs
CC6: K1 Applicable laws, rules and regulations, and procedural safeguards regarding the
planning and implementation of management of behaviors of individuals with exceptional learning needs
CC8: S7 Comply with local, state, provincial, and federal monitoring and evaluation requirements
ASSESSMENT
CC3: S9 Use assessment information in making instructional decisions and planning individual programs that result in appropriate placement and intervention for all individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds
CC3: S11 Evaluate supports needed for integration into various program placementsCC4: K2 Demands of various learning environments such as individualized
instruction in general education classesCC4: K7 Cultural perspectives influencing the relationship among families,
schools, and communities as related to effective instruction for individuals with exceptional learning needs
CC4: S3 Develop comprehensive, longitudinal individualized programs
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COMMUNICATION
CC4: S16 Use verbal and nonverbal communication techniquesCC5: K3 Ways in which technology can assist with planning and
managing the teaching and learning environmentCC7: K1 Factors that promote effective communication and collaboration with
individuals, parents, and school and community personnel in a culturally responsive program
CC7: S2 Communicate and consult with individuals, parents, teachers, and other school and community personnel
CC7: S7 Communicate with regular teachers, administrators, and other school personnel about characteristics and needs of individuals with specific exceptional learning needs
CC8: S5 Demonstrate proficiency in oral and written communication
COLLABORATION/RELATIONSHIPS/PARENTS
CC7: K2 Typical concerns of parents of individuals with exceptional learning needs and appropriate strategies to help parents deal with these concerns
CC7: S1 Use collaborative strategies in working with individuals with exceptional learning needs, parents, and school and community personnel in various learning environments
CC7: S3 Foster respectful and beneficial relationships between families and professionals
CC7: S4 Encourage and assist families to become active participants in the educational team
CC7: S5 Plan and conduct collaborative conferences with families or primary caregivers
CC7: K4 Roles of individuals with exceptionalities, parents, teachers, and other school and community personnel in planning an individualized program
DIVERSITY ISSUES
CC5: S1 Create a safe, positive, and supportive learning environment in which diversities are valued
CC8: K1 Personal cultural biases and differences that affect one’s teachingCC8: S2 Demonstrate positive regard for the culture, religion, gender, and
sexual orientation of individual students
STRATEGIES/INSTRUCTION/LEARNING ENVIRONMENT
CC5: S2 Use strategies and techniques for facilitating the functional integration of individuals with exceptional learning needs in various settings
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CC5: S5 Design a learning environment that encourages active participation by learners in a variety of individual and group learning activities
CC5: S6 Design, structure, and manage daily routines, effectively including transition time, for students, other staff, and the instructional setting
CC5: S8 Create an environment that encourages self-advocacy and increased independence
CC5: K2 Research-based best practices for effective management of teaching and learning
BEHAVIOR
CC6: K3 Teacher attitudes and behaviors that positively or negatively influence behavior of individuals with exceptional learning needs
CC6: K5 Strategies for crisis prevention/interventionCC6: S1 Demonstrate a variety of effective behavior management techniques
appropriate to the needs of individuals with exceptional learning needsCC6: S2 Implement the least intensive intervention consistent with the needs of
the individuals with exceptionalitiesCC6: S3 Modify the learning environment (schedule and physical arrangement)
to manage appropriate behavior.
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