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EDSP 5700
A Course Syllabus for
EDSP 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:
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 Statement
The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.
Mission
As 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 Model
3. understanding data collection and the relationship to funding related to special education
4. describing and discussing aspects of compliance and the documents used to determine compliance
5. describing roles and duties of each staff member of the team and methods of assessing performance
6. comparing and contrasting program organization models and service delivery models
7. describing and discussing processes related to management and personnel supervision
8. surveying current issues and trends in special education administration
9. become familiar with the Standards for Advanced Programs in Educational Leadership - Educational Leadership Constituent Council (ELLC)
OBJECTIVES OF THE COURSE
Upon completion of the course, students should be able to:
a. identify historical perspectives influencing the field of special education
b. identify and discuss the major provisions of state and federal laws, legal issues, and policies impacting special education administration
c. identify and describe the steps of the Special Education Process Model
d. identify major sources of revenue for a local district special education program and budget needs
e. identify required components in a local district compliance plan
f. 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 field
m. 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 governance
b. Impartial hearings and litigation
2. Compliance issues
a. State Plan, Standards, Compliance Plan
b. Program Evaluation
3. Special Education Process– Scope and Content; Programmatic Issues
a. 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 models
b. Student related issues (grading, graduation, discipline)
c. Cultural diversity
d. Facilities planning
e. Transportation
5. Data collection/funding and fiscal policy
a. Required data for collection and purpose
b. Major revenue sources
6. Management and personnel supervision
a. General administrative theory
b. Team approach
c. Setting goals
d. Problem-solving techniques
e. Interviewing techniques (recruitment, selection, orientation)
f. Staff development
g. 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 trends
b. 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.)
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) 30
Pretest credit 10
Scenario (unsolved) 20
Scenario (solved) 40
Problem solving activity 200
Interview 50
Competency Self-Assessment 100
Professional 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 1260
1260 – 1134 = A
1133 – 1008 = B
1007 - 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:
"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
Attendance
1. Absent only in the case of emergency
2. 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 /
Attendance
1. No more than one blockabsence
2. 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 participation
1. 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 participation
1. Meets most (4) of the exemplary criteria / Class participation
1. 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 criteria
2. Late work: grade reduction / Written assignments
1. Meets some (3 or fewer) of the exemplary criteria
2. Late work: grade reduction
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 criteriaCompetency 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 criteriaScenario (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 criteriaInternet 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
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