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: bigby@ucmo.edu

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)

1

EDSP 5700

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

2

EDSP 5700

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.)

3

EDSP 5700

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:

4

Name Advanced Organization & Administration SPEDDate EDSP 5700

Assignment

Followed by the material contained within that assignment according to the following guidelines.

EDSP 5700

"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

5

EDSP 5700

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

6

EDSP 5700

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

7

EDSP 5700

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

8

EDSP 5700

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

9

EDSP 5700

Good Fair Poor

10

EDSP 5700

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

11

EDSP 5700

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

12

EDSP 5700

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)

13

EDSP 5700

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

14

EDSP 5700

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

15

EDSP 5700

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.

16