SPE 515-30

Foundations for Understanding Inclusive Schools

On-ground Course Syllabus

 

Semester/Year:	Spring 2016
Professor:	Lynn A. Summerill                                                                                                                       MA, CAGS, ED.D ABD (All but dissertation)
Course Number & Section Number:	SPE 515-30
Office Hours:	Available by Phone / Facetime: Monday – Sunday: 9 am – 10:30 pm Cell Phone:    781-420-4550 Day work phone: 781-338-3735 By Appointment in person / skype                     6 pm -10 pm Mon- Fri                     10 am-10 pm Sat & Sun Available 1 hour before & after each class
Course Site/Format:	Burlington Campus Room to Be Determined
Number of Credits:	3 credits
Class Meeting Dates and Hours:	Weekend 1 Friday, March 4, 5:00 - 9:00 Saturday, March 5, 8:30-4:30   Weekend 2 Friday, March 18, 5:00 - 9:00 Saturday, March 19, 8:30-4:30   Weekend 3 Friday, April 8 5:00 -9:00 Saturday, April 9 8:30-4:30
Email:	lsummerill@baypath.edu

 

Introductory Comments:

You will receive a welcome letter the day the course opens. You may start submitting assignments on February 29, 2016 prior to the course starting. I strongly urge you to contact me if you need any help or have any questions. I will be glad to brainstorm ideas, or provide you with sources as you prepare your presentations. I am excited about this course and look forward to meeting you. J

 

Course Description:

Students focus on the historical, philosophical, legal and ethical perspectives of educational services for learners with disabilities, preschool through secondary levels. Because legislation and subsequent litigation, related to the education of children and youths with disabilities has become increasingly specific and mandatory, this course will review relevant special education law, and how it applies to the education of students with special needs, the development of IEPs, and current models and best practices in public school settings. This course will cover how to support students in the least restrictive environments, provide strong continuum of services and the actions schools must undertake to ensure school compliance with civil rights mandates, federal and state laws as well as local policies.

Student Learning Outcomes

Course Objectives:

• Will learn how to access information from original sources and gain a working knowledge of state, federal and case special education regulations.
• Will understand educational policy from a “big picture” perspective. Will recognize how educational decisions and policies impact teachers and students at the individual school, district, state, and national levels.
• Will understand the special education process: from referral, assessment, eligibility, IEP development, placement, programs & services.
• Will learn how to advocate for students but understand your role as a district employee and view situations through multiple lenses: an administrator, teacher, student, parent and community member.
• Understand your rights as an educator. Learn how to assess school district’s culture, initiate changes, and improve education for all students. Learn how to develop, write and review educational policy at the local school district level.

Course Outcomes:  

1. Relevant subject matter in the Massachusetts Curriculum Frameworks of English Language Arts, Mathematics, Science and Technology/Engineering, and History/Social Science	IEP, Assessment Tool
2. Educational terminology for students with mild to moderate or severe disabilities	Reaction Paper, IEP, Assessment Tool, Mock Team Meeting, Comprehension Checks
3. Development, implementation, and evaluation of IEPs	IEP critique, Transition Plans, Required Notices, Mock eligibility Team meeting
4. Design or modification of curriculum, instructional materials, and general education classroom environments for students with disabilities	Class activities, presentation, analysis of test scores and assessment data, eligibility determination, comprehension check, IEP, comprehension checks
5. Ways to prepare and maintain students with disabilities for general education classrooms, for example use of behavior management principals	Reaction paper, IEP, class activities, BSEA hearing opinions, presentations, comprehension checks & case studies, local critique of district civil rights policies and procedures, McKinney Vento & English Language Learners comprehension check, physical restraint regulations, student discipline, suspension, expulsion regulations case studies, mock manifestation determination meetings
6. Knowledge of services provided by other agencies	Class activities, Presentations, comprehension check. Transition Planning ages 15-21, Early Intervention case study,
7. Federal and state laws pertaining to special education	Assessment Tool, Reaction Paper, Case Studies, Eligibility
8. Techniques for developing skills designed to facilitate placement in the least restrictive environment	Classroom activities, IEP, eligibility determinations case studies, mock IEP meeting, disproportionality assessment, English Language Learners comprehension check

 

Program Outcomes:

1. Prepare students to meet the Massachusetts Department of Elementary and Secondary Professional Standards for Teachers Curriculum, Planning, and Assessment standard.
2. Prepare students to meet the Massachusetts Department of Elementary and Secondary Professional Standards for Teachers Teaching All Students standard.
3. Prepare students to meet the Massachusetts Department of Elementary and Secondary Professional Standards for Teachers Professional Culture standard.
4. Demonstrate effective oral and written communication skills through in-class assignments and presentations, to be applied in the teaching-learning process.

 

Required Texts and Documents:

• In order for you to complete the required course assignments, you will need to procure local district policies, handbooks, and data which will be reviewed on the first day of class.

 

 

 

 The APA Pocket Handbook: Rules for Format & Documentation [Conforms to 6th Edition APA]

ISBN-13: 978-1933878133

 

Guidance on Identification, Assessment, Placement, and Reclassification of English Language Learners August 2015

Retrieved from: http://www.doe.mass.edu/ell/guidance_laws.html

 

General Overview of Physical Restraint Requirements for Public Education Programs Including Revisions that Take Effect January 1, 2016

Retrieved from: http://www.doe.mass.edu/lawsregs/603cmr46-UpdatedRequirements.pdf#search=%22physical%22

 

Massachusetts Students with Limited or Interrupted Formal Education (SLIFE) Definition and Guidance December 10, 2015.

Retrieved from: http://www.doe.mass.edu/ell/guidance_laws.html

 

 

 

New Directions in Special Education, Eliminating Ableism in Policy & Practice, Tom Heir, Harvard Ed. Press, 2005

ISBN 978-1-891792-61-8

 

Optional text: 

Wrightslaw: Special Education Law, 2nd Edition 2nd Edition

ISBN-13: 978-1892320209

 All other texts and course reading requirements will be provided by the instructor, posted in Canvas or will be available online.

INSTRUCTOR/COURSE POLICIES

Student Responsibilities:

• Attendance, presence, and full participation are required for this class. You cannot   successfully complete this course without completing the weekly readings and assignments.
• Students are expected to demonstrate initiative to extend their knowledge and learning and to show respect for their own learning as well as that of other class members by being on time, paying attention to speakers and others, and remaining in class until the end of the class. Period.
• No cell phone texting and other electronic devices or other distractions during class.
• Students are expected to present their work in a professional manner. Professional   presentations include work that is on time, well written, free of spelling errors, typewritten, organized and neat.
• All students are expected to submit their own work and to be familiar with BPU policies that can impact grades and academic standing.
• Students are expected to stay abreast of course changes, ask questions and communicate with faculty.
• Student work should be saved to flash drives and cannot be saved on University computers.

 Course Instructor Responsibilities:

• The instructor will provide opportunities for group work in class that will include discussion as well as hands-on exercises.
• The instructor will provide updated information on relevant resources for the various topics of interest.
• The instructor will read and critically assess students’ assignments and provide feedback within 7 days of receipt.
• The instructor will respond to all student e-mails within 48 hours of receipt, Monday through Sunday.
• The instructor will provide opportunities to revise and resubmit all assignments to ensure understanding and learning of the content covered for a higher grade.
• The instructor will go over all class assignments immediately after Saturday class ends for those students who need assistance until 9pm.

Course Teaching and Learning Methods: This course will consist of lecture, whole class and small group instruction, cooperative learning activities, video, online activities, student presentations, case studies, data analysis, role-playing, and critiques of written documents.

 Late Work Policy:

Assignments received after the designated due date will be graded, but will not be returned with comments and will result in an additional loss of one letter grade per day unless other arrangements are made with the instructor.

 Attendance:

For each hour of class that is missed, two points are subtracted from the final grade. Student lists can be found in CANVAS.  It is your responsibility to legibly sign the list each class.  If part of a week-end/weekday class is canceled due to weather, the class will be held on Sunday of that week after the class.  In case of bad weather, please check announcements in your CANVAS course.  The course instructor will post class cancelation/delay in CANVAS.

Students are responsible for all material covered in class. Therefore, students are expected to attend class unless illness or an emergency occurs.  A permanent record will be kept of each student's attendance.  Because class participation counts a certain percentage toward the final grade, attendance is necessarily a factor in determining the grade.

 Statement on Academic Integrity:

Academic integrity is vital to the learning process and dishonesty will not be tolerated. Any student who commits academic dishonesty will receive a sanction appropriate to the nature and severity of the violation and in accordance with the Policy on Academic Integrity, which appears in detail in the course catalog (available under Academics on Bay Path Connect). If you are unclear as to what types of behaviors constitute academic dishonesty, talk with the course instructor. (The entire policy may be found at http://tinyurl.com/clwhq5u)

A faculty member who has evidence of a student failing to adhere to the Academic Integrity Policy has a duty to report the conduct to the Office of Academic Affairs, which will maintain records of the allegation and the disposition of the matter. When conduct involving academic dishonesty occurs in the faculty member’s class, she or he may elect to attempt to resolve the matter informally, in which case the faculty member may assign the student a grade of “F” for the course and/or for the particular assignment, or grade so much of the assignment that represents the student’s own work, or require that the student repeat the assignment or a similar assignment. The faculty member may elect to refer the matter directly to Academic Affairs for disposition by the Standing Committee through a Hearing Board.

Procedures for Students with Disabilities:

If you have an identified disability that may affect your performance in this class and you choose to request reasonable accommodations, please schedule an appointment with the Director of Student Academic Support Services, Jemi Kuberski, at jkuberski@baypath.edu, as soon as possible, so that provisions can be made to assure you have an equal opportunity to meet all the requirements of this course

Federal Credit Hour:

Except as provided in 34 CFR 668.8(k) and (l), a credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that reasonably approximates not less than –

(1) One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one-quarter hour of credit, or the equivalent amount of work over a different amount of time;

or

(2) At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution including laboratory work, internships, practicum, studio work, and other academic work leading to the award of credit hours.

TECHNOLOGY

Communications from the University:

The University provides a free e-mail account to all of our students. Please be sure to check this e-mail account regularly by logging on to the My Bay Path portal at my.baypath.edu. Important campus messages are often sent to this email account.

Be sure to check your Conversations Inbox in Canvas on a regular basis (daily is recommended) as all course-related communication (e-mail from your instructor and other students) will be sent through this module. You can see if you have new messages on your course home page when you first log in. It is also important set your "Notifications Preferences" within your Canvas profile.  These notifications will alert you of activity within your Canvas classroom via the method you choose.  Remember that Canvas Conversations are not the same as your Bay Path email account. Each must be checked separately.

 Technology-Related Issues and Problems:

The Bay Path University Technology Support Center (TSC) is always available to assist you with technology-related issues that may arise during your courses. The best way to contact them is through the “Tech Support” link on the My Bay Path portal.  You can also e-mail your questions or problems to ITS@baypath.edu or you can call the TSC at 413-565-1487. TSC hours of support services are posted on the IT Resources page of the My Bay Path portal. Be sure to be as specific as possible when requesting assistance; this will help you receive assistance more quickly.

Student Canvas Tutorial:

Once your Bay Path email account is established you should log on to the My Baypath portal and select the CANVAS option. All students are required to become familiar with Canvas.  Tutorials for Canvas can be found under "Courses and Groups."  If you have any questions about the Canvas, please contact Online Learning at online@baypath.edu or 413-565-6880.

 Technology-Related Issues and Problems:

The Bay Path University Technology Support Center (TSC) is always available to assist you with technology-related issues that may arise during your courses. The best way to contact them is through the “Tech Support” link on the My Bay Path portal.  You can also e-mail your questions or problems to ITS@baypath.edu or you can call the TSC at 413-565-1487. TSC hours of support services are posted on the IT Resources page of the My Bay Path portal. Be sure to be as specific as possible when requesting assistance; this will help you receive assistance more quickly.

Online Learning Questions or Issues:

The Center for Online and Digital Learning staff is available to answer any of your questions regarding online learning and to provide you with strategies and suggestions for being an effective online learner. For assistance, please email online@baypath.edu.                                                                                               

ASSESSMENT

Grading:

The instructor will provide feedback across general categories of content and standard conventions of communication and composition. The instructor’s feedback will indicate general areas of weakness, and feedback regarding specific errors.  It is the responsibility of each student to revise written work prior to submission. Work turned in after the due date will be graded but will not have feedback.

Graded in-class group activity & written follow-up 25%

• Evaluation of school district civil rights policies & procedures
• Case studies / comprehension checks for each topic covered
• SIMS disproportionality analysis:
• Mock IEP Team eligibility determination meeting
• Case studies: determining accurate disability categories
• Mock discipline Manifestation Determination hearing
• In class individually graded work 25%

• Student presentation
• Continuum of services map
• IEP critique
• Civil rights policy review
• BSEA hearing summaries and reactions

• Out of class individually graded homework assignments 50%

• Opinion paper – school compliance
• School Profiles - case studies and comprehension check
• English Language Education - case studies and comprehension check
• BSEA Hearing Rules for Special Education Appeals - case studies & comprehension check
• English Langue Education - case studies and comprehension check
• Student Records & Regulations – pre- test & self-assessment
• Time & Learning Requirements – case studies and comprehension check
• School Medical Polices & Procedures – school self –assessment
• Accommodating Children with Special Dietary Needs - case studies and comprehension check
• Managing Life-Threatening Food Allergies in Schools - comprehension check and case study
• Managing Diabetes in the School Setting comprehension check
• Grant proposal

 Grade Requirements for Program:

Grades will be submitted at the end of the BPU semester. The student must earn grades of B or better in all courses in the program. The student can retake a course to improve the grade (student needs to repay for his course).  A grade of C+ or below will cause an automatic withdrawal from the program.  If a student receives a B- in a course, the student will need to pay for a new course and retake that course before entering the practicum.

Program Policy for Written Products and Projects:

1. All students have the opportunity to schedule a consultation with their instructor regarding the written products no less than seven days before the due date unless previously specified on Course Outline.
2. In consultation, the instructor will provide feedback across general categories of content and standard conventions of communication and composition. The instructor’s feedback will indicate general areas of weakness. The instructor is not responsible for providing feedback on each error. It is the responsibility of the student to revise thoroughly the entire paper before submission on the due date.
3. Assignments received after the designated due date will be graded but will result in an additional one letter grade loss per day.

 Product Requirements:

• All products must be typed in 12-point font (Arial or Calibri) and double-spaced.
• All products must comply with APA guidelines (6th Edition).

• All sources must be identified in the bibliography and body of the product, as appropriate.

 Evaluation of Student Learning:

At the completion of this course, you will receive a letter grade reflecting your performance in this course. Letter grades (from A – F) will be computed for each of the above items based on the percentage earned.   Your percentage total is then converted to a letter grade according to the following scale:

 

Letter Grade Equivalent:                            Percentage Earned:                      Grade Point:

A                                                                     95-100                                             4.00

A-                                                                    90-94                                               3.67

B+                                                                   87-89                                               3.33

B                                                                      83-86                                               3.00

B-                                                                    80-82                                               2.67

C                                                                      70-79                                               2.00

F                                                                      Below70                                          0.00

I                                                                       None                                                0.00

W                                                                    None                                                0.00

 Tutoring Services:

Professional tutoring services for writing support are available at Bay Path University. Questions regarding this tutoring service should be directed to Jemi Kuberski at 413-565-1772 or jkuberski@baypath.edu. Online tutoring services are also available through Smarthinking.  To access the site, go to the Bay Path Connect portal and click on the “Online Tutoring” button on the top left of the page.  Live, real-time tutoring is available in many subjects and there is also a writing service that allows you to submit a paper and receive feedback within 24 hours.  Please visit the site and plan ahead if you wish to utilize this service as real-time tutoring hours vary by subject.  Any technology issues relating to the use of Smarthinking should be sent to ITS at ITS@baypath.edu; all other questions on tutoring should be directed to Jemi Kuberski at 413-565-1772 or jkuberski@baypath.edu

 Course Assignments & Due Dates:

Pre-Class Assignments: Due On or Before March 2 prior to the First Day of Class:

1. Opinion Paper:

Do you think that your school or district complies with federal and state special education and civil rights laws, regulations and procedures? Write an opinion paper. Identify areas of strength and areas that you believe to be problematic.

ALTERNATE ASSIGNMENT FOR THOSE STUDENTS NOT AFFILIATED WITH A SCHOOL DISTRICT:

Opinion Paper:

Students with disabilities receive protections under civil rights and special education laws. Do you think these protections are adequate, inadequate or not necessary? Write an opinion paper with evidence to support your claims.

I have no length requirements. Most opinion papers run about three to four pages. I have received papers that were 13 pages and one that was three paragraphs. I am more interested in your content. Some students can express themselves concisely with evidence that support their claims while others take longer to develop their thoughts. If you are satisfied with your paper, I am sure I will be. Remember, this is a graduate class so my expectations are higher than undergraduate work.

2. Presentations:

Choose a topic from the list of presentation topics posted on Canvas. Research and prepare a 15-minute presentation. If you have an area of special interest that relates to special education on a state, or national level you may propose an alternative presentation topic to the instructor but this must be pre-approved.

 The instructor will send you two topics (a type of school) and a role of a Team Member. You will create two brief slide presentation (1-3 slides, 2-5 minutes).  The type of public school presentation must be submitted two days prior the first class.

 As a general rule, your presentations should include the history of the topic, current applications and where possible, cite specific examples. Please make all attempts not to read your power points for every slide when presenting. Regarding the presentation, some people do power points, handouts, poster board displays; some require the class to do an activity. I am open to all ideas. You will have access to DVD & VHS players, and ELM0 (a document camera) and white board that will have Internet access. All presentation power points will be posted in Canvass. I will be glad to provide you with information and resources regarding your topic upon request.

3. Read Tom Hehir’s book, Eliminating Ableism in Policy & Practice. A comprehension check will be administered during the first class session.

4. Rather than relying on a specific textbook, we will be using original sources throughout this class. We will examine local school district policies and forms. The list of required school documents that you will need for this course is listed below. If you have access to an IEP, placement page and parent notices, please bring a redacted copy (black out or remove the student’s name, and personal information) to class for your own use. Organize these documents in a binder in the order listed. Many documents are often available online. Bring these documents to our second class, on Saturday March 18. Lastly, In the event you are unable to obtain any of the documents the instructor will provide them for you. However, the relevancy of the material is more applicable when you critique and analyze data from your own district.

 Needed Documents for Course 515-30 (for your use only)

Copy of a redacted IEP

IEP placement page,

Proposed Notices of School District Action (N1), or a Refusal to Act (N2),

Meeting Invitation & Attendance sheets.

Copy of an out of district contract

Transfer of parental rights at age of majority letter

Manifestation determination template/ forms

SIMs special education data for one school year (if possible)

Physical Restraint Policy

Home Hospital Policy (if not included in student handbooks)

Building floor plans for your school: highlight and identify the following: substantially separate special education classes, the location of handicapped ramps, elevator, handicapped accessible doorways,                handicapped bathroom, equitable facilities in the locker room.

 

Civil Rights documentation:

High school form letter for students 16 & older leaving school without a diploma

Student and Staff Codes of Conduct

Parent student handbook: High school, middle school and elementary school

District and building DCAP (District Curriculum Accommodation Plan)

Pregnant Student Policy

Course of Study

 

English Language Learners

Annual Parent Notification Letter

 

Course Assignments to Be Submitted:

• Individual home assignment

          **Small Group in class assignment

 Bolded Assignments are to be completed prior to the start of class.

• Opinion paper – school compliance

• Presentations

• Read Tom Hehir's book Beyond Ableism & in class comprehension check

• School Profiles - case studies and comprehension check
• BSEA Hearing Rules for Special Education Appeals - case studies & comprehension check
• English Langue Education - case studies and comprehension check
• Student Records & Regulations – pre- test & self-assessment
• Time & Learning Requirements – case studies and comprehension check
• School Medical Polices & Procedures – school self –assessment
• Accommodating Children with Special Dietary Needs - case studies and comprehension check
• Managing Life-Threatening Food Allergies in Schools - comprehension check and case study
• Managing Diabetes in the School Setting comprehension check
• Grant proposal**Case Scenarios: When given case scenarios, students will determine the level of compliance and identify the applicable federal or state law.** Disproportionality Analysis: Conduct an analysis of a district’s special education SIMS data. Analyze the data, and submit a written report with your interpretations and recommendations. Present the results of your data analysis to the class.** District Wide Civil Rights Policy Review: Evaluate a district’s civil rights policies and discipline procedures for students on IEPs and 504 Plans. Report your findings with recommendations. Be prepared to present your findings to the class.** Eligibility Determination and Development of an Individualized Education Program: Given pre-referral and assessment data commonly used in an eligibility Team meeting, students will develop a comprehensive written IEP that contain goals and benchmarks across three different academic domains. ** IEP critiques: Students will be asked to evaluate one IEP to ensure that the IEP contains all required mandated information. Grading:  
• Graded in-class group activity & written follow up 25%
• The instructor will provide feedback across general categories of content and standard conventions of communication and composition. The instructor’s feedback will indicate general areas of weakness, and feedback regarding specific errors. It is the responsibility of each student to revise written work prior to submission. Work turned in after the due date will be graded but will not have specific written feedback.

• Evaluation of school district civil rights policies & procedures
• Case studies / comprehension checks for each topic covered
• SIMS Disproportionality analysis:
• Mock IEP Team eligibility determination meeting
• Case studies: determining accurate disability categories
• Mock discipline Manifestation Determination hearing In class individually graded work 25%

• Student presentations
• Continuum of services map
• IEP critique
• Civil rights policy review
• BSEA hearing summaries and reactions
• Out of class individually graded homework assignments 50%

• Opinion paper – school compliance
• English Language Education - case studies and comprehension check
• BSEA Hearing Rules for Special Education Appeals - case studies and comprehension check
• English Langue Education - case studies and comprehension check
• Student Records & Regulations – pre- test & self-assessment
• Time & Learning Requirements – case studies and comprehension check
• School Medical Polices & Procedures -school self –assessment
• Accommodating Children with Special Dietary Needs - case studies and comprehension check
• Managing Life Threatening Food Allergies in Schools - comprehension check and case study
• Managing Diabetes in the School Setting- comprehension check Required readings for each weekend are posted in Canvas
• SCHEDULE OF TOPICS

DATE	TOPIC(S)	Assignments Due
Class 1 Friday March 4 5:00 - 9:00	·       Introductions ·       Discussion of Syllabus ·       Policy overview ·       History of Special Education Law: IDEA, NCLB, ADA ·       Navigating the DESE website Guest Speaker- Special Education before 94:142	·       Compliance Paper ·       In class comprehension check on Tom Hehir’s                       Eliminating Ableism” ·       Student Presentation
Class 2 Saturday, March 5 8:30-4:30	·       Standards Based Curriculum ·       Ethics & Special Education ·       CHC Theory, Interpreting test scores and                                determining eligibility ·       IEP Overview & critique ·       Early Childhood Regulations and Requirements ·       Transition Planning ·       Prepare for Mock IEP Team eligibility meeting                          (Team member roles & responsibilities	·       Assessment Analysis & eligibility determination ·       Student Presentation ·       Case Studies ·       BSEA opinion summaries ·       Reaction Paper: Reexamining Rowley
Class 3 Friday, March 18 5:00 - 9:00	·       Special education LRE continuum, placements & out                    of district placements ·       District Curriculum Accommodation Plans (DCAP) ·       English Language Learners ·       Ethics ·       Self Assessment of District ELE policies and                                procedures ·       McKinney Vento and eligible students	·       ELE comp. check & district self-assessment ·       Case Studies ·       Student Presentation
Class 4 Saturday, March 19 8:30-4:30	·       Mock Eligibility Team Meeting ·       Achievement Gaps ·       Disproportionality ·       Race-The Power of Illusion ·       SIMS SPED Data Analysis ·       FERPA –Family Educational Rights and Privacy Act ·       Health considerations	·       IEP /504 DCAP plans        Time on Learning, Comprehension Checks         Accessing Student records Comprehension Checks ·       Case Studies ·       BSEA Hearing Rules comprehension check ·       Student Presentations ·       Disproportionality Analysis of SIMS Data
Class 5 Friday, April 8 5:00 - 9:00	·       District Self assessment –Civil Rights ·       Student Handbooks        Discipline procedures for students on IEPs, 504                          plans and students not yet identified	·       Civil Rights District Policy Analysis ·       Case Studies ·       Student Presentation ·       Comprehension Checks          Health Care Policies
Class 6 Saturday, April 9  8:30-4:30	·       Discipline Policies and Procedures ·       Zero Tolerance in Schools ·       Manifestation Determinations ·       Current Issues Facing Schools ·       Underperforming schools	·       Case Studies ·       District handbook self-assessment ·       Student Presentations

   Assignment Due Dates

• #1 Compliance / Opinion Paper Due March 2
• #2 Student Presentations March 4
• #3 Hehir Comprehension Check - in class
• #4 BSEA Case Reviews March 10
• #5 Hearing Rules for Special Education Appeals March 10
• #6 Re-examining Rowley Reaction Paper March 10
• #7 School District Profiles March 10
• #8 Student Records & Regulations March 26
• #9 Structured Learning Time March 26
• #10 Accommodating Children with Special Dietary Needs Apr 3
• #11 Managing Life Threatening Food Allergies in Schools March 30
• #12 Managing Diabetes in School March 23
• #13 Medical Self Assessment & Action Plan March 22

Disclaimer: The professor reserves the right to change class assignments and/or projects or activities at his/her discretion after advance notification. It is the responsibility of the student to stay informed via BPU email and the Canvas classroom.