EDCS 444: Education Issues and Law Ellensburg ********************************************************************************

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1 EDCS 444: Education Issues and Law Ellensburg Instructor: Office: Phone: Office Hours: ******************************************************************************** Required Text: Course Purpose: Description: Useful Web Sites: ADA Access: Teachers and the Law. Fischer, Schimmel, and Stellman (011), 8 th Edition. Cases and articles distributed in class School law provides an overview of the laws that govern primary and secondary education in America. The purpose of this course is to familiarize students with major legal and ethical issues confronting educators, including implications for identifying and reporting child abuse. Consistent with State Standards and the Center for Teaching and Learning goals and objectives, this course is designed to provide students with an overview and understanding of the following: legal, ethical and policy challenges confronting teachers and other school personnel; constitutional law as it relates to educational practice in Washington; and legal doctrines including tort liability, church/state relations, academic freedom, contracts, and copyright. (Available free via CWU Library page.) (Ninth Circuit Court of Appeals) Students with disabilities who require academic adjustments in this class are encouraged to meet with me during my office hours to discuss their disability-related needs. Please bring a copy of your Confirmation of Eligibility for Academic Adjustments and your current class schedule to this meeting. If you are unable to meet during office hours due to class schedule conflicts, please[call me at to schedule an appointment] or me at bensonke@cwu.edu to schedule an appointment. Students with disabilities who have not registered with the Center for Disability Services (CDS) are not eligible to receive accommodations or academic adjustments. Please contact CDS for additional information.

2 Requirements: Attendance: Late Assignments: Admission to and continuation in the Professional Education sequence requires that you purchase LiveText. Students must present proof of purchase to the Certification Office, Black Hall 8. Students enrolled in this course are expected to demonstrate regular and consistent class attendance, be current in the assigned readings, participate in all activities and discussions, and complete course requirements when due. Absences and late assignments may seriously affect your grade. Assignments are due on the dates specified unless otherwise arranged with the instructor. Participation points for in-class discussions/activities may not be made up. Course Topics: Legal System and Amendments I, IV, V, VII, IX, X and XIV; Contracts & Conduct; Terms and Conditions of Employment; Issues of Diversity and Discrimination; Tort Liability; Slander and Libel; Teacher and Student Rights; Church-State Education Relations; Identifying and Reporting Child Abuse; Copyright; No Child Left Behind; Systems of Government (United States and Washington State); and School Funding. Mission Statement: The mission of our College is to prepare competent, enlightened citizens who will enhance their respective professions, commit themselves to socially responsible leadership, and help develop the global economy in a spirit of cooperation. Each academic unit of the College has developed specific goals to address this mission. Grading: Grade Percentage A B C D F 0 59 Final grades will be determined based upon the following percentages. Exams 60% Activities/Assignments/Participation 0% Self-Reflection 0% Course Assignments Activities: In-class activities and participation points will be assigned by the instructor each week. In-class activities may not be made up.

3 Summary: Each student will present a legal case or topic area activity as well as write up a summary on their case/topic. The activity will be a maximum of five (5) minutes long. The summary sheet will be one page in length. Both are due on the day assigned in the syllabus. All summaries must be typed on the template provided in the syllabus (see attached scoring rubrics for additional requirements). A copy of the summary will be provided for each student in class along with a copy for the instructor. Late activities and summaries will result in a lowered or failing grade. Plagiarism: Students shall be subject to disciplinary action or sanction for plagiarism or academic dishonesty. This may include disciplinary sanctions imposed by the Vice President of Student Affairs and Enrollment Management or by the Student Conduct Council at Central Washington University. Self Reflection: Due on or before class time on: November 16, 011 The Self-Reflection assignment is to be submitted to your LiveText portfolio and a hard copy submitted to the instructor for review and assessment purposes on the assigned date. Failure to submit on LiveText and provide a hard copy to the instructor may result in course failure or an incomplete. Artifact: LiveText Portfolio entry major legal and ethical issues confronting educators, including implications for identifying and reporting child abuse. Please reflect on what you know about the application of educational law regarding rules and regulations governing teacher practice in the schools. In approximately 750 words, discuss the following: Child Abuse; Teacher s legal duties regarding accountability for the No Child Left Behind Law; teacher rights and responsibilities; student rights and responsibilities, educational equity issues; tort liability and school funding. Requirements: This paper should be free from grammatical and mechanical errors. 1 pitch Times New Roman font 1 inch margins Submit Assignment on LiveText and hard copy to instructor by or before class: o November 16, 011

4 EDCS 444: Education Issues and Law Course Outline: This schedule is approximate and is designed to be flexible. However, students will be expected to have read each section by the week indicated. WK DATE TOPIC CHAPTER Readings September 1 1 Introductions 3 Teachers and the Legal System September October October October October 4 6 Case Summary (Jackson) Contracts Employment Security Collective Bargaining Collective bargaining Due Process for Teachers Professional Conduct Exam 1 (Ch 1-4, 1 st part of 13) Tort Liability Libel/Slander Abuse and Neglect Budget Flowchart Activity Copyright Teacher Rights (p ) 14 Exam PRESENTATIONS EXAMS LiveText Group Project: Amend 1, 4, 5, 10, 14 Teacher Tenure Systems of Govt; Collect Bargaining; Union Dues; Grunwald v. San Bernardino; and Teacher Strikes Mt. Healthy v. Doyl; Safford v. Redding Intro Self Reflection Exam 1 Wood v. Strickland Intro Budget Flowchart Activity Morse v. Frederick; Child Abuse Reporting WA State Budget Flowchart Due Pickering v. BOE October 31 November 4 November Student Rights Personal Appearance Religious Freedom Religious Freedom Exam (Ch 5-10, & 0) Freedom of Association Veteran s Day No class Exam 1 Bethel v. Fraser; Hazelwood v. Kuhlmeier; Tinker v. Des Moines Good News Club; Lee v. Weiwman; Santa Fe v. Doe; and Wallace v. Jaffree; Wisconsin v. Yoder Exam

5 WK DATE TOPIC CHAPTER Readings 9 November 14 Due Process for Students 13 (p ) PRESENTATIONS EXAMS and LiveText Bd v.earls; Goss v Lopez; New Jersey v. TLO 16 Teacher/Student Discrimination Nov. 16 Self Reflection Due Today 15 Brown I, II, III Post Self Reflection to LiveText by class time Instructor Hard Copy by class time also 18 Sexual Discrimination 16 Davis v. Monroe; Gebser v. Lago Vista School Dist. 10 November Student Records and PPRA Thanksgiving -- No School 18 McKinney Vento Law Cyberbullying and Other 11 November 8 Parent Choice and Compulsory Education No Child Left Behind 1 December Exam 3 (Ch 11-1, part of 13, 15,16, 18, 19 and 1) Exam 3 Exam 3 1 Finals Week Dec. 6 9 Action Project See Registration Booklet for Date/Time

6 CASE SUMMARY EDCS 444: Educational Issues and Law (one page) Name Class Section Chapter Citation Case: Year: State: Court: Facts Issues What happened? State who the parties are and what brought them to court. State those facts relevant to the issues decided by the court and the relevant background material. What are the questions the court addressed in the case? The question(s) the court used to decide or resolve the disagreement between the parties. There may be more than one issue decided by the court. Decision What did the court decide? How did the court decide the issue(s)? What was the rule(s) or test(s) noted in the decision? Reasoning Why did the court decide the way it did? What explanation did the court use to support its decision? What other case(s) did the court cite (if included)? How did the court apply the rule/test to case?

7 CASE SUMMARY EDCS 444: Educational Issues and Law Name Class Section Chapter Case: Year: State: Court: Facts Issues Decision Reasoning

8 TOPIC SUMMARY EDCS 444: Educational Issues and Law Name Class Section Chapter Heading create a name for your headings Use as many bullet points as you need for each heading area Heading Heading Heading Reference(s)

9 Central Washington University Department of Education EDCS 444: Education Issues and Law Topic Presentation Checklist 15 points Student Date See syllabus for more information Topic Summary (1 pt) Title of area(s) presenting Website(s) included and accurate Information about topic (10) Complete included all presentation areas required (see below for specific area) Chronological or sequential order Cogent understandable also uses lay people terms (not legal jargon) Provides teacher relevancy Accuracy Activity and Summary Writing ( pts) Activity included all three (3) learning styles (auditory, visual, kinesthetic) Activity utilized at least one of the multiple intelligences Other ( pts) Student s name, course name and section or time, date or week of presentation All portions were complete, stapled, and handed to instructor at time presentation To Be Included in Topic Presentation Areas Amendments 1, 4, 5, 10, 14 and lay person descriptions Child Abuse Systems of Government Teacher Tenure Collective Bargaining Bellevue/Kent Strike WA Strike Law Washington law, definition, reporting requirements, failure to report consequences, teacher protection, etc. Search Chapter 6.44 RCW Abuse of children WA BOE, OSPI, ESD, Local School Bds, Govt. Structure. Search internet. Conditions/Contracts, renewal, probable cause, notice, opportunity for hearing, nonrenewal notice/procedure, supplemental contracts, discrimination, inspection of personnel file, use of false credentials Search Chapter 8A.405 RCW Certificated employees Definition, contents of a collective bargaining agreement, required process, right to strike, fees and dues, labor practices/procedures, enforcement, and negotiations. Search Title 41 RCW (see 41.80) Facts about strike, how strike was resolved, affect on community, and affect on employees. Search internet for news information. Washington law on striking. Search Chapter RCW Educational Employment Relations Act.

10 Central Washington University Department of Education EDCS 444: Education Issues and Law Case Presentation Checklist (15 Points) Student Date See syllabus for more information Case Summary (1) Case Name State Year Highest Court Ruling Facts () Complete ~ key points provided Chronological order, accurate, in student s own words, uses lay terms Issues () Complete and stated as a question(s) Accurate, stated in student s own words and uses lay terms Decision (3) Complete answers how the court decided for each issue(s) Tells what rule(s) or test(s) were used in the case? Accurate, stated in student s own words and uses lay terms Reasoning (3) Tells why the court decide the way it did ~ explains what they use to support the decision Tells what other case(s) the court cite (if included) Accurate, stated in student s own words and uses lay terms Activity and Summary Writing ( pts) Activity included all three (3) learning styles (auditory, visual, kinesthetic) Activity utilized at least one of the multiple intelligences Other ( pts) Student s name, course name and section or time, date or week of presentation All portions were complete, stapled, and handed to instructor at time presentation

11 EDCS 444: Education Issues and Law Group Project -- Amendment Assignment Purpose This assignment is to provide teacher candidates with an understanding of the Amendments 1, 4, 5, 10 and 14 of the U.S. Constitution and how they apply to elementary and secondary public education. Expectation Teacher candidates will be able to explain in lay terms what each amendment is about and how it applies to elementary and secondary public education. Directions (1) Develop a one-paragraph typed summary which briefly discusses each of the amendments above (1, 4, 5, 10 and 14) one paragraph per amendment. () The summary must be in lay terms. Any legal terms used must be fully explained in lay terms. The point of this exercise is for candidates to be able to articulate in everyday language what each of the amendments is about and how it applies to elementary and secondary education. Group members will evenly split up the amendments. Individual points will be earned versus a group grade. (3) Be sure to put your first and last name on your work along with the correct section number or class time. References Use the internet to search each of the amendments as well as p. 456 in the textbook.

12 EDCS 444: Education Issues and Law Funding Flowchart Assignment Purpose The flowchart assignment is to provide teacher candidates with an understanding of the organization, governance and funding which impacts K-1 education in the United States. Expectation Teacher candidates will be able to identify the revenue sources and legal influences which affect school budgets and spending. Directions (1) Develop a one-page typed flowchart to answer the below questions as an overview for each area noted below. Use the three references listed at the bottom of this sheet in the reference section. K-1 Funding basics where does the state of Washington acquire monies or revenue to fund public schools? Include percentages. State General Fund how does the money get divided up? Include percentages (public schools, human resources, higher education, etc.). What percentage of State funding, local taxes, federal sources and other revenues go to local school districts annual budget? What are the seven (7) main areas school budgets address when they allocate monies (e.g. teaching, transportation food services, etc.)? Include the percentage amounts. () Prepare a three-paragraph typed write up synthesizing the three main budget areas on the flowchart K-1 funding, State General Fund and Annual Budget for School Districts Annual Budget. In addition to the synthesis for each topic area, reflect on how this information may be of use you to as teacher. Each paragraph should be a minimum of 4 5 sentences in length. References Office of the Superintendent of Public Instruction (OSPI) ng,%0wasbo%0008.pdf Funding Washington Schools Other

13 Central Washington University EDCS 444: Issues and Law SCHOOL FUNDING FLOWCHART Group: Date: Section: SCHOOL FUNDING FLOWCHART AND SUMMARY SCORING RUBRIC Total Points (15 pts) Total Points Earned 1. Develop a one-page flowchart to answer the below questions: K-1 Funding basics where does the state of Washington acquire monies or revenue to fund public schools? Include percentages. State General Fund how does the money get divided up? Include percentages (public schools, human resources, higher education, etc.). Local Funding -- What percentage of State funding, local taxes, federal sources and other revenues go to local school districts annual budget? o What are the seven (7) main areas school budgets address when they allocate monies (e.g. teaching, transportation food services, etc.)? Include the percentage amount.. Prepare a one-page write up synthesizing the three main budget areas on the flowchart each paragraph area should be a minimum of 4-5 sentences in length. K-1 funding, State General Fund School Districts Annual Budget. Mechanics and Expository Writing Typed, in required format Cogent writing, grammar/punctuation/spelling are correct Summary sheet due on required date Total Points Earned

14 Group: Date: Section: Prepare a poster board presentation and detailed summary sheet with your group members incorporating the rubric requirements noted below. Due: Finals Week (see Registration Handbook or Safari schedule for date and time) TEACHER COMPETENCY and the LAW ACTION PLAN SCORING RUBRIC Goals Develop three (3) professional development goals to further your competency and mastery as an educator. o Goal One -- Content area goal o Goal Two -- Choose one of the following goal areas: accommodating student needs cyberbullying ethics in the classroom, school and community o Goal 3 Multiculturalism and Diversity goal Total Points (10 pts) Total Points Earned Create an action plan to reach each goal include the following: o Three-year timeline for each goal 1 o Where you will acquire your training cite three (3) per goal: Professional conferences, workshops or other professional 1 trainings o Include a thorough write up on the type of training you will be acquiring for each goal area (name of specific training, name of 3 speaker(s), what will be covered, how you will use the information, how you and/or your students will benefit, how you will gain mastery of that area, etc. *The summary section for each goal should be a minimum of pages per topic area (single spaced) References Minimum of one resource per goal websites, books, journals, conferences, etc. APA 6 th edition references required 1 Mechanics and Expository Writing -- Summary sheet due when present Typed, cogent writing, grammar/punctuation/spelling are correct; in required format; all group members shared in presentation 1 Total Points Earned

15 EDCS 444: Issues and Law ACTION PLAN Summary Sheet Group: Date: Section: Goal 1 Year 1 Training Write up Year Training Write up Year 3 Training Write up References APA 6th Edition

16 Goal Year 1 Training Write up Year Training Write up Year 3 Training Write up References APA 6th Edition Goal 3 Year 1 Training Write up Year Training Write up Year 3 Training Write up References APA 6th Edition

17 EDCS 444: Education Issues and Law ACTION PLAN Name: Section: Group Names: Date Check all that apply. I contributed to the Action Project in the following way(s): Goal 1 Goal Goal 3 Summary Sheet construction and typing Poster and layout Other explain Comments: My approximate number of contribution hours was:

18 LEARNER OUTCOMES AND PERFORMANCE INDICATORS LEARNER OUTCOMES School law and educational policy. WAC A-70 (1) (a) (b) (c) (g) (h) (i) (j) CTL 1.1., 1.1.3, 1.3. NCATE 1 Professional ethics WAC A-70(1) (h) CTL 1.1.3, , The responsibilities, structure, and activities of the profession WAC A-70 (1) (i) NCATE 1.D Issues related to abuse and prevention. WAC A-70 (1) (j) CTL 1.3., ,1.11. PERFORMANCE INDICATORS Articulate an understanding of the constructivist learning model as defined in the knowledge base of the Center for Teaching & Learning and as it relates to educational policy and law. Identify legal issues common to all education systems in the US. Apply policies, laws and court decisions to common situations in the education setting. Display an attitude of professional maturity in handling the topics and issues discussed in class and cooperate to maintain a positive classroom environment Describe components of the governance and operation of individual schools, various administrative units, and associations at local, state and federal levels. Discuss the legal and professional rights and responsibilities of public school educators in Washington Describe what constitutes child abuse and neglect in Washington State. Describe procedures for identifying and reporting suspected child abuse and neglect. Explain the law regarding teachers as mandatory reporters. Common sense rules on touching students. Reflect on strategies for assisting neglected/abused children in the school setting.

19 STANDARDS CTL Standards: CWU-CTL.1.1. Subject matter content knowledge (WAC b) CWU-CTL Inquiry, critical analysis, and synthesis of subject Knowledge CWU-CTL Help candidates confront issues of diversity that affect teaching and student learning and improve student learning and candidate effectiveness. CWU-CTL Encourage candidates to interact with a variety of students, regardless of ethnicity, gender, and ability.