A. Department of Special Education
SED 814
Course Title: Special Education and Supervision Techniques
Credit Hours: 3
B. Course Description: The consultation, collaboration, supervision, and services of
students with disabilities will be explored. As well as the training of new staff members,
relationships with SBDM councils, selection and utilization of support techniques for
staff members. The evaluation of personnel and programs for students with disabilities
will be addressed. The application of the Kentucky Administrative Regulations, and
Policies and Procedures that govern the education of students with disabilities will be
covered. Special attention will be paid to the compliant, mediation, and Due Process
procedures that surround students with disabilities.
C. Text: Students with Disabilities and Special Education, Kentucky Administrative
Regulations. KDE. (available from KDE website); Local Special Education Policies and
Procedures Manual, (available from your local DoSe); Copy of your local Evaluation
Procedures
D. Course Objectives:
Upon completion of this course students will be able to:
a. Perform the functions of a consultant to regular and special education personnel at
the building and district level with regard to the education of students with
disabilities in the least restrictive environment.
b. Identify, select, and manage the utilization of necessary support services in
special education available in the district and the region when presented with
learning needs and curricular adaptations and/or modifications.
c. Design and maintain systematic procedures for evaluation of instruction,
programs, and instructional materials.
d. Design and implement appropriate professional development activities at the
building level and the district level.
e. Communicate with parents of students with disabilities, persons of diverse
cultural and linguistic backgrounds, teachers, other professionals and non
professionals in the community, regarding district wide special education
services.
f. Identify the variety of forms and cite the procedures required by the state for the
purpose of state monitoring of special education programs by KDE and design
corrective actions when needed.
g. Conduct an audit of files to prepare for state monitoring.
h. Locate, comprehend, and interpret new federal and state special education
regulations specific to procedural safeguards, comprehensive system of personnel
development, and free appropriate public education.
i. Interpret procedural safeguards mandated by the federal and state regulations
j. Cite major Due Process rights of students with disabilities to their parents.
k. Distinguish between mediation and due process hearings.
l. Prepare for a Due Process hearing.
E. Course Outline
Week #1
Introduction, Syllabus, etc.
Week #2
Section 504
Week #3
FERPA and Confidentiality
Week #4
Evaluation Basics
Week #5
Work Session
Week #6
Discipline and related cases
Week #7
Evaluation Reports and eligibility criteria
Week #8
Midterm
Week #9
Case Discussions
Week #10
Case Discussions
Week #11
Work Session
Week #12
KCMP
Week #13
Child Count and Exit Report
Week #14
Due Process, Mediation, and the Complaint process
Week #15
Final Prep Work Session
Week #16
Final
F. Course Requirements
a. Come to class regularly, prepared, and having read each topic.
b. Actively participate in class discussions at each class meeting.
c. Submit all assignments typed in Standard English, either in person or as and email attachments, on or before the due date.
d. Students are required to create, design, develop and produce all assignments
themselves. School or district documents will not substitute for student
assignments.
Professional Development Unit : Professional Development Plan for your Special
Education Staff
You are beginning the school year and a school within your district is staffed with four
out of five emergency certified special education teachers. As their director of special
education how will you assess their professional development needs? Develop a
comprehensive Professional Development plan for your staff within this school. Define
your roles as their DoSE in this process. Identify the resources that you will access to
assist. How will you monitor their success?
Professional Development Unit : Growth and Professional Development Plan for a
teacher
You have a teacher within your Moderate to Severe classroom that will be receiving 4
students with Autism into her classroom this semester. Develop an individual PD plan
for this teacher and develop a growth plan for her as well. Develop your own form,
method(s) of assistance, and assessment method to determine if the teacher meets your
expectations.
Professional Development Unit : Corrective Action Plan for a Teacher
During a review of Due Process folders within your district you discover a teacher that
has numerous errors in their due process procedures. Please develop an Individual
Corrective Action Plan for this teacher to correct both the errors in due process, and
check the teacher’s future due process understanding. Develop your own corrective
action form, method of assistance, and assessment technique that you will use to ensure
compliance.
Walk-Through Assignment
Using the form provided, you will be expected to conduct at least 6 different “walkthroughs” of your fellow special education teachers. After compiling your data into a
“useable” form, you will share the results with your fellow teachers and the instructor. A
written summary will be provided to the instructor outlining your results, and how you
would use this data to improve the instruction of your fellow special education teachers.
Folder Review Assignment
Using the KDE approved folder review document you will be expected to conduct a
review of the folders on your caseload. Please summarize your findings for the instructor
and develop a plan to correct any errors that you discovered.
Professional Development Trainings
Many times a DoSE is called upon to conduct PD trainings for you staff, parents, and
community members. You will be assigned a topic from this class and be expected to
prepare an outline of a parent/community member training on this topic. You will
prepare a copy of this outline for distribution to your fellow classmates.
Interview Questions Bank
You will develop a set of interview questions for a particular position within the special
education field. You will be expected to prepare a copy of your interview questions for
your fellow classmates.
Mock Due Process Hearing
As part of your final exam we will conduct a Due Process hearing in which you will
prepare a chronology of events, witness list, and conduct proceedings. This will be a
group project.
G. Additional Requirements for Graduate Students: Not applicable
H. Evaluation method and relative weight of each course requirement
Weekly Simulations Activities
Professional Development Unit
“Walk Through” activity
Parent Community Training
Folder Review Activity
Interview Question Assignment
Mid-term Evaluation
Due Process Chronology and Presentation
15%
20%
5%
5%
5%
5%
25%
20%
Letter Grade:
90% to 100%
A
80% to 89%
B
70% to 79%
C
**Writing proficiency is a significant criterion in the grading of each assignment. One
letter grade will be dropped for students whose writing difficulties and errors interfere
with their communication and expression of ideas.
I. Student Progress: Students are responsible for monitoring their progress in the
course by computing their grades continually as each graded assignment or test is
returned to them by the instructor.
J. Attendance Policy: Regular class attendance is expected. Missing class will have a
direct correlation with student success.
K. Last day to drop course or to withdraw from the university are included in the class
schedule
L. Disabilities Statement
If you are registered with the Office of Services for Individuals with Disabilities, please
make an appointment with the course instructor to discuss any academic accommodations
you need. If you need academic accommodations and are not registered with the Office
of Services for Individuals with Disabilities, please contact the Office on the third floor
of the Student Services Building, by email at disserv@eku.edu or by telephone at (859)
622-2933 V/TDD. Upon individual request, this syllabus can be made available in
alternative forms. See note 2 below
M. Academic Integrity Statement.
Students are advised that EKU’s Academic Integrity policy will strictly be enforced in
this course. The Academic Integrity policy is available at
www.academicintegrity.eku.edu. Questions regarding the policy may be directed to the
Office of Academic Integrity.
Revised Fall 2008
Dr. Kristina Krampe
Course P/N Course Title
SED 814
Special Education and Supervision Techniques
CONCEPTUAL FRAMEWORK ELEMENTS
CF1: Knowledge - Enables candidates to construct understanding of the complexity and
richness of the teaching/learning process.
CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all
students.
CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student
learning and development.
CF4: Technology - Focuses on preparing candidates who are able to use educational
technology to help all students learn.
CF5: Diversity - Reflects the Unit’s commitment to preparing candidates to support learning
for all students
RELATIONSHIP TO:
College of Education Conceptual Framework
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
CF1
CF2
CF3
CF4
CF5
K, KA1
K
K
K
TEACHER STANDARDS (2008)
STANDARD 1:
STANDARD 2:
STANDARD 3:
STANDARD 4:
STANDARD 5:
STANDARD 6:
The teacher demonstrates applied content knowledge
The teacher designs and plans instruction
The teacher creates and maintains learning climate
The teacher implements and manages instruction
The teacher assesses and communicates learning results
The teacher demonstrates the implementation of technology
STANDARD 7: Reflects on and evaluates teaching and learning
STANDARD 8: Collaborates with colleagues/parents/others
STANDARD 9: Evaluates teaching and implements professional development
STANDARD 10: Provides leadership within school/community/profession
Kentucky Teacher Standards – Advanced
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
TS1
TS2
TS3
TS4
TS5
TS6
TS7
TS8
TS9
TS10
K,
K
K
K
K
K
A
KA1
EKU GOALS
EKU-G1. To promote and support an inclusive climate that respects and celebrates
diversity by attracting, developing and educating a diverse student, faculty, and staff
population.
EKU-G2. To continuously assess and improve the services and infrastructure of the
University to support and maintain high quality programs.
EKU-G 3. To promote learning through high quality programs, research, and support
services.
EKU-G4. To develop and enhance an environment facilitating intellectual curiosity,
cultural opportunities and problem-solving abilities for members of the University
community.
EKU-G5. To increase and enhance external and internal constituency engagement, while
maintaining a connection with the southeastern region of Kentucky.
EKU Goals
EKU-G1
X
EKU–G2
-
EKU-G3
X
EKU-G4
X
EKU-G5
-
KERA Initiatives
Identify the initiative number(s) for each category
Learner
Program of Studies: Program of Studies:
Goals/Academic
Understandings
Skills & Concepts
Expectations
-
Core Content
-
EPSB Themes
K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key
Assessments
Diversity
Technology
Literacy
Code of Ethics
Leadership
K
K
A
SPA
Council for Exceptional Children (Special Education Administrators)
Standard 1: Foundation
Standard #2: Development and Characteristics of Learners
Standard 3: Standard #3: Individual Learning Differences
Standard 7: Instructional Planning
Standard 8: Assessment
Standard 9: Professional and Ethical Practices
Standard 10: Collaboration