SPED 525 01: Legal/Ethical Aspects in Special Education

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SPED 525 - Legal/Ethical Aspects in Special Education

2023 Fall Syllabus, Section 01, CRN 11047

Course Information

You are responsible for knowing this material, so please read carefully. Any changes will be announced in a Blackboard Announcement. You will be responsible for any changes. Your continued enrollment in this course is your implicit agreement to abide by the requirements of this class.

Times and Location

Instructor Information

Michelle Griffin

Email: michelle.griffin@und.edu

2023 Fall Office Hours:
Please email me to my address listed here.

(Remote only). I will have office hours posted in Module 1 in the course.

*During the fall and spring sessions I respond to emails Monday through Fridays from 9:00 am to 4:00 pm (Central time).

Course Description

This course covers the theory and study of special education law for children & youth with disabilities.

Learning Outcomes

Throughout this course the candidate will: 

  1. Students will understand the historical foundations, classic case laws, major contributors, major legislation, and current issues related to knowledge and practice (ICSI.6.K1, ICSI.6.K13, ICSI.6.S7,  ICSI.6.S10, ICSI.6.S14, ECSE.4.K2, ECSE.6.K1, LD.6.K3, LD.6.K4, CAEP A. 1.1, InTASC 4, 9, 10) 

  2. Students will describe the major provisions of Section 504 of the Rehabilitation Act, Individuals with Disabilities Education Act (IDEA), Every Student Succeeds Act (ESSA), Family Education Rights and Privacy Act (FERPA), along with other federal and state laws, and their impact on public and private school programs. (ICSI.6.S8, CAEP A.1.1, InTASC 4 & 9) 

  3. Students will critically discuss and evaluate major court rulings specific to Indigenous People including segregation, diversity, non-biased assessment, racial and ethnic disproportionality, overrepresentation, English learners, and multicultural education. (ICSI.2.K10, ICSI.6.K5, ICSI.6.K8, ICSI.6.K9, ICSI.6.K10, ICSI.6.K11, ICSI.6.S6, CAEP A.1.1, InTASC 2, 5, ISTE 1a, 4a) 

  4. Students will demonstrate an understanding of federal and state laws and regulations regarding the special education programs including free appropriate public education, nondiscriminatory evaluation, provision of technology in a digital world, individual educational program, parental participation, discipline, least restrict environments, due process, continuum of services, and compliance. (ICSI.6.K4, ICSI.6.K14, ICSI.6.S1. CAEP A.1.1, InTASC 2, 4, 5, 9, 10, ISTE 3a) 

  5. Students will learn the laws, policies, and due process procedures regarding referral, assessment and placement procedures for individuals with exceptionalities  (ICSI.4.K2, ICSI.6.K6, ECSE.6.K3, CAEP A.1.1, InTASC 4) 

  6. Students will learn the laws, policies, and due process procedures regarding , behavior management planning and implementation (functional behavioral assessment behavior intervention plan, & manifestation determinations) (ICSI.6.K2, EBD.6.K2, EBD.6.K4, CAEP A.1.1, InTASC 9) 

  7. Students will learn the legal rights and responsibilities of individuals with exceptionalities, parents, teachers, administration and other professionals, and schools related to exceptionalities (ICSI.6.K7, ICSI.6.K12, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S9, ICSI.6.S11, ICSI.6.S12, ICSI.6.S13, IGC.6.K4, CAEP A.1.1, InTASC 9)

Course Materials

Required Textbooks:   

Yell, Mitchell L. (2019).  The Law and Special Education.  (5th Edition).  Upper Saddle River, New Jersey:  Pearson Education, Inc.  ISBN-10:  0-13-517536-4; ISBN-13:  978-0-13-517563-1 

*An electronic version of this textbook is also available.   

Additional readings may be posted or provided via Blackboard  

Technical Requirements/Assistance

Whether you’re taking courses in the classroom or online, it’s important to have the right technology and equipment.  Visit the UND Technical Requirements webpage for more information. Students are expected to use their official UND email in the course. For technical assistance, please contact UND Technical Support at 701.777.2222. Visit the University Information Technologies (UIT) website for their hours, help documents and other resources.

Minimum Technical Skills Needed

In order to succeed in this course, at a minimum, you should be able to:

  • Navigate in and use basic Blackboard functions
  • Download and open electronic documents
  • Create, save, and upload/attach electronic documents
  • Send, receive, and manage email

Course Logistics

Access and Log in Information

This course was developed and will be facilitated utilizing Blackboard. To get started with the course, please go to: http://blackboard.UND.edu and log in with your NDUS.Identifier, Username and Password. If you do not know your NDUS Identifier or have forgotten your password, please visit Your NDUS Account page on the UIT website.

Course Overview

Insert an explanation of how the course is organized for navigation in Blackboard. An example is shown below.

Example: The course content is organized by week for this semester. Each week contains a purpose, learning outcomes, and a variety of links to articles, video/audio files, and other instructional resources selected to enhance the learning experience and support the various topics. Discussions, blogs, wikis, surveys, quizzes, tests and assignments will be used to assess your comprehension and application of those materials.

Example and optional addition: What Should Students Do First?

Prior to the start of the first week you should have reviewed the syllabus and taken the Syllabus Quiz.

Example and optional addition: How Students Should Proceed Each Week for Class Activities

On the left side course menu in Blackboard there is a “Lessons” tab. Inside Lessons you will find all the required readings, videos, and assignments/activities for the week. An overview of each week can be found in Blackboard under the Schedule tab.

Resources

Many services are available to UND students such as writing assistance from the UND Writing Center, free online tutoring from Smarthinking, and more. Visit the Student Resources page for more information. Students also have access to the UND Student Resource Site via Blackboard. It is recommended that you become familiar with the tools and tutorials within the site to better equip you in navigating the course.

Course Requirements/Expectations

Insert the course requirements/expectations. An example is posted below.

  1. The student will review the syllabus and course schedule posted in Blackboard.
  2. The student will access and follow all course instructions found in the weekly area of the Blackboard course.
  3. The student will participate in any lecture or discussion sessions on campus or online as provided and as part of this course.
  4. The student will complete and submit assignments, exams, quizzes, etc. by the dated noted and in the manner described in Blackboard and on the course schedule. We will use Central Standard Time for due dates and times.
  5. The student will participate fully and in a timely manner to get the benefit of learning from instructor and/or peers.

Instructor Responsibilities and Feedback

Insert responsibilities students can expect the instructor to meet. Example provided below.

  • The instructor will provide feedback on all assignments and group activities by Wednesday of the following week.
  • The instructor will be available during appointed Office Hours to answer questions, provide feedback, and offer advice.

Communication

Insert information on how you will be communicating with students and how you would like them to communicate with you. Be sure to set expectations regarding response times. Some examples are provided below, please include all categories relevant to your instruction of this course:

Announcements

Announcements will be posted in Blackboard on a regular basis. Be sure to check the class announcements regularly as they will contain important information about class assignments and other class matters.

Email

You are encouraged to post your questions about the course in the FAQs discussion board forum in the Blackboard site or raise them in class if held synchronously or on campus. The Blackboard discussion board is an open forum in which you and your classmates are encouraged to answer each other’s questions. But, if you need to contact me directly, check the Faculty tab in Blackboard or the syllabus for my contact information. I will respond back to you within 48 hours during the week or weekend.

Discussion Forums, Blogs, & Wikis

These tools are an excellent way for you to engage with the course material and with your peers. Each week we will have at least one of these tools for you to participate in. You are expected to read all assigned discussion boards, blog posts, and/or wiki pages and provide thoughtful contributions.

Course Etiquette

When participating in class (online or in person) it is important to interact with your peers in an appropriate manner. Always use professional language (no netspeak) in your postings and emails. Please be respectful of your classmates at all times even if you disagree with their ideas.

Assessment Summary

Weekly Modules:

There will be weekly modules posted on Blackboard. Weekly modules are considered “class time” similar to the time you would spend during a face-to-face class A tentative schedule is posted near the end of the syllabus and as a separate document on Blackboard for your convenience.  Module assignments will be worth 10-100 each.

DISPOSITION EVALUATION 1 AND DISPOSITION EVALUATION 2:

M.S. Students:  those who are already licensed as teachers and hold an undergraduate degree in education will have a Disposition Evaluation 1 completed on them with the instructor of this course, SPED 525.

M.Ed. Students:  those who are not licensed/do not hold an undergraduate degree in education will have a Disposition Evaluation 2 completed on them with the instructor of this course, SPED 525.

Additional information will be provided in Module 1 for everyone.

Major Assignments:

  1. Study Guides/Weekly Assignments: 

Students will complete study guides for each chapter in their text as posted in each Blackboard module.  Allow ample time to complete the Study Guides; many of them are lengthy and require significant detail. Be sure to respond to all parts of each question. 

Approximate Total Points= 400 points

      2. Indigenous People Project:  Legal Brief and Discussion Board

Legal Brief :  An entire module will be devoted to case law specific to Indigenous People including segregation, diversity, non-biased assessment, racial and ethnic disproportionality, overrepresentation, English learners, and multicultural education to name a few.  Various case laws, along with journal articles & websites will be provided in Blackboard to assist  students with their legal brief. This assignment contains two parts. Each student will be expected to prepare one legal brief on an assigned case and to report on their brief through a discussion board with their peers in the Blackboard module.  The legal brief should be no more than two typed, pages, 11 size-font. The template format and grading is as follows: 

Total Points= 100 points

I. *See Legal Brief Template and Grading Rubric in the Appendix section

II. Discussion Board assignment criteria

General Directions for Discussion Boards:

a. Initial Posting:  Each initial posting should be a minimum of 2 paragraphs in length which will include a summary of your legal brief.  Your posting should be reflective in nature and provide the reader with additional insight into the course materials. One idea is to relate the readings to your professional experiences and/or current or historical events in education.  Also, it is fine to ask questions of one another as part of your initial posting, but it is not a requirement.  This discussion board activity is an opportunity to share information with one another and to learn more about each other’s special education case law.

  1. You will start your thread by clicking on the discussion board and click on "Create Thread."  Here you will post a summary of your assigned special education case law.

b. Discussion Board:  In your second post, you will chose to respond to two of the four questions below.  Again, it is fine to ask questions of one another, but it is not a requirement.  Your second post is simply an opportunity to share information with one another.

  1. Based on the case law you reviewed, how will you ensure you will meet the needs of Indigenous learners while preparing for an assessment (either an initial assessment or a reevaluation in special education) or while preparing for & facilitating an IEP meeting?  
  2. What additional thoughts/information do you have related to the case law you reviewed and/or the content provided in this module?  
  3. How can you relate the case law and information provided in this module to your current professional work? (Provide an example).  
  4. Based on the resources provided in this module (the case law you researched, course textbook, journal articles & websites), provide at least one suggestion, strategy, how you might incorporate technology and/or idea you learned that is important to remember in your role as special educator.  Topics that should be addressed include segregation, diversity, non-biased assessment, racial and ethnic disproportionality, overrepresentation, English learners, and multicultural education, to name a few. 

NOTE: Information from readings, completed assignments, and current/past news events related to education can be shared during any and all of the discussions in this module—be sure to comment on the comments. Make this a good discussion. Always be respectful of differing opinions and demonstrate an open mind to new ideas.  Additionally, if you engage in a discussion with a peer, please be thoughtful and respectful of their responses.

Points assigned:  Your first post, which is a two paragraph summary of your legal case will be worth 10 points and your second post, which is where you will respond to two of the four questions found in Part B, will also be worth 10 points.

This assignment is worth a total of 20 points, which is part of your legal brief assignment.  

Case Laws, References, Websites & Resources for the Project

Case Laws:

1954:  Brown vs. Board of Education

1967:  Hobson vs. Hansen

1970:  Diane vs. State board of Education

1972:  P.A.R.C. vs. The Commonwealth of Pennsylvania

1972:  Mills vs. Board of Education of the District of Columbia

1979:  Armstrong vs. Kline

1979:  Larry P. vs. Riles

1994:  Sacramento City School District vs. Rachel H.

2017:  Endrew F. vs. Douglas County School District RE-1

SPED 525 References:

Brown, J. & Doolittle J. (May-June, 2008). A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners.  Teaching Exceptional Children, 40, 66-72.

Brown, A., Ford, T., Richards, H. (2004).  Addressing Diversity in Schools:  Culturally Responsive Pedagogy.  National Center for Culturally Responsive Educational Systems, 1-10.

Dray, B. & Wisneski, D. (2011). Mindful Reflection as a Process for Developing Culturally Responsive Practices. Teaching Exceptional Children, 44, 28-36.

Fiedler, C., Chiang, B., Van Haren, B., Jorgenson, J., Halberg, S. & Boreson, L. (2008). Culturally Responsive Practices in Schools:  A Checklist to Address Disproportionality in Special Education. Teaching Exceptional Children, 40, 52-59.

Garcia, S. & Ortiz, A. (2006). Preventing Disproportionate Representation:  Culturally and Linguistically Responsive Prereferral Interventions.  Teaching Exceptional Children, 38, 64-68.

Garderen, D. & Whittaker, C.(2006). Planning Differentiated, Multicultural Instruction for Secondary Inclusive Classrooms.  Teaching Exceptional Children, 38, 12-20.

Gritzmacher, H. & Gritzmacker S. (2010). Referral, Assessment, and Placement Practices Used in Rural School Districts with Native American Students in Special Education.  Rural Special Education Quarterly, 14, 4-11.

Harry, B., & Klingner, J. K. (2006). Why are so many minority students in special education? Understanding race and disability in schools. New York, NY: Teachers College Press.

Hassan, S. & Gardner R. (2002). Involving Immigrant Parents of Students with Disabilities in the Educational Process.  Teaching Exceptional Children, 34, 52-58.

Hoover, J. (March/April, 2012). Reducing Unnecessary Referrals:  Guidelines for Teachers of Diverse Learners.  Teaching Exceptional Children, 44, 38-47.

Hoover, J. J., & Klingner, J. K. (2011). Promoting cultural validity in the assessment of bilingual special education students. In M. Basterra, E. Trumbull, & G. Solano-Flores (Eds.), Cultural validity in assessment: Addressing linguistic and cultural diversity (pp. 143–167). New York, NY: Taylor & Francis.

Lo, Lusa. (2012). Demystifying the IEP Process for Diverse Parents of Children with Disabilities.  Teaching Exceptional Children, 44, 14-20.

Native American Needs Assessment-Action Plan (2016-2017).  North Dakota Department of Public Instruction.

Rossetti, Z., Story Sauer, J., Oanh, B. & Ou, S. (2017).  Developing Collaborative Partnerships with Culturally and Linguistically Diverse Families During the IEP Process.  Teaching Exceptional Children, 50, 172-182.

**See Indigenous People Project:  Legal Brief and Discussion Board Rubric in the Appendix section.

3. 504 Plan:

Each student will write a 504 Plan based on a case study provided by the instructor.A template will be provided in Blackboard to assist in completing the 504 Plan.Students will identify the physical or mental impairment and describe how it impacts a major life activity. Accommodations should be logically derived from known school performance problems and from known difficulties expected of the disability, or from recommendations by the professional who made the diagnosis.

Total Points = 50 points

4. Special Education Interview: 

You will be required to visit with a Special Education Director or a Special Education Coordinator to ask them what they find challenging when working with students with behavior difficulties and what programs or policies they have in place to assist them in working with students who have behavioral difficulties.  (Ex:  Positive Behavior Support Systems, Positive Behavioral Interventions) You will be provided with interview questions to ask.

Total Points = 50 points

Schedule of Topics and Assignments

Week of Reading(s): Agenda/Topic: Due:
8/21 Orientation to the course quiz
Ch. 1 study questions		 Intro. to the American Legal System
OSEP & OCR
Smith v. Robinson		 Tuesday, August 29, 2023
8/28 Ch. 2 & 3 study questions
Overview of laws based on culture & diversity
Brown vs. BOE articles & watch video clips		 History of Law & Legal Research
Daniel R.R. v. State Board of Education
Board of Education v. Rowley
Brown v. BOE
PARC v. Pennsylvania
Mills vs. BOE		 Tuesday, September 5, 2023
9/4 Ch. 4 study questions
IDEA 2004 		IDEA
P.L. 94-142
EAHCA
Board of Education of the Hendrick Hudson School District v. Rowley
P.L. 101-476 (1991) (greater success in education of culturally & linguistically diverse children with disabilities)
P.L. 105-17 (1997) (states collecting data for the purpose of monitoring & reducing disproportionality)		 Tuesday, September 12, 2023
9/11 Ch. 5 study questions
Section 504 articles		 Section 504 of the Rehabilitation Act
Section 504 of the Rehabilitation Act of 1973		 Tuesday, September 19, 2023
9/18 Ch. 6 study questions
Section 504 articles		 Americans with Disabilities Act
Olmstead v. L.C.		 Tuesday, September 26, 2023
10/2 Ch. 8 study questions
FAPE 		Free Appropriate Public Education
Board of Education of the Hendrick Hudson School District v. Rowley
Smith v. Robinson		 Tuesday, October 10, 2023
10/9 Ch. 9 study questions
Evaluation process overview		 Identification, Assessment & Evaluation
Crawford v. Honig
Larry P. v. Riles (prohibited the use of intelligence tests as the sole criteria to place African-American children in classes for mental retardation)
Marshall et al. v. Georgia & S-1 v. Turlington (overrepresentation of minorities in special education)		 Tuesday, October 17, 2023
10/16 Ch. 10 study questions
IEP video 		The Individualized Education Program/Individual Family Service Plan
Hall v. Vance County Board of Education		 Tuesday, October 24, 2023
10/23 Ch. 11 study questions
LRE court cases		 Least Restrictive Environment
Daniel R.R. v. State Board of Education
Roncker v. Walter
Sacramento City Unified School District Board of Education v. Rachel H.		 Tuesday, October 31, 2023
10/30 Ch. 12 study questions
Procedural Safeguard video		 Procedural Safeguards
Burlington School Committee v. Dept. of Education of Massachusetts		 Tuesday, November 7, 2023
11/6 Ch. 13 study questions
Discipline video
Q&A on discipline procedures		 Disciplining Students with Disabilities
Goss v. Lopez
Honig v. Doe		 Tuesday, November 14, 2023
11/20 Ch. 14 study questions
Procedural Safeguards
Special Education interview due		 C.M. v. Southeast Delco School District
FERPA
L.S. v. Mount Olive Board of Education
Additional Issues (Bullying, RTI, Educational Record & Liability for Student Injury) & Supplemental Packet
Davis v. Monroe County Board of Education		 Tuesday, November 28, 2023
11/27 Indigenous People Legal Brief Due
Discussion Board		 Tuesday, December 5, 2023

Appendix

Legal Brief Template and Grading Rubric

 
Legal Brief Template   Points
Facts Summarize the legally relevant facts of the case—tell what happened that resulted in the case being brought to court, including the action sought. /30
Issue What was the question(s) that the court needed to answer? /10
Ruling What did the court(s) decide? /10
Rationale Why did the court rule the way it did? /20
Importance/Significance What does this decision mean for you and your school district? /10
Discussion Board with Peers   /20
   

Total:

/100

Indigenous People Project:  Legal Brief and Discussion Board Rubric

Component Exemplary Good Needs Improvement unsatisfactory Points
Facts

30-23

Response demonstrates an in-depth knowledge base through reflection, critical analysis, and synthesis.

23-16

Response demonstrates an acceptable knowledge base through reflection, critical analysis, and synthesis.

15-8

Response demonstrates a partial knowledge base due to reflection, critical analysis, and/or synthesis needing to be increased.

7-0

Response demonstrates an inadequate knowledge base due to limited or no reflection, critical analysis, and/or synthesis.		  
Issue

10-9

Response demonstrates an in-depth knowledge base through reflection, critical analysis, and synthesis

8-6

Response demonstrates an acceptable knowledge base through reflection, critical analysis, and synthesis.

5-3

Response demonstrates a partial knowledge base due to reflection, critical analysis, and/or synthesis needing to be increased.

2-0

Response demonstrates an inadequate knowledge base due to limited or no reflection, critical analysis, and/or synthesis.		  
Ruling

10-9

Response demonstrates an in-depth knowledge base through reflection, critical analysis, and synthesis.

8-6

Response demonstrates an acceptable knowledge base through reflection, critical analysis, and synthesis.

5-3

Response demonstrates a partial knowledge base due to reflection, critical analysis, and/or synthesis needing to be increased.

2-0

Response demonstrates an inadequate knowledge base due to limited or no reflection, critical analysis, and/or synthesis.		  
Rationale

20-15

Response demonstrates an in-depth knowledge base through reflection, critical analysis, and synthesis.

14-11

Response demonstrates an acceptable knowledge base through reflection, critical analysis, and synthesis.

10-5

Response demonstrates a partial knowledge base due to reflection, critical analysis, and/or synthesis needing to be increased

5-0

Response demonstrates an inadequate knowledge base due to limited or no reflection, critical analysis, and/or synthesis		  
Importance/Significance

10-9

Response demonstrates an in-depth knowledge base through reflection, critical analysis, and synthesis.

8-6

Response demonstrates an acceptable knowledge base through reflection, critical analysis, and synthesis.

5-3

Response demonstrates a partial knowledge base due to reflection, critical analysis, and/or synthesis needing to be increased.

2-0

Response demonstrates an inadequate knowledge base due to limited or no reflection, critical analysis, and/or synthesis		  
 

Course Policies

Course Requirements and Grading Policies: 

Weekly Modules and Class Participation:

Throughout the semester, you will work asynchronously.  In other words, we will not meet at scheduled times during this course.  However, since this course is entirely online, you will complete weekly lessons that include: assigned readings, recorded lectures, online group discussion boards, projects, and assignments that apply the principles and procedures delineated throughout the semester.  Participation in the lessons is required and monitored through the Blackboard dashboard and grade book.  Weekly lessons will be posted by 8:00 a.m. Central Standard Time on Tuesdays and assignments will be due the following Tuesday by 11:59 p.m. Lessons may be found on Blackboard under “Weekly Lessons”.  *For example, the first lesson will be posted on Tuesday, August 25th and will be due the following Tuesday, September 1st, by 11:59 p.m. The due dates for all assignments are listed in the course schedule near the end of this document (a separate schedule document file is located on Blackboard for your convenience).   

Course Grading Scale: 

92-100% - A  

84-91% -   B  

75-83% -   C 

60-74% -   D 

59% and Below - F 

 

Questions or Help on Assignments: 

Should you have questions on your assignments, or if you are having a difficult time grasping some of the concepts, please call during the office hours which will be listed in Module 1 in the course,listed above, or you can also email the instructor to set up an appointment to clarify your questions over Teamsthe phone or Zoom.  Waiting until the assignment due date to ask your questions most often will not allow enough time to complete the assignment accurately, so it is wise to open your weekly lessons the day that they are released in order to plan your time accordingly and to clarify any questions you may have at least a couple of school days before the assignment due date.  I check emails Monday thru Friday and make every effort to respond to your email within 24 hours on school days (emails received on Fridays after 5pm, Saturday, Sunday or on holidays may not receive a response until the following Monday or next school day). 

Submitting Assignments to Blackboard: 

All assignments must be submitted as a word document or pdf file, no exceptions.  You will need access to a scanner to submit some of the assignments or you may use a scanner app on your phone, so plan ahead.  Documents must be submitted right side up and in the proper orientation for the document (i.e. landscape documents must be submitted with landscape orientation for viewing).  It is important that you check all of your uploaded documents before submitting them.  Assignments that are submitted upside down, sideways or in an unacceptable format (such as jpeg, rtf, text formats) and that need to be downloaded will earn 0 points in the grade book.  You will have one chance to resubmit the assignment in an appropriate format, however the submission will receive a 10% deduction from your grade on that assignment.   

Late assignments: 

Assignments must be submitted by the due date listed on the schedule.  Special Education is a professional field in which meeting deadlines are required for legal compliance.  Late assignments will be deducted 10% of the total points possible for each school day the assignment is late unless an extension was granted by the instructor prior to the assignment due date.  Example:  if an assignment is turned in 3 school days late, 30% of the total points will be deducted from the score that would have been earned after it has been graded.  Assignments that are past due 10 or more days will earn 0 points in the gradebook, unless an extension was granted by the instructor prior to the assignment due date. 

Assignment Extensions:

Plan to take this course as presented on the schedule.  This is not a self-paced course; there are due dates and deadlines for assignments and projects.  Assignment extensions are granted only for emergencies and extenuating circumstances (hospitalization, accidents, giving birth, funerals, etc…). Vacations are not considered emergencies nor are they extenuating circumstances, and students are expected to meet assignment deadlines as laid out in the course schedule.  If you need to request an extension, you must email the instructor and make your request at least 24 hours prior to the assignment deadline.  For example, if an assignment is due on September 3rd, you must email the request to the instructor on September 2nd before 11:59 p.m.  If an extension is granted on an assignment, you will receive an email from the instructor stating the extended deadline for that assignment. An extension on one assignment does not mean that an extension will be granted on additional assignments. For emergencies, please email the instructor as soon as you are able to do so.  The instructor may require documentation of the emergency/extenuating circumstance.   

Incomplete Grades: 

It is expected that students will complete all requirements for a course during the time frame of the course. For reasons beyond a student’s control, and upon request by the student or on behalf of the student, an incomplete grade may be assigned by the instructor when there is reasonable certainty the student will successfully complete the course without retaking it. The mark “I,” Incomplete, will be assigned only to the student who has been in attendance and has done satisfactory work up to a time within four weeks of the close of the semester, including the examination period, and whose work is incomplete for reasons satisfactory to his or her instructor.  (See “Grading System” in the UND Catalog)   

Course Schedule of Assignment Deadlines and Important Dates: 

All assignments must be submitted on or before the due date at 11:59 p.m. Central Daylight Time (CDT).  Assignments are subject to change, be added, or removed at the discretion of the instructor. It is assumed by the instructor that you will go through ALL content folders in each weekly lesson and that you will apply what is learned in your weekly assignments and projects.  All assignments may not be included in this schedule; therefore, it is vital that you go through all weekly lesson materials. Some assignments may be embedded in the lesson folders, as well as extra credit opportunities.  The schedule is subject to change at the instructor’s discretion. 

College/Department Policies

Policies for Students in Educator Preparation Programs 

DISPOSITIONS: 

The Council of Accreditation for Educator Preparation (CAEP) requires the university to monitor the academic progress and dispositions of every student enrolled in a program leading to an education license or credential.  Dispositions refer to a student’s actions and behaviors in terms of professionalism, ethics and human relations. Should a concern arise about a student’s progress or dispositions, faculty, instructors and/or cooperating teachers may request a one-on-one meeting with the teacher candidate or advanced student to discuss areas of strength or concerns.  Written documentation of this conference may be included in the student’s permanent file.  Specific procedures are delineated on the form, Professional Dispositions for UND Teacher Education.   

 

ESSENTIAL ABILITIES REQUIREMENTS: 

Essential abilities are academic performance requirements that refer to those physical, cognitive, and behavioral abilities required for satisfactory completion of all aspects of the educator preparation curriculum and the development of personal attributes required for professional licensure. The candidate must possess or be able to gain these abilities with or without reasonable accommodation. The essential abilities required by the curriculum are reflected by competencies in the following areas: communication, intellectual, behavioral, social, motor, and sensory (Handbook for Teacher Education). 

Reasonable accommodations will be afforded to education candidates with disabilities as required under the Americans with Disabilities Act of 1990.  Students who can no longer perform the essential functions of education candidates must report that to the Associate Dean of Student Services and Assessment and suggest any accommodations that they think will enable them to perform as education candidates.  The Associate Dean will then determine if the suggested accommodations are reasonable or if there are any other reasonable accommodations that can be made.  If accommodations cannot be made, the student may not be able to complete their educational program.  

University of North Dakota Policies & Resources

Academic Integrity

Academic integrity is a serious matter, and any deviations from appropriate behavior will be dealt with strongly. At the discretion of the professor, situations of concern may be dealt with as a scholastic matter or a disciplinary matter.

As a scholastic matter, the professor has the discretion to determine appropriate penalties for the student’s workload or grade, but the situation may be resolved without involving many individuals. An alternative is to treat the situation as a disciplinary matter, which can result in suspension from the University, or have lesser penalties. Be aware that I view this as a very serious matter and will have little tolerance and/or sympathy for questionable practices. A student who attempts to obtain credit for work that is not their own (whether that be on a paper, quiz, homework assignment, exam, etc.) will likely receive a failing grade for that item of work, and at the professor’s discretion, may also receive a failing grade in the course. For more information read the Code of Student Life.

Access and Opportunity, Disability Support, & Medical Services

The University of North Dakota is committed to providing equal access to students with documented disabilities. To ensure access to this class and your program, please contact Disability Services for Students (DSS) to engage in a confidential discussion about accommodations for the classroom and clinical settings. Accommodations are not provided retroactively. Students are encouraged to register with DSS at the start of their program. More information can be obtained by email UND.dss@UND.edu or by phone at 701.777.2664.

COVID-19

UND is committed to maintaining a safe learning environment while providing quality learning experiences for our students. COVID-19’s continued presence within our UND community may necessitate changes in classroom management as the academic year progresses. As such, UND asks students and instructors to be flexible when necessary to promote a safe environment for learning. Please do not attend an in-person class or lab if you are feeling ill, particularly if you are experiencing symptoms of COVID-19, or if you have been directed by health professionals to quarantine or isolate. If you are not able to attend class or lab, please notify your instructor as soon as possible and discuss options for making up any missed work in order to ensure your ability to succeed in the course. If you will have an extended absence due to serious illness or other uncontrollable circumstances, you may request an absence notification through the Office of Student Rights and Responsibilities. Similarly, if your instructor is ill they may need to cancel class or temporarily move your course to online delivery to ensure that you are able to complete the course successfully.  Instructors may require students to wear masks in the classroom or in the laboratory as a preventative measure designed to facilitate uninterrupted classroom engagement and to facilitate health and safety in the classroom.   If your instructor does require masks in class or in a laboratory, you are expected to comply with that request.

UND also strongly encourages all members of the University community, including students, to get vaccinated, seek out testing when needed, and model positive behavior both on- and off-campus to foster a healthy and safe learning environment for all students. Individuals who would like to discuss disability accommodations regarding masks should contact the Disability Services for Students (DSS) office at 701.777.2664 or UND.dss@UND.edu. Individuals who are unable to wear a mask due to a sincerely held religious belief should contact the UND Equal Opportunity and Title IX Office at 701.777.4171 or UND.EO.TitleIX@UND.edu.

Religious Accommodations

UND offers religious accommodations, which are reasonable changes in the academic environment that enable a student to practice or observe a sincerely held religious belief without undue hardship on the University. Examples include time for prayer or the ability to attend religious events or observe a religious holiday. To request an accommodation, complete the student religious accommodation request form. If you have any questions, you may contact the Equal Opportunity & Title IX Office.

Pregnancy Accommodations

Students who need assistance with academic adjustments related to pregnancy or childbirth may contact the Equal Opportunity & Title IX Office or Academic Affairs to learn about your options. Additional information and services may be found at Pregnancy Resources.

Notice of Nondiscrimination

It is the policy of the University of North Dakota that no person shall be discriminated against because of race, religion, age, color, gender, disability, national origin, creed, sexual orientation, gender identity, genetic information, marital status, veteran’s status, or political belief or affiliation and the equal opportunity and access to facilities shall be available to all. Concerns regarding Title IX, Title VI, Title VII, ADA, and Section 504 may be addressed to Donna Smith, Assistant Vice President for Equal Opportunity & Title IX and Title IX/ADA Coordinator, 102 Twamley Hall, 701.777.4171, UND.EO.TitleIX@UND.edu or the Office for Civil Rights, U.S. Dept. of Education, 230 S. Dearborn St., 37th Floor, Chicago, IL 60604 or any other federal agency.

Reporting of Discrimination, Harassment, or Sexual Misconduct

If you or a friend has experienced sexual misconduct, such as sexual harassment, sexual assault, domestic violence, dating violence, or stalking, please contact the Equal Opportunity & Title IX Office or UND’s Title IX Coordinator, Donna Smith, for assistance: 701.777.4171; donna.smith@UND.edu; or visit the Title IX webpage. You may also contact the Equal Opportunity & Title IX office if you or a friend has experienced discrimination or harassment based on a protected class, such as race, color, national origin, religion, sex, age, disability, sexual orientation, gender identity, genetic information, pregnancy, marital or parental status, veteran's status, or political belief or affiliation.

Faculty Reporting Obligations Regarding Discrimination, Harassment, or Sexual Misconduct

It is important for students to understand that faculty are required to share with UND’s Title IX Coordinator any incidents of sexual misconduct or of discrimination or harassment based on a protected class that they become aware of, even if those incidents occurred in the past or are disclosed as part of a class assignment. This does not mean an investigation will occur if the student does not want that, but it does allow UND to provide resources to help the student continue to be successful at UND. If you have been impacted by discrimination, harassment, or sexual misconduct, you can find information about confidential support services on the Equal Opportunity & Title IX webpage..

UND Cares Program

How to Seek Help When in Distress

We know that while college is a wonderful time for most students, however, some students may struggle or have issues that arise. You may experience students in distress on campus, in your classroom, in your home, and within residence halls. Distressed students may initially seek assistance from faculty, staff members, their parents, and other students. In addition to the support we can provide to each other, there are also professional support services available to students through the Dean of Students and University Counseling Center. Both staffs are available to consult with you about getting help or providing a friend with the help that he or she may need. For more additional information, please visit the UND Cares Program Webpage.

How to Recognize When a Student is in Distress

The term “distressed” can mean any of the following:

  • Student has significant changes in eating, sleeping, grooming, spending, or other daily activities.
  • Student has cut off or minimized contact with family or friends.
  • Student has significant changes in performance or involvement in academics, sports, extracurricular, or social activities.
  • Student describes problems (missing class, not remembering, destructive behavior) that result from experiences with drinking or drugs.
  • Student is acting withdrawn, volatile, tearful, etc.
  • Student is acting out of character or different than usual.
  • Student is talking explicitly about hopelessness or suicide.
  • Student has difficulty concentrating or difficulty carrying on a normal conversation.
  • Student has excessive dependence on others for company or support.
  • Student reports feeling out of control of one’s emotions, thoughts, or behaviors.

Land Acknowledgement Statement

Today, the University of North Dakota rests on the ancestral lands of the Pembina and Red Lake Bands of Ojibwe and the Dakota Oyate - presently existing as composite parts of the Red Lake, Turtle Mountain, White Earth Bands, and the Dakota Tribes of Minnesota and North Dakota. We acknowledge the people who resided here for generations and recognize that the spirit of the Ojibwe and Oyate people permeate this land. As a university community, we will continue to build upon our relations with the First Nations of the State of North Dakota - the Mandan, Hidatsa, and Arikara Nation, Sisseton-Wahpeton Oyate Nation, Spirit Lake Nation, Standing Rock Sioux Tribe, and Turtle Mountain Band of Chippewa Indians.

Additional Resources

It is my goal to foster an environment of mutual respect in which everyone feels comfortable voicing their opinions, sharing their stories, and learning about potentially heavy or personally relevant material. If, at any point, you feel like the information covered in this class elicits thoughts, feelings, or concerns that you would like to discuss further, don’t hesitate to reach out to me, or the UND Counseling Center (701-777-2127).

Further, if you experience extenuating circumstances, sexual violence, identity-based harm, or any other personal crisis during the semester, don’t hesitate to reach out to me so we can provide academic assistance and help you in this course, and put you in contact with the appropriate resources and services (if needed).