COURSE DESCRIPTION

This course is designed to familiarize students with the basic legal principles (State and Federal) governing the structure and operation of public and nonpublic schools and the legal problems encountered in the day-to-day operation of schools. It is also designed to give the student an understanding of the statutory and regulatory requirements of schooling as well as the ethical standards required for effective leadership. The course provides a broad overview of the essential elements of state and national legal frameworks and ethics as outlined by the E.L.C.C. standards. While the major focus of the course in on law and ethical behavior, students will also be exposed to practical implementation of the law through policy development and other strategies to resolve conflict and effect change. Emphasis will be placed on schools operating in New York State but accommodations will be made to serve the needs of students from neighboring states.

REQUIRED TEXT(S)

LaMorte, Michael W. (2005). School Law: Cases and Concepts, 8^th Edition.

Boston, MA: Allyn & Bacon, Inc.

SUPPLEMENTAL OR RECOMMENDED TEXT(S)

New York State School Boards Association (1998). School Law, 29^th ed. New York

State Bar Association & NY State School Boards Associations

Journal Readings: The School Administrator, School Law Reporter, Journal of

Education Law, Education Week, New York Law Journal

Recommended websites: www.findlaw.com

www.legis.state.ny.us

www.law.cornell.edu

www.statenyl.us/court

www.uscourts.gov/

www.supremecourtus.gov/

http://jurist.law.pitt.edu/

COURSE OBJECTIVES (Refer to “Assessments” for specific detail of assignments and performance assessments.)

GOAL #

Objective (Standard #)

Learning Activities/Assign-ments

Performance Assessment

Demonstrate an understanding of how to apply legal principles to promote educational equity and provide safe, effective and efficient facilities. (3.2c)

a) Classroom Discussions

b) Case Study/Action Plan: “Sam’s Case”

a) Faculty observation and evaluation of classroom discussion.

b) Case Study/Action Plan Rubric

Provide leadership to programs serving students with special and exceptional needs. (4.2c)

a) Case Study/Action Plan: “Sam’s Case”

a) Case Study/Action Plan Rubric

Demonstrate a respect for the rights of other with regard to confidentiality and dignity and engage in honest interactions. (5.1a).

a) Classroom discussions.

b) Response paper to case dealing with issues of confidentiality/honesty.

c) Faculty observation and evaluation

d) Response Paper Rubric

Demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical consideration in their interactions with others. (5.2a)

a) Classroom Discussions

b) Role-play/simulation conference with parents, teachers, district staff to resolve “Sam’s Case.”

a) Faculty observation and evaluation.

b) Conflict Resolution/ simulation Rubric

Make and explain decisions based upon ethical and legal principles.

5.3a

a) Classroom Discussions

b) Legal memorandum and research of school-based issue which proposes a legally sound plan of action.

a) Faculty observation and evaluation

b) Rubric for evaluation of Legal Memorandum

Demonstrate the ability to explain how the legal and political systems and institutional framework of schools have shaped a school and community, as well as the opportunities available to children and families in a particular school.

6.1b

a) Classroom Discussions

b) Response Paper to Education Law Journal article

a) Faculty observation and evaluation

b) Response Paper Rubric

Demonstrate an understanding of policies, laws, and regulations enacted by local, state, and federal authorities that affect schools, especially those that might improve educational and social opportunities

6.1d

a) Response Paper to the NCLB Federal Legislation for improving the nation’s schools.

b) Discussion of New York State Learning Standards and Testing

a) Response Paper Rubric

b) Faculty Observation and Evaluation.

Demonstrate the ability to explains various theories of change and conflict resolution and the appropriate application of those models to specific communities, 6.1h

a) Role-play/simulation conference with parents, teachers, district staff to resolve “Sam’s Case.”

b) Identify how resolutions of legal conflicts may be different from conflicts in other areas.

a) Conflict Resolution/ simulation Rubric

b) Classroom Discussion and evaluation by faculty

Demonstrate the ability to engage students, parents and other members of the school community in advocating for adoption of improved policies and laws. 6.3a

a) Completion and presentation of legal Memorandum that advocates for an improved school policy

b) Case application of advocacy procedures to Regents decisions.

a) Legal Memorandum guidelines and rubric

b) Demonstrated understanding through discussion

10.

Apply understanding of the larger political, social, economic, legal and cultural context to develop activities and policies that benefit students and their families. 6.3b

a) Classroom exercises related to rights of students and their families covered by I.D.E.A. legislation and examination of currently pending legislative changes.

b) Response paper on I.D.E.A. legislative changes

a) Faculty observation and evaluation.

b) Response Paper Rubric

11.

Advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socio-economic background, ethnicity, gender, disability, or other individual characteristics. 6.3c

a) Portfolio of letters, e-mails evidencing communication with legislators regarding changes to I.D.E.A.

b) Reflective narrative – “What should be advocated for in your school and/or community?”

a) Portfolio rubric

b) Reflective Narrative Rubric

Apply knowledge of federal and state constitutional, statutory and regulatory provisions and judicial decisions governing education.

c) Completion and presentation of legal Memorandum that advocates for an improved school policy

d) Case application of advocacy procedures to Regents decisions.

c) Legal Memorandum guidelines and rubric

d) Demonstrated understanding through discussion

Apply knowledge of common law and contractual requirements and procedures in an educational setting (e.g. Tort liability, contract administration, formal hearings, etc.)

e) Completion and presentation of legal Memorandum that advocates for an improved school policy

f) Case application of advocacy procedures to Regents decisions.

e) Legal Memorandum guidelines and rubric

f) Demonstrated understanding through discussion

Demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and effective needs assessment, research-based data and group process to build consensus, communicate and resolve conflicts in order to align resources with the organizational vision. (3.2 a)

c) Case study and action plan based on “Sam’s Case”

d) Role-play/simulation conference with parents, teachers, district staff to resolve “Sam’s Case”

e) Report on school observations of communications environment.

a) Case study/Action Plan Rubric.

b) Conflict Resolution/ simulation Rubric.

c) School Observation Report Rubric

Learn the fundamentals of legal research to obtain answers to basic legal questions that will enable them to use research and data driven decision making on issues arising within the school or district. (3.1a, 3.1b, 3.2)

c) Legal memorandum and research of school-based issue which proposes a legally sound plan of action.

d) Response and plan of action in “Sam’s case”

c) Rubric for evaluation of Legal Memorandum

d) Rubric for Response/Action Plan

Demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operated, including maintenance of an ongoing dialogue with representatives of diverse community groups.6.2a

a) Report on school observations of communications environment.

a) School Observation Report Rubric

COURSE REQUIREMENTS

§ Class attendance and active participation (10 % of course grade)

§ Demonstrated knowledge of required readings (20% of course grade)

§ Completion of 2 two-page reaction/response papers to assigned topics from the basic text and other readings (15% of course grade)

§ Response paper and Plan of Action in “Sam’s Case” (15% of grade)

§ Analysis of IDEA Reauthorization Legislation and reflective narrative on “What should be advocated for in your school and/or community?” (5 % of grade)

§ Completion and presentation of memorandum of law analyzing an issue or topic of immediate concern to the student’s current or selected institution. The memorandum of law must reflect significant legal research, follow standard legal format, and include accurate legal citations. (35% of grade)

§ Observations are required in this class.

EVALUATION/GRADING

See attached Guidelines and Rubrics for more information on evaluation and grading of course assignments, classroom participation, and other student work.

Assessment:(specifically describe what is expected of students for each required course assignment and means of assessing their performance.

§ All Students are expected to be on time for class and to attend all class sessions (10% of grade)

§ All students are expected to have completed all required reading assignments and to be able to demonstrate their knowledge of the readings through active participation in the class discussions. (20% of course grade)

§ Each student is expected to submit 2 two-page reaction/response papers to assigned topics from readings (journal articles, case reports, etc.) provided by the instructor. (15% of course grade)

§ Each student is expected to write a well-reasoned Response/Reaction Paper in “Sam’s Case” and to participate in a simulation of a conflict resolution conference based on this case. (15% of grade)

§ Each student is expected to submit an analysis of the IDEA Reauthorization Legislation and write a Reflective Narrative in response to the legislation and analysis, answering the question “What should be advocated for in your school and/or community?” (5 % of grade)

§ Each student is expected to submit and present a memorandum of law analyzing an issue or topic of immediate concern to the student’s current or selected institution. The memorandum of law must reflect significant legal research, follow standard legal format, and include accurate legal citations. (35% of grade)

Late Assignments: Due dates for various assignments are indicated in the course outline. Assignments which are turned in late will lose credit at the rate of 1/5 the point value for each day past the due date.

Attachments:

Rubrics for the required assignments are attached as follows:

a) Guidelines for Legal Memorandum and Rubric for Assessment

b) Response/Reaction Paper Rubric

c) “Sam’s Case” Study for Reaction/Response Paper

Student Academic Integrity

Absolute integrity is expected of every Manhattanville student in all academic undertakings. Academic integrity is grounded on the concept of honesty with respect to the intellectual efforts of oneself and others.

A student’s submission of work for academic credit indicates that the work is the student’s own. Students are responsible for knowing what constitutes violations of the Policy of Academic Integrity. The Manhattanville Policy of Academic Integrity which includes the statements on Student Academic Integrity, Sanctions, and Appeals Procedure can be found in the College Catalog and the Student Handbook.

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