Course Description s38

Fundamentals of School Law - EDL 515 Summer 2016

Western Illinois University

Classes held Horrabin Hall - Macomb

Dr. Lloyd C. Kilmer

Office: WIU-QC 269 Phone: 309-762-9481 QC Campus ex 62317 Cell: 563-650-4743 e-mail: [email protected] Home: [email protected]

Office Hours: By Appointment arranged.

Course Description

Legal context within which the public elementary and secondary schools operate. Rights and responsibilities of teachers and administrators and student rights and restrictions. General principles of school law are supplemented pertinent provisions of the Illinois statutes and rulings in case law.

Prerequisites

Admitted to the program.

Purpose

It is the purpose of this course to prepare educators to consider the legal issues facing the schools in a society that is facing almost constant change through the decision of law making bodies and law-interpreting courts. The Educational Leadership Graduate Program of Studies at Western Illinois University emphasizes the need to acquire the skills, attitudes, motivation, and communication abilities to meet the challenges of administration in a world of change. Knowledge of the law as it relates to these skills and attitudes is crucial.

1 Objectives

I. Communication Competencies Goal: The educational Leadership program at WIU prepares individuals to be educational leaders. As such they must demonstrate skill in all aspects of communication.

II. Time Management Competencies Goal: The Educational Leadership program at WIU prepares individuals to be educational leaders who can manage time effectively. The many demands placed on educational leaders require efficient and effective strategies for completion of a wide variety of tasks. Effective utilization of professionally produced tools including diaries, calendars, and electronic competencies to promote timely response to all demands is required. III. Personal, Social, and Professional Competencies Goal: The Educational Leadership program at WIU prepares individuals to be educational leaders who are committed to life-long personal and professional growth. The definition of quality education changes constantly. To meet this challenge, the educational leaders must develop habits that include knowledge of current and future trends, laws, research, and theory. IV. Multicultural and Diversity Competencies Goal: The Educational Leadership program at WIU prepares individuals to be educational leaders who can develop an educational setting that is sensitive, accepting, and provides equality of social and educational opportunity. The world in general and educational settings specifically, are becoming increasingly diverse. The necessity of being sensitive to and knowledgeable about the needs of these diverse groups is vital to an effective educational setting. V. Ethical and Legal Process Competencies Goal: The Educational Leadership program at WIU prepares individuals to be educational leaders who are knowledgeable of the legal and ethical responsibilities affecting schools. Schools are legal entities, subject to local, state, and national statutes. While educational leaders are not legal experts, they must be aware of the requirements of the various laws which regulate their existence.

2 VI. School and Classroom Management and Discipline Competencies Goal: The Educational Leadership program at WIU prepares individuals to be educational leaders who are aware of and can implement a variety of management and discipline techniques to improve the educational environment. Current literature identifies that school and classroom disruptions are directly under the school’s control the need to address these areas by school leaders is vital.

Primary Edition: Alexander, K. and Alexander, M. D. (2009). American Public School Law (8h edition). Belmont, CA: Wadsworth /Cengage Publishing Co. ISBN 13:978-0-495-91049-7 Available on Amazon iChapters Online Subscription: http://www.cengagebrain.com/shop/isbn/9780495910497

Secondary Resource: Illinois School Law Survey, Braun, Twelfth Edition. This book may be available from your Principal or Superintendent .

3 Calendar of Topics Date Topics Readings Notes You must have an active ECOM account. Review of the Access the course at Westernonline D2L site will be You will need high speed internet. Use of conducted a laptop computer for class is highly during the first recommended. session.

WIU has converted to Google email/Apps. Convert by going to U Tech site and schedule a migration. Weekend CASE ASSIGNMENTS ACTIVITIES – One Read ONLY the listed cases for illustration. READING Read the chapter text in entirety. Then read the listed cases. Session 1 Hartzell v. Connell Introductions, DTL Rose v. Council Google Reading the law Chap. 1, Chap. 2 Historical Perspective

Session 2 Brown v. Board Chap. 3 The Role Swann v. Charlotte M of Fed. Gov., Parents Involved in SC v. Seattle SD Chap. 20 Desegregation Spears v. Jefferson Chap. 12 Tort, Wallmuth v. Rapides Parish review Fishbone Hammond v. Board of Ed. Carroll Activity in Course documents. Session 3 Wisconsin v. Yoder, Murphy v. State of Ark., Chap. 6 Case Study 1 Workman v. Mingo Co. Schools Attendance, Be familiar with the Bring copies attendance and of student- school choice parent statutes for your handbooks state and for from any level NCLB from your Case Study 1 district. (Course documents)

Meyer v. Nebraska Chap. 7 Epperson v. Arkansas Instructional Edwards v. Aquilland Program Debra P. v Turlington

4 Weekend Tinker v. Des Moines Chap. 8 Student Two Hazelwood v. Kuhlmeier Rights of Case 1 DUE Canady v. Bossier PSB Expression Session 4 Peer Review Final copy TBA in Dropbox on WOL .

New Jersey v, T.L.O Chap. 9 Search Bring your Vernonia SD v. Acton, and seizure district technology Goss v. Lopez Chap.10 Student policy for Davis v. Monroe Co. BOE Rights – Due students and Process student handbook

Session 5 Pickering v. BOE Chap. 16 Review Stroman v. Colleton CSD Teachers Rights PERA/FOIA Mayer v. Monroe CSDC Requirements Garcetti v. Ceballos in WOL links Freedom of Information Act Case Two collaboration and presentation

Mid Term Exam – Online Open dates TBA

Weekend Follow up Case Two Post briefs in Three Dropbox Date TBA

Session 6 Florence Co. v. Carter Chap. 11 SPED RTI - IEP – Irving ISD v. Tatro 504– Bring Honig v Doe your school’s Martinez v. SB Hillsborough processes and handbooks

In Class Case Activity SPED 504

Session 7 Lemon v. Kurtzman Chap. 5 Church

5 Wallace v. Jaffee and State Lee v. Wiseman Board of Ed. V. Mergans Santa Fe ISD v. Doe See WOL Materials Session 8 Final Exam TBA Online Open dates TBA

6 Assessment

Activity Points Notes Examinations (2) 100 Mid term Both taken online. 100 Final Case Law Problems 50 points each. 1. Attendance (100) 2. Teacher Evaluation Participation and attendance 50 points One original post and two responses on the Law Grade Scale: Implications Board required. Class discussion and online 93-100 A collaboration required. 85-92 B Voluntary contributions to 70-84 C Twitter at #legaleagle1 60-69 D Below 60 F

Additional Resources

Findlaw Internet Legal Resources http://laws.findlaw.com and others. LexisNexis on WIU library database. http://www.lexisnexis.com/hottopics/lnacademic/

7 Policies and Expectations

Attendance (For courses at the 500 level) A student who is absent for more than 50% of a scheduled day of a Weekend Academy class will be assigned a grade of incomplete (I) by the instructor and must make up the appropriate day in its entirety the next time the course is offered (or by special arrangements) in order to change the Incomplete to a letter grade. If a student is absent for more than 50% of the first day of a weekend academy class, the instructor may, at his/her discretion, either exclude the student from attending the class or award an incomplete under this attendance policy. Make up time will be arranged with the instructor.

Incomplete Grade for Missing Course Requirements An incomplete grade may be given only when a student, due to circumstances beyond his or her control, is unable to complete course requirements within the official limits of the term. The instructor may allow additional time for completion of the requirements after consideration of a written petition from the student to the instructor. The petition must include what the student will do to complete the requirement and the expected date of completion of the incomplete requirements.

Academic Accommodations In accordance with University policy and the Americans with Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. For the instructor to provide the proper accommodation(s) you must obtain documentation of the need for an accommodation through Disability Support Services and provide it to the instructor. It is imperative that you take the initiative to bring such needs to the instructor's attention, as he/she is not legally permitted to inquire about such particular needs of students. Students who may require special assistance in emergency evacuations (i.e. fire, tornado, etc.) should contact the instructor as to the most appropriate procedures to follow in such an emergency. Contact Disability Support Services at 298-2512 for additional services.

ACADEMIC DISHONESTY:

Western Illinois University, like all communities, functions best when its members treat one another with honesty, fairness, respect, and trust. Students have rights and responsibilities (http://www.wiu.edu/provost/student/) and students should realize that deception for individual gain is an offense against the members of the entire community, and it is the student's responsibility to be informed and to abide by all University regulations and policies on Academic Integrity. Plagiarism, cheating, and other forms of academic dishonesty constitute a serious violation of University conduct regulations. Students who engage in dishonesty in any form shall be charged with academic dishonesty. It is a duty of faculty members to take measures to preserve and transmit the values of the academic community in the learning environment that they create for their students and in their own academic pursuits. To this end, they are expected to instill in their students a respect for integrity and a desire to behave honestly. They are also expected to take measures to discourage student academic dishonesty, to adjust grades appropriately if academic dishonesty

8 is encountered, and, when warranted, to recommend that additional administrative sanctions be considered. Grading policies are the exclusive prerogative of the faculty; administrative sanctions are under the authority of the Director of Student Judicial Programs. This document provides policies and procedures to be followed when academic dishonesty is encountered.

Definitions of Academic Dishonesty The following definitions and examples are not meant to be exhaustive. The University reserves the right to determine, in a given instance, what action constitutes a violation of academic integrity. 1. Plagiarism Plagiarism is intentionally or knowingly presenting the work of another as one's own. Plagiarism occurs whenever: 1.1. one quotes another person's actual words or replicates all or part of another's product without acknowledgment. This includes all information gleaned from any source, including the Internet. 1.2. one uses another person's ideas, opinions, work, data, or theories, even if they are completely paraphrased in one's own words without acknowledgment. 1.3. one uses facts, statistics, or other illustrative materials without acknowledgment. 1.4. one fails to acknowledge with a citation any close and/or extended paraphrasing of another. 1.5. one fails to use quotation marks when quoting directly from another, whether it is a few words, a sentence, or a paragraph. 2. Typical examples: Submitting, as one's own, the work of another writer or commercial writing service; knowingly buying or otherwise acquiring and submitting, as one's own work, any research paper or other writing assignment; submitting, as one's own, work in which portions were produced by someone acting as tutor or editor; collaborating with others on papers or projects without authorization of the instructor. 3. In addition to oral or written work, plagiarism may also involve using, without permission and/or acknowledgment, computer programs or files, research designs, ideas and images, charts and graphs, photographs, creative works, and other types of information that belong to another. 4. Because expectations about academic assignments vary among disciplines and instructors, students should consult with their instructors about any special requirements related to citation. 2. Fabrication and Falsification

9 1. Fabrication or falsification is intentionally and knowingly making unauthorized alterations to information, or inventing any information or citation in an academic exercise. Fabrication (inventing or counterfeiting information) and/or falsification (altering information) occur whenever: 1.1. one alters or falsifies a graded work after it has been evaluated by the instructor and resubmits it for re-grading. 1.2.one invents data in a piece of work or provides a false account of the method by which data were generated or collected. 1.3.one misrepresents by fabricating an otherwise justifiable excuse such as illness, injury, accident, etc., in order to avoid timely submission of academic work or to avoid or delay the taking of a test or examination. 2. Typical Examples: Fabrication--inventing or counterfeiting data, research results, information, or procedures; inventing data or fabricating research procedures to make it appear that the results of one process are actually the results of several processes; counterfeiting a record of internship or practicum experiences. 3. Falsification--altering the record of data or experimental procedures or results; false citation of the source of information (e.g., reproducing a quotation from a book review while indicating that the quotation was obtained from the book itself); altering the record of or reporting false information about practicum or clinical experiences; altering grade reports or other academic records; submitting a false excuse for absence or tardiness in a scheduled academic exercise; altering a returned examination paper and seeking regrading. 2. Cheating 1. Cheating is intentionally using or attempting to use unauthorized materials, information, notes, study aids, solution manuals, or other devices in any academic exercise, test, or quiz. This includes unauthorized communication of information during an exercise. Cheating includes: A.A. possessing unauthorized notes, crib sheets, additional sources of information, or other materials during an examination. A.B.preparing a written answer to an exam question outside of class and submitting that answer as part of an in-class exam. A.C.possessing term papers, examinations, lab reports, or other assignments which were supposed to be returned to the instructor.

10 A.D. altering test answers and then claiming the instructor improperly graded the test or examination. A.E.giving or receiving answers by use of any signals or technology during a test. A. Typical Examples: Copying from another student's paper or receiving unauthorized assistance during a quiz, test or examination; using books, notes, or other devices (e.g., calculators) when these are not authorized; procuring without authorization tests or examinations before the scheduled exercise (including discussion of the substance of examinations and tests when it is expected these will not be discussed); copying reports, laboratory work, computer programs or files and the like from other students; collaborating on laboratory or computer programs or files and the like with other students; collaborating on laboratory or computer work without authorization and without indication of the nature and extent of the collaboration; sending a substitute to take an examination. 1. Complicity in Academic Dishonesty 1. Complicity in academic dishonesty is intentionally or knowingly helping, or attempting to help, another commit an act of academic dishonesty. Complicity includes: 1.1. permitting another student to copy one's work during an examination or allowing another student to copy one's paper, lab report, computer program, or other assignments. 1.2. taking an examination or any portion of a course for another student; writing a paper, lab report, computer program, or other assignments for another student. 2. Typical Examples: Knowingly allowing another to copy from one's paper during an examination or test; knowingly and without authorization distributing test questions or substantive information about the material to be tested before the scheduled exercise; collaborating on academic work knowing that the collaboration will not be reported; taking an examination or test for another student, or signing a false name on an academic exercise. (Note: Collaboration and sharing information are characteristics of academic communities. These become a violation when they involve dishonesty. Instructors should make expectations about collaborations clear to students. Students should seek clarification when in doubt). 2. Abuse of Academic Materials

11 1. Abuse of academic materials is intentionally or knowingly destroying, stealing, or making inaccessible library or other resource material. 2. Typical Examples: Stealing or destroying library or reference materials needed for common academic exercises; hiding resource materials so others may not use them; destroying computer programs or files needed in academic work; stealing or intentionally destroying another student's notes or laboratory experiments; receiving assistance in locating or using sources of information in an assignment where such assistance has been forbidden by the instructor. (Note: The offense of abuse of academic materials shall be dealt with under this policy only when the abuse violates standards of integrity in academic matters, usually in a course or experience for which academic credit is awarded). 2. Multiple Submissions 1. Multiple submissions occurs when one intentionally or knowingly submits substantial portions of the same academic work (including oral reports) for credit more than once without the explicit authorization of both instructors. 2. Typical Examples: Submitting the same or substantially the same work for credit in more than one course without prior permission of both instructors. Building upon or reworking prior work is acceptable with permission of both instructors.

Student Rights and Responsibilities A complete set of links to student rights and responsibilities can be found at the following URL: http://www.wiu.edu/Provost/students/.