Staff Development Module 1 ELAD 6423 Special Education Law Staff Development Module DIRECTIONS: In Module 7, the graduate candidate will develop and present a staff development (otherwise known as professional development) program for classroom teachers that relates to IDEA and the High Impact Law Cases of Special Education. You are to focus this presentation on the key components of IDEA as well as the law cases that you studied in Module 6. During the presentation, you will give an overview of the key components of IDEA. You will also give an overview of each law case and discuss how the ruling impacts general educators when serving students with IEPs. The activity should be organized in a fashion that will allow you to present it in one hour or less. You are to make the actual presentation of your program to teachers in your building. It is suggested that you arrange the presentation through your building principal. Your site-based mentor for this program is required to attend and to sign a verification form. The verification form will be submitted with the other module documents. Use the verification form provided in this document. Candidates will also be required to develop and give an exit survey about the presentation to the participants. A copy of the exit survey will be submitted to blackboard. This module must include the following components: 1. Announcement of the Staff Development Activity 2. A completed participant sign-in sheet (must be scanned and submitted as part of the assignment) 3. An agenda 4. A “hand-out” that provides information to participants (you may use the information from Module 6 for this). This may not be a printed version of the power point. 5. A PowerPoint Presentation that is used for talking points 6. Reflection: Provide the answers to the following questions within a narrative: What did you learn from completing this assignment? Based on the obtained results from the exit survey and experience gained from this module, what would you change in regard to your planning and presenting of the information? How will this knowledge and experience impact students with exceptionalities, you, and others in the profession? 7. Mentor Verification Form 8. A copy of the exit survey to be given to the participants in order to provide you feedback about the presentation. The following laws and cases will be discussed in your presentation: Central Issue IDEA Special Education Services When discussing IDEA, include the explanation of the following Staff Development Module 2 terms and what IDEA expects of both special education and general education instructors in each of the following areas. The description should be paraphrased and not include legal language that a non-special educator would understand.: • Free and Appropriate Public Education (FAP ...

1. Staff Development Module
1
ELAD 6423 Special Education Law
Staff Development Module
DIRECTIONS:
In Module 7, the graduate candidate will develop and present a
staff development (otherwise known
as professional development) program for classroom teachers
that relates to IDEA and the High
Impact Law Cases of Special Education. You are to focus this
presentation on the key components of
IDEA as well as the law cases that you studied in Module 6.
During the presentation, you will give an
overview of the key components of IDEA. You will also give
an overview of each law case and
discuss how the ruling impacts general educators when serving
students with IEPs. The activity

2. should be organized in a fashion that will allow you to present
it in one hour or less. You are to make
the actual presentation of your program to teachers in your
building. It is suggested that you arrange
the presentation through your building principal. Your site-
based mentor for this program is required
to attend and to sign a verification form. The verification form
will be submitted with the other
module documents. Use the verification form provided in this
document. Candidates will also be
required to develop and give an exit survey about the
presentation to the participants. A copy of the
exit survey will be submitted to blackboard.
This module must include the following components:
1. Announcement of the Staff Development Activity
2. A completed participant sign-in sheet (must be scanned and
submitted as part of the
assignment)
3. An agenda
4. A “hand-out” that provides information to participants (you
may use the information from

3. Module 6 for this). This may not be a printed version of the
power point.
5. A PowerPoint Presentation that is used for talking points
6. Reflection: Provide the answers to the following questions
within a narrative:
What did you learn from completing this assignment?
Based on the obtained results from the exit survey and
experience gained from this module,
what would you change in regard to your planning and
presenting of the information?
How will this knowledge and experience impact students with
exceptionalities, you, and others
in the profession?
7. Mentor Verification Form
8. A copy of the exit survey to be given to the participants in
order to provide you feedback about
the presentation.
The following laws and cases will be discussed in your
presentation:
Central Issue

4. IDEA Special Education Services
When discussing IDEA, include the explanation of the
following
Staff Development Module
2
terms and what IDEA expects of both special education and
general
education instructors in each of the following areas. The
description
should be paraphrased and not include legal language that a
non-special educator would understand.:
• Free and Appropriate Public Education (FAPE)
• Least Restrictive Environment (LRE)
• Inclusion
• Individualized Educational Program (IEP)
• Extended School Year Services (ESY)
• LRE in Nonacademic Settings
• Private School Settings

5. 1. BOE of Hendrick Hudson Central School District v. Rowley
Placement
2. Doug C. v. Hawaii Parental Involvement
3. Larry P. v. Riles Racial Profiling
4. Deal v. Hamilton County BOE IEP
5. Florence County School District 4 v. Carter Private Schools
6. Hartman v. Loudown County BOE Discipline/LRE
7. Honig v. Doe Dangerous IEP Students
Within Honig V. Doe, include the explanation of the
following terms:
• Short Fixed-Term Suspensions
• Accumulated Suspensions
• In-School Suspensions
• Expulsions; Long-Term Suspensions
• Interim Alternative Setting

6. • Home-Bound Settings
• Stay-Put
• Manifestation Determination
• Functional Behavioral Assessment
8. Doe v. Withers Punitive Damages
9. Clyde K. v. Pauyakkup School District BD/ED
Placement
10. Irving Independent School District v. Tatro Related
Services/Health
Care
Staff Development Module
3
Submitting your work:
Upon completion of the staff development activity, the eight
components are to be submitted into
Blackboard. If possible, you should submit them in one

7. document. It may be necessary for you to
submit in separate documents…especially the participant sign-in
sheet, verification form and
power point.
Verification form and Rubric are below

8. Staff Development Module
4
MENTOR VERIFICATION FORM
ELAD 6423 SPECIAL EDUCATION LAW
STAFF DEVELOPMENT ACTIVITY

9. This form verifies that _________________________________
conducted a staff development
(Print Name of Graduate Student)
activity for his/her colleagues about the High Impact Laws of
Special Education. The graduate
student addressed all topics listed in the guidelines for the staff
development project for ELAD 6423-
Special Education Law. The staff development activity was
conducted in my presence.
Mentor Comments:
___________________________
___________________________
Name of Mentor (please print) Graduate Student
Signature
________________________________
________________________________
Mentor Signature Date of Presentation

10. Staff Development Module
5
Staff Development Module Rubric
RUBRIC
The Graduate Candidate:
CRITERIA EXEMPLARY
5 points
ACCEPTABLE
4 points
UNACCEPTABLE
0-3 points
1.
CEC Standard
6.2
IGC-IIC 6 K3
Major
Legislation

11. Uses foundational
knowledge of IDEA and
current issues to provide
guidance/information to
the general education
teacher regarding their role
in serving individuals with
exceptionalities [e.g.,
provides a clear, accurate
and detailed explanation of
IDEA and its components]
Uses foundational
knowledge of IDEA and
current issues to provide
information to the general
education teacher [e.g,
provides a general

12. overview of the law but
does not include the role
of the general education
teacher].
Fails to use accurate
foundational knowledge of
IDEA and current issues to
provide information to the
general education teacher
[e.g, provides a general
overview of the law but
does not include the role of
the general education
teacher].
2.
Special
Education
Process and

13. Procedures
CEC Standard
6.1
ICSI 6K6
Presents a clear, accurate
and detailed overview with
information about the
Hendrick Hudson v.
Rowley case (to include
issues, assurances, and due
process rights related to
assessment eligibility and
placement within a
continuum of services) and
leads a discussion on how
the outcome impacts
special and general
education teachers when

14. serving students with
IEPs.
Presents an accurate
overview with information
about Hendrick Hudson
v. Rowley case (to include
issues, assurances, and due
process rights related to
assessment eligibility and
placement within a
continuum of services).
Presents an unclear and
inaccurate overview with
information about
Hendrick Hudson v.
Rowley.
3.

15. Role of
Families
CEC Standard 6
ICSI 6 K7
Presents a clear, accurate
and detailed overview with
information about the
Doug C. v. Hawaii case
(to include the role of
families in the educational
process) and leads a
discussion on how the
outcome impacts special
and general education
teachers when serving
students with IEPs.
Presents a clear, accurate

16. and detailed overview with
information about the
Doug C. v. Hawaii case
(to include the role of
families in the educational
process).
Presents an unclear and
inaccurate overview with
information about
Doug C. v. Hawaii case.
4. Presents a clear, accurate Presents a clear, accurate Presents
an unclear and

17. Staff Development Module
6
CEC Standard
6.3
IGC-IIC 6 K7
Diversity
and detailed overview with
information about the
Larry P. v Riles case (to
include diversity as a
complex human issue that
can interact with the
delivery of special
education services) and
leads a discussion on how
the outcome impacts
special and general

18. education teachers when
serving students with
IEPs.
and detailed overview with
information about the
Larry P. v Riles case (to
include diversity as a
complex human issue that
can interact with the
delivery of special
education services).
inaccurate overview with
information about
Larry P. v Riles case.
5.
Planning of the
IEP

19. CEC Standard
7.3
ICSI 7 K2
Presents a clear, accurate
and detailed overview with
information about the Deal
v. Hamilton County BOE
case (to include the roles
of individuals with
exceptionality, families
and school and community
personnel in the planning
of an IEP) and leads a
discussion on how the
outcome impacts special
and general education
teachers when serving

20. students with IEPs.
Presents a clear, accurate
and detailed overview with
information about the Deal
v. Hamilton County BOE
case (to include the roles
of individuals with
exceptionality, families
and school and community
personnel in the planning
of an IEP).
Presents an unclear and
inaccurate overview with
information about
Deal v. Hamilton County
case.
6.
FAPE

21. CEC Standard 6
IGC-IIC 6 K8
Presents a clear, accurate
and detailed overview with
information about the
Florence County School
District 4 v. Carter case
(to include providing
FAPE in the least
restrictive environment)
and leads a discussion on
how the outcome impacts
special and general
education teachers when
serving students with
IEPs.
Presents a clear, accurate

22. and detailed overview with
information about the
Florence County School
District 4 v. Carter case
(to include providing
FAPE in the least
restrictive environment)
and leads a discussion on
how the outcome impacts
special and general
education teachers when
serving students with
IEPs.
Presents an unclear and
inaccurate overview with
information about the
Florence County School

23. District 4 v. Carter case.
7. Presents a clear, accurate Presents a clear, accurate Presents
an unclear and
Staff Development Module
7
LRE
CEC Standard 6
IGC-IIC 6 S2
and detailed overview with

24. information about the
Hartman v. Loudown
County BOE case (to
include the ethical
responsibility to advocate
for appropriate services for
individuals with
exceptionalities) and leads
a discussion on how the
outcome impacts special
and general education
teachers when serving
students with IEPs.
and detailed overview with
information about the
Hartman v. Loudown
County BOE case (to
include the ethical

25. responsibility to advocate
for appropriate services for
individuals with
exceptionalities).
inaccurate overview with
information about the
Hartman v. Loudown
County BOE case.
8.
Discipline and
Dangerous
Students
CEC Standard 6
ICSI 6 K2
Presents a clear, accurate
and detailed overview with
information about the

26. Honig v Doe case (to
include the laws, policies
and ethical principles
regarding behavior
management planning and
implementation) and leads
a discussion on how the
outcome impacts special
and general education
teachers when serving
students with IEPs.
Presents a clear, accurate
and detailed overview with
information about the
Honig v Doe case (to
include the laws, policies
and ethical principles
regarding behavior

27. management planning and
implementation).
Presents an unclear and
inaccurate overview with
information about the
Honig v Doe case.
9.
Legal
Responsibilities
of Educators
CEC Standard 6
ICSI 6 K4
Presents a clear, accurate
and detailed overview with
information about the Doe
v. Withers case (to
include the legal

28. responsibilities of general
educators working with
individuals with
exceptionalities) and leads
a discussion on how the
outcome impacts special
and general education
teachers when serving
students with IEPs.
Presents a clear, accurate
and detailed overview with
information about the Doe
v. Withers case (to
include the legal
responsibilities of general
educators working with
individuals with
exceptionalities).

29. Presents an unclear and
inaccurate overview with
information about the
Doe v. Withers case.
10. Presents a clear, accurate Presents a clear, accurate
Presents an unclear and
Staff Development Module
8

30. Continuum of
Placement and
Services
CEC Standard 6
IGC-IIC 6 K5
and detailed overview with
information about the
Clyde K. v. Puyallup
School District case (to
include an understanding
of a continuum of
placement and services
available for individuals
with exceptionalities) and
leads a discussion on how
the outcome impacts
special and general
education teachers when

31. serving students with
IEPs.
and detailed overview with
information about the
Clyde K. v. Puyallup
School District case (to
include an understanding
of a continuum of
placement and services
available for individuals
with exceptionalities).
inaccurate overview with
information about the
Clyde K. v. Puyallup
School District case.
11.
Related
Services and

32. Specialized
Healthcare
CEC Standard 6
IGC-IIC 6 K6
Presents a clear, accurate
and detailed overview with
information about the
Irving Independent
School District v. Tatro
case (to include laws and
policies related to
provision of specialized
healthcare in educational
settings) and leads a
discussion on how the
outcome impacts special
and general education

33. teachers when serving
students with IEPs.
Presents a clear, accurate
and detailed overview with
information about the
Irving Independent
School District v. Tatro
case (to include laws and
policies related to
provision of specialized
healthcare in educational
settings).
Presents an unclear and
inaccurate overview with
information about the
Irving Independent
School District v. Tatro
case.

34. EXEMPLARY
9-10 points
ACCEPTABLE
7-8 points
UNACCEPTABLE
0-6 points
12.
Written
Presentation
Skills
CEC
STANDARD
6.5
ICSI 6 S12
Engages in activities that
promote advocacy and
mentoring; provides
evidence of written

35. presentation skills
(informational sheet to
participants identifying
topics of discussion is
detailed, and accurately
addresses all required
information).
Provides evidence of
written presentation skills
(informational sheet to
participants identifying
topics of discussion).
Provides little if any
evidence of written
presentation skill (fails to
provide informational sheet
to participants and/or

36. informational sheet is
inaccurate, and/or fails to
address required
information; unorganized.)
13.
Oral
Presentation
Skills
CEC Standard 6
ICSI 6 S4
Conducts professional
development activities in
compliance with
applicable laws and
policies [as evidenced by:
Presentations utilize
talking points and
discussion and are highly

37. organized; clearly
Conducts professional
development activities in
compliance with
applicable laws and
policies [as evidenced by:
Presentations utilize
talking points; power point
is present].
Conducts professional
development activities that
are inaccurate and/or
unorganized; little
evidence of utilization of
talking points in
compliance with applicable
laws and policies.
Staff Development Module

38. 9
addresses all required
court cases and terms;
power point is present].
EXEMPLARY
5 points
ACCEPTABLE
4 points
UNACCEPTABLE
0-3 points
14.
Participation in
Professional
Activity
CEC Standard
6.4
ICSI 6 S2

39. Participates in professional
activities and learning
communities [as
evidenced by: provides
written announcement of
activity; provides sign-in
sheet; develops agenda;
provides; conducts
evaluation of PD].
Participates in professional
activities and learning
communities [as
evidenced by: provides
written announcement of
activity; provides sign-in
sheet; develops agenda].
Fails to participate in
professional activities and

40. learning communities
and/or PD is poorly
executed.
15.
Reflection
CEC Standard 6
ICSI 6 S11
Reflects on one’s practice
to improve instruction and
guide professional growth
[as evidenced by: provides
detailed reflections that
provide support for beliefs
that relate back to
standards; addresses all
required components in
the reflection guidelines in

41. a detailed manner].
Reflects on one’s practice
to improve instruction and
guide professional growth
[as evidenced by: provides
reflections that provide
support for beliefs;
addresses most required
components in the
reflection guidelines.]
Either fails to provide
reflections or reflections
are poorly developed.
EXEMPLARY
15 points
UNACCEPTABLE
0 points
16. Verification

42. Form
Mentor Verification Form
is Present
Mentor Verification Form
is Not Present
NR222 Health and Wellness
Required Uniform Assignment: Health Promotion Project
Guidelines
NR222 Health Promotion Project Guidelines V6.docx
© 2021 Chamberlain University. All Rights Reserved
31
Grading Rubric
Criteria are met when the student’s application of knowledge
within the paper demonstrates achievement of the outcomes for
this assignment.
Assignment Section and
Required Criteria

43. (Points possible/% of total points available)
Highest Level of
Performance
High Level of
Performance
Satisfactory
Level of
Performance
Unsatisfactory
Level of
Performance
Section not
present in
paper
Introduction and Conclusion
(15 points/15%)
15 points 13 points 12 points 8 points 0 points
Required criteria
1. Introduction establishes the purpose of the paper
and describes why topic is important to health
promotion in the target population in your area.
2. Introduction stimulates the reader’s interest.
3. Conclusion includes the main ideas from the body of

44. the paper.
4. Conclusion includes the major support points from
the body of the paper.
Includes no fewer
than 4 requirements
for section.
Includes no fewer
than 3 requirements
for section.
Includes no fewer
than 2 requirements
for section.
Includes 1 or fewer
requirements for
section.
No requirements
for this section
presented.
Relate Topic to Target Population
(25 points/25%)
25 points 20 points 15 points 10 points 0 points
Required criteria
1. Describes the topic and target cultural population.
2. Includes statistics to support significance of the
topic.

45. 3. Explains how the project relates to the selected
Healthy People topic area.
4. Applies health promotion concepts.
Includes no fewer
than 4 requirements
for section.
Includes no fewer
than 3 requirements
for section.
Includes no less
than 2 requirements
for section.
Includes 1 or fewer
requirements for
section.
No requirements
for this section
presented.
Summary of Articles
(25 points/25%)
25 points 23 points 21 points 10 points 0 points
Required criteria
1. A minimum of three (3) scholarly articles, from the
last 5 years, are used as sources.
2. Articles meet criteria of being from scholarly

46. journals and include health promotion and wellness
content.
3. At least one article is related to the chosen cultural
Includes no fewer
than 6 requirements
for section.
Includes no fewer
than 5 requirements
for section.
Includes no fewer
than 4 requirements
for section.
Includes 1-3
requirements for
section.
No requirements
for this section
presented.
NR222 Health and Wellness
Required Uniform Assignment: Health Promotion Project
Guidelines

47. NR222 Health Promotion Project Guidelines V6.docx
© 2021 Chamberlain University. All Rights Reserved
41
group.
4. Summaries all key points and findings from the
articles.
5. Includes statistics to support significance of the
topic.
6. Discusses how information from the articles is used
in the Health Promotion Project, including specific
examples.
Health Promotion Discussion
(25 points/25%)
25 points 23 points 21 points 10 points 0 points
Required criteria
1. Describes approaches to educate the target
population about the topic.
2. The approaches are appropriate for the cultural
target population.
3. Identifies specific ways to promote lifestyle changes
within the target population.
4. Applies health promotion strategies.
Includes no fewer

48. than 4 requirements
for section.
Includes no fewer
than 3 requirements
for section.
Includes no fewer
than 2 requirements
for section.
Includes 1 or fewer
requirement for
section.
No requirements
for this section
presented.
APA Style and Organization
(10 points/10%)
10 points 9 points 8 points 4 points 0 points
Required criteria
1. TurnItIn is used prior to submitting paper for
grading.
2. Revisions are made based on TurnItIn originality
report.
3. References are submitted with assignment.

49. 4. Uses current APA format and is free of errors.
5. Grammar and mechanics are free of errors.
6. Paper is 3-4 pages, excluding title and reference
pages.
7. Information is organized around required
components and flows in a logical sequence.
Includes no fewer
than 7 requirements
for section.
Includes no fewer
than 6 requirements
for section.
Includes no fewer
than 5 requirements
for section.
Includes 1-4
requirements for
section.
No requirements
for this section
presented.
Total Points Possible = 100 points