Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

EDE 385 Diagnosis & Remediation forMath Difficulties
Marsh, Jonathan Scott


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDE 385 Diagnosis & Remediation for Math Difficulties

Semester

SP 2010 HO

Faculty

Marsh, Scott

Title

Adjunct Faculty

Degrees/Certificates

B.S. Elementary and Middle School Education Minor in Mathematics
M.A. Curriculum Instruction
ED.S. Urban Leadership

Office Location

You may reach me at home or on my cell phone.

Office Hours

Please call Wednesdays between 5 and 8pm or weekends between 9 and noon.

Daytime Phone

(816) 507-5638

Other Phone

816 4524888

E-Mail

Scott.Marsh@park.edu

marshs@parkhill.k12.mo.us

Class Days

----R--

Class Time

2:25 - 4:55 PM

Credit Hours

3


Textbook:

Required Texts/Materials:

 

Missouri Department of Elementary and Secondary Education. (2004). Mathematics grade-level

            expectations. Jefferson City, MO: Author.

-       May be accessed at

      http://dese.mo.gov/divimprove/curriculum/GLE/MAgleversions.html

 

Missouri Department of Elementary and Secondary Education. (1996). Missouri show-me

standards. Jefferson City, MO: Author

-       May be accessed at http://www.dese.mo.gov/standards/

 

Missouri Department of Elementary and Secondary Education. (2003). MoSTEP 1.2.1.1

            mathematics competencies Grades 1 - 6. Jefferson City, MO: Author.

-       May be accessed at http://www.dese.mo.gov/divteachqual/teached/competencies/math_1-6_4-23-03_.pdf

 

Tucker, B.F., Singleton, A.H., & Weaver, T.L. (2006). Teaching mathematics to all children: Designing and adapting instruction

to meet the needs of diverse learners, (2nd ed,). Upper Saddle River, NJ: Pearson Education, Inc.

            - ISBN # 0-131-17574-2

 

Electronic Portfolio (Foliotek www.foliotek.com)

 

All SFE students are required to purchase a license to use the Foliotek electronic portfolio to produce a SFE portfolio, a graduation requirement. A license may be purchased for 6 yrs. - $125.00, 5 yrs. - $120.00, 4 yrs. - $112.00, 3 yrs. - $87.00, 2 yrs. - $59.00, or 1 yr - $30.00. To make arrangements to purchase a Foliotek license, you must contact Carol Williams at Carol.Williams@park.edu and provide your full name, student ID number, program (i.e., BSEE or BSECE), and # of years you wish to purchase the Foliotek license. Within a few days, you will receive an email from Foliotek with online purchasing information. Upon receipt of this email, you may purchase your Foliotek contract. After receipt of your payment, you will receive your login information from Foliotek. You must then send a final email to Carol Williams (Carol.Williams@park.edu) requesting she provide your current education professors and academic advisor - list them - access to review your portfolio. It is imperative you complete this final step!!

 Recommended Text:

 

Marzano, R. (2006). Classroom Assessment and Grading that Works. Alexandria, VA:

Association for Supervision and Curriculum Devlelopment.

 

National Council of Teachers of Mathematics. (2000). Principles and standards for school

            mathematics: An overview. Reston, VA: Author.

 

Parker, K., City, E., Murnane, J. Eds. (2006). Data wise: A step-by-step guide to using

assessment results to improve teaching and learning. Cambridge, MA: Harvard Press. 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EDE385 Diagnosis and Remediation for Math Difficulties: This coursewill study effective/diagnostic and instructional techniques, including remedial strategies, for the teaching of mathematics to prepare preservice teacher candidates to work with elementary school students. Preservice teacher candidates will apply their knowledge of the assessment/diagnostic process and prescriptive teaching strategies to work directly with students in the area of mathematics during a field experience in an elementary school setting. Prerequisites: MA110/EDU110 (or equivalent course) and admission to the School for Education. To be taken concurrently with EDE or EDC 360C Practicum. 3:0:3

Educational Philosophy:

The instructor’s educational philosophy is to encourage learners to interact with one another—to share knowledge, skills, experiences, thoughts, and beliefs—in a climate of mutual respect and appreciation of differences in order to enhance professional/personal knowledge and skills. A variety of instructional formats are utilized, including lectures, readings, quizzes, dialogues, examinations, Internet, online, videos, web sites, and writings, with the goal of motivating the learner to self-reflect and analyze how new/enhanced knowledge and skills can be applied to improve his/her future educational practices.

Learning Outcomes:
  Core Learning Outcomes

  1. Describe the learning characteristics that make mathematics difficult for some learners and discuss how these characteristics might impact their learning.
  2. Discuss the universal features for making mathematics meaningful for all learners.
  3. Evaluate, select or develop, administer, and interpret a variety of informal and formal math assessments used with all learners.
  4. Use assessment results to diagnose, develop, and adjust appropriate prescriptive instructional interventions to meet individual learners' needs for improving math skills across the mathematical content strands.
  5. Recommend and justify the use of prescriptive instructional strategies and interventions to provide effective math instruction to meet individual learners' needs for improving math skills across the mathematical content strands.
  6. Evaluate, select or develop, adopt, and use a variety of curriculum materials and technology appropriate to meet the individual learners' needs for improving math skills across the mathematical content strands.
  7. Identify and use professional skills in communication and collaboration with learners, parents, and professional peers regarding individual learners' math performance and achievement.
  8. Practice reflective analysis to increase his/her professional knowledge, skills, and dispositions.


Core Assessment:

Class Assessment:

You are required to:

 

1.     Compile a Math Activities Resource Notebook to serve as a reference of math activities you may use in your professional practice to meet the needs of diverse learners (MoSTEP 1.2.4.1; 1.2.4.2; 1.2.5.1). Specifically, you are to select one of the math activities presented in each of the chapters, chapters 4 – 12 (ranging from Beginnings to Data Analysis and Probability), in the Tucker, Singleton, and Weaver text Teaching Mathematics to ALL Children and create a written two (2) page description (with appropriate headings) to add to your Math Activities Resource Notebook. For each description (9 total), you must include:

 

a.)    Name of Activity

b.)    Purpose

-    What specific math skill(s) are targeted in this activity? Are these process or content standards or both?

c.)    Description

-    Identify the steps involved in using this instructional activity.

-    List all materials and/or resources needed to complete this activity.

-    Estimate approximately how much time this activity would take to complete.

d.)    Rationale of Effectiveness

-    Given what you know about the characteristics of children who have difficulties learning math, provide a rationale for the effectiveness of this activity for students who may have math learning problems.

 

Each completed description must be submitted as an attachment (.doc or .pdf file) to the appropriate dropbox basket in the EDE 385 e-Companion website.

 

2.     Complete online discussion activities (8 total) on assigned readings or class discussion. For reading assigned (e.g., articles) by the Instructor, you are to complete an online discussion activity designed to enhance your knowledge and/or skills related effective mathematics instruction (MoSTEP 1.2.5). The discussion activity will require that you carefully read the assigned reading, or reflect on class discussion, post an initial response to the Instructor’s question(s) related to the reading, and engage in the ongoing discussion about the reading by responding to peers’ reflections to the topic(s) contained in the assigned reading. Thus, at a minimum, you must post an initial response by the due date and respond to at least one peer’s comments within a 48-hr period after posting your initial response. These posting must occur on two (2) different days; this will allow time for the discussion to be expanded and elaborated. These discussions will take place on the EDE 385 e-Companion website. A Rubric for the Discussion Activities may be located in document sharing, category Rubrics on the EDE 385 e-Companion website.

a.)    Initial post- within 48 hours of class.

b.)    Response posts- by the next class period.

 

3.     Create a partial Teacher Work Sample (TWS) that uses children’s literature to teach a lesson on a mathematical strand (i.e., math knowledge and skills) (MoSTEP 1.2.4.1; 1.2.4.2; 1.2.5.1). Research has shown the benefits of literature-based mathematics (Haury, 2001); therefore, you are to use children’s literature to prepare a math lesson plan for a general education classroom. Specifically, you are to:

 

Identify and select a children’s book you wish to include in a lesson plan (TWS performance standards II, III, IV, and VI) designed to enhance students’ knowledge and skills related to mathematics. There are several online resources that provide information about children’s literature books that emphasize mathematics education, such as…

    Resources: Teaching Mathematics with Children’s Literature http://fcit.usf.edu/math/resource/bib.html

    Math and Literature: Perfect Together http://www.mrsmcgowan.com/math/math_and_literature.htm

    Mathematics and Children’s Literature http://sci.tamucc.edu/%7Eeyoung/literature.html

 

Once you have selected a children’s book you plan to use, then you must prepare an annotated bibliography (1 page) in which you provide:  (1.) the citation of book (follow APA guidelines), (2.) a brief description of the book (i.e., brief narration of the story line), (3.) approximate grade-level and/or age-level appropriate for this book, (4.) mathematical strands relative to this book, and (5) your name as reviewer. Your annotated bibliography must be uploaded to the e-Companion website in document sharing, category Children’s Literature. The same book cannot be used by more than one person; therefore, select your book and post your annotated bibliography early to insure your first choice. After everyone posts their annotated bibliographies, you will have additional information about potential future resources to use in your teaching of mathematics. 

 

After you select a children’s book, prepare a lesson plan (TWS performance standards II, III, IV, and VI) that utilizes the book to teach mathematical knowledge and/or skills. The lesson plan may cover one class period or multiple class periods. The lesson plan may be a pre-existing one or one created from scratch; however, if you use a pre-existing lesson plan, then you must reference your source. The lesson plan may be at any level (grades K-6) and include any mathematical strand of your choosing.

Regardless of its source, the lesson plan must follow the format of the Lesson Plan Outline described in the TWS provided by the Instructor. It must include all the essential elements including:

    Introduction

    Content (TWS Performance Standards II Learning Goals and III Assessment Plan)

    Process (TWS Performance Standard IV Design for Instruction)

    Product  (TWS Performance Standard VI Analysis of Learning Results)

 

                  After you have completed your TWS, upload your completed TWS to document

                  sharing, category Teacher Work Sample to share it with other students in class. After  

                  everyone posts their TWS, you will have additional future resources to use in your

                  teaching of mathematics. You should also be prepared to verbally share your TWS

                  with others in class.

 

You must submitted your completed TWS to the appropriate dropbox basket on the EDE 385 e-Companion website for Instructor grading.

 

Note: A detailed description of the TWS and the TWS Rubric may be found in document sharing, category Teacher Work Sample on the EDE 385 e-Companion website.

 

4.     To increase your knowledge and skills on how to select, adapt, and use instructional strategies and materials according to the needs of diverse learners, particularly those who may have math learning problems (MoSTEP 1.2.5.1), you are to complete 4 classroom mini-lessons presented in class. (One of these may be your TWS assignment.) Each lesson must have:

 

a.)   Brief description of the purpose and audience for the lesson.

b.)   Must demonstrate ability to differentiate in order to reach diverse learners.

c.)   Reference or connection to a real life situation, or rational behind student interest.

d.)   Brief description of a possible pre-testing source of information, description of formative assessment strategies, and description of summative assessment.

e.)   Post copies of your lesson for sharing with class members such that they may add to their file of possible lessons.

 

5.     Complete a reflective essay that address the knowledge and skills associated with the MoSTEP 1.2.5.1 performance indicator. For all students, particularly those with special learning needs, to be successful, it is important that the preservice teacher “…selects alternative strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs” (MoSTEP 1.2.5.1). Education students are required to address all of the MoSTEP quality and performance indicators in their SFE portfolio, a graduation requirement. Completion of this assignment will help support the continued development of your SFE Portfolio.

 

To complete this assignment, you must follow the guidelines and criteria outlined in the SFE Portfolio Rubric. A copy of the SFE Portfolio Rubric may be found in document sharing, category Rubrics on the EDE 385 e-Companion website.

 

Note: EDE 385 assignments that may be used to provide evidence of your knowledge and skills (i.e., artifact) related to this indicator include: In-class Mini Lessons, Teacher Work Sample, and Applied Case Study (Core Assessment). 

 

To help you complete this assignment, you will be assigned to a peer group. In your peer group, you will work together to think and write about the MoSTEP 1.2.5.1 indicator. As you prepare your essay, you will engage in the writing process – prewriting, writing, reviewing, editing, reviewing, and revising – within your group. As you engage in the writing process in your group, the goal is to produce successively improved drafts of the essay based on feedback from your group. Thus, you should plan on revising at least two drafts of the essay BEFORE you submit you final draft to the Instructor for grading. Refer to the Course Schedule for information about due dates. Your completed essay must be submitted via your electronic portfolio for Instructor grading; therefore, you must contact Carol Williams at Carol.Williams@park.edu and provide permission for the Instructor to review your portfolio. The Instructor will be monitoring the discussions and activities of your peer group throughout the course.

 

6.     Complete the Core Assessment. All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is the Applied Case Study (ACS) and will account for a significant part of the total grade and address core learning outcomes 2, 3, 4, 5, 6, 7, and 8.

 

While in the field (Practicum), the preservice teacher candidate will work with his/her University Instructor, Practicum Instructor, and the assigned Cooperating Teacher to identify a student who would benefit from additional instructional support in the area of mathematics and who would be appropriate to participate in the Applied Case Study (APC). The Applied Case Study will consist of a Pre-Assessment Profile and a Post-Assessment Report. Specifically, the preservice teacher must:

 

A.   Complete a Pre-Assessment Profile, which must include:

1.     A general description of the student involved in the Applied Case Study (APC). The description of the student must include the student’s age, grade, gender, ethnicity/race, SES, reason for teacher referral (based on interview of the teacher) and an overview of previous math performance (e.g., previous test scores, CBM).  

2.     A summary of the pre-assessment results. The pre-assessment of the student must be conducted in the school setting, and consist of an error analysis, and at least two other informal means of assessing the student’s math knowledge and skills, and his/her attitude about math. The summary of the pre-assessment must include a description of the informal assessments used, a rationale for the use of these types of assessments, specific results from each of the assessments completed, and an overall analysis of the student’s strengths and needs. Copies of all assessments used must be attached to the Pre-Assessment Profile in an Appendix.

3.     An individualized instructional plan. Based on the results from the pre-assessment, a prescriptive instruction plan for the student must be developed to address the individual needs of the student. The prescriptive instructional plan must include a description and justification of at least two (2) mathematical strategies/activities selected to address the specific needs of the student. Each of the strategies/activities in the plan must be linked to MoSTEP Show-Me Standards and Mathematics GLE. This plan will be use to guide instruction during tutoring sessions.

B.  Complete a Post-Assessment Report, which must include:

1.     Summaries of Tutoring Sessions. The preservice teacher candidate implements the instruction plan by conducting tutoring sessions with the student. At the conclusion of each tutoring session, a Post-Session Reflection Sheet (PSPR) must be completed to track and analyze each tutoring session. These PSPRs will be shared regularly during class sessions with peers and Instructor, and with the Cooperating Teacher at the school site. Copies of all the PSPRs must be attached to the Post-Assessment Report in an Appendix.

2.     A summary of post-assessment results. After tutoring instruction, a post-assessment is conducted for the student. The summary of the post-assessment must include a description of the informal assessments used, a rationale for the use of these types of assessments, specific results from each of the assessments completed, an overall analysis of the student’s strengths and needs, and a critical reflection on the effectiveness of the instructional plan and tutoring sessions in meeting the student’s identified needs. Copies of all assessments used must be attached to the Pre-Assessment Profile in an Appendix.

3.     An overall conclusion. Provide an overall analysis describing what the preservice teacher has learned about the student’s knowledge, skills, and attitude about mathematics and offer suggestions for future support of the student.

C.    The Applied Case Study, including the Pre-Assessment Profile and the Post-Assessment Report, will be copied and given to the student’s teacher, who may wish to share it with the student’s parents.

D.   The Applied Case Study will be shared during a formal class presentation with peers and the Instructor.

 

 

Grading:

The final grade will be based on the percentage of total points earned.

 

            A = 90 – 100 %                       

            B = 80 – 89 %                                   

C = 70 – 79 %                       

            D = 60 – 69%                       

            F = 59% or lower            

           

Points may be earned as follows:

                                                                                                       Points

 

§  Attendance/Participation                              30

§  Math Activities Resource Notebook                    90 (9 descriptions x 10 pts. each)

§  Online Discussion Activities (Journal)                  80 (8 activities x 10 pts. each)

§  Demonstrations of Math Activities                    200 (4 activities x 50 pts. Each)

§  Partial Teacher Work Sample                     100

§  MoSTEP 1.2.5.1 Essay for Portfolio               100  

§  Applied Case Study (Core Assessment)               400

                                                                  TOTAL POINTS:      1000

Late Submission of Course Materials:

ALL assignments, even if late, are required to earn a grade for this course. Late assignments will result in the loss of points - 10% per calendar days past the due date x total points possible for the assignment.

 

Classroom Rules of Conduct:

You are expected to:

 

§  Attend class on a regular basis. Come to class on time. (See Instructor's attendance policy).    

§  Turn in assignments to the Instructor on time (see course schedule for more specific information regarding due dates).

§  Read, understand, and follow the course syllabus. The course syllabus should serve as a resource for this course and, as a result, should be consulted frequently.

§  Use the EDE 385 e-Companion (e.g., announcements, gradebook, document sharing, dropbox, threaded discussions, webliography) (www.parkonline.org) as directed by the Instructor. This is a blended class, meaning we will be using a combination of face-to-face and online formats to complete the course. Moreover, there will be several class sessions that will meet online, so not all class sessions will be held face-to-face. Please refer to the course schedule for more information. Because this course is a blended course (i.e., using both the face-to-face AND online formats), to be successful, it is imperative you become familiar with using the e-Companion website.

§  Use the Foliotek electronic student portfolio to submit the MoSTEP 1.2.5.1 performance indicator essay for Instructor grading – NO EXCEPTIONS.

§  Submit all electronic copies of assignments as .doc or .pdf files, not .docx files. Submit assignments as directed by the Instructor; assignments submitted incorrectly will NOT be accepted.

§  Access the professional education literature to complete research requirements in course assignments. If you are unfamiliar with Library’s educational databases (e.g., EBSCOhost research database; Educational Resources Information Center/ERIC), you are encouraged to make an appointment with one of Park’s Reference Librarians for instruction and guidance.

§  Check your PirateMail on a regular basis for current information about what is happening in the course, the Graduate School for Education, and the University in general. With Park moving towards using a "paperless" system, it is critical you be able to receive and send important communication via Park's PirateMail system. For specific information regarding PirateMail, see undergraduate catalog.  If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024.

§  Complete reading assignments prior to the class session, bring textbook(s)/materials to class, and consistently contribute meaningfully to class discussions. You are expected to fully participate in all class activities, including lectures and discussions, demonstrations, presentations, small group projects, and any other type of in-class and online activities that may occur.

§  Conduct yourself in a highly professional manner. In addition to those guidelines about student conduct established by the University (e.g., cheating, plagiarism) and the School for Education (i.e., teacher dispositions), professionalism includes such things as establishing positive relationships and engaging in positive interactions with peers, colleagues, and instructors; attending respectfully to others who are sharing information with the class or group; and being flexible to unforeseen changes in the course syllabus.

§  Use current APA style in all aspects of written assignments (e.g., double-space, indent paragraphs, page numbers in upper right, correct in-text citations, references, etc.).  Failure to demonstrate appropriate use of current APA style will result in a reduction of points for the assignment (i.e., minimum of 10% of total grade), as will style, spelling, and format errors. In professional writing, past tense is generally accepted.  Avoid using contractions, personal pronouns, or slang expressions. You MUST use people-first language (e.g., individuals with disabilities; students with learning disabilities). You are encouraged to use the services of the Academic Support Center (Mabee 406, near the Library, 584-6330) for assistance in developing written reports and for editing and style assistance. 

§  Follow regulations detailed in the Park University 2009 – 2010 Undergraduate Catalog

http://www.park.edu/undergrad/2009_10_undergradcat.pdf and the undergraduate student handbook, Park University Handbook for the Professional Team, School for Education, Revised Spring 2007,

http://www.park.edu/education/documents/NewHANDBOOKRevisedSP07_007.pdf

Course Topic/Dates/Assignments:

 

* The following course schedule of topics indicates dates for readings and assignments to be done. It is tentative for several reasons:  (1) class discussion may indicate content changes; and (2) as we progress, we may decide to devote more or less time to a topic. Subject to the above, we will follow the schedule.  Unless we agree in class to a change in assignment due dates, they will remain as indicated.

 

Week 1 Class Introduction/ Importance of math aptitude/attitude

            Powerpoint

                        Curriculum, Effective Math Teachers, Best Practices

            Attitude/Aptitude Inventory

             Journal Reflection -Why do I want to teach Math? (1 page)

Week 2 Instructional Activities and Diversity

            Chapters 1-2

            Powerpoint

                        Overview of Math Assessment

            Journal Reflection – What is my part as a teacher in education? (1 page)

Week 3 Lesson Design, Early Childhood

            Chapters 3-4

            Powerpoint

                        Overview of Differentiated Instruction & Students with Math or Disability problems

            Journal Reflection – Open, your choice… (1 page)

Week 4 Whole Numbers

Chapters 5-7

Mini lessons 1

Journal Reflection – What would I have done differently and why? (1 page)

Week 5 Fractions, Decimals and Percents

            Chapters 8-9

            Mini lessons 2

            Journal Reflection – What lesson did I observe that seemed to be most effective and why? (1 page)

Week 6 Measurement and Geometry

            Chapters 10-11

            Mini lessons 3

            Journal Reflection – What is good teaching? (1 page)

Week 7 Data Analysis and Probability

            Chapter 12

            Mini lessons 4

            Journal Reflection – How comfortable am I with Data analysis? (1 page)

Week 8 Effective Practice

            Chapter 13

            Journal Reflection – What is a “life long learner”? (1 page)

Course Schedule Continued…

 

Week 9 Begin Practicum!!!! (Who What When Why and HOW)

Core Assessment I- (2-3 pages)

A) Describe your student, the classroom environment, also include the district demographics, (race, SES numbers etc), size of the district, number of teachers, general outcomes on MAP testing, and financial standing.

B) Describe your pre-assessment strategies based on what you know about the information in part “A”. While listing your strategies describe your learning goals, what you intend to find out, teach, and assess for growth. Describe (initially) what you are looking for as an indicator for success.

Week 10 Where are we at, where are we going?

Due: TWS

Core Assessment II- (2 pages)

A) Discuss your pre assessment results and describe your plan for intervention.

B) Discuss in detail your plan for instruction and remediation.  What do you plan to do and why?

Week 11 How are things going?

            Core Assessment III- (1 page)

A) Using formative evaluation methods, describe how your teaching is going and how you know that your student is succeeding. What changes will you need to make to your instructional plan?

Week 12 Are we still on track? (Do I need to make changes?)

            Due: Resource Notebook

            Core Assessment IV-  (1-2 pages)

A) Using formative evaluation methods, describe how your teaching is going and how you know that your student is succeeding. What changes will you need to make to your instructional plan?

            Peer group work on SFE Bring first draft.

Week 13 Are we there yet?

            Core Assessment V- (1 page)

                        A) Describe in detail your summative assessment strategy- indicators for success. The summary of the post-assessment must include a description of the informal assessments used, a rationale for the use of these types of assessments, specific results from each of the assessments completed, an overall analysis of the student’s strengths and needs, and a critical reflection on the effectiveness of the instructional plan and tutoring sessions in meeting the student’s identified needs.

            Peer group work on SFE Bring second draft.

Week 14 How was the trip?

            Core Assessment VI- (2 pages)

                        A) Describe the results of your summative assessment. Did your student make growth? To what extent were you successful?

                        B) Write a conclusion describing your final thoughts about your experience.

            Peer group work on SFE Bring third draft.

Week 15 Finishing up!

Answer follow up questions about Core Assessment-

Due: SFE Essays (Carol.Williams@park.edu)

Week 16 Enjoy your summer!

            Due: Core Assessment and class presentations of Core Assessment.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


Attachments:
SyllabusBibliography:

Allsopp, D.H., Kyger, M.M., & Lovin, L.H. (2007). Teaching mathematics meaningfully:

            Solutions of reaching struggling learners. Baltimore, MD: Paul H. Brookes Publishing

            Co.

 

Allsopp, D.H., Kyger, M.M., Lovin, L., Gerretson, H., Carson, K.L., & Ray, S. (2008).

            Mathematics dynamic assessment: Informal assessment that responds to the needs of

            struggling learners in mathematics. TEACHING Exceptional Children, 40(3), 6-16.

 

Ashlock, R. B. (2006). Error patterns in computation: Using error patterns to improve             instruction. Upper Saddle River, NJ: Pearson Education, Inc.

 

Berch, D.B., & Mazzocco, M.M.M. (2007). Why is math so hard for some children: The nature

            and origin of mathematical learning difficulties and disabilities. Baltimore, MD: Paul H.

            Brookes Publishing Co.

 

Bryant, B.R., & Bryant, D.P. (2008). Introduction to the special series: Mathematics and learning

            disabilities. Learning Disability Quarterly, 31(1), 3-8.

 

Bryant, B.R., Bryant, D.P., Kethley, C., Kim, S.A., Pool, C., & Seo.Y. (2008). Preventing

            mathematics difficulties in the primary grades: The critical features of instruction in

            textbooks as part of the equation. Learning Disability Quarterly, 31(1), 21-35.

 

Cohen, L., & Spenciner, L.J.  (2005). Teaching students with mild and moderate disabilities:

            Researched-based practices. Upper Saddle River, NJ: Pearson Education, Inc.

 

Connolly, A.J. (1998). KeyMathRevisedNU: A diagnostic inventory of essential mathematics

manual. Circle Pines, MN: American Guidance Service, Inc.

 

Gurganus, S.P. (2007). Math instruction for students with learning problems. Boston, MA:

            Pearson Education, Inc.

 

Hudson, P., & Miller, S.P. (2006). Designing and implementing mathematics instruction for

            students with diverse learning needs. Boston, MA: Pearson Education, Inc.

 

Kennedy, L.M., Tipps, S., & Johnson, A. (2008). Guiding children’s learning of mathematics,

            (11th ed.).  Belmont, CA: Thomson Wadsworth.

 

Marzano, R.J., Marzano, J.S., & Pickering, D.J. (2003). Classroom management that works:

            Research-based strategies for every teacher. Alexandria, VA: Association for             Supervision and Curriculum Development.

 

Mather, N., & Woodcock, R.W. (2001). Woodcock-Johnson III test of achievement: Examiner’s

manual. Itasca, IL: Riverside Publishing Company.

 

Reys, R.E., Lindquist, M.M., Lambdin, D.M., & Smith, N.L. (2007). Helping children learning             mathematics, (8th ed.).  Hoboken, NJ: John Wiley & Sons, Inc.

 

Ridener, B., & Fritzer, P. (2004). Mathematics content for elementary and middle school

            teachers. Boston, MA: Pearson Education, Inc.

 

Royer, J.M., & Walles, R. (2006). Influences of gender, ethnicity, and motivation on

            mathematical performance. In D.B Berch & M.M.M. Mazzocco (Eds.), Why is math so

            hard for some children? (pp. 349-367). Baltimore, MD: Paul H. Brookes Publishing Co.

 

Salend, S.J. (2008). Determining appropriate testing accommodations: Complying with NCLB

            and IDEA. TEACHING Exceptional Children, 40(4), 14-22.

 

Sherman, H.J., Richardson, L.I., & Yard, G.J. (2009). Teaching learners who struggle with

            mathematics: Systematic intervention and remediation, (2nd ed.). Upper Saddle River, NJ:

            Pearson Education, Inc.

 

The University of Kansas Center for Research on Learning. (2003). Strategic math series.

            Lawrence, KS: Edge Enterprises, Inc.

 

Tucker, B.F., Singleton, A.H., & Weaver, T.L. (2006). Teaching mathematics to all children:

            Designing and adapting instruction to meet the needs of diverse learners, (2nd ed.). Upper

            Saddle River, NJ: Pearson Education, Inc.

 

Witzel, B.S., Riccomini, P.J., & Schneider, E. (2008). Implementing CRA with secondary

students with learning disabilities in mathematics. Intervention in School and Clinic,

43(5), 270-276.

 

Copyright:

This material is protected by copyright
                               and can not be reused without author permission.

Last Updated:1/6/2010 10:29:00 AM