School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
EDE 385 Diagnosis & Remediation forMath Difficulties
SP 2011 HO
Ebright, LaDonna E.
Assistant Professor School for Education
Masters: Certifications Elementary Ed. K-8, Special Education in LD, BD, MR, School Psyc Examiner and School Psychologist
911 Main Suite 903, K.C., MO 64105
Tuesday-Thursday 10 am - 2 pm CT I am availaible by appointment at other times. I try to return e-mails within 24 hours.
January 10, 2011 through May 6, 2011
----R-- Copley Room 322
3:30 - 6:00 PM
MA135 plus one additional Math course. Admission to the School for Education. To be taken concurrently with EDC374 or EDE360C Practicum
Missouri Department of Elementary and Secondary Education. (2004). Mathematics grade-level expectations. Jefferson City, MO: Author.- May be accessed at
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 126.96.36.199 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.
All students seeking a degree in Education must purchase Foliotek as a required text. Contact firstname.lastname@example.org to purchase. Students seeking Missouri Teacher Certification must purchase the MO-STEP portfolio. Students who are seeking Early Childhood Teaching Young Children and Early Childhood Education and Leadership will need to purchase the NAEYC portfolio. All work must be saved for input.
As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.
Per Student (Prepaid)
Per Student, Per Year
2. Send an email to Carol Williams (email@example.com) with the following information:
1. Your Name
2. The Contract Period you wish to purchase
3. Your student identification number
3. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.
4. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (firstname.lastname@example.org), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!
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
These texts will be available in the classroom for student use:
Ashlock, Robert B. (2010). Error Patterns in Computation Using Error Paterns to Help
Each Student Learn. 10e. Boston: Allyn & Bacon.
Connolly, Austin J. (2007). Key Math 3, Diagnostic Assessment Manual forms A and B.
Minnwpolia, MN. Pearson Assessments
Koralek, Derry, Ed. (2003). Spotlight on Young Children and Math. Washington, DC,
National Association for the Education of Young Children.
Seefeldt, C. & Galper, A. (2004). Active Experiences for Active Children-Mathematics.
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: This instructor's educational philosophy is to encourage students 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, duologue, examinations, Internet, online, videos, web sites, and writings, and 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
The final grade will be based on the percentage of total points earned.
Points may be earned as follows:
§ Attendance/Participation 50
§ Math Activities Resource Notebook
a.) 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.
b.) 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.
c.) 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:
• Content (TWS Performance Standards II Learning Goals and III Assessment Plan)
• Process (TWS Performance Standard IV Design for Instruction)
e.) You must submitted your completed TWS to the appropriate dropbox basket on the EDE 385 e-Companion website for Instructor grading.
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: Math Textbook Evaluation, Math Software Evaluation, 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 188.8.131.52 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.
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 25% 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.
TOTAL COURSE POINTS: 1000
A = 90 – 100 %
B = 80 – 89 %
C = 70 – 79 %
D = 60 – 69%
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:
§ 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 184.108.40.206 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 firstname.lastname@example.org 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,
Class Introduction/Importance of math aptitude/attitude
PowerPoint- Curriculum and Effective Math Teachers
HW: Journal Reflection – Why do I want to teach Math? (1 page)
Instructional Activities and Diversity
Read (prior to class) Tucker, Singleton & Weaver text
Chapter 1: Instructional Activities: The Building Blocks for Effective
Chapter 2: Diversity in the Classroom: Variations of Individual Needs
PowerPoint: Best Practices and Overview of Math Assessment
Demonstration using the Key Math Diagnostic Assessment Inventory
HW : Journal Reflection – What is my part as a teacher in education? (1 page)
Lesson Design, Early Childhood
Chapter 3: Lesson Design: Creating Lessons that Meet the Needs of a
Chapter 4: Beginnings: Mathematics Learning in Early Childhood
PowerPoint: Overview of Differentiated Instruction and Students with Math or Disability problems.
Video: Differentiated Instruction in Math – Tomlinson- ASCD
HW: Journal Reflection 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.
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.
Chapter 5: Whole Numbers and Numeration
Chapter 6: Adding and Subtracting Whole Numbers: Combining and
Chapter 7: Multiplying and Dividing Whole Numbers: Combining
Equal-Sized Groups and Separating Quantities into Equal-Sized
HW: Mini Lesson 1 – (One of the math activities presented in Chapter 4)
Journal Reflection – 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 and why?
Fractions, Decimals and Percents
Chapter 8: Fractions: Working with Units Smaller than One
Chapter 9: Decimals and Percents: Working with Base-Ten Units
Smaller than One and Using Hundredths as a Common
HW: Mini Lesson 2 – (One of the math activities presented in chapters 5, 6 OR 7)
Journal Reflection – What lesson did I observe that seemed to be most effective and why? (1 page)
Measurement and Geometry
Chapter 10: Measurement: Assigning a Number to a Quantity
Chapter 11: Geometry: Learning the Names and Characteristics of Shapes
HW: Mini Lesson 3 – (One of the math activities presented in Chapter 8 or 9)
Journal Reflection – What is good teaching? (1 page)
Data Analysis and Probability
Chapter: 12: Data Analysis and Probability: Getting Information from Data
And Measuring Likelihood
HW: Mini Lesson 4 (One of the math activities presented in Chapter 10 OR 11)
Journal Reflection – How comfortable am I with Data Analysis? (1 page)
Chapter Effective Practice: Games and Activities for Practice and Fun
HW: Mini Lesson 5 – (One of the math activities presented in Chapter 12)
Journal Reflection – What is a “life long learner”? (1 page)
SPRING BREAK – NO CLASS
Check and Change (if needed)
HW: Mini Lesson 6 – your choice of chapters
Core Assessment III (1 page)
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?
TWS - DropBox
First draft of SFE Essay (Portfolio MoSTEP 220.127.116.11)- post as a word document in the discussion board for peer editing.
There will be no formal class today as the instructor will be flying to San Francisco for the ASCD annual conference. I will have my lap top with me to check in on your progress. You also have my cell phone for immediate help.
DUE: 2nd Draft of SFE Essay- peer review in class
HW Mini lesson 7 – your choice
DUE: Resource Notebook
HW: Mini Lesson 8 – your choice
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?
HW: Core Assessment V- (1 page)
A) Describe in detail your summative assessment strategy – indicators for success
Due: Core Assessment
Due SFE Essays (to Carol.Williams@park.edu)
Enjoy your Summer Break!!
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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
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 .
Last Updated:1/9/2011 2:03:09 PM