Master of Arts in Reading and Learning Disabilities

STUDENT MODULE ACCELERATED FORMAT

2 credits

RD 512: Math Strategies and Modifications

Department of Literacy and Language Development College of Education

Cardinal Stritch University

Devoted to bridging knowledge, practice, and service.

1

Cardinal Stritch University RD 512: Math Strategies and Modifications; 2 credits

Course Description Math Strategies and Modifications include ways to help teachers adapt math instruction to meet the needs of children with learning disabilities. Course Objectives Through content covered in this course, students will be able to:

• Administer, score, interpret, and evaluate a formal math assessment to determine a student’s level of math skill development.

• Develop skill in designing appropriate instructional/learning strategies to improve an individual’s math performance

• Write a case study report on a student with a suspected math disability • Write an appropriate IEP given case study information on a student with a

suspected math disability • Effectively modify a math activity/lesson for a student with learning disabilities • Create an annotated bibliography based on children’s literature with a math

connection • Evaluate current research articles on math disabilities • Collaborate effectively with other professionals

Program Outcomes and Measurable Course Objectives By the end of this course, students will be able to do the following: Wisconsin Teacher Standard 3 The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Program Outcome II/Special Education. Foundations: Curriculum Development, Implementation, and Modification.

Performance Indicator A. Sources of specialized methods and materials (instructional and remedial) for students with learning disabilities for mathematics.

Method of assessment. Math modification assignment; annotated bibliography. Criteria for assessment. See rubrics on pages 33; 30

Performance Indicator C. Methods of teaching and facilitating learning in a regular classroom including adaptation for regular education curriculum.

Method of assessment. Math modification assignment; article reflection. Criteria for assessment. See rubrics on pages 33; 28.

2

Performance Indicator D. Principles of learning and techniques of teaching to meet the needs of pupils with learning disabilities.

Method of assessment. Article reflection Criteria for assessment. See rubric on page 28.

Program Outcome VI. Instruction: LD

Performance Indicator A. The impact of deficits in the area of math on the individual with learning disabilities, K-12.

Method of assessment. Article reflection Criteria for assessment. See rubric on page 28.

Wisconsin Teacher Standard 7 The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Program Outcome VIII/Special Education. Professional and Ethical Practices. Performance Indicator H. Appropriate IEP writing.

Method of assessment. IEP writing assignment Criteria for assessment. See rubric on page 29.

Wisconsin Teacher Standard 8 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Program Outcome IV/Special Education. Assessment: Principles and Procedures.

Performance Indicator B. Legal provisions, regulations, and guidelines regarding unbiased assessment and use of psychometric instruments and instructional assessment measures with individuals who have learning disabilities.

Method of assessment. Key Math-R administration assignment. Criteria for assessment. See rubric on page 32.

Performance Indicator D. Selection and administration of assessment strategies; formal and informal tests; observation; diagnostic teaching; curriculum-based assessment; behavior rating scales; records review; interview; case study; anecdotal records; ecological inventories; portfolio assessments; future based assessment.

Method of assessment. Key Math-R administration assignment Criteria for assessment. See rubric on page 32.

Performance Indicator I. Appropriate application and interpretation of scores including grade equivalent versus standard score, percentile rank, age equivalent and stanines.

Method of assessment. Key Math-R administration assignment.

3

Criteria for assessment. See rubric on page 32. Program Outcome V/Special Education. Assessment: Principles and Procedures.

Performance Indicator A. To evaluate, analyze, and monitor student achievement with regard to mathematics, including curriculum-based assessment.

Method of assessment. Key Math-R administration assignment. Criteria for assessment. See rubric on page 32.

Wisconsin Teacher Standard 10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Program Outcome VII/Special Education. Communicationand Collaboration. Performance Indicator B. Collaboration and communication skills enabling teachers to jointly plan, implement, and evaluate educational programs with pupils, parents, and other educational and community personnel including regular education teachers and administrators.

Method of assessment. Case Study Report. Criteria for assessment. See rubric on page 31.

General Course Expectations

________________________________________

• Because of the accelerated nature of this program, it is crucial that students attend all classes and study team meetings. If an absence occurs, this will be handled on an individual basis.

• Active class and study team participation expected. • Word processed work is expected unless otherwise indicated. • All work is to be in the student’s own words unless quotation marks and referenced pages are

provided. • APA style is expected to be used for citations. • If there is a problem, the student is expected to contact the instructor. Policy on Attendance _________________________________________ Attendance at all class meetings (including study team meetings) is mandatory. Students participating in graduate program in the College of Education and Leadership are expected to attend all schedule classes and study team meetings. The following apply to all enrolled students: Promptness Prompt arrival at each class is critical because of the limited time available to conduct in-class activities during the course. Instructors may take actions they deem appropriate if consistent tardiness is observed.

4

One Absence: Class Any absence from a scheduled class requires that the student notify the instructor. The student is required to make up all “missed” work as determined by the instructor, by the next class meeting.

Two Absences: Class If a second class absence occurs, the student will meet with the site coordinator and instructor to discuss possible options which include but are not limited to: 1) officially withdraw from the course, 2) request an incomplete for the course and make up the absence by attending one of the missed sessions with another cohort, 3) work with the instructor to make up work missed in both classes. The final decision is at the instructor and site coordinator’s discretion. If the student chooses to withdraw from the course, s/he must later enroll and pay for the course. If an incomplete is requested, the student must satisfy the requirements for the incomplete before s/he can begin the practicum course or the action research course. Students who miss more than two class sessions must officially withdraw from the course or accept a failing grade (F) for the course. In either case, the student must later enroll and pay for the course. For the purposes of this policy, “class” is defined as the scheduled instructional time with the instructor. The Site Coordinator/Program Chair will recommend a student repeat the class if a student misses more than one class or study team meeting. An appeal of this decision will be directed to the Program Chair. The decision will be documented and filed in the Accelerated Outreach Office.

Policy on Late or Missing Assignments_________________________________ All original course assignments and additional assignments described above should be completed within the course time limits. Work that is submitted after the course has been completed is subject to the provision of the policies and procedures relating to incompletes. Please see student handbook

Expectations and Accountability of Study Teams________________________ Working with colleagues to improve teaching and learning can be an extremely rewarding experience. This is a major expectation of the accelerated program. Students must meet each week with their study team for the same amount of time as

5

the class session. As an integral part of the required class contact, the time spent in the study team meeting and attendance at the meeting must be carefully recorded on the Study Team Log. The study team meeting is a time to review class content, complete study team assignments, reflect upon new learning, and raise questions for discussion.

Medical Withdraw If a student is unable to attend class due to a medical condition, they may be eligible for a medical withdraw. They should contact the Dean of Student’s office for further information, phone number 414-410-4184 email cmrobinson@stritch.edu

6

Students are referred to the student handbook for the Cardinal Stritch policy on academic integrity. Any written work found to be plagiarized from the Internet or other sources will automatically result in a grade of F in the course and the “author’s” name will be given to the Vice President for Academic Affairs. Refer to the Undergraduate Catalog “Academic Integrity” for further information. Grading Scheme or Weight Attached to Assessments Rubrics or assessment checklists will be given for major assignments and activities. It is expected that the individual student and/or study team members complete these checklists before turning in the work. A grade of “A” presupposes careful attention to the following components: clarity of writing style; specificity of examples; attention to required format; neatness of presentation; absence of typos; and accurate use of APA guidelines. Word processed work is expected unless otherwise indicated. It is expected that work will be turned in on the assigned date. If there is a problem, please contact the instructor. Individual Assessments:

• Key Math-R Administration Assignment (20% of the grade) • Key Math-R Case Study Report (25% of the grade) • IEP based on Key Math-R results (20% of the grade)

Study Team Assessments:

• Three article reflections (a total of 15% of the grade) • Memo to parents (checked, but not graded) • Informational handout to colleagues (checked, not graded) • Annotated bibliography/Literature assignment (10% of the grade) • Math modification assignment (10% of the grade)

Grading Scale:

100-95 A 94-93 A- 92-91 B+ 90-85 B 84-83 B- 82-81 C+ 80-75 C 74-73 C- 72-71 D+ 70-65 D

7

Sequences of Classes, Topics, and/or Content Class Session One: Introduction to Math Learning Disabilities Individual and Study Team Assignments Individual

• Read the following selected pages from Chapter 6 (Academic Development) in the Smith text: pages 183-191 (elementary students) and pages 198 & 200 (middle and high school years). Take notes on these pages and bring them to your study team.

• Find an article on the Internet about math learning disabilities in general. Read the article and share it with your study team members. Bring the article to your team meeting.

• Individual responsibility for annotated bibliography, due at Session Five. Study Team

• From your individual notes on math development from Chapter 6, write a memo to parents about math disabilities in elementary students and middle/school students. In this memo, make sure that you include problems that students may encounter at the elementary and middle/high school levels. Suggest possible strategies to the parents as they work with their child at home, whether it be elementary or middle/high school students. Due at Session Two.

• From the individual articles read, choose one article to use as a reflection article. Follow the rubric as you compose the article reflection. Remember to include the actual article when you turn it in at the next session. You will share six important points from your article with the entire cohort at the next class session; you may either prepare an overhead transparency, a chart paper presentation, or a handout for each class member. Due at Session Two.

• Work on annotated bibliography, due at Session Five.

8

“Good Morning, Miss Toliver”-Video

What does this teacher believe and value about/for students?

How is this classroom brain compatible?

9

“Good Morning, Miss Toliver”-Video

Describe the climate. What evidence do you have? How are multiple intelligences tapped?

10

Types of Math Learning Problems

Note: Math difficulties range from mild to severe. Math deficits are widespread, but are often overlooked; seldom do math learning difficulties cause children to be referred for an evaluation. The following are different types of math learning problems:

• Mastering Basic Number Facts-trouble “memorizing” basic facts in all operations; students seem unable to develop efficient memory strategies on their own. These students should be allowed to use pocket size charts for facts.

• Arithmetic Weakness/math Talent-May have an excellent grasp of math

concepts, but are inconsistent in calculating. They are reliably unreliable at paying attention to the operational sign, at borrowing or carrying appropriately, and at sequencing steps in complex operations. The excellent grasp of math concepts should be recognized; these students sometimes don’t do well with elementary math, but excel at secondary math.

• Written Symbol System and Concrete Materials-These students cannot connect

an informal math understanding with more formal procedures, language, and the symbolic notation system of school math. These are the students who will need much repetition and many varieties of concrete materials to make these connections strong and stable.

• The Language of Math-These students are particularly hampered by the

language aspects of math, resulting in problems with terminology, difficulty following verbal explanations, and/or weak verbal skills for monitoring steps of complex math calculations. Repeated teacher modeling, patient reminding, and much practice using a cue card/visual reminder will be helpful for these students.

• Visual-Spatial Aspects of Math-Weak understanding of concepts, very poor

“number sense”, specific difficulty with pictorial representations and/or poorly controlled handwriting and confused arrangements of numerals/signs on the page can result. A heavy emphasis on precise and clear verbal descriptions may help; pictorials should be avoided when trying to teach or clarify concepts. Patience with the students, coupled with verbal repetition, are crucial for success.

Taken from: http://www.ldonline.org/ld_indepth/math_skills/garnett.html

11

Sequences of Classes, Topics, and/or Content Class Session Two: Formal Math Assessment-KeyMath-Revised Individual and Study Team Assignments Individual

• Read a short excerpt from chapter 9 (pages 324-325) on norm-referenced tests, of which the KeyMath-R is an example.

• Read the following pages dealing with math strategies for students with learning disabilities: pages 427-430 (preschool and elementary years); pages 456-459 (middle to high school years). Take notes on these pages and bring them to your study team.

• Administer the KeyMath-R to a student who is suspected of having math difficulty.

• Find an article on the Internet about math strategies for students with learning disabilities. Read the article and bring it to your team meeting; share it with team members.

• Individual responsibility for annotated bibliography, due at Session Five. Study Team

• From the textbook information, prepare a brief informational handout for your K-12 colleagues about math strategies that are effective for preschool/elementary and middle/high school students. Due at Session Three.

• From the individual articles read on math strategies for students with LD, choose one article to use as a reflection article. Follow the rubric as you compose the article reflection. Remember to include the actual article when you turn it in at the next session. You will share this article informally with the cross-study teams at the next class session; thus, each study team member should have a copy of the reflection for the sharing session, Session Three.

• Continue to work on annotated bibliography. Due at Session Five.

12

KeyMath-R Chapter 3-Administration & Scoring

Content/norm-referenced test; standardized; is a comprehensive assessment for math Ages 5-0 to 22-11; Kindergarten through Grade 12 Contains the following: Basic Concepts Operations Applications Numeration Rational Numbers Geometry

Addition Subtraction Multiplication Division Mental Computation

Measurement Time and Money Estimation Interpreting Data Problem Solving

Preparation:

1. Familiarize yourself with the test organization, items, and scoring procedures by reviewing manual and easels.

2. Establish and maintain rapport with students (page 11 of manual) Administration Time:

• KeyMath is a power test with open-ended items • Primary age-30-40 minutes • Older students 40-50 minutes

Test setting-page 12 of manual Before the test, write in personal information of student. After testing, compute chronological age (CA)-example on page 13; also page 18 (same) Where to start testing?

• Example on page 14 of manual; third grader begins with item #6 • Can begin with easier or more difficult item, if appropriate • See page 12--bolded information. The performance on the Numeration

subtest only will establish a basal item for the starting points on all other subtests throughout the test.

• ALL subtests must be administered; subtests must be administered in order!!

13

For recording responses, use 1 for correct and 0 for incorrect. See examples on pages 14, 16, and 17. Basal and Ceiling: Basal Point at which the preceding easier items are assumed to be

mastered/correct (3 consecutive correct responses) Ceiling Point at which more difficult items are assumed to be beyond the

student’s ability (3 consecutive errors) Again, refer to pages 14, 16, & 17 in manual. Remember--subsequent subtest administration begins with the starting item as indicated by the Numeration basal item. (Note bottom of page 13) Page 15 - go back if 3 consecutive correct items haven’t been recorded!! Written Computation subtests-refer to page 15 There is a KeyMath-R ASSIST which is a computer-scoring program! Let’s do a chronological age calculation as found on page 18. Scoring the subtests:

1. Score the domains 2. Record ceiling item 3. Compute raw scores from adding domain scores

Computing Area and Total-Test Raw Scores (page 18): Note-- all subtests must be administered to compute area and total-test scores. (page 19 for example) Obtaining Scaled Scores & Standard Scores: Use either age or grade norms (we will use grade norms) Fall Testing between August and January Spring Testing between February and July For Scaled Scores for subtests, use Tables 1a through 4a in manual. Scaled Scores have a mean of 10, with a standard deviation of 3; thus, scores between 7-13 are considered to be average.

14

For Standard Scores for areas and total-test, use Tables 1b through 4b in manual. Standard Scores have a mean of 100, with a standard deviation of 15; thus, scores between 85-115 are considered to be average. For Grade Equivalents, use Table 10 (see note on page 19) Information for Score Profile is found on pages 19-20. Note about 90% and 68% confidence levels on page 19. See pages 20-21 for Domain Performance Summary, which is optional.

15

Sequences of Classes, Topics, and/or Content Class Session Three: Formal Assessment-KeyMath-Revised; Matching Assessment and IEP Goals Individual and Study Team Assignments Individual

• Read pages 355-356 from Chapter 10 in the Smith text dealing with modifications and accommodations for students with LD.

• Continue working on your responsibility for the annotated bibliography. • Go to www.ldonline.org (or another appropriate website) and find an article on

math modifications for the student with LD. Read the article and share it with your study team members. Bring the article to share with your study team.

• Work on your Key Math-R case study report, plus your IEP for that student, which is due at Session Six.

Study Team • From the articles read on math modifications, write a reflection as you follow the

reflection rubric. Due at Session Four. • The bulk of the study team time should be devoted to checking the administration

and scoring of the Key Math-R assessments of your study team members. • Continue to work on on the annotated bibliography, due at Session 5.

16

Sequences of Classes, Topics, and/or Content Class Session Four: Practical Applications (Modifications: Adaptations and Accommodations); Integration of Literature: Math and Reading Individual and Study Team Assignments Individual

• Continue to work on Key Math-R Case Study report and IEP goals. Due at Session Six.

• Bring math assignment, activity, worksheet, or test to your study team for possible modification/adaptation.

• Work on your responsibility for the annotated bibliography. Study Team

• From the math assignments, activities, worksheets, or tests brought by other study team members, choose one which you will adapt for your modification/adaptation assignment. Due at Session Six.

• Proofread Case Study reports and IEP goals of your study team members. If one member needs assistance or ideas with the report or IEP goals, provide that at this time.

• Continue work on the annotated bibliography. Due at Session Five. You will present your annotated bibliography by having a handout for each cohort member. You will also read/share one book from the bibliography with the entire group.

17

Definitions to Know

Modifications They are changes to instruction or assessment. There are nine types of modifications: size, time, input, output, difficulty, participation, level of support, alternative goals, and substitute curriculum. They usually take the form of accommodation or adaptation.

Accommodations Changes to the delivery of instruction, method of student performance, or method of assessment that do NOT significantly change the content or conceptual difficulty level of the curriculum. These most often include the following from above: size, time, input, output, difficulty, participation, and level of support.

Adaptations These typically involve more significant changes or modifications to the instructional process than accommodations. Routine adaptations are the instructional variations that teachers plan for at the beginning of the year because they anticipate the need for ongoing differentiated instruction. The changes can be made to the following: curricular content, conceptual difficulty level of the curriculum, or instructional objectives and methodology. Specialized adaptations are created and used when unique difficulties emerge among individual students. These most often include the following from above: alternative goals and substitute curriculum.

18

Sequences of Classes, Topics, and/or Content Class Session Five: Math Learning Disabilities: Student characteristics and experiences; Integration of Literature: Math and Reading

Individual and Study Team Assignments Individual

• Finish work on Key Math-R Case Study report and IEP goals.

Study Team • Finalize class presentation on modification/adaptation assignment • Proofread one another’s Case Study report and IEP goals, as needed.

19

Samantha Abeel-Video on Math Disabilities Characteristics of math disabilities as discussed by Sam: Parent Comments/Perceptions: Issues that the school faced:

20

Sequences of Classes, Topics, and/or Content Class Session Six: Pulling it all together : Sharing of Presentations Individual and Study Team Assignments Individual

• None Study Team

• None

21

M A T H E M A T I C S

22

Required Text Smith, C.R. (2004). Learning Disabilities. Boston: Allyn and Bacon. On Late or Missing Assignments All original course assignments and additional assignments described above should be completed within the course time limits. Work that is submitted after the course has been completed is subject to the provision of the policies and procedures relating to incompletes. Study Team Expectations and Requirements Working with colleagues to improve teaching and learning can be an extremely rewarding experience. This is a major expectation of our accelerated program. Students must meet each week with their study team for approximately the same amount of time as the class session. As an integral part of required class contact, the time spent in the study team meeting and attendance at the meeting must be carefully recorded on the Study Team Log in the Appendix. The study team meeting is a time to review class content, complete study team assignments, reflect upon new learning, and raise questions for discussion. Students will form their own study teams of a minimum of three members and a maximum of six. They will decide when and where to meet each week and will document this for the instructor. The success of the study team will depend upon how well members accomplish the following:

• Set a focus for team activities and stay on task. It may be helpful for one team member to take this role.

• Respect the opinions of each member and signal that respect by appropriate tone of voice and choice of words.

• Encourage and expect all member to participate actively and equally in study team activities.

• Support team members who may be unsure about class content or an assigned activity while fostering their independence as learners.

• Share resources with each other. • Cooperate and negotiate in completion of group tasks. • Share in specific duties such as typing, proofreading, etc.

Portfolio Construction and the Wisconsin Standards for Teacher Development and Licensure RD 512: In this course you will continue to construct your portfolio. Your Key Math-R administration and case study report could be added to your portfolio to support Wisconsin Teacher Standard #8: The teacher understands and uses formal and

23

informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. In addition, your study team’s math modification assignment could be added to support Wisconsin Teacher Standard #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Guidelines for Study Team Assignments There are various study team assignments intended to allow study teams the opportunity to practice the skills that they have been taught during class time. These assignments vary depending on the topic. The instructor will provide information about completion of these assignments. That is, the instructor will indicate whether the assignment should be word-processed or handwritten, and whether it should be written in narrative style of incorporate a bulleted format. The total number of points varies with each assignment. Please refer to the Record Sheet for percentage designation of study team assignments.

24

Timetable for Collected Assessments

Session Two: Date-________________

Individual: None

Group: Memo to parents; reflection on math LD in general

Session Three: Date-_______________________

Individual: None

Group: Informational handout to colleagues; reflection on math strategies

Session Four: Date-________________________

Individual: None

Group: Reflection on math modifications

Session Five: Date- ________________________

Individual: None

Group: Annotated bibliography assignment and presentation

Session Six: Date- __________________________

Individual: Key Math-R administration, case study report and IEP assignment

Group: Math modification assignment and presentation

25

Record Sheet for RD 512

Student Name:

Individual Assessments:

Key Math-R Administration Assignment (20% of the grade)

Key Math-R Case Study Report (25% of the grade)

IEP based on Key Math-R results (20% of the grade)

Study Team Assessments:

Three article reflections (a total of 15% of the grade)

Memo to parents (checked, but not graded)

Informational handout to colleagues (checked, not graded)

Annotated bibliography/Literature assignment (10% of the grade)

Math modification assignment (10% of the grade)

Total Grade out of 100%

26

Integration of Core Curriculum Elements: RLD 512 Graduate courses in the College of education are linked by a conceptual framework that includes the following components: Research, Service, Best Practices and Theory.

A. Research is integrated by: Reading a text that emphasizes findings from research. Including research findings in the content of class lectures/discussion and article reflections. Assigning readings in scholarly journals that emphasize such research.

B. Service is integrated by:

Adopting a perspective that teachers serve their students by remaining updated. Adopting a perspective that teachers serve each other by working collaboratively and by sharing their knowledge.

C. Best Practices are integrated by:

Reading a text that uses research as a basis for best practices. Including best practices in the content of class discussions/lectures. Providing opportunity for students to share best practices in discussion and to formally present best practices to their peers. Assigning readings in scholarly journals that emphasize best practices.

D. Theory is integrated by:

Reading a text that distinguishes between theory and theory that is backed by research. Including theory in class lectures/discussion. Identifying the underlying theory in assessment. Discussing appropriate use of assessment tools.

E. Attention to diversity is integrated by:

Recognizing the many forms of diversity present in a single classroom. Adopting a perspective that focuses on effective instructional strategies common to all diversities. Adopting the perspective that all children can learn mathematics.

F. Technology is integrated by:

Providing e-mail services. Expecting use of technology for assignments and presentations (i.e., word processing, Power Point, videotapes)

Impact on K-12 learning is integrated by: Requiring classroom implementation and assessment of instructional strategies presented in class lectures, text readings, and peer collaboration.

27

Name

RLD 512: Math Strategies & Modifications Rubric for Journal Article (5% for each article for a total of 15 % of your grade)

Article 1: Math LD in general

_____ Review clearly states topic/issue discussed in article

_____ Attention is given to both theoretical and practical aspects of the article

_____ The reviewer’s response to the article is clear to the reader, including personal relevance

_____ Careful attention is given to spelling and mechanics

_____ Minimum of one page/maximum of two pages, double spaced, 12 font size; article is attached/included

Article 2: Math Strategies for students with LD

_____ Review clearly states topic/issue discussed in article

_____ Attention is given to both theoretical and practical aspects of the article

_____ The reviewer’s response to the article is clear to the reader, including personal relevance

_____ Careful attention is given to spelling and mechanics

_____ Minimum of one page/maximum of two pages, double spaced, 12 font size; article is attached/included

Article 3: Math modifications for students with LD

_____ Review clearly states topic/issue discussed in article

_____ Attention is given to both theoretical and practical aspects of the article

_____ The reviewer’s response to the article is clear to the reader, including personal relevance

_____ Careful attention is given to spelling and mechanics

_____ Minimum of one page/maximum of two pages, double spaced, 12 font size; article is attached/included

28

Name

RD 512: Math Strategies & Modifications Rubric for Case Study IEP (20% of your grade) _____ Student’s strengths are clearly described in Section I-11 of the IEP _____ Present level of performance (PLOP) in math is clearly described in Section I-11

of the IEP _____ Clearly identifies goal/goals for case study student in Section I-12 of the IEP _____ Clearly identifies procedures for measuring the student’s progress toward the

goal in Section I-12 of IEP _____ Handwritten IEP is legible and free of mechanical and spelling errors

OR Word-processed IEP is free of mechanical and spelling errors. Comments: Key: Based on each bullet point of the above rubric

4 - 5 points = exceeds expectations 2 - 3 points = meets expectations 0 - 1 points = does not meet expectations

29

Name

RD 512: Math Strategies & Modifications Rubric for three Annotated Bibliographies (10 % of your grade); each study team member MUST supply three annotations Annotation 1: _____ Book title, author and story synopsis _____ Math concept(s) clearly identified _____ Grade level(s) for which book is appropriate Annotation 2: _____ Book title, author and story synopsis _____ Math concept(s) clearly identified _____ Grade level(s) for which book is appropriate Annotation 3: _____ Book title, author and story synopsis _____ Math concept(s) clearly identified _____ Grade level(s) for which book is appropriate Overall: _____ Handout is provided for each cohort member _____ One book is presented and read to the class Comments: NOTE: When putting together your group bibliography, make sure that annotations are clearly identified for each group member by putting names on each annotation. Also Remember: Copies of each group’s annotated bibliography MUST be provided for each class member. Plus one book must be presented and read to the class.

30

Name

RD 512: Math Strategies & Modifications

Rubric for Key Math-R Case Study/Narrative Report Individual Assignment / 25% of your grade

You will select a student and administer the Key Math-R assessment. Present your findings and make appropriate recommendations. Your report should include the following sections:

• Background information on the student • Brief procedures followed by examiner • Results, INCLUDING a copy of the completed protocol • Discussion of results: What do the results tell you? • Recommendations (directed to both home and school)

Use the rubric below to self-assess. Rubric for Key Math-R Assessment

_____ Background Information: Detailed and pertinent information is included (3 points)

_____ Brief Description of Procedures: Precise and clear description of procedures (5 points)

_____ Results: Protocol is included and calculations are accurately completed (2 points)

_____ Discussion of Results: Professionally worded and accurately described (5 points)

_____ Recommendations: Directly connected to results; includes both home and school recommendations (5 points)

_____ Professionalism: Report is well-organized and is carefully edited (5 points)

_____ Total points out of 25

Comments:

31

Name

RD 512: Math Strategies & Modifications

Key Math-R Administration Assignment (20 % of your grade) You will administer the Key Math-R to a case study student that is suspected of having difficulty in math. You will be graded on the administration and scoring of the Key Math-R, as it is important to carefully administer and score any type of assessment. _____ You include the identifying information on the cover of the protocol and the

chronological age is accurately calculated (2 points)

_____ You accurately complete the “Score Summary” on the cover of the protocol (4 points)

_____ You follow the basal and ceiling rules for each of the 13 subtests (2 points)

_____ You accurately score each of the 13 subtests (4 points)

_____ You accurately complete the “Summary of Domain Performance” on page 11 of the protocol (4 points)

_____ You accurately complete the “Area Comparisons” and “Score Profile” on page 12 of the protocol (4 points)

_____ Total Score for Administration and Scoring

32

Name

RD 512: Math Strategies & Modifications

Modification Assignment (10 % of your grade)

_____ You explain (in a short paragraph) what needs to be modified on your original artifact --what’s “wrong” and what needs to be changed/how you will change it (2 points)

_____ You apply what needs to be modified on your original artifact (2 points)

_____ Format (spacing, clear directions, suitable type and letters) has been applied in an appropriate manner to your modified artifact (2 points)

_____ Modified artifact is well-organized and neatly done (2 points)

_____ Modified artifact is free of typos (2 points)

_____ Total Score for Modification

Note: You MUST also include the original artifact with your modification assignment.

Also: You will be sharing your original artifact and your modified artifact with the entire cohort. You will need some type(s) of visual aid for your presentation. It is advised that you have an overhead transparency (or chart paper sample) of the original and the modified artifacts when you present to the class.