Syllabus

Specialized Instruction in Mathematics

Division of Student Services

Special Education

13-14 School Year

Instructor of Record: Robert W. Frantum-Allen

Hours: 45 Clock Hours- 20 hours of face to face study and 25 hours of work imbedded study (Option of 3 graduate credits)

PDU Description: A learning disability is defined a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. This PDU will focus on the Specific Learning Disability of Mathematical Computation and Mathematical Problem Solving. Recent changes in the federal and state guidelines have placed greater emphasis on creating a specially designed instructional program for students identified with a specific learning disability in mathematics which includes number sense, computational sense, fluency, and problem solving. Many psychological processes such as number sense, processing speed, visual spatial processing, executive functioning, and memory will impact a student’s ability to compute and problem solve. A special educator must be a competent diagnostician to determine the psychological process that is impacting learning and then creating specially designed instruction based on the most up-to-date research.

There are various aspects of specific learning disability in mathematics that will be the focus of this PDU. The various psychological processes that have a direct impact on math will be explored as well as a study of the contemporary research with regards to interventions. Diagnostic assessment tools will be used to determine the cognitive dysfunction. In addition this assessment will be used in the creation of Individual Education Plan (IEP) goals and specially designed instruction will be planned based on a strong scope and sequence in the area of math in the areas of number sense, computational sense, fluency and problem solving. Each participant will select one student with a disability who has an academic need in the area of math to be the focus of a year long study. They will assess this student, determine where they fall on a scope and sequence, develop goals for the student and create lessons utilizing the 30 minute specially designed instruction plan. Inclusionary practices as well as curriculum modification techniques will be explored. Progress monitoring throughout the PDU will be completed to determine success of the specially designed instructional plan.

This PDU is relevant for k-12 grade special educators providing services to students for mathematical needs as identified on their IEP.

PDU Goals: To build the capacity of special educators to provide quality specialized instruction for students with disabilities in the area of math, by building content knowledge of mathematics, assessing students using diagnostic tools, creating lesson based on a scope and sequence and progress monitoring growth

PDU Prerequisites

1) Must have a student with math needs identified on their IEP and a writing goal

2) Must have pre-approval from your principal/supervisor that you can participate in this PDU; provide a handwritten note from your principal/supervisor indicating they are aware you are taking this PDU and that they understand the content of the PDU (provide them a copy of this syllabus)

PDU Requirements:

1) Attend 7 two hour session or 2 day summer training (14 hours)

a. 14 hours of professional development using the How the Brain Learns Mathematics by David A. Sousa

b. If a session is missed then you will be responsible for doing a self study of the missing content

2) Participate in optional webinar or small group session during the school year

3) Complete a Diagnostic Math assessment on the targeted student (assessment provided in class)(1 hour)

4) Complete progress monitoring tool after 5-10 hours of instruction (progress monitoring tool provided in class) (1.5 hours)

5) IEP meeting for the targeted student sometime during the PDU (annual, eligibility or special request) where writing is discussed (2 hours including planning and meeting)

6) Math lesson plans (10+ hours)

7) Direct instruction in mathematics for the targeted student (15+ hours)

8) Reflection Essay (1 hour)

9) Complete a portfolio (1 hour)

a. 9 Lesson Plans with “Lesson Study” Protocol

b. Copy of Diagnostic Assessment

c. Copy of IEP with names crossed out

d. Copy of Progress Monitoring with Interpretation

e. Copy of Reflection Essay

10) Attend Final PDU peer review process (2 hours)

Evaluation Technique: Each participant must complete all the PDU requirements to pass the course. During the final meeting your instructor of record will lead you in a peer review process. Upon successful completion of this process and documentation that all elements of the PDU requirements have satisfactory been met, your name will be submitted to for successful completion of this PDU.

Grading Method: This PDU is set up for pass/fail.

Schedule and Content of Study: (location of first and last session determined by the instructor, subsequent locations determined by the participants)

Content of Study

Developing Number Sense- Subitizing, learning to count, cardinality, how the brain processes numbers, how language impacts counting

Learning to Calculate- developing conceptual structures; issues related to multiplication; impact of language on multiplication

Assessment of math psychological processors; addressing math difficulty

Place Value; why students struggle, common errors; prescription and remediation for place value

Addition of whole numbers

Subtraction of Whole Numbers

Multiplication

Division

Rational Numbers

Decimal Fractions

Problem Solving