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EASTERN KENTUCKY UNIVERSITY

College of Education

School of Clinical Educator Preparation

Preparation Program: Math

Degree: Endorsement

Certification Level: P-5

Preparation Level: Graduate

Date Submitted: February 15, 2015

Link to Undergraduate Catalog: 2015/2016

State Regulation governing this program: 16 KAR 2:010 Kentucky teaching certificates

June, July, September, October, November 2014

February, September 2015

http://catalogs.eku.edu/

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Graduate Math Specialist (P-5) 1

I. Executive Summary

Theme of the Unit

The Math Specialist (P-5) Endorsement program provides advanced teacher education candidates with the

opportunity to continue their growth and development as professional educators and Instructional Math

specialists. The graduate endorsement program assists teachers to advance their knowledge, application,

organization, and evaluation of instructional techniques and resources, as well as enhancing the teaching of

writing through course assessments. Additionally, this endorsement program addresses standards established by

the Kentucky Education Professional Standards Board. This is reflected in common course syllabi as well as the

tables that follow.

Through acquiring and implementing key learning strategies designed to increase teaching pedagogy, learning

methodologies, computer-based competencies and critical and creative thinking skills, the Math Specialist

candidate at Eastern Kentucky University will be well trained to prepare P-5 candidates with the “higher level

skills” needed for college and career success. Through acquiring and implementing key learning strategies,

designed to increase mathematics competencies, critical and creative thinking skills along with a knowledge of

student support and intervention strategies, candidates in the endorsement will be equipped with the skills and

techniques necessary to ensure student success and achievement among P-12 candidates of diverse

backgrounds.

Knowledge: The program is designed to provide candidates with the needed coursework to advance in both

knowledge and pedagogy in elementary math. Throughout the program, candidates are provided with

opportunities to gain and demonstrate Math Specialist skills and knowledge through selected signature

assessments and course assignments.

Practice: Candidates are provided clinical experiences to move from theory to practice.

Professionalism: Candidates will be interacting throughout their coursework (EME 843(6); EMS 818 (8); EMS

878 (8)), with school personnel, students and administrators through course embedded clinical experiences.

Admission and Exit Requirements

Prerequisite: Kentucky initial certification (Rank III or higher) in Elementary Education (P-12) or a Statement

of Eligibility in Elementary Education (P-12).

Admission Criteria:

A bachelor’s or master’s degree with a cumulative grade point average of 2.75 on a 4.0 scale; or a grade

point average of 3.0 on a 4.0 scale on the last 30 hours of credit completed, including undergraduate and

graduate coursework.

Meet general requirements of the graduate school for admission; An Admission reflection that includes

evidence of: Desire to initiate and lead others, Ability to improve student achievement, Implementation of

curriculum, instruction and assessment, Commitment to ongoing professional growth, Effective

communication skills (written and ability to disseminate), and Ability to build sustained relationships and

foster collaboration.

Application materials for admission to the Math Specialist Endorsement shall include:

1. An Admission reflection that includes evidence of:


Desire to initiate and lead others in instructional design through mathematics.

Ability to improve student achievement

Implementation of curriculum, instruction and assessment

Commitment to ongoing professional growth

Effective communication skills (written and ability to disseminate)

Ability to build sustained relationships and foster collaboration

Exit Requirements:

Program GPA - Candidates must earn an overall GPA of 3.0 or higher, with no grade lower than a C.

Candidates will have opportunities to demonstrate professional growth through signature assessments

covering major program components.

Unique Features of the Program

The proposed curriculum has been streamlined to meet relevant state and national standards, along with field

and clinical experiences. Some features from the proposed program are:

Project-based Assessments. Provides the opportunity for application of content and pedagogical

knowledge in a P-5 classroom.

Course Embedded Clinical hours. Provides the opportunity to practice applying the content and

pedagogical knowledge learned in specific coursework in P-5 classroom settings.

Clinical experiences. Provides the opportunity to practice applying the content and pedagogical

knowledge learned in coursework in a P-5 classroom.

Mode of Delivery

The Mathematics Specialist (P-5) Endorsement will be offered 100% online.

Rationale for Implementation

Today’s educator realizes the need for the effective assessment, diagnosis, prescription, implementation of

effective instruction, and monitoring of the mathematics skills of P-5 learners. Students must be able to engage

in mathematical reasoning, sense making, problem solving, computational fluency, and justification to perform

well in the school environment and to be college and career ready. In order to meet the needs of learners in

today’s schools, the Math Specialist (P-5) endorsement seeks to provide teachers with the content and pedagogy

needed to assure that they are meeting the needs of all learners in their mathematical knowledge and skills.

II. Conceptual Framework

Just as a compass provides guidance and direction, Eastern Kentucky University’s Professional Education

Programs provide a framework that supports our candidates’ development of content knowledge, practice and

professional behaviors. We accomplish this through high quality instruction, engaging course learning tasks and

applied learning experiences that require candidates to think critically and creatively, communicate effectively

and act fairly. As a result, our candidates are prepared to effect change in the culture of learning in their

classrooms, in our region and beyond.

The most important element in fostering learning and growth is an effective professional educator. We define

that person as a unique amalgam of three elements: strong, dynamic understanding of content; skillful


pedagogy; and constructive dispositions. Embedded within these three elements are broad skills in state of math

instruction, leadership, and a belief that everyone can learn.

Program Relationship to the Conceptual Framework

The course work and professional practice activities of the Math Specialist (P-5) Endorsement program are built

upon the key components of the unit’s conceptual framework; the knowledge, dispositions and skills of the

National Council of Teachers of Mathematics Standards; Kentucky Teacher Standards; Kentucky Core

Academic Standards; and the Council for Accreditation of Educator Preparation (CAEP) Standards.

“Teaching as a clinical profession means that education candidates are expected to become knowledgeable and

to the fullest extent possible experts in the school learning sciences. Similarly, teacher education candidates are

expected to become competent and also to the fullest extent possible excellent diagnosticians in the academic

development of their school age students” (Bliss, 2014).

Clinically based professional education programs create varied and extensive opportunities for candidates to

connect what they learn while being guided by skilled clinical educators. Performance-based assessments, at

key transitions in the program, are designed to demonstrate candidates’ development of the knowledge, skills,

and professional dispositions associated with a positive impact on the learning and development of all P-12

students (CAEP, 2014).

Throughout the coursework (EMS 878, EMS 818, EME 843), the Math Specialist Endorsement program

utilizes the clinical model, providing candidates with multiple clinical experiences. The clinical experiences

align to the EKU Conceptual Framework, NCTM and CAEP Standards, and prepare candidates to be an

instructional leader in math instruction for schools and districts reflecting college and career readiness for all.

Clinical experiences, aligned to the standards, require candidates to demonstrate authenticity of practice.

III. Continuous Assessment Plan

The Math Specialist program shares the same continuous assessment plan as the other approved programs.

Details of the assessment system are found in the Professional Education Continuous Assessment Plan

(PECAP).

IV. Required Program Experiences Components

Prerequisites for Admission

Prior to admission to the Math Specialist Endorsement program, candidates must have:

1. A professional license

2. Met general requirements of the graduate school for admission


1. An Admission reflection that includes evidence of:








Program Design

This program was designed by faculty in the Curriculum and Instruction Department with input from local

school math interventionists. Faculty members worked to assure the program included all requirements and

components of the state regulation and university policy. Course objectives, course outlines, and evaluation

methods were developed for each course and approved by the Department of Curriculum and Instruction, the

College Curriculum Coordinating Committee, the Teacher Education Committee, the Graduate Council, and the

Council on Academic Affairs. Local school math interventionists shared recommendations for the development

of clinical experiences, assignments, and assessments.

A. Courses and Experiences

The Math Specialist Endorsement program will be offered 100% online, a traditional route of adding an

endorsement. The program is designed to provide coursework to advance candidates’ knowledge and pedagogy

as math education specialists. The Math Specialist Endorsement P-5, allows candidates to gain expertise for

teaching math to all learners with a specific focus on candidates who struggle through such instructional

techniques as the utilization of assessments tools, the creation of instructional strategies, and the organization of

the classroom for math instruction.

Course Title and Course Description Course

Hours

Clinical

Hours

EMS 818: Effective Instructional Models and Practices. . Course is designed to

help candidates examine, evaluate, and apply recent research findings related to

effective instruction in schools. Minimum of 8 clinical hours.

3 8

EME 843: Teaching Mathematics to Low Achievers. Designed to acquaint teachers

with the characteristics and problems of low achievers. The identification of resources

for low achievers will come from an in depth analysis of student characteristics,

teaching strategies, and mathematics curriculum content. Minimum of 6 clinical hours

3 6

EME 866: Investigations in Elementary/Middle Mathematics Education. For

students who desire to make a critical study of investigative and theoretical literature

dealing with the teaching of mathematics in the elementary and middle school.

3 0

EME 874: Language Arts in the Curriculum.

Examination of current trends and curriculum problems related to teaching of language

arts. Major emphasis is on listening, oral and written expression, spelling, and

handwriting

3 0

EMS 878: Mathematics Assessment P-12. Theory and application of a constructivist

approach to mathematics assessment. Emphasis on assessing types and degree of math

disabilities, identifying how children construct mathematical knowledge, and

planning/implementing instruction to address students' needs. Minimum of 8 clinical

hours.

3 8

Total Hours 15 22


1. Identify courses which provide additional depth of knowledge beyond the elementary preparation

program.

All of the following Math Specialist Endorsement program courses provide additional depth of knowledge

beyond the elementary preparation program.

EMS 818: Effective Instructional Models and Practices

EME 843: Teaching Mathematics to Low Achievers

EME 866: Investigations in Elementary/Middle Mathematics Education

EME 874: Language Arts in the Curriculum

EMS 878: Mathematics Assessment P- 12

2. Identify courses that demonstrate how candidates obtain the knowledge and skills which allow them

to provide professional leadership in math to their school/district.

The Math Specialist Endorsement program courses address how the candidates will obtain the knowledge

and skills to equip them to provide professional leadership in math to their school/district. Developing

Professional Learning Communities, designing professional development to advance the school’s

mathematics program and the role a math interventionist has in promoting students’ math achievement is

addressed in several courses.

EMS 818: Effective Instructional Models and Practices – Leadership is addressed through

investigation of using research in mathematics education to inform practice and use resources. Text also

focuses on math specialists skill required to work with teachers, colleagues, and administrators in a

professional setting (NCTMCAEP 6a,b,c,d)

EMS 843: Teaching Mathematics to Low Achievers - Leadership will be addressed by focusing on

the importance a Professional Learning Community (PLC) has on student achievement in mathematics.

Guidance will be shared throughout the course on how to organize, plan, and implement an effective

PLC to improve student achievement in mathematics (NCTMCAEP 6a,b,c)

EME 866: Investigations in Elementary/Middle Mathematics Education – Leadership will be

addressed through an in-depth study of the mathematics content standards. Emphasis on evaluating the

alignment of mathematics curriculum standards in schools, textbooks, and required assessments

(NCTMCAEP 6d)

EME 874: Language Arts in the Curriculum – Leadership will be addressed by an in-depth study

of how to implement writing for mathematical reasoning, sense making, problem solving,

computational fluency, and justification to continue their development and knowledge to inform their

practice of implementing writing in their math instruction (NCTMCAEP 6b)

EMS 878: Mathematics Assessment P-12 - The leadership role of the math specialist with assessment

is addressed. Candidates will be assessing various grade levels of students and designing an Assess,

Diagnose, Prescribe plan for instruction for each student assessed. Text provides information and


guidance on how to work with/coach teachers. Journals are used for reflective practice on personal

growth needed (NCTMCAEP 6a,b,c,d)

3. Describe how courses will deepen the candidates’ understanding of why math procedures work.

The teaching of mathematics as indicated in SB1, Section 1(2) (d) is addressed in the courses listed below. These

Math Specialist Endorsement program courses deepen the candidates’ understanding of why math

procedures work. Candidates will not be effective math interventionists if they do not have a conceptual

understanding of how math procedures work. This is addressed by having candidates read the research

available on the importance of numeracy and having a conceptual working knowledge of math,

strengthening their own math skills, and studying the NCTM math standards and the KCCS for math.

EMS 818: Effective Instructional Models and Practices – Candidates will deepen their understanding

of why math procedures work through researching articles and compiling a literature review on different

math strategies for instruction and how to differentiate for different learning styles. Implementation of

research-based math instruction at the primary and intermediate levels will also be addressed. All

candidates will design classroom teaching models implementing instructional strategies for effective

teaching of math content, assessment strategies, and learning variables.

EME 843: Teaching Mathematics to Low Achievers - Candidates will be focusing on teaching

strategies, assessment data, and mathematics curriculum content to promote mathematical reasoning,

sense making, problem solving, computational fluency, and justification. In addition, instructional

strategies will be embedded to help teachers understand why math procedures work not just how they

work to better prepare them for teaching mathematics to struggling students.

EME 866: Investigations in Elementary/Middle Mathematics Education - Candidates will conduct

their own critical study of investigative and theoretical literature dealing with the teaching of

mathematics content in the elementary and middle school. National and state content and process

standards will be examined to promote their understanding of mathematical reasoning, sense making,

problem solving, computational fluency and justification to deepen the candidate’s understanding of

why math procedures work.

4. Describe how the coursework and experiences promote mathematical reasoning, sense making,

problem solving, computational fluency, and justification.

The Math Specialist Endorsement program courses and experiences described below promote mathematical

reasoning, sense making, problem solving, computational fluency, and justification.

EMS 818: Effective Instructional Models and Practices – This course will promote mathematical

reasoning, sense making, problem solving, computational fluency, and justification through researching

recent findings related to effective instruction in schools implementing the NCTM process standards and

the 8 standards of mathematical practice into each lesson. These standards all address the

implementation of mathematical reasoning, sense making, problem solving, computational fluency, and

justification into the instructional process. All candidates will design classroom teaching models


implementing effective teaching strategies for math content instruction, assessment strategies, and

learning variables.

EME 843: Teaching Mathematics to Low Achievers – This course addresses the identification of

different texts and resources for low achievers. The decision of texts and resources will be based on an

in depth analysis of student characteristics, teaching strategies, assessment data, mathematics

curriculum content and teaching practices to promote mathematical reasoning, sense making, problem

solving, computational fluency, and justification. All candidates will be required to design a

remediation/instructional plan for a low achiever in math.

EME 866: Investigations in Elementary/Middle Mathematics Education – This course specifically

addresses the national and state content and process standards. All of the standards will be examined to

deepen their understanding of mathematical reasoning, sense making, problem solving, computational

fluency and justification to deepen the candidate’s understanding of why math procedures work

providing additional depth of knowledge beyond the elementary preparation program. All candidates

will design a math unit addressing differentiation of learning and understanding of math content and

implementing instructional practices that align with the Eight Standards for Mathematical Practices

including mathematical reasoning, sense making, problem solving, computational fluency, and justification.

5. Describe how the program will prepare candidates to use different texts and design instruction to

meet individual learning needs.

The following Math Specialist Endorsement program courses will prepare candidates to use different texts

and design instruction to meet individual learning needs by providing research based information and

opportunities to apply the information. The application part of the information learned is intended to include

additional depth of knowledge for the candidates.

EMS 818: Effective Instructional Models and Practices – Course is designed to help candidates

examine, evaluate, and apply recent research findings related to effective instruction that meets

individual learning needs. Candidates will apply the information learned through research to make

choices on text materials and teaching resources to use when designing classroom instruction. All

candidates will design classroom teaching models implementing best practice teaching strategies for

math content instruction, assessment strategies, and learning variables.

EME 843: Teaching Mathematics to Low Achievers –This course is designed to prepare candidates to

use different assessment data, texts and design instruction to meet individual learning needs. The

identification of different texts and resources for low achievers will come from an in depth analysis

of student characteristics, teaching strategies, assessment data, and mathematics curriculum

resources. All candidates will be required to design a remediation/instructional plan for a low

achiever in math utilizing the various texts and resource materials identified.

EME 866: Investigations in Elementary/Middle Mathematics Education – This course

investigates national and state content and process standards. Candidates will participate in an intense

study of all of the math standards with a strong emphasis on NCTM process standards and the 8

standards for mathematical practice.(how you teach math). Candidates will be given the opportunity

to use the information gained from their study of the process standards and the 8 standards for


mathematical practice, to choose resources and text materials to design their instructional strategies

to promote engagement and hands-on/active learning.

EMS 878: Mathematics Assessment P- 12– Course emphasizes different assessments to diagnose

the math disability, identifying how children construct mathematical knowledge, and

planning/implementing instruction approach to address the identified needs. All candidates will

develop a diagnostic and instructional plan for various students using various assessment tools

including formative assessment strategies. The instructional plan will include a resource list to

indicate text resources, research, and the instructional design to be implemented based on the

information gained through the assessment(s).

6. Describe how the program will prepare candidates to determine what students know and understand,

using formative assessments to guide instruction.

The Math Specialist Endorsement program will prepare candidates to determine what students know and

understand, using a variety of formative and diagnostic assessments to guide instruction. Candidates will be

introduced to issues related to mathematics assessment and the instructional planning that must follow an

assessment. Ample opportunities will be given in various courses to assess students and use the assessment

information to design instruction.

EME 843: Teaching Mathematics to Low Achievers - Candidates will be prepared to use different

assessment data, texts, and design instruction to meet individual learning needs. Candidates will be

required to administer an assessment to an identified struggling learner in math. After assessment is

given, the candidates will be responsible for analyzing the data, developing a math improvement plan,

writing strengths and needs summary report, and designing instruction to address student’s needs that

are identified.

EME 866: Investigations in Elementary/Middle Mathematics Education – Candidates will utilize

the information gained on how to teach math as described in the NCTM process standards and the 8

standards for mathematical practice to design math instruction where students are actively engaged in

their learning and can be readily assessed using some type of formative assessment.

EMS 878: Mathematics Assessment P- 12- Course emphasis is on assessing types and degree of math

disabilities, identifying how children construct mathematical knowledge, and planning/implementing

instruction approach to address the identified needs. All candidates will develop a diagnostic and

instructional plan for various students using various assessment tools including formative assessment

strategies. The diagnostic plan will also include a resource list to indicate text resources, research, and

instructional design implemented.

7. Describe how the program will provide strategies and resources for teaching mathematics, including

those for differentiated instruction.

As described in #5, the Math Specialist Endorsement program will provide strategies and resources for

teaching mathematics, including those for differentiated instruction. Candidates will conduct an analysis of

student assessment data, diagnose individual student weaknesses, and design an instructional plan for the

student addressing their learning needs (differentiation instruction).




individual learning needs (differentiation instruction). Candidates will apply the information learned

through research to make choices on text materials and teaching resources to use when designing

classroom instruction. All candidates will design classroom teaching models implementing best

practice teaching strategies for math content instruction, assessment strategies, and other learning

variables.

EME 843: Teaching Mathematics to Low Achievers –This course is designed to prepare

candidates to use different assessment data, texts and design instruction to meet individual learning

needs (differentiated instruction). The identification of different texts and resources for low

achievers will come from an in depth analysis of student characteristics, teaching strategies,

assessment data, and mathematics curriculum resources. All candidates will be required to design a

remediation/instructional plan for a low achiever in math utilizing the various texts and resource

materials identified.




standards for mathematical practice (how you teach math). Candidates will be given the opportunity


mathematical practice, to choose resources and text materials to design instructional strategies to

promote engagement, hands-on/active learning, and differentiation of activities.

EMS 878: Mathematics Assessment P-12 – Course emphasizes different assessments to diagnose

the math disability, identifying how children construct mathematical knowledge, and

planning/implementing instruction approach to address the identified needs. All candidates will

develop a diagnostic and instructional plan for various students using various assessment tools

including formative assessment strategies. The instructional plan will include a resource list to

indicate text resources, research, and the instructional design to be implemented based on the

information gained through the assessment(s). Information will determine how to differentiate the

learning design.

8. Describe how the program ensures that candidates understand the vertical nature of mathematics

and have a sense how concepts are introduced in the elementary curriculum and then woven through

the middle school curriculum (Example: teaching fractions in elementary lays the foundation for

algebra in middle school).

The Math Endorsement Specialist program ensures that candidates understand the vertical nature of

mathematics and have a sense how concepts are introduced in the elementary curriculum and then woven

through the middle school curriculum. This is addressed by having candidates directly focus on the

alignment of the NCTM standards and the Kentucky Common Core Math Standards across all grade levels.

EME 866: Investigations in Elementary/Middle Mathematics Education - the candidates will

investigate the vertical nature of the concepts and how they weave together to make a connection


from grade to grade. Specific emphasis will be on the math content connections between

elementary and middle school using the Kentucky common core standards. These standards are

very fluid and connections can be easily identified. For example; teaching growing patterns

generates functional relationships in elementary grades that will lay the foundation for graphing on

a coordinate plane to visually show algebraic relationships as taught in middle school. All

candidates will design a math unit addressing differentiation of learning and understanding of math

content and implementing instructional practices. Candidates may or may not address a connection

between an elementary concept and a middle school concept in their math unit.

EME 874: Language Arts in the Curriculum – Course addresses writing across the curriculum.

Major emphasis is on oral and written expression for mathematical reasoning, sense making,

problem solving, computational fluency, and justification. Candidates will be required to design

lessons implementing all of the above with an emphasis on writing as required by SB1, Section

17(3). Candidates may address math content in their writing connecting the learning progression

across grade levels.

1. Performance assessments.

Table 1. Performance Assessments

Type of

Assessment Form of Assessment

When the

Assessment Is

Administered

Kentucky

Teacher

Standards

(Advanced)

NCTM/CAEP

Standards -

Teachers

Assessment #1:

Content

Assessment

Math Unit Assignment EME 866 1, 2, 4, 5, 6,

7, 10

1, 2, 3, 4, 6, 7, 8,

9, 10, 11, 12, 13,

14, 15

Assessment #2:

Other

Assessment of

Content

Knowledge

Math Lesson Plans for the

Intervention Plan

EME 843 1, 2, 4, 6, 7 1, 2, 3, 4, 6, 7, 8,

9, 10, 11, 12, 13,

14, 15

Assessment #3:

Assessment of

Professional

Capabilities

Classroom Teaching Models –

Development of a classroom model

with an instructional plan

emphasizing effective teaching and

learning variables.

EME 818 1, 2, 3, 4, 6,

7, 9, 10

1, 4, 11, 12, 13,

14, 15

Assessment #4: Clinical

Experiences

Measure of

Teaching

Proficiency

Remediation Plan EME 843 1, 2, 4, 5, 6,

7, 8, 9, 10

1, 3, 6, 7

Assessment #5: Measure of

Candidate

Assessment

Diagnostic and Instructional Plan -

assessing types and degree of math

disabilities, identifying how children

construct mathematical knowledge

EMS 878 1, 2,4, 5, 6, 7,

10

1, 3, 5, 13, 14, 15


2. Code of Ethics

16 KAR 1:020. Professional code of ethics for Kentucky school certified personnel is introduced to

candidates in EDC 810 and reinforced throughout the program

(http://www.lrc.state.ky.us/kar/016/001/020.htm). In addition, candidates are introduced to the Association

for Educational Communications and Technology Code of Professional Ethics

(http://www.aect.org/intranet/publications/ethics/ethics03.htm) and the International Society for Technology in

Education’s Code of Ethics for Members of the Organization

(http://www.quicktopic.com/31/D/qihgbQxi8yC).

3. The teaching of writing.

Writing across the curriculum (WAC) refers to “incorporating writing in all content areas or courses, rather

than isolating writing within a particular course or program.” In EME 874 the Language Arts in the

Curriculum course, the student will create a math content writing assignment in conjunction with the

classroom teacher that will emphasize the development of writing skills, both as a tool for learning and for

assessment. This assignment will also use writing to help assess student knowledge and understanding of

math content, as well as to encourage the development of communication skills essential to success in

school and beyond.

4. The teaching of reading.

In EME 874 the Language Arts in the Curriculum candidates will learn strategies for teaching Language Arts

across the curriculum, including using the Language Arts to communicate mathematically. The Language

Arts include reading, writing, speaking, listening, viewing, and visually representing, thus the teaching of

reading is addressed in this course. Candidates engage in designing instruction related to Language Arts

Across the Curriculum.

Proficiencies

Assessment #6: Candidate ability

to diagnose and

prescribe for

personalized

student learning.





planning/implementing instruction

approach to address the identified

needs.

EMS 878 1, 2, 4,5, 6, 7,

10

1, 3, 5, 13, 14, 15

Assessment #7: Application of

content

knowledge and

pedagogical

skills

(Instructional

Practice)






approach to address the identified

needs

EME 843

EMS 878

1, 2,4, 5, 6, 7,

10

1, 3, 5, 6. 7, 13,

14, 15

Assessment #8: Assessment of

literacy

outcomes

Research-Based Instructional Design

Project

EME 874 1, 2, 4, 5, 6, 7 1, 2, 4, 6, 13, 14,

15

http://www.lrc.state.ky.us/kar/016/001/020.htm

http://www.aect.org/intranet/publications/ethics/ethics03.html

http://www.quicktopic.com/31/D/qihgbQxi8yC


5. EPSB Themes The following table represents the integration of EPSB themes in the Undergraduate Math

Endorsement P-5.

COURSES Diversity Assessment Closing

Achievement Gap K = Knowledge, CE= Clinical Experience KA= Key Program Assessment

EMS 818 K, CE K, CE K, CE

EME 843 K, CE, KA K, CE K, CE, KA

EME 866 K K, KA K

EMS 874 K, KA K, KA K, KA

B. Specialty Professional Association (SPA) Standards

Candidates in the math specialist endorsement have acquired the necessary skills and experiences to become

effective math specialists as defined by National Council of Teachers of Mathematics www.nctm.org. The

program’s relationship to the NCTM principles and standards is shown in Table 2.

http://www.nctm.org/


Table 2. National Council of Teachers of Mathematics Principles and Standards (NCTM)

NCTM Principle -

Teachers COURSE ASSESSMENT

1. Equity. Candidates

demonstrate high expectations

and strong support for all

candidates.

EMS 818

EME 843

EME866

EMS 878

EME 874

Classroom Teaching Model

Remediation Plan

Math Content Unit

Mathematics Assessment P-12

Research-Based Instructional Design Project 2. Curriculum.: Standards

and Integration. Candidates

demonstrate the ability to

identify a curriculum that is

coherent, focused on important

mathematics, and well

articulated across the grades.

EME 866

EME 874

Math Content Unit

Research-Based Instructional Design Project

3. Teaching. Candidates

demonstrate the ability to

implement effective

mathematics instruction that

requires understanding what

candidates know and need to

learn and then challenging and

supporting them to learn it well.

EME 866

EME 843

EMS 878

Math Content Unit

Remediation Plan


4. Learning:. Candidates

demonstrate deep

understanding of mathematics

by actively building new

knowledge from experience and

prior knowledge.

EME 866

EMS 818

EME 874

Math Content Unit



5. Assessment. Candidates

possess the knowledge,

abilities, and commitment to

make assessment integral to

curriculum and instruction in

math education, thereby

fostering continuous

intellectual, social, emotional,

and physical development of

each student.

EME 843

EMS 878

Remediation Plan


NCTM Content Standards

- Teachers COURSE ASSESSMENT

6. Number Operations EME 843

EME 866

EME 874

Remediation Plan

Math Content Unit

Research-Based Instructional Design Project 7. Algebraic Thinking EME 843

EME866

EME 874

Remediation Plan

Math Content Unit



8. Geometry EME 866

EME 874

Math Content Unit

Research-Based Instructional Design Project 9. Measurement EME 866

EME 874

Math Content Unit

Research-Based Instructional Design Project 10. Data Analysis/Probability EME 866

EME 874

Math Content Unit


NCTM Process Standards -

Teachers COURSE ASSESSMENT

11. Problem Solving EMS 818

EME 843

EME 866

EME 874


Remediation Plan

Math Content Unit

Research-Based Instructional Design Project 12. Reasoning and Proof EMS 818

EME 843

EME 866

EME 874


Remediation Plan

Math Content Unit

Research-Based Instructional Design Project 13. Communications EMS 818

EME 843

EME 866

EMS 878

EME 874


Remediation Plan

Math Content Unit


Research-Based Instructional Design Project 14. Connections EMS 818

EME 843

EME 866

EMS 878

EME 874


Remediation Plan

Math Content Unit


Research-Based Instructional Design Project 15. Representation EMS 818

EME 843

EME 866

EMS 878

EME 874


Remediation Plan

Math Content Unit



COURSE DESCRIPTION

EMS 818 Course designed to help candidates examine, evaluate, and apply recent research findings related

to effective instruction and schools. Minimum of 8 clinical hours.

EME 843 Designed to acquaint teachers with the characteristics and problems of low achievers. The

identification of resources for low achievers will come from an in depth analysis of student

characteristics, teaching strategies, and mathematics curriculum content. Minimum of 6 clinical

hours.

EME 866 For candidates who desire to make a critical study of investigative and theoretical literature

dealing with the teaching of mathematics content in the elementary and middle school.

EMS 878 Theory and application of a constructivist approach to mathematics assessment. Emphasis on

assessing types and degree of math disabilities, identifying how children construct mathematical

knowledge, and planning/implementing instruction to address candidates’ needs. Minimum of 8

clinical hours.

EME 874 Examination of current trends and curriculum problems related to teaching of language arts.

Major emphasis on listening, oral and written expression, spelling, and handwriting.


C. Kentucky Teacher Standards This endorsement is designed to offer candidates a variety of experiences that enhance and advance their

competencies in the Kentucky Teacher Standards – Advanced Level. The Kentucky Teacher Standards are

integrated and assessed throughout the endorsement program, as described in Table 3 below.

Table 3. Kentucky Teacher Standards – Advanced Level

Kentucky Teacher Standards COURSE ASSESSMENT

1: The Teacher Demonstrates

Applied Content Knowledge

EMS 878

EME 843

EME 866

EME 874

EMS 818


Remediation Plan

Math Content Unit


Classroom Teaching Model/Lesson Plans

2: The Teacher Designs And Plans

Instruction

EMS 878

EME 843

EME 866

EME 874

EMS 818


Remediation Plan

Math Content Unit


Classroom Teaching Model/Lesson Plans

3: The Teacher Creates And

Maintains Learning Climate

EMS 818

EMS 878

EME 843



Remediation Plan

4: The Teacher Implements And

Manages Instruction

EME 843

EME 866

Remediation Plan

Math Content unit

5: The Teacher Assesses And

Communicates Learning Results

EMS 878

EME 843

EME 866

EMS 818


Remediation Plan

Math Content Unit


6: The Teacher Demonstrates The

Implementation Of Technology

EME 843

EME 866

EME 874

EMS 818

Remediation Plan

Math Content Unit



7: Reflects On And Evaluates

Teaching And Learning

EMS 878

EME 843

EME 866

EME 874

EMS 818


Remediation Plan

Math Content Unit



8: Collaborates With

Colleagues/Parents/Others

EME 843

EME 866

EMS 878

Remediation Plan

Math Content Unit


9: Evaluates Teaching And

Implements Professional

Development

EMS 818

EME 843

EMS 878


Remediation Plan


10: Provides Leadership Within

School/Community/Profession

EMS 878

EME 843

EMS 818

Diagnostic and Instructional Plan/Collaboration Plan

Remediation Plan


COURSE DESCRIPTION







hours.






clinical hours.



D. Kentucky Core Academic Standards

The program’s relationship to the Kentucky Common Core Academic Standards is shown in Table 4.

The Kentucky Common Core Standards call for students at all grade levels to become effective

communicators who are capable of dealing with information at high levels of understanding. Additionally,

these standards call for students to be able to successfully acquire, apply, and integrate knowledge. In order

to do this, students have to be successful problem solvers with regard to various types of information and

situations. To this end, the Math Specialist P-5 Endorsement program seeks to address the Kentucky

Common Core Academic Standards by providing experiences in which candidates learn how mathematics

education impacts students as they work to become career and college ready. As candidates progress

through the endorsement program, they complete coursework/assignments which are relevant to public

school classrooms. These experiences strengthen the candidates’ abilities to incorporate the knowledge that

is being learned in the math specialist endorsement program to actual situations they may find in their

teaching experiences. Each course offered in the Math Specialist P-5 Endorsement program lends itself to

addressing each component stated above and providing opportunities for application.

Table 4. Kentucky Common Core Academic Math Standards

Kentucky Common Core Math

Standards

COURSE ASSESSMENT

1. Counting and Cardinality (K) EME 843

EME 866

EMS 818

Remediation Plan

Math Content Unit


2. Number Operations and

Algebraic Thinking

EME 843

EME866

EMS 818

Remediation Plan

Math Content Unit


3. Number Operations and Base Ten EME 843

EME 866

EMS 818

Remediation Plan

Math Content Unit


4. Number Operations - Fractions EME 843

EME 866

EMS 818

Remediation Plan

Math Content Unit


5. Geometry EME 866

EMS 818

Math Content Unit



6. Measurement and Data EME 866

EMS 818

Math Content Unit


The Eight Standards For

Mathematical Practices

COURSE ASSESSMENT

1. Make sense of problems and

persevere in solving them.

EMS 818

EME 843

EME 866

EMS 878


Remediation Plan

Math Content Unit


2. Reason abstractly and

quantitatively

EMS 818

EME 843

EME 866

EME 874

EMS 878


Remediation Plan

Math Content Unit



3. Construct viable arguments and

critique the reasoning of others.

EMS 818

EME 843

EME 866

EME 874

EMS 878


Remediation Plan

Math Content Unit



4. Model with mathematics EMS 818

EME 843

EME 866

EMS 878


Remediation Plan

Math Content Unit


5. Use appropriate tools strategically EMS 818

EME 843

EME 866

EME 874

EMS 878


Remediation Plan

Math Content Unit



6. Attend to precision EMS 818

EME 843

EME 866

EMS 878


Remediation Plan

Math Content Unit


7. Look for and make use of

structure

EMS 818

EME 843

EME 866

EMS 878


Remediation Plan

Math Content Unit


8. Look for and express regularity in

repeated reasoning.

EMS 818

EME 843

EME 866

EMS 878


Remediation Plan

Math Content Unit


COURSE DESCRIPTION






hours.







clinical hours.



E. Program Faculty

See Appendix A

F. Curriculum Contract/Guidesheet See Appendix B

G. Syllabi

See Appendix C

H. Mode of Delivery

The Math Specialist (P-5) Endorsement program will be offered 100% online.


APPENDIX A

Faculty Qualification Summary College of Education


Math Specialist (P-5) Endorsement

Faculty identified below are SACS approved.

Faculty

Member

Name

Highest

Degree, Field, &

University1

Assignment:

Indicate the role

of

the faculty

member2

Full

Time/

Part

Time

Status

Faculty

Rank3

Tenure

Track

(Yes/

No)

Scholarship,4 Leadership

in Professional

Associations, and

Service:5 List up to 3

major contributions in

the past 3 years6

Teaching or other

professional experience

in P-12 schools7

Harris, Twyla Ph.D. in Instruction

and Curriculum,

University of

Louisville

Ed.S. Secondary

Education with

Mathematics

Education, Western

Kentucky University

B.S. Mathematics,

Minor Physics,

Belmont College

May Teach (SACS)

EME 843, EME 866,

EMS 818, EMS 878

Full Time

Institution,

College,

Departmen

t,

Part-time

Program

Assistant

Professor

Yes "SMART Books Workshop,

Louisville, Kentucky, 2015

Metacognition Presentation, Eastern

Kentucky University, Richmond

Kentucky, 2015

Make-It- and-Take-It Mathematics

Manipulatives K-8th, Eastern


Kentucky, 2016

Scotch Hopping towards

Mathematical Conceptual

Understanding, Kentucky Center for

Mathematics, Lexington, Kentucky,

2016

Comparing the Presence of Teacher

Concerns in Two Stem Pre-Service

Programs During the Student

Teaching Semester 2016 Joint

Meeting of the Academic Business

World International Conference and

International Conference on

Learning and Administration in

Higher Education, Nashville, TN,

2016

"

Tennessee Teaching Certificate,

(August 1981 - Present)


Althauser,

Krista

Ed.D. in Educational

Leadership/ Policy

Studies, Eastern

Kentucky University

May Teach (SACS)

EME 843, EME 866,

EMS 818, EMS 878

Full Time

Institution,

College,

Departmen

t,

Part-time

Program

Associate

Professor

Yes Making the Pieces Fit: Using

Literacy to Connect Economics and

Math, Kentucky Reading

Association 2014 Conference,

Kentucky Reading Association,

Louisville, KY.

Create Your Own Toys, 2014

STEM-H projects for Madison

County Library, STEM H

Institute/Madison County Library,

Richmond, KY.

The Perfect Match:Domain 3

Framework for Teaching + The

Eight Standards for Mathematical

Practices, FrameWork for Teaching:

Kentucky Style, KYASCD,

Richmond, KY.

The Effect of a Math Methods

Course Emphasizing Hands-on

Instructional Strategies on Pre-

service Teachers’ Math Efficacy,

Joint Meeting of the Academic

Business World International

Conference and International

Conference on Learning and

Administration in Higher Education,

Nashville, TN.

Co- Teaching: Implementation

Information & Teaching Strategies,

Co- Teaching, Eastern Kentucky

University, Madison Central High

School.

Co- Teaching: Implementation

Information & Teaching Strategies,

Co- Teaching, Eastern Kentucky

University, Kingston Elementary

School.

Other Service, Math Specialist

Endorsement, (May 2014 - Present)

Committee, Member, Design II,

(January 2014 - Present)

Certificate For Instructional

Leadership -Principal, (February

2006 - Present)

Elementary Education Program

Consultant, (July 2005 - Present)

Teacher Consultant in Program for

Exceptional Children, (July 2005 -

Present)

Teaching Gifted Education - Grades

1-8, (July 1994 - Present)

Elementary Certificate, Grades 1-8,

(May 1984 - Present)

Teachers of Exceptional Children -

HI, Grades K - 12, (May 1984 -

Present)

Associate Professor, Eastern

Kentucky University, Faculty.


Assistant Professor, Eastern


(August 2011 - August 2013)

Senior Lecturer, Eastern Kentucky

University, Faculty. (August 2008 -

August 2011)

Elementary Curriculum Specialist,

Madison County Board of

Education, Administrator. (August

2004 - July 2008)

Assistant Professor, Model Lab

School, Faculty, Teacher, Model

Lab School. (August 1998 - May

2004)

Part-time Instructor, Eastern

Kentucky University, Faculty,

Eastern Kentucky University.

(August 1994 - May 1996)

Gifted Coordinator, Model Lab

School, Faculty, Administrator,

Model Lab School. (August 1994 -

May 1996)

Intermediate Grades, Whiate Hall


Advising Elementary Education

Majors, (August 2008 - Present)

Elementary, Faculty, Teacher,

White Hall Elementary School.

(August 1990 - September 1992)

Primary grade teacher, Daniel

Boone Elementary School, Teacher.

(August 1985 - June 1990)

Primary Teacher, White Hall

Elementary School, Teacher.


Deters, Nola Ed.D. in

Reading/Language

Arts, University of

Kentucky, Lexington

KY

May Teach (SACS)

EME 843, EME 866,

EME 874, EMS 818,

EMS 878

Full Time

Institution,

College,

Departmen

t,

Part-time

Program

Professor Yes Teaching to Transference:

Technology Application for P-12

Student Learning in Teacher

Preparation Programs, National

Social Science Association Annual

Conference, National Social Science

Association (NSSA), New Orleans,

LA.

Teaching to Transference in Digital

Technology, KATE Annual State

Conference, Kentucky Association

of Teacher Educators, Erlanger,

KY.

The Handwriting Wars: Bridging

the Digital Divide, 92nd Annual

Conference of National Council for

the Social Studies, National Council

for the Social Studies, Seattle,

Washington.

Handwriting Instruction in a New

Century: Promoting Academic

Achievement and Promoting

Cognitive Automaticity,

Association of Literacy Educators

and Researchers Annual

Conference, Association of Literacy

Educators and Researchers, Grand

Rapids, MI.

It's Not About the Penmanship!

Handwriting in the 21st Century,

Kentucky Reading Association,

North Carolina Methods License,

K-8, Department of Public

Instruction, (2007 - Present)

KY Standard Teaching Certificate,

K-8, Education Professional

Standards Board, (1991 - Present)

KY Provisional Teaching

Certificate, Education Professional

Standards Board, (1988 - Present)

Associate Professor, Elementary

Education Program, Faculty, East

Carolina University. (August 2007 -

December 2009)

Associate Chair, Professor,

Curriculum & Instruction, Faculty,

Eastern Kentucky University. (2004

- 2007)

Associate Professor, Curriculum &

Instruction, Faculty, Eastern

Kentucky University. (2001 - 2007)

Director of Teacher Education,

Division of Teacher Education,

Faculty, Administrator, Alice Lloyd

College. (August 1999 - May 2001)

Associate Professor, Division of

Teacher Education, Faculty, Alice

Lloyd College. (August 1998 - May

2001)

Assistant Professor, Department of

Elementary, Reading, and Special

Education, Faculty, Morehead State

University. (May 1994 - May 1998)


KRA, Lexington, KY.

Repurposing Professional Learning

Communities (PLCs), Architecture

for Implementing the Common Core

Standards: Strategies, Partnerships,

& Progress, Kentucky Council on

Postsecondary Education,

Louisville, KY.

Committee, Member, College

Marketing, Recruitment,

Admissions, and Retention

Committee, (August 16, 2013 -

Present)

Other Service, Kentucky Reading

Association, (May 2, 2013 -

Present)

Board or Trustee, Member,

Collaborative Center for Literacy

Development, (September 12, 2011

- Present)

Teacher, John M. Stumbo

Elementary, Teacher, Floyd County

Schools. (January 1988 - May 1993)


and Curriculum,

University of

Louisville

May Teach (SACS)

EME 866, EMS 818,

EMS 878

Full Time

Institution,

College,

Departmen

t,

Part-time

Program

Assistant

Professor





Kentucky, 2015

Make-It- and-Take-It Mathematics

Manipulatives K-8th, Eastern


Kentucky, 2016




Mathematics, Lexington, Kentucky,

2016







Tennessee Teaching Certificate,






2016

"

Korson,

Stacey J.

Ph.D. in Language and

Literacy

Masters of Science in

Education, University

of Central Missouri:

Literacy Education

May Teach (SACS)

EME 874

Full Time

Institution,

College,

Departmen

t,

Part-time

Program

Assistant

Professor

Yes A Narrative Tale: Sliding from

Teaching to Teaching for the

Test, Twelfth International

Congress of Qualitative Inquiry,

Champaign-Urbana, IL; Learning

to Teach or Teaching to the

Test: Crossing the Line with the

edTPA, The American

Association of Colleges for

Teacher Education, Las Vegas,

NV: Negotiating Informational

Texts in Third Grade

Classrooms: A Case of Three

Teachers, Literacy Research

Association, Dallas, TX.

Missouri Professional Certificate for Elementary Education (1-6), (May 2010 – May 2109).

Missouri Professional Certificate for Special Reading K-12, (May 2010 – May 2109).

Elementary Classroom Teacher, Leeton R-X

Middle School Reading Teacher, Leeton R-X

Instructional Specialist, Title 1 (math), Leeton R-X

Literacy Coursework – 45 hours (23 graduate, 12 undergraduate)


APPENDIX B

Eastern Kentucky University



Math Specialist (P-5) Endorsement Program

The Math Specialist Endorsement will prepare candidates to demonstrate the advanced

mathematical knowledge, skills and instructional techniques necessary to ensure student success,

achievement among P-5 children of diverse backgrounds to support college and career readiness.

Candidates seeking this endorsement must hold initial elementary (P-5) certification. This is a 15

semester hour on-line endorsement program.

Name

Last First Middle Student ID Number

Address

Email Address_________________________________ Phone __________________________

Prerequisites: Kentucky initial certification (Rank III or higher) or Statement of Eligibility for

Elementary Education (P-5)

Admission Criteria:

A bachelor’s or master’s degree with a cumulative grade point average of 2.75 on a 4.0 scale;

or a grade point average of 3.0 on a 4.0 scale on the last 30 hours of credit completed,

including undergraduate and graduate coursework.

Meet general requirements of the graduate school for admission; An Admission reflection

that includes evidence of: Desire to initiate and lead others, Ability to improve student

achievement, Implementation of curriculum, instruction and assessment, Commitment to

ongoing professional growth, Effective communication skills (written and ability to

disseminate), and Ability to build sustained relationships and foster collaboration.

Program Requirements:

Course Number Semester Hours Date Completed Grade

EMS 818: Effective

Instructional Models and

Practices

3

EME 843: Teaching

Mathematics to Low Achievers 3

EME 866: Investigations in

Elementary/Middle

Mathematics Education

3

EME 874: Language Arts in the

Curriculum 3


EMS 878: Mathematics

Assessment P-12 3

Additional Program Requirements: These courses must meet the criteria of the advanced

program in which they are obtained and must be taken with the advisor’s prior approval.

Exit Requirements:

Program GPA - Candidates must earn an overall GPA of 3.0 or higher, with no grade lower

than a C.

Candidates will have opportunities to demonstrate professional growth through signature

assessments covering major program components.

________________________________ _________________________________

Advisor Date Candidate Date

_________________________________ _________________________________

Department Chair Date Dean, College of Education Date


APPENDIX C

Math Specialist Endorsement (P-5) Syllabi

Separate Documents

EMS 818, EME 843, EME 866, EME 874, EMS 878


Program Review Update

Eastern Kentucky

University July 2015

Following are the results of the reviews by the Division of Educator Preparation, the Content Area Program Review Committee, and the Reading Committee of the following program submitted by Eastern Kentucky University. All concerns noted in this Program Review Update must be addressed in writing and cleared before the program will be forwarded to the Education Professional Standards Board for consideration.

MATH SPECIALIST P-5 ENDORSEMENT (Graduate Level)

1) The admissions criteria does not include a requirement for the candidate

to have either an Elementary certificate or Statement of Eligibility for Elementary in the continuous assessment section and on the curriculum contract.

The curriculum contract has been updated, and this clarification is included in the PRD narrative as well.

2) It is not clear how the advanced level of performances of the Kentucky

Teacher Standards are addressed and assessed.

See pg.10 & 11 for the chart indicating the course title, the assessment and the Advanced level of the Kentucky Teacher Standard for information needed on how each of the advanced level of performances of the Kentucky Teacher Standards are addressed and assessed. On page 15, there is additional alignment of KTS – Advanced to the assessments and courses in the Math Specialist endorsement.

3) Additional information is needed to describe how this program addresses literacy appropriate for math.

EME 874: Language Arts in the Curriculum –Is the course that

addresses literacy, particularly writing across the curriculum. Major

emphasis is on oral and written expression for mathematical reasoning,

sense making, problem solving, computational fluency, and justification.

Candidates will be required to design lessons implementing all of the

above with an emphasis on writing as required by SB1, Section 17(3).

Candidates may address math content in their writing, connecting the learning progression across grade levels.

The syllabus for EME 874 includes some clarification, too, within the

SLOs, Course Outline, and specifically the Course Requirements to help

identify the way this course embeds language arts instruction within the

context of content area disciplines.


4) There is no faculty assignment on the matrix for EME 874.

Nola Faye Deters and Stacey Korson are both included on this chart.

5) Additional information is needed to demonstrate how this program is

aligned with the unit’s continuous assessment plan. What are the transition points in this program and what are the assessments required at each of the transition points?

This program was submitted when the Unit and now EPP was moving from a Conceptual Framework/Continuous Assessment model to an EPP Quality Assurance System. This program maintains the integrity of the prior approved Continuous Assessment Plan and is part of the new EPP Quality Assurance System to be presented for the 2016-2017 academic year. There is no additional documentation that may be provided at this time.

Transitions are at program Admission and Exit. Candidate progress is monitored through KAs as noted in courses.

6) Is the title of EMS 878 correct (Assessment for Candidates Struggling

in Math, p.9)? Should this be Students instead of Candidates? Also, the title on the syllabus does not match the title in the narrative.

The appropriate title is EMS 878: Mathematics Assessment P-12. This has been corrected in both the narrative and syllabus.

7) There does not appear to be adequate faculty assigned to the program

(no math specialist).

See revised Faculty Qualification Summary chart, which now includes Dr. Twyla Harris.

8) Syllabi do not demonstrate alignment between the assessments and the

SPA standards.

SEE ATTACHED SYLLABI: EMS 818, EME 866, EME 874, EMS 878. All

syllabi include multiple references to how the SPAs align to SLOs and to course

assessments.

9) Syllabi do not provide sufficient evidence to support the narrative

(integration of KCAS for math, KTS, and NCTM standards for math specialist).

SEE ATTACHED SYLLABI: EMS 818, EME 866, EME 874, EMS 878. The

syllabi SLOs use key phrasing related to the standards and integration of math

concepts. In addition, the assessments within the syllabi refer, in many cases, to


direct and explicit concepts related to the content and pedagogy standards.

10) Additional information is needed to describe how the program provides

candidates with strategies and resources for differentiated instruction for teaching math.

The following updates are included within the PRD:

The chart and course descriptions below indicate how candidates will be prepared

to use different texts and design instruction to include differentiation strategies and

resources that will meet the needs of all learners. Application of information is

designed to include additional depth of knowledge for the candidates.

Course Differentiated Strategies

Differentiated Resources

EMS 818: Effective


Practices

Formative assessment strategies.

How to identify diverse

needs

Math Leadership Plan

Course texts

Videos

Technology apps

Journal articles

EME 843: Teaching

Mathematics to Low Achievers

Instructional videos Supplemental texts Instructional Methods Assessment Remediation Plan

Resource file for Manipulatives

Journal articles

Math Recovery Resources

Course Texts Instructional Videos


Elementary/Middle


Process Standards

8 Math Practice

Standards

Differentiated

planning process

Unit plan

implementing

differentiation

Journal articles

8 math Practice

standards

resources provided

Technology used as a

tool for

differentiation

Course text


Assessment P-12

Assessment Strategies

Class text

Videos

Math Screeners

EMS 818: Effective Instructional Models and Practices – Course is

designed to help candidates examine, evaluate, and apply recent research

findings related to effective instruction that meets individual learning needs

(differentiation instruction). Candidates will apply the information learned


through research to make choices on text materials and teaching resources

to use when designing classroom instruction. All candidates will design

classroom teaching models implementing best practice teaching strategies

for math content instruction, assessment strategies, and other learning

variables.

EME 843: Teaching Mathematics to Low Achievers –This course is

designed to prepare candidates to use different assessment data, texts and

design instruction to meet individual learning needs (differentiated

instruction). The identification of different texts and resources for low

achievers will come from an in depth analysis of student characteristics,

teaching strategies, assessment data, and mathematics curriculum resources.

All candidates will be required to design a remediation/instructional plan

for a low achiever in math utilizing the various texts and resource materials

identified.


– This course investigates national and state content and process standards.

Candidates will participate in an intense study of all of the math standards

with a strong emphasis on NCTM process standards and the 8 standards for

mathematical practice (how you teach math). Candidates will be given the

opportunity to use the information gained from their study of the process

standards and the 8 standards for mathematical practice, to choose resources

and text materials to design instructional strategies to promote engagement,

hands-on/active learning, and differentiation of activities.

EMS 878: Mathematics Assessment P-12 – Course emphasizes different

assessments to diagnose the math disability, identifying how children

construct mathematical knowledge, and planning/implementing instruction

approach to address the identified needs. All candidates will develop a

diagnostic and instructional plan for various students using various

assessment tools including formative assessment strategies. The

instructional plan will include a resource list to indicate text resources,

research, and the instructional design to be implemented based on the

information gained through the assessment(s). Information will determine

how to differentiate the learning design.

11) It is not clear why there is a language arts course in the program.

EME 874 is the course, as required by SB1, Section 17(3), where candidates will

be required to design lessons implementing an emphasis on writing across the

curriculum. Major emphasis is on oral and written expression for mathematical

reasoning, sense making, problem solving, computational fluency, and

justification. as required by SB1, Section 17(3). Candidates may address math

content in their writing, connecting the learning progression across grade levels.

The syllabus for EME 874 has been updated, too, with clarifications about how

the language arts elements will be embedded in multi-disciplinary contexts. See

the Course Requirements section specifically to see how candidates in math


endorsement area will address this literacy element specifically.

12) Assignments have limited evidence of performance.

In each course, there are several assignments that build on each other, providing multiple opportunities for candidates to gain necessary knowledge constructing the final project. All of the key assessments are performance based assessments: in fact, the Remediation Plan, Video Instructional Models, and Diagnostic/Instructional Plan Key Assessments are based upon clinical experiences, collaboration with colleagues and instructors, and the building of knowledge with other course assignments. All of the Key Assessments within the endorsement require candidates to apply their knowledge of content and pedagogy. The syllabi descriptions of the assessments might be useful for the reviewer in helping see the connection between and across the courses as math specialists deepen their understanding and demonstrate their evolving proficiencies.

13) Syllabi do not include updated information (bibliography or theoretical

research base references, required texts/old editions).

Some of the resources may be dated; however, the professor has deemed them as essential research for the objective of the content being taught. In addition, older versions of texts are due to preference for the specific text where a better updated text has not been found. One text in particular was written by leading researchers in the field of struggling math students. These researchers have not written an updated text and no other author has attempted to update it.

Most research articles are updated versions.

14) Is there a field component with each course? (This chart is included within the PRD as well)

No, only 3 courses require field hours -

Course Hrs.

EMS 818 – Yes, develop 2 classroom teaching videos for instructional training use 8

EME 843 – Yes, assessing 1 struggling math student and designing an instructional

plan

6

EME 866 – No 0

EMS 878 – Yes, administering at least 6 assessments (video required for each) 8

EME 874 – No 0


15) It is not clear how this program addresses the leadership component of the Elementary Math Specialist. There is not sufficient information provided to demonstrate how the candidate is prepared for a role of lead teacher and/or coach mentor as required by the NCTM Standards for Elementary Math Specialist.

Each course addresses on the NCTM Standards for Elementary Math Specialist.

(See pg 5 of the PRD)

EMS 818: Effective Instructional Models and Practices – Leadership is

addressed through investigation of using research in mathematics education

to inform practice and use resources. Text also focuses on math specialists

skill required to work with teachers, colleagues, and administrators in a


EMS 843: Teaching Mathematics to Low Achievers - Leadership will be

addressed by focusing on the importance a Professional Learning Community

(PLC) has on student achievement in mathematics. Guidance will be shared

throughout the course on how to organize, plan, and implement an effective


EME 866: Investigations in Elementary/Middle Mathematics

Education – Leadership will be addressed through an in-depth study of the

mathematics content standards. Emphasis on evaluating the alignment of

mathematics curriculum standards in schools, textbooks, and required

assessments (NCTMCAEP 6d)

EME 874: Language Arts in the Curriculum – Leadership will be addressed

by an in-depth study of how to implement writing for mathematical reasoning,

sense making, problem solving, computational fluency, and justification to

continue their development and knowledge to inform their practice of

implementing writing in their math instruction (NCTMCAEP 6b)

EMS 878: Mathematics Assessment P-12 - The leadership role of the math

specialist with assessment is addressed. Candidates will be assessing various

grade levels of students and designing an Assess, Diagnose, Prescribe plan for

instruction for each student assessed. Text provides information and guidance on

how to work with/coach teachers. Journals are used for reflective practice on

personal growth needed (NCTMCAEP 6a,b,c,d)





Degree: Endorsement











Theme of the Unit The Math Specialist (P-5) Endorsement program provides advanced teacher education candidates with the opportunity to continue their growth and development as professional educators and Instructional Math

specialists. The graduate endorsement program assists teachers in advancing their knowledge, application,




tables that follow.


methodologies, computer-based competencies, and critical and creative thinking skills, the Math Specialist





techniques necessary to ensure student success and achievement among P-12 candidates of diverse

backgrounds.






Professionalism: Candidates will be interacting throughout their coursework (EME 843(6); EMS 818 (8); EMS

878 (8)), with school personnel, students and administrators through course embedded clinical experiences.

Admission and Exit Requirements Prerequisite: Kentucky initial certification (Rank III or higher) in Elementary Education (P-12) or a Statement of Eligibility in Elementary Education (P-12).

Admission Criteria:

A bachelor’s or master’s degree with a cumulative grade point average of 2.75 on a 4.0 scale; or a grade point average of 3.0 on a 4.0 scale on the last 30 hours of credit completed, including undergraduate and

graduate coursework.







An Admission reflection that includes evidence of the following:








Exit Requirements:


Candidates will have opportunities to demonstrate professional growth through signature assessments



The proposed curriculum has been streamlined to meet relevant state and national standards, along with field and clinical experiences. Some features from the proposed program are:







Mode of Delivery

The Mathematics Specialist (P-5) Endorsement will be offered 100% online.






today’s schools, the Math Specialist (P-5) endorsement seeks to provide teachers with the content and pedagogy

needed to assure that they are meeting the needs of all learners in their mathematical knowledge and skills.













Program Relationship to the Conceptual Framework The course work and professional practice activities of the Math Specialist (P-5) Endorsement program are built upon the key components of the unit’s conceptual framework; the knowledge, dispositions and skills of the

National Council of Teachers of Mathematics Standards; Kentucky Teacher Standards; Kentucky Academic

Standards; and the Council for Accreditation of Educator Preparation (CAEP) Standards.






connect what they learn while being guided by skilled clinical educators. Performance-based assessments, at key

transitions in the program, are designed to demonstrate candidates’ development of the knowledge, skills, and

professional dispositions associated with a positive impact on the learning and development of all P-12 students

(CAEP, 2014).

Throughout the coursework (EMS 878, EMS 818, EME 843), the Math Specialist Endorsement program

utilizes the clinical model, providing candidates with multiple clinical experiences. The clinical experiences

align to the EKU Conceptual Framework, NCTM and CAEP Standards, and prepare candidates to be an

instructional leader in math instruction for schools and districts reflecting college and career readiness for all.

Clinical experiences, aligned to the standards, require candidates to demonstrate authenticity of practice.




(PECAP). This program was submitted when the Unit and now EPP was moving from a Conceptual

Framework/Continuous Assessment model to an EPP Quality Assurance System. This program maintains the

integrity of the prior approved Continuous Assessment Plan and is part of the new EPP Quality Assurance

System to be presented for the 2016-2017 academic year. There is no additional documentation that may be

provided at this time.

Transitions are at program Admission and Exit. Candidate progress is monitored through KA as noted in

courses.

IV. Required Program Experiences Components Prerequisites for Admission













Program Design








A. Courses and Experiences The Math Specialist Endorsement program will be offered 100% online, a traditional route of adding an endorsement. The program is designed to provide coursework to advance candidates’ knowledge and pedagogy





Three courses in the Math Specialist Endorsement program will require clinical hours; EMS 818: Effective

Instructional Models and Practices, EME 843: Teaching Mathematics to Low Achievers, and EMS 878:

Mathematics Assessment P-12. See chart below.

Course Title and Description of Clinical Expectation Course

Hours

Clinical

Hours

EMS 818: Effective Instructional Models and Practices. Developing classroom teaching videos for instructional training use.

3 8

EME 843: Teaching Mathematics to Low Achievers. Assessing one struggling math student and designing an instructional plan.

3 6

EME 866: Investigations in Elementary/Middle Mathematics Education. No clinical hours.

3 0

EME 874: Language Arts in the Curriculum. No clinical hours.

3 0

EMS 878: Mathematics Assessment P-12. Administering 6 math assessments (video required for each).

3 8

Total Hours 15 22



program.












Professional Learning Communities (PLCs), designing professional development to advance the school’s

mathematics program, and promoting the role a math interventionist has in facilitating students’ math

achievement are addressed in several courses.



focuses on math specialists’ skills required to work with teachers, colleagues, and administrators in

a professional setting (NCTMCAEP 6a,b,c,d)








(NCTMCAEP 6d)

EME 874: Language Arts in the Curriculum – Leadership will be addressed by an in-depth study of how to implement writing for mathematical reasoning, sense making, problem solving, computational

fluency, and justification to continue their development and knowledge to inform their practice of implementing writing in their math instruction (NCTMCAEP 6b)




guidance on how to work with/coach teachers. Journals are used to ensure reflective practice a n d

personal growth (NCTMCAEP 6 a,b,c,d)









EMS 818: Effective Instructional Models and Practices – Candidates will deepen their understanding

of why math procedures work through researching articles and compiling a literature review on different math strategies for instruction and how to differentiate for different learning styles. Implementation of research-based math instruction at the primary and intermediate levels will also be addressed. All candidates will design classroom teaching models implementing instructional strategies for effective teaching of math content, assessment strategies, and learning variables.

EME 843: Teaching Mathematics to Low Achievers - Candidates will be focusing on teaching strategies, assessment data, and mathematics curriculum content to promote mathematical reasoning, sense making, problem solving, computational fluency, and justification. In addition, instructional strategies will be embedded to help teachers understand why math procedures work not just how they work to better prepare them for teaching mathematics to struggling students.



















learning variables.














including mathematical reasoning, sense making, problem solving, computational fluency, and justification.

























mathematical practice, to choose resources and text materials to design their instructional

strategies to promote engagement and hands-on/active learning.

EMS 878: Mathematics Assessment P- 12– Course emphasizes different assessments to

diagnose the math disability, identifying how children construct mathematical knowledge,

and planning/implementing instruction approach to address the identified needs. All

candidates will develop a diagnostic and instructional plan for various students using

various assessment tools including formative assessment strategies. The instructional plan

will include a resource list to indicate text resources, research, and the instructional design

to be implemented based on the information gained through the assessment(s).

6. Describe how the program will prepare candidates to determine what students

know and understand, using formative assessments to guide instruction.

The Math Specialist Endorsement program will prepare candidates to determine what

students know and understand, using a variety of formative and diagnostic assessments to

guide instruction. Candidates will be introduced to issues related to mathematics assessment

and the instructional planning that must follow an assessment. Ample opportunities will be

given in various courses to assess students and use the assessment information to design

instruction.

EME 843: Teaching Mathematics to Low Achievers - Candidates will be

prepared to use different assessment data, texts, and design instruction to meet

individual learning needs. Candidates will be required to administer an assessment

to an identified struggling learner in math. After assessment is given, the

candidates will be responsible for analyzing the data, developing a math

improvement plan, writing strengths and needs summary report, and designing

instruction to address student’s needs that are identified.

EME 866: Investigations in Elementary/Middle Mathematics Education –

Candidates will utilize the information gained on how to teach math as described

in the NCTM process standards and the 8 standards for mathematical practice to

design math instruction where students are actively engaged in their learning and

can be readily assessed using some type of formative assessment.

EMS 878: Mathematics Assessment P- 12- Course emphasis is on assessing types

and degree of math disabilities, identifying how children construct mathematical

knowledge, and planning/implementing instruction approach to address the

identified needs. All candidates will develop a diagnostic and instructional plan for

various students using various assessment tools including formative assessment

strategies. The diagnostic plan will also include a resource list to indicate text

resources, research, and instructional design implemented.

7. Describe how the program will provide strategies and resources for teaching


mathematics, including those for differentiated instruction.

The chart and course descriptions below indicate how candidates will be prepared to use

different texts and design instruction to include differentiation strategies and resources

that will meet the needs of all learners. Application of information is designed to include




EMS 818: Effective


Practices

Formative assessment strategies.


needs


Course texts

Videos

Technology apps

Journal articles

EME 843: Teaching



Resource file for Manipulatives

Journal articles

Math Recovery Resources



Elementary/Middle


Process Standards

8 Math Practice

Standards

Differentiated

planning process

Unit plan

implementing

differentiation

Journal articles

8 math Practice

standards

resources provided


tool for

differentiation

Course text


Assessment P-12


Class text

Videos

Math Screeners

EMS 818: Effective Instructional Models and Practices – Course is designed

to help candidates examine, evaluate, and apply recent research findings related

to effective instruction that meets individual learning needs (differentiation

instruction). Candidates will apply the information learned through research to

make choices on text materials and teaching resources to use when designing

classroom instruction. All candidates will design classroom teaching models

implementing best practice teaching strategies for math content instruction,

assessment strategies, and other learning variables.


EME 843: Teaching Mathematics to Low Achievers –This course is designed

to prepare candidates to use different assessment data, texts and design

instruction to meet individual learning needs (differentiated instruction). The

identification of different texts and resources for low achievers will come from

an in depth analysis of student characteristics, teaching strategies, assessment

data, and mathematics curriculum resources. All candidates will be required to

design a remediation/instructional plan for a low achiever in math utilizing the

various texts and resource materials identified.


This course investigates national and state content and process standards.

Candidates will participate in an intense study of all of the math standards with a

strong emphasis on NCTM process standards and the 8 standards for mathematical

practice (how you teach math). Candidates will be given the opportunity to use the

information gained from their study of the process standards and the 8 standards

for mathematical practice, to choose resources and text materials to design

instructional strategies to promote engagement, hands-on/active learning, and

differentiation of activities.


assessments to diagnose the math disability, identifying how children construct

mathematical knowledge, and planning/implementing instruction approach to

address the identified needs. All candidates will develop a diagnostic and

instructional plan for various students using various assessment tools including

formative assessment strategies. The instructional plan will include a resource

list to indicate text resources, research, and the instructional design to be

implemented based on the information gained through the assessment(s).

Information will determine how to differentiate the learning design.

8. Describe how the program ensures that candidates understand the vertical nature

of mathematics and have a sense of how concepts are introduced in the elementary

curriculum and then woven through the middle school curriculum (Example:

teaching fractions in elementary lays the foundation for algebra in middle school).

The Math Endorsement Specialist program ensures that candidates understand the vertical

nature of mathematics and have a sense of how concepts are introduced in the elementary

curriculum and then woven through the middle school curriculum. This is addressed by

having candidates directly focus on the alignment of the NCTM standards and the

Kentucky Academic Math Standards across all grade levels.

EMS 818: Effective Instructional Models and Practices - the candidates will

investigate the vertical (and embedded) nature of mathematical concepts by

addressing the Kentucky mathematical standards for content and practice. In

addition, through review of appropriate formative assessment and instructional

models, candidates will evaluate student progress, identify the instructional needs of


students, and apply intentional instruction to the situation. This process requires

candidates to have a thorough understanding of the vertical nature of mathematics,

particularly as it applies to developmental needs of students and their evolving

conceptual understanding.

EME 866: Investigations in Elementary/Middle Mathematics Education - the

candidates will investigate the vertical nature of the concepts and how they weave

together to make a connection from grade to grade. Specific emphasis will be on

the math content connections between elementary and middle school using the

Kentucky Academic Standards. These standards are very fluid and connections can

be easily identified. For example, teaching growing patterns generates functional

relationships in elementary grades that will lay the foundation for graphing on a

coordinate plane to visually show algebraic relationships as taught in middle school.

All candidates will design a math unit addressing differentiation of learning and

understanding of math content and implementing instructional practices. Candidates

may or may not address a connection between an elementary concept and a middle

school concept in their math unit.

EME 874: Language Arts in the Curriculum – This course addresses writing

across the curriculum. Major emphasis is on oral and written expression for

mathematical reasoning, sense making, problem solving, computational fluency, and

justification. Candidates will be required to design lessons implementing all of the

above with an emphasis on writing as required by SB1, Section 17(3). Candidates

may address math content in their writing, connecting the learning progression


EMS 878: Mathematics Assessment, P-12 – Because this course focuses on

meeting the needs of individual students, candidates must apply their understanding

of the vertical nature of standards-based instruction. In the context of their key

assessment for the course, candidates will assess, diagnose, and prescribe.

Remedial or advanced instruction for students will be necessary, and candidates

must utilize their understanding of the standards alignment to accurately determine

the content/practice needs of their students and then to provide effective instruction.




When the

Kentucky

NCTM/CAEP

Type of

Assessment

Form of Assessment

Assessment Is

Administered

Teacher

Standards

(Advanced)

Standards -

Teachers

Assessment #1:

Content

Assessment

Math Unit Assignment EME 866 1, 5, 8, 9, 10 1, 2, 3, 6

C: 1, 2, 3, 4

Assessment #2:

Other Assessment

of Content

Knowledge

Remediation Plan EME 843 1, 2, 4, 5, 6, 7, 1, 2, 3, 4, 5, 6, 7

8, 10 C: 1, 2, 3, 4

Assessment #3:

Assessment of

Professional

Capabilities

Video Instructional Models EMS 818 1, 2, 3, 4, 5,

6, 7, 8, 9, 10

1, 2, 3, 4, 5, 6, 7

Assessment #4:

Clinical

Experiences

Measure of

Teaching

Proficiency

Remediation Plan EME 843 1, 2, 4, 5, 6, 7

8, 10

1, 2, 3, 4, 5, 6, 7

C: 1, 2, 3, 4

Assessment #5:

Measure of

Candidate

Assessment





EMS 878 1, 2,3, 4, 5, 7, 8

9, 10

1, 2, 3, 4, 5, 6, 7

C: 1, 2, 3, 4


Proficiencies

Assessment #6:

Candidate ability to

diagnose and

prescribe for

personalized

student learning.






approach to address the identified needs.

EMS 878 1, 2, 3, 4,5, 7, 8

9, 10

1, 2, 3, 4, 5, 6, 7

C: 1, 2, 4, 4

Assessment #7: Diagnostic and Instructional Plan - EMS 878

1, 2,3, 4, 5, 6, 7, 1, 2, 3, 4, 5, 6, 7

C

Application of assessing types and degree of math 8, 9, 10 C 1, 2, 3, 4

content disabilities, identifying how children

knowledge and construct mathematical knowledge EME 843

pedagogical planning/implementing instruction

skills approach to address the identified

(Instructional Needs

Remediation Plan Practice)

Assessment #8:

Assessment of

literacy

outcomes


Project

EME 874 1, 2, 5, 6, 7 1, 2, 4, 6

In each of the courses listed above, there are several assignments that build on each other, providing multiple

opportunities to gain necessary knowledge constructing the final project. Since these assignments all connect at

the end to comprise one major project, the required work for each assignment appears to be minimal, but once

combined and connected the final work is much more in-depth.

2. Code of Ethics








3. The teaching of writing. Writing across the curriculum (WAC) refers to “incorporating writing in all content areas or courses, rather than isolating writing within a particular course or program.” In EME 874 Language Arts in the Curriculum

course, the student will create a math content writing assignment that will emphasize the development of

writing skills, both as a tool for learning and for assessment. This assignment will also use writing to help

assess student knowledge and understanding of math content, as well as to encourage the development of

communication skills essential to success in school and beyond.


In EME 874 Language Arts in the Curriculum candidates will learn strategies for teaching Language Arts










Endorsement P-5.

COURSES

Diversity

Assessment Closing

Achievement Gap

K = Knowledge, CE= Clinical Experience KA= Key Program Assessment



EME 866 K K, KA K

EMS 878 K, KA K, KA, CE K, KA, CE

B. Specialty Professional Association (SPA) Standards Candidates in the math specialist endorsement have acquired the necessary skills and experiences to become effective math specialists as defined by National Council of Teachers of Mathematics www.nctm.org. The


NCTM CAEP Standards COURSE ASSESSMENT 1.Content Knowledge: Demonstrate and apply knowledge of

major mathematics concepts, algorithms, procedures,

connections, and applications within and among mathematical

content domains.

EME 866

EME 843

EMS 818

EMS 878

Math Unit Assignment

Remediation Plan

Video Instructional Models

Diagnostic and Instructional

Plan

2.Mathematical Practices: Solve problems, represent

mathematical ideas, reason, prove, use mathematical models,

attend to precision, identify elements of structure, generalize,

engage in mathematical communication, and make connections

as essential mathematical practices. They understand that these

practices intersect with mathematical content and that

understanding relies on the ability to demonstrate these practices

within and among mathematical domains and in their teaching

and mathematics leadership.

EME 866

EME 843

EMS 818

EMS 878


Remediation Plan



Plan

3.Content Pedagogy: Apply knowledge of curriculum

standards for mathematics and their relationship to student

learning within and across mathematical domains in teaching

elementary students and coaching/mentoring elementary

classroom teachers. They incorporate research-based

mathematical experiences and include multiple instructional

strategies and mathematics-specific technological tools in their

teaching and coaching/mentoring to develop all students’

mathematical understanding and proficiency. As teacher, lead

teacder, and coach/mentor, they provide and assist teachers in

providing students with opportunities to do mathematics- talking

about it and connecting it to both theoretical and real-world

contexts. They plan, select, implement, interpret, and assist

teachers in the incorporation of formative and summative

assessments for monitoring student learning, measuring student

mathematical understanding, and informing practice.

EME 866

EME 843

EMS 818

EMS 878


Remediation Plan



Plan

4.Mathematical Learning Environment: Exhibit knowledge

of child, pre-adolescent, and adult learning, development, and

behavior. They use this knowledge to plan, create, and assist

teachers in planning and creating sequential learning

opportunities grounded in mathematics education research

where students are actively engaged in the mathematics they are

EME 843

EMS 818

EMS 878

Remediation Plan



Plan



learning and building from prior knowledge and skills. They

demonstrate, promote, and assist teachers in demonstrating and

promoting a positive disposition toward mathematical practices

and learning and exhibit and support the equitable and ethical

treatment of and high expectations for all students. They

include and assist teachers in embracing culturally relevant

perspectives in teaching, in recognizing individual student

differences, and in using instructional tools such as

manipulatives, digital tools, and virtual resources to enhance

student learning, while recognizing the possible limitations of

such tools.

5.Impact on Student Learning: Provide evidence that as a result

of their instruction or coaching/mentoring of teachers, elementary

students’ conceptual understanding, procedural fluency, strategic

competence, adaptive reasoning, and application of major

mathematics concepts in varied contexts have increased.

Elementary mathematics specialists support the continual

development of a positive disposition toward mathematics. These

mathematics specialists show that new student mathematical

knowledge has been created as a consequence of their ability to

engage students or coach/mentor teachers in mathematical

experiences that are developmentally appropriate, require active

engagement, and include mathematics-specific technology in

building new knowledge.

EME 843

EMS 818

EMS 878

Remediation Plan



Plan

6.Professional Knowledge and Skills: Are lifelong learners and

recognize that learning is often collaborative. They participate in

and plan mathematics-focused professional development

experiences at the school and/or district level, draw upon

mathematics education research to inform their practice and the

practice of colleagues, continuously reflect on their practice, use

and assist teachers in using resources from professional

mathematics organizations, and demonstrate mathematics-

focused instructional leadership.

EME 843

EMS 818

EMS 878

Remediation Plan



Plan

7.Elementary Mathematics Specialist Field Experiences and

Clinical Practice: Engage in a planned sequence of field

experiences and clinical practice under the supervision of an

experienced and highly qualified mathematics educator. They

develop a broad experiential base of knowledge and skills

working with a range of student and adult learners including

elementary students and elementary school teachers, both novice

and experienced, in a variety of school and professional

development settings. They develop and use interpersonal and

leadership skills to engage school-based and other professionals

in the improvement of mathematics programs at the school and/or

district levels.

EME 843

EMS 818

EMS 878

Remediation Plan



Plan


- Elementary

Math Specialists

COURSE

ASSESSMENT

C.1. Number and Operations EME 866

EMS 878


Diagnostic and Instructional Plan

C.2. Algebra EME 866

EMS 878



C.3. Geometry and Measurement

EME 866

EMS 878




C.4. Statistics and Probability EME 866

EMS 878



COURSE DESCRIPTION

EMS 818 Course designed to help candidates examine, evaluate, and apply recent research findings related to effective instruction and schools. Minimum of 8 clinical hours.

EME 843 Designed to acquaint teachers with the characteristics and problems of low achievers. The identification of resources for low achievers will come from an in depth analysis of student


hours.

EME 866 For candidates who desire to make a critical study of investigative and theoretical literature dealing with the teaching of mathematics content in the elementary and middle school.

EMS 878 Theory and application of a constructivist approach to mathematics assessment. Emphasis on assessing types and degree of math disabilities, identifying how children construct mathematical


clinical hours.

EME 874 Examination of current trends and curriculum problems related to teaching of language arts. Major emphasis on listening, oral and written expression, spelling, and handwriting.

C. Kentucky Teacher Standards – Advanced Level This endorsement is designed to offer candidates a variety of experiences that enhance and advance their competencies in the Kentucky Teacher Standards – Advanced Level. The Kentucky Teacher Standards are




1: The Teacher Demonstrates Applied Content Knowledge

EME 866

EME 843

EMS 818

EMS 878

EME 874


Remediation Plan




2: The Teacher Designs And Plans Instruction

EME 843

EMS 818

EMS 878

EME 874

Remediation Plan




3: The Teacher Creates And Maintains Learning Climate

EME 843

EMS 818

Remediation Plan


4: The Teacher Implements And Manages Instruction

EME 843

EMS 818

EMS 878

Remediation Plan



5: The Teacher Assesses And Communicates Learning Results

EME 866

EME 843

EMS 818

EMS 878

EME 874


Remediation Plan





6: The Teacher Demonstrates The Implementation Of Technology

EME 843

EMS 818

EMS 878

EME 874

Remediation Plan




7: Reflects On And Evaluates Teaching And Learning

EME 843

EMS 818

EMS 878

EME 874

Remediation Plan




8: Collaborates With Colleagues/Parents/Others

EME 866

EME 843

EMS 818


Remediation Plan


9: Evaluates Teaching And Implements Professional

Development

EME 866

EMS 818

EMS 878

EME 874




Research-Based Instructional Design Project 10: Provides Leadership Within School/Community/Profession

EME 843

EMS 818

EMS 878

EME 866

Remediation Plan




COURSE DESCRIPTION




hours.




clinical hours.


D. Kentucky Academic Standards

The program’s relationship to the Kentucky Academic Standards is shown in Table 4.

The Kentucky Academic Standards call for students at all grade levels to become effective communicators

who are capable of dealing with information at high levels of understanding. Additionally, these standards

call for students to be able to successfully acquire, apply, and integrate knowledge. In order to do this,

students have to be successful problem solvers with regard to various types of information and situations.

To this end, the Math Specialist P-5 Endorsement program seeks to address the Kentucky Academic

Standards by providing experiences in which candidates learn how mathematics education impacts

students as they work to become career and college ready. As candidates progress through the endorsement

program, they complete coursework/assignments which are relevant to public school classrooms. These

experiences strengthen the candidates’ abilities to incorporate the knowledge that is being learned in the

math specialist endorsement program to actual situations they may find in their teaching experiences. Each

course offered in the Math Specialist P-5 Endorsement program lends itself to addressing each component

stated above and providing opportunities for application.


Table 4. Kentucky Academic Math Standards

Kentucky Academic Math

Standards

COURSE ASSESSMENT

1. Counting and Cardinality (K) EME 843 EME 866

EMS 818

Remediation Plan Math Unit Assignment


2. Number Operations and Algebraic Thinking

EME 843 EME866

EMS 818



3. Number Operations and Base Ten EME 843 EME 866

EMS 818



4. Number Operations - Fractions EME 843 EME 866

EMS 818



5. Geometry EME 866 EMS 818

Math Unit Assignment Video Instructional Models

6. Measurement and Data EME 866 EMS 818




COURSE ASSESSMENT

1. Make sense of problems and persevere in solving them.

EMS 818 EME 843

EME 866

EMS 878

Video Instructional Models Remediation Plan



2. Reason abstractly and quantitatively

EMS 818 EME 843

EME 866

EMS 878

EME 874




Research Based Instructional Design Project

3. Construct viable arguments and critique the reasoning of others.

EMS 818 EME 843

EME 866

EMS 878

EME 874





4. Model with mathematics EMS 818 EME 843

EME 866

EMS 878




5. Use appropriate tools strategically EMS 818 EME 843

EME 866

EMS 878

EME 874





6. Attend to precision EMS 818 EME 843

EME 866

EMS 878





7. Look for and make use of structure

EMS 818 EME 843

EME 866

EMS 878




8. Look for and express regularity in repeated reasoning.

EMS 818 EME 843

EME 866

EMS 878




COURSE DESCRIPTION




hours.





clinical hours.


E. Program Faculty See Appendix A

F. Curriculum Contract/Guidesheet

See Appendix B

G. Syllabi

See Appendix C

H. Mode of Delivery

The Math Specialist (P-5) Endorsement program will be offered 100% online.


Faculty

Member

Name

Highest

Degree, Field, &

University1

Assignment:

Indicate the role

of

the faculty

member2

Full

Time/

Part

Time

Status

Faculty 3

Tenure

Track

(Yes/

No)


in Professional

Associations, and 5


the past 3 years6

Teaching or other


in P-12 schools7


and Curriculum,

University of

Louisville

Ed.S. Secondary

Education with

Mathematics

Education, Western

Kentucky University

B.S. Mathematics,

Minor Physics,

Belmont College

May Teach (SACS) EME 843, EME 866,

EMS 818, EMS 878

Full Time

Institution,

College,

Departmen

t,

Part-time Program

Assistant Professor





Kentucky, 2015

Make-It- and-Take-It Mathematics Manipulatives K-8th, Eastern


Kentucky, 2016




Mathematics, Lexington, Kentucky, 2016










2016

"

Tennessee Teaching Certificate, (August 1981 - Present)

APPENDIX A





Rank Service: List up to 3


Althauser, Krista


Leadership/ Policy

Studies, Eastern

Kentucky University


EMS 818, EMS 878

Full Time

Institution,

College,

Departmen

t,

Part-time

Program

Associate Professor

Yes “Intentional Problem-Solving to

Promote Higher-Order Thinking”

Mayer, J. & Althauser, K. KCM:

“Intentionality: Making Math

Meaningful!” Lexington, KY (2017).

“Reading Notable Children’s Books

for Meaningful Learning” Porter, D.,

& Althauser, K.KCM:




in the Language Arts NCBLA):

Integrating Mathematical

Connections for Meaningful

Learning” Porter, D., & Althauser, K.


and Researcher. Myrtle Beach, NC

(2016).

“Meet Me at the Commons: How I

Learned to Stop Worrying and Love

Standards” Combs, D., Althauser, K.,

Day, R., Fair, G. Lilly Conference on

College Teaching, Miami University,

Oxford, Ohio (2015)

Making the Pieces Fit: Using Literacy to Connect Economics and

Math, Kentucky Reading Association

2014 Conference, Kentucky Reading

Association, Louisville, KY.

Create Your Own Toys, 2014 STEM-

H projects for Madison



Richmond, KY.



Eight Standards for Mathematical Practices, FrameWork for Teaching:


Richmond, KY.











2006 - Present)





Present) Teaching Gifted Education - Grades






Present)









August 2011)




2004 - July 2008)




2004)




(August 1994 - May 1996)




May 1996)



Advising Elementary Education Majors, (August 2008 - Present)










Deters, Nola Faye

Ed.D. in May Teach (SACS) Full Time Professor Yes Teaching to Transference: North Carolina Methods License, Reading/Language EME 843, EME 866, Institution, Technology Application for P-12 K-8, Department of Public

Arts, University of EME 874 College, Student Learning in Teacher Instruction, (2007 - Present)

Kentucky, Lexington Departmen Preparation Programs, National KY Standard Teaching Certificate,

KY t, Social Science Association Annual K-8, Education Professional Part-time Conference, National Social Science Standards Board, (1991 - Present)

Program Association (NSSA), New Orleans, KY Provisional Teaching

LA. Certificate, Education Professional

Teaching to Transference in Digital Standards Board, (1988 - Present)

Technology, KATE Annual State Associate Professor, Elementary

Conference, Kentucky Association Education Program, Faculty, East

of Teacher Educators, Erlanger, Carolina University. (August 2007 -

KY. December 2009)

The Handwriting Wars: Bridging Associate Chair, Professor,

the Digital Divide, 92nd Annual Curriculum & Instruction, Faculty,

Conference of National Council for Eastern Kentucky University. (2004

the Social Studies, National Council - 2007)

for the Social Studies, Seattle, Associate Professor, Curriculum &

Washington. Instruction, Faculty, Eastern

Handwriting Instruction in a New Kentucky University. (2001 - 2007)

Century: Promoting Academic Director of Teacher Education,

Achievement and Promoting Division of Teacher Education,

Cognitive Automaticity, Faculty, Administrator, Alice Lloyd

Association of Literacy Educators College. (August 1999 - May 2001)

and Researchers Annual Associate Professor, Division of

Conference, Association of Literacy Teacher Education, Faculty, Alice

Educators and Researchers, Grand Lloyd College. (August 1998 - May

Rapids, MI. 2001)


It's Not About the Penmanship! Elementary, Reading, and Special

Handwriting in the 21st Century, Education, Faculty, Morehead State

Kentucky Reading Association, University. (May 1994 - May 1998)


KRA, Lexington, KY.







Louisville, KY. Committee, Member, College




Present)



Present)



Development, (September 12, 2011 - Present) International Conference on



2016 "




Korson, Stacey J.

Ph.D. in Language and Literacy




Literacy Education

May Teach (SACS) EME 874

Full Time Institution,

College,

Departmen

t,

Part-time

Program

Assistant Professor


Teaching to Teaching for the Test,

Twelfth International Congress of

Qualitative Inquiry, Champaign-

Urbana, IL; Learning to Teach or

Teaching to the Test: Crossing the

Line with the edTPA, The American

Association of Colleges for Teacher

Education, Las Vegas, NV:

Negotiating Informational Texts in

Third Grade Classrooms: A Case of

Three Teachers, Literacy Research


Missouri Professional Certificate for Elementary Education (1-6),

(May 2010 – May 2109).

Missouri Professional Certificate for

Special Reading K-12, (May 2010 –

May 2109).

Elementary Classroom Teacher,

Leeton R-X

Middle School Reading Teacher,

Leeton R-X

Instructional Specialist, Title 1

(math), Leeton R-X

Literacy Coursework – 45 hours (23

graduate, 12 undergraduate)


APPENDIX B










Name


Address

Email Address Phone



Admission Criteria:

A bachelor’s or master’s degree with a cumulative grade point average of 2.75 on a 4.0 scale;

or a grade point average of 3.0 on a 4.0 scale on the last 30 hours of credit completed,

including undergraduate and graduate coursework.








EMS 818: Effective Instructional Models and

Practices

3


3

EME 866: Investigations in Elementary/Middle


3


3


EMS 878: Mathematics Assessment P-12

3



Exit Requirements:


than a C.






APPENDIX C


Separate Documents




Curriculum and Instruction

EME 843 Teaching Mathematics to Low Achievers

3 credit hours

1. Catalog Course Description: Designed to acquaint teachers with the characteristics and problems of

low achievers. The identification of resources for low achievers will come from an in depth analysis of

student characteristics, teaching strategies, and mathematics curriculum content. This course requires a

minimum of 6 clinical hours.

2. Text/Readings:

Allsopp, D., Kyger, M., Lovin, L. Teaching Mathematics Meaningfully Solutions for Reaching

Struggling Learners. Baltimore, MD: Paul H. Brooks Publishing.

Wright,R., Stanger,G., Stafford, A., and Martland, J. Teaching Number in the Classroom.

Thousand Oaks, CA: Sage Publications.

Wright,R., Collins, D., Tabor, P. Developing Number Knowledge Assessment, Teaching &

Intervention with 7-11 Year Olds. Thousand Oaks, CA: Sage Publications

3. Student Learning Outcomes: The graduate candidate completing this course will be able to:

1. Demonstrate the ability to: Analyze, synthesize, formulate, apply, and critique information to teach

struggling learners in mathematics that includes and attends to:

A. Applying knowledge to accurately identify common characteristics of low achievers in

mathematics. (KTS-Adv. 1, 3; NCTM CAEP 1, 3, 4; NCTM CAEP C 1)

B. Analyzing and integrating disparate pieces of information and communicate them to appropriate

personnel and family.(KTS-Adv 8; NCTM CAEP 3, 4)

C. Synthesize information gathered in diagnosis to plan remediation for low achievers. (KTS-Adv 2,

5, 7, 8; NCTM CAEP 2, 3, 4, 5, 6, 7)

D. Design a mathematics program for the student to address their individual needs and incorporate

learning strengths in mathematics (equity). (KTS-Adv. 2, 3, 5, 7; NCTM CAEP 2, 3, 4, 5:

NCTM CAEP C1)

E. Apply critical analysis of the research concerning low achieving mathematics students. (KTS-

Adv. 9, 10; NCTM CAEP 6, 7)

Assessment: Analysis of Values, PGP, PLC Discussions, Article Reflections, Reflection Paper,

Math Blog

2. Design a remediation mathematics program for a low achiever that includes and attends to:

A. Identify the level of math ability based on information gathered in diagnosis. (KTS-Adv. 5, 7;

NCTM CAEP 5)

B. Design a math intervention plan addressing the content as indicated in the NCTM Principles and

Standards and the Kentucky Academic Math Standards/ Eight Standards for Mathematical

Practices. (KTS-Adv. 1, 5, 8, 10; NCTM CAEP 1, 6, 7: NCTM CAEP C1, 2, 3, 4)

C. Identify teaching materials for instruction based on current research and best practice for the

learning environment. (KTS-Adv. 2, 4; NCTM CAEP 2, 3, 4, 5)

D. Design lessons implementing technology using methodologies based on current research and

best practice. (KTS-Adv. 2, 6; NCTM CAEP 2, 3, 4, 5)

Assessment: Math Blog, Remediation Plan

4. Course Schedule

Week Reading Assignment Assignments Week 1

(Introductory Module) Introduction to EME 843

Review the purpose of the course

and the course structure

Meet your instructor

Review the course syllabus,

schedule and course policies

Access and review all of the

online resources

After reviewing all of the

information provided within

this module, complete the

Intro

Ice Breaker Assignment

IM quiz

Week 2

(Module 1)

Characteristics/Identification of

Low Achievers

Research Instructional

approaches

Compare and contrast

Instructional approaches

Determine the Instructional

approaches used by teachers

in their classroom setting.

Reflect on the effectiveness of the

instructional approach

Allsopp, Kyger, Lovin –

Chpts. 1 & 2

Wright, Stanger, Stafford,

Martland

Introduction, Chpts. 1-2

(Purple book)

Wright, Collins, Tabor


(Red book)

Researcher develops and

implements a small discussion

group (professional learning

community).

Small group Discussion

Board Posts

Article 1 Reflection

Week 3

(Module 2)

Understanding/Teaching of Big

Ideas





Chpts. 3&4


Martland

Chpts. 3&4

(Purple book)

Wright, Collins, Tabor Chpts 3&4

(Red book)

Analysis of the importance you

put on valuing mathematics

and mathematics instruction

for struggling learners.

Activity 4.1 and 4.4

Activity 4.2

Professional Growth

Plan (PGP)


Small group

Discussion

Week 4

(Module 3)

Diagnosis of Low Achievers and

Strategies Designed for Low

Achievers

Apply knowledge to

accurately identify low achievers in mathematics.

Understand the common

characteristics of low

achievers in mathematics.

Determine level of math

ability based on information

gathered in diagnosis.

Working with Families

Social, Cultural, Racial,


Chpts. 5,6,7


Martland

Chpts. 5,6,7,8

(Purple book)


Chpts.5,6,7.8

(Red book)

Working with Families and

community agencies.

Math BLOG


Small group

discussion Board

Posts.

Diagnosis of math

achievement.

Math Screeners

Math Remediation Plan

Assigned:

Data Analysis Sheet

Math Improvement

Ethnic, and Economic Factors.

Families of students with

Disabilities – Unique Needs

Working with Other Community

Agencies

Resources for Parents,

Teachers, Students

Local, State, and National Resources

Plan

Week 5 (Module 4)

Strategies/Curriculum Used with

Low Achievers

Analyze and integrate

disparate pieces of

information and to report

them to appropriate

personnel.

Synthesize information

gathered in diagnosis to

plan remediation for low

achievers.

Assessment & Measurement of

Student’s Needs and Progress


disparate pieces of

information and to report them to appropriate

personnel.


gathered in diagnosis to plan

remediation for low

achievers.

Determine level of math ability based

on information gathered in diagnosis.

Allsopp, Kyger, Lovin – Chpts. 8,9,10,11


Martland Chpts. 7, 8,9, 10

(Purple book)


Chpts. 7 & 8

(Red book)


Small group

Discussion Board

Posts

Strengths and Needs

Summary Report-

Math Remediation

Plan

Begin Lesson Plans -

Math Remediation

Plan (addressing math

content

standards/8standards

for mathematical

practice).

Week 6

(Module 5)

Remediation Mathematics Program

for a Low Achiever

Formulate a mathematics

program for the student

which is designed to meet

individual mathematics needs

(skills needing development)

and to incorporate learning

strengths.

Materials for instruction



in their classroom setting

using authentic context.


Chpts. 9 & 10 & 11

(Red book)

Article 4 (2 available

only pick 1 article).

Small group

discussion Board Posts

Lesson Planning

(Math Remediation

Plan)

Final – Math

Remediation Plan

Reflection Paper

E. Course Requirements:

1. Attendance & Participation

2. Research and Reflection

4. Independent investigation and application 5. Performance projects/assessments

F. Evaluation Methods

Grades in this class will be based on the number of points that the candidate obtains during the

semester. There are a total of 600 points available.

Module 2: Analysis (chapter 4) (25 points) /PGP (25 points) 50 points

All Modules: Plan, implement, and take a leadership role in a professional learning community (PLC) with classroom peers. Within this PLC, candidates

will identify, discuss and evaluate the characteristics of struggling math students

by: 1) analyzing the various instructional approaches of teachers in their

classroom setting and reflecting upon the effectiveness of those approaches; (2)

completing and synthesizing various readings including, but not limited to, case

studies of struggling math students and mentoring literature (3) discussing the

impact of effective collaboration; and (4) explaining how various diversities

impact instructional decisions. The goal of the small discussion groups

(professional learning community) is for the student to synthesize the essential

characteristics of struggling learners of mathematics.

Students will be responsible for writing a reflection paper (5 pages) explaining what you

learned through the text readings, research articles, and additional resources shared.

Must be written in APA format with references identified.

Total points

(250)

Small

Discussion

Groups

(100 points)

Article

Reflections

(50 points)

Reflection

paper (100 points)

Module 3: Math BLOG 100 points

Modules 4-6: Build Remediation Plan for a low achiever on the basis of information gathered in diagnosis through the clinical experience. Design and/or formulate instructional mathematics strategies for the low achieving student which is designed to meet individual mathematics needs and to incorporate learning strengths. In the plan, the candidate will articulate clearly and precisely the targeted math skills and weaknesses identified; write specific, measurable objectives leading to the development of the targeted mathematics skills, and design activities to support the achievement of these objectives.

200 points

Grading Scale

Letter Grade Percentage Points

A 92% - 100% 549 - 600

B 82% - 91% 489 - 548

C 72% - 81% 435 - 488

D 62% - 71% 375 - 434

F 0% – 61% 0 - 374

Assessment Tool Percentage Points

Analysis of Values (chapter 4) 4% 25 PGP 4% 25 PLC groups 17% 100 Article Reflections (SEEI) 8% 50 Reflection Paper 17% 100 Math BLOG 17% 100 Remediation Plan 33% 200

Total 100% 600

All course requirements must be completed in Standard English and submitted on time. Work will

not be accepted after the due date. Plagiarized work (that copied from another source or another

student) will receive a failing grade.

Eastern Kentucky University has officially established expectations for class preparation, and these

expectations are available in the EKU Student Handbook. EME 843 adheres to this policy.

Evaluation Assessment for learning Assessment of learning Student Learner

Outcomes

Analysis of Values Activities 4.1, 4.2, 4.3, 4.4 Points will be given for

completion.

1a, 1b

PGP Write a professional growth plan

to address needs identified in the

analysis of values. Share with

PLC group (discussion board)

for feedback.

Points will be given for

completion based on a

rubric.

1

Small group

discussions (PLC)

Research articles and readings

from text will be assigned focusing

on math instruction and research

focusing on children who struggle

with math. Students will be

required to read and be prepared to

discuss in their PLC groups.

Guided questions will be provided

and responses required to be

posted on the discussion board.



rubric.

1c,1d, 1e, 1f

Articles Reflections

(SEEI)

Research articles focusing

on research of math

instruction on children who

struggle with math.

Students will be required to

read and be prepared to

write a one-page reflection

on the article using the

(SEEI) format. Points will

be given for completion

based on a rubric.

1c,1d, 1e, 1f

Reflection Paper Students will be responsible

for writing a reflection

paper (3-5 pages)

explaining what you

learned through the text

readings and research

articles. Must be written in

APA format with

references identified. Points

will be given for


rubric.

1c,1d, 1e, 1f

Math BLOG Math Blogs will be

developed individually and

submitted. Rubric will be

given.

1c, 2a, 2b, 2c

Remediation Plan Mini-lessons arranged to scaffold

mathematics content knowledge

with group feedback provided for

each.

Remediation plan will be



given.

2a, 2b, 2c

H. Student Progress: Students will be assessed on a continuous basis and will be informed of their progress at least once prior to midterm either through the use of Blackboard or by written feedback on

assignments.

I. Attendance Policy: Regular attendance is expected in each class of this course. Students are responsible for making-up any missed assignments when they must be absent. Instructor approval is

necessary to make-up missed tests or to extend an assignment deadline. The instructor

reserves the right to adjust the grade of or refuse to accept late assignments.

(Absences (or non-participation) equating 20% of class meetings will result in automatic failure.

Failure to participate in the on-line class discussions within the required time limits posted in the

class schedule constitutes a class absence. Class sessions missed as a result of late entry will be

counted as absences. It is recognized that there are legitimate reasons for being absent. The

student is responsible for presenting adequate reason for absence to the instructor in order to be given

opportunity to make up missed work. (Adequate reasons include personal illness, death or serious

illness in the immediate family, or participation in an approved university activity.) Except in

emergency, the candidate is encouraged to contact the teacher prior to the anticipated

absence. In case classes are canceled for any reason, the instructor reserves the right to make

up those classes.

J. Last Date to Drop the Course:

The last day to withdraw from full semester classes or the university can be found in the University academic calendar.

K. Disability Statement:

If students are registered with the Office of Services for Individuals with Disabilities, please obtain students accommodation letters from the OSID and present them to the

course instructor to discuss any academic accommodations students need. If students

believe students need accommodation and are not registered with the OSID, please

contact the Office in the Student Services Building Room 361 by email at

[email protected] or by telephone at (859) 622-2933 V/TDD. Upon individual request,

this syllabus can be made available in an alternative format.

L. Academic Integrity Statement:

mailto:[email protected]

Candidates are advised that EKU’s Academic Integrity policy will strictly be enforced in

this course. . All work submitted in this course is to be original work created for the

course and all sources used to obtain ideas or information must be cited properly.

The Academic Integrity policy is available at www.academicintegrity.eku.edu. Questions

regarding the policy may be directed to the Office of Academic Integrity.

M. Official E-mail: An official EKU e-mail is established for each registered student, each faculty member, and each staff member. All university communications sent via e-mail will be sent to this

EKU e-mail address.

http://www.academicintegrity.eku.edu/


Department of Curriculum and

Instruction

EME 866, Investigations in Elementary/Middle Mathematics

Education 3 credit hours

Professor Contact Information

A. Catalog Course Description: For students who desire to make a critical study of

investigative and theoretical literature dealing with the teaching of mathematics in the

elementary and middle school.

B. Text/Readings:

Van De Walle, J., Karp, K., Bay-Williams, J. Elementary and Middle School Mathematics

Teaching Developmentally, Eighth Edition. Upper Saddle River, NJ: Pearson.

O’Connell, S., SanGiovanni, J. Putting the Practices Into Action Implementing the

Common Core Standards for Mathematical Practice, K-8 Portsmouth, NH 03801–3912:

Heinemann ISBN 0-325- 04655-7.

C. Student Learning Outcomes: The graduate candidate completing this course will be able to:

1. Acquire the following competence as a result of the study of the topics in mathematics.

A. Identify what the NCTM Content and Process Standards prioritize. (KTS

Advanced 1: NCTMCAEP 1; NCTMCAEP C1, 2, 3, 4)(M1: Research article;

M1: PLC/Discussion question; Math Review Activities)

B. Identify what the Kentucky Academic Math Standards and the Eight Standards

for Mathematical Practices prioritize. (KTS Advanced 1; NCTMCAEP 1,2)

(M1:Research article; M1:PLC/Discussion question; M1: Venn Diagram)

C. Describe problem solving activities and how to apply them in everyday math

instruction. (KTS Advanced 2,4; NCTMCAEP 2,3) (M2:Research article;

M2:PLC/Discussion question)

D. Explain the importance attitude and motivation have on understanding and mastery of math concepts. (KTS Advanced 3; NCTMCAEP 4,5) (M3:Research article;

M3:PLC/Discussion question;

E. Relate psychology and learning theory in Math Education (KTS Advanced 3;

NCTMCAEP 4,5) (M4:Research article; M4:PLC/Discussion question)

F Identify proper questioning strategies and lesson planning (KTS Advanced 2;


G. Explain technology resources and how they will strengthen student understanding of

math concepts. (KTS Advanced 6; NCTMCAEP 3,4) M5:Research article;

M5:PLC/Discussion question; M4: Technology paper)

H. Design a collaborative Standards Based Math Unit implementing math content

standards and process standards. (KTS Advanced 5,8, 10: NCTMCAEP 2,3,6)

(M6:Research article;M6:PLC/Discussion question; M5-6: Standards Based Unit

Plan)

I. Assess teaching and learning to identify weak areas for professional growth plan. (KTS

Advanced 9; NCTMCAEP 6; NCTM CAEP C 1, 2, 3, 4) (M6:Research article;

M6:PLC/Discussion question; M5-6: Standards Based Unit Plan)

J. Discuss, with depth and breadth, the following mathematical content domains: Number

and Operations, Algebra, Geometry and Measurement, Statistics and Probability. (KTS

Advanced 1; NCTM CAEP 1; NCTM CAEP C 1, 2, 3, 4) (M2-5: PLC/Discussion;

Math Review Activities; Standards Based Unit Plan)

D. Course Outline:

Week Reading Assignment Assignments

Week 1


Review the purpose

of the course and

the course structure


Review the course

syllabus, schedule

and course policies

Access and review

all of the online

resources


information provided

within this module, complete the Intro


IM quiz

Week 2

(Module 1)

Identify what the NCTM Content and

Process Standards prioritize.

Identify what the Kentucky Common

Core Math Standards and the

Standards for Mathematical Practice

prioritize.

Research Process Standards

and Standards for Math

Practices


Instructional approaches for

all math standards


NCTM Process Standards and the

Standards for Mathematical Practice.

Van de Walle, Karp, Bay-

Williams –

Chpt. 1

O’Connell, SanGiovanni-

Introduction, & Chpt. 1

**MAKE SURE you have completed

all reading assignments before you

start Module 1 assignments.

Small group discussion

Board Posts

Discussion questions

Find 5 Research articles

addressing::

1. The 8 standards for math

practice

2. Math equity/anxiety

3. Proper questioning

strategies/Assessment

4. Technology

5. Constructivism or

Sociocultural Theory

Venn Diagram/Reflection

paper explaining your

choices written on the

Venn diagram.

Chapter 1 Test

(Van de Walle, Karp, Bay-

Williams)

Week 3

(Module 2)

Explain problem solving and

applications.


Williams –

Chpts. 2,3



Board Posts


Relate psychology and learning theory

in Math

Constructivism


Content Review: Number and

Operations

Chpts. 2& 3

** MAKE SURE you have completed


start Module 2 assignments

Write a reflection for the

article you chose for

constructivism or

sociocultural theory using

the SEEI format.

Chapter 2/3 Test


Williams)

Week 4

(Module 3)

Explain the importance attitude and

motivation has on understanding and

mastery of math concepts.

Recognize the importance of attitudes

and motivation.

Implementing Math

Equitably

Addressing Math anxiety

through process strategies

Content Review: Algebra


Williams –

Chpt 6


Chpt. 4 & 5





Board Posts



article you chose for equity

using the SEEI format.

Chapter 6 Test


Williams)

Week 5

(Module 4)

Using technology to teach

mathematics.

Identify proper questioning strategies

and lesson planning

Assess teaching and learning



to meet the Mathematical

Practice Standards in their

classroom setting

Describe the process of equipping a

classroom in relation to materials

needed to address the Standards for

Mathematical Practice.

Content Review: Geometry and

Measurement


Williams –

Chpt. 7


Chpt. 6





Board Posts




technology using the SEEI

format

.

Paper describing

Technology tool/resource

description

Chapter 7 Test


Williams)

Week 6

(Module 5)


and lesson planning

Content Review: Statistics and

Probability


Williams –

Chpt. 5


Chpt 7.





Board Posts




questioning



Chapter 5 Test


Williams)

Begin Standards Based

Math Unit

Week 7

(Module 6)






classroom setting

Describe the process of

equipping a classroom in

relation to materials needed

to address the Standards for





Mathematical Practice


Williams –

Chpt. 4


Chpt 8, 9 & 10.


Board Posts



article you chose for the 8

standards for mathematical

practices using the SEEI

format.

Continue work on

Standards Based Math

Unit

Chapter 4 Test


Williams)

Week 8

(Module 7) Submit Completed


Unit

F. Course Requirements:



4. Independent investigation and application 5. Performance projects/assessments

G. Evaluation Methods



Module 1-6: Research Articles. Write 1 page reflection for each article using the

SEEI format. (20 pts. each)

120 points

Module 1: Venn Diagram and paper 50 points

All Modules: Small group discussion board posts (60 points). Participate on-line in a small group discussion with class peers. Within your small discussion group identify, compare, contrast and discuss the Standards for Mathematical Practice by: 1) analyzing

the various instructional approaches of teachers in their classroom setting and reflecting

upon the effectiveness of those approaches; (2) completing and synthesizing various

readings including, but not limited to, implementation of the Standards for

Mathematical Practice in instructional plans (3) discussing the impact of effective best

practice in mathematics; and (4) explaining how various diversities impact instructional

decisions. The goal of this small discussion group is for the candidate to synthesize the

essential characteristics of learners of mathematics and how the Standards for

mathematical practice affects student learning.

Discussion Questions (60 points). Responses to several questions reflecting

information gained in reading assignments.

Chapter Tests (100 points). A 20 question test for each chapter (1-7) from the Van de

Walle, Karp, Bay-Williams text.

Math Content Practice (40 points). Review activities to address the mathematical

content will be completed in modules 2-5

260 points

Module 4: Technology Paper (3-5 pages) focuses on a technology instructional

tool/resource. Explain how the technology instructional tool or resource can be used for

instruction and how it connects to the Standards for Mathematical Practice.

100 points

Modules 5 & 6: Standards Based Math Unit. Choose 3 of the 8 Standards for

Mathematical Practice. Design instructional math lesson plans to meet the content and

process standards chosen to address individual mathematics needs and the learning

strengths of the student. In the unit, articulate clearly and precisely the specific grade level, the targeted math content standards from the Kentucky Common Core Standards;

3 of the 8standards for Mathematical Practices chosen and write specific, measurable

objectives leading to the development of the targeted mathematics content standards.

Design activities to support the 3 of the 8 Standards for Math Practice chosen for

achievement of these objectives.

200 points

Grading Scale


A 92% - 100% 672 - 730

B 82% - 91% 599 - 671

C 72% - 81% 526 - 598

D 62% - 71% 453 - 525

F 0% – 61% 0 - 452


Research articles 14% 100 Venn Diagram 7% 50 Small Group Discussion 8% 60 Discussion questions 8% 60 Chapter Tests 16% 120 Technology Tool 14% 100 Collaborative, Standards-Based Math Unit 28% 200 Math Content Review Activities 5% 40

Total 100% 730

All course requirements must be completed in Standard English and submitted on time. Late

assignments will cause the deduction of ten percentage points per day late. Plagiarized work

(that copied from another source or another student) will receive a failing grade.




Outcomes

Analysis of 5 Research

Articles

Research based articles to provide

additional information on how

students can strengthen their

mathematics content knowledge for

Math Practice. Feedback will be

provided for each article.

Reflection paper (1page) using

the SEEI format will be

submitted for points.

(100 points)

A,B,C

Venn Diagram and

Reflection paper

(explanation of Venn

diagram)

Compare/Contrast the NCTM process

standards with the new 8 Standards for

Mathematical Practice K-8.

Constructed Venn Diagram

will be submitted for points.

(50 points)

A,B

Small group discussion Research articles and readings from

text will be assigned focusing on math

instruction and research focusing on


You will be required to read and be

prepared to discuss with your on-line

group. Guided questions will be

provided and responses required on

the discussion board.

Contribute to discussion on

the discussion group site for

points.

(50 points)

D,E,F,G

Discussion Questions Responses to assigned

questions reflecting

knowledge gained from

reading assignments

(50 points)

D,E,F,G

Math Content Review

Activities Review exercises to demonstrate

proficiency with the NCTM CAEP content standards for

Number and Operations, Algebra, Geometry and

Measurement, Statistics and Probability (40 points)

A,J

Chapter Test Questions Test questions will cover

chapters 1-7 from the Van de

Walle, Karp, Bay-Williams

text.

(120 points)

A,B,C,D,E,F,G,H,I,J

Technology Tool You will demonstrate how to use one

technology tool in teaching Math.

Connection must be made to

standards. Rubric will be given.

Technology Tool for

instruction will be developed

individually and submitted for

points.

(100 points)

G

Standards Based

Lesson Plan Project

Three lessons designed to

address 3 Standards for

Mathematical Practices to

teach content knowledge.

(200 points)

H,I,J

H. Student Progress: Students will be assessed on a continuous basis and will be informed of their progress at least once prior to midterm either through the use of Blackboard or by written feedback on

assignments.

I. Attendance Policy:

Regular attendance is expected in each class of this course. Students are responsible for making-up any missed assignments when they must be absent. Instructor approval is












up those classes.



K. Disability Accommodation Statement: A student with a “disability” may be an individual

with a physical or mental impairment that substantially limits one or more major life

activities such as learning, seeing or hearing. Additionally, pregnancy or a related medical

condition that causes a similar substantial limitation may also be considered a disability

under the ADA.

If you are registered with the Office of Services for Individuals with Disabilities, please

obtain your accommodation letters from the OSID and present them to the course

instructor to discuss any academic accommodations you need. If you believe you need

accommodation and are not register with the OSID, please contact the office in the

Whitlock Building Room 361 by email at [email protected] or by telephone at (859) 622-

2933. Upon individual request, this syllabus can be made available in an alternative format. L. Academic Integrity Statement:

Candidates are advised that EKU’s Academic Integrity policy will strictly be enforced in this course. . All work submitted in this course is to be original work created for the




M. Official E-mail: An official EKU e-mail is established for each registered student, each faculty member, and each staff member. All university communications sent via e-mail will be sent to this

EKU e-mail address.




Department of Curriculum and Instruction

Syllabus for EME 874, Language Arts in the Curriculum

Credit hours: 3

Fall XXXX

Professor’s Name

Professor’s Office #

Professor’s Contact

(Phone and email)

Course Description:

Examination of current trends and curriculum problems related to teaching of language arts. Major

emphasis on listening, oral and written expression, spelling, and handwriting.

Texts:

Gail Tompkins. (2016). Language Arts Patterns of Practice. Prentice Hall.

Student Learning Outcomes:

Upon completion of this course, through review of current literature, participation in class

discussions, and performance on tests and other assigned activities, the student should demonstrate

the following:

1. Knowledge of the theoretical concepts which underlie and tie together the various aspects of

the language arts (i.e., reading, writing, speaking, listening, viewing, and visually

representing). KTS-Adv I Content

2. Ability to identify and evaluate innovative trends in the teaching of the language arts,

particularly as related the embedded nature of literacy in various content areas. KTS-Adv I,

KTS II Pedagogy

3. Knowledge of the subskills in each of the major language arts areas and their interrelatedness.

KTS I-Adv Content

4. Ability to plan and execute lessons for teaching a single literacy strategy or skill in the content

area. KTS- Adv I, II, IV Pedagogy

5. Knowledge of Kentucky's Academic Standards and professional organizations'

recommendations for embedded language arts instruction. KTS-Adv I, II, Pedagogy

6. Knowledge of authors, illustrators, and titles of recently published quality children’s resources

and ability to select those which are relevant to children's needs, value multicultural themes,

address a variety of learning styles, and teach disciplinary concepts. KTS-Adv I, II Content,

Pedagogy 7. Knowledge of all genres of writing and the most appropriate ways of teaching them to

children. KTS-Adv I, II, IV Content, Pedagogy

8. Skill in the preparation of instructional materials to encourage appreciation of language,

enhance lessons, and provide reinforcement of skills. KTS-Adv I, II, & III Pedagogy

9. Ability to identify motivational techniques which promote appreciation of language, books,

and other resources for personal growth and lifelong learning. KTS-Adv II, III Pedagogy,

Dispositions

10. Ability to assess needs and organize an instructional program in language arts that provides

for individual and diverse needs of children. KTS-Adv I, II, III, & V Pedagogy

11. Ability to develop a system for evaluating progress in the language arts that includes self-

evaluation by children. KTS-Adv V, VII Pedagogy

12. Ability to examine social attitudes toward dialectal variations and nonstandard usage and their

implications for instruction. KTS- Adv II, III Pedagogy, Dispositions

13. Ability to develop collections of appropriate resources, including technology resources,

related to a theme appropriate for multi-disciplinary teaching in a P-8 classroom. KTS-Adv I,

III, VI Pedagogy

14. Dispositions appropriate for teaching P-8 children language arts. KTS-Adv II, III

Dispositions

Evaluation Methods:

Points Due Response Assignments (DB) (SLO 1-13) 70 Weekly

Module Tasks/Assignments (SLO 1-13) 70 See Modules

Lesson Plans (SLO 2, 4, 5,7, 8, 11, 13) 260 Weekly

Quizzes (SLO 1-13) 70 see Modules

Dispositions (SLO 14) 100 Weekly

Instructional Design Project (SLO 2, 4, 5, 7, 8, 11, 13) 100 Final Module

*Please note: the Instructional Design Project may also meet SPA standards for other professional

organizations. Since candidates design their project based upon their disciplinary focus, other

standards from other content areas related to content knowledge, planning research-based

instruction, assessment, technology, or reflecting on the impact of instruction on student growth

would be applicable.

Total 670

Grading Scale:

92 – 100% = A (616-670 pts.)

83 – 91% = B (556-615 pts.)

74 – 82% = C (496-555 pts.)

65 – 73% = D (435-495 pts.)

Below 64% = F (below 435 pts.)

All course requirements must be completed original work for this course, in Standard English, and

submitted on time. Dispositions are evaluated throughout the course within each module and include

professional dispositions (punctuality, preparedness, professionalism, effective oral and written

communication skills, appreciation for diversity, self-reflection, and willingness to accept feedback)

and personal dispositions (positive attitude, appropriate interaction, and positive perception of self

and others). Each student will receive a dispositions/participation grade for the course which is 15%

of the final course grade. Each student begins with 100 points for dispositions/participation upon

completion of the Introductory Module (IM). If an assignment or posting is submitted late, the

student will lose points. If an assignment is submitted within 24 hours of the due date the

dispositions/participation grade will be reduced by 10 % of the assignment value, if submitted within

48 hours the grade will be reduced by 20%, and so on. (For example, and assignment worth 100

points and due at 8:00 am on Monday which was submitted at 8:00 am on Wednesday would result in

the dispositions grade being reduced to 80 points). Students will also lose points for demonstrating

ineffective communication (including work submitted with numerous errors in mechanics),

inappropriate interaction, and ineffective self-evaluation (unwillingness to self-evaluate work as

directed). Assignments submitted 1 week after the due date will receive a grade but will not

receive feedback. No work will be accepted after 3:00 p.m. on the last day of class for the

semester (March 9, 2014). Plagiarized work (that copied from another source or another student)

will receive a failing grade.

Incomplete grades will adhere to the University policy for incompletes. Only students who have

experienced a legitimate extenuating circumstance during the semester that has prevented the

completion of work as scheduled will be considered for an incomplete. Extenuating

circumstances that qualify include severe personal illness, personal involvement in an accident

resulting in serious injury, and death in the immediate family, or like occurrences. In these situations

the instructor will consider granting an incomplete when three conditions have been met: (1) the

student has notified the instructor about the circumstance preventing the completion of work as

scheduled as soon as possible after the occurrence, (2) the student has provided the instructor with

documentation (documentation is required by the university) proving a legitimate extenuating

circumstance has occurred and has kept the instructor informed (as s/he is able) about the potential

for the completion of work or a request for an alternate timeline, and (3) the student has completed at

least 75% of the work for the course. The process outlined by the university is followed if an

incomplete is granted.


expectations are available in the EKU Student Handbook. EME 874 adheres to this policy. Students

are expected to come to (online) class prepared, having completed all readings and course

assignments as specified in the CLASS SCHEDULE for the current semester.

Student Progress:

Student progress is regularly recorded and maintained in the Blackboard course site. Assignments

will be assessed and returned to students in a timely manner, generally within one week of

submission.

Attendance Policy:

Absences from discussions (or non-participation) equating 20% of class meetings (2 or more

sessions) will result in automatic failure as per University policy. Class discussions missed as a

result of late entry (on discussion forums) will be counted as absences. The student is responsible for

presenting adequate reason for absence from online participation to the instructor in order to be given


illness in the immediate family, or participation in an approved university activity.) Please note the

University Policy on attendance during the first week of class; if you do not participate during the

first few days of class, you will be dropped from the course. You may be allowed to re-register for

the course if a spot is available, but will not be eligible for an override if the course is full.

Last day to drop course: included in the class schedule.

Disability Statement:

The University strives to make all learning experiences as accessible as possible. If you are

registered with the EKU Center for Student Accessibility (CSA), please obtain your accommodation

letters from the CSA, present them to the course instructor, and discuss the accommodations needed.

If you believe you need an accommodation and are not registered with the CSA, please contact the

office in 361 Whitlock Building by email at [email protected] or by telephone at (859) 622-2933.

Upon individual request, this syllabus can be made available in an alternative format.

A student with a “disability” may be an individual with a physical or psychological impairment that

substantially limits one or more major life activities, to include, but not limited to: seeing, hearing,

communicating, interacting with others, learning, thinking, concentrating, sitting, standing, lifting,

performing manual tasks, working. Additionally, pregnancy accompanied by a medical condition(s),

which causes a similar substantial limitation, may also be considered under the Americans with

Disabilities Amendments Act (ADAAA).

Academic Integrity Statement:

Students are advised that EKU’s Academic Integrity policy will strictly be enforced in this course.

The Academic Integrity policy is available at www.academicintegrity.eku.edu. Questions regarding

the policy may be directed to the Office of Academic Integrity.

Official E-mail:

An official EKU e-mail is established for each registered student, faculty, and staff member. All

university communications sent via e-mail will be sent to this EKU e-mail address.

Course Requirements:

Please note: The instructor will collaborate with candidates on the appropriate instructional

audience for the course lessons and assessments. Plans, assessments, and evaluations of

materials should reflect the content of each candidate’s graduate program.

For example, if the graduate program is general elementary or middle grades, then the

candidates’ examples of lessons, assessments, etc., should be appropriate for their grade

levels and content areas;

If the graduate program is the math specialist endorsement, the activities must focus on

developing students’ writing as related to mathematical reasoning, sense making, problem

solving, computational fluency, and justification; and

If the candidate is seeking a gifted endorsement, the activities should focus on extending

or supplementing student understanding or engagement.

Other areas will consult directly with the instructor about their intentional instructional

audience for their coursework.

Active participation in general class online discussion

Module Assignments

Lesson plans and assessments

Instructional design project

Discussion of outside readings and written assignments in collaborative groups, and

book projects or book talks

Examination and evaluation of:

Instructional materials print and non-print

Evaluation instruments


Sources of information on language arts

Demonstration of current language arts materials and approaches

Quizzes/Examinations

Course Outline:

1. Language arts areas as tools of communication in every discipline

2. Interrelatedness of the language arts areas

3. Cognitive and linguistic aspects of the language arts (see objectives above) for these

areas and their influence on disciplinary instruction:

a. Listening

b. Speaking

c. Reading

d. Writing

e. Viewing

f. Visual Representation

g. Communications Skills

a. Usage and Grammar

b. Handwriting

c. Spelling

4. Methods and materials for teaching language arts in the context of various content

areas:

a. Children’s literature

b. Responding to literature

c. Sensitive issues

d. Balanced approach

5. Mainstreaming the exceptional child in language arts

6. Language Arts: the school, the home, and the community

7. Influence of cultural differences

8. Classroom organization and management for effective teaching of language arts




EMS 818, Effective Instructional Models and Practices

3 credit hours

1. Catalog Course Description: Course designed to help students examine, evaluate, and apply recent

research findings related to effective instruction in schools. This course requires a minimum of 8 clinical hours.

2. Text/Readings:

Joyce, B. & Weil, M. 8th Edition. Models of Teaching. Needham Heights, MA: Allyn and Bacon.

Campbell, P., Ellington, A., Haver, W., Inge, V. The Elementary Mathematics Specialist’s

Handbook . The National Council of Teachers of Mathematics, Inc., Reston, VA 20191-1502

ISBN: 978-0-87353-699-8


1. Analyze and implement effective teaching/learning instruction based on current research and reflect

on their own teaching and learning. (KTS-Advanced 1, 4, 7, 9; NCTM CAEP 1, 2, 3, 6, 7)

(Assessment: Review of Literature; PLC; tests; Video Instructional Models; Math Leadership Plan)

2. Design and plan instruction based on the components of instructional models and practices. (KTS-

Advanced 2, 5, 6; NCTM CAEP 2, 3, 5, 7) (Assessment: PLC; tests; formative assessment

strategies; Video Instructional Models)

3. Examine instructional models to effectively teach math content and address both state and national

math standards. (KTS-Advanced 1, 2, 8, 9, 10; NCTM CAEP 1, 2, 3, 4, 5, 6, 7) (Assessment:

Review of Literature; PLC; tests; formative assessment strategies; Video Instructional Models;

Math Leadership Plan)

4. Design and plan instruction to effectively implement formative assessment strategies to assess

student learning and to better communicate learning results. (KTS-Advanced 2, 5, 7; NCTM

CAEP 3, 5, 6, 7) (Assessment: PLC; tests; formative assessment strategies; Video

Instructional Models)

5. Demonstrate how technology is one of the components of an instructional model and practice. (KTS-

Advanced 2, 3, 5, 6; NCTM CAEP 2, 3, 4, 6, 7) (Assessment: PLC; tests; technology APPs; Video


6. Identify ways a math specialist could support teachers with math instruction using instructional

models and practice. (KTS-Advanced 2, 3, 7, 8, 9, 10; NCTM CAEP 6, 7) (Assessment:



4. Course Schedule


(Introductory Module)

Introduction to EMS 818

Review the purpose of the course and the course structure





online resources




Intro


IM quiz

Week 2 (Module 1)

Effective teaching\learning Models.

Creating Communities

Multiple Ways of

Constructing Knowledge

Research Practices

Models of Learning and

Teaching Styles.

Elementary Math Specialist

The Role of the Math

Specialist

Research Findings

Read Part 1 (Chapters 1, 2, 3, 4) in the Joyce & Weil text

Read Part 1 (Chapters 1 & 2) in

the Campbell, Ellington, Haver,

Inge text

Paper analyzing the

review(s) of related

literature on effective

teaching and learning

models

Week 3 (Module 2)

Family of Models

Forming Concepts by

Collecting and Organizing

Basic Thinking Skills

Developing Literacy Across

the Curriculum

The Art of Making

Inferences

Getting the Facts Straight


Coaching Individual

Teachers

Supporting Grade-Level

Teams

Supporting Groups of

Teachers across Grades

Read Part 2 (Chapters 5, 6, 7, 8,

9) in the Joyce & Weil text

Read Part 2 (Chapters s 3-5) in the

Campbell, Ellington, Haver, Inge

text

Description of Five

technology apps that can

enhance math instruction.

Week 4

(Module 3)

The Social Family of Models

From Dyads to Group

Investigation

The Learner at the Center


Working with Resource

Read Part 3 & 4(Chapters 12, 14)

in the Joyce & Weil text

Read Part 2 (Chapters 6 - 8) in the


text

Identify and explain 10

Formative assessment

strategies for assessing

student achievement in

math.

Teachers

Supporting Teachers’ Work

with Special Education

Students


with English Language

Learners and Gifted

Mathematics Learners

Week 5

(Module 4)

The Behavioral Systems Family of

Models

Mastery Learning

Direct Instruction


Using Assessment to Inform

Instruction on the Basis of

Data

Managing a School’s

Instructional Resources for

Mathematics

Serving as the Face of an

Elementary School’s

Mathematics Program

Read Part 5 (Chapters 16, 17) in

the Joyce & Weil text

Read Part 3 (Chapters (9 - 11) in


Inge text

A Video Demonstration of

one instructional model

studied (your choice) with

lesson plans.

Week 6 (Module 5)

Individual Differences, Diversity,

and Curriculum

Making Discomfort

Productive

Gender, Ethnicity, and

Socioeconomic Background

The Conditions of Learning


Turning Challenges into

Opportunities

Defining the Elementary

Mathematics Specialist

Position

Read Part 6 (Chapters 19, 20, 21)




Inge text

Math Leadership Plan to provide

instructional support for

teachers.

5. Course Requirements:


2. Research and Reflection through modules, discussion boards, and tests

3. Independent investigation and application through learning communities, literature reviews,

technology and formative assessment materials, and instructional models

4. Performance projects/assessments, including professional learning community participation,

design of video instructional models, and development of the math leadership plan

6. Evaluation Methods



Module 1: Literature review of current research on effective teaching/learning models and the role of a Math Specialist. Must be written in APA format with

references identified (SLO 1, 3, 6)

100 points


will identify, discuss and evaluate effective math instruction in schools by: 1)

analyzing the various Models of Learning and Teaching Styles and reflecting

upon the effectiveness of those approaches; (2) implementing literacy in

mathematics (3) discussing the impact of effective collaboration; and (4)

explaining how various diversities impact instructional decisions. The goal of the

small discussion groups (professional learning community) is for the student to

synthesize the components and variables of an effective teaching/learning model. Module tests: Each module will have a 20 question test covering the reading

material. (All SLOs)

Total points

(200)

Small

Discussion

Groups

(50 points)

Individual

reflections

(50 points)

Module Tests

(100 points)

Module 2: Description of Five technology apps that can enhance math instruction. (SLO 5)

50 points

Module 3: Identify and explain 10 Formative assessment strategies for assessing student achievement in math. (SLO 2, 3, 4, 6)

50 points

Modules 4: Video Instructional Models studied (your choice) with lesson plans. At least one video must highlight student use of technology and must reflect collaboration with the classroom teacher during the clinical placement. (All SLOs)

100 points

Module 5: Math Leadership Plan to provide instructional support for teachers. (SLO 1, 3, 6)

100 points

Grading Scale


A 92% - 100% 549 - 600

B 82% - 91% 489 - 548

C 72% - 81% 435 - 488

D 62% - 71% 375 - 434

F 0% – 61% 0 - 374


Module 1: Review of Literature 17% 100 Module 2: Technology 8% 50 All Modules: PLC groups 8% 50

Individual Reflections 8% 50 Tests 17% 100

Module 3: Formative Assessment Strategies 8% 50 Module 4: Video demonstration w/lesson plan 17% 100 Module 5: Math Leadership Plan 17% 100

Total 100% 600







Outcomes

Module1: Literature

Review

4 Page paper synthesizing related

literature given on effective

teaching/learning models and Math

Specialist on supporting teachers.


completion.

1, 3, 6

Module 2:Technology Description of Five technology

apps that can enhance math

instruction



rubric.

5

All Modules: Small

group discussions

(PLC)

Research articles and readings from text will be assigned focusing

on research focusing on effective

teaching/learning models and he

role of Math Specialists. Students

will be required to read and be

prepared to discuss in their PLC

groups. Guided questions will be

provided and responses required to

be posted on the discussion board.



rubric.

1, 2, 3, 4, 5, 6,

All Modules:

Individual

Reflections

Students will be responsible for

writing a reflection for each

module. Guided questions will be

provided and responses will be

submitted to Bb.



rubric.

1, 2, 3, 4, 5, 6

Module 3: Formative

Assessment

Strategies

Identify and explain 10 Formative assessment strategies

for assessing student

achievement in math



rubric.

2, 3,

4, 6

Module 4:Videos Video Demonstrations of an instructional model studied

(your choice) with lesson plans.



rubric.

1, 2, 3, 4, 5, 6

Module 5: Math

Leadership Plan

A Math Leadership Plan identifying

and explaining various strategies a

Math Specialist can provide for

instructional support for teachers.



rubric.

1, 3, 6

H.Student Progress: Students will be assessed on a continuous basis and will be informed of their progress at least once prior to midterm either through the use of Blackboard or by written feedback on

assignments.

I. Attendance Policy: Regular attendance is expected in each class of this course. Students are responsible

for making-up any missed assignments when they must be absent. Instructor

approval is necessary to make-up missed tests or to extend an assignment

deadline. The instructor reserves the right to adjust the grade of or refuse to

accept late assignments.

(Absences (or non-participation) equating 20% of class meetings will result in automatic

failure. Failure to participate in the on-line class discussions within the required time limits

posted in the class schedule constitutes a class absence. Class sessions missed as a result of

late entry will be counted as absences. It is recognized that there are legitimate reasons

for being absent. The student is responsible for presenting adequate reason for absence to

the instructor in order to be given opportunity to make up missed work. (Adequate reasons

include personal illness, death or serious illness in the immediate family, or participation in

an approved university activity.) Except in emergency, the candidate is encouraged to

contact the teacher prior to the anticipated absence. In case classes are canceled for

any reason, the instructor reserves the right to make up those classes.


The last day to withdraw from full semester classes or the university can be found in the

University academic calendar.


If students are registered with the Office of Services for Individuals with Disabilities, please obtain students accommodation letters from the OSID and present them

to the course instructor to discuss any academic accommodations students

need. If students believe students need accommodation and are not registered

with the OSID, please contact the Office in the Student Services Building

Room 361 by email at [email protected] or by telephone at (859) 622-2933

V/TDD. Upon individual request, this syllabus can be made available in an

alternative format.


Candidates are advised that EKU’s Academic Integrity policy will strictly be enforced in this course. All work submitted in this course is to be original work created

for the course and all sources used to obtain ideas or information must be

cited properly. The Academic Integrity policy is available at

www.academicintegrity.eku.edu. Questions regarding the policy may be directed

to the Office of Academic Integrity.

M. Official E-mail: An official EKU e-mail is established for each registered student, each faculty member,



and each staff member. All university communications sent via e-mail will be

sent to this EKU e-mail address.

1



Syllabus for EMS 878: Mathematics Assessment P-12

Credit Hours: 3

Professor:

Office:

E-mail:

Phone: Office Hours:

Classroom:

1. Eastern Kentucky University



Credit Hours: 3

2. Course Description:

Theory and application of a constructivist approach to mathematics assessment.

Emphasis on assessing types and degree of math disabilities, identifying how children

construct mathematical knowledge, and planning/implementing instruction to address

students’ needs.

3. Texts:

Storeygard, Judy. (2009) My Kids Can Making Math Accessible to All Learners, K-5. Heinemann (ISBN – 13: 978-0-325-01724-2.

Williams, J.& McGatha, M.(2014) Mathematics Coaching: Resources and Tools for

Coaches and Leaders, K-12. Pearson (ISBN-13: 9780133007008)

4. Student Learning Outcomes: The education candidate completing this course will be

able to:

1. Identify and implement the National Mathematical Content and Process

Standards in the teaching and learning of mathematics. (KTS Advanced1;

NCTMCAEP 1; NCTM CAEP C 1, 2, 3, 4)(M1-6: Article reflection; M1-6:

Journal entries; M1-6: Assessment/diagnose/prescribe; M1-6: PLC/Discussion)

2. Identify and implement the Kentucky Academic Math Content Standards and

the 8 Standards for Mathematical Practices in the teaching, learning and

assessment of mathematics; (KTS Advanced 1, 2; NCTMCAEP 2) (M1-6: Article

reflection; M1-6: Journal entries; M1- 6: Assessment/diagnose/prescribe; M1-6:

PLC/Discussion)

3. Critically examine recent theories and research relating to children’s

understanding of mathematics. (KTS Advanced 1; NCTMCAEP 1) (M1-6:

Article reflection; M1-6: Journal entries; M1- 6: Assessment/diagnose/prescribe;

M1-6: PLC/Discussion)

4. Engage in ongoing analysis and assessment of teaching and learning to establish a

working environment that supports one-on-one assessment and instruction. (KTS

2

Advanced 1, 5, 7;NCTMCAEP 1, 5)(M1-6: Article reflection; M1-6: Journal

entries; M1-6: Assessment/diagnose/prescribe; M1-6: PLC/Discussion; M6-7:

Collaboration Plan)

5. Plan and execute mathematics lessons based on sound pedagogical principles and

address the diverse needs and abilities of all students identified in assessments.

(KTS Advanced 1, 2,3,4,5, 7; NCTMCAEP 1,2,3,4,5) (M1-6: Article reflection;

M1-6: Journal entries; M1- 6: Assessment/diagnose/prescribe; M1-6:

PLC/Discussion; M6-7: Collaboration Plan)

6. Identify characteristics of effective math coaches. (KTS Advanced 1, 5, 7, 8, 9, 10;

NCTMCAEP 1 , 5 , 6, 7) (M1-6: Article reflection; M1-6: Journal entries;

M1-6: Assessment/diagnose/prescribe; M1-6: PLC/Discussion; M6-7:

Collaboration Plan)

5. Course Outline:

I. Math Standards

A. NCTM Content & Process Standards

B. Kentucky Academic Standards

II. Review of current researched based theories relating to children’s understanding

of mathematics and appropriate dispositions (attitudes, beliefs, and/or

perceptions) needed to effectively implement researched based instructional

practices.

III. Diagnostic instruments and procedures for linking assessment to teaching.

(Videotaping)

IV. Intervention techniques (instructional practices) for correcting weaknesses at the

emerging and early numeracy levels.

V. Increasing interest and motivation for mathematics. VI. The role of a Math Coach.


Week 1 (Introductory Module)

Introduction to EME 878

Review the purpose of the

course and the course structure





online resources

Review all of the information

provided within this module.

Intro Ice Breaker Assignment

IM quiz

3

Week 2

(Module 1)

Making Math Explicit

Identify the NCTM Content and

Process Standards.

Identify the Kentucky Common Core

Math and the 8 Standards for


Being Explicit about:

Teaching

Patterns

Kindergarten Math

Guided Math Instruction

Guided Math Group

Purposeful Sharing of

Strategies

Storeygard - Introduction;

Chapters 1 - 6

Williams & McGatha -

Chapter 1




Small group discussion Board

Posts


article using the SEEI format.

K assessment/diagnose

weakness/prescribe

remediation plan

Journal entry – coaching plan

Week 3

(Module 2)

Linking Assessment and Teaching

Assessments to address:

Develop flexibility with

counting

Ideas about Fractions

Knowledge of Counting

Storeygard - Chapters 7 - 9


Chapters 2 - 3

** MAKE SURE you have

completed all reading assignments

before you start Module 2

assignments


Posts



1grade assessment/diagnose

weakness/prescribe

remediation plan


Week 4

(Module 3)


Assessments (video):

Early Number

Concepts

Subtraction

Number Sense



Chapter 4




assignments.


Posts



2 grade assessment/diagnose

weakness/prescribe

remediation plan


4

Week 5

(Module 4)

Building Understanding Through

Talk

Math Talk:

Another way to make 9

Making Connections

Discussion of Multiples and

Factors

Counting

Division



Chapters 5 - 7




assignments.


Posts




weakness/prescribe

remediation plan


Week 6

(Module 5)

Taking Responsibility for Learning

Self Reliant Leaner

Becoming an Independent

Learner

Develop Confidence and

Independence



Chapters 8 - 10




assignments.


Posts




weakness/prescribe

remediation plan


Week 7 (Module 6)

Working Collaboratively

Support student learning

More than one-on-one

Collaboration between

staff



Chapters 11 - 13




assignments.


Posts




weakness/prescribe

remediation plan


Week 8 (Module 7)


Chapters 11 - 13

Collaboration Plan

(Coaching Cycle Tools 11.1 –

13.3

5


1. Attendance & Participation in all discussions

2. Article reflections

3. Diagnostic and Instructional Plans, based upon 6 video-taped (and clinical based) assess/diagnose/

and prescribe interventions.

4. Journal reflections – coaching plan

5. Collaboration Plan

7. Evaluation Methods Grades in this class will be based on the number of points that the candidate obtains during the semester. There are a total of 730 points available.

Module 1-6: Research Articles. Write 1 page reflection for each article using the SEEI format. (20 pts. each)

120 points SLO 1-6

Module 1-6: Journal entries – coaching plan (25 points each) 150 points SLO 1-6

Module 1-6: Small group discussion board posts (10 points each). Participate on-line in a small group discussion with class peers. Within your small discussion group identify, compare, contrast and discuss the Standards for Mathematical Practice by: 1) analyzing the various assessment approaches of teachers in their classroom setting and reflecting upon the effectiveness of those approaches; (2) completing and synthesizing various readings including, but not limited to assessment and implementation of instructional plans (3) discussing the impact of effective best practice in mathematics; and (4) explaining how various diversities impact instructional decisions. The goal of this small discussion group is for the candidate to synthesize the essential characteristics of learners of mathematics and how assessment strategies affect student learning.

60 points SLO 1-6

Module 1-6: Diagnostic and Instructional Plans (50 points each). During the clinical experiences, candidates will conduct assessments with students (i.e.,

“assess”). Upon reviewing the data, they will “diagnose” students’ areas of need

and “prescribe” research-based interventions with the student.

300 points SLO 1-6

Module 6 & 7: Collaboration Plan (Coaching Tools 11.1 – 13.3) focused on working with classroom teachers. Explain how the collaboration plan can be used to support teachers when making instructional decisions that connect to student achievement in math.

100 points SLO 4, 5, 6

Grading Scale


A 92% - 100% 668 - 730 B 82% - 91% 595 - 667 C 72% - 81% 522 - 594 D 62% - 71% 444 - 521 F 0% – 61% 0 - 443

Assessment Tool Percentage Points Attendance & Participation in all discussions 8% 60 Article reflections 16% 120 Assess/Diagnose/Prescribe Instructional Plans 41% 300 Journal Entries 21% 150

6

Collaboration Plan 14% 100 Total 100% 730

8. Student Progress:

Students’ grades will be posted on Blackboard as they become available. This will occur

in a timely manner so that students are aware of their progress throughout the semester.

9. Attendance Policy:

Absences equating 20% of class meetings will result in automatic failure. Class sessions

missed as a result of late entry will be counted as absences. The student is responsible for

presenting adequate reason for absence to the instructor in order to be given opportunity

to make up missed work. Adequate reasons include personal illness, death or serious

illness in the immediate family, or participation in an approved university activity.

A one-hundred percent online course requires students to be “active” and “productive” in

the Blackboard course site multiple times/days each week. If weekly chat sessions are

scheduled for the term, then students are responsible for arriving, attending, and

participating in the chat at the schedule times. If a student has an adequate reason for

missing chats, assignments or discussion board posts, then the student is required to send

justification to the instructor via e-mail within 48 hours of the occurrence. If the

justification is approved by the instructor according to University guidelines,

arrangements for late assignments, discussion board posts, and/or chats will be made.

Arriving late for a chat will be counted as one-half absence. Arriving 30 minutes after the

start of the chat will result in an absence.

10. Last day to Drop the Course:

Last day to drop a course or to withdraw from the University are included in the class

schedule.

11. Disability Accommodation Statement: A student with a “disability” may be an individual with a physical or mental impairment

that substantially limits one or more major life activities such as learning, seeing or

hearing. Additionally, pregnancy or a related medical condition that causes a similar

substantial limitation may also be considered a disability under the ADA.




accommodation and are not registered with the OSID, please contact the office in the


2933. Upon individual request, this syllabus can be made available in an alternative

format.

12. Academic Integrity Statement: Students are advised that EKU’s Academic Integrity

policy will strictly be enforced in this course. The Academic Integrity policy is available


7

at www.academicintegrity.eku.edu. Questions regarding the policy may be directed to

the Office of Academic Integrity.

13. Official E-mail: An official EKU e-mail is established for each registered student, each

faculty member, and each staff member. All university communications sent via e-mail

will be sent to this EKU e-mail address.


MATH SPECIALIST P-5 ENDORSEMENT (Graduate Level)Eastern Kentucky University, February 2017 1) The admissions criteria in the continuous assessment section does not identify the requirement for the candidate to have either an Elementary certification or Statement of Eligibility for Elementary (see page 3).Thecurriculumcontracthasbeenupdated,andthisclarificationisincluded inthePRDnarrativeaswell. See Appendix B (p. 33-34 of 73 in this PDF).

2) Additional information is needed to describe how this program addresses literacy appropriate for math. The rejoinder indicates EME 874 is the course that addresses this concern. However, the course description and the syllabus indicate that the course addresses the teaching of language arts (see course objectives).

Course Description: Examination of current trends and curriculum problems related to teaching of language arts. Major emphasis on listening, oral and written expression, spelling, and handwriting. (Minimum of 10 clinical hours required.)

EME874LanguageArtsintheCurriculum isthecoursethataddressesliteracy,particularlywritingacrossthecurriculum.Majoremphasisisonoralandwrittenexpressionformathematicalreasoning,sensemaking,problemsolving,computationalfluency,andjustification.CandidateswillberequiredtodesignandteachlessonsimplementingalloftheabovewithanemphasisonwritingasrequiredbySB1,Section17(3).CandidatesinthemathematicsspecialistP-5programwilladdressmathcontentintheirwriting,connectingthelearningprogressionacrossgradelevels.

ThesyllabusforEME874includessomeclarification withintheSLOs,CourseOutline,andspecificallytheCourseRequirementstohelpidentifythewaythiscourseembedslanguagearts(literacy) instructionwithinthecontextofcontentareadisciplines.TherevisedsectionsofthesyllabushavebeenhighlightedinthePRD.3) What are the transition points in this program and what are theassessments required at each of the transition points?Transition points in the program are indicated on the Performance

Assessment Chart in Table 1. Performance Assessments (p. 21 of 73). The PRD in use at the time of original submission for this program did not include any separate chart for transition points, therefore they are only indicated in Table 1. Candidates in the program are monitored continuously for satisfactory performance as they progress through coursework, with specific key assessments and course assessments administered at program beginning, middle, and at program exit.

4) Assignments have limited evidence of performance. Most of the assignments are reflections or plans. What activities do candidates conduct/perform with P-5 students?

Allofthekeyassessmentsareperformancebasedassessments:infact,theRemediationPlan,VideoInstructionalModels,andDiagnostic/InstructionalPlanKeyAssessmentsareconnected toclinicalexperiences,collaborationwithcolleaguesandinstructors,andthebuildingofknowledgewithothercourseassignments.AlloftheKeyAssessmentswithintheendorsementrequirecandidatestoapplytheirknowledgeofcontentandpedagogy.The descriptionsoftheassessmentson the syllabi mightbeusefulforthereviewerinhelpingseetheconnectionbetweenandacrossthecoursesasmathspecialistsdeepentheirunderstandinganddemonstratetheirevolvingproficiencies.CandidatesareassessedontheirperformancerelativetoimplementingassessmentinEME843,EME874,andEMS878.CandidatesareassessedontheirabilitytoplaninstructioninEME843,EME874,EMS818,andEMS878.AssessmentofteachingperformanceoccursinEMS878wherecandidatesvideotheimplementationofaninstructionalinterventionandinEME843,theculminatingcourseintheprogramwherecandidatesimplementassessments,diagnosemathematicaldifficulties,planinterventions,andimplementinstruction.Candidatesvideothemselvesimplementinginstructionandcritiqueandreflectontheirabilities.Thesevideosandreflectionsareassessedbythecourseinstructor.


Program Review Update

Eastern Kentucky

University July 2015

Following are the results of the reviews by the Division of Educator Preparation, the Content Area Program Review Committee, and the Reading Committee of the following program submitted by Eastern Kentucky University. All concerns noted in this Program Review Update must be addressed in writing and cleared before the program will be forwarded to the Education Professional Standards Board for consideration.

MATH SPECIALIST P-5 ENDORSEMENT (Graduate Level)

1) The admissions criteria does not include a requirement for the candidateto have either an Elementary certificate or Statement of Eligibility forElementary in the continuous assessment section and on the curriculumcontract.

The curriculum contract has been updated, and this clarification is includedin the PRD narrative as well.

2) It is not clear how the advanced level of performances of the KentuckyTeacher Standards are addressed and assessed.

See pg.10 & 11 for the chart indicating the course title, the assessmentand the Advanced level of the Kentucky Teacher Standard for informationneeded on how each of the advanced level of performances of theKentucky Teacher Standards are addressed and assessed. On page 15,there is additional alignment of KTS – Advanced to the assessments andcourses in the Math Specialist endorsement.

3) Additional information is needed to describe how this program addresses

literacy appropriate for math.

EME 874: Language Arts in the Curriculum –Is the course that

addresses literacy, particularly writing across the curriculum. Major

emphasis is on oral and written expression for mathematical reasoning,

sense making, problem solving, computational fluency, and justification.

Candidates will be required to design and teach lessons implementing all of

the above with an emphasis on writing as required by SB1, Section 17(3).

Candidates in the mathematics specialist P-5 program will address math

content in their writing, connecting the learning progression across grade

levels.

The syllabus for EME 874 includes some clarification, too, within the SLOs,

Course Outline, and specifically the Course Requirements to help identify

the way this course embeds language arts instruction within the context of

content area disciplines.


4) There is no faculty assignment on the matrix for EME 874.

Nola Faye Deters and Stacey Korson are both included on this chart.

5) Additional information is needed to demonstrate how this program isaligned with the unit’s continuous assessment plan. What are thetransition points in this program and what are the assessments required ateach of the transition points?

This program was submitted when the Unit and now EPP was movingfrom a Conceptual Framework/Continuous Assessment model to anEPP Quality Assurance System. This program maintains the integrity ofthe prior approved Continuous Assessment Plan and is part of the newEPP Quality Assurance System to be presented for the 2016-2017academic year. There is no additional documentation that may beprovided at this time.

Transitions are at program Admission and Exit. Candidate progressis monitored through KAs as noted in courses.

6) Is the title of EMS 878 correct (Assessment for Candidates Strugglingin Math, p.9)? Should this be Students instead of Candidates? Also, thetitle on the syllabus does not match the title in the narrative.

The appropriate title is EMS 878: Mathematics Assessment P-12. This hasbeen corrected in both the narrative and syllabus.

7) There does not appear to be adequate faculty assigned to the program(no math specialist).

See revised Faculty Qualification Summary chart, which now includes Dr.Twyla Harris.

8) Syllabi do not demonstrate alignment between the assessments and theSPA standards.

SEE ATTACHED SYLLABI: EMS 818, EME 866, EME 874, EMS 878. All

syllabi include multiple references to how the SPAs align to SLOs and to course

assessments.

9) Syllabi do not provide sufficient evidence to support the narrative(integration of KCAS for math, KTS, and NCTM standards for mathspecialist).

SEE ATTACHED SYLLABI: EMS 818, EME 866, EME 874, EMS 878. The

syllabi SLOs use key phrasing related to the standards and integration of math

concepts. In addition, the assessments within the syllabi refer, in many cases, to


direct and explicit concepts related to the content and pedagogy standards.

10) Additional information is needed to describe how the program providescandidates with strategies and resources for differentiated instruction forteaching math.

The following updates are included within the PRD:

The chart and course descriptions below indicate how candidates will be prepared

to use different texts and design instruction to include differentiation strategies and

resources that will meet the needs of all learners. Application of information is

designed to include additional depth of knowledge for the candidates.



EMS 818: Effective


Practices

Formative assessmentstrategies.


needs


Course texts

Videos

Technology apps

Journal articles

EME 843: Teaching



Resource file forManipulatives

Journal articles

Math RecoveryResources



Elementary/Middle


Process Standards

8 Math Practice

Standards

Differentiated

planning process

Unit plan

implementing

differentiation

Journal articles

8 math Practice

standards

resources provided


tool for

differentiation

Course text


Assessment P-12


Class text

Videos

Math Screeners

EMS 818: Effective Instructional Models and Practices – Course is

designed to help candidates examine, evaluate, and apply recent research

findings related to effective instruction that meets individual learning needs

(differentiation instruction). Candidates will apply the information learned


through research to make choices on text materials and teaching resources

to use when designing classroom instruction. All candidates will design

classroom teaching models implementing best practice teaching strategies

for math content instruction, assessment strategies, and other learning

variables.

EME 843: Teaching Mathematics to Low Achievers –This course is

designed to prepare candidates to use different assessment data, texts and

design instruction to meet individual learning needs (differentiated

instruction). The identification of different texts and resources for low

achievers will come from an in depth analysis of student characteristics,

teaching strategies, assessment data, and mathematics curriculum resources.

All candidates will be required to design a remediation/instructional plan

for a low achiever in math utilizing the various texts and resource materials

identified.


– This course investigates national and state content and process standards.

Candidates will participate in an intense study of all of the math standards

with a strong emphasis on NCTM process standards and the 8 standards for

mathematical practice (how you teach math). Candidates will be given the

opportunity to use the information gained from their study of the process

standards and the 8 standards for mathematical practice, to choose resources

and text materials to design instructional strategies to promote engagement,

hands-on/active learning, and differentiation of activities.


assessments to diagnose the math disability, identifying how children

construct mathematical knowledge, and planning/implementing instruction

approach to address the identified needs. All candidates will develop a

diagnostic and instructional plan for various students using various

assessment tools including formative assessment strategies. The

instructional plan will include a resource list to indicate text resources,

research, and the instructional design to be implemented based on the

information gained through the assessment(s). Information will determine

how to differentiate the learning design.

11) It is not clear why there is a language arts course in the program.

EME 874 is the course, as required by SB1, Section 17(3), where candidates will be required to design and teach lessons implementing an emphasis on writing across the curriculum. Major emphasis is on oral and written expression for mathematical reasoning, sense making, problem solving, computational fluency, and justification. as required by SB1, Section 17(3). Candidates will address math content in their writing, connecting the learning progression across grade levels. The syllabus for EME 874 has been updated, too, with clarifications about how the language arts elements will be embedded in multi-

disciplinary contexts. See the Course Requirements section specifically to see how candidates in math


endorsement area will address this literacy element specifically.

12) Assignments have limited evidence of performance.

In each course, there are several assignments that build on each other, providing multiple opportunities for candidates to gain necessary knowledge constructing the final project. All of the key assessments are performance based assessments: in fact, the Remediation Plan, Video Instructional Models, and Diagnostic/Instructional Plan Key Assessments are based upon clinical experiences, collaboration with colleagues and instructors, and the building of knowledge with other course assignments. All of the Key Assessments within the endorsement require candidates to apply their knowledge of content and pedagogy. The syllabi descriptions of the assessments might be useful for the reviewer in helping see the connection between and across the courses as math specialists deepen their understanding and demonstrate their evolving proficiencies.

13) Syllabi do not include updated information (bibliography or theoreticalresearch base references, required texts/old editions).

Some of the resources may be dated; however, the professor has deemed them as essential research for the objective of the content being taught. In addition, older versions of texts are due to preference for the specific text where a better updated text has not been found. One text in particular was written by leading researchers in the field of struggling math students. These researchers have not written an updated text and no other author has attempted to update it.

Most research articles are updated versions.

14) Is there a field component with each course? (This chart is included withinthe PRD as well)

No, only 3 courses require field hours -

Course Hrs.

EMS 818 – Yes, develop 2 classroom teaching videos for instructional training use 8

EME 843 – Yes, assessing 1 struggling math student and designing and implementing an instructional plan, video one intervention

6

EME 866 – No 0

EMS 878 – Yes, administering at least 6 assessments (video required for each) 8

EME 874 – Yes, plan and teach lessons implementing content literacy strategies 10


15) It is not clear how this program addresses the leadershipcomponent of the Elementary Math Specialist. There is notsufficient information provided to demonstrate how the candidateis prepared for a role of lead teacher and/or coach mentor asrequired by the NCTM Standards for Elementary Math Specialist.

Each course addresses on the NCTM Standards for Elementary Math Specialist.

(See pg 5 of the PRD)

EMS 818: Effective Instructional Models and Practices – Leadership is

addressed through investigation of using research in mathematics education

to inform practice and use resources. Text also focuses on math specialists

skill required to work with teachers, colleagues, and administrators in a


EMS 843: Teaching Mathematics to Low Achievers - Leadership will be

addressed by focusing on the importance a Professional Learning Community

(PLC) has on student achievement in mathematics. Guidance will be shared

throughout the course on how to organize, plan, and implement an effective


EME 866: Investigations in Elementary/Middle Mathematics

Education – Leadership will be addressed through an in-depth study of the

mathematics content standards. Emphasis on evaluating the alignment of

mathematics curriculum standards in schools, textbooks, and required

assessments (NCTMCAEP 6d)

EME 874: Language Arts in the Curriculum – Leadership will be addressed

by an in-depth study of how to implement writing for mathematical reasoning,

sense making, problem solving, computational fluency, and justification to

continue their development and knowledge to inform their practice of

implementing writing in their math instruction (NCTMCAEP 6b)

EMS 878: Mathematics Assessment P-12 - The leadership role of the math

specialist with assessment is addressed. Candidates will be assessing various

grade levels of students and designing an Assess, Diagnose, Prescribe plan for

instruction for each student assessed. Text provides information and guidance on

how to work with/coach teachers. Journals are used for reflective practice on

personal growth needed (NCTMCAEP 6a,b,c,d)





Degree: Endorsement











Theme of the Unit

The Math Specialist (P-5) Endorsement program provides advanced teacher education candidates with the

opportunity to continue their growth and development as professional educators and Instructional Math

specialists. The graduate endorsement program assists teachers in advancing their knowledge, application,




tables that follow.


methodologies, computer-based competencies, and critical and creative thinking skills, the Math Specialist





techniques necessary to ensure student success and achievement among P-12 candidates of diverse backgrounds.






Professionalism: Candidates will be interacting throughout their coursework (EME 843(6); EMS 818 (8); EME 874 (10) EMS 878 (8)), with school personnel, students and administrators through course embedded clinical

experiences.

Admission and Exit Requirements Prerequisite: Kentucky initial certification (Rank III or higher) in Elementary Education (P-5) or a Statement of Eligibility in Elementary Education (P-5).

Admission Criteria:

A bachelor’s or master’s degree in elementary education with a cumulative grade point average of 2.75 ona 4.0 scale; or a grade point average of 3.0 on a 4.0 scale on the last 30 hours of credit completed,including undergraduate and graduate coursework.








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Exit Requirements:


Candidates will have opportunities to demonstrate professional growth through key assessments



The proposed curriculum has been streamlined to meet relevant state and national standards, along with field and clinical experiences. Some features from the proposed program are:







Mode of Delivery

The Mathematics Specialist (P-5) Endorsement will be offered 100% online. (Clinical hours are completed in approved P-5 classrooms.)






today’s schools, the Math Specialist (P-5) endorsement seeks to provide teachers with the content and

pedagogy needed to assure that they are meeting the needs of all learners in their mathematical knowledge and

skills.













Program Relationship to the Conceptual Framework

The course work and professional practice activities of the Math Specialist (P-5) Endorsement program are built

upon the key components of the unit’s conceptual framework; the knowledge, dispositions and skills of the

National Council of Teachers of Mathematics Standards; Kentucky Teacher Standards; Kentucky Academic

Standards; and the Council for Accreditation of Educator Preparation (CAEP) Standards.






connect what they learn while being guided by skilled clinical educators. Performance-based assessments, at key

transitions in the program, are designed to demonstrate candidates’ development of the knowledge, skills, and

professional dispositions associated with a positive impact on the learning and development of all P-12 students

(CAEP, 2014).

Throughout the coursework (EMS 878, EMS 818, EME 843, EME 874), the Math Specialist Endorsement

program utilizes the clinical model, providing candidates with multiple clinical experiences. The clinical

experiences align to the EKU Conceptual Framework, NCTM and CAEP Standards, and prepare candidates to

be an instructional leader in math instruction for schools and districts reflecting college and career readiness for

all. Clinical experiences, aligned to the standards, require candidates to demonstrate authenticity of practice.




(PECAP). This program was submitted when the Unit and now EPP was moving from a Conceptual

Framework/Continuous Assessment model to an EPP Quality Assurance System. This program maintains the

integrity of the prior approved Continuous Assessment Plan and is part of the new EPP Quality Assurance

System to be presented for the 2016-2017 academic year. There is no additional documentation that may be

provided at this time.

Transitions are at program Admission and Exit. Candidate progress is monitored through KA as noted in

courses.

IV. Required Program Experiences Components Prerequisites for Admission







detersf

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Program Design








A. Courses and Experiences

The Math Specialist Endorsement program will be offered 100% online, a traditional route of adding an

endorsement. The program is designed to provide coursework to advance candidates’ knowledge and pedagogy





Four courses in the Math Specialist Endorsement program will require clinical hours; EMS 818: Effective

Instructional Models and Practices, EME 843: Teaching Mathematics to Low Achievers, EME 874 Language Arts in the Curriculum, and EMS 878: Mathematics Assessment P-12. See chart below.

Course Title and Description of Clinical Expectation Course

Hours

Clinical

Hours

EMS 818: Effective Instructional Models and Practices. Developing classroom teaching videos for instructional training use.

3 8

EME 843: Teaching Mathematics to Low Achievers. Assessing one struggling math student and designing an instructional plan.

3 6

EME 866: Investigations in Elementary/Middle Mathematics Education. No clinical hours.

3 0

EME 874: Language Arts in the Curriculum. Minimum of 10 clinical hours.. 3 10

EMS 878: Mathematics Assessment P-12. Administering 6 math assessments (video required for each).

3 8

Total Hours 15 22

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program.












Professional Learning Communities (PLCs), designing professional development to advance the school’s

mathematics program, and promoting the role a math interventionist has in facilitating students’ math

achievement are addressed in several courses.



focuses on math specialists’ skills required to work with teachers, colleagues, and administrators in

a professional setting (NCTMCAEP 6a,b,c,d)








(NCTMCAEP 6d)

EME 874: Language Arts in the Curriculum – Leadership will be addressed by an in-depth study ofhow to implement writing for mathematical reasoning, sense making, problem solving, computational

fluency, and justification to continue their development and knowledge to inform their practice ofimplementing writing in their math instruction (NCTMCAEP 6b)




guidance on how to work with/coach teachers. Journals are used to ensure reflective practice a n d

personal growth (NCTMCAEP 6 a,b,c,d)









EMS 818: Effective Instructional Models and Practices – Candidates will deepen their understandingof why math procedures work through researching articles and compiling a literature review on differentmath strategies for instruction and how to differentiate for different learning styles. Implementation ofresearch-based math instruction at the primary and intermediate levels will also be addressed. Allcandidates will design classroom teaching models implementing instructional strategies for effectiveteaching of math content, assessment strategies, and learning variables.

EME 843: Teaching Mathematics to Low Achievers - Candidates will be focusing on teachingstrategies, assessment data, and mathematics curriculum content to promote mathematical reasoning,sense making, problem solving, computational fluency, and justification. In addition, instructionalstrategies will be embedded to help teachers understand why math procedures work not just how theywork to better prepare them for teaching mathematics to struggling students.



















learning variables.














including mathematical reasoning, sense making, problem solving, computational fluency, andjustification.

























mathematical practice, to choose resources and text materials to design their instructional

strategies to promote engagement and hands-on/active learning.

EMS 878: Mathematics Assessment P- 12– Course emphasizes different assessments to

diagnose the math disability, identifying how children construct mathematical knowledge,

and planning/implementing instruction approach to address the identified needs. All

candidates will develop a diagnostic and instructional plan for various students using

various assessment tools including formative assessment strategies. The instructional plan

will include a resource list to indicate text resources, research, and the instructional design

to be implemented based on the information gained through the assessment(s).

6. Describe how the program will prepare candidates to determine what students

know and understand, using formative assessments to guide instruction.

The Math Specialist Endorsement program will prepare candidates to determine what

students know and understand, using a variety of formative and diagnostic assessments to

guide instruction. Candidates will be introduced to issues related to mathematics assessment

and the instructional planning that must follow an assessment. Ample opportunities will be

given in various courses to assess students and use the assessment information to design

instruction.

EME 843: Teaching Mathematics to Low Achievers - Candidates will be

prepared to use different assessment data, texts, and design instruction to meet

individual learning needs. Candidates will be required to administer an assessment

to an identified struggling learner in math. After assessment is given, the

candidates will be responsible for analyzing the data, developing a math

improvement plan, writing strengths and needs summary report, and designing

instruction to address student’s needs that are identified.


Candidates will utilize the information gained on how to teach math as described

in the NCTM process standards and the 8 standards for mathematical practice to

design math instruction where students are actively engaged in their learning and

can be readily assessed using some type of formative assessment.

EMS 878: Mathematics Assessment P- 12- Course emphasis is on assessing types

and degree of math disabilities, identifying how children construct mathematical

knowledge, and planning/implementing instruction approach to address the

identified needs. All candidates will develop a diagnostic and instructional plan for

various students using various assessment tools including formative assessment

strategies. The diagnostic plan will also include a resource list to indicate text

resources, research, and instructional design implemented.

7. Describe how the program will provide strategies and resources for teaching


mathematics, including those for differentiated instruction.

The chart and course descriptions below indicate how candidates will be prepared to use

different texts and design instruction to include differentiation strategies and resources

that will meet the needs of all learners. Application of information is designed to include




EMS 818: Effective


Practices

Formative assessmentstrategies.


needs


Course texts

Videos

Technology apps

Journal articles

EME 843: Teaching



Resource file forManipulatives

Journal articles

Math RecoveryResources



Elementary/Middle


Process Standards

8 Math Practice

Standards

Differentiated

planning process

Unit plan

implementing

differentiation

Journal articles

8 math Practice

standards

resources provided


tool for

differentiation

Course text


Assessment P-12


Class text

Videos

Math Screeners

EMS 818: Effective Instructional Models and Practices – Course is designed

to help candidates examine, evaluate, and apply recent research findings related

to effective instruction that meets individual learning needs (differentiation

instruction). Candidates will apply the information learned through research to

make choices on text materials and teaching resources to use when designing

classroom instruction. All candidates will design classroom teaching models

implementing best practice teaching strategies for math content instruction,

assessment strategies, and other learning variables.


EME 843: Teaching Mathematics to Low Achievers –This course is designed

to prepare candidates to use different assessment data, texts and design

instruction to meet individual learning needs (differentiated instruction). The

identification of different texts and resources for low achievers will come from

an in depth analysis of student characteristics, teaching strategies, assessment

data, and mathematics curriculum resources. All candidates will be required to

design a remediation/instructional plan for a low achiever in math utilizing the

various texts and resource materials identified.


This course investigates national and state content and process standards.

Candidates will participate in an intense study of all of the math standards with a

strong emphasis on NCTM process standards and the 8 standards for mathematical

practice (how you teach math). Candidates will be given the opportunity to use the

information gained from their study of the process standards and the 8 standards

for mathematical practice, to choose resources and text materials to design

instructional strategies to promote engagement, hands-on/active learning, and

differentiation of activities.


assessments to diagnose the math disability, identifying how children construct

mathematical knowledge, and planning/implementing instruction approach to

address the identified needs. All candidates will develop a diagnostic and

instructional plan for various students using various assessment tools including

formative assessment strategies. The instructional plan will include a resource

list to indicate text resources, research, and the instructional design to be

implemented based on the information gained through the assessment(s).

Information will determine how to differentiate the learning design.

8. Describe how the program ensures that candidates understand the vertical nature

of mathematics and have a sense of how concepts are introduced in the elementary

curriculum and then woven through the middle school curriculum (Example:

teaching fractions in elementary lays the foundation for algebra in middle school).

The Math Endorsement Specialist program ensures that candidates understand the vertical

nature of mathematics and have a sense of how concepts are introduced in the elementary

curriculum and then woven through the middle school curriculum. This is addressed by

having candidates directly focus on the alignment of the NCTM standards and the

Kentucky Academic Math Standards across all grade levels.

EMS 818: Effective Instructional Models and Practices - the candidates will

investigate the vertical (and embedded) nature of mathematical concepts by

addressing the Kentucky mathematical standards for content and practice. In

addition, through review of appropriate formative assessment and instructional

models, candidates will evaluate student progress, identify the instructional needs of


students, and apply intentional instruction to the situation. This process requires

candidates to have a thorough understanding of the vertical nature of mathematics,

particularly as it applies to developmental needs of students and their evolving

conceptual understanding.

EME 866: Investigations in Elementary/Middle Mathematics Education - the

candidates will investigate the vertical nature of the concepts and how they weave

together to make a connection from grade to grade. Specific emphasis will be on

the math content connections between elementary and middle school using the

Kentucky Academic Standards. These standards are very fluid and connections can

be easily identified. For example, teaching growing patterns generates functional

relationships in elementary grades that will lay the foundation for graphing on a

coordinate plane to visually show algebraic relationships as taught in middle school.

All candidates will design a math unit addressing differentiation of learning and

understanding of math content and implementing instructional practices. Candidates

may or may not address a connection between an elementary concept and a middle

school concept in their math unit.

EME 874: Language Arts in the Curriculum – This course addresses writing

across the curriculum. Major emphasis is on oral and written expression for

mathematical reasoning, sense making, problem solving, computational fluency, and

justification. Candidates will be required to design lessons implementing all of the

above with an emphasis on writing as required by SB1, Section 17(3). Candidates

may address math content in their writing, connecting the learning progression


EMS 878: Mathematics Assessment, P-12 – Because this course focuses on

meeting the needs of individual students, candidates must apply their understanding

of the vertical nature of standards-based instruction. In the context of their key

assessment for the course, candidates will assess, diagnose, and prescribe.

Remedial or advanced instruction for students will be necessary, and candidates

must utilize their understanding of the standards alignment to accurately determine

the content/practice needs of their students and then to provide effective instruction.




When the Kentucky NCTM/CAEP

Type of

Assessment Form of Assessment Assessment Is

Administered

Teacher

Standards

(Advanced)

Standards -

Teachers

Assessment #1:

Content

Assessment

Math Unit Assignment EME 866, Beginning

1, 5, 8, 9, 10 1, 2, 3, 6

C: 1, 2, 3, 4

Assessment #2:

Other Assessment

of Content

Knowledge

Remediation Plan EME 843, Exit 1, 2, 4, 5, 6, 7, 1, 2, 3, 4, 5, 6, 7

8, 10 C: 1, 2, 3, 4

Assessment #3:

Assessment of

Professional

Capabilities

Video Instructional Models EMS 818, Middle 1, 2, 3, 4, 5,

6, 7, 8, 9, 10

1, 2, 3, 4, 5, 6, 7

Assessment #4:

Clinical

Experiences

Measure of

Teaching

Proficiency

Remediation Plan EME 843, Exit 1, 2, 4, 5, 6, 7

8, 10

1, 2, 3, 4, 5, 6, 7

C: 1, 2, 3, 4

Assessment #5:

Measure of Candidate Assessment





EMS 878, Middle 1, 2,3, 4, 5, 7, 8

9, 10

1, 2, 3, 4, 5, 6, 7

C: 1, 2, 3, 4


Proficiencies

Assessment #6:

Candidate ability to

diagnose and

prescribe for

personalized

student learning.






approach to address the identified needs.

EMS 878, Middle 1, 2, 3, 4,5, 7, 8

9, 10

1, 2, 3, 4, 5, 6, 7

C: 1, 2, 4, 4

Assessment #7: Diagnostic and Instructional Plan - EMS 878, Middle 1, 2,3, 4, 5, 6, 7, 1, 2, 3, 4, 5, 6, 7

C

Application of assessing types and degree of math 8, 9, 10 C 1, 2, 3, 4

content disabilities, identifying how children

knowledge and construct mathematical knowledge EME 843, Exitpedagogical planning/implementing instruction

skills approach to address the identified

(Instructional Needs

Remediation Plan Practice)

Assessment #8:

Assessment of

literacy

outcomes


Project

EME 874, Middle

1, 2, 5, 6, 7 1, 2, 4, 6

In each of the courses listed above, there are several assignments that build on each other, providing multiple

opportunities to gain necessary knowledge constructing the final project. Since these assignments all connect at

the end to comprise one major project, the required work for each assignment appears to be minimal, but once

combined and connected the final work is much more in-depth.

2. Code of Ethics








3. The teaching of writing.

Writing across the curriculum (WAC) refers to “incorporating writing in all content areas or courses, ratherthan isolating writing within a particular course or program.” In EME 874 Language Arts in the Curriculum

course, the student will create a math content writing assignment that will emphasize the development of

writing skills, both as a tool for learning and for assessment. This assignment will also use writing to help

assess student knowledge and understanding of math content, as well as to encourage the development of

communication skills essential to success in school and beyond.


In EME 874 Language Arts in the Curriculum candidates will learn strategies for teaching Language Arts










Endorsement P-5.

COURSES Diversity Assessment Closing

Achievement Gap

K = Knowledge, CE= Clinical Experience KA= Key Program Assessment



EME 866 K K, KA K

EMS 878 K, KA K, KA, CE K, KA, CE

B. Specialty Professional Association (SPA) Standards

Candidates in the math specialist endorsement have acquired the necessary skills and experiences to becomeeffective math specialists as defined by National Council of Teachers of Mathematics www.nctm.org. The


NCTM CAEP Standards COURSE ASSESSMENT 1.Content Knowledge: Demonstrate and apply knowledge of

major mathematics concepts, algorithms, procedures,

connections, and applications within and among mathematical

content domains.

EME 866

EME 843

EMS 818

EMS 878


Remediation Plan



Plan

2.Mathematical Practices: Solve problems, represent

mathematical ideas, reason, prove, use mathematical models,

attend to precision, identify elements of structure, generalize,

engage in mathematical communication, and make connections

as essential mathematical practices. They understand that these

practices intersect with mathematical content and that

understanding relies on the ability to demonstrate these practices

within and among mathematical domains and in their teaching

and mathematics leadership.

EME 866

EME 843

EMS 818

EMS 878


Remediation Plan



Plan

3.Content Pedagogy: Apply knowledge of curriculum

standards for mathematics and their relationship to student

learning within and across mathematical domains in teaching

elementary students and coaching/mentoring elementary

classroom teachers. They incorporate research-based

mathematical experiences and include multiple instructional

strategies and mathematics-specific technological tools in their

teaching and coaching/mentoring to develop all students’

mathematical understanding and proficiency. As teacher, lead

teacder, and coach/mentor, they provide and assist teachers in

providing students with opportunities to do mathematics- talking

about it and connecting it to both theoretical and real-world

contexts. They plan, select, implement, interpret, and assist

teachers in the incorporation of formative and summative

assessments for monitoring student learning, measuring student

mathematical understanding, and informing practice.

EME 866

EME 843

EMS 818

EMS 878


Remediation Plan



Plan

4.Mathematical Learning Environment: Exhibit knowledge

of child, pre-adolescent, and adult learning, development, and

behavior. They use this knowledge to plan, create, and assist

teachers in planning and creating sequential learning

opportunities grounded in mathematics education research

where students are actively engaged in the mathematics they are

EME 843

EMS 818

EMS 878

Remediation Plan



Plan


Graduate Math Specialist (P-5) 13 learning and building from prior knowledge and skills. They

demonstrate, promote, and assist teachers in demonstrating and

promoting a positive disposition toward mathematical practices

and learning and exhibit and support the equitable and ethical

treatment of and high expectations for all students. They

include and assist teachers in embracing culturally relevant

perspectives in teaching, in recognizing individual student

differences, and in using instructional tools such as

manipulatives, digital tools, and virtual resources to enhance

student learning, while recognizing the possible limitations of

such tools.

5.Impact on Student Learning: Provide evidence that as a result

of their instruction or coaching/mentoring of teachers, elementary

students’ conceptual understanding, procedural fluency, strategic

competence, adaptive reasoning, and application of major

mathematics concepts in varied contexts have increased.

Elementary mathematics specialists support the continual

development of a positive disposition toward mathematics. These

mathematics specialists show that new student mathematical

knowledge has been created as a consequence of their ability to

engage students or coach/mentor teachers in mathematical

experiences that are developmentally appropriate, require active

engagement, and include mathematics-specific technology in

building new knowledge.

EME 843

EMS 818

EMS 878

Remediation Plan



Plan

6.Professional Knowledge and Skills: Are lifelong learners and

recognize that learning is often collaborative. They participate in

and plan mathematics-focused professional development

experiences at the school and/or district level, draw upon

mathematics education research to inform their practice and the

practice of colleagues, continuously reflect on their practice, use

and assist teachers in using resources from professional

mathematics organizations, and demonstrate mathematics-

focused instructional leadership.

EME 843

EMS 818

EMS 878

Remediation Plan



Plan

7.Elementary Mathematics Specialist Field Experiences and

Clinical Practice: Engage in a planned sequence of field

experiences and clinical practice under the supervision of an

experienced and highly qualified mathematics educator. They

develop a broad experiential base of knowledge and skills

working with a range of student and adult learners including

elementary students and elementary school teachers, both novice

and experienced, in a variety of school and professional

development settings. They develop and use interpersonal and

leadership skills to engage school-based and other professionals

in the improvement of mathematics programs at the school and/or

district levels.

EME 843

EMS 818

EMS 878

Remediation Plan



Plan


- Elementary

Math Specialists

COURSE ASSESSMENT

C.1. Number and Operations EME 866

EMS 878



C.2. Algebra EME 866

EMS 878



C.3. Geometry andMeasurement

EME 866

EMS 878



Graduate Math Specialist (P-5) 14 C.4. Statistics and Probability EME 866

EMS 878



COURSE DESCRIPTION




hours.




clinical hours.


C. Kentucky Teacher Standards – Advanced Level

This endorsement is designed to offer candidates a variety of experiences that enhance and advance theircompetencies in the Kentucky Teacher Standards – Advanced Level. The Kentucky Teacher Standards are




1: The Teacher Demonstrates Applied Content Knowledge

EME 866

EME 843

EMS 818

EMS 878

EME 874


Remediation Plan




2: The Teacher Designs And Plans Instruction

EME 843

EMS 818

EMS 878

EME 874

Remediation Plan




3: The Teacher Creates And Maintains Learning Climate

EME 843

EMS 818

Remediation Plan


4: The Teacher Implements And Manages Instruction

EME 843

EMS 818

EMS 878

Remediation Plan



5: The Teacher Assesses And Communicates Learning Results

EME 866

EME 843

EMS 818

EMS 878

EME 874


Remediation Plan




Graduate Math Specialist (P-5) 15 6: The Teacher Demonstrates The Implementation Of Technology

EME 843

EMS 818

EMS 878

EME 874

Remediation Plan




7: Reflects On And Evaluates Teaching And Learning

EME 843

EMS 818

EMS 878

EME 874

Remediation Plan




8: Collaborates With Colleagues/Parents/Others

EME 866

EME 843

EMS 818


Remediation Plan


9: Evaluates Teaching And Implements Professional

Development

EME 866

EMS 818

EMS 878

EME 874




Research-Based Instructional Design Project10: Provides Leadership Within School/Community/Profession

EME 843

EMS 818

EMS 878

EME 866

Remediation Plan




COURSE DESCRIPTION





hours.




clinical hours.

EME 874 Examination of current trends and curriculum problems related to teaching of language arts. Major emphasis on listening, oral and written expression, spelling, and handwriting. Minimum of 10 clinical hours.

D. Kentucky Academic Standards

The program’s relationship to the Kentucky Academic Standards is shown in Table 4.

The Kentucky Academic Standards call for students at all grade levels to become effective communicators

who are capable of dealing with information at high levels of understanding. Additionally, these standards

call for students to be able to successfully acquire, apply, and integrate knowledge. In order to do this,

students have to be successful problem solvers with regard to various types of information and situations.

To this end, the Math Specialist P-5 Endorsement program seeks to address the Kentucky Academic

Standards by providing experiences in which candidates learn how mathematics education impacts

students as they work to become career and college ready. As candidates progress through the endorsement

program, they complete coursework/assignments which are relevant to public school classrooms. These

experiences strengthen the candidates’ abilities to incorporate the knowledge that is being learned in the

math specialist endorsement program to actual situations they may find in their teaching experiences. Each

course offered in the Math Specialist P-5 Endorsement program lends itself to addressing each component

stated above and providing opportunities for application.


Table 4. Kentucky Academic Math Standards

Kentucky Academic Math

Standards

COURSE ASSESSMENT

1. Counting and Cardinality (K) EME 843 EME 866

EMS 818



2. Number Operations andAlgebraic Thinking

EME 843 EME866

EMS 818



3. Number Operations and Base Ten EME 843 EME 866

EMS 818



4. Number Operations - Fractions EME 843 EME 866

EMS 818



5. Geometry EME 866 EMS 818


6. Measurement and Data EME 866 EMS 818




COURSE ASSESSMENT

1. Make sense of problems andpersevere in solving them.

EMS 818 EME 843

EME 866

EMS 878




2. Reason abstractly andquantitatively

EMS 818 EME 843

EME 866

EMS 878

EME 874





3. Construct viable arguments andcritique the reasoning of others.

EMS 818 EME 843

EME 866

EMS 878

EME 874





4. Model with mathematics EMS 818 EME 843

EME 866

EMS 878




5. Use appropriate tools strategically EMS 818 EME 843

EME 866

EMS 878

EME 874





6. Attend to precision EMS 818 EME 843

EME 866

EMS 878




Graduate Math Specialist (P-5) 17 7. Look for and make use ofstructure

EMS 818 EME 843

EME 866

EMS 878




8. Look for and express regularity inrepeated reasoning.

EMS 818 EME 843

EME 866

EMS 878




COURSE DESCRIPTION




hours.





clinical hours.


E. Program Faculty

See Appendix A

F. Curriculum Contract/Guidesheet

See Appendix B

G. Syllabi

See Appendix C

H. Mode of Delivery

The Math Specialist (P-5) Endorsement program will be offered 100% online. (Clinical hours are completed in approved P-5 classrooms.)


Faculty

Member

Name

Highest

Degree, Field, &

University1

Assignment:

Indicate the role

of

the faculty

member2

Full

Time/

Part

Time

Status

Faculty 3

Tenure

Track

(Yes/

No)


in Professional

Associations, and 5


the past 3 years6

Teaching or other


in P-12 schools7


and Curriculum,

University of

Louisville

Ed.S. Secondary

Education with

Mathematics

Education, Western

Kentucky University

B.S. Mathematics,

Minor Physics,

Belmont College


EMS 818, EMS 878

Full Time

Institution,

College,

Departmen

t,

Part-time Program

Assistant Professor





Kentucky, 2015

Make-It- and-Take-It Mathematics Manipulatives K-8th, Eastern


Kentucky, 2016




Mathematics, Lexington, Kentucky, 2016










2016

"

Tennessee Teaching Certificate, (August 1981 - Present)

APPENDIX A





Rank Service: List up to 3


Althauser, Krista


Leadership/ Policy

Studies, Eastern

Kentucky University


EMS 818, EMS 878

Full Time

Institution,

College,

Departmen

t,

Part-time

Program

Associate Professor

Yes “Intentional Problem-Solving to

Promote Higher-Order Thinking”

Mayer, J. & Althauser, K. KCM:




for Meaningful Learning” Porter, D.,

& Althauser, K.KCM:




in the Language Arts NCBLA):

Integrating Mathematical

Connections for Meaningful

Learning” Porter, D., & Althauser, K.


and Researcher. Myrtle Beach, NC

(2016).

“Meet Me at the Commons: How I

Learned to Stop Worrying and Love

Standards” Combs, D., Althauser, K.,

Day, R., Fair, G. Lilly Conference on

College Teaching, Miami University,

Oxford, Ohio (2015)

Making the Pieces Fit: Using Literacy to Connect Economics and

Math, Kentucky Reading Association

2014 Conference, Kentucky Reading

Association, Louisville, KY.

Create Your Own Toys, 2014 STEM-

H projects for Madison



Richmond, KY.



Eight Standards for Mathematical Practices, FrameWork for Teaching:


Richmond, KY.











2006 - Present)





Present) Teaching Gifted Education - Grades






Present)









August 2011)




2004 - July 2008)




2004)




(August 1994 - May 1996)




May 1996)



Advising Elementary Education Majors, (August 2008 - Present)










Deters, Nola Faye

Ed.D. in May Teach (SACS) Full Time Professor Yes Teaching to Transference: North Carolina Methods License, Reading/Language EME 843, EME 866, Institution, Technology Application for P-12 K-8, Department of Public

Arts, University of EME 874 College, Student Learning in Teacher Instruction, (2007 - Present)

Kentucky, Lexington Departmen Preparation Programs, National KY Standard Teaching Certificate,

KY t, Social Science Association Annual K-8, Education Professional Part-time Conference, National Social Science Standards Board, (1991 - Present)

Program Association (NSSA), New Orleans, KY Provisional Teaching

LA. Certificate, Education Professional

Teaching to Transference in Digital Standards Board, (1988 - Present)

Technology, KATE Annual State Associate Professor, Elementary

Conference, Kentucky Association Education Program, Faculty, East

of Teacher Educators, Erlanger, Carolina University. (August 2007 -

KY. December 2009)

The Handwriting Wars: Bridging Associate Chair, Professor,

the Digital Divide, 92nd Annual Curriculum & Instruction, Faculty,

Conference of National Council for Eastern Kentucky University. (2004

the Social Studies, National Council - 2007)

for the Social Studies, Seattle, Associate Professor, Curriculum &

Washington. Instruction, Faculty, Eastern

Handwriting Instruction in a New Kentucky University. (2001 - 2007)

Century: Promoting Academic Director of Teacher Education,

Achievement and Promoting Division of Teacher Education,

Cognitive Automaticity, Faculty, Administrator, Alice Lloyd

Association of Literacy Educators College. (August 1999 - May 2001)

and Researchers Annual Associate Professor, Division of

Conference, Association of Literacy Teacher Education, Faculty, Alice

Educators and Researchers, Grand Lloyd College. (August 1998 - May

Rapids, MI. 2001)


It's Not About the Penmanship! Elementary, Reading, and Special

Handwriting in the 21st Century, Education, Faculty, Morehead State

Kentucky Reading Association, University. (May 1994 - May 1998)


KRA, Lexington, KY.







Louisville, KY. Committee, Member, College




Present)



Present)



Development, (September 12, 2011 - Present)International Conference on



2016"




Korson, Stacey J.

Ph.D. in Language and Literacy




Literacy Education

May Teach (SACS) EME 874

Full Time Institution,

College,

Departmen

t,

Part-time

Program

Assistant Professor


Teaching to Teaching for the Test,

Twelfth International Congress of

Qualitative Inquiry, Champaign-

Urbana, IL; Learning to Teach or

Teaching to the Test: Crossing the

Line with the edTPA, The American

Association of Colleges for Teacher

Education, Las Vegas, NV:

Negotiating Informational Texts in

Third Grade Classrooms: A Case of

Three Teachers, Literacy Research


Missouri Professional Certificate for Elementary Education (1-6),

(May 2010 – May 2109).

Missouri Professional Certificate for

Special Reading K-12, (May 2010 –

May 2109).

Elementary Classroom Teacher,

Leeton R-X

Middle School Reading Teacher,

Leeton R-X

Instructional Specialist, Title 1

(math), Leeton R-X

Literacy Coursework – 45 hours (23

graduate, 12 undergraduate)


APPENDIX B










Name


Address

Email Address Phone



Admission Criteria:

A bachelor’s or master’s degree in elementary education with a cumulative grade point

average of 2.75 on a 4.0 scale; or a grade point average of 3.0 on a 4.0 scale on the last 30

hours of credit completed, including undergraduate and graduate coursework.








EMS 818: Effective Instructional Models and

Practices

3


3

EME 866: Investigations in Elementary/Middle


3


3



3



Exit Requirements:


than a C.






APPENDIX C


Separate Documents





EME 843 Teaching Mathematics to Low Achievers

3 credit hours

1. Catalog Course Description: Designed to acquaint teachers with the characteristics and problems of

low achievers. The identification of resources for low achievers will come from an in depth analysis of

student characteristics, teaching strategies, and mathematics curriculum content. This course requires a

minimum of 6 clinical hours.

2. Text/Readings:

Allsopp, D., Kyger, M., Lovin, L. Teaching Mathematics Meaningfully Solutions for Reaching

Struggling Learners. Baltimore, MD: Paul H. Brooks Publishing.

Wright,R., Stanger,G., Stafford, A., and Martland, J. Teaching Number in the Classroom.

Thousand Oaks, CA: Sage Publications.

Wright,R., Collins, D., Tabor, P. Developing Number Knowledge Assessment, Teaching &

Intervention with 7-11 Year Olds. Thousand Oaks, CA: Sage Publications


1. Demonstrate the ability to: Analyze, synthesize, formulate, apply, and critique information to teach

struggling learners in mathematics that includes and attends to:

A. Applying knowledge to accurately identify common characteristics of low achievers in

mathematics. (KTS-Adv. 1, 3; NCTM CAEP 1, 3, 4; NCTM CAEP C 1)

B. Analyzing and integrating disparate pieces of information and communicate them to appropriate

personnel and family.(KTS-Adv 8; NCTM CAEP 3, 4)

C. Synthesize information gathered in diagnosis to plan remediation for low achievers. (KTS-Adv 2,

5, 7, 8; NCTM CAEP 2, 3, 4, 5, 6, 7)

D. Design a mathematics program for the student to address their individual needs and incorporate

learning strengths in mathematics (equity). (KTS-Adv. 2, 3, 5, 7; NCTM CAEP 2, 3, 4, 5:

NCTM CAEP C1)

E. Apply critical analysis of the research concerning low achieving mathematics students. (KTS-

Adv. 9, 10; NCTM CAEP 6, 7)

Assessment: Analysis of Values, PGP, PLC Discussions, Article Reflections, Reflection Paper,

Math Blog

2. Design a remediation mathematics program for a low achiever that includes and attends to:

A. Identify the level of math ability based on information gathered in diagnosis. (KTS-Adv. 5, 7;

NCTM CAEP 5)

B. Design a math intervention plan addressing the content as indicated in the NCTM Principles and

Standards and the Kentucky Academic Math Standards/ Eight Standards for Mathematical

Practices. (KTS-Adv. 1, 5, 8, 10; NCTM CAEP 1, 6, 7: NCTM CAEP C1, 2, 3, 4)

C. Identify teaching materials for instruction based on current research and best practice for the

learning environment. (KTS-Adv. 2, 4; NCTM CAEP 2, 3, 4, 5)

D. Design lessons implementing technology using methodologies based on current research and

best practice. (KTS-Adv. 2, 6; NCTM CAEP 2, 3, 4, 5)

Assessment: Math Blog, Remediation Plan

4. Course Schedule



Review the purpose of the course

and the course structure





online resources




Intro


IM quiz

Week 2

(Module 1)

Characteristics/Identification of

Low Achievers

Research Instructional

approaches


Instructional approaches





instructional approach


Chpts. 1 & 2


Martland


(Purple book)



(Red book)

Researcher develops and

implements a small discussion

group (professional learning

community).

Small group Discussion

Board Posts


Week 3

(Module 2)

Understanding/Teaching of Big

Ideas





Chpts. 3&4


Martland

Chpts. 3&4

(Purple book)

Wright, Collins, TaborChpts 3&4

(Red book)

Analysis of the importance you

put on valuing mathematics

and mathematics instruction

for struggling learners.

Activity 4.1 and 4.4

Activity 4.2

Professional Growth

Plan (PGP)


Small group

Discussion

Week 4

(Module 3)

Diagnosis of Low Achievers and

Strategies Designed for Low

Achievers

Apply knowledge to

accurately identify lowachievers in mathematics.

Understand the common

characteristics of low

achievers in mathematics.

Determine level of math

ability based on information

gathered in diagnosis.

Working with Families

Social, Cultural, Racial,


Chpts. 5,6,7


Martland

Chpts. 5,6,7,8

(Purple book)


Chpts.5,6,7.8

(Red book)

Working with Families and

community agencies.

Math BLOG


Small group

discussion Board

Posts.

Diagnosis of math

achievement.

Math Screeners

Math Remediation Plan

Assigned:

Data Analysis Sheet

Math Improvement

Ethnic, and Economic Factors.

Families of students with

Disabilities – Unique Needs

Working with Other Community

Agencies

Resources for Parents,

Teachers, Students

Local, State, and National Resources

Plan

Week 5 (Module 4)

Strategies/Curriculum Used with

Low Achievers


disparate pieces of

information and to report

them to appropriate

personnel.


gathered in diagnosis to

plan remediation for low

achievers.

Assessment & Measurement of

Student’s Needs and Progress


disparate pieces of

information and to reportthem to appropriate

personnel.


gathered in diagnosis to plan

remediation for low

achievers.

Determine level of math ability based

on information gathered in diagnosis.

Allsopp, Kyger, Lovin – Chpts. 8,9,10,11


MartlandChpts. 7, 8,9, 10

(Purple book)


Chpts. 7 & 8

(Red book)


Small group

Discussion Board

Posts

Strengths and Needs

Summary Report-

Math Remediation

Plan

Begin Lesson Plans -

Math Remediation

Plan (addressing math

content

standards/8standards

for mathematical

practice).

Week 6

(Module 5)

Remediation Mathematics Program

for a Low Achiever

Formulate a mathematics

program for the student

which is designed to meet

individual mathematics needs

(skills needing development)

and to incorporate learning

strengths.

Materials for instruction



in their classroom setting

using authentic context.


Chpts. 9 & 10 & 11

(Red book)

Article 4 (2 available

only pick 1 article).

Small group

discussion Board Posts

Lesson Planning

(Math Remediation

Plan)

Final – Math

Remediation Plan

Reflection Paper

E. Course Requirements:



4. Independent investigation and application5. Performance projects/assessments

F. Evaluation Methods



Module 2: Analysis (chapter 4) (25 points) /PGP (25 points) 50 points


will identify, discuss and evaluate the characteristics of struggling math students

by: 1) analyzing the various instructional approaches of teachers in their

classroom setting and reflecting upon the effectiveness of those approaches; (2)

completing and synthesizing various readings including, but not limited to, case

studies of struggling math students and mentoring literature (3) discussing the

impact of effective collaboration; and (4) explaining how various diversities

impact instructional decisions. The goal of the small discussion groups

(professional learning community) is for the student to synthesize the essential

characteristics of struggling learners of mathematics.

Students will be responsible for writing a reflection paper (5 pages) explaining what you

learned through the text readings, research articles, and additional resources shared.

Must be written in APA format with references identified.

Total points

(250)

Small

Discussion

Groups

(100 points)

Article

Reflections

(50 points)

Reflection

paper (100 points)

Module 3: Math BLOG 100 points

Modules 4-6: Build Remediation Plan for a low achiever based on information gathered in diagnosis during the clinical experience. Design instructional mathematics strategies for the low achieving student to meet individual mathematics needs and to incorporate learning strengths. In the plan, the candidate will articulate clearly& precisely the targeted math skills & weaknesses identified; write specific, measurable objectives leading to the development of the targeted mathematics skills; design activities to support the achievement of these objectives, implement and video at least one remediation strategy, and reflect on its usefulness for teaching and learning for the identified student.

200 points

Grading Scale


A 92% - 100% 549 - 600

B 82% - 91% 489 - 548

C 72% - 81% 435 - 488

D 62% - 71% 375 - 434

F 0% – 61% 0 - 374


Analysis of Values (chapter 4) 4% 25 PGP 4% 25 PLC groups 17% 100 Article Reflections (SEEI) 8% 50 Reflection Paper 17% 100 Math BLOG 17% 100 Remediation Plan 33% 200

Total 100% 600







Outcomes

Analysis of Values Activities 4.1, 4.2, 4.3, 4.4 Points will be given for

completion.

1a, 1b

PGP Write a professional growth plan

to address needs identified in the

analysis of values. Share with

PLC group (discussion board)

for feedback.



rubric.

1

Small group

discussions (PLC)

Research articles and readings

from text will be assigned focusing

on math instruction and research

focusing on children who struggle

with math. Students will be

required to read and be prepared to

discuss in their PLC groups.

Guided questions will be provided

and responses required to be

posted on the discussion board.



rubric.

1c,1d, 1e, 1f

Articles Reflections

(SEEI)

Research articles focusing

on research of math

instruction on children who

struggle with math.

Students will be required to

read and be prepared to

write a one-page reflection

on the article using the

(SEEI) format. Points will

be given for completion

based on a rubric.

1c,1d, 1e, 1f

Reflection Paper Students will be responsible

for writing a reflection

paper (3-5 pages)

explaining what you

learned through the text

readings and research

articles. Must be written in

APA format with

references identified. Points

will be given for


rubric.

1c,1d, 1e, 1f

Math BLOG Math Blogs will be



given.

1c, 2a, 2b, 2c

Remediation Plan Mini-lessons arranged to scaffold

mathematics content knowledge

with group feedback provided for

each.

Remediation plan will be



given.

2a, 2b, 2c

H. Student Progress:

Students will be assessed on a continuous basis and will be informed of their progress at leastonce prior to midterm either through the use of Blackboard or by written feedback on

assignments.


Regular attendance is expected in each class of this course. Students are responsible formaking-up any missed assignments when they must be absent. Instructor approval is












up those classes.




If students are registered with the Office of Services for Individuals with Disabilities, please obtain students accommodation letters from the OSID and present them to the

course instructor to discuss any academic accommodations students need. If students

believe students need accommodation and are not registered with the OSID, please

contact the Office in the Student Services Building Room 361 by email at

[email protected] or by telephone at (859) 622-2933 V/TDD. Upon individual request,

this syllabus can be made available in an alternative format.



Candidates are advised that EKU’s Academic Integrity policy will strictly be enforced in

this course. . All work submitted in this course is to be original work created for the




M. Official E-mail:

An official EKU e-mail is established for each registered student, each faculty member, and each staff member. All university communications sent via e-mail will be sent to this

EKU e-mail address.



Department of Curriculum and

Instruction

EME 866, Investigations in Elementary/Middle Mathematics

Education 3 credit hours

Professor Contact Information

A. Catalog Course Description: For students who desire to make a critical study of

investigative and theoretical literature dealing with the teaching of mathematics in the

elementary and middle school.

B. Text/Readings:

Van De Walle, J., Karp, K., Bay-Williams, J. Elementary and Middle School Mathematics

Teaching Developmentally, Eighth Edition. Upper Saddle River, NJ: Pearson.

O’Connell, S., SanGiovanni, J. Putting the Practices Into Action Implementing the

Common Core Standards for Mathematical Practice, K-8 Portsmouth, NH 03801–3912:

Heinemann ISBN 0-325- 04655-7.

C. Student Learning Outcomes: The graduate candidate completing this course will be able to:

1. Acquire the following competence as a result of the study of the topics in mathematics.

A. Identify what the NCTM Content and Process Standards prioritize. (KTS

Advanced 1: NCTMCAEP 1; NCTMCAEP C1, 2, 3, 4)(M1: Research article;

M1: PLC/Discussion question; Math Review Activities)

B. Identify what the Kentucky Academic Math Standards and the Eight Standards

for Mathematical Practices prioritize. (KTS Advanced 1; NCTMCAEP 1,2)

(M1:Research article; M1:PLC/Discussion question; M1: Venn Diagram)

C. Describe problem solving activities and how to apply them in everyday math

instruction. (KTS Advanced 2,4; NCTMCAEP 2,3) (M2:Research article;

M2:PLC/Discussion question)

D. Explain the importance attitude and motivation have on understanding and mastery of math concepts. (KTS Advanced 3; NCTMCAEP 4,5) (M3:Research article;

M3:PLC/Discussion question;

E. Relate psychology and learning theory in Math Education (KTS Advanced 3;


F Identify proper questioning strategies and lesson planning (KTS Advanced 2;


G. Explain technology resources and how they will strengthen student understanding of

math concepts. (KTS Advanced 6; NCTMCAEP 3,4) M5:Research article;

M5:PLC/Discussion question; M4: Technology paper)

H. Design a collaborative Standards Based Math Unit implementing math content

standards and process standards. (KTS Advanced 5,8, 10: NCTMCAEP 2,3,6)

(M6:Research article;M6:PLC/Discussion question; M5-6: Standards Based Unit

Plan)

I. Assess teaching and learning to identify weak areas for professional growth plan. (KTS

Advanced 9; NCTMCAEP 6; NCTM CAEP C 1, 2, 3, 4) (M6:Research article;

M6:PLC/Discussion question; M5-6: Standards Based Unit Plan)

J. Discuss, with depth and breadth, the following mathematical content domains: Number

and Operations, Algebra, Geometry and Measurement, Statistics and Probability. (KTS

Advanced 1; NCTM CAEP 1; NCTM CAEP C 1, 2, 3, 4) (M2-5: PLC/Discussion;

Math Review Activities; Standards Based Unit Plan)

D. Course Outline:


Week 1


Review the purpose

of the course and

the course structure


Review the course

syllabus, schedule

and course policies

Access and review

all of the online

resources


information provided

within this module,complete the Intro


IM quiz

Week 2

(Module 1)

Identify what the NCTM Content and

Process Standards prioritize.

Identify what the Kentucky Common

Core Math Standards and the

Standards for Mathematical Practice

prioritize.

Research Process Standards

and Standards for Math

Practices


Instructional approaches for

all math standards


NCTM Process Standards and the



Williams –

Chpt. 1


Introduction, & Chpt. 1





Board Posts


Find 5 Research articles

addressing::

1. The 8 standards for math

practice

2. Math equity/anxiety

3. Proper questioning


4. Technology

5. Constructivism or


Venn Diagram/Reflection

paper explaining your

choices written on the

Venn diagram.

Chapter 1 Test


Williams)

Week 3

(Module 2)

Explain problem solving and

applications.


Williams –

Chpts. 2,3



Board Posts


Relate psychology and learning theory

in Math

Constructivism


Content Review: Number and

Operations

Chpts. 2& 3



start Module 2 assignments



constructivism or

sociocultural theory using

the SEEI format.

Chapter 2/3 Test


Williams)

Week 4

(Module 3)

Explain the importance attitude and

motivation has on understanding and

mastery of math concepts.

Recognize the importance of attitudes

and motivation.

Implementing Math

Equitably

Addressing Math anxiety

through process strategies

Content Review: Algebra


Williams –

Chpt 6


Chpt. 4 & 5





Board Posts



article you chose for equity


Chapter 6 Test


Williams)

Week 5

(Module 4)

Using technology to teach

mathematics.


and lesson planning






classroom setting





Content Review: Geometry and

Measurement


Williams –

Chpt. 7


Chpt. 6





Board Posts




technology using the SEEI

format

.

Paper describing

Technology tool/resource

description

Chapter 7 Test


Williams)

Week 6

(Module 5)


and lesson planning

Content Review: Statistics and

Probability


Williams –

Chpt. 5


Chpt 7.





Board Posts




questioning



Chapter 5 Test


Williams)

Begin Standards Based

Math Unit

Week 7

(Module 6)






classroom setting

Describe the process of

equipping a classroom in

relation to materials needed

to address the Standards for





Mathematical Practice


Williams –

Chpt. 4


Chpt 8, 9 & 10.


Board Posts



article you chose for the 8

standards for mathematical

practices using the SEEI

format.

Continue work on


Unit

Chapter 4 Test


Williams)

Week 8

(Module 7) Submit Completed


Unit

F. Course Requirements:



4. Independent investigation and application5. Performance projects/assessments

G. Evaluation Methods



Module 1-6: Research Articles. Write 1 page reflection for each article using the

SEEI format. (20 pts. each)

120 points

Module 1: Venn Diagram and paper 50 points

All Modules: Small group discussion board posts (60 points). Participate on-line in a small group discussion with class peers. Within your small discussion group identify, compare, contrast and discuss the Standards for Mathematical Practice by: 1) analyzing

the various instructional approaches of teachers in their classroom setting and reflecting

upon the effectiveness of those approaches; (2) completing and synthesizing various

readings including, but not limited to, implementation of the Standards for

Mathematical Practice in instructional plans (3) discussing the impact of effective best

practice in mathematics; and (4) explaining how various diversities impact instructional

decisions. The goal of this small discussion group is for the candidate to synthesize the

essential characteristics of learners of mathematics and how the Standards for

mathematical practice affects student learning.

Discussion Questions (60 points). Responses to several questions reflecting

information gained in reading assignments.

Chapter Tests (100 points). A 20 question test for each chapter (1-7) from the Van de

Walle, Karp, Bay-Williams text.

Math Content Practice (40 points). Review activities to address the mathematical

content will be completed in modules 2-5

260 points

Module 4: Technology Paper (3-5 pages) focuses on a technology instructional

tool/resource. Explain how the technology instructional tool or resource can be used for

instruction and how it connects to the Standards for Mathematical Practice.

100 points

Modules 5 & 6: Standards Based Math Unit. Choose 3 of the 8 Standards for

Mathematical Practice. Design instructional math lesson plans to meet the content and

process standards chosen to address individual mathematics needs and the learning

strengths of the student. In the unit, articulate clearly and precisely the specific grade level, the targeted math content standards from the Kentucky Common Core Standards;

3 of the 8standards for Mathematical Practices chosen and write specific, measurable

objectives leading to the development of the targeted mathematics content standards.

Design activities to support the 3 of the 8 Standards for Math Practice chosen for

achievement of these objectives.

200 points

Grading Scale


A 92% - 100% 672 - 730

B 82% - 91% 599 - 671

C 72% - 81% 526 - 598

D 62% - 71% 453 - 525

F 0% – 61% 0 - 452


Research articles 14% 100 Venn Diagram 7% 50 Small Group Discussion 8% 60 Discussion questions 8% 60 Chapter Tests 16% 120 Technology Tool 14% 100 Collaborative, Standards-Based Math Unit 28% 200 Math Content Review Activities 5% 40

Total 100% 730

All course requirements must be completed in Standard English and submitted on time. Late

assignments will cause the deduction of ten percentage points per day late. Plagiarized work

(that copied from another source or another student) will receive a failing grade.




Outcomes

Analysis of 5 Research

Articles

Research based articles to provide

additional information on how

students can strengthen their

mathematics content knowledge for

Math Practice. Feedback will be

provided for each article.

Reflection paper (1page) using

the SEEI format will be

submitted for points.

(100 points)

A,B,C

Venn Diagram and

Reflection paper

(explanation of Venn

diagram)

Compare/Contrast the NCTM process

standards with the new 8 Standards for

Mathematical Practice K-8.

Constructed Venn Diagram

will be submitted for points.

(50 points)

A,B

Small group discussion Research articles and readings from

text will be assigned focusing on math

instruction and research focusing on


You will be required to read and be

prepared to discuss with your on-line

group. Guided questions will be

provided and responses required on

the discussion board.

Contribute to discussion on

the discussion group site for

points.

(50 points)

D,E,F,G

Discussion Questions Responses to assigned

questions reflecting

knowledge gained from

reading assignments

(50 points)

D,E,F,G

Math Content Review

Activities

Review exercises to demonstrate proficiency with the NCTM CAEP content standards for

Number and Operations, Algebra, Geometry and

Measurement, Statistics and Probability (40 points)

A,J

Chapter Test Questions Test questions will cover

chapters 1-7 from the Van de

Walle, Karp, Bay-Williams

text.

(120 points)

A,B,C,D,E,F,G,H,I,J

Technology Tool You will demonstrate how to use one

technology tool in teaching Math.

Connection must be made to

standards. Rubric will be given.

Technology Tool for

instruction will be developed

individually and submitted for

points.

(100 points)

G

Standards Based

Lesson Plan Project

Three lessons designed to

address 3 Standards for

Mathematical Practices to

teach content knowledge.

(200 points)

H,I,J

H. Student Progress:

Students will be assessed on a continuous basis and will be informed of their progress at leastonce prior to midterm either through the use of Blackboard or by written feedback on

assignments.


Regular attendance is expected in each class of this course. Students are responsible formaking-up any missed assignments when they must be absent. Instructor approval is












up those classes.



K. Disability Accommodation Statement: A student with a “disability” may be an individual

with a physical or mental impairment that substantially limits one or more major life

activities such as learning, seeing or hearing. Additionally, pregnancy or a related medical

condition that causes a similar substantial limitation may also be considered a disability

under the ADA.




accommodation and are not register with the OSID, please contact the office in the


2933. Upon individual request, this syllabus can be made available in an alternative format.


Candidates are advised that EKU’s Academic Integrity policy will strictly be enforced in this course. . All work submitted in this course is to be original work created for the




M. Official E-mail:

An official EKU e-mail is established for each registered student, each faculty member, and each staff member. All university communications sent via e-mail will be sent to this

EKU e-mail address.





Syllabus for EME 874, Language Arts in the Curriculum

Credit hours: 3

Fall XXXX

Professor’s Name

Professor’s Office #

Professor’s Contact

(Phone and email)

Course Description:

Examination of current trends and curriculum problems related to teaching of language arts.

Major emphasis on listening, oral and written expression, spelling, and handwriting. (Minimum of 10 clinical hours required.)

Texts:

Gail Tompkins. (2016). Language Arts Patterns of Practice. Prentice Hall.

Student Learning Outcomes:

Upon completion of this course, through review of current literature, participation in class

discussions, and performance on tests and other assigned activities, the student should demonstrate

the following:

1. Knowledge of the theoretical concepts which underlie and tie together the various aspects of

the language arts (i.e., reading, writing, speaking, listening, viewing, and visually

representing). KTS-Adv I Content

2. Ability to identify and evaluate innovative trends in the teaching of the language arts,

particularly as related to the embedded nature of literacy in various content areas

(mathematics, science, social studies, health, etc.). KTS-Adv I, KTS II Pedagogy

3. Knowledge of the subskills in each of the major language arts areas and their interrelatedness.

KTS I-Adv Content

4. Ability to plan and execute lessons for teaching a single content literacy strategy or skill in the

content area (mathematics, science, social studies, health, etc.). KTS- Adv I, II, IV Pedagogy

5. Knowledge of Kentucky's Academic Standards and professional organizations'

recommendations for content embedded language arts instruction. KTS-Adv I, II, Pedagogy

6. Knowledge of authors, illustrators, and titles of recently published quality children’s resources

and ability to select those which are relevant to children's needs, value multicultural themes,

address a variety of learning styles, and teach disciplinary concepts. KTS-Adv I, II Content,

Pedagogy

7. Knowledge of all genres of writing and the most appropriate ways of teaching them to

children. KTS-Adv I, II, IV Content, Pedagogy

8. Skill in the preparation of instructional materials to encourage appreciation of language,

enhance lessons, and provide reinforcement of skills. KTS-Adv I, II, & III Pedagogy

9. Ability to identify motivational techniques which promote appreciation of language, books,

and other resources for personal growth and lifelong learning. KTS-Adv II, III Pedagogy,

Dispositions

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10. Ability to assess needs and organize an instructional program in language arts that provides

for individual and diverse needs of children. KTS-Adv I, II, III, & V Pedagogy

11. Ability to develop a system for evaluating progress in the language arts that includes self-

evaluation by children. KTS-Adv V, VII Pedagogy

12. Ability to examine social attitudes toward dialectal variations and nonstandard usage and their

implications for instruction. KTS- Adv II, III Pedagogy, Dispositions

13. Ability to develop collections of appropriate resources, including technology resources,

related to a theme appropriate for multi-disciplinary teaching in a P-8 classroom. KTS-Adv I,

III, VI Pedagogy

14. Dispositions appropriate for teaching P-8 children language arts. KTS-Adv II, III

Dispositions

Evaluation Methods:

Points Due Response Assignments (DB) (SLO 1-13) 70 Weekly

Module Tasks/Assignments (SLO 1-13) 70 See Modules

Lesson Plans (SLO 2, 4, 5,7, 8, 11, 13) 260 Weekly

Quizzes (SLO 1-13) 70 see Modules

Dispositions (SLO 14) 100 Weekly

Instructional Design Project (SLO 2, 4, 5, 7, 8, 11, 13) 100 Final Module

*Please note: the Instructional Design Project may also meet SPA standards for other professional

organizations (NCTM, NCSS, NSTA, SHAPE, etc). Since candidates design their project based

upon their graduate program of study, other standards from other content areas related to content

knowledge, planning research-based instruction, assessment, technology, or reflecting on the

impact of instruction on student growth would be applicable.

Total 670

Grading Scale:

92 – 100% = A (616-670 pts.)

83 – 91% = B (556-615 pts.)

74 – 82% = C (496-555 pts.)

65 – 73% = D (435-495 pts.)

Below 64% = F (below 435 pts.)

All course requirements must be completed original work for this course, in Standard English, and

submitted on time. Dispositions are evaluated throughout the course within each module and include

professional dispositions (punctuality, preparedness, professionalism, effective oral and written

communication skills, appreciation for diversity, self-reflection, and willingness to accept feedback)

and personal dispositions (positive attitude, appropriate interaction, and positive perception of self

and others). Each student will receive a dispositions/participation grade for the course which is 15%

of the final course grade. Each student begins with 100 points for dispositions/participation upon

completion of the Introductory Module (IM). If an assignment or posting is submitted late, the

student will lose points. If an assignment is submitted within 24 hours of the due date the

dispositions/participation grade will be reduced by 10 % of the assignment value, if submitted within

48 hours the grade will be reduced by 20%, and so on. (For example, and assignment worth 100

points and due at 8:00 am on Monday which was submitted at 8:00 am on Wednesday would result in

the dispositions grade being reduced to 80 points). Students will also lose points for demonstrating

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ineffective communication (including work submitted with numerous errors in mechanics),

inappropriate interaction, and ineffective self-evaluation (unwillingness to self-evaluate work as

directed). Assignments submitted 1 week after the due date will receive a grade but will not

receive feedback. No work will be accepted after 3:00 p.m. on the last day of class for the

semester (March 9, 2014). Plagiarized work (that copied from another source or another student)

will receive a failing grade.

Incomplete grades will adhere to the University policy for incompletes. Only students who have

experienced a legitimate extenuating circumstance during the semester that has prevented the

completion of work as scheduled will be considered for an incomplete. Extenuating

circumstances that qualify include severe personal illness, personal involvement in an accident

resulting in serious injury, and death in the immediate family, or like occurrences. In these situations

the instructor will consider granting an incomplete when three conditions have been met: (1) the

student has notified the instructor about the circumstance preventing the completion of work as

scheduled as soon as possible after the occurrence, (2) the student has provided the instructor with

documentation (documentation is required by the university) proving a legitimate extenuating

circumstance has occurred and has kept the instructor informed (as s/he is able) about the potential

for the completion of work or a request for an alternate timeline, and (3) the student has completed at

least 75% of the work for the course. The process outlined by the university is followed if an

incomplete is granted.


expectations are available in the EKU Student Handbook. EME 874 adheres to this policy. Students

are expected to come to (online) class prepared, having completed all readings and course

assignments as specified in the CLASS SCHEDULE for the current semester.

Student Progress:

Student progress is regularly recorded and maintained in the Blackboard course site. Assignments

will be assessed and returned to students in a timely manner, generally within one week of

submission.

Attendance Policy:

Absences from discussions (or non-participation) equating 20% of class meetings (2 or more

sessions) will result in automatic failure as per University policy. Class discussions missed as a

result of late entry (on discussion forums) will be counted as absences. The student is responsible for

presenting adequate reason for absence from online participation to the instructor in order to be given


illness in the immediate family, or participation in an approved university activity.) Please note the

University Policy on attendance during the first week of class; if you do not participate during the

first few days of class, you will be dropped from the course. You may be allowed to re-register for

the course if a spot is available, but will not be eligible for an override if the course is full.

Last day to drop course: included in the class schedule.

Disability Statement:

The University strives to make all learning experiences as accessible as possible. If you are

registered with the EKU Center for Student Accessibility (CSA), please obtain your accommodation

letters from the CSA, present them to the course instructor, and discuss the accommodations needed.

If you believe you need an accommodation and are not registered with the CSA, please contact the

office in 361 Whitlock Building by email at [email protected] or by telephone at (859) 622-2933.

Upon individual request, this syllabus can be made available in an alternative format.

A student with a “disability” may be an individual with a physical or psychological impairment that

substantially limits one or more major life activities, to include, but not limited to: seeing, hearing,

communicating, interacting with others, learning, thinking, concentrating, sitting, standing, lifting,

performing manual tasks, working. Additionally, pregnancy accompanied by a medical condition(s),

which causes a similar substantial limitation, may also be considered under the Americans with

Disabilities Amendments Act (ADAAA).

Academic Integrity Statement:

Students are advised that EKU’s Academic Integrity policy will strictly be enforced in this course.

The Academic Integrity policy is available at www.academicintegrity.eku.edu. Questions regarding

the policy may be directed to the Office of Academic Integrity.

Official E-mail:

An official EKU e-mail is established for each registered student, faculty, and staff member. All

university communications sent via e-mail will be sent to this EKU e-mail address.

Course Requirements:

Please note: The instructor will collaborate with candidates on the appropriate instructional

audience for the course lessons and assessments. Plans, assessments, and evaluations of

materials must reflect the content of each candidate’s graduate program.

For example, if the graduate program is general elementary or middle grades, then the candidates’ examples of lessons, assessments, etc., must be appropriate for their grade levels and content areas;

If the graduate program is the math specialist endorsement, the activities must focus on developing students’ writing as related to mathematical reasoning, sense making, problem solving, computational fluency, and justification; and

If the candidate is seeking a gifted endorsement, the activities should focus on extending or supplementing student understanding or engagement.

Other areas will consult directly with the instructor about their intentional instructional audience for their coursework.

Active participation in general class online discussion

Module Assignments

Lesson plans and assessments

Instructional design project

Discussion of outside readings and written assignments in collaborative groups, and

book projects or book talks

Examination and evaluation of:

Instructional materials print and non-print

Evaluation instruments


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Sources of information on language arts

Demonstration of current language arts materials and approaches

Quizzes/Examinations

Course Outline:

1. Language arts areas as tools of communication in every discipline

2. Interrelatedness of the language arts areas

3. Cognitive and linguistic aspects of the language arts (see objectives above) for these areas and their influence on disciplinary instruction:

a. Listening

b. Speaking

c. Reading

d. Writing

e. Viewing

f. Visual Representation

g. Communications Skills

a. Usage and Grammar

b. Handwriting

c. Spelling

4. Methods and materials for teaching language arts in the context of various content areas (mathematics, science, social studies, health, etc.):

a. Children’s literature

b. Responding to literature

c. Sensitive issues

d. Balanced approach

5. Mainstreaming the exceptional child in language arts

6. Language Arts: the school, the home, and the community

7. Influence of cultural differences

8. Classroom organization and management for effective teaching of language arts

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EMS 818, Effective Instructional Models and Practices

3 credit hours

1. Catalog Course Description: Course designed to help students examine, evaluate, and apply recent

research findings related to effective instruction in schools. This course requires a minimum of 8 clinical hours.

2. Text/Readings:

Joyce, B. & Weil, M. 8th Edition. Models of Teaching. Needham Heights, MA: Allyn and Bacon.

Campbell, P., Ellington, A., Haver, W., Inge, V. The Elementary Mathematics Specialist’s

Handbook . The National Council of Teachers of Mathematics, Inc., Reston, VA 20191-1502

ISBN: 978-0-87353-699-8


1. Analyze and implement effective teaching/learning instruction based on current research and reflect

on their own teaching and learning. (KTS-Advanced 1, 4, 7, 9; NCTM CAEP 1, 2, 3, 6, 7)

(Assessment: Review of Literature; PLC; tests; Video Instructional Models; Math Leadership Plan)

2. Design and plan instruction based on the components of instructional models and practices. (KTS-

Advanced 2, 5, 6; NCTM CAEP 2, 3, 5, 7) (Assessment: PLC; tests; formative assessment

strategies; Video Instructional Models)

3. Examine instructional models to effectively teach math content and address both state and national

math standards. (KTS-Advanced 1, 2, 8, 9, 10; NCTM CAEP 1, 2, 3, 4, 5, 6, 7) (Assessment:



4. Design and plan instruction to effectively implement formative assessment strategies to assess

student learning and to better communicate learning results. (KTS-Advanced 2, 5, 7; NCTM

CAEP 3, 5, 6, 7) (Assessment: PLC; tests; formative assessment strategies; Video


5. Demonstrate how technology is one of the components of an instructional model and practice. (KTS-

Advanced 2, 3, 5, 6; NCTM CAEP 2, 3, 4, 6, 7) (Assessment: PLC; tests; technology APPs; Video


6. Identify ways a math specialist could support teachers with math instruction using instructional

models and practice. (KTS-Advanced 2, 3, 7, 8, 9, 10; NCTM CAEP 6, 7) (Assessment:



4. Course Schedule


(Introductory Module)

Introduction to EMS 818

Review the purpose of the course and the course structure





online resources




Intro


IM quiz

Week 2 (Module 1)

Effective teaching\learning Models.

Creating Communities

Multiple Ways of

Constructing Knowledge

Research Practices

Models of Learning and

Teaching Styles.


The Role of the Math

Specialist

Research Findings

Read Part 1 (Chapters 1, 2, 3, 4) in the Joyce & Weil text



Inge text

Paper analyzing the

review(s) of related

literature on effective

teaching and learning

models

Week 3 (Module 2)

Family of Models

Forming Concepts by

Collecting and Organizing

Basic Thinking Skills

Developing Literacy Across

the Curriculum

The Art of Making

Inferences

Getting the Facts Straight


Coaching Individual

Teachers

Supporting Grade-Level

Teams

Supporting Groups of

Teachers across Grades

Read Part 2 (Chapters 5, 6, 7, 8,

9) in the Joyce & Weil text

Read Part 2 (Chapters s 3-5) in the


text

Description of Five

technology apps that can

enhance math instruction.

Week 4

(Module 3)

The Social Family of Models

From Dyads to Group

Investigation

The Learner at the Center


Working with Resource

Read Part 3 & 4(Chapters 12, 14)


Read Part 2 (Chapters 6 - 8) in the


text

Identify and explain 10

Formative assessment

strategies for assessing

student achievement in

math.

Teachers


with Special Education

Students


with English Language

Learners and Gifted

Mathematics Learners

Week 5

(Module 4)

The Behavioral Systems Family of

Models

Mastery Learning

Direct Instruction


Using Assessment to Inform

Instruction on the Basis of

Data

Managing a School’s

Instructional Resources for

Mathematics

Serving as the Face of an

Elementary School’s

Mathematics Program

Read Part 5 (Chapters 16, 17) in

the Joyce & Weil text

Read Part 3 (Chapters (9 - 11) in


Inge text

A Video Demonstration of

one instructional model

studied (your choice) with

lesson plans.

Week 6 (Module 5)

Individual Differences, Diversity,

and Curriculum

Making Discomfort

Productive

Gender, Ethnicity, and

Socioeconomic Background

The Conditions of Learning


Turning Challenges into

Opportunities

Defining the Elementary

Mathematics Specialist

Position

Read Part 6 (Chapters 19, 20, 21)




Inge text

Math Leadership Plan to provide

instructional support for

teachers.



2. Research and Reflection through modules, discussion boards, and tests

3. Independent investigation and application through learning communities, literature reviews,

technology and formative assessment materials, and instructional models

4. Performance projects/assessments, including professional learning community participation,

design of video instructional models, and development of the math leadership plan




Module 1: Literature review of current research on effective teaching/learning models and the role of a Math Specialist. Must be written in APA format with

references identified (SLO 1, 3, 6)

100 points


will identify, discuss and evaluate effective math instruction in schools by: 1)

analyzing the various Models of Learning and Teaching Styles and reflecting

upon the effectiveness of those approaches; (2) implementing literacy in

mathematics (3) discussing the impact of effective collaboration; and (4)

explaining how various diversities impact instructional decisions. The goal of the

small discussion groups (professional learning community) is for the student to

synthesize the components and variables of an effective teaching/learning model. Module tests: Each module will have a 20 question test covering the reading

material. (All SLOs)

Total points

(200)

Small

Discussion

Groups

(50 points)

Individual

reflections

(50 points)

Module Tests

(100 points)

Module 2: Description of Five technology apps that can enhance math instruction. (SLO 5)

50 points

Module 3: Identify and explain 10 Formative assessment strategies for assessing student achievement in math. (SLO 2, 3, 4, 6)

50 points

Modules 4: Video Instructional Models studied (your choice) with lesson plans. At least one video must highlight student use of technology and must reflect collaboration with the classroom teacher during the clinical placement. (All SLOs)

100 points

Module 5: Math Leadership Plan to provide instructional support for teachers. (SLO 1, 3, 6)

100 points

Grading Scale


A 92% - 100% 549 - 600

B 82% - 91% 489 - 548

C 72% - 81% 435 - 488

D 62% - 71% 375 - 434

F 0% – 61% 0 - 374


Module 1: Review of Literature 17% 100 Module 2: Technology 8% 50 All Modules: PLC groups 8% 50

Individual Reflections 8% 50 Tests 17% 100

Module 3: Formative Assessment Strategies 8% 50 Module 4: Video demonstration w/lesson plan 17% 100 Module 5: Math Leadership Plan 17% 100

Total 100% 600







Outcomes

Module1: Literature

Review

4 Page paper synthesizing related

literature given on effective

teaching/learning models and Math

Specialist on supporting teachers.


completion.

1, 3, 6

Module 2:Technology Description of Five technology

apps that can enhance math

instruction



rubric.

5

All Modules: Small

group discussions

(PLC)

Research articles and readings from text will be assigned focusing

on research focusing on effective

teaching/learning models and he

role of Math Specialists. Students

will be required to read and be

prepared to discuss in their PLC

groups. Guided questions will be

provided and responses required to

be posted on the discussion board.



rubric.

1, 2, 3, 4, 5, 6,

All Modules:

Individual

Reflections

Students will be responsible for

writing a reflection for each

module. Guided questions will be

provided and responses will be

submitted to Bb.



rubric.

1, 2, 3, 4, 5, 6

Module 3: Formative

Assessment

Strategies

Identify and explain 10 Formative assessment strategies

for assessing student

achievement in math



rubric.

2, 3,

4, 6

Module 4:Videos Video Demonstrations of an instructional model studied

(your choice) with lesson plans.



rubric.

1, 2, 3, 4, 5, 6

Module 5: Math

Leadership Plan

A Math Leadership Plan identifying

and explaining various strategies a

Math Specialist can provide for

instructional support for teachers.



rubric.

1, 3, 6

H.Student Progress: Students will be assessed on a continuous basis and will be informed of their progress at least once prior to midterm either through the use of Blackboard or by written feedback on

assignments.

I. Attendance Policy: Regular attendance is expected in each class of this course. Students are responsible

for making-up any missed assignments when they must be absent. Instructor

approval is necessary to make-up missed tests or to extend an assignment

deadline. The instructor reserves the right to adjust the grade of or refuse to

accept late assignments.

(Absences (or non-participation) equating 20% of class meetings will result in automatic

failure. Failure to participate in the on-line class discussions within the required time limits

posted in the class schedule constitutes a class absence. Class sessions missed as a result of

late entry will be counted as absences. It is recognized that there are legitimate reasons

for being absent. The student is responsible for presenting adequate reason for absence to

the instructor in order to be given opportunity to make up missed work. (Adequate reasons

include personal illness, death or serious illness in the immediate family, or participation in

an approved university activity.) Except in emergency, the candidate is encouraged to

contact the teacher prior to the anticipated absence. In case classes are canceled for

any reason, the instructor reserves the right to make up those classes.


The last day to withdraw from full semester classes or the university can be found in the

University academic calendar.


If students are registered with the Office of Services for Individuals with Disabilities, please obtain students accommodation letters from the OSID and present them

to the course instructor to discuss any academic accommodations students

need. If students believe students need accommodation and are not registered

with the OSID, please contact the Office in the Student Services Building

Room 361 by email at [email protected] or by telephone at (859) 622-2933

V/TDD. Upon individual request, this syllabus can be made available in an

alternative format.


Candidates are advised that EKU’s Academic Integrity policy will strictly be enforced in this course. All work submitted in this course is to be original work created

for the course and all sources used to obtain ideas or information must be

cited properly. The Academic Integrity policy is available at

www.academicintegrity.eku.edu. Questions regarding the policy may be directed

to the Office of Academic Integrity.

M. Official E-mail: An official EKU e-mail is established for each registered student, each faculty member,



and each staff member. All university communications sent via e-mail will be

sent to this EKU e-mail address.

1



Syllabus for EMS 878: Mathematics Assessment P-12

Credit Hours: 3

Professor:

Office:

E-mail:

Phone: Office Hours:

Classroom:

1. Eastern Kentucky University



Credit Hours: 3

2. Course Description:

Theory and application of a constructivist approach to mathematics assessment.

Emphasis on assessing types and degree of math disabilities, identifying how children

construct mathematical knowledge, and planning/implementing instruction to address

students’ needs.

3. Texts:

Storeygard, Judy. (2009) My Kids Can Making Math Accessible to All Learners, K-5.Heinemann (ISBN – 13: 978-0-325-01724-2.

Williams, J.& McGatha, M.(2014) Mathematics Coaching: Resources and Tools for

Coaches and Leaders, K-12. Pearson (ISBN-13: 9780133007008)

4. Student Learning Outcomes: The education candidate completing this course will be

able to:

1. Identify and implement the National Mathematical Content and Process

Standards in the teaching and learning of mathematics. (KTS Advanced1;

NCTMCAEP 1; NCTM CAEP C 1, 2, 3, 4)(M1-6: Article reflection; M1-6:

Journal entries; M1-6: Assessment/diagnose/prescribe; M1-6: PLC/Discussion)

2. Identify and implement the Kentucky Academic Math Content Standards and

the 8 Standards for Mathematical Practices in the teaching, learning and

assessment of mathematics; (KTS Advanced 1, 2; NCTMCAEP 2) (M1-6: Article

reflection; M1-6: Journal entries; M1- 6: Assessment/diagnose/prescribe; M1-6:

PLC/Discussion)

3. Critically examine recent theories and research relating to children’s

understanding of mathematics. (KTS Advanced 1; NCTMCAEP 1) (M1-6:

Article reflection; M1-6: Journal entries; M1- 6: Assessment/diagnose/prescribe;

M1-6: PLC/Discussion)

4. Engage in ongoing analysis and assessment of teaching and learning to establish a

working environment that supports one-on-one assessment and instruction. (KTS

2

Advanced 1, 5, 7;NCTMCAEP 1, 5)(M1-6: Article reflection; M1-6: Journal

entries; M1-6: Assessment/diagnose/prescribe; M1-6: PLC/Discussion; M6-7:

Collaboration Plan)

5. Plan and execute mathematics lessons based on sound pedagogical principles and

address the diverse needs and abilities of all students identified in assessments.

(KTS Advanced 1, 2,3,4,5, 7; NCTMCAEP 1,2,3,4,5) (M1-6: Article reflection;

M1-6: Journal entries; M1- 6: Assessment/diagnose/prescribe; M1-6:

PLC/Discussion; M6-7: Collaboration Plan)

6. Identify characteristics of effective math coaches. (KTS Advanced 1, 5, 7, 8, 9, 10;

NCTMCAEP 1 , 5 , 6, 7) (M1-6: Article reflection; M1-6: Journal entries;

M1-6: Assessment/diagnose/prescribe; M1-6: PLC/Discussion; M6-7:

Collaboration Plan)

5. Course Outline:

I. Math Standards

A. NCTM Content & Process Standards

B. Kentucky Academic Standards

II. Review of current researched based theories relating to children’s understanding

of mathematics and appropriate dispositions (attitudes, beliefs, and/or

perceptions) needed to effectively implement researched based instructional

practices.

III. Diagnostic instruments and procedures for linking assessment to teaching.

(Videotaping)

IV. Intervention techniques (instructional practices) for correcting weaknesses at the

emerging and early numeracy levels.

V. Increasing interest and motivation for mathematics.VI. The role of a Math Coach.


Week 1 (Introductory Module)

Introduction to EME 878

Review the purpose of the

course and the course structure





online resources

Review all of the information

provided within this module.

Intro Ice Breaker Assignment

IM quiz

3

Week 2

(Module 1)

Making Math Explicit

Identify the NCTM Content and

Process Standards.

Identify the Kentucky Common Core

Math and the 8 Standards for


Being Explicit about:

Teaching

Patterns

Kindergarten Math

Guided Math Instruction

Guided Math Group

Purposeful Sharing of

Strategies

Storeygard - Introduction;

Chapters 1 - 6


Chapter 1





Posts



K assessment/diagnose

weakness/prescribe

remediation plan


Week 3

(Module 2)


Assessments to address:

Develop flexibility with

counting

Ideas about Fractions

Knowledge of Counting



Chapters 2 - 3




assignments


Posts



1grade assessment/diagnose

weakness/prescribe

remediation plan


Week 4

(Module 3)


Assessments (video):

Early Number

Concepts

Subtraction

Number Sense



Chapter 4




assignments.


Posts




weakness/prescribe

remediation plan


4

Week 5

(Module 4)

Building Understanding Through

Talk

Math Talk:

Another way to make 9

Making Connections

Discussion of Multiples and

Factors

Counting

Division



Chapters 5 - 7




assignments.


Posts




weakness/prescribe

remediation plan


Week 6

(Module 5)

Taking Responsibility for Learning

Self Reliant Leaner

Becoming an Independent

Learner

Develop Confidence and

Independence



Chapters 8 - 10




assignments.


Posts




weakness/prescribe

remediation plan


Week 7 (Module 6)

Working Collaboratively

Support student learning

More than one-on-one

Collaboration between

staff



Chapters 11 - 13




assignments.


Posts




weakness/prescribe

remediation plan


Week 8 (Module 7)


Chapters 11 - 13

Collaboration Plan

(Coaching Cycle Tools 11.1 –

13.3

5


1. Attendance & Participation in all discussions

2. Article reflections

3. Diagnostic and Instructional Plans, based upon 6 video-taped (and clinical based) assess/

diagnose/prescribe/implement interventions.

4. Journal reflections – coaching plan

5. Collaboration Plan


Grades in this class will be based on the number of points that the candidate obtainsduring the semester. There are a total of 730 points available.

Module 1-6: Research Articles. Write 1 page reflection for each article using the SEEI format. (20 pts. each)

120 points SLO 1-6

Module 1-6: Journal entries – coaching plan (25 points each) 150 points SLO 1-6

Module 1-6: Small group discussion board posts (10 points each). Participate on-line in a small group discussion with class peers. Within your small discussion group identify, compare, contrast and discuss the Standards for Mathematical Practice by: 1) analyzing the various assessment approaches of teachers in their classroom setting and reflecting upon the effectiveness of those approaches; (2) completing and synthesizing various readings including, but not limited to assessment and implementation of instructional plans (3) discussing the impact of effective best practice in mathematics; and (4) explaining how various diversities impact instructional decisions. The goal of this small discussion group is for the candidate to synthesize the essential characteristics of learners of mathematics and how assessment strategies affect student learning.

60 points SLO 1-6

Module 1-6: Diagnostic and Instructional Plans (50 points each). During the clinical experiences, candidates will conduct assessments with students (i.e., “assess”). Upon reviewing the data, they will “diagnose” students’ areas of need, “prescribe” research-based interventions with the student, and video-tape their instructional interventions with the student(s).

300 points SLO 1-6

Module 6 & 7: Collaboration Plan (Coaching Tools 11.1 – 13.3) focused on working with classroom teachers. Explain how the collaboration plan can be used to support teachers when making instructional decisions that connect to student achievement in math.

100 points SLO 4, 5, 6

Grading Scale


A 92% - 100% 668 - 730 B 82% - 91% 595 - 667 C 72% - 81% 522 - 594 D 62% - 71% 444 - 521 F 0% – 61% 0 - 443

Assessment Tool Percentage Points Attendance & Participation in all discussions 8% 60 Article reflections 16% 120 Assess/Diagnose/Prescribe Instructional Plans 41% 300 Journal Entries 21% 150

detersf

Highlight

6

Collaboration Plan 14% 100 Total 100% 730

8. Student Progress:

Students’ grades will be posted on Blackboard as they become available. This will occur

in a timely manner so that students are aware of their progress throughout the semester.

9. Attendance Policy:

Absences equating 20% of class meetings will result in automatic failure. Class sessions

missed as a result of late entry will be counted as absences. The student is responsible for

presenting adequate reason for absence to the instructor in order to be given opportunity

to make up missed work. Adequate reasons include personal illness, death or serious

illness in the immediate family, or participation in an approved university activity.

A one-hundred percent online course requires students to be “active” and “productive” in

the Blackboard course site multiple times/days each week. If weekly chat sessions are

scheduled for the term, then students are responsible for arriving, attending, and

participating in the chat at the schedule times. If a student has an adequate reason for

missing chats, assignments or discussion board posts, then the student is required to send

justification to the instructor via e-mail within 48 hours of the occurrence. If the

justification is approved by the instructor according to University guidelines,

arrangements for late assignments, discussion board posts, and/or chats will be made.

Arriving late for a chat will be counted as one-half absence. Arriving 30 minutes after the

start of the chat will result in an absence.

10. Last day to Drop the Course:

Last day to drop a course or to withdraw from the University are included in the class

schedule.

11. Disability Accommodation Statement: A student with a “disability” may be an individual with a physical or mental impairment

that substantially limits one or more major life activities such as learning, seeing or

hearing. Additionally, pregnancy or a related medical condition that causes a similar

substantial limitation may also be considered a disability under the ADA.




accommodation and are not registered with the OSID, please contact the office in the


2933. Upon individual request, this syllabus can be made available in an alternative

format.

12. Academic Integrity Statement: Students are advised that EKU’s Academic Integrity

policy will strictly be enforced in this course. The Academic Integrity policy is available


7

at www.academicintegrity.eku.edu. Questions regarding the policy may be directed to

the Office of Academic Integrity.

13. Official E-mail: An official EKU e-mail is established for each registered student, each

faculty member, and each staff member. All university communications sent via e-mail

will be sent to this EKU e-mail address.
