Course Syllabus

Jump to Today

Instructor Contact Information

Alison Hardy, M.Ed.

alisonhardy@utexas.edu

https://utexas.zoom.us/my/alisonhardy 

Course Materials

  • Stein, M., Kinder, D., Rolf, K., Silbert, J., & Carnine, D. W. (2017). Direct instruction mathematics. Pearson.

  • Supplemental readings are listed in the Appendix of the syllabus. PDFs are attached to each module as well as in the files folder titled "Supplemental Readings."

Assignments and Grade Breakdown

Activity Description Points/Percentage
Reading Responses At the beginning of each class session, students will have ten minutes to answer 2–3 questions about the readings as well as describe one important takeaway.

15 pts 

(15%)
Class Participation/Exit Tickets At the end of each class session, students will complete a brief, formative assessment to check understanding. Students may also answer preassessment questions to gauge prior knowledge before the following class session.

13 pts

(13%)
WWC IES Practice Guide Review

Students will choose between four math-focused WWC IES Practice Guides: (a) teaching math to young children; (b) math intervention in the elementary grades; (c) problem solving in Grades 4–8; and (d) fractions instruction kindergarten–Grade 8. Students will read the practice guide and summarize, in writing, each of the recommendations. Students will explain something that surprised them while they were reading, as well as three of their most important takeaways. See additional details in Canvas.

 

7 pts

(7%)
Error Analysis Case Studies

Students will evaluate student work samples to pinpoint error patterns and inform future instruction. See additional details in Canvas. 

 

10 pts

(10%)
Intervention Plan Part A: Progression of Learning Targets Students will choose one of the following chapters in the Stein textbook: (a) Ch. 5: Place Value/Symbol Identification; (b) Ch. 7: Addition; (c) Ch. 8 Subtraction; (d) Ch. 9: Multiplication; (e) Ch. 10: Division. Using the textbook’s “Instructional Sequence and Assessment Chat,” students will break each of problem types into sequential learning targets. The final product will be a set of sequential learning targets that a special education teacher might use to help a 5th grade student become proficient in that set of skills. See additional details in Canvas.

 

10 pts

(10%)

Intervention Plan Part B: Intervention Lesson Design Due

Students will choose one of the learning targets from their previously completed progression and design an intervention session to match. Students will follow the principles of direct instruction and include specific, research-aligned instructional practices for students with disabilities. Prior to the due date, students will hear a lecture on each of the preceding topics. See additional details in Canvas.

15 pts

(15%)

Intervention Plan Part C: Micro Teach

 After receiving feedback on lesson plans, students will implement the lesson plans in micro-teach scenarios with peers. See additional details in Canvas.

15 pts

(15%)

NCII Taxonomy of Intervention Intensity Module

 Students will register for and complete the NCII Taxonomy of Intervention Intensity Module, submit the completion certificate, and write a brief reflection. See additional details in Canvas. https://intensiveintervention.org/overview-taxonomy-intervention-intensity

5 pts

(5%)

Final Reflection

  To reflect on the entirety of the course, students will compile either (a) an important take-away or (b) a resource they want to remember from each of the 14 class sessions between January 17 and April 24 (this excludes the final class session, in which we will review). These reflections can be related to content from the assigned readings and/or content covered during class sessions. See additional details in Canvas.

10 pts

(10%)
Total 

100 pts

(100%)

Grade Scale

Percentage Letter Grade
90–100% A
80–89% B
70–79% C
60–69% D
Below 60% F

Course Components

Reading Responses

  • At the beginning of each class session, students will have ten minutes to answer 2–3 questions about the readings as well as describe one important takeaway.

Class Participation/Exit Tickets

  • At the end of each class session, students will complete a brief, formative assessment to check understanding. Students may also answer preassessment questions to gauge prior knowledge before the following class session.

WWC IES Practice Guide Review

  • Students will choose between four math-focused WWC IES Practice Guides: (a) teaching math to young children; (b) math intervention in the elementary grades; (c) problem solving in Grades 4–8; and (d) fractions instruction kindergarten–Grade 8. Students will read the practice guide and summarize, in writing, each of the recommendations. Students will explain something that surprised them while they were reading, as well as three of their most important takeaways. See additional details in Canvas.

Error Analysis Case Studies

  • Students will evaluate student work samples to pinpoint error patterns and inform future instruction. See additional details in Canvas. 

Intervention Plan

  • Part A: Progression of Learning Targets. Students will choose one of the following chapters in the Stein textbook: (a) Ch. 5: Place Value/Symbol Identification; (b) Ch. 7: Addition; (c) Ch. 8 Subtraction; (d) Ch. 9: Multiplication; (e) Ch. 10: Division. Using the textbook’s “Instructional Sequence and Assessment Chat,” students will break each of problem types into sequential learning targets. The final product will be a set of sequential learning targets that a special education teacher might use to help a 5th grade student become proficient in that set of skills. See additional details in Canvas. 
  • Part B: Intervention Lesson Design. Students will choose one of the learning targets from their previously completed progression and design an intervention session to match. Students will follow the principles of direct instruction and include specific, research-aligned instructional practices for students with disabilities. Prior to the due date, students will hear a lecture on each of the preceding topics. See additional details in Canvas. 
  • Part C: Micro Teach. After receiving feedback on lesson plans, students will implement the lesson plans in micro-teach scenarios with peers. See additional details in Canvas.

NCII Taxonomy of Intervention Intensity Module

Final Reflection

  • To reflect on the entirety of the course, students will compile either (a) an important take-away or (b) a resource they want to remember from each of the 14 class sessions between January 17 and April 24 (this excludes the final class session, in which we will review). These reflections can be related to content from the assigned readings and/or content covered during class sessions. See additional details in Canvas.  

Course Policies

Late work will not be accepted unless prior approval is given by the instructor. 

Absences/Make-up Policy 

Attendance is important. Unexcused absences will result in the student losing points (i.e., the weekly Exit Ticket) for that class period. If a student has an excused absence, they can make the Reading Response and Exit Ticket up at a later date. 

University Policies

Academic Integrity

Cheating is strictly prohibited at the University of Oklahoma because it devalues the degree you are working hard to get. As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following the rules. For specific definitions of what constitutes cheating, review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html

Religious Observance

Please email me if you need to miss class due to a religious observance. Any in-class assignments missed will be rescheduled without penalty.

Reasonable Accommodation Policy

Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should email me as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunities. Please also contact the Disability Resource Center for assistance at (405) 325-3852 or TDD: (405) 325-4173. For more information, please see the Disability Resource Center website http://www.ou.edu/drc/home.html 

Title IX Resources and Reporting Requirement

For any concerns regarding gender-based discrimination, sexual harassment, sexual assault, dating/domestic violence, or stalking, the University offers a variety of resources. To learn more or to report an incident, please contact the Sexual Misconduct Office at 405/325-2215 (8 to 5, M-F) or smo@ou.edu. Incidents can also be reported confidentially to OU Advocates at 405/615-0013 (phones are answered 24 hours a day, 7 days a week).  Also, please be advised that a professor/GA/TA is required to report instances of sexual harassment, sexual assault, or discrimination to the Sexual Misconduct Office.  Inquiries regarding non-discrimination policies may be directed to Bobby J. Mason, University Equal Opportunity Officer and Title IX Coordinator, at 405/325-3546 or bjm@ou.edu. For more information, visit http://www.ou.edu/eoo.html. 

Adjustments for Pregnancy/Childbirth-Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please email me or the Disability Resource Center at 405/325-3852 as soon as possible. Also, see http://www.ou.edu/eoo/faqs/pregnancy-faqs.html for answers to commonly asked questions.

Final Exam Preparation Period

Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy, please refer to OU’s Final Exam Preparation Period policy (https://apps.hr.ou.edu/FacultyHandbook#4.10).

Emergency Protocol 

During an emergency, there are official university procedures that will maximize your safety. 

Severe Weather:

If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather 1. LOOK for severe weather refuge location maps located inside most OU buildings near the entrances 2. SEEK refuge inside a building. Do not leave one building to seek shelter in another building that you deem safer. If outside, get into the nearest building. 3. GO to the building’s severe weather refuge location. If you do not know where that is, go to the lowest level possible and seek refuge in an innermost room. Avoid outside doors and windows. 4. GET IN, GET DOWN, COVER UP. 5. WAIT for official notice to resume normal activities. 

Link to Severe Weather Refuge Areas, Severe Weather Preparedness - Video

Armed Subject/Campus Intruder:

If you receive an OU Alert to shelter-in-place due to an active shooter or armed intruder situation or you hear what you perceive to be gunshots: 

  1. GET OUT: If you believe you can get out of the area WITHOUT encountering the armed individual, move quickly towards the nearest building exit, move away from the building, and call 911.
  2. HIDE OUT: If you cannot flee, move to an area that can be locked or barricaded, turn off lights, silence devices, spread out, and formulate a plan of attack if the shooter enters the room.
  3. TAKE OUT: As a last resort, fight to defend yourself.

For more information, visit http://www.ou.edu/emergencypreparedness.html

Shots Fired on Campus Procedure - Video 

Fire Alarm/General Emergency:

If you receive an OU Alert that there is danger inside or near the building or the fire alarm inside the building activates: 1. LEAVE the building. Do not use the elevators. 2. KNOW at least two building exits 3. ASSIST those that may need help 4. PROCEED to the emergency assembly area 5 ONCE safely outside, NOTIFY first responders of anyone that may still be inside the building due to mobility issues. 6. .WAIT for official notice before attempting to re-enter the building.

OU Fire Safety on Cam

Course Summary:

Course Summary
Date Details Due