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Southern Utah University
Southern Utah University
Summer Semester 2026

Intervention Strategies in Math for Students with Disabilities (Online)

SPED 6170-70I

Course: SPED 6170-70I
Credits: 3
Term: Summer Semester 2026
Department: TED
CRN: 20336

Course Description

This course provides students with a comprehensive overview of the Mathematics curricular needs of students with mild/moderate disabilities.

Prerequisite(s): Advisor permission required

Registration Restriction(s): None

Required Texts

The main textbook is:

Elementary and Middle School Mathematics: Teaching Developmentally

10th Edition by John Van de Walle (https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=John+Van+de+Walle&text=John+Van+de+Walle&sort=relevancerank&search-alias=books) (Author), Karen Karp (https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&field-author=Karen+Karp&text=Karen+Karp&sort=relevancerank&search-alias=books) (Author), Jennifer Bay-Williams (https://www.amazon.com/s/ref=dp_byline_sr_book_3?ie=UTF8&field-author=Jennifer+Bay-Williams&text=Jennifer+Bay-Williams&sort=relevancerank&search-alias=books) (Author)

Publisher : Pearson; 10th edition (January 23, 2018)

Language: English

Paperback: 720 pages

ISBN-10: 013480208X

ISBN-13: 978-0134802084

We will also complete the National Center on Intensive Intervention (https://intensiveintervention.org/) course focused on mathematics intervention.

Principles for Designing Intervention in Mathematics (Links to PDF) (https://intensiveintervention.org/sites/default/files/Princip_Effect_Math_508.pdf) : This is only 16 pages, but covers basic principles of designing intervention that should be applied beyond the examples provided in this text

Intensive Intervention in Mathematics (https://intensiveintervention.org/training/course-content/intensive-intervention-mathematics) : There are 8 modules total and each module has an introduction, three parts, and a conclusion. You can self-pace these assignments, but I will have the first 4 modules (1-4) due in the middle of the course and the last 4 modules (5-8) due by the final. I would not suggest procrastinating on these.

CASE STUDIES FOR THIS COURSE COME FROM THE FOLLOWING LINK:

Mathematics: Identifying and Addressing Student Errors (https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_matherr.pdf)

CEC High Leverage Practices in Special Education (https://ceedar.education.ufl.edu/wp-content/uploads/2017/07/CEC-HLP-Web.pdf)

The following text book carries over from the 6130 curriculum strategies in ELA course. It is helpful, but is not required. I suggest keeping it as a resource

High Leverage Practices for Inclusive Classrooms

By: James McLeskey

Publisher: Routledge

Print ISBN: 9781138039193, 1138039195

eText ISBN: 9781351708715, 1351708716

Edition: 1st

Copyright year: 2019

Learning Outcomes

By the end of this course, you will be able to:

  1. Identify what constitutes an evidence-based practice in special education.
  2. Define and apply each of the high leverage practices to targeted individual student needs.
  3. Determine appropriate goals and design developmentally appropriate lessons based upon those goals.
  4. Identify appropriate instructional materials based on student need and instructional intensity.
  5. Assess student progress toward meeting instructional goals and adapt instruction, as needed.

Course Requirements

Course Assessments and Outcomes
Course AssessmentsCourse Outcomes
Discussions1, 2, 4
Activities/Assignments1, 2, 3, 4, 5
Final Presentation1, 2, 3, 4, 5
Assignment Outline
Course Activities

Each week has activities to complete that help you apply the new skills you’ve learned. Directions will accompany each individual activity.

There are weekly discussions that include identifying student errors in math and problems of the week from the textbook. These are meant to be a forum where you all share the ideas learned throughout the week. I do not recommend procrastinating on discussions.

There is a comprehensive Math Intervention course that needs to be completed in the 7 week session. This is generally a self-paced assignment comprised of 8 online modules. the first 4 modules are due on week 4 of the course and the last 4 modules are due by the end. you can complete them early and get them posted in the 2 assignment tabs. I believe the earlier you work on them the more they will help with your assignments for your case study.

Case Study Student Assessment and Intervention

You will identify a student who struggles in math from your caseload. You will identify their weaknesses using formal and informal assessments, write a PLAAFP based on the information collected from the assessments, and from that data determine a course of action for intervention.

This will include:

  • write 1-2 appropriate IEP goals to correspond with the PLAAFP and directs your plan for intervention.
  • choose an appropriate strategy from class to use as an intervention with the student (based on PLAAFP and IEP goal).
  • Make sure you are using the appropriate leveled material
  • develop/choose progress monitoring tools to track data
Final Project Presentation

There will be a graded final project presentation. Your Final presentation will be a 10 minute overview of:

  • The Assessment and Intervention assignment information (do not include students real names)
  • The 2 lessons you completed in your practicum,
  • How you made the decisions you made (why did you choose your topic?, what data led you to believe your student would respond to this instruction? etc.),
  • Provide DATA showing what the final outcome was (did they learn what you taught and how do you know?)
  • What your next steps would be based on your data.

This presentation is also your “final exam” and you will hand in your presentation in Canvas.

Grade Scheme

The following grading standards will be used in this class:

GradeRange
A100 % to 94.0%
A-< 94.0 % to 90.0%
B+< 90.0 % to 87.0%
B< 87.0 % to 84.0%
B-< 84.0 % to 80.0%
C+< 80.0 % to 77.0%
C< 77.0 % to 74.0%
C-< 74.0 % to 70.0%
D+< 70.0 % to 67.0%
D< 67.0 % to 64.0%
D-< 64.0 % to 61.0%
F< 61.0 % to 0.0%

Course Outline

Course Summary
  • Commenced Attendance Quiz — Fri May 15, 2026 — due by 11:59pm
  • Discussion: Case Study Student — due by 11:59pm
  • Sun May 17, 2026
  • Module 1: Introduction Discussion- Experiences with Math Instruction — due by 11:59pm
  • Module 2 Discussion: Math App/tech Review — due by 11:59pm
  • Sun May 24, 2026
  • Writing PLAAFP and Goals Assignment — due by 11:59pm
  • Module 3 Discussion: Identifying and Addressing Student Errors — due by 11:59pm
  • Sun May 31, 2026
  • Practicum Case Study Assignment #1: Student Assessment and Intervention Project — due by 11:59pm
  • Intensive Intervention in Mathematics (Parts 1-4) — due by 11:59pm
  • Sun Jun 7, 2026
  • Module 4 Discussion: Identifying and Addressing Student Errors — due by 11:59pm
  • Sun Jun 14, 2026
  • Module 5 Discussion: Identifying and Addressing Student Errors — due by 11:59pm
  • Practicum Case Study Assignment 2- Intervention Plan and Data Acquired — due by 11:59pm
  • Module 6 Discussion: Identifying and Addressing Student Errors — due by 11:59pm
  • Sun Jun 21, 2026
  • Practicum Case study assignment 3- Next steps in intervention planning — due by 11:59pm
  • FINAL Discussion: Share your Final Presentation — Thu Jun 25, 2026 — due by 11:59pm
  • Final Case Study Presentation — due by 11:59pm
  • Intensive Intervention in Mathematics (Parts 5-8) — Sun Jun 28, 2026 — due by 11:59pm
  • Module 7 Discussion: Identifying and Addressing Student Errors — due by 11:59pm
  • FERPA Consent Waiver

Instructor's policies on late assignments and/or makeup work

Instructor's Response Time & Feedback

Online classes provide unique challenges for interaction. I encourage you to utilize the Bulletin Board as an open forum for questions about topics, homework, etc. However, if you have a specific question for me, please contact me directly. I will respond in the specified amount of time.

Feedback is an important part of learning please look for feedback on your assignments that I provided in the specified amount of time, to find feedback look at this tutorial How do I view assignment comments from my Instructor (https://community.canvaslms.com/docs/DOC-10666-421254359) .

It is my goal to:

  • Respond to student messages within 2 business days
  • Provide grades and feedback within 7 - 14 days from the due date
Use of Artificial Intelligence (AI) Tools

AI tools (such as ChatGPT, Grammarly, or similar programs) may be used as part of the learning process in this course. All submitted work must follow a “human in, human out” standard. This means you may use AI for brainstorming, idea refinement, organization, grammar support, or drafting assistance, but you must critically engage with, edit, and meaningfully transform the output into your own original work. Direct copy-paste from AI without significant human revision is not permitted and will be considered a violation of academic integrity.

Students are responsible for the accuracy, originality, and citation of all submitted work, regardless of the tools used in its creation. The thinking, analysis, reflection, and decision making within assignments must remain student driven.

As your professor, I may also use AI tools in limited and ethical ways to support instruction, communication, or editing for clarity and readability. However, all grading, feedback, instructional decisions, and evaluation of student learning are completed personally by me. Similar expectations apply to both students and instructors: AI may support the process, but it should never replace authentic human thinking, engagement, or professional judgment.

Please let me know if you have any questions about appropriate or inappropriate uses of AI in this course.

Late Policy

No late work will be accepted without prior instructor approval. It is at the instructor's discretion if an assignment or activity will be accepted late.

DISCLAIMER STATEMENT: Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.

Attendance Policy

Online courses require you to login and participate throughout each week. To be successful in this course, you should log into the course multiple times per week and participate beyond the minimum requirements.

Course Fees

Program and Course Fees

View all of SUU's Program and Course Fees (https://www.suu.edu/registrar/course-fees.html)

Course Materials and Access

This course is PACKED with information and is content heavy. We have a huge amount of territory to cover in Math instruction and I encourage you to stay engaged with the material of this course so you do not fall behind. Once you do, it will be hard to catch up.

All of the module/weekly content can be found in the CANVAS course. The course is set up by modules (one module for each week) if you click the “modules” tab in Canvas they will pop up organized in order for you to follow. You can access all of the readings, videos, discussions and assignments in the “Module overview” tab (first tab at the top of each module) each week.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.