key assessment

Jessica Kirkland

Instructional Design

KA Part I- Identification of the Learning Problem

General Audience

The primary audience includes certified teachers and paraprofessionals of all ages. These educators have different experience levels, and they work in different subject areas within the school. The audience provides support to students in third grades which include children ages eight to nine years old. iPASS is a program designed for intervention for students with gaps in knowledge below grade level. (iPASS stands for "Individualized Prescription for Achieving Success in School") Third grade teachers and paraprofessionals will be directly involved in working with instructing and assisting the students in the iPass program will receive training on the program.

Problem Identification

The iPass program is a computer based math program which is prescriptive and is mastery based. iPASS stands for “Individual Prescription for Achieving State Standards”. With this fully-automated math program, students who struggle with math curriculum are able to work on math based instruction that enables them to work at their own pace and is adaptive to individual instructional paths. The program was trademarked in 2010, by ILearn Inc.

One thing about iPass is that is uses scaffolding with the students when they are working on the instruction. This program also relieves the teacher of having to monitor each student individually. Without having to have teacher intervention, iPass provides pre and post assessments, placements, original instruction, practice, and review for the students.

The primary audience benefits from the iPass program because it does progress monitoring for all the students individually. This allows teachers and paraprofessionals to help (or have an intervention) for students with whatever they may struggle with the most from iPass. The performance problem for this instructional design unit involves third grade teachers and paraprofessionals learning and understanding how to use the iPASS program. Teachers struggle with understanding how iPASS fully works and what it entails. My design will allow teachers to become more knowledgeable of the iPASS program and how it works by breaking it down in explanation.

Primarily, iPass is designed for students who are having difficulty with math based curriculum which would mainly include students who have scored below proficient on the state test such as the CRCT. Our school has been using iPass for a few years and it has been proven effective for the third grade students who struggle in math and have not made proficient on the state tests. iPass will be used each

day with our third grade student during enrichment time. This works out great because it does not take away from instruction time for students and allows them to practice and learn their math curriculum at their own individual pace.

Instructional Goals

The primary audience will learn and understand how the iPASS program works The primary audience will understand and take data from the progress reports of students and use

the results for interventions with students The primary audience will be able to monitor the students on the computer based program and

help students if needed The primary audience will help students achieve mastery on the iPASS program The primary audience will help students log in and begin working on the iPASS program

KA Part II- Learner Analysis

Introduction

Students in the third grade at Langston Chapel Elementary School in Statesboro, Georgia will be the targeted group of learners. These third grade students are between ages 8-9 years old. There are 12 girls and 10 boys in the learning environment and none have been retained. The population for the targeted group of learners is very diverse being that there are 6 Hispanics,11 African Americans, and 5 Caucasians. Five of the students are ESOL (English for Speakers of Other Languages) students and are pulled out for an hour each day during guided reading time. There are also five other students (Not ESOL students) who have EIP (Early Intervention Program) for them and they are the students who are given the iPASS program as an instruction to help them improve in their math as a part of their EIP. There is one student who has been served by the special education teacher but that student is doing very well and is getting re-tested to be finished with special education services. 85% of the students in the targeted group are at or below the poverty level and they receive free or reduced lunch. I found this information when gathering data at the beginning of the year for all of my students. Before school began this school year, I was fortunate to receive my students’ records and previous grades, behaviors analysis, and test scores from the previous teachers that they had. All but four students were previously enrolled at Langston Chapel, therefore their records were obtainable.

Entry Skills and Prior Knowledge

Basic math skills (addition, subtraction, problem solving)

Able to log on to a school computer

Able to use the internet and log onto iPASS

Able to understand and use online based instruction

Prior Knowledge

Observe learners and gather data to help improve student outcomes

Use graphs and charts in order to graph and compare data of students

Understand data that is presented on a graph

The information that I gathered resulted from instructing first time users (The targeted learners) to begin working on iPass after being shown the log in process for both the computer and iPASS as well as being instructed on how to use the iPASS program online. The learners were also given a pretest in order to begin the program to figure out what areas in math the learners struggle with and need to work on and what they do not struggle with/what they already know. Also, the learners were observed by myself and the interventionist at the school as they were completing the log in processes and the pretest.

Attitudes Towards Content & Academic Motivation

It was easy for the learners to understand the concept and the reasoning for the iPASS program and how it will benefit them so they were anxious to see how much it will help them improve in their math skills. Because the students who go to iPASS are students who have an IEP and possibly low math grades, it is more of an intrinsic motivation for them to complete the iPASS program successfully because they want to do better and be better in math. I decided to ask the learners if they were excited about the iPASS program and 90% of the students said yes they were because they know it will help them. The other 10% of students who did not feel so enthused about the program felt as if they were not going to like the program and they did not like to go to the iPASS lab to work on it each day until I reassured them that it is for their benefit and they will understand how much it helps the harder they work on it.

Educational Ability Levels

After viewing the CRCT test scores from the third grade students from last year at our school as well math grades for the targeted learners at the current year, math is something that the students seem to need improvement on. In 2012, 75.6% of the students in the third grade for the math portion of the CRCT met the targeted score. Math was the lowest scored subject in 2012 for the third grade students overall. However, the group of learners that I am monitoring now are capable to do much better than the students last year and I feel that the iPASS program will be a big help to the students who do struggle with math skills needed to pass the CRCT.

General Learning Preferences

In order to help students improve on their math, I asked students what learning activities do they prefer and what helps them learn math the best and they told me that movement games (kinesthetic learning), online computer games, SMARTboard games, and group activities using math skills were all helpful and preferred over just instruction from the textbook.

Attitude Toward Teachers and School

After talking to my targeted group of learners, they felt that they get all the help they can from teachers and paraprofessionals who may come in during the day to assist the teachers. The learners also expressed a strong like for the school environment and that they felt safe. I decided to ask the students to raise their hands if they enjoy coming to school every day and 80% said that they do, the other 20% said that they would like to be home playing the video games or watching TV but they explained they do like school; it’s just a preference.

Group Characteristics

Langston Chapel is located on Langston Chapel road in Statesboro, Georgia. This area where the school is located has a very low poverty level as far as the people in the communities surrounding the school. Most of the students live either on the college campus with their parents, or in the trailer parks near the school which consists of mainly migrant farmworkers and those who have little to no income in the home. Langston Chapel is a Title I school and the school has parent meetings after school to explain to parents what Title I means and the goals that the school and district makes for the students and teachers. The targeted learners are all in their correct grade level and no student stands out as being different from the others. The majority of the learners are African American or Hispanic but they speak and understand English fluently. All students in this targeted group come to school very well groomed and clean every day but they sometimes struggle to bring school supplies such as paper and pencils. I’ve noticed that the learners are very engaged in the lessons when we are up moving around or having class discussions about the lesson. They also work well together with minimal to no arguing when working on assignments.

KA Part III- Task Analysis

1.0 Define learning environment and explain how it plays a role in the instructional design1.1 Learning environment is the physical or virtual setting in which learning takes place1.2 The learning environment is important in constructing your instructional design because you

must know who is included and how you may need to differentiate according to your learning environment

2.0 Define ESOL and state how these students may need accommodations2.1 ESOL means English to Speakers of Other Languages 2.2 These students may need accommodations when using the iPASS program

3.0 Identify what an IEP is and how it may be used when creating instruction for students3.1 An IEP is an Individualized Education Program in which special education and related

students are given3.2 If students receive this program, they will most likely be placed into the iPASS program as a

part of the services they may receive4.0 Define scaffolding and how it is used in the iPASS program

4.1 Scaffolding is the specialized instructional support that is needed in order to best facilitate learning when students are being introduced to a topic/subject

4.2 The iPASS program uses scaffolding in order to help students better learn and understand new material that they are being introduced to on the program

5.0 Identify who iPASS is designed for and what the goals of those individuals are5.1 iPASS is designed for students who exhibit a highly intensive interventions with wide-

ranging gaps in knowledge and students who are below grade level5.2 One goal is for individuals using iPASS is that students exhibit mastery in the subjects that

they work on 5.3 Another goal is for teachers/instructors to see gains in student achievement while working on

the iPASS program6.0 Teachers/instructors monitor students using the iPASS program and make sure that they are

remaining on task6.1 Teachers closely monitor students to make sure that they are not slacking off and that they

are remaining on task and they also monitor the students’ progress in the program by checking online using the teacher access

7.0 Set up students on iPASS7.1 Open up any search engine and go to www.ilearnmath.com 7.2 Obtain school code7.3 Register as a classroom teacher7.4 Register students who will be using the program

8.0 Demonstrate how to log in to iPASS for students and give them their own log in information8.l Students put in their log in information and the teacher goes over instructions on how the program works and what they will be doing

8.2 Students will be shown the demonstration of the program so they understand how they will be using it

9.0 Monitor students’ progress on program and share information with their teachers

9.1 Observe to see how students are progressing and what they may struggle with

Task Analysis

I created my task analysis using mainly a topic analysis but I also included a small procedural analysis as well. Most of the learning will be based on the topic analysis being that there are quite a few things “topics” that need to be understood before the teacher and the students can successfully begin working on the iPASS program. Just to be sure that I covered most of the information needed for the analysis; I went back to the website to revisit the information on the program and also went to the demo part of the program. The website was very useful and helpful in creating my task analysis because it had all the information on there that I needed to know and understand about the program and how it works aside from what I have already known. After I went over my topic analysis, I felt it was necessary to include the procedures for iPASS so I listed the few steps needed in order to register and log in to the program. I decided to intertwine both outlines together into one entire outline so that it was organized and easy to understand.

Subject Matter Expert (SME)

I (Jessica Kirkland) will serve as the SME for this particular instructional plan that relates to the iPASS program. I have a bachelor’s degree in Early Childhood Education from Georgia Southern University in Statesboro, Georgia. Moreover, I am now seeking my masters in Instructional Technology at Georgia Southern University as well. At this point in time I teach third grade in Bulloch County where the iPASS program is used so I am able to serve as an SME in my position as a teacher in efforts to better help my students be successful in the program.

KA Part IV- Instructional Objective

Terminal Objective 1: To define a learning environment

Enabling Objectives:

1A. To identify a learning environment as a setting in which learning takes place

1B. To differentiate the instructional design according to the learning environment

1C. To explain ways in which a learning environment may be affected

Terminal Objective 2: To state how ESOL students may need accommodations


2A. To discuss how ESOL students may need accommodations for the iPASS program

2B. To discuss how ESOL students are positively affected by the iPASS program

2C. To discuss how ESOL students will benefit from the speaking instruction on the iPASS program

Terminal Objective 3: To define an EIP


3A. To identify an EIP and when it is used

3B. To explain how EIP students are placed into the iPASS program

3C. To explain how the iPASS program can help improve students who have an EIP

Terminal Objective 4: To explain how scaffolding is used in the iPASS program


4A. Discuss the importance of scaffolding in the iPASS program

4B. Explain how the iPASS program uses scaffolding to help students better learn and understand the material

4C. Explain how teachers use scaffolding along with the iPASs program

Terminal Objective 5: Identify who the iPASS program is designed for


5A. Explain who the iPASS program is designed for

5B. Discuss the goals of the iPASS program

5C. Discuss how participants of the iPASS program can reach their goals

Classification of Instructional Objectives

Performance

Content Recall ApplicationFact 1, 1A, 2, 5AConcept 3, 4, 4A, 4B 2A, 3A, 3B, 5CPrinciples 1C, 2C 3CProcedure 4CInterpersonal 1B, 5, 5BAttitude

Instructional Objectives Technology/Content Standards (CCGPS)1 ELACC3RI5 Use text features and search

tools to locate information1A ELACC3RI5 Use text features and search

tools to locate information1B ELACC3RI5 Use text features and search

tools to locate information1C ELACC3RI5 Use text features and search

tools to locate information22A2B2C33A3B3C

4 MCC3NBT1, MCC3NBT2 Place value, addition, subtraction, rounding- scaffolding

4A MCC3NBT1, MCC3NBT2 Place value, addition, subtraction, rounding- scaffolding

4B MCC3NBT1, MCC3NBT2 Place value, addition, subtraction, rounding- scaffolding

4C MCC3NBT1, MCC3NBT2 Place value, addition, subtraction, rounding- scaffolding

55A5B5C

KA Part V

Lesson 1: An introduction to a learning environment

Objective 1: To define a learning environment


1B. To differentiate your instructional design according to your learning environment


Assessment: Learners will be assessed by creating a computer generated KWL chart on a learning environment.

UDL Principles: The chart will be differentiated to provide multiple means of representation. Some learners will be expected to have more on their charts than others.

Assessment Sample:

K(what I know) W(what I want to know) L(what I learned)It is a type of environment How can a learning environment

be affected?That a learning environment is an environment in which learning takes place whether it’s a classroom or online setting

Lesson 2: What is ESOL?

Objective 2: To define ESOL and state how these students may need accommodations

2A. To discuss how ESOL students may need accommodations for the iPass program



Assessment: Students will be graded on their SMARTboard activities in which they were instructed to create after they were taught how to do so and given examples (scaffolding was used).

UDL Principles: The SMARTboard activity will be differentiated to provide multiple means of representation. Some learners will be given assistance from the teacher/instructor of the course.

Lesson 3: What is an IEP?

Objective 3: To define an EIP

3A. To identify an EIP and when it is used

3B. To explain how EIP students are placed into the iPASS program


Assessment: Students will create their own “mock” IEPs using IPADs for a pretend study and they will share with a partner. I will then ask students to volunteer to share their IEPs and critique them as needed.

UDL Principles: The “mock” EIPs will be differentiated to provide multiple means of representation.

Lesson 4: How is scaffolding used in the iPASS program?

Objective 4: To define scaffolding and how it is used in the iPASS program




Assessment: Students must give a scenario in which they must use scaffolding and type it up. I will then ask students to share what they typed.

UDL Principles: The scenarios will be differentiated to provide multiple means of representation.

Lesson 5: Who is iPASS designed for?

Objective 5: Identify who the iPASS program is designed for




Assessment: Students will have an online chat discussion through Google docs about who the iPASS program is designed for and why.

UDL Principles: The discussion will be differentiated to provide multiple means of representation.

KA Part VI- Instructional Sequence & Strategies

Sequence Description Objective1 Define learning environment and explain how it plays

a role in the instructional design1

2 Define ESOL and state how these students may need accommodations

2

3 Identify what an IEP is and how it may be used when creating instruction for students

3

4 Define scaffolding and how it is used in the iPASS program

4

5 Identify who iPASS is designed for and what the goals of those individuals are

5

6 Teachers/instructors monitor students using the iPASS program and make sure that they are remaining on task

5

7 Set up students on iPASS 48 Demonstrate how to log in to iPASS for students and

give them their own log in information4

9 Monitor students’ progress on program and share information with their teachers

5

This sequence builds on concepts in a world- related order. The learners will proceed through the instruction by following the teacher as she scaffolds them through the lesson plans. This sequence alternates with students being on the computer program, and receiving individual interventions when needed per the iPASS program.

Lesson 1: An introduction to a learning environment

Objective 1: To define a learning environment


1B. To differentiate your instructional design according to your learning environment


Initial presentation: The teacher will show the learners a short video from YouTube using computers that will explain to them what a learning environment is and how things can affect it. If any students do

not understand the video, the teacher/instructor will explain to them afterwards. Same goes for ESOL students.

Generative strategy: Have students complete a computer generated KWL chart using in reference to a learning environment. Next, have students to discuss with a partner what they know about learning environment then I will allow them to share with the class. Students who need extra help, they will be paired with another student for extra help.

UDL: This lesson follows the UDL principles because it includes scaffolding, learning strategies, and an instructional sequence in which to follow.

Objective 2: To define ESOL and state how these students may need accommodations


2A. To discuss how ESOL students may need accommodations for the iPass program



Initial presentation: Using power point presentation, explain to students what ESOL is and what it means as well as the accommodations that are needed for those particular students. For students who do not understand the presentation, the teacher/instructor will explain in further details afterwards.

Generative strategy: Students will be given a task where they must create a SMARTboard activity for a class that included a few ESOL students and they must include the accommodations they would make. Students who may struggle with this will be given assistance from the teacher/instructor.

Lesson 2: An overview of IEPs and scaffolding

Objective 3: To define an IEP

3A. To identify an IEP and when it is used

3B. To explain how IEP students are placed into the iPASS program


Initial presentation: Show students samples of IEPs and have them ask any questions they may have about them. Help students understand the importance of an IEP

Generative strategy: Students will create their own “mock” IEPs using IPADs for a pretend study and they will share with a partner. I will then ask students to volunteer to share their IEPs and critique them as needed.

UDL: This lesson follows the UDL principles because it includes scaffolding, learning strategies, and an instructional sequence in which to follow.

Objective 4: To define scaffolding and how it is used in the iPASS program





Initial presentation: Introduce the term scaffolding to students. Demonstrate scaffolding during a lesson as an example so that students understand what it is.

Generative strategy: Students must give a scenario in which they must use scaffolding and type it up. I will then ask students to share what they wrote.

Objective 5: Identify who the iPASS program is designed for





Initial presentation: Show students the iPASS program using the Smart board. Students will be shown how to log in and work on lessons.

Generative strategy: Students will discuss the goals of the iPASS program and how it is important.

Reference List:

Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom: TechTrends. V 55:1; 28-31

https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx

https://www.ilearnmath.com/1314/ILPlayer.html

KA Part VII- Design of Instruction

https://www.ilearnmath.com/1314/ILPlayer.html

https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx

Lesson: Lesson 1:Introducing a learning environment

Have students complete a computer generated KWL chart using in reference to a learning environment. Next, have students to discuss with a partner what they know about learning environment then I will allow them to share with the class.

Lesson 2:What is ESOL?

Students will be given a task where they must create a SMARTboard activity for a class that included a few ESOL students and they must include the accommodations they would make.

Lesson 3:What is an IEP?

Students will create their own “mock” IEPs using IPADs for a pretend study and they will share with a partner. I will then ask students to volunteer to share their IEPs and critique them as needed.

Lesson 4:How is scaffolding used in the iPASS program?

Students must give a scenario in which they must use scaffolding and type it up. I will then ask students to share what they wrote.

Lesson 5:Who is iPASS designed for?

Students will discuss the goals of the iPASS program and how it is important.

Goals: Students will understand what a learning environment is and how it is used.

Students will understand how ESOL students need accommodations.

Students will understand what an IEP is and how it is used.

Students will understand the importance of scaffolding and how it is used in the iPASS program.

Students will understand the goals of the iPASS program and why they are important to meet the goals.

Objectives: Objective 1: To define a learning environment1A. To identify a learning environment as a setting in which learning takes place1B. To differentiate

Objective 2: To define ESOL and state how these students may need accommodations2A. To discuss how ESOL students may need accommodations for the iPass program

Objective 3: To define an IEP3A. To identify an IEP and when it is used3B. To explain how IEP students are placed into the iPASS program

Objective 4: To define scaffolding and how it is used in the iPASS program4A. Discuss the importance of scaffolding in the iPASS program4B. Explain

Objective 5: Identify who the iPASS program is designed for5A. Explain who the iPASS program is designed for5B. Discuss the goals of the iPASS

your instructional design according to your learning environment1C. To explain ways in which a learning environment may be affected

2B. To discuss how ESOL students are positively affected by the iPASS program2C. To discuss how ESOL students will benefit from the speaking instruction on the iPASS program


how the iPASS program uses scaffolding to help students better learn and understand the material4C. Explain how teachers use scaffolding along with the iPASs program

program5C. Discuss how participants of the iPASS program can reach their goals

Assessments: KWL chart SMARTboard activity

Ipad activity Typed scenario

Discussion

UDL: Multiple means of representation

Multiple means of representation




Instructional Strategies

Goals Objectives UDL Assessments

Lesson 1:

Have students complete a computer generated KWL chart using in reference to a learning environment. Next, have students to discuss with a partner what they know about learning environment then I will allow them to share with the class.

Students will understand what a learning environment is and how it is used.

Objective 1: To define a learning environment1A. To identify a learning environment as a setting in which learning takes place1B. To differentiate your instructional design according to your learning environment1C. To explain ways in which a learning environment may be affected


KWL chart

Lesson 2: Students will Objective 2: To Multiple means of SMARTboard

Students will be given a task where they must create a SMARTboard activity for a class that included a few ESOL students and they must include the accommodations they would make.

understand how ESOL students need accommodations.

define ESOL and state how these students may need accommodations2A. To discuss how ESOL students may need accommodations for the iPass program2B. To discuss how ESOL students are positively affected by the iPASS program2C. To discuss how ESOL students will benefit from the speaking instruction on the iPASS program

representation activity

Lesson 3:

Students will create their own “mock” IEPs using IPADs for a pretend study and they will share with a partner. I will then ask students to volunteer to share their IEPs and critique them as needed.

Students will understand what an IEP is and how it is used.

Objective 3: To define an IEP3A. To identify an IEP and when it is used3B. To explain how IEP students are placed into the iPASS program3C. To explain how the iPASS program can help improve students who have an EIP


Ipad activity

Lesson 4:

Students must give a scenario in which they must use scaffolding and type it up. I

Students will understand the importance of scaffolding and how it is used in the iPASS program.

Objective 4: To define scaffolding and how it is used in the iPASS program4A. Discuss the importance of


Typed scenario

will then ask students to share what they wrote.

scaffolding in the iPASS program4B. Explain how the iPASS program uses scaffolding to help students better learn and understand the material4C. Explain how teachers use scaffolding along with the iPASs program

Lesson 5:

Students will discuss the goals of the iPASS program and how it is important.

Students will understand the goals of the iPASS program and why they are important to meet the goals.

Objective 5: Identify who the iPASS program is designed for5A. Explain who the iPASS program is designed for5B. Discuss the goals of the iPASS program5C. Discuss how participants of the iPASS program can reach their goals


Discussion

KA Part VIII- Formative Evaluation Plan

Description of evaluation types:

1. Expert ReviewI would involve my colleague (Amber) which is over the intervention program at my school to help me conduct a review of the instructional materials. She has been teaching for many years and is very familiar with the iPASS program, interventions, and differentiating instruction,

therefore I felt that she would be the best person to go to. At this stage, the main goal is to review the content, the accuracy, and quality of the instruction for the design. As far as content, I would tell my colleague that one of the main instructional goals is for all students to understand and know how to use the iPASS program (including the ESOL students). I will also focus on the accuracy of my information that I am presenting to the students when scaffolding them ( mainly when showing them videos, powerpoints, SMARTboard presentations, etc.). Moreover, I want the quality of the instruction for the design to meet standards.

2. One-to-One evaluationI would include a few students from my class to help with the evaluation. I would choose one student from each ability level with the levels ranging from low, average, and high. My goal is to find out if students will learn the information presented to them from my instruction. This evaluation will be done with each students separately before the group evaluation.

Questions are as follows:Were the videos I showed you easy to understand and follow?Is my scaffolding helpful for you during instruction?Are my examples that I give useful?Do you feel that you are given enough instruction time to learn the information?

3. Small group evaluationThis evaluation involves about ten learners also ranging from low, average, and high ability levels. The evaluation would take place after the one-to-one evaluations and would focus on how well the learners were able to learn based on the teacher’s instruction.

Questions are as follows: Were the learners able to perform the activities given by the teacher without help from the teacher?How well were the learners engaged in the instruction?

Data Collection Plan

I plan to give my short questionnaire to my groups after my first lesson of my instructional plan. Also, I will pull some students aside and read the questionnaire to them and ask them for their responses as I write them down.

Data Collection Instrument

Did you understand the purpose of the KWL chart and what it tells you before, during, and after a lesson when completing it?

Could you understand the information that the teacher was presenting or was it difficult to understand and keep up?

On a scale from 1-5 (5 being highest) how much do you feel you have learned from the lesson?

Do you feel like you were given enough time to complete the assessment?

key assessment

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