EDTC 602 Backward Design Template

Unit/Training Series Title: Closing the Achievement Gap with Technology

Your Name: Chere Smith

Context Map: You will begin to analyze the barriers and challenges that may impact your planning. You will identify the
external forces, the stakeholders, and the impact the external forces and stakeholders represent.

External Forces: What are the economic, political, social, environmental, and technological forces or trends that impact your work?

Economic: Budget: The district has a mill levy and bond that was voted on in 2012. The Bond provided 10 million towards district technology
needs and the Mill Levy provides 4 million annually for the district to use. Schools budget is often low for hardware and technology instructors.

Political: Changing regulations change how we as educators are evaluated and retained. Senate Bill SB 191 has changed the requirement on how
teachers are evaluated and the need for ongoing professional development for all educators. DPS has been piloting their LEAP evaluation system for
the past four years due to concerns from the Union. It will be implemented in the 2014 - 2015 school year to determine teacher effectiveness. A new
testing system, PARCC, is also being implemented in the 14 - 15 school year to be counted in the teacher effectiveness.

Social: School is not very diverse. Student population is 90% Hispanic/Latino, .071% Black, and .007% White. 42.8 % of students are designated as
English Language Learners and 98.2% are on free and reduced lunch. Students have been going to school together for most of their school years.
Many families know each other and there is a real sense of community in and around the school.

Environmental: The school is located in the Denver Cole neighborhood, which consist of 61.2% Hispanic/Latino, 16.71% Black, and 19.59%
White. The average household income is $39, 038, number of housing units is 1789, and Manufacturing jobs are the most common. The school is
located next to a Denver Human Service location which helps keep the neighborhood informed.

Technological: DPS recently added more financing for technology in all schools to get more prepared for the PARCC test in 2014. The school is
looking for its third technology specialist in the last three years. Equipment is often unreliable, however with the transition to online state testing,
wireless connectivity and new equipment should be arriving. It does however, take a while to get everything up and running, and working. The
school currently has one mobile laptop/netbook cart for each department (5), two 35-student computer labs, and is scheduled to get two(or more)
carts of Chromebooks for testing.

Stakeholders: What points of view do these stakeholders represent? What does each of these groups want you to do?

Community: They are looking for high graduation rates and producing responsible citizens.

Teacher: Need support, resources and training necessary to produce critical thinking, self-sufficient students. Current student/teacher ratio is around
34/1.

Parents: Want schools to prepare their kids for college/ work life after school with everything necessary to succeed.

Students: Want some variation with how and what they learn. They are welcoming to the idea of using more technology in the classroom.

Policy Makers at the district level: constantly looking for new, innovative methods to bring in to the school system. Many believe that the district
policy makers are moving towards a model that uses more charter schools to reach goals. They also are focused on test scores.

Policy Makers at the state and federal level: Closing the achievement gap, adapting the common core state standards and preparing for state test.

Technologists: Need time and resources to meet the ever-changing technology needs of a district, school, and classroom.

Administrators at the site level: Have many top-down mandates they must fulfill, sometimes at the risk of hurting a school culture. They have to
find a balance between implementing district policies/initiatives and keeping teachers happy.

Administrators at the district level: Focused on competing nationally as a district that tries new strategies to close the achievement gap and to
improve test scores. While they have good intentions, they rarely allow schools to try out programs for longer than a year to see if they are
successful.

Forces That Impact: As you consider the external forces and the stakeholder points of view, what barriers are the most critical to overcome?

The most important barriers are budget and admin buy-in. The budget has to allow for some new technologies to be purchased for teachers to have
access to. Also, site admin has to be on board with allowing the professional development to happen during school hours and providing subs for
observations, lunches, and monetary compensation for outside time.

Supports: As you consider the external forces and the stakeholder points of view, what supports are in place that will boost your work?

The supports that are in place, are that teachers and students are open to enhancing the teaching and learning experience. There are enough resources
for the initial professional development of 9th grade teachers and students. The district also has some resources that can be loaned to the school if
needed.

Theory of Action: Now that you have an overview of the environment and stakeholders, you will develop a theory of action that will focus your unit
or training. This theory of action will require you to gather and analyze your current state through data, visualize your desired state, and identify
action steps to achieve your desired state.

Audience: Who is the audience? Who will be participating in the unit or training?
The audience will be 9th grade English, Math, Social Studies, and Science teachers (8 teachers). Of the eight teachers involved three are returning,
veteran teachers, the remaining five are new teachers to the school. This will serve as the first group of participants and hopefully it can grow each
year to the next grade level as the current 9th graders move up.

Current State: Describe your current state using available data (quantitative and qualitative). Be sure to describe your current state in terms of
achievement scores, State Content Standards, 21 Century Skills, NETS, and Workforce Readiness Skills. What does it currently look like, sound like, and
feel like?
st

9th Grade 2013 TCAP Data:

Math

Total Tested

Unsat %

PP %

P%

A%

132

64.4

26.5

9.1

Writing

134

1.5

75

22.7

.8

Reading

143

13.6

48.5

37.1

This data is from the 2012-2013 9th grade school year. As you can see, 64% of 9th grade students were and still are unsatisfactory in mathematics.
Steps were taken in the 2013-2014 school year to work at improving math scores by hiring Math Fellows to work with 6th and 8th graders on basic
math in a skills block class. In reading and writing students were and are improving due to steps taken in previous years for English and Social
Studies teacher to both focus on reading and writing and using the same formats for all their written assignments.

Current CDE Teacher Effectiveness Framework on technology:

CDE states in their Quality Standard III, Element D that a proficient teacher uses available technology to enhance student learning and creative and
innovative skills, provides engaging and motivating learning experiences, and develops students knowledge and skills.

CDE: Title II-D - Enhancing Education Through Technology - See more at: http://www.cde.state.co.us/edtech#sthash.1vql0IHu.dpuf

The primary goal of this program is to improve student achievement through the use of technology in elementary and secondary schools. Additional
goals include helping all students become technologically literate by the end of the eighth grade and, through the integration of technology with both
teacher training and curriculum development, establishing research-based instructional methods that can be widely implemented. - See more at:
http://www.cde.state.co.us/edtech#sthash.1vql0IHu.dpuf

School Performance Framework 2013 of School A:

With the schools SPF report, I am focusing on the high school data. The high school is approaching or above in all areas except status which is the
percentage of students who are proficient and how they compare to schools with similar demographics.

District Framework :

*computer symbol represents using effective integration of technology and digital resources in classrooms*

Teachers are graded on each Indicator with ratings of Not Meeting (1-2), Approaching (3-4), Effective(5-6), Distinguished (7).

Teachers are not getting appropriate training within masterful content delivery and how to integrate technology, which is a factor with all four
indicators. Depending on the school, how many teachers have access to the technology, and the resources available the teachers will or wont get
support.
Desired State: Describe your desired state using the data youve analyzed for the current state. What is it that you will be working toward
achieving? Again be sure to describe your desired state in terms of achievement scores, State Content Standards, 21st Century Skills, NETS, and
Workforce Readiness Skills. What will the desired state look like, sound like, and feel like?

Teachers will get scores of 5-7 on the LEAP framework for the indicators on masterful content delivery.

Students will get valuable practice on completing online assessments in preparation for the new PARCC test.

Teachers will create online assessments for one unit of study.

The overall goal of this is for teachers to benefit and gain professional development and practice. Students should see greater success with
more equipped teachers.

Theory of Action: What steps of action will you take to achieve your desired state? What will you do specifically?
1. Get approval for the professional development
2. Get materials to teachers (clickers, smart board software (if applicable), and computer access for students, mobile labs)
3. Setup time frame for PD to happen. (What and when we will discuss topics, how will we hold each other accountable, how will we do
observations?)
4. Plan for how data will be collected/observed and shared with admin as a tool for the next year.

The goal is to complete a professional development with 9th grade teachers at School A. Teachers will focus on three main areas. First they will
learn how to utilize the technology they have available in their classrooms. This includes Promethean/SMART boards, document cameras, Active

Inspire software, clickers, Office programs, and troubleshooting laptop issues when with students. This is a large list but teachers will be divided
by what two areas they need the most support in. Second, teachers will look at what it means to deliver masterful content as described in the
LEAP District Framework for teacher effectiveness. This would include observing master teacher who are using technology effectively in their
classes. This might have to extend out of the school building and would require a budget for substitutes. Finally, teachers will work with their
students on becoming familiar with online assessments by creating assessments for one unit of study that requires the use of an online program.
We will use either Edmodo or Google Forms to complete this task.

Resources:

Information about the demographics around the school: The school is surrounded by various neighborhoods, but the neighborhood highlighted is the area
immediately around the school : http://www.piton.org/index.cfm?fuseaction=CommunityFacts.Summary&Neighborhood_ID=877

This is where the information about the school can be found, including the schools performance report:
http://www.dpsk12.org/schoollist/School.aspx?id=463
Information on the Colorado Department of Educations Title II-D program and contact info http://www.cde.state.co.us/edtech
ISTE standards for teachers: http://www.iste.org/standards/standards-for-teachers

Backward Design Map

Unit/Training Design: Using a backward planning process, you will begin to identify the content and process of your unit or training. In this
process you will need to identify your end of unit/training series goal. You will also need to identify the target goal for each lesson/training session
within your unit/training series.
End of Unit/Training Series Target Goal: Based on your description of your desired state, what will your final instructional goal(s) be?
My final instructional goals are to:
1. Provide teachers with training on using the technology tools that are available to them in the building or at district level. (3 weeks)
2. Provide meaningful observation examples of teachers effectively using technology, and have teachers observe others in the PD for feedback.
(3 weeks)
3. Have teachers create online summative and formative assessments for one unit of study. (4 weeks)
ISTE Teachers Standards addressed:
ISTE Standard 2. Design and develop digital age learning experiences and assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize
content learning in context and to develop the knowledge, skills, and attitudes identified in the StandardsS.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active
participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools
and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use
resulting data to inform learning and teaching
ISTE Standard 5. Engage in professional growth and leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community
by promoting and demonstrating the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning
b. Exhibit leadership by demonstrating a vision
of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills
of others
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital
tools and resources in support of student learning
d. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their school and community

Individual Lessons/Training Session Topics: Working backwards from your end of unit/training series goal(s), develop four lessons/training
sessions. With each lesson/training session you will need to identify the target goal for content (skills, knowledge, strategies) and the process
(thinking strategies) the learner will use to access the content knowledge. You will also need to identify a formative assessment or assessment for
learning that will provide you with data regarding the progress the learner is making during the lesson/training session.
Session
1

Target Goal
Teachers are trained on the available
technology resources

Topics
Sessions 1.A.
Teachers will feel out the Google form about what technology
they are using and what they would like to learn more about.
This will be a quick intro session where the goals, expectations,
and questions will be answered.

Information from the form will help with the grouping for the next
session.

Session 1.B.
Students will be grouped by what technology they are using or
want to learn more about.
Teacher experts will be bought in to help lead the groups.
There will be three focus groups during this session, each group
will meet for 30 minutes with a five minute transition period.
The sessions will take place in classrooms with the required
technology
WRAP-UP: Teachers will work on incorporating one new
technology tool into a lesson in the next two weeks.
Session 1.C.
In small groups, teachers will share out how the technology
integration went. Questions to help guide the discussions:
o What were you apprehensive about when deciding what to
incorporate?
o What successes and challenges did you encounter during
this task?
o What is a suggestion you have for a member of your
group?
2

Teachers will participate in

observations of teachers who effectively
use technology in their classrooms

Teachers will create an online

assessment for an upcoming unit

Again based on the options they chose from the first form, they will be
assigned to one master teacher (hopefully the same one from the
previous group session)
A. Teachers will sign up for a round of observations to see teachers and
students using technology effectively. Observation will be scheduled over
a three week period and teachers will fill out a reflection on what they
observed.
Teachers will backwards plan by creating an online unit assessment using
on of the listed websites( list is still being put together, with directions
and links). We will look at an upcoming unit and work on what specifics
teacher needs to make this happen.
3.A. Teachers will pick a unit to create an assessment for. This

Teachers will reflect on how this

professional development went.

can be a new unit or if they are in a longer unit they can work on
this as well.
3.B. Teachers will have time to work with each other and master
teachers on creating the assessments and completing test runs to
edit any errors.
3.C. Teachers will discuss how lessons are going and how
integrating technology through this unit is benefiting students.
Challenges? Successes? Additional questions?
3.D. Teachers will have completed their online assessments by this
session. We will share out how this went in small groups.

Teachers will complete an online exit survey (in progress). We will

review how the previous sessions went and add suggestions on how to
improve and enhance the training in the future. The principal will be
invited towards the end of the session to hear our final thoughts and ideas.

LT4: Assessments for Learning Table

List your target
goals for each of
your learning
activities
Teachers are
trained on the
available
technology
resources

Process Behaviors: What will it sound

like, look like, feel like?
(How will students/participants apply
the learning?)
-Teachers (who are the students) will
know how to complete and/or
accomplish basic tasks within each tool
by applying what theyve learned about
Promethean/Smart boards, Infinite
Campus, and MS Office 2010.
-They will show understanding by
completing a check sheet that asks them
to apply what theyve learned.

Teachers will
participate in
observations of
teachers who
effectively use

-Teachers will know how to use newly

observed/learned knowledge to effectively
analyze data in order to identify patterns,
whether they are negative or positive
results, and create future lessons based on

Content Behaviors: What will it sound like,

look like, feel like?
(What are the skills, new understandings,
or concepts?)
-Teachers will know how to manipulate
Promethean/SMART Boards and their various
physical functions

Assessment for Learning Progress Monitoring:

How will you collect your assessment data?
-Check sheets will be collected as well as reflections
and descriptions based on what tasks they had to
complete.

-Teachers will know the various functions of

Infinite Campus and how these functions can
be used in their class (data collection)

-Teachers will also fill out a survey asking them to

rank their comfort level using the aforementioned
programs.

-Teachers will know how to utilize MS Office

2010 and all of its various programs (Word,
Excel, PPT, Outlook, etc.) to serve various
needs
-Teachers will know how to use this
observation to drive subsequent instruction in
order to ensure maximum learning has
occurred and/or be aware of what concepts
need to be revisited.

-If data shows that a sufficient comfort level has not

been reached, then remediation will occur until
group is comfortable with new tools.
-Teachers will bring observation data and share
them with the group so that the PD may interpret
and discuss it.
-Feedback will be essential in identifying if teachers

technology in
their classrooms

this data.

Teachers will
create an online
assessment for
an upcoming
unit

-Teachers will know how to create a

learning activity that can be used in their
respective classrooms.

Teachers will
reflect on how
this professional
development
went.

-Teachers will understand how to create a

learning activity that either informally or
formally assesses student learning using one
of the aforementioned technology tools.

are creating and implementing what they have

learned so that they may become more effective
instructors.
-Teachers will show what they have created and
used in their teachings to the group at weekly
meetings.
-In our PD, we will evaluate these creations using
standardized rubrics, as well as how well the
students who did the activities performed.

-Activities should be engaging and

relevant for students, while also useful for
teachers in assessing what learning
occurred.

-Each week of the PD will focus on one tool

at a time.

-Teachers will also understand how to

modify any templates, forms, or functions
to best suit their teaching objectives.
-Teachers will adequately internalize what
they have learned over the course of the
PD and effectively apply it in their
teachings so that technological tools at
their disposal will be used frequently and
consistently.

-Teachers will know how to create effective

questions/ assessments

-Rubric data will be saved on spreadsheets so that

individual data as well as group data can be tracked
and analyzed.

-Teachers will have the ability to create

relevant, data driven assessments consistently
and continuously.

-Once teachers have complete the PD, I will ask

them to continue to apply what theyve learned and
continue to gather, save, and analyze assessment
data using the tools used during this unit. (This will
be gathered on a dropbox or Edmodo account)
-I will then be able to periodically revisit them to
assess if long-term success has been achieved and
the learning has been embedded into each teaching
styles.
-Long-term success of this PD will be determined
over a period of semesters and years, where
hopefully a gradual improvement of student
performance on the new CMAS will be apparent.

-Teachers will know to constantly use

data from these tools to guide future
instruction.

-Teachers should be able to build upon what

they learned to incorporate new technological
tools as they become available to them.
-Teachers will be able to teach what they have
learned to other instructors in order to share
their knowledge so that all teachers may
become more focused and data driven.

Progress Monitoring:
What will you communicate to your learners?
There will be continuous and constant collaboration and reporting amongst all teachers involved as to what progress is being made and
how/why/why not. These meetings will happen weekly during grade level meeting times.
How often will you communicate this information?
Bi-monthly meetings will be held either after school, on occasion we might be able to meet a third time. Teachers will be encouraged to
interact and communicate amongst themselves on a more frequent basis in order to maintain a high level of information exchange and
problem solving in order to continuously support student performance.

How will you communicate the assessment information to your learners?

During meetings all teachers will be expected to provide at least one set of formative/summative assessment with corresponding data based
upon that weeks given focus.
How will you use the data to analyze your progress as the instructor?
I will be able to look at what has been gathered and modify my instructions accordingly. Throughout the sessions teachers will be reflecting
and completing online Google forms. I will also conduct observations to see how teachers are doing with implementing technology in their
rooms. Some observations will be scheduled; while other might be quick five minutes drop-ins to see. Feedback will also be essential in
analyzing the progress of the PD. If teachers are not learning or understanding, they will let me know and adjustments will be made.
Progress Tracking Tool
My assessment tool will focus on the first goal for the professional development that is focused on the technology training of teachers on
Promethean/SMART boards, Clickers, Google Docs, mobile laptop carts, Microsoft Office Excel, and Document Cameras. Teachers will take the
pre-test before our first training to ensure that we can look at the data together. I will gather this data using Google Forms because it automatically
creates a spreadsheet of the data for me and it will allow me to model the tools teachers will eventually be learning about and using in their own
classrooms. After each session, teachers will be asked to complete a diamond reflection on their presenters and complete the Google Form section
that focuses on how familiar they are with each technology piece. I can use this information to access what is still needed or what could be enhanced
in the upcoming sessions.
Diamond Reflection Form
Pre/Post Reflections