Professional Documents
Culture Documents
FRIT 7231
Teara Powell
General Audience
The audience is composed of 20 teachers ages 25-55 with 3 males and 17 female and 2 certified staff one
female and 1 male who vary in being technically capable and technically handicapped. These teachers are
responsible for giving instruction to students who are economically disadvantaged, ESOL ( english as a
second language) and with learning disabilities.
Problem Identification
Cook County has decided to incorporate a new program to help try and close the gaps in students
learning. The program is completely web-based and relies on the teacher to monitor progress and assign
appropriate lessons for students. Classworks is the chosen program and the teacher receives messages if a
student fails an assignment or does poorly on an assignment. A screener is given and then from there
students who scored below the target are placed in remediation classes. Teachers were given very little
training with the program and have had to figure out the program by trial and error. This program is used
three times a year in the Fall, Winter and Spring as a screener to identify at risk students in Math and
Language Arts. The students who are at risk are assigned a connection class of either Math or Language
Arts to help close any learning gaps. Students are in these classes Monday thru Wednesday for a 45
minute class. Teachers have to monitor students assignments. If students pass the assignment then the ILP
is reassigned to show mastery. If a student does not show mastery then more assignments are given.
Teachers have to create weekly reports to show student progress. . Teachers must create a spreadsheet to
show where students fall whether the 75%, 50% or 25% on each team. Teachers can also find articles that
are on different lexiles so that students can read at their own comfort levels. There are also articles to tie
in cross curriculum ideas.The program can also be used in a classroom whole group lesson to introduce or
review a topic of choice. Georgia Standards are listed and teachers can chose assignments by the standard
or by the lesson. Since I am one of the department heads, I have been approached about how frustrating it
is to not be able to use this program to it full potential. A trainer has given several classes but has not
solved the problems.
Instructional Goals
The teachers will be able to set up classes and monitor progress
The teacher will be able to run reports on students screener and identify at risk students
The teacher will be able to reassign skill snapshots to show mastery of a concept
The teacher will be able to reassign ILPs to prove mastery of a content area
The teacher will be able to look up and assign articles based on students lexile levels
KA Part 2
Introduction
The targeted groups of learners are middle teachers that teach 6-8 grade at Cook Middle
School in Adel, Georgia. The teachers range for ages 25-55 with the common ages being
between 30-35. There are 3 males and 17 females in the group and their years of teaching
experience range from 4 to 20 years with the average being 10-12 years of experience. The
group is comprised of 20 teachers with 2 being African American, 4 Multi-Ethnic, and 14
Caucasians. 6 being Special Education teachers, 2 Assistant Principals and 12 being Regular
Education teachers. The teachers degree levels range from bachelor to masters with the 2
administrators having doctoral degrees. 15% of the teachers in this group incorporate Class-
works into their classrooms 3 days a week, 75% incorporate Class-works every two months for
a basic screener, 10% do not use Class-works at all. Teacher surveys, observations, and county
documents were used to gain information for the learner analysis.
Entry Skills:
The majority of teachers that compose the targeted audience can perform the following skills:
Share documents using email attachments.
Use email or remind to communicate with students, and parents.
Navigate and update the Powerschool website to access student information,
academics, and behavior records.
Use email to communicate with teachers, administration and other personal
Navigate and work within the TEKS website.
Operate and utilize smart board technology
Prior Knowledge:
The learners work with students between the ages of 11-15 in a school setting. The
majority of the students using Class-works frequently are identified as ESOL students or
students with disabilities. The whole school is tested on Class-works 3 times a year which
included all types of learners and learning styles. Teachers are divided with half teaching Math
and the other half teaching Language Arts. The Special education teachers co-teach in one or
the other areas. There are 6 teachers from each grade that meet as a grade level. The common
mistakes or errors made are in applying the skills in Class-works to individual teachers
classrooms.
Common mistakes or errors made by teachers:
There is no collaborate with other grade level teachers.
There is no teacher with infinite knowledge of the program
Class-works is used more by teachers with extended day classes
There is no common planning time for teachers from all grade levels to share ideas or
suggestions
There are different opinions about how a concept should be taught.
All the standards are not covered in the program
Limited knowledge of how to use all the strategies embedded in the program.
Potential Misconception
Using only Class-works will boost students desire to learn by increasing interest in the concepts
presented.
The idea that this program will replace the teachers.
Class-works replaces having to teach and take grades other than the ones received on the
program.
Students will not stay focused or on task because the program is computer based.
The learners expressed a preference for interactive activities to practice skills or for a quick
check if students understand a topic. A whole class mini lesson and then individual practice
would be helpful to asses who has mastered the content. Using games or review activities
engage students in a lesson. The group also would like more opportunities to express concerns
or successes in using class-works. This information was obtained through grade level
discussions and then at a collaborate department level meeting.
The group as a whole enjoy instructional or professional development classes that give
important and useful information for enabling students with the needed information to be
successful. Most classes or developing activities are helpful and provide teachers with other
ideas for instructional activities. Teachers are willing to continue their education and staying on
top of new ways of teaching or explaining ideas or concepts. The work environment was
questioned and all grade levels expressed how they relied on each other and enjoyed their work
environments. The administration is supportive and wants teachers to have the tools needed to
inspire and educate the student body.
Group Characteristics:
The school is located in Adel, Georgia. The majority of the students come from low
socioeconomic homes. Teachers are located within a 25 mile radius of the school. The learners
in the group range in age from 25- 55 and have between 4 to 20 years of teaching experience.
Teachers present themselves in a professional manner in school and at school functions. The
teachers are well known in the community and present themselves in a positive way in and out
of the school setting.
Task Analysis
I conducted the task analysis using a procedural analysis and a task analysis to make sure I provided
participants with as much information as possible. The process includes a step-by-step guide to show
teachers how to use Class-works. I began by logging into class-works and working my way through the
program and all of its many features, so I would have all the features this program has to offer listed. I
created a detailed list ,while working my way through the program, so that I could show all the details
that participants would need to follow while using class-works. I also took into consideration any
problems or suggestions the teachers had about the program. I want my participants to become familiar
All the teachers had a good attitude about the procedural analysis and were eager to learn more about the
program. The teachers know that they need to be willing and open to try this new program. The
participants know this will be a trial and error process as students begin working and teachers begin
monitoring their progress throughout this program. Teachers are ready for the challenge and look forward
2. Once logged in to Class-works a help or assistance box will pop up to walk you through how
2.1. Class-works is a math and reading program that allows teachers to assign a screener that ask
questions to help figure out weaknesses students may have in these two subject areas. Teachers
can also use this program for whole class discussions and as an extra practice tool.
2.2 When implemented correctly, Class-works will assist with reduce gaps in student learning,
3.2Click on the box next to each class and a check mark will appear
3.3Click on yellow button at the bottom of the screen labeled assign a box will appear click
assessment
3.4 Click on the benchmark tab and then scroll down to your subject matter and grade
level
50% and 75% range of learners. The bottom 25% are the students who need to be
placed on a tier or have already been identified as needing assistance. The 50% is the
bubble or average students and the top 75% are your high level learners.
5. Once the report has been ran and students are identified then monitoring is the next step
5.1Click on any student found in the lower 25% and look at one the snapshots the ILP
assigned to the student.
5.2 Click on the student's work and then click on the plus sign to access the grade, number of
missed items and whether or not the student passed each snapshot assignment.
5.2.1 If a student did not pass any of the assignments then the teacher will click on the assign and
all the task assigned will pop up. Click on the plus sign button next the all the missed
assignments and then push the save button located on the bottom right corner
5.2.2 Once the student has passed the assignment then click on ILP and reassign it to the student.
5.2.3 If the student passes the ILP then the next grade level assignments are assigned
5.2.4 Students who did not pass will be reassigned the skill snapshots to practice with.
6. Whole group discussion
6.1Click on the Instruction tab
6.2Scroll down to desired area of instruction
6.3Click on the arrow button to drill down to lessons. Click on desired lesson
6.4 A mini lesson along with activities will appear click on the mini lesson button and then click
on start located on the lower left corner of screen
6.5 Click on Assignment task located at the top left corner choose one of the activities and click
on start
7.0 Assigning individual activities to students
7.1Click on the box by a class
7.2 Then click on the Assign button at the bottom of the screen
7.3Click on Instruction and then scroll down to the subject you want to assign
7.4 Click on the box next the assignment and then click on the assign instruction button at the
bottom of the page
8.0 Check students grades on individual assignment
8.1 Click on a class
8.2 Click on assignment then click on create a report yellow tab at the bottom of the page
9. Sign out
I (Teara Powell) will serve as the SME for this instructional plan. My formal education consists of a
Bachelors degree in Middle Grades Education, with a focus in Language Arts and Reading. I am
currently pursuing my Masters degree in Curriculum and Instruction and Media Specialist from Georgia
Southern University in Stateboro, Georgia. I hold a teaching certificate from the state of Georgia in
My primary qualification to serve as SME is my role as department head and being on the reading
committee. I attended a two-day Professional Development course on Classwork and was assigned as the
school contact person for the program. With the backing of the administration and my growing
knowledge of technology, I have created instructions to help teachers learn about this program. This can
also be used as a refresher or cheat sheet when teachers forget how to do something.
KA Part 4
Instructional Objectives
Terminal Objective 1: The learner will describe Classworks.
Enabling Objectives:
1A. The learner will identify the uses for Classworks.
1B. The learner will list the various resources that can be used in Classworks.
Terminal Objective 2: The learner will summarize the benefits of using Classworks.
Enabling Objectives:
2 A. The learner will identify benefits of using Classworks.
2 B. The learner will demonstrate how to assign the Universal Screener.
2 C. The learner will investigate how Classworks assigns ILP or Individual Learning Profiles.
2 D. The learner will compare ILPs to Snapshots.
Terminal Objective 3: The learner will show an understanding of how to maneuver Classworks
Enabling Objectives:
3 A. The learner will perform the procedure of assigning the Universal Screener.
3 B. The learner will construct a spreadsheet using Classworks data.
3 C. The learner will demonstrate how to sort students, label and save the screener data.
Terminal Objective 4: The learner will design a whole class lesson using Classworks.
4 A. The learner will demonstrate how to locate desired lesson in Classworks.
4 B. The learner will provide students with a mini lesson.
4 C. The learner will assign students to answer practice questions.
Terminal Objective 5: The learner will demonstrate how to assign individual student activities
using Classworks.
5 A. The learner will design a variety of lessons based on individual student weaknesses.
5 B. The learner will classify lessons into categories based on the topic.
5 C. The learner will assign lessons to students.
Terminal Objective 6: The learner will exhibit how to assess ILPs and Snapshots
6 A. The learner will demonstrate how to view ILP and Snapshots.
6 B. The learner will interpret the results of the assessments.
6 C. The learner will demonstrate how to reassign snapshots and ILPs based on results from
students.
Recall Application
Fact 1,1b,
2
Principles 4c, 5c
Interpersonal 4a, 6, 6b
Attitude 2d
KA Part 5
Instructional Goal Objective UDL Assessments
Strategies
Lesson 1: The Identifying what Objective 1: Learners are 1. Learners will complete
learner will be classworks is The learner provided with a KWL chart to show
provided with an and the will describe multiple means what they know, want
overview of resources it of information. to know and finally
Classworks.
Classworks and provides. The KWL chart what they have
all the resources 1A. The allows the learned.
it contains. learner will learns to have 2. Learners will be able
identify the an outline for to define classworks
uses for what is being and the resources it
Classworks. taught. Multiple provides
1B. The means of
engagement
learner will
during the KWL
list the activities and
various sharing their
resources responses with
that can be the group.
used in
Classworks.
Lesson 2: The Explain the Objective 2: Learners are 1. Learners will be able
learner will be benefits of The learner provided with to assign a Universal
given a list of using will different means Screener and collect
benefits of using Classworks. summarize of information data to use to plan
classworks. The Demonstrate individual learning
the benefits by looking at
learner will how to operate assignments.
understand how Classworks and of using universal
a universal the programs Classworks. screeners and
screener is associated with 2 A. The ILPs for
assigned and Classworks. learner will students.
how to use the identify Learners have
results to assist benefits of the opportunity
students.
using to visualize the
Classworks. information and
2 B. The then put it into
learner will practice.
demonstrate Multiple means
how to of
assign the representation
Universal by looking at the
Screener. screeners and
2 C. The individual
learner will learning
investigate assignments.
how
Classworks
assigns ILP
or Individual
Learning
Profiles.
2 D. The
learner will
compare
ILPs to
Snapshots.
Objective 3:
The learner
will show an
understandin
g of how to
maneuver
Classworks
3 A. The
learner will
perform the
procedure of
assigning the
Universal
Screener.
3 B. The
learner will
construct a
spreadsheet
using
Classworks
data.
3 C. The
learner will
demonstrate
how to sort
students,
label and
save the
screener
data.
Lesson 4: The Design Objective 5: Multiple means1. The learner will assign
learner will be individual The learner were used to individual
able to design lessons for will distribute the assessments to
individual students based students.
demonstrate information.
lessons based on their 2. The learner will collect
on students weakness in an how to Learners have data from
abilities using a area. assign the opportunity assessments to create
variety of topics individual for questions individual lessons
student and to practice based on students
activities each skill after weaknesses.
using looking at
Classworks. students
5 A. The individual
learner will scores and base
design a lessons on their
variety of weaknesses.
lessons
based on
individual
student
weaknesses.
5 B. The
learner will
classify
lessons into
categories
based on the
topic.
5 C. The
learner will
assign
lessons to
students.
Lesson 1 Assessments
KWL Chart
The class will fill out a KWL chart about classworks at the beginning, middle and end of the
course. This information will be shared with the instructor so that all unfamiliar information will
be covered. This chart will also show the learners the progress they have made throughout the
course.
The basics of using a How to assign the Universal To assign and chart results for
computer Screener and view results a Universal Screener
How to log into classworks How to look at and assess To create a spreadsheet that
How do check class rosters snapshots shows student data along with
What is an ILP and how does progress made throughout the
it help my students levels.
How can I use Classworks for To create a effectively use a
whole group discussions whole class activity in the
How can Classworks be used classroom.
for individual instruction To create Individual student
plans to fill educational gaps
and raise student
achievement.
2. Classworks should only be used with students who are below grade level?
YES NO
5. When using a whole class lesson you have which options to choose from?
A. The lesson by standard B. Lesson by concept C. Both A and B
10. How will you use Classworks in your classroom to assist students?
KEY
1. NO
2. NO
3. A
4. B
5. C
6. F
7. Once a snapshot is assigned and taken then if the student passes the assessment then the next
level of practice is assigned. If the fails the snapshot then the weaker areas are assigned as
practice and then the snapshot is reassigned.
8. Activities are assigned by grade levels or activities. If you need an assignment on a standard then
you can search by standards. If you need an assignment based on a topic then you search by the
topic. An example could be if you want standard CC1RL5 then you can search using that
number. However, if you want to teach reading a literary text and need a vary of ranges for
students then you can use those keywords to find the assignments linked with it. This is a great
way to use the same technique with a variety of text based on students ability level.
9. Classworks can be used to assess the level the student can perform on efficiently and fill in any
gaps that the student may have. The program also has a variety of text that can be assigned along
with multiple choice and short answer response. The program also provides mini lesson and
practice that can help with review of an area.
10. Answer will vary. Ex. I am planning on using Classworks as a way of identify weaknesses and
reteach those weaknesses, so that any gaps in learning will be filled. I also plan on using it to
help my student become more familiar with reading a passage and answering questions over the
text and for compare text.
UDL Principle: The quiz will be differentiated to provide multiple means of expression by using
multiple choice, True/False, Yes/No and short answer response. The KWL chart allows students
to see where their ability are and where they are striving to be.
Lesson 2 Assessments
Students will follow the graph and assign the universal screener, create a report to be sent after
screener is complete and place data into a spreadsheet showing a ranking of students
performance.
The spreadsheet should look like this
Name Score
UDL Principle: Multiple means of presentation are used. Visual aids are used to show data in a
chart for easy reading. A flow chart to show steps needed to complete a task. The excel
spreadsheet that shows students that need extra support, so support and advanced work to keep
them engaged and thinking.
Lesson 3 Assessment
Learners are to create a lesson for whole group learning that covers all the topics on the rubric.
Rubric
1 2 3
Organized The lesson has most The lesson has all the The lesson has all the
of the required required information required information
information. but is not in a logical and is a logical order
order. that makes following
it easy.
Accuracy Lesson was relevant Lesson was relent to Lesson was relevant
to subject taught by subject and grade to subject, grade and
the teacher. level of teacher covered one of the
standards.
Total
UDL principle: Using an organization tool allows learners to reflect on the lesson and see some
strengths and weakness in lesson. This help the learner see what worked or did not work for this
lesson.
Lesson 4 Assessment
Learners will create a chart that shows students plans for individual learning and how they will
chart student progress. Learners must also show how individual learning is assigned by using a
web 2.0 tool.
Tyler X X X
Jaquerri X
Tory X
Tyrec X X
Caleb X X X X
Haley X X
Brittany X X
Semaj X X X X X
Jordan X
Anthony X
Sam X X X X
Micaela X X
Destiney X
Briar X X X X
Serenity X X
X- represents a 100 in the area being tested.
An example of the presentation could be a prezi like the one linked below.
http://prezi.com/von54j62tvqe/?utm_campaign=share&utm_medium=copy
UDL Principles- Multiple means of presentation are used with visual and auditory can be used
to cover both learning styles. Learners will use a presentation that has step by step directions
along with putting those steps into practice. The sources used are video and text. Learners have
the freedom to use any web 2.0 tool to show the needed steps to assign learning. The chart makes
following student progress quick and shows how students are growing.
Lesson 5 Assessment
Learners need to create a Venn diagram or other visual way to show the similarities and
differences between Snapshots and ILPs. Data collected from student growth should be
represented in a chart or graph.
UDL Principle: Multiple means of presentation are used. Learners will use a diagram that shows
how each assessment is different and alike. Learners are able to use multiple tools for
construction of the chart that is used. The chart makes following student progress quick and
shows which levels were assigned added assignments and which ones were already mastered.
KA Part 6
Instructional Sequence
1 Define Classworks 1
References:
Bulevich, J., Thomas, A., & Parsow, C. (2015). Filling in the gaps: Using testing
and restudy to promote associative learning. Memory, 1-11.
Docherty, D., & Chapman, M. (n.d.). The Leopard Has Changed Its Spots:
Experiences of Different Ways in Which Staff Support People with Learning
Disabilities. Ethics and Social Welfare, 277-281.
Garard, D., Lippert, L., Hunt, S., & Paynton, S. (n.d.). Alternatives to traditional
instruction: Using games and simulations to increase student learning and
motivation. Communication Research Reports, 36-44.
Kerr, S. (n.d.). Tips, Tools, and Techniques for Teaching in the Online High School
Classroom. TechTrends TECHTRENDS TECH TRENDS, 28-31.
Slavin, R., Cheung, A., Groff, C., & Lake, C. (n.d.). Effective Reading Programs for
Middle and High Schools: A Best-Evidence Synthesis. Reading Research
Quarterly, 290-322.
Stratuss, V. (2012, April 15). The flip: Classwork at home, homework in class. The
Washington Post.
Lesson 1: The Identifying what Objective 1: The Learners are 1. Learners will
learner will be classworks is learner will provided with complete a KWL
provided with an and the describe multiple means chart to show
overview of resources it Classworks. of information. what they know,
Classworks and provides. The KWL chart want to know
1A. The learner
all the resources allows the learns and finally what
it contains. will identify the to have an they have
uses for outline for what learned.
Classworks. is being taught. 2. Learners will be
1B. The learner Multiple means able to define
will list the of engagement classworks and
various during the KWL the resources it
activities and provides
resources that
sharing their
can be used in responses with
Classworks. the group.
Lesson 2: The Explain the Objective 2: The Learners are 1. Learners will be
learner will be benefits of using learner will provided with able to assign a
given a list of Classworks. summarize the different means Universal
benefits of using Demonstrate Screener and
benefits of using of information by
classworks. The how to operate collect data to
learner will Classworks and Classworks. looking at use to plan
understand how the programs 2 A. The learner universal individual
a universal associated with will identify screeners and learning
screener is Classworks. benefits of using ILPs for assignments.
assigned and Classworks. students.
how to use the 2 B. The learner Learners have
results to assist
will demonstrate the opportunity
students.
how to assign to visualize the
the Universal information and
Screener. then put it into
2 C. The learner practice. Multiple
will investigate means of
how Classworks representation
assigns ILP or by looking at the
Individual screeners and
Learning individual
Profiles. learning
2 D. The learner assignments.
will compare
ILPs to
Snapshots.
Objective 3: The
learner will show
an
understanding of
how to
maneuver
Classworks
3 A. The learner
will perform the
procedure of
assigning the
Universal
Screener.
3 B. The learner
will construct a
spreadsheet
using
Classworks
data.
3 C. The learner
will demonstrate
how to sort
students, label
and save the
screener data.
Lesson 3: The Demonstrate an Objective 4: The Learners were 1. The learner will
learner will be understanding of learner will exposed to demonstrate
shown how to Classworks and design a whole different forms of how to create a
use Classworks the programs it lesson along
class lesson technology and
in a whole class contains. with activities for
setting. The using instruction by whole class
learner will be Classworks. using the discussion and
able to assign 4 A. The learner smartboard for use.
and complete a will demonstrate whole group and
whole group how to locate chromebooks for
lesson using desired lesson in individual
Classworks.
Classworks. assignments.
4 B. The learner Whole group
will provide and individual
students with a learning was
mini lesson. used to allow
4 C. The learner learners to ask
will assign questions and
students to see how to work
answer practice through the
questions. program.
Lesson 5: The Design individual Objective 5: The Multiple means 1. The learner will
learner will be lessons for learner will were used to assign individual
able to design students based demonstrate distribute the assessments to
individual on their students.
how to assign information.
lessons based weakness in an 2. The learner will
on students area. individual Learners have collect data from
abilities using a student activities the opportunity assessments to
variety of topics using for questions create individual
Classworks. and to practice lessons based
5 A. The learner each skill after on students
will design a looking at weaknesses.
variety of students
lessons based individual scores
on individual and base
student lessons on their
weaknesses. weaknesses.
5 B. The learner
will classify
lessons into
categories
based on the
topic.
5 C. The learner
will assign
lessons to
students.
Lesson 6: The Utilize Objective 6: The Learners are 1. The learner will
learner will Classworks to learner will provided with be demonstrate
identify students help students fill exhibit how to multiple means the connections
weakness and in educational between
assess ILPs and of information
demonstrate gaps in learning. snapshots and
activities to help Snapshots between the ILPs
them practice 6 A. The learner ILPs and 2. The learner will
those weakness. will demonstrate snapshots demonstrate
The learners will how to view ILP students were how to assign
be able to and Snapshots. assigned. and monitor
collaborate with 6 B. The learner Additionally, the students
other staff on progress with
will interpret the lesson has
student ILPs.
assignments and results of the different topics
goals to help assessments. that are
students attain 6 C. The learner addressed. This
those goals. will demonstrate allows the topics
how to reassign to be in smaller
snapshots and parts and makes
ILPs based on it easier to
results from understand and
students. how
understanding of
each part.
Learner Evaluation
In order to attain feedback for the learners in this course , I have created an evaluation for this
course and attached a link for learners to use.The assessment will go live after completion of
the course and remain active for one week. Learners can start the evaluation and submit it on
through the website. The SME will be emailed the link along with the results of the survey. For
this course evaluation, the SME will be Jami Willis. Jami is a middle school science teacher in
my district. Jami has been teaching for 20 years and holds a masters degree in Instructional
Technology. She has experience in this area of technology.
The course evaluation will be in survey format. The survey has questions for ranking of the
course along with a space for comments from the course. The survey will assess the following
factors of the online course; instructional design, course goals, objectives, activities, along with
interaction and feedback between instructor and learners.
3. Course goals and objectives are clear, measurable, and appropriate to the
lesson.
11. What do you feel was the most beneficial part of this course? Least
beneficial?