FRIT 7231 Instructional Design

Amy Nash Shell

Dr. Purcell
Fall 2016
Identification of Learning Problem

The target audience are a group of 20-30 seventh graders at McIntosh County Middle

School. The learning problem is that these students are not meeting grade level reading

expectations set forth by the Georgia Milestones and the McIntosh School

System. The achievement data used as the rational for the need was the August 2016

Renaissance Learning STAR Reading Assessment, which is a computer adaptive Reading

Assessment that gauges reading ability based on a series of questions – the difficultly of the

assessment increases or decreases based on the responses from the students. It provides accurate

results for both low- performing and high-performing students. After looking closely at the

screening results from the beginning of the year STAR Reading Assessment this instruction is

needed because 31% of the students fell in the “Developing Learning/Less than Proficient”

category. Because these scores are significantly lower than others in their grade level and they

are missing the foundational reading skills necessary to succeed, these students are in need of an

immediate intervention. The instructional goal is for these students to score as “Proficient

Learners” on the STAR Reading Assessment by increasing their reading level percentages. This

instructional goal will be met by progress monitoring every 3 weeks with resources provided by

Renaissance learning and third party resources.

Learner Analysis

The target group is composed of seventh grade male and female learners between the ages of

eleven and thirteen. These learners are considered to be below grade level in reading – beginning

fourth grade to beginning sixth grade. They have demonstrated a basic understanding of reading

but lack the foundational skills needed to move them onto on-grade level texts and concepts.
Their low performance on the STAR Reading Assessment is comparable to their reading scores

on various standardized tests, current grade point averages, and reading content letter grades.

Their motivations are typically derived from a “what’s in it for me” attitude, so they have to be

given a solid reason for raising their achievement on “the test”. These learners need to gain the

ability to work accurately while working under the pressures of a timed assessment. This group

represents individuals with a mixture of ethnic and educational backgrounds but have common

interests and goals with other seventh graders such as…TV shows and movies (Netflix), sports,

cheerleading, band, art, technology (iPhones/iPads), social media (SnapChat/Instagram), and

popularity amongst their peers. A large percentage of these learners are chronic behavior

problems in the academic setting, not based on gender or ethnic background, but because they

are performing lower and act out as overcompensation in their lack of achievement. Within this

specific group, there are learners who are in the Early Intervention Program (EIP) but none have

been identified as Learners with Disabilities (LD).

Task Analysis

I plan to use a procedural analysis so that the steps can be easily identified to track the learning

of my target audience (See Diagram 1 below). Morrison, Ross Kalman, & Kemp state, “We use

procedural analysis to refer to the analysis of both observable and unobservable behaviors.”

I will be meeting with our Reading Intervention Specialist (RIS) as my subject matter expert

(SME). “Conducting a procedural analysis is a matter of walking through the steps with an SME,

preferably in the environment in which the task is performed,” as explained by Morrison, Ross,

Kalman, & Kemp. I feel that my RIS will be the expert in guiding me toward my instructional

goal by her deep knowledge of the subject and close relationship with the target audience.
Diagram 1

Diagram Summary

The STAR Reading assessment is a computer-adaptive reading test that provides you with

reading levels for students in K-12 grades in a short amount of time - estimated to take 30

minutes. The students follow the following steps to take the STAR reading assessment: 1) They

login to the computer using their county assigned username and 10-digit GTID number as the

password. 2) They login to the STAR Reading assessment by going to the school web page,

choosing the Renaissance Place tab, selecting STAR Reading, and logging in with their county

assigned username and 8-digit birthdate as the password (ex. 03102002). 3) The students will

work through multiple-choice questions until they reach the end of the test. Once a score is

recorded it will be determined what type of intervention the student will need.
Instructional Objectives

The instructional objectives for the plan will focus on each area of the procedural analysis and

will place an emphasis on reading objectives. As stated by Morrison, Ross, Kalman, & Kemp,

these behavioral objectives are in the cognitive domain and will indicate the behavior the learner

must demonstrate to show that he or she has mastered the knowledge or skills specified in my

instruction.

In the area of reading, learners will be able:

1. To apply understanding of what is read including facts and importance of the main idea at
a proficiency level of 70% or greater.

2. To analyze resources to increase vocabulary and gain deeper understanding by using

context clues at least 7 out of 10 correct.

Assessments

The assessments for my instructional plan will include both formative and summative

assessments. Formative assessments will include individualized checkpoints within the progress

monitoring programs (Read 180, System 44, and STAR Custom) that assess for comprehension

and understanding in reading and vocabulary. Summative assessments will be those formal

assessments within the programs from Renaissance Learning (STAR) and Scholastic (SRI) to

assess for proficiency in comprehension and understanding in reading and vocabulary for the

individual learner.

The STAR Custom formative assessment measures are aligned with the objectives of the

instructional plan and provides differentiation for the students based on their initial screening.
STAR Custom moves the diagnostic to prescriptive and from judgment to action-ability, which

makes this assessment authentic for the students. Targeted skills in English Language Arts are

pulled from a bank of tools to make it easier to pinpoint mastery of individual standards and

specific skills tailored to the individual based on their initial STAR screening.

The STAR Reading assessment is considered a summative assessment in that it evaluates the

student learning based on their grade/age level. STAR is best described by Renaissance

Learning, “STAR Reading Enterprise™ is a computer‐adaptive assessment of reading skills for

students in grades 4‐12. It assesses in five domains including: word knowledge and skills;

understanding author’s craft; comprehension strategies and constructing meaning; analyzing

literary text; and analyzing argument and evaluating text. The assessment is statistically linked to

a research‐based learning progression therefore it bridges instruction and assessment. This

measure is administered three times during the school year as a benchmark and can be used for

progress monitoring as needed. All scores and student performance reports are available through

Renaissance Place.”

The Scholastic Reading Inventory would be considered a summative assessment procedure in

that the students answer fill-in-the-blank or cloze questions, similar to those found in many

standardized tests, which measure students’ comprehension of the passages they read. The

passages are taken from children’s literature, newspapers, magazines, and periodicals.

SRI is an electronic reading assessment that measures students’ level of reading comprehension.

The score from this test helps to differentiate learning and monitor reading growth over time.

Readers are matched with appropriate, interest-level books, which fosters an authentic
assessment product. Because this electronic platform allows for adaptive testing and performance

adjustment, their abilities and interests guide the students as they progress through the test.

Scholastic research proves that the method of adaptive testing shortens test-taking time for

students, increases their testing accuracy, and helps to differentiate learning in ensuring that

students receive different tests.

Content Sequencing and Instructional Strategies

Content Sequencing:

1 STAR Reading Assessment 1, 2

given to all students.

2 Data analysis performed to 1, 2

determine proficiency levels.

3 Progress Monitoring Phase I: 1, 2

Intervention students will
work in Read 180.

4 Progress Monitoring Phase I: 1, 2

Urgent intervention students
will work in System 44.
After the 1st quarter of school, the
process is repeated…

5 STAR Reading Assessment 1, 2

given to all students.

6 Data analysis performed to 1, 2

determine proficiency levels.

7 Progress Monitoring Phase II: 1, 2

Intervention students will
work in Read 180.

8 Progress Monitoring Phase II: 1, 2

Urgent intervention students
will work in System 44.
After the 2nd quarter of school, the

9 STAR Reading Assessment
10
11
12
Instructional Strategies:
Procedures
Instructional video for taking
and navigating through the
STAR Reading assessment.
process is repeated…
given to all students.
Data analysis performed to
determine proficiency levels.
Progress Monitoring PhaseIII:
Intervention students will
work in Read 180.
Progress Monitoring PhaseIII:
Urgent intervention students
will work in System 44.
Strategy
Demonstration/Modeling
Organization
Elaboration
Practice
1, 2
1, 2
1, 2
1, 2
Initial Presentation and
Generative Strategy
In order to demonstrate good
assessment taking skills the
students will be shown an
instructional video on how to
navigate through the STAR
Reading assessment
program…in this instructional
video the students will
reminded of the importance of
reading carefully to determine
the main idea and using
context clues to decode
unknown words.
After viewing the
instructional video, the
students will be prompted to
create a list of procedures that
they must follow to do well
on the STAR Reading
assessment.
To get a better understanding
of the steps, the students will

Instructional video for taking
and navigating through the
READ 180 and System 44
software programs for
progress monitoring.
walk the instructor through
the steps on the sample
version of the test.
The students will take the
STAR Reading assessment
independently.
Demonstration/Modeling In order to demonstrate good
Organization reading mastery skills the
Elaboration students will be shown an
Practice instructional video on how to
navigate through the READ
180 and System 44 software
programs for progress
monitoring…in this
instructional video the
students will reminded of the
importance of reading
carefully to determine the
main ideas and using context
clues to decode unknown
words.
After viewing the
instructional video, the
students will be prompted to
create a list of procedures that
they must follow to do well
on READ 180 and System 44
software programs for
progress monitoring.
To get a better understanding
of the steps, the students will
walk the instructor through
the steps on the sample
version of the test.
The students will then begin
the READ 180 and System 44
software programs for
progress monitoring
independently.
For these lessons, I will be using various forms of differentiation. For objectives one and two,

students will be provided support mini-lessons over main idea and context clues before taking

the assessments or reading the text.

For instructional videos, the students will be expected to examine the program that reiterates the

skills necessary for the task at hand before moving on to the next task.

Instructional Design Summary

Gaining the Attention of Learners
● I will use a short, fast-paced video that
introduces the topics that will be
learned.
● In order to create a clear picture to
learners, I will introduce clear learning
objectives and a brief overview of the
content and structure of my
instructional unit in this video.

Informing Learners of Objectives ● I will present the objectives as

statements in a bullet-point list.
E.x.,“At the end of this course you will
be able to…”
● Learning objectives will be presented
in terms of observable behavioral
outcomes. Clear, targeted verbs will be
used to communicate with students the
expected outcomes of all learning
activities.
● All of my objectives will focus on the
student. They will explain expectation
for student behavior, performance,
and understanding.
● Learning objectives will be visible and
reiterated throughout the entire
module.

Activating Prior/Relevant Knowledge ● I will use class discussions to post

open-ended questions about relevant
past experiences and concepts they
have learned in order encourage
reflection and engagement.
Delivering Content ● In order to keep learners engaged, I
will vary the way I present content to
them.

Sequence of Instruction  In order to demonstrate good

assessment taking skills the students
will be shown an instructional video
on how to navigate through the STAR
Reading assessment program…in this
instructional video the students will
reminded of the importance of reading
carefully to determine the main idea
and using context clues to decode
unknown words.

 After viewing the instructional video,

the students will be prompted to create
a list of procedures that they must
follow to do well on the STAR
Reading assessment.

 To get a better understanding of the

steps, the students will walk the
instructor through the steps on the
sample version of the test.

 The students will take the STAR

Reading assessment independently.

 In order to demonstrate good reading

mastery skills the students will be
shown an instructional video on how
to navigate through the READ 180 and
System 44 software programs for
progress monitoring…in this
instructional video the students will
reminded of the importance of reading
carefully to determine the main ideas
and using context clues to decode
unknown words.

 After viewing the instructional video,

the students will be prompted to create
a list of procedures that they must
 follow to do well on READ 180 and
System 44 software programs for
progress monitoring.

 To get a better understanding of the

steps, the students will walk the
instructor through the steps on the
sample version of the test.

 The students will then begin the

READ 180 and System 44 software
programs for progress monitoring
independently.

Providing Feedback ● I will provide feedback to students in

multiple ways throughout my learning
module.
● I will also provide feedback on
common issues or questions in a
discussion forum.
● Students are encouraged to post
questions in the forum so that all
students can benefit from the
information.

Differentiation and Universal Design ● UDL is used to design my course

instruction, materials, and
content to benefit all students in the
following ways:
○ Simple and consistent
navigation.
○ An accommodations statement
in my syllabus.
○ Providing content that is visual
in auditory format, and content
that is auditory in visual
format.
● Differentiation is used in my course in
the following ways:
○ Allowing students to access
videos in addition to, or instead
of just reading text.
○ Posting my main lessons in
PPT format rather than in
narrative form.
○ Tiered Assignments to support
 student learning.
○ Discussion forums.
○ Providing
additional/supplemental
materials to students.

Formative Evaluation Plan

The SME that will serve as the expert reviewer for my instructional program will be Mrs.

Ami Hulett, our Reading Intervention Specialists (RIS). Mrs. Hulett has been an RIS and teacher

in McIntosh County for twenty-three years. Therefore, her experience qualifies her as an expert

reviewer. Her knowledge will be greatly beneficial in ensuring that my instructional program

follows a Universal Design, and makes use of proper differentiation methods. Her time in an

ELA/reading intervention classroom also ensures that she can effectively evaluate my

instructional program for content. “Formative evaluation is the best way to ensure quality in a

unit or course before its release” (Lockee, Moore, Burton 2002). As explained by Lockee,

Moore, and Burton (2002), these evaluations are useful in improving an instructional program by

providing feedback during the developmental process. The formative evaluation that Mrs. Hulett

will complete will target content appropriateness and accuracy, completeness, and usability and

appeal.

Formative Evaluation Survey

Content Appropriateness and Accuracy

Question Strongly Agree Agree Disagree Strongly

Disagree

Content is
appropriate for
intended student
population.
Content supports
the school
curriculum.

Instruction is
integrated with
previous student
experience.

Content is
accurate.

Content is
current.

Content is
relevant to the
subject field.

Definitions are
provided when
necessary.

There is
continuity
between the
information
presented and
prerequisite
skills required.

Completeness

Question Strongly Agree Agree Disagree Strongly

Disagree

Learner
objectives are
stated, and
purpose is well
defined.

Help is available
at likely points
of need.

Program uses
branching to
automatically
adjust difficulty
levels or
sequence
according to
student
performance.

Program
provides an
adequate means
of evaluating
mastery of the
content.

Accurate and
clear
descriptions of
content topics
are made.

Sequence of
content topics
and instruction is
logical.

Usability and Appeal

Question Strongly Agree Agree Disagree Strongly

Disagree

Graphics and
audio are
appropriate for
the intended
student
population.

Graphics help
focus attention to
appropriate
content without
being distracting.

Audio is clear
and used
 effectively.

Learner can
review
instructions and
previous frames.

Program avoids
unnecessary or
inappropriate
moving back and
forth between
screens.

Students require
a minimum
amount of
teacher
supervision
while using the
program.

Program uses
other
technologies
(e.g., audio,
video) to
enhance
learning.

Summative assessments determine whether a program has worked successfully in achieving its

goals. As explained by Lockee, Moore, and Burton (2002), summative assessments evaluate

“how the entire package works in a real setting.” For an online learning program, the best

audience to determine this are the students completing the program. Providing students with a

way to give detailed feedback on their experience in an online course will enable me to improve

the presentation of the class for future students. The test group of students completing my

program will take the following summative assessment survey at the end of the course.

Summative Assessment Survey

 General Appeal

Question Answer Choices

The page layout Needs Average Good Excellent

and online Improvement
navigation of
this course was:

The Needs Average Good Excellent

effectiveness of Improvement
the delivery
format was:

Graphics, Needs Average Good Excellent

images, colors Improvement
and fonts were:

What was most Students write in answer

visually
appealing to you

What was least Students write in answer

visually
appealing to you

Usability of Materials

Question Answer Choices

As a complete Needs Average Good Excellent

and useful guide Improvement
for the course,
the syllabus was:

Explanation of Needs Average Good Excellent

standards and Improvement
grading
procedures was:

Explanation of Needs Average Good Excellent

course goals and Improvement
objectives was:

Relevance of Needs Average Good Excellent

activities and Improvement
assignments to
course goals
was:

Relevance of Needs Average Good Excellent

required Improvement
readings was:

The clarity of Needs Average Good Excellent

online material Improvement
was:

Usefulness of the Needs Average Good Excellent

online material Improvement
was:

Overall the Needs Average Good Excellent

online course Improvement
content was:

Please describe Students write in answer

the course
activities that
most enhanced
your learning in
this course

Please describe Students write in answer

the course
activities that
were least
helpful to your
learning in this
course.

Time Required to Complete Instruction

Question Answer Choices

The pace of the Needs Average Good Excellent

course was: Improvement

On average, how 0-5 6-10 11-15 16-20

many hours per
week did you
spend on this
course:

Instructor Usefulness

Question Answer Choices

Instructor's Needs Average Good Excellent

preparation for Improvement
this class was:

Quality and Needs Average Good Excellent

helpfulness of Improvement
instructor
feedback was:

Timely response Needs Average Good Excellent

by the instructor Improvement
for graded
assignments
was:

Instructor's Needs Average Good Excellent

availability for Improvement
extra help was:
Appendix

The assessments that I have described are all web-based and require user access to view the

format; however, examples are in the links below.

STAR Custom
http://www.renaissance.com/products/assessment/star-360/star-custom-sample-items/

STAR Reading
http://www.renaissance.com/products/assessment/star-360/star-reading-skills/

Scholastic Reading Inventory

Scholastic Read 180

http://www.hmhco.com/products/assessment-solutions/literacy/sri-index.htm