2)+D+is+for+Design

=Design Document = (Format taken from page 131, Piskurich) = = =Scope of Project =  Goal: To train grade level faculty to effectively use student response devices to create timely assessments on previously taught curriculum that is aligned to district curriculum and PA standards.

Audience: The audience will be all regular education teachers in grades 2-5 at Lincolnway Elementary School, and reading coaches.

Design Time/Mile: The complete project will take approximately 2 months to complete. Analysis will be completed 2 weeks from the faculty’s completion of the technology survey. Training objectives will be created the following week and the syllabus and training materials will be gathered in the following two weeks. The pilot training will be held in week 6. Data will be gathered from participants in the pilot and the course will be revised in week 7. In weeks 8-12 the other teams in the building will receive their training.

=Delivery = Content: The content will be based on the workshop materials, ISTE Standards, PA Standards, and WYASD Curriculum

Method: Train the trainer model will be utilized to select trainees. The core delivery of this training will be a one-day on-site training taught by an Technology Integration Specialist and/or a Technology Coach with the assistance of a reading coach from the elementary building. The tech coach will lead a synchronous learning workshop integrating lecture, hands-on training, and demonstration. The training will consist of introduction, exploration, creating questions that match PA reading standards, an introduction to the available job aides to assist in creating an assessment using Turning Points, and the application of available job aides to produce assessment questions and create a timely reading assessment utilizing student response devices to evaluate student mastery of content. The participants will be asked to work individually and then share the assessment created with their horizontal team so that when all trainings are completed each team will have 5 assessments to utilize with their students.

The primary delivery method will be interactive lecture and trainer modeling in which the software and technology necessary to create and implement the assessments is shared, modeled, and experimented with by the trainees.

Training Time: This training will be completed in approximately 2 months in the time period from November-December. Actual learning time per teacher will be: (1) 1 hour of self-instructional pre-work to collect content materials to create assessments, (2) 1 seven and ½ hour on-site synchronous learning workshop integrating lecture, hands-on training, and demonstration, (3) 1 hour of follow-up work to finalize the assessments, (4) 1 hour of set up/tear down of equipment needed to implement the assessments, and (5) 1 hour to evaluate the assessment data. //(These training times were determined with the novice educator in mind, and may be more or less depending on individual trainees.)//

In order to achieve this timetable, we recommend that 7 full-day subs are hired once a week with one member from each team being trained a session to alleviate the number of substitutes required per team. The trainings could be scheduled every other week for 2 months.

Problems and Opportunities: (1) Due to vary technological abilities on the vertical grade level teams, there is some question as to whether all members of the team will need complete training; (2) Limited money available to pay substitutes; (3) Limited access to the lab and equipment necessary for working collaboratively; (4) Teacher resistance to learning new technologies

Opportunities: (1) Teacher willingness to learn new technologies; (2) An opportunity for a “permanent” position for a technology integration specialist or teacher trainer to handle the training of new teams and teachers. (3) Opportunities may exist for teams to utilize the same training to create math assessments using the same process and there would be no need for additional training. =Objectives = (1) Utilize district curricula and PA standards to create a student assessment where student mastery is solicited via student response devices, (2) Implement the TP assessment, (3) Analyze student assessment data gathered via student response devices, (4) create additional assessments, (5) Properly sign out all equipment necessary for implementing the assessments in their classrooms, (6) Properly activate TP hardware (7) Access and evaluate student response data for their class, and (8) Drive classroom instruction from analysis of student response data =Training Materials = This program will include day-by-day instructions and agendas, How To guides, On-line demonstration videos, and a time line outlining training goals and milestones. =Who is involved = · Building Tech Coaches: develop pre-work assessment surveys, perform analysis, assign teacher training dates, sign out and gather technology used in the training, and sign out computer labs · Technology Inservice Coordinator: Design documents and training materials, train technology integration specialists to deliver the workshop, and observe pilot workshop and revise materials as needed. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Technology Integration Specialists: Collaborate with Technology Inservice Coordinator to create and documents and training materials, deliver the workshop to the faculty members, elicit feedback from faculty who have been trained in workshop, <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Building Administrators: Secure substitutes for the workshops, review training materials, support training initiatives =Topical Outline= I. <span style="font-family: Arial,Helvetica,sans-serif;"> Icebreakers a. Yellow Brick, paved road, cobble stone, or wooded path b. Model student response device presentation c. Basic introductions to vertical teams II. Introduction a. What is the goal of the team? b. Why is this a good project for Lincolnway? c. How will this benefit me as a teacher? III. How to create a test question a. District curriculum b. PA standards c. QAR d. Q Matrix IV. Software a. How to Sheet b. Model software on LCD projector c. Allow participants to experiment V.  Equipment a. Necessary technologies b. How to sign out c. Set up and tear down VI. Implementing the assessment a. Activating student response devices b. Running the assessment c. Saving student responses VII. Evaluating Student Responses a. Accessing data b. Evaluating student success c. Determining levels of mastery d. Item Analysis
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pre-work faculty survey on knowledge of student response devices
 * <span style="font-family: Arial,Helvetica,sans-serif;">Step-by-step How To guides
 * <span style="font-family: Arial,Helvetica,sans-serif;">Student Response device Model Presentation
 * <span style="font-family: Arial,Helvetica,sans-serif;">WYASD curriculum and PA standards
 * <span style="font-family: Arial,Helvetica,sans-serif;">Post-work reflection sheet
 * <span style="font-family: Arial,Helvetica,sans-serif;">7 Substitute teachers @ $90 each a day per training held (4 trainings total)
 * <span style="font-family: Arial,Helvetica,sans-serif;">TP Hardware: Dongle and SRD, student response devices
 * <span style="font-family: Arial,Helvetica,sans-serif;">Multi-Media carts or laptop/LCD

=Administration & Evaluation= Grade-level teams of educators along with the technology integration specialist and/or the technology coach will complete evaluation of the assessments created. It will be performed through item analysis and student data evaluation and well as a student work protocol.