Part I: Identification of Learning Problem

General Audience:
The primary audience consists of certified teachers of all ages, experience levels and
subject areas within the school. The primary audience teaches educational services for students
in grades second through fifth (ages of the students are from six to eleven years). The teachers in
volved in teaching the students will be among the first to have the training. The average teacher
for the 2013-2014 school year has ten years of experience and some have advanced degrees.
Problem Identification:
Saint Peter the Apostle Catholic School uses the reading program Renaissance
Learning (Ren Learn). Ren Learn allows students to read books listed on the Ren Learn site and
take tests for reading comprehension. The librarian, who maintains the program, noticed the
teachers were not using any of the resources provided by the program in the school year 2013-
2014. The resources include goal setting, ATOS (Advantage-TASA Open Standard)(TASA
Touchstone Applied Science Associate (research group)) level setting, and TOPS (The
Opportunity to Praise a Student) reporting. Goal setting lets the teacher set a goal for a certain
number of points per period, ATOS level is the reading comprehension level of the student. It is
not necesssaraly the grade level of the student. The teacher can set this level and adjust during
the year as needed. TOPS is a report that can be viewed or printed to provide the student with
immediate feedback on how they did on the quizz. The teacher or parent can, also, view this
report. My training will teach the teachers how to use the resources to better understand the
students reading comprehension.
Instructional Goals:
*Teachers will be able to set goals for their students
*Teachers will be able to monitor students progress towards goals set
*Teachers will be able to set the ATOS levels for the students
*Teachers will be able to adjust the ATOS levels for the students
*Teachers will be able to view the TOPS report
*Teachers will be able to make adjustments from reading TOPS report
Part 2: Learner Analysis
Introduction:
The learners in this audience are all teachers with ten or more years of experience
teaching. They teach second, third, fourth, and fifth grades. The teachers are all white females
between the ages of thirty-two and fifty. One of the teachers has attention deficit disorder that
has not been diagnosed. The teachers are all auditory or visual learners. Two of the teachers have
Masters degree in early education, one teacher is working on her Masters degree in early
education and two teachers have a Bachelors degree in early education. The teachers are
motivated to learn new methods to help with teaching the students and having them succeed to
their fullest ability. Teacher observation and interviews were conducted in an attempt to gain
information for the learner analysis.
Entry Characteristics:
*Able to log on a computer
*Able to navigate on a website
*Able to read test scores
*Able to understand test scores
Prior Experience:
Although many learners have worked with other programs to monitor students progress
and set goals in other subject matters. Some of the learners are familiar with the students point
report through the librarian printing the report. None of the learners have worked with the Ren
Learn reading program and the resources on their own.
Common errors made by novice learners:
*Learners may confuse ATOS levels with grade levels
*Learners may confuse the options record books and goals and reports
*Learners may confuse ATOS levels and TOPS
*Learners may set ATOS levels too high or too low
Attitudes towards Content & Academic Motivation:
The teachers all recognize using the resources available on the Ren Learn website will
support the students reading comprehension and reading fluency. The teachers, also, realize
navigating the Ren Learn website will get easier with practice. When asked if they thought their
computer skills were basic, knowledgeable or expert, most of the teachers thought their computer
skills were knowledgeable. When asked about their motivation about learning how to use the
resources of the Ren Learn website, all said they were highly motivated to learn more about the
program and the resources available. The results were gathered through the use of learner
interviews.
Educational Ability Levels:
Out of the five teachers participating in the training two teachers have a Masters degree
in education, one teacher is working on her Masters degree in education and one teacher has a
Bachelors in Education. The teachers have an average or above average learning levels.
General Learning Preferences:
The teachers participating in this training expressed a preference for group discussion
activities. They liked the idea of being able to discuss the material and how it pertains to students
in their class. The information was gathered from teachers participating in the training by
interview.
Attitude toward Education in General:
All of the learners embrace the opportunity to learn new things and then share the new
ideas with other teachers. These learners believe educating their students is most important
because the students will be leaders of our world in the future.
Group Characteristics:
The school is located on Wilmington Island which is just outside of Savannah. All of the
participating learners live within twelve miles of the school. The school is a small school with
about two hundred students. The participating learners are all white females whose language is
English. They are all middleclass families with two or more children which attend the school in
grades from preK3 through eighth grade.
Part 3: Task Analysis
I conducted the task analysis using both a topic analysis and a procedural analysis to
ensure I had as much relevant information as possible. Most of the learning is procedural in
using the Renaissance Learning program. First, I wrote my outline of the steps needed for the
learners to complete. Next, I logged onto the program and I went through the steps to fill in any
steps I had missed and took out any steps that were not needed.
The next step was writing the topic analysis outline. In this outline, I wrote the
knowledge the learners would need in order to complete the steps. I wrote the facts and concepts
associated with the program Renaissance Learning (reading program) including the abbreviations
(ATOS), the meanings (reading level of students) and examples of how to calculate the numbers
needed for the different resources (students reading levels).
The final step was combining the two outlines (topic and procedural) into one task
analysis outline. The topic analysis was put at the beginning of the outline because the learners
need this content knowledge to perform the procedural steps in a professional manner. The task
analysis outline follows.
Task Analysis Outline:
1. What is Renaissance Learning
1.1 Renaissance Learning is an online reading program
1.2 Example: Similar to Pearson
2. What is ATOS level ATOS (Advantage-TASA Open Standard)(TASA Touchstone
Applied Science Associate (research group))
2.1 ATOS levels are the students reading level
2.2 Book levels not to easy nor to hard
3. What are goals
3.1 Goals are the amount of points earned in a marking period for reading books
3.2 For example: Series of Unfortunate Events are worth five points
3.2.1 If students answer all questions correctly on quiz, receive all points
3.2.2 If students answer some questions incorrectly on quiz, receive a portion of
points
4. What is TOPS (The Opportunity to Praise a Student) report
4.1 Show the score and goal progress of student with a time when quiz was taken
5. Gather required materials
5.1 Class roster
5.2 Last years standardized test
5.3 This years beginning of year test
5.4 If test scores are below forty-five percent
5.4.1 Teachers observation corroborates
5.4.2 ATOS level and goals should be set low
5.5 If test scores are between fifty and seventy percent
5.5.1 Teacher observation corroborates
5.5.2 ATOS level and goals should be average
5.6 If test scores are above seventy percent
5.6.1 Teacher observation corroborates
5.6.2 ATOS level and goals should be above average
6. Push button to turn on computer
6.1 Click username box
6.2 Type username
6.3 Click password box
6.4 Type password
6.4.1 Password incorrect
6.4.2 Check spelling
6.4.3 Check to see if caps lock is on
6.4.4 Click Forgot password link
6.4.5 Answer security question
6.4.6 If incorrect contact IT for help
6.5 Click icon for Renaissance Learning (iAR)
6.5.1 Click Im a Teacher/Administrator tab
6.5.2 Click username box
6.5.3 Type username
6.5.4 Click password box
6.5.5 Type password
6.5.5.1 Password incorrect
6.5.5.2 Check spelling
6.5.5.3 Check caps lock
6.5.5.4 Still incorrect call customer service to unlock/reset password
6.6 Click Accelerated Reader Enterprise to set ATOS levels
6.6.1 Click Preferences tab
6.6.2 Click Individual Student Settings tab
6.6.3 Click Edit Quizzes Allowed tab
6.6.4 Click Select Class tab
6.6.5 Select Class Name
6.6.6 Click box under ATOS Book Level
6.6.7 Type low level number
6.6.8 Next box, type high level number
6.6.9 Continue until class is finished
6.6.10 Click Save tab
6.6.11 Click Home tab
6.7 Click Accelerated Reader Enterprise to set Goals
6.7.1 Click Record Books and Goals tab
6.7.2 Click Reading Practice Goals tab
6.7.3 Click Select Class tab
6.7.4 Click Class Name
6.7.5 Click box under Goals
6.7.6 Type number for goal
6.7.7 Continue until class is finished
6.7.8 Click Save tab
6.7.9 Click Home tab
6.8 Click Accelerated Reader Enterprise to see TOPS report
6.8.1 Click Record tab
6.8.2 Click Reading Practice tab
6.8.3 Click Diagnostic Reading Practice tab
6.8.4 Click select class tab
6.8.5 Click class name
6.8.6 Click View Report tab
6.8.7 When finish click Home tab
6.9 Click Accelerated Reader Enterprise to see Total Number of Points for Students in
Class
6.9.1 Click Reports tab
6.9.2 Click Reading Practice tab
6.9.3 Click Students Points tab
6.9.4 Click Select Class tab
6.9.5 Select class name
6.9.6 Click View Report tab
6.9.7 When finished click Home tab
Subject Matter Expert (SME):
I (Andrea Carver) will serve as SME for this instructional plan. My formal education
began with a Bachelor in Liberal Science, then a Masters in Early Childhood. Both of these
degrees, I earned at Armstrong Atlantic State University in Savannah, Georgia. I am currently
working on a Librarian/Media Specialist certification from Georgia Southern University in
Statesboro, Georgia.
My primary qualification for serving as SME for this instructional plan is my expertise in
explaining procedures in a step by step method. My ten years of being a kindergarten teacher has
given me experience. Additionally, I have been working with the Renaissance program and
support staff for a year.


Part 4: Instructional Objectives
Terminal Objective 1: Correctly recall information about reading levels
Enabling Objectives:
1A. Define ATOS level as reading level of book
1B. Define Goal level as how many points a student earns in a marking period
Terminal Objective 2: Correctly recall information about students reading reports
Enabling Objectives:
2A. Define TOPS report as a report that shows individual quizzes, score, date taken and progress
toward goal
2B. Define Student Goal report as a report that shows each students progress toward a points
goal
Terminal Objective 3: To set ATOS Level
Enabling Objectives:
3A. Explain how to calculate ATOS level
3B. List steps to enter ATOS Level
Terminal Objective 4: To set Goal Level
Enabling Objectives:
4A. Explain how to calculate Goal Level
4B. List steps to enter Goal Level

Classification of Instructional Objectives:
Content
Performance
Recall Application
Fact 1A, 1B 2A, 2B
Concept 1, 2
Principles 3A, 4A
Procedure 3B, 4B 3, 4
Interpersonal
Attitude

Relationship between Instructional Objectives and Standards:
Instructional Objectives Teacher Keys
1 9. Engages in activities outside the classroom intended for
school and student enhancement.
1A 1. Demonstrates accurate, deep, and current knowledge
of subject matter.
1B 1. Demonstrates accurate, deep, and current knowledge
of subject matter.
2 9. Engage in activities outside the classroom intended for
school and student enhancement.
2A 1. Demonstrates accurate, deep, and current knowledge of
subject matter.
2B 1. Demonstrate accurate, deep, and current knowledge of
subject matter.
3 2. Analyzes and uses student learning data to inform
planning
3A 3. Builds upon students existing knowledge and skills.
3B 3. Effectively uses appropriate instructional technology to
enhance student learning.
4 2. Analyzes and uses student learning data to inform
planning.
4A 3. Builds upon students existing knowledge and skills.
4B 3. Effectively uses appropriate instructional technology to
enhance student learning.

Part 5: Development of Assessment
Instructional Design
Instructional Strategies Goals Objectives UDL Assessments
Lesson 1 Correctly recall 1A: Define ATOS level as
Learners will
use Learners will respond to
The learner will give the information about reading level of books
multiple means
of both discussion activities.
definition for ATOS Level reading levels responding
Lesson 2
Correctly
calculate 3A: Explain how to calculate
Learners will
use Results of learner and
The learner will learn how
to ATOS level ATOS level
multiple means
of instructor should be within
calculate the ATOS Level responding 3 points.
Lesson 3 Correctly set the 3B: List steps to enter
Learners will
use
The learner will correctly
list
The learner will learn how
to ATOS level ATOS level
multiple means
of
the steps to enter the
ATOS
complete the steps to enter responding level.
and set ATOS level. 3: Set the ATOS level

Lesson 4 Correctly recall 1B: Define Goal level as how
Learners will
use The learner will create a
The learner will learn the information about many points a student earns
multiple means
of collage with several books
definition for Goal level. reading levels in a marking period. responding at different point levels.
Lesson 5
Correctly
calculate 4A: Explain how to calculate
Learners will
use
The learner will correctly
list
The learner will learn how
to Goal level. Goal level.
multiple means
of the steps to calculate the
calculate Goal level responding Goal level.
Lesson 6 Correctly set the 4B: List steps to enter Goal
Learners will
use
The learner will correctly
list
Learners will learn how to Goal level. level
multiple means
of
the steps to enter Goal
level.
complete the steps to enter responding
and set Goal level. 4: Set Goal level
Lesson 7
Discriminate
between 1: Compare/Contrast ATOS
Learners will
use The learner will present the
Learners will learn the ATOS level and level and Goal level.
multiple means
of differences between ATOS
differences between ATOS Goal level. responding level and Goal level.
level and Goal level.
Lesson 8 Learn what a TOPS 2A: Define TOPS report as a Learners will use The learners will explain the
Learners will learn what a report shows. report that shows individual
multiple means
of

different parts of the TOPS
TOPS report is and what is quizzes, scores, date taken responding report.
on the report. and progress toward goal
Lesson 9
Learn what a
Student
2B: Define Student Goal
report Learners will use The learners will explain the
Learners will learn what is Goal report shows. as a report that shows each
multiple means
of different parts of the
a Student Goal report. student's point accumulation. responding Student Goal report.
Lesson 10
Discriminate
between 2: Compare/Contrast TOPS Learners will use The learner will present the
Learners will learn the TOPS report and
report and Student Goal
report
multiple means
of differences between the
differences between TOPS
Student Goal
report. responding TOPS report and the
report and the Student Goal Student Goal report.
report.

Lesson 1 Assessment:
. The learner will provide their strategy and the rationale of why it is beneficial in a discussion
post. Any strategy will be accepted as long as the rationale is included.
UDL Principles: Multiple means of representation are used. The discussion post will be
differentiated by allowing the learners to present the information in any format they choose
whether it is with a video, written or orally presented using any Web 2.0 tool.
Lesson 2 Assessments:
Sample standardized test results and beginning of year test for reading and comprehension:
Fifth Grade Class:
Last Year Standardized Test Beginning of Year Test
Instructor Recommendation
Doe, John Reading 80% Comprehension 75% Reading 78% Comprehension 73%
ATOS level 5.5
Smith, Jane Reading 44% Comprehension 42% Reading 50% Comprehension 48%
ATOS level 4.8
Roll, Jack Reading 35% Comprehension 33% Reading 45% Comprehension 45%
ATOS level 4.0
Muff, Julie Reading 99% Comprehension 95% Reading 97% Comprehension 94%
ATOS level 6.0
UDL Principles: The learner will have an opportunity to compare their results with their
classmates. This falls under the principle of engagement. The learner may present their results
either with a video or writing to the discussion board. This falls under the principle of multiple
responses.
Lesson 3 Assessments: The learner will correctly list the steps to enter the ATOS level.
1. Steps: Click icon for Renaissance Learning (iAR)
Click Im a Teacher/Administrator tab
Click username box
Type username
Click password box
Type password
Click Accelerated Reader Enterprise to set ATOS levels
Click Preferences tab
Click Individual Student Settings tab
Click Edit Quizzes Allowed tab
Click Select Class tab
Select Class Name
Click box under ATOS Book Level
Type low level number
Next box, type high level number
Continue until class is finished
Click Save tab
Click Home tab
UDL Principles: The learner will be able to use their notes to list the steps to enter the ATOS
level which provides for graduated levels of support leading to fading.
Lesson 4 Assessments: The learner will create a collage of books at different point values.
Any collage will be accepted as long as the books are different and illustrate different grade
levels.
UDL Principle: The learner will use multiple means of representation with any Web 2.0 tool of
their choosing.
Lesson 5 Assessments: The learner will correctly list the steps to calculate the Goal level.
Third Grade Class:
Last Year Standardized Test Beginning of Year Test
Instructor Recommendation
Russ, Sid Reading 80% Comprehension 75% Reading 78% Comprehension 73%
Goal level 10 points
Reese, Liz Reading 44% Comprehension 42% Reading 50% Comprehension 48%
Goal level 7 points
Simon, A.J. Reading 35% Comprehension 33% Reading 45% Comprehension 45%
Goal level 5 points
Sager, Addie Reading 99% Comprehension 95% Reading 97% Comprehension 94%
Goal level 20 points
UDL Principles: The learner will be able to use their notes to list the steps to enter the ATOS
level which provides for graduated levels of support leading to fading.
Lesson 6 Assessments: The learners will correctly list the steps for entering the Goal level for
the students.
Steps: Click icon for Renaissance Learning (iAR)
Click Im a Teacher/Administrator tab
Click username box
Type username
Click password box
Type password
Click Accelerated Reader Enterprise to set Goals
Click Record Books and Goals tab
Click Reading Practice Goals tab
Click Select Class tab
Click Class Name
Click box under Goals
Type number for goal
Continue until class is finished
Click Save tab
Click Home tab
UDL Principles: The learner will be able to use their notes to list the steps to enter the ATOS
level which provides for graduated levels of support leading to fading.
Lesson 7 Assessments: The learner will present the differences between ATOS level and Goal
level.
Points that need to be in the presentation:
ATOS level is the readability of the book
Should have a low level and a high level
Goal level is the number of points the student should earn
ATOS level and Goal level are based on last year standardized test and the beginning of
year test.
ATOS level and Goal level can be adjusted as needed
UDL Principle: The principle of multiple means of representation will be used. Leaving the
format of presentation to the learners, allows for different forms of representation to be utilized.
The learners will use the format they are most comfortable with and understand.
Lesson 8 Assessments: The learner will explain the different parts of the TOPS report.
Should include:
The name of the student, the name of the book, the score on the quiz, the date taken, the ATOS
level of the book and the number of points earned.
UDL Principle: By providing the option of using their notes, the learners will use any format-
creative writing, video or audio, for developing an answer which represents multiple means of
action and expression.
Lesson 9 Assessments: The learners will explain the different parts of the Student Goal report.
Should include:
The names of the students in the class, the date of the report and the number of points each
student has earned.
UDL Principle: By providing the option of using their notes, the learners will use any format-
creative writing, video or audio, for developing an answer which represents multiple means of
action and expression.
Lesson 10 Assessments: The learner will present the differences between the TOPS report and
the Student Goal report.
Should include:
TOPS report lists an individual student
TOPS report includes:
name of student
quizzes taken
date taken
score
ATOS level
points earned
Student Goal report lists an entire class
Student Goal report includes:
Students names
Date of report
Points earned
UDL Principle: The principle of multiple means of representation will be used. Leaving the
format of presentation to the learners, allows for different forms of representation to be utilized.
The learners will use the format they are most comfortable with and understand.

Part 6: Content Sequencing and Instructional Strategies:
Sequence Description Objective
1 Define ATOS level as reading level of book 1A
2 Explain how to calculate ATOS level 3A
3 List steps to enter ATOS level 3B
Set ATOS level 3
4 Define Goal level as how many points a student earns in a
marking period
1B
5 Explain how to calculate Goal level 4A
6 List steps to enter Goal level 4B
Set Goal level 4
7 Compare/contrast ATOS level and Goal level 1
8 Define TOPS report as a report that shows individual quizzes,
score, date taken and progress toward goal
2A
9 Define Student Goal report that shows each students point
accumulation
2B
10 Compare/contrast TOPS report and Student Goal report 2

The sequence builds on concepts in a concept-related sequence. The learner proceeds through the
sequence just as the teacher plans the instruction. The learner will accomplish each task
necessary so at the end of the course, the learner can then enter their students ATOS and Goal
level and make adjustments as needed throughout the year by reading the TOPS and Student
Goal reports. The learners proceed at his/her own pace in this online course. The online
sequence will begin with learning the basic terminology and definitions. Then, proceed to more
complex concepts and calculations of determining and entering the levels for their student.
Finally, the learners will monitor the students progress and adjust as necessary.
Lesson 1:
Objective 1A: Define ATOS Level
Motivational Strategy: On a power point slide, show learners the question What are some
strategies to help improve reading skills? I used this question to let the learners start realizing
that monitoring student progress is an important strategy to improving reading skills. In a
discussion board, have the learners discuss some strategies they find are best for reading skills. I
referenced the article Best Practice Strategies for Effective Use of Questions as a Teaching
Tool (Tofade, 2013) because this article discusses how asking questions sparks curiosity.
Initial Presentation: Showing an illustration of a book with the book reading level, the ATOS
definition will be typed beside the book. I referenced the book Designing Effective Instruction.
(Morrison, 2013) In the textbook on page 198, the authors say it is better to put the definitions or
text next to the illustration to avoid split attention effect. Next, the learners will read the article
Reconstructing Readability: Recent Developments and Recommendations in the Analysis of
Text Difficulty. (Benjamin, 2012)
Generative Strategy: Using a Web 2.0, the learner will summarize the article Reconstructing
Readability: Recent Developments and Recommendations in the Analysis of Text Difficulty.
(Benjamin, 2012) that discusses the difficulty of setting reading levels because of the new
technology. I referenced the article Creative Intelligence and its Application to Entrepreneurial
Opportunity and Ethics. (Hunter, 2012) In this article, the author discusses how summarizing
helps learners to master the material and is a creative writing experience. Differentiation: The
learners will provide an audio or video representation of the important facts of the article.
Lesson 2:
Objective 3A: Explain how to calculate ATOS Level
Initial Presentation: Have a Power Point presentation with a student sample standardized test
result and sample beginning of year test to illustrate and demonstrate how to calculate ATOS
level. I referenced the article How Learning to teach with worked-out examples: a computer-
based learning environment for teachers (Hilbert, 2008) because it discusses the importance of
using examples to show how to complete calculations and steps.
Generative Strategy: With another student sample standardized test result and beginning of
year test, have learners calculate ATOS level and then compare their results with the instructors
results. Differentiation: The learner can compare their results with another learners result using
a Web 2.0 site. I referenced the article How Learning to teach with worked-out examples: a
computer-based learning environment for teachers (Hilbert, 2008) because it discusses the
importance of using examples to show how to complete calculations and steps and also why it is
important to use the same type of examples for both teaching and assessing.
Lesson 3:
Objective 3B: List steps to enter ATOS level
Objective 3: Set ATOS level
Initial Presentation: Using a short video, demonstrate how to log onto Renaissance Learning
and get to the page to enter the ATOS levels and then enter the ATOS level for four students. I
referenced the book Designing Effective Instruction (Morrison, 2013) because on page 149-
150, the authors discuss how effective it is for a learner to listen and watch the steps of a
procedure.
Generative Strategy: The learners will choose a Web 2.0 website to illustrate the steps involved
in logging onto Renaissance Learning and entering the ATOS levels. Differentiation: The learner
can use a Power Point presentation or a Word Document to creatively write the steps. I
referenced the book Designing Effective Instruction (Morrison, 2013) because on page 149-
150, the authors discuss how effective it is for a learner to model the steps of a procedure.
Lesson 4:
Objective 1B: Define Goal level as how many points a student earns in a marking period
Initial Presentation: Showing an illustration of different books with different point values, the
Goal level definition will be typed beside the book. I referenced the book Designing Effective
Instruction. (Morrison, 2013) In the textbook on page 198, the authors say it is better to put the
definitions or text next to the illustration to avoid split attention effect. Next, the learners will
view a presentation of different books at different grade levels with the point value to get an idea
of the readability of the book and the point value of the book.
Generative Strategy: Using a Web 2.0 site, the learner will create a collage of books for their
grade level with three different sections. The first section will be for lower point value books, the
second section for average point books, and the third section for high point value books. I
referenced the article Developing Childrens Interest in Reading (Stauffer, 2009) because the
article discusses the importance of introducing different books to spark the curiosity of learners
and different levels so as not to discourage reading.
Lesson 5:
Objective 4A: Explain how to calculate Goal Level
Initial Presentation: Have a Power Point presentation with a student sample standardized test
result and sample beginning of year test to illustrate and demonstrate how to calculate a students
goal level. I referenced the article How Learning to teach with worked-out examples: a
computer-based learning environment for teachers (Hilbert, 2008) because it discusses the
importance of using examples to show how to complete calculations and steps.
Generative Strategy: With another student sample standardized test result and beginning of
year test, have learners calculate students goal level and then compare their results with the
instructors results. Differentiation: The learner can compare their results with another learners
result using a Web 2.0 site. I referenced the article How Learning to teach with worked-out
examples: a computer-based learning environment for teachers (Hilbert, 2008) because it
discusses the importance of using examples to show how to complete calculations and steps and
also why it is important to use the same type of examples for both teaching and assessing.
Lesson 6:
Objective 4B: List steps to enter Goal level
Objective 4: Set Goal level
Initial Presentation: Using a short video, demonstrate how to log onto Renaissance Learning
and get to the page to enter the students goal level and then enter the Students goal level for
four students. I referenced the book Designing Effective Instruction (Morrison, 2013) because
on page 149-150, the authors discuss how effective it is for a learner to listen and watch the steps
of a procedure.
Generative Strategy: The learners will choose a Web 2.0 website to illustrate the steps involved
in logging onto Renaissance Learning and entering the students goal level. Differentiation: The
learner can use a Power Point presentation or a Word Document to creatively write the steps. I
referenced the book Designing Effective Instruction (Morrison, 2013) because on page 149-
150, the authors discuss how effective it is for a learner to model the steps of a procedure.
Lesson 7:
Objective 1: Compare/contrast ATOS level and Goal level
Initial Presentation: Using a Web 2.0 presentation, review the definitions of ATOS level and
Goal level. I referenced the book Designing Effective Instruction because the authors discuss
the importance of reviewing previously taught material.
Generative Strategy: The learners will compare/contrast the terms ATOS level and Goal level
using a word document. Differentiation: The learners orally present using a video. I referenced
article Mom and Little Richard: The Benefits of Contrast-and-Compare Activities. (Miller,
2009) because it shows when learners compare/contrast terms they have a better understanding
of the material.
Lesson 8:
Objective 2A: Define TOPS report as a report that shows individual quizzes, score, date taken
and the number of points earned
Motivational Strategy: With a Power Point presentation, have an illustration of a sample TOPS
report and have the question How can this report help you to support student success? This
question will get the learners to start thinking about ways to support student success. Have the
learners post their responses on a discussion board. Differentiation: Have the learners work in
groups of two and create an animation using a Web 2.0 tool.
Initial Presentation: With a video, explain the different parts of the TOPS report. I referenced
the book Designing Effective Instruction (Morrison, 2013) because on page 149-150, the
authors discuss how effective it is for a learner to listen and watch the steps of a procedure.
Generative Presentation: With a sample TOPS report, have the learners post on a discussion
board what they would do to help support the student. Differentiation: The learners can orally
present what they would do to help support the student using a Web 2.0 video tool. I referenced
the article How Learning to teach with worked-out examples: a computer-based learning
environment for teachers (Hilbert, 2008) because it discusses the importance of using examples
to show how to complete calculations and steps and also why it is important to use the same type
of examples for both teaching and assessing.
Lesson 9:
Objective 2B: Define Student Goal Report as a report that shows each students point
accumulation.
Initial Presentation: With a video, show the different parts of the Student Goal Report. I
referenced the book Designing Effective Instruction (Morrison, 2013) because on page 149-
150, the authors discuss how effective it is for a learner to listen and watch the steps of a
procedure.
Generative Presentation: With a sample Student Goal report, have the learners post on a
discussion board what they would do to help support the student. Differentiation: The learners
can orally present what they would do to help support the student using a Web 2.0 video tool. I
referenced the article How Learning to teach with worked-out examples: a computer-based
learning environment for teachers (Hilbert, 2008) because it discusses the importance of using
examples to show how to complete calculations and steps and also why it is important to use the
same type of examples for both teaching and assessing.
Lesson 10:
Objective 2: Compare/contrast TOPS report and Student Goal report
Initial Presentation: Using a Web 2.0 presentation, review the definitions of TOPS report and
Student Goal report. I referenced the book Designing Effective Instruction because the authors
discuss the importance of reviewing previously taught material.
Generative Strategy: The learners will compare/contrast the terms TOPS report and Student
Goal report using a word document. I referenced article Mom and Little Richard: The Benefits
of Contrast-and-Compare Activities. (Miller, 2009) because it shows when learners
compare/contrast terms they have a better understanding of the material.
References:
Benjamin, Rebekah. (2012). Reconstructing Readability: Recent Developments and
Recommendations in the Analysis of Text Difficulty. Educational Psychology Review, 24(1), 63-
88
DOI: 10.1007/s10648-011-9181-8. , Database: Professional Development Collection)

Hunter, Murray. (2012). Creative Intelligence and its Application to Entrepreneurial Opportunity
and Ethics. Contemporary Reading in Law & Social Justice. 4(1), 69-149. Retrieved from
Galileo Online Database

Stauffer, Suzanne M., (2007). Developing Childrens Interest in Reading. Library Trends. 56(2),
402-422. Retrieved from Galileo Online Database

Miller, Beth Ann. (2009). Mom and Little Richard: The Benefits of Contrast-and-Compare
Activities. General Music Today. 23(1), 4-11. DOI: 10.1177/1048371309334234. , Database:
Professional Development Collection

Hilbert, Renkl, Schworm, Kessler, Reiss. (2008). Learning to teach with worked-out examples: a
computer-based learning environment for teachers. Journal of Computer Assisted Learning.
24(4). 316-332. Retrieved from Galileo Online Database

Tofade, Elsner, Haines; (2013). Best Practice Strategies for Effective Use of Questions as a
Teaching Tool. American Journal of Pharmaceutical Education. 77(7). 1-9. Retrieved from
Galileo Online Database

Part 7: Design of Instruction
Instructional Design
Instructional Strategies Goals Objectives UDL Assessments
Lesson 1 Correctly recall 1A: Define ATOS level as
Learners will
use Learners will respond to
The learner will give the information about reading level of books
multiple means
of both discussion activities.
definition for ATOS Level reading levels responding
Lesson 2
Correctly
calculate 3A: Explain how to calculate
Learners will
use Results of learner and
The learner will learn how
to ATOS level ATOS level
multiple means
of instructor should be within
calculate the ATOS Level responding 3 points.
Lesson 3 Correctly set the 3B: List steps to enter
Learners will
use
The learner will correctly
list
The learner will learn how
to ATOS level ATOS level
multiple means
of
the steps to enter the
ATOS
complete the steps to enter responding level.
and set ATOS level. 3: Set the ATOS level

Lesson 4 Correctly recall 1B: Define Goal level as how
Learners will
use The learner will create a
The learner will learn the information about many points a student earns
multiple means
of collage with several books
definition for Goal level. reading levels in a marking period. responding at different point levels.
Lesson 5
Correctly
calculate 4A: Explain how to calculate
Learners will
use
The learner will correctly
list
The learner will learn how
to Goal level. Goal level.
multiple means
of the steps to calculate the
calculate Goal level responding Goal level.
Lesson 6 Correctly set the 4B: List steps to enter Goal
Learners will
use
The learner will correctly
list
Learners will learn how to Goal level. level
multiple means
of
the steps to enter Goal
level.
complete the steps to enter responding
and set Goal level. 4: Set Goal level
Lesson 7
Discriminate
between 1: Compare/Contrast ATOS
Learners will
use The learner will present the
Learners will learn the ATOS level and level and Goal level.
multiple means
of differences between ATOS
differences between ATOS Goal level. responding level and Goal level.
level and Goal level.
Lesson 8 Learn what a TOPS 2A: Define TOPS report as a Learners will use The learners will explain the
Learners will learn what a report shows. report that shows individual
multiple means
of different parts of the TOPS
TOPS report is and what is quizzes, scores, date taken responding report.
on the report. and progress toward goal
Lesson 9
Learn what a
Student
2B: Define Student Goal
report Learners will use The learners will explain the
Learners will learn what is Goal report shows. as a report that shows each
multiple means
of different parts of the
a Student Goal report. student's point accumulation. responding Student Goal report.
Lesson 10
Discriminate
between 2: Compare/Contrast TOPS Learners will use The learner will present the
Learners will learn the TOPS report and
report and Student Goal
report
multiple means
of differences between the
differences between TOPS
Student Goal
report. responding TOPS report and the
report and the Student Goal Student Goal report.
report.

Part 8: Plan for Formative Evaluation
The learners will complete the module using the computers in the computer lab. At the
end of the module there will be a link for the learners to click. The link will take the learners to
the Survey Monkey site where they will take a survey about the module. Survey Monkey will
then analyze the responses and provide a summary of the answers that were similar. Survey
Monkey will then send the survey, responses for each question and summary to my email.
I will use the results provided by Survey Monkey to examine the module. I will look at
how many responses were similar. If a question had a majority of responses that were negative, I
will look at the module and fix the problem by rewording or changing the format.
The SME I chose to evaluate my module is the Literature teacher at the school where I
work. She has worked at the school for over ten years. I chose her because she has been using the
Pearson online Literature for her students for three years. She is familiar with working with an
online module and will be able to give me constructive criticism about the module, as well as,
what works well.

Surveys:
For the Learners:
Date___________
What is your current job title? __________________
How long have you been at this job?
___1-4 years
___5-10 years
___11 or more years
Will this course help you to support students reading?
___Significantly better
___About the same
___Not at all
Did you enjoy the content of the course?
___Interesting
___Somewhat Interesting
___Boring
Was the course challenging?
___Extremely Easy
___Fairly Easy
___Very Hard
Were the modules easy to follow?
___easy to follow
___somewhat
___hard to follow
Were the expectations clearly explained?
___Yes
___No
Would you recommend this course to someone else?
___Yes
___No
What would you change about the course?
What did you like best about the course?

For the SME:
Date___________
What is your current job title? __________________
How long have you been at this job?
___1-4 years
___5-10 years
___11 or more years
Did the links connect you with the correct information?
___Yes
___No
Did the module content flow smoothly?
___Yes
___No
Were the expectations clearly explained?
___Yes
___No
Please list any concerns with the module?