INSTRUCTIONAL DESIGN PROJECT

REPORT 1 - SEAN JUNKINS

EDIT700: PRINCIPLES OF INSTRUCTIONAL DESIGN

INSTRUCTIONAL ANALYSIS CONTEXT

Whittemore Park is a Title I middle school located in Conway, South Carolina.
Approximately 80% of our students receive free and/or reduced lunch. While it is essential
for a school to strive to meet the needs of all their learners, often times, Title I schools
place such an emphasis and focus on those living below the poverty line that high
achieving students in Title I schools often go overlooked. For this instructional design
project, I will be analyzing the ability of a district provided digital content tool (Achieve
3000) to support lexile level growth for a specific group of seventh-grade students in their
Accelerated English/Language Arts class.

RATIONALE FOR SELECTION OF CONTEXT

The school district provides our school with a wealth of digital content and resources. One
such resource used in our English/Language Arts classrooms is Achieve 3000. This
program has a proven track record for making students better readers. Like many Title I
schools, Whittemore Park Middle has many students that struggle with reading and have
low reading lexile levels, so a program like Achieve 3000 can be a great support tool for
these students. But, like all schools, Whittemore Park Middle still has a number of already
high achieving students in its classrooms - students who are in Honors or Accelerated
classes and are also using the same Achieve 3000 program. While the program inherently
differentiates the content and context of articles to meet students at their reading level, I
want to see if this program is adequately improving reading levels for our already high
achieving students.

DESCRIPTION OF CONTEXT

Achieve 3000 is a digital content resource provided by Horry County Schools to all
middle school in the district.

Achieve 3000 delivers differentiated instruction for nonfiction reading that is precisely
tailored to each students Lexile reading level.

Achieve3000 engages all learners at their individual reading levels and constantly
challenges them to improve their literacyskills.

Achieve 3000 steadily increase students' ability to read, comprehend, apply and
communicate information derived from complextext.

Students take LevelSet, designed by MetaMetrics, to establish a baseline Lexilelevel.

Students receive differentiated, grade-appropriate, nonfiction passages, matched to

their individual Lexilelevel.

Students complete regular assessments, aligned to grade-level standards, which

measure their ability to comprehend informationaltext.

As students progress through the program, their reading abilities are evaluated, and
text rigor is increased when progress isdetected.

DESCRIPTION OF LEARNERS
Student

Race

Gender

MAP
Language

MAP
Reading

LevelSet
Lexile Level

Jason

White

224

225

985

Kacie

White

229

229

480

Sebastian

White

228

228

1110

Samantha

White

243

231

1240

Alexis

White

233

238

820

Lyndsay

White

229

233

825

Gavin

White

238

243

1110

Lucian

White

228

230

895

Shae

White

227

235

1240

Kevin

Black

230

236

1240

Kayla

White

225

224

890

Daniel

White

233

243

1245

Jacob

White

226

232

730

Willyum

Black

218

234

980

Dylan

White

225

239

1110

Elizabeth

White

220

224

650

Evan

White

240

246

1115

Reese

White

228

240

1240

Alexia

White

231

231

830

Paityn

Black

223

231

830

Austin

White

221

221

690

PERFORMANCE CONTEXT OF LEARNERS

All students have 1:1 iPad access to Achieve 3000. It is a school-wide expectation that all
students will complete three Achieve 3000 articles per week. Since teachers are using
Achieve 3000 in conjunction with blended learning models, Achieve 3000 articles are
typically worked on by students in rotations consistently throughout the week. Student
time on task in the program as well articles completed and subsequent student success
can be monitored throughout the course of the semester.

INSTRUCTIONAL GOAL STATEMENT

Students will improve upon their baseline LevelSet lexile level by interacting with non-fiction
reading passages designed to challenge, and ultimately improve, their ability to understand
and interpret complex texts.

GOAL ANALYSIS
Achieve 3000 is an adaptive software program that directly addresses and meets individual
needs.
Students will:

Complete a LevelSet assessment to establish a baseline Lexile score

Complete three articles per week in the Achieve 3000 program

The Achieve 3000 program will:

Provide non-fiction articles differentiated to individual students lexile levels

Record student time on task and article completion in the program

Adjust student lexile levels and text complexity based on student performance on
article activities

SUB SKILLS ANALYSIS

Students will:
Complete a LevelSet assessment to establish a baseline Lexile score
Students will log into the Achieve 3000 program
Students will use prior knowledge and skills to complete the LevelSet test
Complete three articles per week in the Achieve 3000 program
Students will read each article at the pre-determined lexile level
Students will consider in-article thought questions and take notes within the article
Students will complete each articles corresponding activity
The Achieve 3000 program will:
Provide non-fiction articles differentiated to individual students lexile levels
Teacher will monitor the Achieve 3000 program to ensure student LevelSet results are
accurate
Record student time on task and article completion in the program
Teacher will ensure students are completing three articles per week and using the
Achieve 3000 program with fidelity
Adjust student lexile levels and text complexity based on student performance on article
activities
Teacher will monitor student lexile levels and provide additional opportunities,
resources, and support to assist with student lexile growth

ENTRY BEHAVIORS ANALYSIS

As accelerated learners, these students are, by definition, good readers. Their high
performance on NWEA MAP in English/Language Arts make it possible for them to
participate in an accelerated course of study. While MAP measures a wide range of
student content skills in English/Language Arts, accelerated students, like the ones in this
study, have shown continual success in the areas of: Language Usage, Informational Text,
Grammar Usage, Vocabulary Acquisition, and Writing. These are skills that will continually
be addressed, as well as challenged, within the Achieve 3000 program.