Module 2: Screencasting Assignment - Design Document Draft

bADDIE group members: Melinda Monks, Stephanie Jacobs, Allyson Gilliam

Meeting/Contribution Notes:
January 30:
● Initial meeting. Melinda Monks started the conversation via email.
● The group decided to continue with readings and to meet back Sunday/Monday.
January 31:
● The group decided on a timeline for completion and discussed whether the screencast
recording should be a group contribution or if there should be one narrator.
● Melinda Monks emailed a “to-do list” to the group and follow-up questions for each item to
help organize/assign responsibilities among group members.
February 1:
● The group agreed to collaborate on one storyboard/draft document and to have one person
narrate the screencast video.
● Allyson Gilliam agreed to be the narrator for the screencast video recording.
● The group discussed which management indicator would be best for the project and which
program or system to be analyzed.
● Stephanie Jacobs and Melinda Monks brought up different platforms and programs they
are familiar with in their respective workplaces as possibilities for the project.
● Stephanie Jacobs sent out a collaborative Google doc for the group to work on together,
complete with headers for each portion to be completed.
● Allyson Gilliam collected cell phone numbers and created a group text for quicker
communication.
● After discussing several programs, the group determined that aimsWeb Plus – an online
assessment, data management, and reporting system – will be used for this project.
February 2:
● Melinda Monks worked to fill in the document, with only the “Solution” remaining.
February 3:
● Melinda Monks planned for the group to work on (and finish) the project between 6–7 PM
and submit them once completed.
● Allyson Gilliam and Stephanie Jacobs proofread the document.
● Allyson Gilliam further updated the “Contribution Notes” to reflect dates and topics of
discussions among the group via email and text.
● Melinda Monks finalized the “Solution” for the project.
February 14-16:
● The group worked to finalize the storyboard to incorporate feedback from the first
submission.
● Mindy completed the PowerPoint presentation and added the script to the storyboard.
● Stephanie updated the Evaluation componsent to include the CIPP evaluation model.
● Stephanie created a Google Form for further evaluation, post-completion of the training.
February 17:
● The group made final revisions in preparation for the screen recording.
● Allyson recorded the presentation using Voice Thread.

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Project Framework:
Title - Implementation of aimsWeb Plus to Assess and Monitor Students in Charlotte, North
Carolina

Context and Scenario:

Charlotte Mecklenburg Schools has purchased Person’s aimsWeb Plus to assess and monitor
Kindergarten through 8th-grade students.

Background on Pearson’s aimsWeb Plus:

Pearson’s aimsWeb Plus is an assessment, data management, and reporting system that
screens and assesses Kindergarten through 8th-grade students’ math and reading
performance. Standard-aligned assessments are taken through a digital platform and
compared to local and national norms. The platform’s goal is to uncover learning gaps as well
as identify at-risk students.

Background of School District:

Charlotte-Mecklenburg Schools (CMS) is located in the Charlotte, North Carolina region and
provides academic instruction to more than 148,299 students in kindergarten through 12th
grade in 176 schools throughout the cities and towns of Mecklenburg County.

Total enrollment: 147,639

Math Proficiency: Level 5- 18%, Level 4- 30%, Level 3- 16%, Not Proficient- 36%
Reading Proficiency Level 5- 11%, Level 4- 33%, Level 3- 11%, Not Proficient- 46%

African-American 38.1%
American Indian 0.4%
Asian 6.6%
Hispanic 24.1%
Multiracial 2.5%
Pacific Islander 0.1%
White 28.0%

Reasoning for adoption:

Charlotte Mecklenburg Schools will use this platform to provide data for planning and evaluating
tiered assessment (MTSS- multi-tiered system of supports). Currently, not all students can
access grade-level instruction. With many different systems and procedures for MTSS
interventions, the school district needs one platform to assess, monitor, and track students. The
platform will be the same for both reading and mathematics interventions. The data provides
teachers and schools information necessary to differentiate instruction and determine who will

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benefit from interventions (Pearson Education, Inc., 2017). The district believes this
progress-monitoring platform will reach students who are falling behind and inform teachers and
administrators on how to serve those students best. The goal is to reach students who currently
fall on Tiers 2 and 3 of instruction and to personalize the learning so that all students can be
successful and access grade-level curriculum.

Indicator and Alignment:

AECT Standard 1 (Content Knowledge):
Managing Indicator - Candidates demonstrate the ability to effectively manage people,
processes, physical infrastructures, and financial resources to achieve predetermined goals. (p.
178)
● Effectively manage people - Participants in this program range from district-wide leaders,
school administrators, teachers, and students. The management of people in this
indicator
● Processes - The process of implementation will first begin with the purchase of the
program. Next, training for math and reading teachers will take place. Teachers will
then implement the program by administering the first student assessment.
● Physical Infrastructures - Each school provides individual devices for all students. While
in class, students have access to the internet and the aimsWeb Plus assessment tools.
● Financial Resources - Charlotte-Mecklenburg school system will provide the program
and technological resources to efficiently operate this program.

Solution:
Charlotte Mecklenburg Schools will purchase the licensing to the aimsWeb Plus platform to
enhance learners, teachers, and administrators’ performance. By implementing a strong
educational technology program, CMS hopes to reduce learning time and increase learning
effectiveness and increase the productivity of instructors (Molenda & Harris, 2008). Charlotte
Mecklenburg Schools will train administrators on how to implement the technology successfully.
Then, administrators will conduct training within their schools to train all teachers and support
staff. AimsWeb Plus will allow clear data tracking and monitoring of students ensuring growth
for all students. Successful implementation will yield higher test scores, effective teaching, and
higher levels of student achievement.

Using the Gerlach and Ely Design Model, see figures 1 and 2, CMS can systematically plan a
successful implementation focusing on clearly defined teaching goals and methods for reaching
each of the desired outcomes (Kurt, 2016). CMS has specified an online platform, aimsWeb
Plus, to be the content. The learning objective is to train all administrators, teachers, and
support staff on properly implementing assessments and analyzing data through aimsWeb Plus.
In terms of assessing individual learners, the district will have school administrators complete a
survey to determine what prior knowledge teachers have at each school. The district’s strategy
is to create professional development presentations and tutorials. The district will create three

3
one-hour professional development workshops through Google Slides. The first presentation
will focus on how aimsWeb can enhance MTSS interventions and learning. The subsequent
presentation will focus on administering survey-level assessments and creating plans. The final
presentation will go over how to read data and frequently asked questions. CMS will create
tutorials to aid all staff in the proper use of the aimsWeb platform. Once all materials have been
created and tested, the district will train all administrators. After being fully trained,
administrators will use their training and the district’s pre-made professional development slides
and tutorials to teach the instructors and support staff. Each school will form a group, and
individual administrators will lead each group. The district will allocate six months for all schools
to monitor students using aimsWebplus. Due to Covid-19 restrictions, all training will be
conducted through video conferencing tools such as Zoom. Resources will include pre-made
presentation slide shows, a practice website, and instructional videos. Before the 2021- 2022
school year, the district will evaluate schools’ performances on implementing the instructional
platform. CMS will send Google Form surveys to every teacher and administrator. The form will
evaluate by asking participants ten questions. CMS will review data and feedback from
students, teachers, and administrators, to revise and improve upon for the coming years.

Figure 1: Gerlach and Ely Design Model

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Figure 2: CMS Implementation of the Gerlach and Ely Design Model

Evaluation
CIPP Evaluation Model
The CIPP model was created in the 1960s by Daniel Stufflebeam and is considered a
decision-oriented model that systematically collects information about a program to identify
strengths and limitations in content or delivery, to improve program effectiveness or plan for the
future of a program.

5
● Context – The context of this program is to set assessment and academic goals for
student growth. The objectives are to successfully assess, predict, and grow students
academically.
● Input – This portion of the evaluation will focus on the resources the program offers in
relation to the curriculum and content. Other resources to be evaluated under the input
section include items related to infrastructure such as current technology, internet
connection reliability, and the physical environment in general.
● Process – Students in grades K-8 will participate in three benchmark assessments
scheduled throughout the year. These assessments will be in a digital format that will
generate numerous reports. Teachers will analyze the data in the reports to personalize
the educational experiences for students in need of extra support.
● Product evaluation – This program can easily be evaluated by comparing data derived
from reports, teacher input, and student End-of-Year testing results. Participant feedback
in the form of a survey will also help in the evaluation process. A Google Form link for a
possible survey is provided here: ​Evaluation: aimsWeb Plus

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Storyboard​:

Slide # Action/Image/Words on Screen Audio Script

1 Implementing​ aimsWeb Plus Hello, my name is Allyson Gilliam, a member of the

By: bADDIEs team. Today we will discuss CMS’
Allyson Gilliam, district-wide implementation of aimsWeb Plus.
Stephanie Jacobs, and
Melinda Monks

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2 Scenario: Implement aimsWeb
Plus in grades K-8 Math and ELA
classes.
(District Logo)
Total enrollment: 147,639
Reading Proficiency:
● Level 5- 11%
● Level 4- 33%
● Level 3- 11%
● Not Proficient- 46%
Math Proficiency:
● Level 5- 18%
● Level 4- 30%
● Level 3- 16%
● Not Proficient- 36%
(aimsWeb Plus Logo)
● Data management and
reporting system
● Screens and assesses K- 8
students’ math and reading
performance.
● Standard-aligned
assessments
● Uncovers learning gaps
and identifies at-risk
students
Charlotte Mecklenburg Schools has purchased
Person’s aimsWeb Plus to assess and monitor
Kindergarten through 8th-grade students.
Pearson’s aimsWeb Plus is an assessment, data
management, and reporting system that screens
and assesses students’ math and reading
performance. Standard-aligned assessments are
taken through a digital platform and compared to
local and national norms. The platform’s goal is to
uncover learning gaps as well as identify at-risk
students.
Charlotte-Mecklenburg Schools provides academic
instruction to more than 148,299 students in
kindergarten through 12th grade in 176 schools
throughout the cities and towns of Mecklenburg
County. The implementation of aimsWeb Plus will
occur in elementary schools across the district to
address the Literacy and Math proficiency rates.
Currently, 54% of the students are proficient in
literacy and 64% are proficient in math.
CMS will use this platform to provide data for
planning and evaluating tiered assessment
(MTSS). Currently, not all students can access
grade-level instruction. With many different
systems and procedures for MTSS interventions,
the school district needs one platform to assess,
monitor, and track students. The platform will be
the same for both reading and mathematics
interventions. The data generated provides
teachers and schools information necessary to
differentiate instruction and determine who will
benefit from interventions. The district believes this
progress-monitoring platform will reach students
who are falling behind and inform teachers and
administrators on how to serve those students best.
The goal is to reach students who currently fall on
Tiers 2 and 3 of instruction and to personalize the
learning so that all students can be successful and
access grade-level curriculum.
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3 AECT Standard 1 (Content
Knowledge):
Managing Indicator - Candidates
demonstrate the ability to
effectively manage people,
processes, physical
infrastructures, and financial
resources to achieve
predetermined goals. (p. 178)
4 Solution:
(Gerlach and Ely Design Model
image)
Focuses on clearly defined
teaching goals and methods.
The AECT indicator that aligns best with this
technology implementation is the managing
indicator listed under standard 1 for content
knowledge.
Candidates demonstrate the ability to
effectively manage people, processes, physical
infrastructures, and financial resources to achieve
predetermined goals.
Areas of focus for this alignment include the
following.
● Effective management of people -
Participants in this program range from
district-wide leaders, school administrators,
teachers, and students. The management
of people in this indicator
● Processes - ​The process of implementation
will first begin with the purchase of the
program. Next, training for math and
reading teachers will take place. Teachers
will then implement the program by
administering the first student assessment.
● Physical Infrastructures -​ Each school
provides individual devices for all students.
While in class, students have access to the
internet and the aimsWeb Plus assessment
tools.
● Financial Resources -
Charlotte-Mecklenburg school system will
provide the program and technological
resources to efficiently operate this
program.
Using the Gerlach and Ely Design Model CMS can
systematically plan a successful implementation
focusing on clearly defined teaching goals and
methods for reaching each of the desired
outcomes.
9
5 Application
(Implementation of plan in Gerlach
and Ely Design Model image)
6 Evaluation
(CIPP model image)
(Google Form Evaluation image)
“Sample of Product Evaluation
Survey”
The learning objective is to train all administrators,
teachers, and support staff on properly
implementing assessments and analyzing data
through aimsWeb Plus. In terms of assessing
individual learners, the district will have school
administrators complete a survey to determine
what prior knowledge teachers have at each
school. The district will create three one-hour
professional development workshops through
Google Slides. Presentation one will focus on how
aimsWeb can enhance MTSS interventions and
learning. Presentation two will focus on
administering survey-level assessments and
creating plans. The final presentation will go over
how to read data and frequently asked questions.
CMS will create tutorials to aid all staff in the proper
use of the aimsWeb platform. Once all materials
have been created and tested, the district will train
all administrators. After being fully trained,
administrators will use their training and the
district’s pre-made professional development slides
and tutorials to teach the instructors and support
staff. Each school will form a group, and individual
administrators will lead each group. The district will
allocate six months for all schools to monitor
students using aimsWebplus. Due to Covid-19
restrictions, all training will be conducted through
video conferencing tools such as Zoom.
Resources will include pre-made presentation slide
shows, a practice website, and instructional videos.
Before the 2021- 2022 school year, the district will
evaluate schools’ performances on implementation.
Visa Google form. The form will evaluate by asking
participants to answer ten questions. CMS will
review data and feedback from students, teachers,
and administrators, to revise and improve upon for
the coming years.
Using the CIPP model, CMS will systematically
collect information about a aimsWeb Plus to
identify strengths and limitations in content or
10
 delivery, to improve program effectiveness and
plan for the future of the program.

● Context – The context of this program is to

set assessment and academic goals for
student growth. The objectives are to
successfully assess, predict, and grow
students academically.
● Input – This portion of the evaluation will
focus on the resources the program offers
in relation to the curriculum and content.
Other resources to be evaluated under the
input section include items related to
infrastructure such as current technology,
internet connection reliability, and the
physical environment in general.
● Process – Students in grades K-8 will
participate in three benchmark assessments
scheduled throughout the year. These
assessments will be in a digital format that
will generate numerous reports. Teachers
will analyze the data in the reports to
personalize the educational experiences for
students in need of extra support.
● Product evaluation – This program can
easily be evaluated by comparing data
derived from reports, teacher input, and
student End-of-Year testing results.
Participant feedback in the form of a survey
will also help in the evaluation process.

7 References Listed references are used to create this

presentation. Thank you for joining us.

References:

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AECT Standards, 2012 Version. (2012). Retrieved from
https://www.aect.org/docs/AECTstandards2012.pdf

A., Molenda, M., & Harris, P. (Eds.). (2008). Educational technology: A definition with
commentary (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.

Kurt, S. "The Gerlach and Ely Design Model," in Educational Technology, November 25, 2016.
Retrieved from https://educationaltechnology.net/gerlach-ely-design-model/

NC School Report Card District Snapshot for Charlotte-Mecklenburg Schools,​ 2019,

ncreports.ondemand.sas.com/src/district?district=600LEA.

Pearson Education, Inc. (2017)​ aimswebPlus Progress Monitoring Guide.

https://www.marshfieldschools.org/cms/lib/WI01919828/Centricity/Domain/82/AIMS%20
Progress%20Monitoring%20Guide.pdf

Stufflebeam, D. L. (2007). ​CIPP evaluation model checklist​. Second Edition. Western

Michigan Evaluation Center.

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