Katie Kennedy

FRIT 7231
Report I

1. Introduction
1.1 What is your system of interest?
I teach sixth grade math, and at the end of the year, students take a state assessment
called the Georgia Milestone. While state testing began as all multiple-choice questions,
constructed response questions were added soon after where students had to explain how
to solve a problem by writing a short essay. This year, the Georgia Milestone has
replaced all constructed response questions with math Technology Enhanced items (TE
Items). I am interested in providing my students with training on how to navigate the TE
Items so that when they take the state assessment, they are not faced with an extra barrier
unrelated to the content standards.

1.2 What are the sub-systems?

Prior Knowledge of Students
Student knowledge of question formats range wildly. Some students have experience
answering questions that are not multiple choice, while others have only ever experienced
multiple choice questions due to 504 plans and IEPs. Throughout this system, each
student will bring a different skill set they learned prior to this course.

Access to Technology
This year, each student is assigned a Chromebook from the school that they are
responsible for. They use them throughout the day as well as at home. Students will have
access to this technology throughout the phases of the system in order to practice and
complete various trainings.

1.3 What symptoms drew your attention to this system of interest?

Through observation of students over the course of a few years, I have noticed that
students are conditioned to answer multiple choice questions. If another question format
is presented to them, they not only face the barrier of conceptually answering the
question correctly but also face the barrier of answering in the correct format that the
question prompts them to do. This year, they are required to do Technology Enhanced
Items which make up a large portion of the state’s standardized test (Georgia Milestone).
Students of this age are not acclimated to answering questions of these various formats
and would face an added barrier to an already high stakes test.
2. Front-End Analysis
2.1 Are there performance gaps involved in this problem that justify a learning
intervention?

3. Needs Assessment
3.1 Optimals
What information and data would you collect?
Optimally, I would give students a mock Georgia Milestone with real math Technology
Enhanced Items and the students would record their screens while taking the test so that I
could see their process for answering these types of questions and assess their knowledge
in completing these problems successfully.

How would you collect that information and data?

I would collect that data with a mock Georgia Milestone exam that students would take
on a Chromebook.
3.2 Actuals
What information and data would you collect?
Since we are not able to access the Georgia Milestone before testing day, I would create a
mock test using a software, such as Edulastic, that will allow me to create math
Technology Enhanced items.

How would you collect that information and data?

I would ask students to complete the mock exam on a Chromebook while recording their
screens so that I may look back to see if their processes for answering and any
misconceptions they may have.

3.3 What are the discrepancies between the current (actual) and the desired (optimal)
state?
The biggest discrepancy is that I do not have access to the Georgia Milestone in order to
give a true experience. The state usually releases questions from previous years, but since
this is the first year the math Technology Enhanced Items are replacing the constructed
response, previous tests will be unusable.

3.4 What priorities can you assign to the identified discrepancies or goals?
Not having access to actual Technology Enhanced math questions on the Georgia
Milestone does present a challenge. However, the discrepancy can be addressed by
finding a software, such as Edulastic, that allows the instructor to simulate questions
closely related to those presented on the Milestone.

3.5 Learning Goal Statement

The goal is for each student to effectively answer a math Technology Enhanced (TE)
Item on the Georgia Milestone so as to not have an added barrier to conveying their
knowledge of the subject content.

*See Learning Goal Worksheet on Next Page

Program: Sixth Grade Mathematics Date: 9/28/20 Instructor: Katie Kennedy

LEARNING GOAL MEASUREMENT

Class Evaluation

Effectively answer math Technology Enhanced (TE) Items on the Georgia Milestone Performance Test

On-the-Job Follow up

ROI Effect

Learning Outcomes
Performance Intellectual Cognitive Verbal
(tasks to perform
Condition Motor Skills Attitude Criterion
goal) (learning environment) Skills Strategies Information (restrictions, tools)

Approach the Online Module & X Online Pre/Post

problem with a Discussion Assessment
positive attitude

Identify the Classroom – X X Feedback from

type of problem Chromebook screen recorded
Access practice.

Apply the correct Classroom – X X Feedback from

movements to Chromebook screen recorded
the cursor in Access practice.
order to answer
the problem.
4. Instructional Analysis
4.1 Goal Analysis
What is the domain classification and type of learning (or type and level of learned
capability) for your problem?
The domain classification for the problem presented would be intellectual. Dick, Carey,
and Carey (2015) state that within intellectual skills, one would be “making
discriminations, forming concepts, applying rules, and solving problems.” (p. 43). Within
this goal, students will have to discriminate between and classify various Technology
Enhanced items (drag and drop, graphing, diagramming, drop down, formulate equations,
etc.) and apply the rules of solving those types of questions in order to successfully
convey their knowledge of the content.

4.2 Subordinate Skills Analysis

Show which skills are entry level.

The following skills are entry level skills that students must know before taking the
Georgia Milestone:
 Students must know sixth grade math content
 Students must understand the basic principles of keystrokes and mouse clicks
 Report II

5. Learner and Context Analysis

5.1 What is the target population?
Dick, Carey, and Carey (2015) state that the target population “is described by such
identifiers as age, grade level, topic being studied, job experience, or job position.”
(p.96). The target population for this system of interest is Sixth Grade Mathematics
Students of all levels at Emanuel County Institute.

5.2 Describe how you would determine the characteristics of the target population.
I would begin by examining the entry skills of the target population by giving them a Pre-
Assessment over simple mathematics questions that vary in question type by integrating a
different Technology Enhanced Item in each question. In order to understand how each
student learns best, I will conduct Gardner’s Learning Intelligences Inventory. To follow
up with each student and make their learning even more meaningful, I will survey each
through conversation and ask them to finish the sentence, “I learn best when the
teacher…”. During this conversation, I would also ask students what types of skills they
have. I will use this in conjunction with my observations of each student to complete an
analysis on their special needs or skills.

Studen Rac Gardner’s Learning Learning Style Verbal

Gender Age Survey Special Needs or Skills
t e Intelligences Inventory “I learn best when…”
Very interested in
1 M AA 11 Spatial-Visual “…we watch a video.”
video games
On a Behavior
2 F C 12 Bodily-Kinesthetic “…move around.”
Intervention Plan
3 M H 12 Linguistic “…take notes.” In the Gifted Program
Performs well in
4 M C 11 Spatial-Visual “…look at pictures.”
Computer Apps class.

5 F AA 11 Interpersonal “…we work in groups.” New to the school

“…I make a song to go Member of the school

6 F H 12 Musical
with the lesson.” chorus
“…do things with my Plays multiple team
7 M C 11 Bodily-Kinesthetic
hands.” sports

5.3 Describe how you would determine the physical and organizational environment?
Learning will take place in the classroom where students will be provided a Chromebook
that is assigned to them through the 1:1 technology implementation plan at Emanuel
County Institute. The organizational structure of the physical environment will be based
upon learning styles. Student desks will be grouped together, and students will be
grouped based on learning styles though they will all experience lessons based upon
different learning style techniques. Around the room will be various posters that students
 may reference for simple technology shortcuts. I will provide students with support
through modeling and scaffolding the tasks. I also will observe the students and provide
them with feedback. Students will also be receiving feedback from their peers.

Technology Integration Assessment

Technology Planning & Policies
Finance
Equipment and Infrastructure
most in my classroom at a time and have 30 available Chromebooks for
Technology Applications
Maintenance and Support
Professional Development
Technology Integration
integrated daily in all classes. I would rate my school as a level 3 on the
The Emanuel County School System (ECSS) does have updated
technology policies and procedures. The policies and procedures are
evaluated yearly and posted in the Emanuel County Student Handbook
for staff and students to refer to. As for a comprehensive state
technology plan, ECSS does not have an up-to-date version posted.
Both middle schools in the Emanuel County School System have a 1:1
Student to Device ratio. This is above average when compared to other
schools in the state.
Emanuel County Institute (ECI) has several media labs along with a
Chromebook Cart for each content classroom. These mobile
Chromebook Carts are used to check out student devices for them to
use daily. ECI has high-speed internet, and the infrastructure is able to
support the school’s technology needs. Currently, I have 23 students at
student use. Along with Chromebooks, the teachers are equipped with
several desktops and a SmartTouch Panel that we refer to as an
“ActiveBoard”.
Emanuel County Schools use a variety of technology applications
daily. These applications are consistently used to support teaching and
learning across the curriculum. At the end of each year, grade level
teams and content teams evaluate the applications for effectiveness in
order to decide if they should be implemented the following year.
The Director of Technology for Emanuel County Schools comes to the
school weekly to maintain technology. Teachers can submit helpdesk
slips for nearly immediate technology assistance.
All staff at Emanuel County Institute receive technology-related
training and professional development dealing with instructional
technology throughout the year. Whenever technology updates are
made or new software / applications are introduced, staff receive the
appropriate training.
Most teachers are proficient in the use of technology in the
teaching/learning environment. Proficiency tends to align with
teacher’s attitude towards integrating technology. Students are very
proficient in using technology in the learning environment as it is
LOTI Framework while rating myself as a 4b.

6. Writing Performance Objectives

6.1 State the Terminal Objective (TO) for your instructional plan.
 Students will be able to effectively answer math Technology Enhanced (TE) Items
presented to them on the Georgia Milestone.

6.1.1 Students will be able to approach a Technology Enhanced (TE) item and identify the
type of problem. Students will then apply the correct movements to the cursor in
order to answer the specific TE problem.

6.2 Prepare three Subordinate Objectives (SO).

6.2.1 Subordinate Objective – Cognitive Domain
When given a Technology Enhanced Item (CN), students will identify the type of
problem (B) so that they may take the necessary steps to solve that particular TE item
(CR).
This subordinate objective falls within the cognitive domain and aligns with Gagne’s
Intellectual Skills.

6.2.2 Subordinate Objective – Motor Skills Domain and Attitude Domain

Motor Skills Domain: Using a computer (CN), students will apply the correct
movements to the cursor (B) in order to answer the problem (CR).
This subordinate objective falls within the psychomotor domain and aligns with
Gagne’s Psychomotor Skills.

Attitude Domain: Unaware that they are being observed (CN), the student will
consistently (CR) approach the question with a positive attitude (B).
This subordinate objective falls within the cognitive domain and aligns with Gagne’s
Attitude Skills.

7. Assessments
7.1 Select one SO; describe the manner by which you would assess whether or not the
learner has achieved that objective.
Using a computer (CN), students will apply the correct movements to the cursor (B) in
order to answer the problem (CR).

In order to assess the above Subordinate Objective, I would give students a skills test
which they will complete on a platform such as Edulastic that allows them to manipulate
various Technology Enhanced items. Instead of posing a “question”, their directions will
be a set of steps they need to follow. In order to follow these steps in their entirety,
students must have achieved this objective. See sample question below.
7.2 What types of assessment instruments will your instruction have? Why?
Instruction will encompass various types of assessments. Skills tests will be frequent
because this type of assessment simulates the Georgia Milestone closely. Students will
also be assessed verbally during instruction and practice so the teacher can informally
measure their understanding of the material. Students will be tasked with a performance
assessment where they record their screens while talking through their thought processes
of solving the particular Technology Enhanced item. This will give the teacher exemplary
data to gauge student understanding of the concepts.

7.3 Write items that assess the SOs in 5.2 above. Include an answer key or rubric.
7.3.1 Write one item in the cognitive domain.
When given a Technology Enhanced Item (CN), students will identify the type of
problem (B) so that they may take the necessary steps to solve that particular TE item
(CR).

7.3.2 Write one item in the psychomotor domain.

 Using a computer (CN), students will apply the correct movements to the cursor (B)
in order to answer the problem (CR).

7.3.3 Write one item in the affective domain.

Unaware that they are being observed (CN), the student will consistently (CR)
approach the question with a positive attitude (B).

8. Planning the Instructional Strategy: Theoretical Bases

8.1 For the TO, specify and exemplify an appropriate pre-instructional activity or
activities.
In order to motivate students and gain their interest in this system, I will show a short
video previewing the Georgia Milestone and the new Technology Enhanced Items on this
year’s test. Following the video, I will conduct a pre-test that is similar to the skills tests
used throughout instruction. Students will be asked to follow a list of directions in order
to assess their background knowledge of technology.

8.2 For a SO associated with that TO, specify and exemplify an appropriate
presentation strategy or strategies.
When given a Technology Enhanced Item (CN), students will identify the type of problem
(B) so that they may take the necessary steps to solve that particular TE item (CR).

In order to present the information to students, I will be using a SmartTouch Panel with a
mouse and keyboard attached. I will demonstrate to students how to approach the various
types of Technology Enhanced items while also showing them the steps in order to
successfully answer a TE question. I will also be using graphic organizers that allow
students to classify the type of Technology Enhanced Item and list the necessary next
steps.

8.3 For the same SO specify and exemplify an appropriate practice activity or activities.
To practice with math Technology Enhanced items, I will create stations for group
practice. One station will be for students to practice with the SmartTouch Panel and to
stand up and move around in order to accomplish the necessary tasks. At another station,
students will be filling out a graphic organizer and writing in the missing components. A
 third station will consist of flashcards to match photos of TE items. Students will be
asked to draw an example of what a specific math technology enhanced item could look
like at a fourth station. Each of these stations are designed to incorporate the learning
styles of students.

8.4 For the TO, specify and exemplify an appropriate evaluation follow-through activity
or activities.
To evaluate student understanding of the material, the teacher will administer a skills test
to the students to simulate the Georgia Milestone’s Technology Enhanced (TE) Items.
Students must complete a task list for each type of TE item in order to show their
understanding.

9. Planning Logistics and Management for Instructional Materials

9.1 For the TO, provide a description of the learning experience and how you have
planned for it.
This unit focuses on students learning how to identify and navigate math Technology
Enhanced items they will find on the Georgia Milestone. Students first must learn how to
identify and classify the math Tech Enhanced items. This will be done through a lesson
and the completion of a graphic organizer. Next, students will need to learn the correct
steps to answering each type of math Tech Enhanced problem. The teacher will model
this as well as show videos, pictures, and diagrams. Students must practice these skills in
order to refine them. The teacher will form stations that students will rotate through that
include the ActiveBoard, writing, flashcards, and drawing. Each student will get a chance
to take part in practice that matches with their learning style while receiving feedback
from peers and participating in a group setting. Finally, students will be assessed over
their understanding of the lesson. This will take place through a skills test, which will
mimic the Georgia Milestone.

9.2 Provide a material, technology, and resources logistics checklist.

Materials: Flashcards, Graphic Organizers, Station Worksheets
Technology: SmartTouch Panel, Chromebooks, Lesson Videos, Edulastic Software
Resources: Georgia Milestone Assessment Program Guide

9.3 Provide an organizational matrix/table showing learning initiatives, activities,

lessons.

Learning Initiative Lessons Activities

When given a Technology
Enhanced Item (CN),
students will identify the type Identify the type of
 Videos
of problem (B) so that they Technology Enhanced Item
 Lesson
may take the necessary steps
to solve that particular TE (1 class period)  Graphic Organizer
item (CR).

Using a computer (CN), Apply the necessary steps to Stations:

  Videos
students will apply the
answer the specific Tech  Flashcards
correct movements to the
Enhanced Item  SmartTouch Panel
cursor (B) in order to answer
the problem (CR).  Drawing Worksheet
(1 class period)  Writing Graphic
Organizer
Students will be able to
Take a mock test of the TE
effectively answer math
items found on the Georgia
Technology Enhanced (TE) Skills Test given via
Milestone
Items presented to them on Edulastic
the Georgia Milestone.
(1 class period)

Report III

10. Developing Instructional Materials

10.1 For the TO, specify and defend your choice of an appropriate pre- instructional
materials.
Terminal Objective: Students will be able to effectively answer math Technology
Enhanced (TE) Items presented to them on the Georgia Milestone.
To preview this system, I will begin by showing students a video discussing the Georgia
Milestone and the new Technology Enhanced Items that encompass the standardized test.
The video will not only increase engagement but also give a purpose behind the system to
make a more meaningful learning experience. Then, I will give a pre-assessment. This
pre-assessment will be similar to the skills tests used throughout instruction. Students will
follow a list of directions in order for the instructor to determine the students’ prior
knowledge, and the results will drive the instruction and time spend on each topic within
the course.

Framework for pre-assessment: 10 questions with varying TE items. Students will follow
a set of directions for each TE item in order to assess their understanding of the objective.

10.2 Select one SO; specify and defend your choice of an appropriate presentation of
materials.
Subordinate Objective: When given a Technology Enhanced Item (CN), students will
identify the type of problem (B) so that they may take the necessary steps to solve that
particular TE item (CR).
The teacher will present the material through the Active Board Smart Panel in the
classroom. Students will take notes digitally on their Chromebooks, which will allow
them to take screenshots and take notes simultaneously. The digital graphic organizer
framework will be as follows:

Type of Tech-Enhanced Snapshot Steps to Follow

Item
 As the teacher presents the material on her screen, the students will follow along on their
own devices. Students will learn the type of TE item to place in the first column. They
will then be instructed to take screenshots and place them in the “Snapshot” column.
Finally, as the teacher discusses steps and important tips for the corresponding
Technology Enhanced items, the students will take notes in the third column. This
method allows the teacher to instruct but also has the students take an active role in their
own learning. Students will be able to refer back to this graphic organizer and add to it at
any point in time.

10.3 For the same SO, specify and defend your choice of an appropriate practice
materials.
To practice the same subordinate objective, students will participate in a station activity
where learning styles will be incorporated. In this station activity, students will be able
to work individually or in groups to complete the various tasks. Students will be
practicing with the Active Board, writing, flashcards, and drawing. These activities will
not only enhance student understanding of the objectives but also increase their
engagement.

10.4 For the same TO, specify and defend your choice of an appropriate follow-through
materials.
Towards the end of the school year and in preparation for the Georgia Milestone,
students will take a Mock Georgia Milestone. This will be completed after the system
and will assess student understanding of the terminal objective. This mock standardized
test will allow students to experience the similar questions and environment of the
Georgia Milestone so that when they take their End of Grade (EOG) assessment via the
Georgia Milestone, they are prepared and have no additional barriers. The data from this
assessment will allow the instructor to determine whether further teaching and/or
remediation is needed.

Framework for Mock Milestone: 30 questions with varying Technology Enhanced items.
Students will follow a set of directions for each TE item in order to assess their
understanding of the objective. The purpose of this assessment is not to assess their
understanding of the content (math) standards but to assess their understanding of the
system’s objectives.
 11. Formative Evaluation
To determine whether instruction is effective, I will use formative assessments
throughout the system. These formative assessments will be in the form of quick checks,
entry and exit tickets, and Gimkit review. Each day during the system, students will
complete one form of formative evaluation to determine their understanding of the
learning target that day. The data gained from these assessments will be used to drive
instruction.

Example entry ticket:

 List the key steps for the following three Tech-Enhanced Questions
o Graphing: _________________________________________________________
o Drop-Down: _______________________________________________________
o Matching: _________________________________________________________

12. Revision
I am able to gain a better understanding of student knowledge and growth through the use
of formative evaluations. Using these assessments, I can revise my instruction based on
the data. I plan to group students based on their formative evaluations and have them
travel in these groups during the station activity. Using mixed ability groupings, the
struggling learners will be able to have peer tutoring throughout each station. The
instructor will also have a list of these struggling learners so that I can check in with each
student and pull to provide differentiated instruction if needed.

13. Summative Evaluation

At the conclusion of the system, students will complete a skills test that is essentially a
mock Georgia Milestone assessment. This test will gauge student understanding of the
learning targets. The goal of the system is to instruct students on how to complete
Technology-Enhanced (TE) items appropriately so that they are not faced with an
additional barrier during the standardized tests of not necessarily understanding what the
answer to the question is but how to answer the TE question. This skills test / mock
Georgia Milestone will assess that goal while giving students a similar experience to
what they will face on the standardized test. This follow-through assessment will offer
the instructor the data needed to assess if the content needs further review or remediation.

Sample questions from Mock Milestone:

#1
#2

#3