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Taskanalysisforlexile SLMP
Taskanalysisforlexile SLMP
Teara Powell
Identification of the Learning Problem
At the beginning of this semester I met with Mrs. Morin the media specialist/technology
leader at my school about the needed activities to complete my degree. After reviewing the staff
development workshop guidelines and rubric, we talked about possible schools I could complete
this task at. I emailed the elementary schools and the high school in my county. The elementary
school told me that they already had enough meetings and the high school said they did not do
staff developments. I finally talked to the media specialist in a nearby county who said they
would love to have me come and give a staff development on lexiles. My media specialist, Cook
Counties media specialist and myself decided that the target population for my training would be
ELA teachers and department heads at Cook Middle School (CMS).
During my meeting with Mrs. Harrison, the CMS Media Specialist, we discussed the
goals in their school improvement plan along with the district technology plan and how these
relate to the need for staff development at CMS. We identified areas of weakness in regards to
the use of technology to improve student lexile levels at the middle school. One area of concern
was that many teachers were not using the resources that are available to them. Goal five of the
district technology plan states that technology will Provide educators with consistent ongoing
professional development opportunities to prepare them and increase their ability to integrate and
use technology effectively to improve teaching and learning.
The school system, like many school systems, are wanting to increase the use of technology to
access, evaluate and incorporate lexile scores into improving teaching and learning.
Goal three of the district technology plan states that technology will be used for research,
evaluation, and best practices of effective technology usage to improve instructional planning.
Teachers were given a 15 minute lesson on how to access lexile scores from SLDS and ELA
teachers received a 20 minute lesson on how to administer a STAR test and access the scores.
Currently, only nine of the 40 faculty members (22.5%) are familiar with lexile scores and how
to access them. A needs assessment survey revealed that 80% of the faulty that completed the
survey had any idea what their students lexile scores are, or use them for creating lessons that
reflect students ability levels. Survey participants also indicated a lack or resources or lack of
knowledge of how to use the resources as a main reason for not using lexile scores for
instruction. Participants stated that if they had resources that were easy to use they would be
interested in using different tools to make learning more interactive, interesting, and on students
designated levels. The data collected shows a need for staff development in the area of resource
that can help increase student lexile scores.
Due to limited funding and knowledgeable personnel in the county, there is no professional
development on how to incorporate technology into classroom instruction and assist with
improving lexile scores. Most technology integration is given to only a handful or is just
explained and no step-by-step process is given. The technology plan also has a goal to provide
students with the technology and information skills needed to enhance learning and
achievement. To help achieve this goal I will design a face-to-face as well as an online staff
development for personnel to learn how to use tools to increase lexile levels and expanded on
what students are taught in the classroom. The use of online tools along with reading articles
online will also help students to prepare for the Georgia Milestone, which is computer based test.
I have used many of these resources in my classroom and shared them with my co-workers at
Pine Grove Middle. The following goal is my desired goal for this staff development.
Goal: After participating in face-to-face or online staff development teachers will have a better
understanding of lexile scores, how to incorporate technology and lexile levels into their lessons
and some of the available resources available to them through GALILEO and other online
resources. Participants will choose at least two of the resources to use in their classroom. The
resources are
Galileo
SIRS Discoverer
Newela
Explora
Britannica
Georgia Encyclopedia
Biblionasium
Novelist
Destiny
General Audience
The target audience of the face-to-face staff development at Cook Middle School consists of
faculty members serving students in the sixth through the eighth grade. Five classroom teachers
along with the media specialist, special education department head and the principal have agreed
to participate in this training. While the media specialist is familiar with some of these
resources, she is looking forward to seeing what is done in a nearby school, the classroom
teachers deliver instruction in language arts/reading, math, social studies, and science and the
principal is wanting more ideas for teachers to help them improve lexile scores and increase
technology use. One of the participants provides math instruction, one provides instruction in
social studies, one provides instruction in science , and two teachers deliver instruction in
language arts/reading. The target audience includes two participants that has been educators for
over 21 years, four participants that have been educators for 16-20 years, and two participants
that have been educators for 11-15 years. These teachers are responsible for giving instruction to
students who are economically disadvantaged, ESOL (english as a second language) and with
learning disabilities. The target audience of the face-to-face staff development consists of
participants with masters, specialist, and doctorate degrees. Six of the participants have a
masters degree, one of the participants have a specialist degree, and one holds a doctorate
degree. This range of completed degrees will surely make the training interesting as each
participant will have varying knowledge and skills that can be shared with the group.
Cook Middle School had already completed a survey with the teachers before Christmas
break on what needs they felt needed to be addressed. One of the main concerns were resources
that included technology that would be easy for the students to use. The media specialist along
with the principal had an outside person come in and give a presentation on lexiles that only
confused the staff. The staff voiced their concerns with the lack of knowledge about lexiles and
online tools that could be used to assist teachers with having students read and improve these
scores.
Additional Information
The online staff development will be offered to all the faculty members at Cook Middle along
with members of Pine Grove Middle school. The participants will all be middle grades educators,
administrators or faculty at a middle school. The educational levels will vary from bachelor's to
doctoral degrees. Both schools will invite the faculty to view the online staff development.
Problem Identification
Cook County is wanting to increase lexile scores for all their students. The middle school wants
some resources and ideas on how to accomplish this task. Most of the students are from
economically disadvantaged families and this plays a role in how many are on grade level when
it comes to reading and understanding of what they are reading. All the students have taken the
fall and winter star test and these scores will be used when deciding what lexile score the
students will need for different activities. The middle school also does not want all the reading to
fall on the language arts teachers to handle. When planning the development the department head
for special education along with a special education teachers will be present, the math, social
studies and science department heads are also attending, one language arts teacher from each
grade level 6-8, and the principal of the school. Therefore, I will be presenting a staff
development on how to obtain lexile scores, different resources for teachers to use to give
students article on their level and how to assist students with finding books in their lexile level. I
will present at Cook Middle School which is about 25 minutes from the school I currently teach
at. The teachers are struggling to find information and resources that can be used to help improve
student's lexile score. Part of the problem is that teachers are unaware of the resources that are
available to them to help increase lexile levels. Providing this knowledge to the staff is the first
step in ensuring that they have a list of resources at their disposal to use. Instructor and teachers
will complete all subsequent steps together; the lesson will be broadcast via YouTube for access
at a later date or from home.
Instructional Goals
The teachers will be able to login into powerschool and look at students lexile scores
The teacher will be able to understand the Georgia Lexile Map
The teacher will be able to access GALILEO and other resources in GALILEO to use with
students
The teacher will be able to assign articles based on their students lexile levels
The teacher will be able to assist students in finding books in their lexile range
The teacher will be able to run a star report to show student progress.
Task Analysis
I chose to use a procedural analysis since it allow for each step to be broken down to
complete a task. This method will be easiest for the face-to-face and online staff development
since participants will need to follow steps in order to complete each task. I worked with my
media specialist when completing the required steps for completing each task.
8. SIRS Discoverer
8.1 Teachers will return to the CMS web page and click on the media center tab located
on the left hand side
8.2 Teachers will click on the library link
8.3 Teachers will click on Galileo link
8.4 Teachers will scroll down to SIRS Discoverer link
8.5 Teachers will click on the link
8.6 Teachers will click Advanced Search just beneath the search box
8.7 Teachers will enter the word dogs in the top search box and then in the Limit your
results section, will choose the appropriate Lexile range for their student
9. Finding a Book
9.1 Teachers will return to the CMS web page and click on Media Center tab located on
the left hand side
9.2 Teachers will click on the link for Library Links
9.3 Teachers will then click on the AR Book Finder
9.4 Teachers will click on advanced search
9.5 Teachers will change the ATOS Book Level to Lexile measure
9.6 Teachers will enter their students Lexile measure and interest level and then click the
search button to view a list of suggested books for that range
10. Star Reports
10.1 Teachers will return to the CMS web page and click on Media Center tab located on
the left hand side
10.2 Teachers will click on the link for Library Links
10.3 Teachers will click on the Accelerated reader tab
10.4 Teachers will log into Accelerated Reader
10.5 Teachers will click on I am a teacher/administer and log into STAR
10.6 Click on the star reading icon located on the left hand side
10.7 Click on reports
10.7 Choose Summary report
10.8 To print for the classes
10.8.1 Teachers will click on the class they want
10.8.2 Teachers will then click print
10.9 To print individual student reports
10.9.1 Teachers will click on student or students needed
10.9.1 Teacher will then click on print report
AASL Standards
1.1 Skills
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2.2 Demonstrate confidence and self direction by making independent choices in the selection
of resources and information.
1.4 Self-Assessment Strategies
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as
necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when it is needed.
3.1 Skills
3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting
on the learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners
3.1.4 Use technology and other information tools to organize and display knowledge and
understanding in ways that others can view, use, and assess.
3.4 Self-Assessment Strategies
3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn
more effectively in the future.
3.4.2 Assess the quality and effectiveness of the learning product.
3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles,
leadership, and demonstrations of respect for other viewpoints.
4.3 Responsibilities
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
4.3.2 Recognize that resources are created for a variety of purposes.
4.3.3 Seek opportunities for pursuing personal and aesthetic growth.
ISTE Standards for Teachers
Teachers use their knowledge of subject matter, teaching and learning, and technology to
facilitate experiences that advance student learning, creativity and innovation in both
a. Promote, support, and model creative and innovative thinking and inventiveness.
and to develop the knowledge, skills and and attitudes identified in the ISTE Standards.
setting their own educational goals, managing their own learning and assessing
styles, working strategies and abilities using digital tools and resources.
d. Provide students with multiple and varied formative and summative assessments
aligned with content and technology standards and use resulting data to inform
Instructional Objectives
Instructional Objective # 1
Domain: Psychomotor
After observing the instructor, participants will login into powerschool and access their
Instructional Objective #2
Domain: Psychomotor
After observing the instructor, participants will chose an article for one of the sites to
Instructional Objective #3
Domain: Psychomotor
After observing the instructor, participants will print a single student and class star report.
Assessments
Formative Assessments
Participant Self-Assessment (Appendix A)
Participants in the staff development, will complete the participant self-assessment
rubric (located in Appendix A) to track their progress toward mastering the goals of the staff
development. This tool can also be used to show additional help that may be needed. This task
will also assess how comfortable the participants are with the tasks that have been discussed.
Summative Assessments
Staff Development Feedback Survey (Appendix A)
Implementation of Staff Development Learning Checklist (Appendix A)
After completing the face-to-face staff development, participants will complete a Staff
Development Feedback Survey to share their opinion about the strengths and weaknesses of the
training course. This survey requires participants to reflect on and evaluate various aspects of
the training such as presenter knowledge, engagement, effectiveness, and more. The data
collected from this assessment will be utilized to make modifications to improve future
instruction. Staff will use the following criteria to assess which task they are comfortable with.
Participants will use the self-assessment rubric to identify any areas that they may need
additional assistance with. Online participants should email any questions or concerns and
additional material or instruction will be provided.
Performance
Content
Recall Application
Objective 1
After observing the instructor, participants will log into Powerschool, the SLDS site and
access students lexile scores.
Initial Presentation
During the face-to-face staff development training, participants will watch as the
instructor models the steps required to log into powerschool, the SLDS website and access their
students lexile scores. The online staff development contains a screencast video so that
participants can view the steps for each task. Learners will also be provided steps for each task in
a Google slide overview. (Appendix B)
Generative Strategies
Differentiation
Learners can choose to make a mental picture or create notes on Google slides powerpoint that
has been provided for them as well as during guided practice.
Learners needing extra time and support to complete the task can stay after the training to work
with the instructor.
Learners in need of additional guidance and support can:
Refer to the checklist and/or Google slides handouts
Ask questions about any steps that are unfamiliar to the participants.
Refer to the screencast video of the demonstration in the online staff development module as
many times as necessary
Objective 2
After observing the instructor, participants will access the Cook Middle School Website
and access Galileo and Resources in Galileo to use with students.
Initial Presentation
During the face-to-face staff development training, participants will watch as the
instructor demonstrates the steps required to complete the task of accessing the Cook Middle
School Media webpage. Next, the instructor will demonstrate how to click on each Galileo
resources. Each resources can be used to identify articles and other material that can be used with
students. The online staff development module will contain a screencast video so that
participants can view the steps for these tasks. The online staff development contains a
screencast video so that participants can view the steps for each task. Learners will also be
provided steps for each task in a Google slide overview. (Appendix B)
Generative Strategies
Each learner will paraphrasing the steps for locating the media webpage, access Galileo
and locating the different resources in Galileo that can be used with students. The instructor will
provide individual feedback to guide participants in completing the tasks independently. Online
students will refer back to the screencast and access google slides for support as they access
Galileo and the resources that are umbrellaed under Galileo.
Differentiation
Instructors will allow participants to work according to their individual strengths. Direct
instruction will be provided through modeling, during both the live face-to-face workshop or via
screencast in the online staff development module. The screencast will provide opportunities for
anyone needing additional support or a refresher in the concepts that were discussed during the
staff development module. This will also allow participants to be able to work at their own pace,
pausing and stopping the recording as necessary. In addition, a written checklist of the
procedures for this objective will be shared with a Google slides presentation. Finally,
participants needing additional time to complete the tasks may stay after the face-to-face training
for additional assistance. Online learners will work at their own pace.
Objective 3
After watching the instructor, participants will assign articles to students based on their
lexile level. Next participants will watch as the instructor goes through the steps of
finding books for students on their lexile level. The participants can chose the resources
that appeals to them or use different ones that are available on the school media page
links that are available through Galileo.
Initial Presentation
During the face-to-face staff development training, participants will observe as the
instructor models the steps needed to access the different resources in Galileo and how to search
each site for articles on the different students lexile levels. The instructor will demonstrate how
to filter books by interest and lexile level. The online staff development module will contain a
screencast video that allows participants to view the steps needed to access each resource and all
that is available to them. The google slide presentation will be provided for both sets of
participants to view. (Appendix B)
Generative Strategies
Participants will visualize the steps involved in completing the task by paraphrasing or
talking over the needed steps. Next, participants will be allowed to work through the steps
independently During this time, support and additional information will be provided by the
instructor to ensure that the task can be completed independently. Online learners will refer to the
online staff development module for instructions and step-by-step procedures.
Differentiation
Direct instruction will be provided through modeling of each step and procedures, a
recorded screencast will be provided online for review or as a refresher for struggling
participants as needed. This process will allow participants to work at their own pace, and
reviewing forgotten or misunderstood steps to complete each task. A written checklist for each
task as will as a copy of the google slide presentation. Participants can work at their own pace
and create conditions that are best suited to their personal needs. Additional time will be
provided for learners to complete each task and for any additional training or questions.
Participants can assign an article to their classes using one of the Galileo resources for extra
practice.
Objective 4
After observing the instructor, participants will access the Cook Middle School Website
and access the STAR testing link. Participants will log into star to print a report of their
students progress.
Initial Presentation
During the face-to-face staff development training, participants will watch as the
instructor demonstrates the steps required to complete the tasks of access the Cook Middle
School Media webpage. Next, the instructor will demonstrate how to access STAR, locate
students, and print a report that shows students progress. The online staff development module
will contain a screencast video so that participants can view the steps for these tasks. Learners
will also be provided steps for each task in a Google slide presentation overview. (Appendix B)
Generative Strategies
Each learner will paraphrase the steps for locating the media webpage, access STAR and
locating their students and print a report of their progress. The instructor will provide individual
feedback to guide participants in completing the tasks independently. Online students will refer
back to the screencast and access google slides for support as they access Star and the steps
needed to access student information and to print a report.
Differentiation
Instructor will allow participants to work according to their individual strengths. Direct
instruction will be provided through modeling, during both the live face-to-face workshop or via
screencast, in the online staff development module. The screencast will provide opportunities for
anyone needing additional support or a refresher in the concepts that were discussed during the
staff development module. This will also allow participants to be able to work at their own pace,
pausing and stopping the recording as necessary. In addition, a written checklist of the
procedures for this objective will be shared along with a Google slides presentation. Finally,
participants needing additional time to complete the tasks may stay after the face-to-face training
for additional assistance. Online learners will work at their own pace.
Self-assessment
rubric for
participants to
Assessment 1, 2, 3,4 Time: 3-5 minutes
identify where they
are in the learning
process
Collaborative
discussion for
asking and
answering
Assessment 1, 2, 3,4 Time: Depends on Learner Needs
questions as well
as sharing and
accessing help
resources
As participants work independently to access the resources on powerschool, Galileo and the
media center website, they will complete the self checklist to monitor their progress and
understanding. This assessment will allow learners to ask questions and gain additional
instruction on objectives that are not clear. AS learner become confident in the steps for each task
they can assist and provide guidance for their colleagues.
Collaborative Discussion
Participants will ask and answer questions, contribute ideas, as well as to share and access help
resources. In following principle one and two of Universal Design, learners can access this
forum as needed and can select resources that meet their individual needs.
Universal Design for learners was used in my design to add multiple means of
engagement, representation and expression.
Assessments
Participant Self-Assessment Rubric
I need assistance in
I can find books but I can find books that
finding books that are
Objective 3 need help changing are on my students
on my student's lexile
the lexile level. lexile level.
level.
I need assistance to I can log into star but I can log into star .
Objective 4
log into Star and print I struggle with I can log into star and
off reports . printing off a report. print off a report.
Navigating
Log into Newsela,
Participa Finding
powerscho Using Britannica
nt # Articles
ol and Destiny Middle Printing Star
using the
check and AR School, reports
Galileo
Lexile finder Explora, and
links
scores SIRS
4
5
10
Course Materials
Objective 1
Objective 2
Objective 3
Objective 4
Online Module Website
Different resources that I can use in my class Have a more in-depth lesson on the articles
instruction
That reading by Lexile's will be good. More time than a planning period, would of
liked a half day.
Question 7- Suggestions for making this Question 8- What was the most significant
module better? things you learned from the online module?
I think if you continue to add more resources All the resources that fall under the Galileo
as you find them. umbrella
Add resources that may not be found on the How to assign article that my students can read
school website but could be effective. and understand.
That there are quizzes with the article that I
can use.