EDU 6613 Instructional Design Project: 2.1,2.2& 3.

0 Combined

New District Curriculum

A training program to teach teachers new Envision math curriculum
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Front-End Analysis | Design Decisions
I. Needs Assessment Santa Rosa County has a new math curriculum called Envision math. The
teachers of the county need to be trained on how to use this curriculum in
small group. Half of the teachers in the county do not teach math in small
group. The teachers are going to need to be trained in how to teach math in a
small group setting. Teachers who use this curriculum in small group have a
47 percent increase in state testing scores versus teachers who use this
curriculum whole group. It will benefit the students of Santa Rosa county if
this curriculum is taught in small group.
II. Instructional The teachers of Santa Rosa county will be able to teach the Envision math
Goal curriculum in small group setting to improve state testing scores at the end of
the year. They will measure the success of small group instruction with
students based on student achievement on chapter assessments throughout the
year and the state test at the end of the year.
III. Clarifying the The teachers decided to create the following goals
instructional goal 1. The teachers will be able to do small group math four times a week
2. The teachers will be able to measure student achievement as successful if
the chapter assessments and state test grades are 70% or better.

IV. General The teachers are between the ages of 23 and 67. A 20 % of the teachers in
Description of the district are retiring within 5 years. 20% of the teachers in the district have
Intended Learners taught less than 5 years and 60% of the teachers have taught between 6 and
30 years. The teachers who are newer in the profession are more open to
small group math versus the teachers who are close to retirement.
V. General The performance context is in the K- 12 classroom in Santa Rosa County,
Description of the during the individual teacher’s math block, the school and grade level does
performance context. not matter. During small group math instruction. The room holds 18
students,18 student desk, 18 student chairs, teacher desk, teacher chair, 6
stools for the small group table and a small group table. The front of the room
has a large whiteboard that covers the entire front. The teacher has all the
manipulatives in cubbies behind the small group table for when they are
needed during instruction. The teacher copy and timer are on the small group
table. The different groups are listed on the board with who is in each group.
VI. General The teachers will teach the math lesson in a small group setting on a small
description of the group table. These tables will hold six students and the teacher. Small group
learning context will last between 10 to 15 minutes each group. The 18-student desk are facing
the front of the room where the whiteboard is and the students in small group
will be facing the white board at the front of the room. The students will have
their student math books, and a pencil. The manipulates for each lesson will
EDU 6613 Instructional Design Project: 2.1,2.2& 3.0 Combined

be provided by the teacher. The groups will be decided based on their STAR
math data, and you will group them homogeneous.
VII. Description of Teachers will need a small group table, chairs, student math textbook, pencil,
any tools the learner teacher copy of the math text book, timer, STAR math data and student
will need to manipulates to go with each lesson. The teacher will also need the chapter
accomplish the goals assessments to collect the data over small group instruction.

Instructional Goal: The teachers of Santa Rosa county will be able to teach the
Envision math curriculum in small group setting to improve state testing scores at
the end of the year. They will measure the success of small group instruction with
students based on student achievement on chapter assessments throughout the year
and the state test at the end of the year.
Major Steps (Sub-goals) Learning Subordinate & Entry Skills
Domain
1.0 List who is in each small Intellectual
group.
2.0 Select math topic to teach Intellectual 2.1 Demonstrate knowledge of the Florida
Core math standards.(Intellectual )
2.2 Identify students who struggled in the
previous math standard. ( Intellectual)
2.3 Identify previous standards that where
taught.(Intellectual )
2.4 Select appropriate sequence of
standards. ( Psychomotor)
2.5 Select appropriate math skills based on
current standards.(Psychomotor )
2.6 State the objective for the lesson.
(Verbal)

3.0 List materials needed for Verbal

the teacher and students in
small group instruction
4.0 Create a student rotation Psychomotor
schedule for small group
instruction
5.0 Plan what each group will Intellectual
be doing during each station
6.0 Identify procedures for Intellectual
student conduct during small
group rotations
 EDU 6613 Instructional Design Project: 2.1,2.2& 3.0 Combined

Situation: The teacher is implementing the new Envision Math

curriculum in small group.
List who
Select math Create a student
is in each Plan what each Identify
topic to List materials rotation schedule
small for small group group will be procedures for
teach. needed for the
group doing during student conduct
2 teacher and instruction. during small
1 students in small
each station.
4 5 group rotations.
group instruction. 6
3
EDU 6613 Instructional Design Project: 2.1,2.2& 3.0 Combined

 
Subordinate Skill Analysis for Step 2 of The Instructional Goal

Select math
topic to teach
2

V 2.6 State the

objective for the
2.5 Select appropriate math skills based
lesson.
on current standards.

2.4 Select appropriate

sequence of standards.

2.3 Identify previous standards

that where taught.

2.2 Identify students who struggled in the

previous math standard.
Entry Skills
SkillSkills
2.1 Demonstrate
knowledge of the Florida
Core math standards.

Learner Analysis:
Categories Data Sources Learner Characteristics
Abilities: Entry Skills  Classroom visits The teachers were able to demonstrate knowledge of the
 Interviews with Florida Core Standards and apply those standards to the
teachers topics in Envision Math.
Abilities: Educational  Teacher records All of the teachers have a bachelors degree and a license to
Level  Interviews with teach. 25 % of the teachers have a masters degree or higher
teachers in education.
Abilities: Learning  Interviews with A majority of the teachers want a hands-on learning
Preferences teachers approach. The teachers want to create lessons and
EDU 6613 Instructional Design Project: 2.1,2.2& 3.0 Combined

 Classroom visits materials during the training that they can use in teaching
the topics in small group.
Attitudes: Toward Content  Classroom visits The teachers have support from the district math
 Interviews with coordinator, math coachers and administration. The
teachers teachers that have not tried small group instruction are
hesitant with it working. The teachers who have tried small
group instruction are excited to implement this into their
classroom.
Attitudes: Motivation  Interviews with The teachers are highly motivated. With small group
teachers instruction shown to improve test scores , the teachers are
 Classroom visits motivated to implement this because it is best for their
students learning.
Attitudes: Toward  Classroom visits All of the teachers are not looking forward to another
Training organization  Interviews with training , that after the training they have to put in
teachers additional work to implement what they learned in the
training.
General Group  Interviews with Over 60% female, and heterogeneous. 70% Caucasian,
Characteristics teachers 15% African American, and 15% other. Ages range from
 Santa Rosa County 23 to 67. There are 750 teachers in Santa Rosa County
School District
Website
 Overall
impressions
EDU 6613 Instructional Design Project: 2.1,2.2& 3.0 Combined

Contextual Analysis:
Categories Data sources Site Characteristics
PC = Performance Context
LC = Learning Context
LC: Number/Nature of  Santa Rosa County There are 42 school sites across Santa Rosa County. The
Sites School District north end of the county has free and reduced lunch
Website percentages over 90%. The south end of the county is
mainly military with free and reduced lunch around 50
percent. There is a k-8 school being built to help with the
overpopulation of the schools in the south end.
LC: Compatibility with  Santa Rosa County Not all of the schools have access to materials they need
instructional needs School District for small group instruction. The teachers have to buy
Website whiteboards, markers, or individual clocks for the students
to use on a daily basis. The schools in the south end do not
have as many manipulatives for small group as schools in
the north end because of Title 1 funds.
LC: Compatibility with  Santa Rosa County The schools have a 90% attendance rate August through
learner needs School District June. 5 of the schools have summer school and will have
Website access to students June-August. Training needs to happen
during the summer months or in August so teachers can
implement based off of their students.
PC: Physical aspects  Santa Rosa County  Greater title 1percent in the north end of the county
School District  Overcrowding in the south end of the county
Website  Not every school has the same access to materials
These differences between each school site are a cause for
concern, however, the training is needed to give the
teachers a proven strategy for the new district math
curriculum.

Phase II: Design Table

Performance Objectives and Parallel Test Items
Instructional Goal: The teachers of Santa Rosa county will be able to teach the Envision math
curriculum in small group setting to improve state testing scores at the end of the year. They will
measure the success of small group instruction with students based on student achievement on
chapter assessments throughout the year and the state test at the end of the year.

SUBORDINATE SKILLS PERFORMANCE OBJ PARALLEL TEST ITEM

1.0 List who is in each small
group.
2.0 Select math topic to
teach
2.1 Demonstrate knowledge
of the Florida Core math
standards.
2.2 Identify students who
Given the STAR math data, list who is TBD
in each group with 100 percent
accuracy.
Give a course syllabus, select the topic TBD
based on the Florida Core Standards
with 100 percent accuracy.
Give a course syllabus and cpalms.org, .TBD
demonstrate knowledge of the Florida
Core standards with 100 percent
accuracy.
Give the previous lesson exit ticket, TBD
EDU 6613 Instructional Design Project: 2.1,2.2& 3.0 Combined
struggled in the previous
math standard
2.3 Identify previous
standards that where taught.
2.4 Select appropriate
sequence of standards.
2.5 Select appropriate math
skills based on current
standards.
2.6 State the objective for
the lesson.
3.0 List materials needed for
the teacher and students in
small group instruction
4.0 Create a student rotation
schedule for small group
instruction
5.0 Plan what each group will
be doing during each station
6.0 Identify procedures for
student conduct during
small group rotations
identify struggling students with the
previous math standard, with 100
percent accuracy.
Give the course syllabus and the TBD
Envision math teacher book, identify
previous standards that where taught
using a checklist of the standards, 100
percent of the time
Give a course syllabus, select the TBD
appropriate sequence of standards
using the Florida Core math standards
and the table of contents in the
Envision math teacher’s addition, 90
percent of the time
Give a course syllabus, select TBD
appropriate math skills based on the
Florida Core math standards, previous
standards that where taught and the
table of contents in the teacher’s
addition, 100 percent of the time.
Give a course syllabus, state the TBD
objective for the topic based off the
Florida Core Standards with 100
percent accuracy.
Given the objective for the lesson, TBD
gather the materials needed for the
teacher and student during each of the
12-minute rotations, with 100 percent
accuracy.
Given an hour for math and the small TBD
group list, create a small group rotation
schedule every 12 minutes, with 100
percent accuracy.
Given the objective and small groups TBD
plan what each group is doing during
the four different rotations for the 12
minutes with 90 percent accuracy.
Given the small groups, create an TBD
anchor chart identifying the student
conduct procedures for students to
reference back to 90 percent of the
time during small group rotations.