EDTC 602 Backward Design Template

Unit/Training Series Title: SB-191 Teacher Rubric Technology Standards: How can Google for Education Apps be used to support writing and fulfill the technology requirements of SB-191?

Your Name: Melissa Quinn

Context Map: You will begin to analyze the barriers and challenges that may impact your planning. You will identify the external forces, the stakeholders, and the impact the external forces and stakeholders represent.

External Forces: What are the economic, political, social, environmental, and technological forces or trends that impact your work? Economic: Our county was hit hard in 2008 by the recession. As a resort area, tourists drive Grand Countys economy, and therefore, it has taken longer for the county to bounce back from this downturn. While Denver and the Front Range have seen an upturn to their economies, Grand County is still struggling. A large amount of the jobs revolved around building second homes and many families in our community felt the loss of these positions. With the loss of jobs, families moved from our district, therefore affecting the number of students enrolled at East Grand School District (EGSD).EGSD has also faced several rescissions in the last few years along with cuts to the per pupil funding from the state. We have cut over $2,000,000.00 from the districts budget in the last six years to make up this deficit. We are fortunate to have built a healthy reserve in the past; however, that is quickly being depleted by a negative budget the last two years that has required the school board to dip into reserves to cover these costs.In the past EGSD has been very fortunate to have the backing from the community on any issue that supported the school district, however that has changed in the last seven years as the recession hit this community. We are fortunate to have passed a Tech Mill Levy in 2007, which provided the district with $300,000.00 for three consecutive years. This allowed EGSD to update the labs at the Middle School and High School along with some much needed infrastructure upgrades. The same year EGSD was able to secure, through voter approval, a Transportation Mill Levy that pays all bus route transportation expenses, this will never expires; however, there is a cap of $300,000.00. Along with these Mill Levies the district has also received support in 2010 through the Grand Foundation and East Grand Education Foundation to purchase new lab computers for each of the elementary schools and iPads for the teachers in the district who attended Professional Development on integrating them into their classes. The district has also received grants for Smart Boards and Document Readers for all teachers. While all this funding is wonderful, the cost to maintain and replace outdated equipment has been hard to attain in the last few years. Political: Back in 2011 the Colorado Supreme Court approved redistricting maps that moved Grand County into a district with Boulder County. The economy between these two counties is so different and the loss of a state representative that understands the issues of living in a rural area has affected our county when it comes to representation in the political arena, for example with water issues and educational issues. It is also difficult to vote in representatives from Grand County when Boulder County has a much larger population base of voters. Our district watched the Labato Case closely as the decision would have affected funding for our district. Even though the outcome was not in support of changing the funding system for education, it did bring to the forefront glaring deficiencies in the way public education is funded. SB-191 Teacher Rubric Learning the new system and keeping up with all the data can be very time consuming, this includes self-assessments, growth plans, mid-year reviews, and weekly walk-throughs. Our district has required pacing guides for each grade level or class taught to provide continuity, vertical alignment, and a guide for administrators and other key stakeholders to assess what will be taught during the year. Financial and State Mandates with no financial backing like No Child Left Behind (NCLB) and the READ-Act. All schools are held accountable to make sure all students show adequate yearly growth toward proficiency levels in all subjects.Social:Grand County Demographics The countys schools are broken down into two districts, East Grand School District #2 and West Grand School District. There are 14,195 people who live in the county. Grand County consists of 89.7% whites, 7.5% Hispanic and 1.2% two or more races. The average income of Grand County residents is $60,433 however, that average is skewed as there seems to be the very rich and the poor where 6.6% of our residents live in poverty.

Free & Reduced Numbers Granby Elementary 37%, Title School Fraser Elementary 28% East Grand Middle School 27% Middle Park High School - 23%

East Grand School District has many highly qualified staff members. Out of the 103 teachers in our district we currently have 9 National Board Certified teachers and 70% have a Masters or greater. 1-5 years : 356-10 years: 2311+ years: 45

There is a lack of trust between the School District and members of the community over a school closing that occurred in 2011. The community is very passionate about their local schools and when enrollment declined at Grand Lake Elementary to less than 40 students the school board decided to close the school and combine the students with Granby Elementary. This caused a lot of fear in our community and unrest until the process was done. There are community members who are still bitter about the closing however, the tension has subsided with time, parent involvement in their new school, and a new superintendent. Even though time is alleviating the tension the school district is still feeling the effects when going to the voters for support.Environmental:EGSD is very fortunate to buildings that are very well taken care of. We have 4 buildings within the district and all have either been built or remodeled in the last 15 years. Because we live in the middle of the mountains and access to our community requires traveling over at least one pass, access to some resources can be difficult. The closest big city is an hour and a half drive one way on roads that can have varying road conditions.Technological:We were also able to update the infrastructure back in 2007 to support the new technologies of the time. We do have a few issues with the speed of our network and hope to tap into another 300M through Comcast Metro-E next year. We currently do not have a 1:1 program in our schools. We have attempted twice to pass Technology Mill Levies in the last seven years and both times the community members have voted the initiative down.

All staff members are provided with MacBook teacher laptops that can be taken home and used at their discretion. Teachers use these laptops to create their lessons, enter grades into PowerSchool, communicate with parents and other staff member, and access the Internet. We are in our seventh year of the teacher laptop rollout and the significance has been seen, as teachers are able to access their files anytime during the day or night.

While collecting data on our 1:1 initiative last year it was discovered that approximately 90% of students and staff have Internet access at home. Of those 10% without Internet access, 70% said the reason was finances and the cost of Internet access. The other 30% stated it was because of the remote location of their homes and the high cost to attain access where they live.

The county libraries are fully equipped with Internet access and new PC computer for students and staff who need access. During the last election the Library District also lost a Mill Levy request to subsidize their operating cost because of a loss in revenue due to lower property assessments. Because the Mill Levy did not pass the Library District has chosen to close the libraries in our county on Fridays and Sundays to save money. This is affecting the access students and staff members have to library resources, especially on Fridays when school is not in session.

Students of EGSD are using social networking sites and email to communicate with classmates, friends and family from around the world. When becoming a Google Apps for Education district, each K-12 student received a personal email account through the district. I have witnessed students sending and receiving emails daily. They have the first few minutes of class to check their mail and respond or send emails at that time. During their lesson on Digital Citizenship they were polled as to who had social networking accounts. Sixth grade had the lowest percentage at 56% mainly because of their age, seventh grade was much higher at 82% and eighth grade came in at 94%. All high school students create accounts for different courses including Twitter, Facebook, Tumblr, and other blog accounts.

Stakeholders: What points of view do these stakeholders represent? What does each of these groups want you to do?Community:We have four very distinct communities in our school district all with unique wants and needs. Winter Park/Fraser Is a ski resort community with a large majority of second homeowners. Household incomes range from medium to high. Most community members are well educated and have high expectations for their schools. There is one elementary school in the community that has a high ranking on Colorado School Grades website. Parents take pride in their schools and are vocal and very active participants in their childrens education. Granby Granby is a small town in the center of the county. It also has a small family ski area however, it doesnt have the look or feel of a resort town. The average household income is considerably smaller than that of other areas and ranges from very low to medium. While some community members are well educated, most have minimal education and make up the work force of the community. Granby Elementary, East Grand Middle School, and Middle Park High School are all in the town of Granby. Middle School and High School students from the county travel to attend school together. The community of Granby is still concerned about the education their students receive, however they are not as vocal and lack the means to volunteer as often as other communities. Hot Sulphur Springs This is another medium income community that comprises mostly of working families. All children travel to Granby for their K-12 education. This community has always supported the school district Grand Lake This community mainly consists of second homeowners who are retired. They had an elementary school until 2011 when it was estimated that only 40 students would be attending the next school year. This community has always valued and supported their local school, however the cost of living in Grand Lake increased so much that families could not afford to live there. Some of the more vocal community members are still very upset about the closure, however most families have embraced Granby Elementary. Teacher:Some of our veteran teachers are hesitant to embrace technology and the new standards while the newer teachers are eager to learn more. Teachers would like to be able to integrate technology more, however they get frustrated easily when things dont go just right or they have issues with reserving lab space for their classes. If they could have someone with more technology experience in the room they would feel more comfortable. Most are hesitant about a 1:1 initiative because of the unknown and the change in pedagogy style that would be required when each student has a device in their possession. Parents:Parents want their children to be prepared for the future and they see the importance of a great education. They are also very supportive of incorporating more technology into the classrooms. They want opportunities for their children that they didnt have and they have high expectations for the administration and staff in the district.Students:EGSD students want to be challenged and they want the same educational opportunities that larger district are able to offer. They want more technology! It is their life and even though they are very tech savvy they have a lot to learn about the power of technology and how they can use it to its fullest potential. They want to learn from others and be able to collaborate with other students around the world. They want options when they are learning to pick aspects that fit them. And finally that want alternative career classes that give them skills they can use in the workforce.Policy Makers at the district level:Policy makers at the district level want to provide the best education possible to all our students. They expect each teacher to be highly qualified and life-long learners themselves. They want us to make connections with the students because thats when learning means something. They want to see growth in each student!Policy Makers at the state and federal level:State and Federal Policy Makers want to make sure we are qualified to teach the subject matter and that each student leaves our school with the knowledge of each standard we are held accountable for teaching. They want students to grow each year and they want to know that we are closing the achievement gap for each child, gender, and race.Technologists:Technologist want teachers to use the tools that are provided with students daily. They want EGSD students to graduate with the technology tools they will need to succeed in life. They would love to provide each student with their own device to harness the power of the Internet and see technology being used in every classroom. They want students to have 21st Century Skills embedded into all aspects of their EGSD experience. They are currently worried about the state of our current technology and how they will maintain what the district currently has with little to no money next year.Administrators at the site level:Principals want to see curriculum that is rigorous, well-thought out, addresses the standards, differentiated, and engaging. They want to see that we are making connections with our students and challenging them to think critically. All teachers are required to support reading and writing in their curriculum and help to close the achievement gap.Administrators at the district level:District administrators are interested in grade level teams working together to create pacing guides so that all students in the district have continuity in their education experience. The goal for our district is that our students will score 10% higher than the state average on all state assessments. They would like all schools to have a rating of accredited with distinction and be in the top 10% of the state.

Forces That Impact: As you consider the external forces and the stakeholder points of view, what barriers are the most critical to overcome?As SB-191 goes into full effect, teachers will need to integrate technology into their curriculums and support the learning of reading and writing in all classrooms. Teachers are required to teach 21st century skills; however, some do not possess these skills themselves. I believe the most critical barrier to overcome is with the staff of EGSD. Creating a comfort level among the staff to take risks when teaching new technologies can be a challenge. Staff seem to be uncomfortable when students know more about technology than they do.

Supports: As you consider the external forces and the stakeholder points of view, what supports are in place that will boost your work?The administration, parent and students of EGSD are supportive of new technologies being integrated into district curriculums. As students are learning more about Google for Education Apps they are requesting more access to these technologies to complete assignments. Parents are also seeing the importance of these 21st century skills and the integration of technology into their childrens education. Administrators would like to see technology integrated into classroom curriculums so that students are able to experience and learn these power tools.

Theory of Action: Now that you have an overview of the environment and stakeholders, you will develop a theory of action that will focus your unit or training. This theory of action will require you to gather and analyze your current state through data, visualize your desired state, and identify action steps to achieve your desired state.

Audience: Who is the audience? Who will be participating in the unit or training?

My audience will be the East Grand Middle School (EGMS) staff. EGMS has 4 team members per grade level for sixth through eighth grade. Each team consists of one English teacher, one Math teacher, one Science teacher, and one Social Studies Teacher. There are also three Special Education teachers who support learning by using a push in method. Related Arts teachers include World Language, Art, Music, Physical Education, Technology, and Drama. Teachers range from Nationally Board Certified to teachers in their second year of teaching. There are 22 certified teachers who will be attending this professional development (PD) training.

Current State: Describe your current state using available data (quantitative and qualitative). Be sure to describe your current state in terms of achievement scores, State Content Standards, 21st Century Skills, NETS, and Workforce Readiness Skills. What does it currently look like, sound like, and feel like?

East Grand Middle School just recently started using Google for Education Apps with their students. Students received their new email accounts in October and have been learning the power of this tool. Teachers throughout the school are hearing students talking about the fun collaboration projects they are participating in while using Google Apps and the ability to access their documents from any computer with Internet access. As a staff we have looked at our TCAP scores and assessed that we have some gaps in student learning and especially between our free and reduced, ESL (English as a Second Language), and RTI (Response to Intervention) students. One of the areas weve seen a decrease in is their writing scores. The past few years we have focused our efforts on implementing a new Reading curriculum and reinforcing math, and while thats working to increase those scores the staff has decided we need to reassess how we are addressing writing skills.Writing - TCAP Percent Below ProficientGrammar Use 2012Grammar Use 2013Mechanics 2012Mechanics 2013

6th Grade38%41%31%34%

7th Grade33%33%30%46%

8th Grade34%41%31%33%

Each year we also do a district writing assessment as part of the National Literacy Coalition (NLC) and Every Child a Writer (ECAW). Teachers are required to attend training within the first year of teaching with the district, where they learn how to correctly assess student writing based on the ECAW rubric. English teachers participate in an in-depth training while support staff will attend a half-day trainingUnder Quality Standard III in the new teacher rubric Element d: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning states that all teachers are held accountable for integrating technology into their curriculum. Google for Education Apps are new to our district; therefore, teachers have not been trained in how these tools work and the ways they can use them to integrate technology into their lessons. Currently students do writing projects using paper and pencils. Each rough draft is taken home by the teacher to grade them using a pen. Students then make corrections to their first rough draft and resubmit for assessment. Once they have a final draft finished they will sometimes type their paper using Word or Pages, print their final copy and turn it into their teacher for final grading. This method does not address ISTE Standard S (ISTE Standards-S, Formerly NETS) or 21st Century Skills (AASL 21st Century Learner Standards, 21st Century Skills Standards, AECT Standards, and Colorado 21st Century Skills).

Desired State: Describe your desired state using the data youve analyzed for the current state. What is it that you will be working toward achieving? Again be sure to describe your desired state in terms of achievement scores, State Content Standards, 21st Century Skills, NETS, and Workforce Readiness Skills. What will the desired state look like, sound like, and feel like?

Ideally EGSD would like all teachers to place Accomplished on the new teacher rubric and for all students to get the best education possible. In order to be Accomplished students will Engage in virtual or face-to-face learning activities enhanced by appropriate use of available technology and Produce creative and innovative products. (Colorado Department of Education, 2014) Since writing scores have decreased and the achievement gap has widened in writing for our free and reduced, ESL, and RTI students and the general student body wed like to see training provided for all EGMS staff. Since this is the first year using the new rubric the only data available is the self-assessment for each staff member. The ISTE Standards for Students Communication and Collaboration standards state that Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. (International Society for Technology in Education, 2007) With training, teachers will be able to integrate technology into their curriculum and use 21st Century skills to assess student writing. Students will also be able to collaborate with their teachers and other classmates using these tools.By assessing what writing skills students need the most help with in each grade level, all teachers can be integrating writing into their curriculum that supports the efforts of the English staff, therefore challenging students to be the best writers in all subject area. Its also good for continuity within the school for each teacher to know the writing requirements. This will help students know and remember what the expectations are no matter what classroom they are in. A survey will be sent to all teachers requesting the common writing errors they see students make so the PD can be focused on these standards, along with the data found on the last years TCAP scores and District Writing assessment.After training, teachers will be able to use 21st Century skills to correct students writing drafts and final projects without having to print copies or write multiple drafts with paper and pencil. Assessments can be done through shared documents and teachers will not be required to carry enormous amounts of paper home each night. East Grand Middle School currently has 22% of the staff that rated themselves Accomplished on the self-assessment. The goal is for 30% of the EGMS staff will fulfill the SB-191 requirements of technology integration at an Accomplished level.Finally, wed expect to see growth in writing on the TCAP tests and District Writing Assessment for 80% of the student body. More importantly wed like to close the achievement gap by 10% among the free and reduced, ESL, and RTI students. By training staff on the features of Google Apps, specifically Google Documents, and the writing standards that need the most focus we can collectively work as a team to address the gaps in learning and increase student writing scores. Staff will be trained on features of Google Documents that specifically address ways they can use these tools to support writing.

Theory of Action: What steps of action will you take to achieve your desired state? What will you do specifically?

1. Create a Google Form questionnaire to send to all EGSD teachers asking them what common writing errors they are seeing in their classroom when student are writing that pertain to Grammar Usage and Mechanics. I will list some common mistakes that Ive encountered in my experience with the student body and allow staff to add to this list using the Google Form.2. Send out the Google Form six weeks before the training, allowing teachers two weeks to fill out the questionnaire.3. Meet with each grade level English teacher to discuss common writing errors that they see with their group of students and what other teachers are seeing so that they can come up with a list of common mistakes everyone can watch for when having students write. Create a shared document that lists these common mistakes that teachers can access before the course for review. (One month before PD training.)4. Review with the English teacher and administration the current TCAP and District Writing Assessment scores to find the top two standards that will become the focus of the PD writing portion of the training. (One month before PD training.)5. Create a writing document, by grade level, that covers the common writing error that students are making and the two writing standards that will be the focus of the training. In the document provide examples of exemplar writing. (Three weeks before PD training.) Use Google Docs and share the document with all teachers two days before the training.6. Collect all materials and online resources that will be used for each of the three sessions during the PD training. Google Drive Basics, Google Docs-Comments & Voice Comments, Google Docs-Revision History, and Google Docs-Research Features. (One to three weeks before PD training)7. Create Google Doc with lesson ideas for each area of study to be provided the day of training that will provide ways to incorporate the writing standards into their curriculum. Share this document with staff members two days before the training.8. Day of the training, make sure projector is working and the room is set up for the session.9. Teachers will be grouped into grade level groups, Special Education team and a Related Arts team. Each grade level group will focus on the standards and common errors for the students they teach. The Related Arts and Special Education team will be looking at the standards for all three grade levels.10. After the training all material will be shared with the staff using Google Drive. 11. The Technology Integration Specialist will meet with teachers within a month following the training to answer any questions they may have or teach them specific skills they may need to complete the integration process. She will also be available, by request, to help with the first day of a new lesson that incorporates Google for Education Apps.12. Administration will note writing integration while doing walk-throughs for the new teacher rubric.13. The following year the staff will re-assess the writing scores to note growth in our students writing scores.

Backward Design MapUnit/Training Design: Using a backward planning process, you will begin to identify the content and process of your unit or training. In this process you will need to identify your end of unit/training series goal. You will also need to identify the target goal for each lesson/training session within your unit/training series.

I feel the best time to accomplish these goals would be at the beginning of the school year when the new TCAP scores are available; therefore this session will take place during the beginning of the year in-service days. The staff involved will include all core middle school teachers (12), the Special Education Department teachers (3), and the Related Arts teachers (7) for a total of 22 teachers. This professional development (PD) will have four sessions that are 45 minutes long, with 15-minute breaks between the sessions. Teachers will need to bring their school laptops. During the first day back to school, teachers will be informed of the training and what they need to bring for the training.Session 1 will include all staff and will begin with a brief survey, created using Google Forms, to assess the staffs comfort level with Google for Education Apps and an overview of the goals for the days PD. The survey will be used to assess staffs comfort level before the session, with a similar follow up survey at the end of the class providing feedback after the course. Only one handout will be printed (all others will be distributed using Google Drive and sharing). This handout will include links to the Instructional Technologists website, hosting online videos tutorials, and login steps with pictures to get them to Google Drive to retrieve all other documents. An email will be sent to all staff with the remaining handouts for their use, so the first step will be accessing the documentation through this email and then reviewing how to find the documents anytime theyd like through Google Drive and the Shared with Me folder. We will discuss some features of sharing, the key factor being that students can share their writing projects with teachers without having to print their work allowing teachers to have all their students projects right on their laptops. In this session we will go over some general organizational features of Google Drive including how to create folders, move files, create new documents, and name files. Time will be given for teachers to practice using these features. The last five minutes of the session will be for questions and answers that may arise during the lesson.In sessions 2,3 and 4 staff will be divided into 3 smaller groups by grade level with Special Education staff and Related Arts teachers divided among the groups. Staff will rotate through the three sub-sections. The different sub-sections will focus on Google Docs-Comments & Voice Comments, Google Docs-History Review, and Google Docs-Research Features along with examples of how to integrate writing into these technology resources. Because this is a technology PD course the District Technology Integration will attend the session and help with issues and staff questions as they arise.

Sub-Session #1 Google Documents-Comments & Voice CommentsThis session will focus on using Comments & Voice Comments to provide feedback to the students on their writing. The shared documents for this session will be accessed and reviewed. This document will include details on how to use the comment features of Google Docs. The other document will include the writing standards of Grammar Usage and Mechanics, exemplars of good writing, and examples of lesson ideas for several different subjects that can be used for all sub-sessions. The 45-minute session will showcase the features and then give time for staff to use Google Docs to practice what theyve learned with technology support in the room. During the practice session staff will work together in their small groups to grade example student work on a shared document. Sub-Session #2 Google Documents-Revision HistoryIn writing it is important to be able to review past versions of student writing. With the history review option in Google Documents this can be done online also, without having to print multiple copies of their writing. Revision History also allows teachers to see all versions of the documents and edits made. It even color codes the changes and stamps the date, time, and identity of the writer. This can prevent plagiarism issues when students understand that all interactions with the text are transparent. The shared documents for this session will be accessed and reviewed. The first document will include details on how to use the history review features within Google Docs. The remaining documents will consist of student writing that each have multiple version. After a 25-30 minute lesson on using this feature the staff will have the remainder of the time to play with this feature using the documents provided.Sub-Session #3 Google Documents-ResearchThe ability to research right inside your document while writing can be very beneficial during the writing process. Google Research is built right into Google docs document, for simple and easy access to resources. Google Research can also focus the search so that it only displays results from Google Scholar, which focuses their research to sources that have educational background. It also has an option to easily cite their sources in different formats. The class will include viewing shared resources for this session. This document will provide video links on how to use Google Research, the use of Google Scholar, blogs, and other essential features. The first 25-30 minutes will consist of a lesson on using Google Research followed by 15-20 minutes for staff to use this tool.The professional development will end with a quick group questions and answer section and wrap up of expectations. Staff will be sent a follow-up survey to poll their comfort level of Google for Education Apps to assess how effective the session was at training them to use these tools to integrate technology and support writing in their classrooms.

End of Unit/Training Series Target Goal: Based on your description of your desired state, what will your final instructional goal(s) be?

To educate staff on the use of Google for Education Apps (Google Documents Comments & Voice Comments, Revision History, and Google Research) To give staff guidance in supporting the writing efforts at middle school. (Grammar Usage and Mechanics Standards) To provide staff with exemplars of good student writing. To provide staff with examples of lesson ideas that integrates technology and writing into their lessons. To encourage staff to integrate technology.

Individual Lessons/Training Session Topics: Working backwards from your end of unit/training series goal(s), develop four lessons/training sessions. With each lesson/training session you will need to identify the target goal for content (skills, knowledge, strategies) and the process (thinking strategies) the learner will use to access the content knowledge. You will also need to identify a formative assessment or assessment for learning that will provide you with data regarding the progress the learner is making during the lesson/training session.

Session Target GoalTopics

1 To understand the objective of the professional development and gather data from the staff on their comfort level with Google for Education Apps. Direct Instruction Going over professional development learning objectives. Evaluation Google Form to assess current level of understanding.Introductory Activity

2

To examine basic knowledge of Google for Education Apps. Direct Instruction Basic features of Google for Education Apps (Google Drive and general organizational features) Experimental Learning Time to use the features being discussed for deeper understanding. Interactive Instruction Allowing staff to access the online tutorials on the Instructional Specialist website and the handouts on Google Drive.Basic Features of Google for Education Apps

3

Explore Comments and Voice Comments of Google Docs as a means of integrating technology in writing standards and curriculum design. Direct Instruction Learning the Comments & Voice Comments features of Google Docs Experimental Learning Time to use the features discussed with technology support to answer questions. Interactive Instruction Collaborating in their small groups to use this tool and assess student writing.Google Docs Comments & Voice Comments

4

Reinforce writing strategies by using the Revision History feature. Direct Instruction Learning the features of Revision History. Experimental Learning Time to use the features discussed with technology support to answer questions. Interactive Instruction Sharing ideas, and collaborating with other staff members on the use of this feature.Google Docs Revision History

5Use Google Research to access online resources and cite sources. Direct Instruction Learning the features of Google Research (Google Scholar, Citations) Experimental Learning Time to use the features discussed with technology support to answer questions. Interactive Instruction Share ideas and collaborate with other staff members.Google Docs Google Research

Assessments for Learning Table

List your target goals for the course.1. To understand the objective of the professional development and gather data from the staff on their comfort level with Google for Education Apps.2. To examine basic knowledge of Google for Education Apps.3. Explore Comments and Voice Comments of Google Docs as a means of integrating technology in writing standards and curriculum design.4. Reinforce writing strategies by using the Revision History feature.5. Use Google Research to access online resources and cite sources.

State your learning outcome(s) for each target (note the target in parenthesis after the outcome)Process Behaviors: What will it sound like, look like, feel like?(How will students/participants apply the learning?)Content Behaviors: What will it sound like, look like, feel like?(What are the skills, new understandings, or concepts?)Assessment for Learning Progress Monitoring:How will you collect your assessment data?

Describe current comfort level with Google Apps for Education. (Target 1)Staff will fill out a pre-assessment defining their comfort level with this tool before the PD begins.

Staff will be given 10 minutes to complete this short survey.The pre-assessment will elicit information about individual staffs comfort level before the PD begins. They will be questions on Basic Google Features like sharing, Google Comments & Voice Comments, Revision History, and Google Research.Formative data will be collected using Google Forms and used to assess the current comfort level before the lesson begins. Further data will be collected at the end of the lesson assessing the staffs level of comfort after receiving training on Google Docs.

Understand the objectives of the Professional Development training. (Target 1)Staff will engage in a discussion of the objectives for the training so that they have a clear vision of what will be expected of them during the training.

Staff will view the objectives listed on the Smart Board. We will go through them one-by-one and discuss any initial questions staff may have with the objectives. After discussing the objectives staff will have a clear understanding of the expectations for the training.

They will also have a clear understanding of the writing standards the PD will focus on.

Understanding the SB-191 requirements for technology integration.No data will be collected at this time.

Discover how to access shared information and review the documents for the training sessions. (Target 2)Staff will access their Google Account.

Once inside staff will learn how to access shared documents through the email sent to them by the facilitator.

Staff will be shown the Shared with Me folder in Google Drive and how they can access their documents from here.Staff will know the skills needed to access shared documents through email and the Shared with Me folder.

I will be assessing their understanding by walking around the room and visually checking that staff members have been able to access these documents using two different methods. (Formative Assessment)

Use Google Docs in everyday teaching management tasks. (Creating folders for organization, creating new documents, moving documents into folders, how Google Drive saves, and sharing) (Target 2)Staff will learn how to create a folder and color-code them for organizing their documents and will spend time creating a folder themselves.

They will learn the system for creating a new document, moving that document into the folders they have created, how document are saved, and sharing them with others.After this part of the lesson staff will be able to perform folder creation, creating a new document, moving documents, saving and sharing documents in Google Drive

I will the thumbs up, thumbs down method of assessing their understanding to check that staff members have been able to do each of the basic functions. (Formative Assessment)

Practice the use of Comments & Voice Comments to the pen and paper way of giving feedback on writing assignments. (Target 3)Discuss the way staff members currently provide feedback to students on writing projects.

Staff members will view a lesson on how the comment and voice comments features work.

Staff will brainstorm ways they can do the same things they discussed earlier using Comments & Voice Comments to give feedback on writing.

View a demonstration of the features will be performed on a piece of student writing on the Smart Board.

Engage in a practice session using these features on shared student work.In small groups, staff will use both Comments & Voice Comments in a students writing sample to experience how they could use this feature to provide feedback to students online. During our conversation on the ways comments and voice comments can replace the current way staff are providing feedback to students, I will be assessing their understanding by the answers they are giving and modifying or re-teaching where necessary. (Formative Assessment)

I will also be assessing their understanding by walking around the room and visually checking that staff members are using both comments and voice comments. Because I will share all these student writing samples, I will have access to see the comments and voice comments that staff members have left in the documents. (Formative Assessment)

Compare different versions of a students writing sample using Revision History. (Target 4)Staff will view a lesson on how all edits done to a document are stored for retrieval using Revision History including changes that are color-coded, stamped with the date, time, and identity of the writer.

View a lesson on plagiarism and how this transparency can prevent students from plagiarizing someones work. Also, how this feature can enhance peer-edits because of the transparency, which can be difficult to achieve using other methods of writing.

View a demonstration on how to access the history of a document using the student sample.

Staff will access sample student writing that has been shared with them to explore and use the Revision History feature.Staff will know how to find and use the Revision History feature to compare different versions of a students writing sample.

They will also understand how the transparency of this feature can help avoid plagiarism and provide the teachers with information on peer-reviews.I will be assessing their understanding by walking around the room and visually checking that staff members understand how to access and use the Revision History feature.(Formative Assessment)

Examine the features of Google Research.Elicit staff to provide a topic they have their students research in their class.

View demonstration on how to access the Google Research feature and discuss how students can quickly and easily access information from the Internet right from their documents.

Observe a discussion on how they can change the type of information they are looking to use in their document. (Website, picture, video, etc.) Also, look at the way they can filter the information to only include information that has an educational background by using Google Scholar.

View demonstration on how students can also use Google Research to cite their sources.

Staff will play with Google Research using a new document they will create and share with me for review.Staff will know the features of Google Research including filter features and citations. Staff will share their document they create with me for assessment and understanding. They will also spend a few minutes sharing their learning among their groups. I will also be walking around the room during the work time to visually check that staff members understand the concepts. (Formative Assessment)

What will you communicate to your learners? Communication will occur by email and shared documents before the class. I will be sharing all the documents needed for the PD course a few days before the class begins. Administration will also discuss the schedule for our in-service days and inform staff of the materials needed for the class the first day back to school. As for content, I want to communicate that writing scores are low especially around Grammar Usage and Mechanics. Discuss the standards and how we as a staff can integrate these writing standards to support the efforts of the English Department. Also that SB-191 has a technology integration requirement and with the new state assessments scheduled to be online shortly technology cannot be ignored. Support Staff will be made aware of resources available to them if they are struggling with integration. There will be information linking them to the Technology Integration Specialists website and all her resources she has available. Also, that the Technology Department, Technology Integration Specialist, and myself will all be available if questions arise while planning to integrate technology. I will also send out a reminder email after the PD linking them to the resources available to them once again. How often will you communicate this information? Communication will occur several times before the course and after the course. The Technology Integration Specialist will check in with staff during her rounds to answer any questions and help them be successful in implementing the technology and writing standards they learned in the course. How will you communicate the assessment information to your learners? After the course, during one of our bi-weekly staff meeting I will take some time to address the results of the pre and post surveys. Staff will be informed of the comfort levels before and after the course and will be asked to think of other PD courses they would like to have implemented to learn about Google Apps for Education. A few weeks later a survey will be sent to gather information about other PD they would like to see. How will you use the data to analyze your progress as the instructor? Assessing the comfort level of the staff before and after the PD course will give me a good idea of the progress made toward teachers feeling comfortable integrating technology into curriculums. This data will also help me reflect on the PD process and changes that need to be made to ensure staff are comfortable using the tools available to them. I will share the information gathered with the Technology Integration Specialist so she can follow-up with those staff that were not comfortable to give personal one-on-one instruction.

Pedagogy/ProcessBriefly describe teaching strategies that you will use. Explain your infusion of technology and how that matches your ACTION PLAN.

During this professional development course I will be using several teaching strategies to engage the EGMS staff in the learning process. Each session will include a direct instruction section where the Google for Education App tools will be shown and discussed. Active and cooperative learning will occur at the end of each session when staff members are given time to play with these tools in small groups to become comfortable using them. I will be using formative assessment to guide further lesson using a pre and post survey. Formative assessments will also be used throughout the course to check for understanding, from giving a thumbs-up or down to visually checking for understanding. There will be several visual aids provided that staff can access using the Shared folder in Google Drive, along with videos that explain the features of Google Documents.

Progress Tracking Tool

Explain the purpose of your tool relative to the mapping you have already completed for your final project.I created two assessment tools to be used during my professional development session. The first is a pre-assessment survey to assess the staff members current comfort level with technology and then more specifically their comfort level with Google Apps for Education (Google Documents). I have added a general question to assess the overall importance of technology to the future success for our students. I think this question is important to get a feeling of how staff members feel technology will affect the student body so we can address any misconceptions at a later date. I also included two questions about their personal use of technology and how they learn new technologies. The first is important to assess their comfort level learning new software for follow-up sessions so that the Technology Integration Specialist can focus her effort toward those who are not comfortable learning new software. This way we can give them a more personal lesson to ease some of their concerns. Finally I wanted to assess if they use Google Documents for personal use. This will inform me if staffs use of technology is an integration issue or they simply do not know the tool.The final section of the pre-assessment tool focuses on their classroom use of technology. The majority of the questions are assessing their comfort level with the tools we will be discussing during the session, while the other questions will help me assess their general use of technology in the classroom. Because this session also incorporates writing standards, I have added a question about their integration of writing standards and if they have students print their projects for grading. I also felt it was important to know if they are using online grading tools with their students because future sessions would include grading tools available through Google Apps for Education. The final question came about because I often hear many excuses from staff regarding their lack of using technology. I feel its important to address those issues if integration is required.In the post-assessment survey I want to quickly assess their comfort level with these tools after the training along with how likely they are to integrate technology and writing into their curriculum. Im also asking for feedback on the course for future professional development courses. Describe your target audience for the communication of progress.There are four target audiences that will need to know information from this survey. Instructor - To gain an understanding of the current comfort level with Google Apps and the success or failure of the session based of their post assessment comfort level. This also includes the feedback staff members give on the professional development course. Administration This information will be shared with our principal for future professional development needs and the issues that cause staff to avoid technology integration. Technology Integration Specialist She will need this information for follow up sessions with staff members. This will help her assess who needs more personal training and those that just need a check in meeting. Technology Director Needs to be informed of issues that cause staff to avoid the use of technology in our school.

Substantiate your design decisions based on the investigations and discussions just completed.I feel these surveys will give us a well-rounded understanding of technology use and current comfort levels of the staff at East Grand Middle School. The information provided will provide a good view of the success or failure of the professional development, inform administration of issues that hinder the use of technology, and guide future professional development needs. Remember to submit your working tool to your facilitator.Sample Lesson or Agenda and Supplemental MaterialsYou will be expected to submit one sample lesson plan or faculty development agenda (or website). This must be accompanied by all supplemental documents and interactive components you will be using during this lesson or training. Here are links to the Regis unit planning templates for you to use: Faculty Development Agenda this document is located in the Course Resources Folder.

Regis UniversityCollege for Professional StudiesSchool of Education

Professional Day Meeting AgendaAugust 2014East Grand Middle School8:30 12:30EGMS Library

Topic/AgendaTimeExpected Goal/identified behaviorsProcess or Pedagogy/ Supplemental Materials(provide direct link to materials, including attachments)Progress Monitoring/ Next Steps/Due Dates

All EGMS teaching staff should attend (Breakfast will be provided)

Welcome/Review Learning Objectives8:00-8:15Teaching staff will understand the learning objectives for the day. All teachers should have their district-supplied laptops opened and signed into their district Gmail accounts for access to the documents for the days session. Direct Instruction

Handout of the professional development agenda. (Shared using Google Drive and also printed for those staff who need a physical copy of the document to refer to during the session.)https://docs.google.com/document/d/1HYI4jZSDFgtpgJqzLfdnwa1x2LHFPm0qefNLxlaimiQ/edit?usp=sharing

Survey to describe staffs current comfort level with these tools.8:15-8:30Teaching staff will complete an online survey regarding their current comfort level with Google Apps for Education.Direct Instruction/ Evaluation

The following survey will be sent to the staff in an email providing them a link to the survey. Staff will have 10 minutes to complete the survey with 5 minutes of instruction on how to access the survey.https://docs.google.com/forms/d/1k65g-e703bojk4Xep0j8p9EkP0MUVI2lYd0frOCqYE0/viewform?usp=send_form

Formative data will be collected to assess staffs current comfort level before the lesson begins and further data will be collected at the end of the professional development to assess their comfort level after the session.

Accessing Shared Information8:30-8:45Staff will access all the shared documents for this professional development. Interactive Instruction

A quick tutorial will be given on how to access their shared documents by either accessing them through the email link or through the Shared with Me file in Google Drive.

Document with step-by-step instructions.https://docs.google.com/document/d/1GEfyx6WpG-syxIAeEGMH0V97kwHN_DOjVCjonnDY3tI/edit?usp=sharing

(Formative Assessment)Monitoring staff during this activity. The Instructional Technology Specialist and I will be assessing if staff are able to access the documents for the session.

Using Google Drive in everyday teaching management tasks.8:45-9:20 Create folders for organization Creating new documents Moving folders Saving Sharing

Interactive Instruction

I will demonstrate using the Smart Board how to do each of these tasks. Afterward staff will have a few minutes to try each task themselves.

Document with step-by-step instructions.https://docs.google.com/document/d/1vYYly9aBiHeeoZd7vFzMAOr0BqMxAM0zuQHl5MC89rE/edit?usp=sharing

(Formative Assessment)I will use the thumbs up, thumbs down method to assess the understanding of each basic function. During this time the Instructional Technology Specialist will help those who are struggling to do these basic functions.

Break (9:20-9:30) Snacks provided

CommentsVoice Comments9:30-10:15Adding comments to a students writing document.Short-cut for adding comments (Command-Option-M)

Adding the Voice Comment App to Google Drive and then using this feature to leave comments for students.Direct / Interactive Instruction

We will watch two YouTube videos on Comments and Voice Comments.

Comments Video: https://www.youtube.com/watch?v=WfI5Blx-wT0

Voice Comments: https://www.youtube.com/watch?v=Llv1Nh4Om0c

After the videos a quick demonstration will be done showing how to download the App and use it to leave voice comments.

Review the document that has all the links to the resources for Comments and Voice Comments.https://docs.google.com/document/d/1OkSVLLcss9tf-f1uHrs3G139p1lNKNS37woMx1w5zD0/edit?usp=sharing

Staff will then have 15-20 minutes to play with these features using example student work that was sent to them for the class. (This will be collected and created later.)(Formative Assessment)Both the Instructional Technology Specialist and myself will be visually checking for understanding and helping staff that are struggling to add comments or voice comments.

Break (10:15-10:30) Snacks provided

Revision History10:30-11:15Teaching staff will understand how to use the Revision History features for checking collaboration work and changes that have been made to the document.

Discussion on how this can help prevent plagiarism when students are working on their writing projects.Direct / Interactive Instruction:

We will watch this YouTube video on Revision History.

Revision History Videohttps://www.youtube.com/watch?v=4Wq2ugnaH0Q

Online document found that explains Revision History step-by-step for staff.

Revision History Documenthttps://docs.google.com/document/preview?hgd=1&id=1woFw1WgUn7-xyYMMOTnWjYxqWQ-fceXIzgefjk3dEkw

A quick demonstration on of Revision History on a students piece of work followed by a discussion on preventing plagiarism using this tool.

Staff will also be shown where they can access this information later using the shared files for the course.https://docs.google.com/document/d/1Gi_Rj398XR3Z5KZWnq0JIjq3p84xoWdB2kE5GArgUXQ/edit?usp=sharing

Afterward staff will have 15-20 minutes to play with this tool using example student work that was sent to them for the class. (This will be collected and created later.)

(Formative Assessment)Walking around checking for understanding of the Revision History features.

Break (11:15-11:30) Snacks provided

Google Research11:30-12:15Staff will explore and learn how to use the Google Research Features. This includes adding a link to a website, citing the site, Google Scholar, Images, and Quotes. Direct / Interactive Instruction

We will watch a YouTube video explaining the use of Google Research.

Google Research Videohttps://www.youtube.com/watch?v=NGtWyifMX_k

A quick reference to these other resources and how they can find them in the shared documents.https://docs.google.com/document/d/1802lK-IqlRoGnh6BTbeVJX0XhBrOQD8ClblxyAOSLWQ/edit?usp=sharing

Google Scholar Websitehttp://scholar.google.com/intl/en-US/scholar/help.html#searching

Google Research Bloghttp://blog.synergyse.com/2013/06/using-google-docs-research-tool-in.html

Research Tool Reviewhttp://chronicle.com/blogs/profhacker/google-docs-research-tool-a-review/40119

The last 15-20 minutes will be used to practice and explore the features of Google Research.

(Formative Assessment)The Instructional Technology Specialist and I will be walking around checking for understanding of the Research features.

Closing and Post Survey12:15-12:30We will close with any last minute questions staff may have about the days professional development course. Teaching staff will then complete an online survey regarding their comfort level with Google Apps for Education after the completion of the course.During the last break I will send the following post-assessment for staff to access and take at the end of the course.

https://docs.google.com/forms/d/1sr4wVA5eh6Pm55aFiAOxBvBDtDag7ErWu70BUFKUQVU/viewform?usp=send_form

Formative data will be collected after the course to assess staff that may need additional one-on-one training with the Technology Integration Specialist. This data will also show topics that may need more training as a whole.

Lunch will follow from 12:30-1:30

ReferencesDocs: Track changes (revision history) - Google Docs. (n.d.). Retrieved April 25, 2014, from https://docs.google.com/document/preview?hgd=1&id=1woFw1WgUn7-xyYMMOTnWjYxqWQ-fceXIzgefjk3dEkwFrench, A. (2012, May 21). Google docs research tool: A review. Retrieved from http://chronicle.com/blogs/profhacker/google-docs-research-tool-a-review/40119Gander, T. (2013, July 18). Revision history in google drive. Retrieved from https://www.youtube.com/watch?v=4Wq2ugnaH0QGoogle scholar. (n.d.). Retrieved April 25, 2014, from http://scholar.google.com/intl/en-US/scholar/help.html#searchingISTE standards students. (2007). Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdfLands, B. (2013, May 03). Research tools in google docs. Retrieved from https://www.youtube.com/watch?v=NGtWyifMX_kManzarpour, M. (2013, June 18). Synergyse blog: Using google docs research tool in the classroom. Retrieved from http://blog.synergyse.com/2013/06/using-google-docs-research-tool-in.htmlRoberts, J. (2013, April 22). Docs voice comments. Retrieved from https://www.youtube.com/watch?v=Llv1Nh4Om0cSchmidt, A. (2012, November 15). Google docs: How to comment and chat. Retrieved from https://www.youtube.com/watch?v=WfI5Blx-wT0State model evaluation system for teachers. (2014, April 18). Retrieved from http://www.cde.state.co.us/educatoreffectiveness/smes-teacher#TQS