LTS 504
Module 1 Assignment
MODULE 1: NEEDS ASSESSMENT & STAGE 1 - DESIRED RESULTS
TEACHER & SETTING NEEDS ASSESSMENT
How prepared are you as an instructional leader to support all students to achieve? How
prepared are you as a technology leader to meet the NETS-T standards? Consider
Maryland's Common Core Standards for your content area and NETS-S and NETS-T
National Educational Technology Standards for Teachers. Consider your learning setting
including - face-to-face and flipped learning environment, review checklists in The Four
Pillars of F-L-I-P. Describe the skills you should improve to create an effective flipped
classroom learning environment for your students.
TEACHER &
SETTING
Instructional Gaps
Technology Gaps
Kelley Crews
LTS 504
Module 1 Assignment
technology instruction is limited to small groups and/or
individual use by those that need it most. The teacher will
create flipped videos that can be viewed at home or during
homeroom time on one of the classroom computers, due to the
lack of available technology. The classroom is in desperate need
of access to more technology, for example additional laptops or
iPads for students. The county does have a Bring Your Own
Device policy, where students are able to use their own devices,
but the programs that can be accessed through these personal
devices are limited. Therefore, this needs to be considered when
planning technology instruction. The teacher often plans
technology activities that can be completed with a partner or
during rotations.
Learning Setting
Summative
Assessments
Kelley Crews
LTS 504
Module 1 Assignment
critical need. This unit will work to build vocabulary strategies, in
order to increase the comprehension and close the gap in
achievement.
SRI (Scholastic Reading Inventory) Data January 2016: 86% of our
current students were meeting or exceeding the Scholastic
Reading Inventory grade-level expectation.
SRI Data May 2016: 82% of our current students were meeting or
exceeding the Scholastic Reading Inventory grade-level
expectation.
CBA (Comprehensive Benchmark Assessment) Data Winter 2015:
91% of our current students were meeting or exceeding the
Comprehensive Benchmark Assessment grade-level expectation.
CBA Data Spring 2016: 84% of our current students were meeting
or exceeding the Comprehensive Benchmark Assessment gradelevel expectation.
Challenges- The summative assessment is the same structure for
each lesson, but the different words make the assessments
slightly different for each lesson.
Strengths- There is a summative assessment for each of the
vocabulary lessons, so it is easy to track students progress. Post
assessments can easily be compared to pre-assessments.
Students with below grade-level SRI and CBA scores can be
specifically targeted and progress can be accessed on these
assessments that are given twice a year in the Fall and Spring. The
pre-assessments call for a concrete understanding of the words,
requiring them to match the words and definitions. The postassessments are more abstract, they must apply the word to a
multiple choice option based on context; as well as, use the word
in a detailed sentence.
Formative
Assessments
Kelley Crews
LTS 504
Module 1 Assignment
homework are not getting as much practice. Technology is limited,
so it is challenging for all students to have access to the
technology programs.
Strengths: There are a variety of formative assessments, so they
align with the variety of students needs and students learning
styles. Students will also be able to access technology during
homeroom and FLEX time.
Student Work
(Artifacts)
Challenges: Students effort plays a big part in their work and the
artifacts they produce.
Strengths: Many of the formative assessments provide us with
artifacts; these artifacts can be used to monitor the students
progress throughout the two weeks. Students are also able to revisit the words throughout the year.
Observation Notes
CLASS PROFILE
1 ESL students
LEARNING CHALLENGES,
STRENGTHS, & INTERESTS
TECHNOLOGY CHALLENGES,
STRENGTHS & INTERESTS
Kelley Crews
LTS 504
Module 1 Assignment
through discussion with
student(s).
Student 1:
Learning Challenges:
Background Knowledge
Speech
Reading Comprehension
Phonics
Writing
Strengths:
Wants to learn
Completes classwork
Gives his best effort
Math
Interests:
Fishing
Science
Yellowstone
7 students below
Observed by teacher and
grade according to through discussion with
the SRI and CBA
student(s).
Learning Challenges:
Vocabulary
Reading comprehension
Fluency
Phonics
Grammar
Background knowledge
Applying learned skills
Strengths:
Currently in small group
intervention to work on
challenges mentioned
above
Interests:
Science experiments
Hands-on activities
Technology time
21 students on
Observed by teacher and
grade according to through discussion with
Kelley Crews
LTS 504
Module 1 Assignment
the SRI and CBA
student(s).
Learning Challenges:
Applying and Building on
new vocabulary
Strengths:
Reading comprehension
Phonics
Fluency
Interests:
Using technology
Hands-on activities
student(s).
Technology Challenges:
Limited access to
technology
Learning new technology
programs
Technology Strengths:
Eager to learn more
about technology and try
different programs
Technology Interest:
PowerPoint presentations
8 students below
grade math level
according to math
benchmark and
unit assessments
Learning Challenges:
Strengths:
Interests:
19 students on
grade math level
according to math
benchmark and
unit assessments
Learning Challenges:
Strengths:
Interests:
Kelley Crews
LTS 504
Module 1 Assignment
unit is not based around math.
technology
Technology Strengths:
Learning new technology
skills
Technology Interest:
Relating technology to
mathematical skills
16 students above
grade math level
according to math
benchmark and
unit assessments
Learning Challenges:
Strengths:
Interests:
Technology Challenges:
Limited access to
technology
Technology Strengths:
Learning new technology
skills
Technology Interest:
Using technology to
problem solve
Relating technology to
mathematical skills and
practices
STUDENTS
Subgroups /
Individuals
504 students- 3
students
Accommodations:
Use of visuals
Wait time
Teacher check-ins
Seated near a role model
Modified assignments
and/or reduced workload
Preferential seating
Time and a half
Face-to-Face Learning
Environment
Flipped Learning
Environment
Kelley Crews
LTS 504
Module 1 Assignment
by the teacher during their
groups, as a model for the
students.
Possible Accommodations:
Reduced distraction
Preferential seating
Time and a half
Modified assignments
See above
Kelley Crews
LTS 504
Module 1 Assignment
writing. He
currently only
receives use of
organizers and
extended time.
Kelley Crews
LTS 504
Module 1 Assignment
in a variety of ways. Students
will also work through sentence
starters and question activities
independently.
Interpersonal: Students will
work together to review
definitions, with positive peer
role models. They will share their
reading responses and even
create reading responses
together.
Below level
readers
Kelley Crews
LTS 504
Module 1 Assignment
use Quizlet, an online tool, which
allows for them to review their
vocabulary words and definitions
in a variety of ways. Students
will also work through sentence
starters and question activities
independently.
Interpersonal: Students will
work together to review
definitions, with positive peer
role models. They will share their
reading responses and even
create reading responses
together.
Above level
readers
Kelley Crews
LTS 504
Module 1 Assignment
allows for them to review their
vocabulary words and definitions
in a variety of ways. Students
will also work through sentence
starters and question activities
independently.
Interpersonal: Students will
work together to review
definitions, with needier peers.
They will share their reading
responses and even create
reading responses together.
Kelley Crews
LTS 504
Module 1 Assignment
STAGE 1 - DESIRED RESULTS
Stage 1 templates is drawn from the Understanding by Design Framework.
Important: Desired Results are NOT differentiated.
STAGE 1
Unit of Study Title
Unit of Study
Description
Standards Addressed
Consider Local, State,
National Standards (i.e.,
Common Core)
Kelley Crews
LTS 504
Module 1 Assignment
task and situation.
2016 ISTE Standards for Students
1a Articulate and set personal learning goals,
develop strategies leveraging technology to
achieve them and reflect on the learning process
itself to improve learning outcomes.
1c Students use technology to seek feedback that
informs and improves their practice and to
demonstrate their learning in a variety of ways.
Enduring
Understandings
Essential Elements
(Common Core) turned
into questions
Transfer Goals
What are expectations for
application to crosscurricular and real-world
problem solving,
understanding, etc.?
Kelley Crews
LTS 504
Module 1 Assignment
expected to be able to quote accurately from a text
when explaining what the text says explicitly and
when drawing inferences from the text. They are
also expected to demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings. By the end of the year,
students are expected to read and comprehend
literature and informational texts at the high end of
the grades 4-5 text complexity band independently
and proficiently. Finally, students are expected to
adapt their speech to a variety of contexts and
tasks, using formal English when appropriate to
task and situation. After this unit, students are
expected to be meeting the above objectives.
What Will Students
Know & Understand?
Six Facets of Understanding
- explain, interpret, apply,
perspective, empathy, selfknowledge.(Tomlinson &
McTighe, p. 67)
Kelley Crews
LTS 504
Module 1 Assignment
student must be concerned
with in doing the task
Situation: the particular
setting/context and its
constraints and
opportunities
Performance: the specific
performance or product
expected
3
4
5
6
7
8
9
Class A
Baseline
14%
0%
0%
0%
0%
0%
0%
Class B
Baseline
29%
9%
9%
0%
9%
14%
29%
Class C
Baseline
52%
27%
4%
9%
9%
14%
4%
Works Cited
Kelley Crews
LTS 504
Module 1 Assignment
Cennamo, Katherine, John D. Ross, and Peggy A. Ertmer. Technology Integration for
Meaningful Classroom
Use: A Standards-based Approach. Belmont, CA: Wadsworth, 2010. Print.
McTighe, Jay. "UbD in a Nutshell." Teaching History Jaymctighe.com. Web. 29 Oct. 2-16.
McTighe, Jay and Tomlinson, Carol Ann, Integrating Differentiated Instruction and
Understanding by Design:
Connecting Content and Kids, VA:Association for Supervision and Curriculum
Development, 2006.
Raths, David. "9 Video Tips for a Flipped Classroom." The Journal, 2013: 12-18. Web. 22
Oct. 2016.
TEDxTalks. "Flipping the Classroom -- My Journey to the Other Side: Jenn Williams at
TEDxRockyViewSchoolsED." YouTube. YouTube, 14 Oct. 2013. Web. 17 Oct. 2016.
Wiggins, Grant, and Jay McTighe. "Putting Understanding First."Educational Leadership
(2008): 36-41. Web.
17 Oct. 2016.