Matthew Rice

Assessment Plan Project

MEDT: 7476

Client Information:
Mrs. Amy Furbee
8​th​ Grade Georgia History Teacher
Bennett’s Mill Middle School
Furbee.amy@mail.fcboe.org
GA Certificate: 247393

Performance Task Title:

Georgia Studies Summer Remediation for Civil Rights Standards
8​th​ Graders

Designers:
John Perkerson
Dallas Reagan
Matthew Rice

Performance Task Annotation:

SS8H11:
The student will evaluate the role of Georgia in the modern civil rights movement.
1. Describe major developments in civil rights and Georgia’s role during the 1940s and
1950s; include the roles of Herman Talmadge, Benjamin Mays, the 1946 governor’s race and
the end of the white primary, Brown v. Board of Education, Martin Luther King, Jr., and the 1956
state flag.
2. Analyze the role Georgia and prominent Georgians played in the Civil Rights Movement of
the 1960s and 1970s; include such events as the founding of the Student Nonviolent
Coordinating Committee (SNCC), Sibley Commission, admission of Hamilton Holmes and
Charlayne Hunter to the University of Georgia, Albany Movement, March on Washington, Civil
Rights Act, the election of Maynard Jackson as mayor of Atlanta, and the role of Lester Maddox.
3. Discuss the impact of Andrew Young on Georgia.
Course Duration:
10 days in Summer Remediation
ISTE Focus Standards:
One:
Students leverage technology to take an active role in choosing, achieving and demonstrating competency
in their learning goals, informed by the learning sciences.
Three:
Students critically curate a variety of resources using digital tools to construct knowledge,
produce creative artifacts and make meaningful learning experiences for themselves and
others.
Six:
Students communicate clearly and express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to their goals.
Seven:
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with
others and working effectively in teams locally and globally.
Description/Directions:
The logistics of this course center around online learning. Teachers will need to provide access to the
Internet for students to access the online course through a web link of some sort, via e-mail, an LMS, or
some other vessel. Teachers will be tasked with monitoring progress of the students in the module,
assisting with any technology glitches/issues that may arise, and provide clarification for any material that
is not understood by the learners.
Rubric Title/Information:
Title:
“Georgia Studies Civil Rights Unit Remediation”
Information:
For Module One, the learner must get 4/5 formative assessment questions correct to advance to Module
Two. We feel that if the learner scores below 4/5, they do not show mastery of the content presented in
the module. For Modules Two and Three, the learner must score 3/4 correctly on the formative
assessments to receive credit both sections of the module. Overall, the learner must get 10/13 for all
module components to receive credit for the module in remediation.
Evaluation Method:
Data collection and student progress will be collected through Google Forms so that the teacher will have
the ability to monitor student progress as they complete the required learning modules for the remediation
course.
Student Work/Evaluation:
Weblinks for the Google Forms Formative Assessments for Modules 1-3
Module 1
Module 2
Module 3

Materials/Equipment:
--Computer
--Internet Access
--Teacher for possible questions/technology help
--Headphones for listening to videos and multimedia embedded into the modules

21​st​ Century Technology Utilized:

--Chromebooks
--Computer Lab
--Google Forms
--Webpage/teacher created learning module
--Multimedia presentations in the form of videos, animated teaching video, matching game (Quizlet)

Differentiation:
Students will be allowed to move through the modules at the pacing appropriate for them to adequately
grasp the material being presented. The formative assessments at the end of each module will provide
immediate feedback on whether the student grasps the material presented or if they need to remediate the
module again.
With the incorporation of the multimedia components, this also touches on various learning styles for a
wide variety of learners that may be present in the course.

Web Resources:
--Weebly website for module creation
--Google Forms
--PowToon Animated presentations
--YouTube videos

Setting:
The setting for this activity will be flexible, as long as Internet access is available. The ideal setting will
be with a teacher present to provide help/clarification if need be. The setting could be a Media Center
with all students working under direct supervision of the teacher, a classroom with Chromebooks, or a
public library if the student cannot come to the physical school setting for the remediation.
Learners:
Students in this course will be ones that don’t show mastery on the Civil Rights portion of the Georgia
Milestone End of Grade assessment. The predominant race present at Bennett’s Mill Middle School is
African American, with Caucasian, and Asian being the second and third most predominant. Ages of the
learners are between 13 and 15 years old. The majority of the students present will have an IEP or
learning exceptionality of some sort and have an average or below average IQ.