EDP617 Group 2 Final Presentation - Math I Unit Plans

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The discussion prompts for our presentation can be found below, but they are also on the class website:

Discussion Prompts:
1. In your professional experience, what methods have you used to reduce the potential for a low survey return rate?
2. What are potential impacts on evaluator data when a survey has a low return rate?
3. What are the strengths and weaknesses of replacing a paper system with an online system?

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  • M-PossibleM as in MathMath Unit PlansOur Mission is to evaluate the development of online Math I Unit Plans for the state of West Virginia
  • Through a partnership with the West Virginia Department of Education and the WVU Academic Innovation, online unit plans are being developed to help teachers with the new common core mathematics classes for high schools in the state. This report evaluates the utility, clarity, and implementation of the MATH I Unit Plans in preparation for the anticipated release in the summer of 2014. The evaluation was centered upon a Responsive Evaluation framework. Two surveys were utilized in this evaluation: 1. The first was given to newly trained teachers that have not yet implemented the unit plans. 2. The second was given to pilot instructors that have implemented at least one unit plan. This report complies quantitative descriptive statistics and a summary of qualitative responses to inform the program stakeholders of additional recommendations before implementation. The following recommendations have been set forth: 1. The Math I Unit Plans should include topic-specific supplemental resources for each lesson  for instructor use in the classroom material. 2. There should be an increase in learning activities to each lesson in order to improve student completion of a unit topic. 3. Individual schools and counties should increase investment in technology so as to meet the student needs in an online learning environment. 4. Additional training opportunities for Math I instructors concurrent with implementing unit plans and increase publicity of resources.
  • There are a number of Goals and Objectives of the program being evaluated. In the following slides you will get a better understanding of the Academic Innovation Unit Goals which is the program being evaluated as well as a break down of Common Core objectives throughout the program, for students and teachers.
  • Given the time constraints of the class the group focused only on the Math 1 unit resources. The program, which is an initiative between WVU’s Academic Innovation group and the West Virginia Department of Education created the units in order to help teachers across the state align their teaching with the new Common Core State Standards. The High School Math I course builds on the common core state standards for Grade 8 and is correspondingly more advanced than our previous mathematic course taught in grade 9. High School Math I integrates content from algebra, geometry, trigonometry and statistics based on the development level of knowledge needed to conduct real world mathematical problem solving. This course starts with advanced topics and includes in depth work with linear functions, exponential functions and relationships, transformations and connecting algebra and geometry through coordinates. It also goes beyond the previous high school standards in statistics.
  • The Common Core is an initiative to create a rigorous, standardized education plan for students across the country to allow equal measurement of performance for No Child Left Behind. Currently, forty-four states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA) have adopted the Common Core State Standards. You can click on the vimeo screen shot to access a 3 minute video of the Common Core initiative or the links below for information regarding the core standards or specficially the math standards in bottom right.
  • In the case of Math I, the program itself is designed to measure mathematical proficiency of linear functions, exponential functions and relationships, transformations, algebra and geometry(West Virginia University, 2012). Unlike traditional delivery methods, Math I is delivered as individual concepts instead of course by course. The materials are presented to the student in units. For Math I, there are six predefined units of content each student must interact with. Within each unit there are pretests, videos, interactive learning guides, games and post assessments.
  • The purpose behind the standardization of the materials was/is to make a teacher’s life easier. WV Department of Education notes the implementation of Math I allows a teacher more time. They propose a teacher will have the more time to focus on enriching the learning experience without focusing on ensuring all the needed content is covered. They also propose the teacher will make more time to focus on professional development and promote collaboration. This is connected by the fact Math I is premade and easy to use.
  • The program was designed to serve high school math teachers with the new common core math.By creating the online units, teachers who are teaching the units for the first time, will have a community of math teachers with which to discuss their successes as well as to get ideas for improvement.The online units will help new teachers as well as veteran teachers and their students.
  • The program was designed to serve high school math teachers with the new common core math.By creating the online units, teachers who are teaching the units for the first time, will have a community of math teachers with which to discuss their successes as well as to get ideas for improvement.The online units will help new teachers as well as veteran teachers and their students.
  • A discussion board was set up under the “Community” Link for each online Math Unit.This allows for a common place where teachers can make comments, post questions, or ask for help with a particular unit.
  • The original concept of the unit plans was a joint venture by the West Virginia Department of Education and WVU Academic Innovation.The idea was to have a common site for teachers to access information necessary for teaching the new common core math classes.The idea was that teachers would provide the content and activities for each unit.Computer experts, from WVU Academic Innovation, would then add graphics and video to create an enjoyable educational experience for students as well as teachers.This is the same process that is currently being used to develop Unit Plans for Math II, III, and IV.
  • The unit plans can be found at the following web address. Registration is required for all teachers who will be using the site.The site includes the following description:“The course guide will provide interactive and engaging instructional resources for teaching integrated math courses developed based upon the common core state standards for mathematics.The engagements in this course are focused on enabling students to conduct real-world math exercises and problem solving to foster a deeper learning of the more complex mathematical concepts. Additionally, these resources can be used to support a ‘flipped-classroom’ approach, as well as provide opportunities for students to hone their math skills outside of the classroom.The courses are structured into a chronological series of units and lessons. With in the unit, there is a broad overview of ‘what should be learned and why?’ “
  • WBOY TV in Clarksburg did a story on the Development of the Unit Plans. Although the video is no longer on the site, the story can be found at this web address.The article basically tells how state department representatives, as well as math teachers from across the state, met with coordinators from WVU’s Academic Innovation to discuss the future of mathematics in the state.While at the conference, teachers were working on the online Math Unit Plans.They're also working on an online program to allow 24 hour access to students and teachers.Greg Strimel, the K-12 Coordinator for WVU Academic Innovation, stated that the new website will have parts of it, including the Math I Unit plans, ready for use by this summer.
  • Program Activities can be utilized by individual students, in groups or classroom settings led by the teacher or in a flipped classroom design. The activities provided by the students for the Math 1 Unit include Six separate units with individual lessons in each unit, information provided through video, interactive games and simulations for practice problems and assessments built in throughout to both check understanding during a lesson as well as pre and post assessments. For teachers, the activities include all student resources and assessment data, extra resources such as videos, other activities available as PDF files as well as a teacher community discussion board where teachers can post their questions, comments or concerns about the unit or lesson they are working on to get feedback from other teachers or the program administrator.
  • The measurement of goal achievement is done through the use of tests. Technological advancements have made this process easier by integrating an online learning module the students can access and interact with. The tests and materials are imported into a state system which the student logs into to complete the noted activities. Once the student logs into the system, they must complete six units of learning content.The student’s progressions is structured in a way where they must master the skills outlined in unit 1 before they can move to unit 2. The same process is repeated until the student completes unit 6 for Math I. The progression itself is governed by two assessments instead of one. The first assessment is the pretest, used to determine what skills the student needs to focus on in the unit. It is also possible the student can move to the next unit if they have already mastered the skills. If the student does not pass the pretest, they must complete the unit and pass a posttest. Failure of the posttest results in the student retaking the unit again.
  • Because the goal of common core is to level the field of education across the country and prepare all students for real world applications, lessons similar to this one in Unit 1 Lesson 1 can be found throughout the Math 1 activities. In this career connection activity, the student will begin by defining and calculating perimeter, area and volume step by step in order to create a fence and fill a swimming pool. This activity, like many others throughout the Math 1 unit are multistep problems that require students to work through and understand one part before continuing on to the next step of a multistep problem.
  • The teacher’s experience is different than the student’s as they are not interacting with the content in the same way if students are working individually.  The measurement of success in this case will be how the teacher feels about the implementation of Math I. A community discussion board is also available to participating teachers via the website. For the class evaluation, a survey was distributed electronically, as well as in paper form, to teachers currently participating in the program and utilizing the resources.
  • The evaluators chose a responsive evaluation framework for several reasons. Mainly this evaluation was brought to the group by the stakeholders as a means of early assessment before full implementation in the summer. For this reason we wanted a framework that allowed the evaluators to work closely with all stakeholders to help determine the merit and worth of the program. Additionally, the main purpose of this evaluation is to produce recommendations to help improve the experience of the unit plans for teachers and students. We will be utilizing quantitative and qualitative data to asses intended and unintended outcomes of the program. This will allow the evaluators to address any issues or concerns that are realized throughout the evaluation process. Lastly, it is not the intent of this evaluation to make definitive judgments on the program’s merit and worth. Rather, we wish to provide recommendations and accolades. This is a new program that will not be implemented until this summer. It is the intention of this evaluation to provide meaningful feedback to help implementation.
  • The key stakeholder issues that have shaped this evaluation are as follows 1) To understand the utility of the Next Generation Math 1 Unit Plans for teachers. It is critical that teachers find these unit plans useful and meaningful to achieve the Common Core Objectives. Secondly, we wish to address the unit plan’s ease of use. If the unit plans are difficult to access, interpret, or are impractical in the classroom the developers need to be able to address any of these issues. Lastly, we will to address any additional resources that teachers need to implement the unit plans in the classroom. This may include additional training in the specific unit plans or even access to resources in and out side the classroom.
  • The evaluators collected data from four different sources. Two surveys were utilized for this evaluation. Survey 1 was created by the evaluation team specifically for the Next Generation Math I Unit Plans and Survey 2 which was created by the stakeholders to assess the Teach21 and Next Generation websites,. Additional data was collected from observations of the Blue Ribbon Follow Up Meeting in Morgantown, WV on March 28, 2014 and transcripts from the online community discussion boards.
  • This survey was generated by the evaluation team to specifically address the key stakeholder issues. The survey was administered through email via Survey Monkey. The survey was sent to 19 pilot instructors with a response from 9. The survey consisted of 10 questions. Three questions addressed teacher demographics of years of experience, preferred method of content delivery, and number of unit plans utilized. Five more Likert-Type scale items were created to address utility, ease of use, and resources necessary. Lastly, two open ended questions were created to provide information regarding the utility and recommended improvements.
  • This survey was created by the stakeholders to address the Next Generation and Teach 21 websites. This evaluation is focused on the Next Generation Math I Unit Plans, the evaluators only analyzed data from relevant questions. In total eleven Likert-Scale items and five free response items were analyzed for this evaluation.
  • Here is a table that relates key stakeholder issues with the survey questions. The evaluators aligned each survey question with the central stakeholder issues.
  • The evaluators utilized two more additional data sources. A member of the evaluation team attended the Blue Ribbon Unit I Follow Up meeting on March 29, 2014 in Morgantown, WV.  A number of potential Unit 1 users and pilot instructors met to discuss the current and future plans of the Unit 1 project. This meeting served as an information gathering session to help inform and direct the evaluation project. The community discussion board was utilized as a means of information concerning the perception and concerns of the pilot instructions. The discussion boards were transcribed and analyzed for common themes.
  • EDP617 Group 2 Final Presentation - Math I Unit Plans

    1. 1. Final Presentation Group 2 J. Bennett, K. Hooker, J. Manor, L. Wright EDP 617
    2. 2. Executive Summary • Program Description • Evaluation Data and Analysis – Goal: Evaluate Utility, Clarity, and Implementation of the Online Math I Unit Plans – Responsive Evaluation Framework • Findings and Recommendations 1. Additional Teacher Resources 2. More Student Learning Activities 3. Increase Investment in Technology 4. Increase Awareness of Online Plans
    3. 3. Program Description
    4. 4. Goals and Objectives • Academic Innovation Units • Common Core Program Objectives • Common Core Objectives for Students • Common Core Objectives for Teachers
    5. 5. Academic Innovation Goals
    6. 6. Common Core Program Link to Common Core Standards Common Core Math Standards
    7. 7. Common Core Objectives for Students
    8. 8. Common Core Objectives for Teachers • No need to reinvent the wheel • Complete units created around the Common Core • Assessments and data available online
    9. 9. Who was the program designed to help? The standards are: • Research- and evidence-based • Clear, understandable, and consistent • Aligned with college and career expectations • Based on rigorous content and application of knowledge through higher-order thinking skills • Built upon the strengths and lessons of current state standards • Informed by other top performing countries in order to prepare all students for success in our global economy and society • High School Math Teachers • Math I Students
    10. 10. Who was the program designed to help?
    11. 11. Math I Discussion Boards
    12. 12. Joint Venture Math I Unit Plans
    13. 13. Math Online Unit Plans http://k12.wvu.edu
    14. 14. Publicity New Approach to Online Learning Discussed at the Bridgeport Conference Center (February 19, 2014) http://www.wbohttp://wboy.images.worldno w.com/images/24767732_BG1.jpgy.com/sto ry/24767732/new-approach-to-online- learning-discusses-at-the-bridgeport- conference-center
    15. 15. Program Activities Students • Six Units • Multimedia delivery • Interactive games, simulations, practice problems • Online Assessments Teachers • Access to all student resources and assessment data • Extra resources • Teacher Community Discussion Board
    16. 16. Measuring Student Success • Goal achievement through testing • A unit must be completed successfully before moving on • Pre and Post tests
    17. 17. Example Student Activity
    18. 18. Measuring Teacher Success • Community Discussion Board • Electronic Surveys • Paper Surveys
    19. 19. Evaluation Framework Responsive Evaluation
    20. 20. Responsive Evaluation Framework • Advantages of Responsive Evaluation – Work closely with stakeholders – Allow for evaluators to determine the merit and worth of the Math I Unit Plans – Goal of the evaluation is to improve the program – Provide constructive recommendations for improvement – Utilize Quantitative and Qualitative Data to assess intended and unintended outcomes – None definitive judgments, rather recommendations and accolades
    21. 21. Stakeholder Key Issues 1) To understand the utility of the Next Generation Math 1 Unit Plans for teachers 2) To assess the unit plan’s ease of use 3) Address any additional resources needed for implementation.
    22. 22. Data Collection & Analysis • Sources of Data – Survey 1 – Survey 2 – Blue Ribbon Follow Up Meeting – Online Community Discussion Boards
    23. 23. Survey 1 • Generated by Evaluation Team specifically for Next Generation Math I Unit Plans. • Administered online through Survey Monkey • Sent to nineteen pilot instructors • Address teacher demographics of years of experience, preferred method of content delivery, number of unit plans utilized • 5 Likert-Type scale items to address utility, ease of use, and resources • 2 open ended questions to provide information concerning utilization and improvements
    24. 24. Survey 1 • Analysis – Teacher Demographics-Frequency Tables and percentages – Likert-Type Questions-Frequency Tables, Mean, and percentages – Open ended Questions-examined for common words, phrases, or topics. Frequency tables will help organize the data.
    25. 25. Survey 2 • Created by Stakeholders to evaluate both the Next Generation and the Teach 21 websites • Administered at the Blue Ribbon Math I Follow Up meeting in Morgantown, WV on March 29, 2014 • Evaluators only analyzed data from relevant questions • Eleven Likert-Scale questions • Five free response questions
    26. 26. Survey 2 • Analysis – The Likert-Scale Items were analyzed using frequency tables and percentages – Free response questions were examined for common words, phrases, or topics. Frequency tables will help organize the data
    27. 27. Related Survey Questions to Stakeholder Issues 16j) I will use The Next Generation Mathematics for WV Schools website assessment system to gather student data to inform my instruction. 19) How would you use The Next Generation Mathematics for WV Schools website to support your classroom? (Check all that apply) Unit ease of use 4) I am comfortable with using a computer and online tools: 1b) How would you rate the user interactivity on the Teach 21 Website? 6) The unit plans for Math I was easy to follow? 3) Please list any specific concerns you have regarding the effectiveness of the content and technology used on the current Teach 21 website. 4) What would you recommend to improve the content and user interactivity of the Teach 21 website? 17) What features of The Next Generation Mathematics for WV Schools website do you like? 18) What features of The Next Generation Mathematics for WV Schools website do you like? What can be improved? 20) What would be the challenges with using The Next Generation Mathematics for WV Schools website? 21) Please provide any specific feedback for The Next Generation Mathematics for WV Schools courses. 22) Please rate the following items regarding The Next Generation Mathematics for WV Schools website: Appearance, Usability, Structure, Content, Instructional Resources, Teacher Support. Address Additional Resources needed to Implement Unit Plans 4) I am comfortable with using a computer and online tools? 5) What other classroom resources are you currently using to implement the integrated mathematics courses? 5) If I have any questions or need assistance with a Math I Unit Plan, it is easy for me to find help? 8) I am comfortable with using a computer and online tools? 8) I support the Common Core Math I Implementation in West Virginia. 14) Please describe what other resources in content and technology for teachers, student and parents that the Next Generation Mathematics for WV Schools Website can provide? 15) Does the Next Generation Mathematics for WV Schools website provide adequate resources in content and technology for teachers, students and parents? 16d) I have the resources at my school to implement The Next Generation Mathematics for WV Schools Mathematics courses. Key Stakeholder Needs Survey 1 Survey 2 Utility of Online Units 3) How many different units in Math I have you used? 1a) How would you rate the current content on the Teach 21 website? 7) I feel prepared to use the Math I Unit Plans in my classroom? 1c) How would you rate the way that the Teach 21 website assists you in the meeting the Next Generation Content Standards and Objectives? 2) How does the current Teach 21 website content and technology assist you with meeting the goals of the Common Core State Standards? Please Explain 6) How do you currently use website content and technology in the classroom? 7)What type of content delivery do you prefer? Group Instruction Individual Pace Other:___________ 16a) The Next Generation Mathematics for WV Schools website will better assist me in meeting the Common Core State Standards in my classroom 16b) The Next Generation Mathematics for WV Schools website will engage my students in learning mathematics 16c) The Next Generation Mathematics for WV Schools website will enhance my classroom instruction. 16e) The Next Generation Mathematics for WV Schools website can replace static textbooks. 16f) The Next Generation Mathematics for WV Schools website assessment systems is a powerful instructional tool. 16g) The Next Generation Mathematics for WV Schools website Teacher community is a powerful educational tool. 16h) I use The Next Generation Mathematics for WV Schools website to support my instruction. 16i) I will use The Next Generation Mathematics for WV Schools website teacher community to collaborate with other teachers.
    28. 28. Additional Data Sources • Blue Ribbon Follow Up Meeting on March 29, 2014 in Morgantown, WV. • Online Community Discussion Boards
    29. 29. Our Findings
    30. 30. Findings: • Our data analysis was based on the 3 key issues noted in our evaluation framework: 1. To understand the utility of the online units 2. Assess the units ease of use 3. Address any additional resources needed to implement the online units.
    31. 31. Findings for Key Issues: #1 To understand the utility of the online units Evaluator-created Survey: • Individuals surveyed had interacted with at least one unit in the Math I Lesson section • There were mixed results when asked if the unit lessons were easy to follow 2 1 2 2 1 1 0 0.5 1 1.5 2 2.5 1 2 3 4 5 6 Responses n=9 0 1 3 5 0 0 1 2 3 4 5 6 Strongly Disagree Disagree Not Sure Agree Strongly Agree Responses n=9
    32. 32. Stakeholder-created Survey: • Individuals surveyed were not sure the website would properly assist them with meeting the new standards with the Math I Common Core. • There were mixed results when asked if the website would engage student learning or enhance classroom instruction. n=6 N=6 0 0 3 2 1 0 0.5 1 1.5 2 2.5 3 3.5 Responses 0 0 3 3 0 0 1 2 3 4 Strongly Disagree DisagreeNot Sure Agree Strongly Agree 0 0 4 3 0 0 5 Strongly Disagree Disagree Not Sure Agree Strongly Agree Student Engagement Improve Classroom Instruction Findings for Key Issues: #1 To understand the utility of the online units
    33. 33. Findings for Key Issues: #2: Assess the units ease of use • Statement: I am comfortable with computers and online tools. 0 0 1 2 3 0 0.5 1 1.5 2 2.5 3 3.5 Strongly Disagree Disagree Not Sure Agree Strongly Agree Responses 0 0 1 2 6 0 1 2 3 4 5 6 7 Strongly Disagree Disagree Neutral Agree Strongly Agree Responses Stakeholder-created Survey Evaluator-created Survey n=9 n=6
    34. 34. • Rate the usability of the website 0 0 1 2 6 0 1 2 3 4 5 6 7 Strongly Disagree Disagree Neutral Agree Strongly Agree Responses Stakeholder-created Survey Evaluator-created Survey “The unit plans for Math I was easy to follow.” 1 2 1 2 0 0.5 1 1.5 2 2.5 Poor Fair N/A Good Excellent Respones n=9n=6 Findings for Key Issues: #2: Assess the units ease of use
    35. 35. Findings for Key Issues: #3: Address any additional resources needed to implement the online units. • High demand for additional resources. “Most of my experience with the site has been flustering. Broken links, activities I would not use, too much „fluff‟ and not enough „meat‟. “ “Too many sites and not enough time to explore/adequately plan” Discussion Board Stakeholder-Created Survey: Evaluator-Created Survey: “The content does not connect from one unit to another.” “They can be long and the standards are sometimes not taught when I feel they need to be.”
    36. 36. Findings for Key Issues: #3: Address any additional resources needed to implement the online units. “I would simply like a good sources for activities related to each objective. “ Discussion Board Stakeholder-Created Survey: Evaluator-Created Survey: “Even if you were to follow the Math I unit plans precisely, I still feel you would have to supplement other resources to ensure student mastery of the skills.” • High demand for additional activities.
    37. 37. Recommendations
    38. 38. Recommendations: • Recommendation #1: Additional Resources Individuals voiced a strong desire to have a listing of additional resources for each lesson to serve as optional supplemental content. There were concerns over the current content contain a large amount of “filler”. • Recommendation #2: Additional Activities for all Units Individuals voiced a strong desire the have more activities included in each lesson to assist in student comprehension of the unit objectives.
    39. 39. Recommendations: • #3: Investment in Technology: Math I is a learning system delivered online. With such a technology-centric learning method, adequate computers and internet connection must be in place in order for this program to succeed. I have the resources at my school to implement The Next Generation Mathematics for WV Schools mathematics courses. 1 1 2 1 1 0 0.5 1 1.5 2 2.5 Responses “A lot of browsers in the schools are very outdated. It‟s highly possible that many of the school‟s computers will not be able to access the applets, etc. because of the outdated applets. To use this in the classroom would require 1 to 1 computing which doesn‟t happen at most schools. Many labs/computer are “tied up” at this time of the year for assessment purposes. The website seems prone to freezing/buffering.” “Some technology components cannot be used because a newer version of a program must be installed. Some content takes way too much time on simple concepts and other concepts need deeper development.” Stakeholder-Created Survey:
    40. 40. References • ASCD. (2014). Association for Supervision and Curriculum Development. Retrieved from ASCD and Common Core State Standards: http://www.ascd.org/common-core-state- standards/common-core-state-standards-adoption-map.aspx • Stake, R., (2004). Standards-Based & Responsive Evaluation. Thousand Oaks, CA: Sage Publications Inc. • Stufflebeam, D., & Shinkfield A. (2007). Evaluation Theory, Models, & Applications. San Francisco, CA: Josey- Bass. • West Virginia University. (2012). WVU Academic Innovation K12. Retrieved from Introduction to Common Core:http://k12.wvu.edu/Courses/introduction.php?c=1

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