Chen Spring 2014

Your name: Alyssa Kress

615 DATA DRIVEN DECISION MAKING PROJECT
PHASE III and MULTIMEDIA PRESENTATION

PHASE III SCHOOL LEVEL INITIATIVE PLAN (15%)

Please note that you are NOT required to follow this template in this order. You can organize your writing in way you
determine to be most logical. However, be sure that all questions in this template are answered well before you submit
Phase III.
Purpose of this assignment: This is the third and final phase of the three-part course Data-Driven Decision-Making
Project and will be completed individually based on the Phase II group work. The goal of this assignment is to plan stepby-step actions for implementation of a level-wide data-driven improvement plan for students. An individual multi-media
presentation, in which the student reflects on planning collaboratively and using data as a base for discussions and
improvement will also be included in the submission.
Be sure to copy/paste the data/graphs/charts as appropriate for some answers. A visual of a timeframe or other uses of
tables and images will add interest and clarity to the assignment. Please include these as you see fit.
1. Why did I choose this initiative and what learning will it support? I chose this initiative because I created it for phase
II after creating my graphs during phase I and this was the best way for me to interpret the data. I feel teachers
tend to look past the top students and do not always spend time utilizing the students ability to excel their learning.
This initiative is created to push this category of advanced students above and beyond their normal learning.
2. What data was used to substantiate my choice of this initiative?

Student

LEP

MSA Reading

MSA Math

IEP

4
5
8
9
12
16
17
18
19

N
N
N
N
N
N
N
N
Y

A
A
A
A
A
A
A
A
A

A
A
A
A
A
A
A
A
A

N
N
N
N
N
N
N
N
N

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The above chart and graphs represent the high number of students who scored advanced on the MSA for
both reading and math. Out of 25 total students, 36% of the students fall into the advanced range. I feel 36% is
a large amount and that this category of students needs to be in the spotlight in order to promote higher levels of
learning for their education.
3. What group of students will this initiative best serve? In what curriculum area?

Learning objective scores compared to MSA scores: green are advanced, red proficient, blue basic.
From the data, the nine students in the advanced category will be chosen for the initiative in order to
enrich their understanding of the learning objective. The MSA reading scores will serve the curriculum area of
technology for these students.

4. What are the learning objectives for this initiative?

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1. Learning Objective 1: Students will collaborate to present historical ideas and information in the
form of a bi-weekly podcast appropriate to their 9th grade classmates and scored on a teacher created rubric.
2. Learning Objective 2: Students will evaluate first drafts of student-created podcasts by providing
direct peer feedback with substantive comments based on a teacher created rubric.
3. Learning Objective 3: Students will utilize peer feedback to revise first drafts of their student
created podcast in creating a final product.
5. What are the detailed steps for initiative implementation?

The advanced student groups will be using Audacity in order to present their research and findings to
other students who are not in the United States. This will not only allow the student to demonstrate higher
level thinking by creating a presentation that will be able to teach other students about the specific topic, but
will allow the teacher to gain understanding of how the students perceive the information from their
presentation. These students will use online resources to find information that will be presented within their
project. The students will meet with their groups to determine a plan for how to organize their information.
After the advanced student groups have submitted their completed audacity projects, the teacher will
have one representative from each group assist to compile the projects into a Prezi presentation that will be
sent over to another eighth grade class outside of the United States. The goal is for the non U.S. students to
have an understanding of the territorial acquisition using only the Prezi presentation created using the students
original audacity projects the three groups created. The teacher will also use the website to grade each group.
The content will be graded based on the extensive research as well as the presentation in order to demonstrate
the students clear understanding of the information and enhance the data of the scores proving these students
work above level.
6. What is the timeframe for initiative implementation?
This initiative will take place over five consecutive class periods to equal one week. If necessary, two or three
class periods may be added to allow more time on the computers for the two groups.
7. Who will be involved and be responsible for the successful implementation of this initiative? (Members of the team).
The classroom teacher, media specialist, and students will be responsible for this initiative.
8. What role will each member play in the implementation process and when?
The classroom teacher will be the guide for this project. The teacher will explain the expectations along with the
rubric to the students. The teacher will be able to assist the students with research or utilizing Prezi and Audacity during
their development of the project. The media specialist will join the students during their first time using the computers for
the project to run through the basics of both programs to ensure the students have a clear understanding of how to
include all expected material. The media specialist will also be able to answer any questions, as the students need
support for anything the classroom teacher is unable to answer.
9. What will be the assessment(s) of different parts of the implementation? How will the assessments take place? By
whom? When?
The teacher will be questioning the students research throughout the creation of the assignment. The students
will be assessed formally at the end, after the presentation has been presented using the format below:

Content

The group has added content

not learned in previous class
discussions. It is evident the
students conducted sufficient

____ / 45

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research and thoroughly
explained the governments
and business of the United
States.
Sources

The group has included a

reference list of at least three
different sources in their
project, with correct in-text
citations. The students may
use three sources from the
internet, as long as they are
three different web addresses.

____/25

Group work

The students have worked

well as a group and had equal
roles in the creation of the
final product. The students
notified the teacher of any
issues in the group along the
way.

____/15

MLA, usage, and grammar

The students had minimal to

no errors regarding grammar,
spelling, etc. The product is
well written and uses MLA
format, including proper intext citations and a reference
list.

____/15

10. Overall how will I know whether or not this initiative will be a success? What data, assessment processes and/or
indicators will give me this information? What are the expectations or 'criteria' for the assessment measures?

that the nine students who

scored advanced on their MSA reading will be able to increase their understanding of the learning objectives
with 100% accuracy by using technology resources. The students will also be assessed based on the
understanding of another student, not in their work group, by how clear the information was presented. The
expectation is for the students to compile information found throughout their research and present it clearly so
others are able to learn from their presentation.
Overall, it will be determined whether or not the students have met the objective,

Summary: (Pull key points made in this document into a short, but complete summary paragraph).

This initiative is a great way to allow students the opportunity to invent their own way of demonstrating
understanding which ensures the students are not bogged down by any unknown components and are able to
persevere through the challenges. The students will also complete work above and beyond their every day
learning which will represent their high ability for understanding allowing the students to use technology to
learn more for themselves, as well as teaching other students about the US government. This initiative allows
the students to take risks and collaborate, both being important life skills the students will continue to use
throughout their higher education and beyond.

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Conclusion: (Leave the reader with something to think about, and point to a new idea or question or area needed for further
research).

This initiative was formulated with a different mind set and focus from most. When looking at
initiatives or support, most turn to the struggling students who begin falling below grade level. What is the data
or reasoning behind this idea and how many actually have focus on the students with greater scores and need to
be challenged?

Multimedia Presentation is available here: http://akress2.edu.glogster.com/edtc-615-kress-phase-iii/