Part 1: Identification of Learning Problem

General Audience
The audience consists of certified K-5th grade first year teachers of different ages and subject
areas within the school system. The audience will provide supportive educational assistance to
students in grades K-5. Any first year personnel with a class roster will be among the first to
receive the training.
Problem Identification
The Peach County School System has been using the web portal Infinite Campus for the past few
years. Infinite Campus is continuously adding new features. Teachers have been learning how to
use Infinite Campus properly.
Teachers must first learn how to use Infinite campus. There has to be a clear understanding of
how to use basic tools in Infinite Campus. The users must know how to login, take attendance,
complete and submit behavior referrals, complete contact logs and locate their students prior to
inputting or viewing any information. The user must also know how to use the information in
Infinite Campus to monitor a progression or regression in student achievement.
Our school system has a place to store and view information. Teachers must learn to navigate our
systems web portal Infinite Campus. There are many components to Infinite Campus, however
teachers will begin training by navigating the student search engine, attendance, contact logs, and
behavior referrals parts of Infinite Campus.
Instructional Goals

Users will be able to login to Infinite Campus and navigate their classrooms settings.
Users will be able to navigate Infinite Campuses page menu on the left sidebar to locate
students.
Users will be able to take attendance.
Users will be able to view student information.
Users will be able to locate the behavior referral tab, and complete the referral process.
Users will be able to create a student contact log.
Users will be able to use tools in Infinite Campus for progress monitoring
Users will be able to log out.
Users will be able to use Microsoft software

Part II: Learner Analysis

Introduction
The group of learners for this course are first year certified K-5th, special services, P.E., and/or
music teachers at a Peach County elementary school. The teachers will learn how to properly
search and view students information, take attendance, create contact logs and complete
behavior referrals. The learners teach in different subject areas as well as different grade levels.
All of the learners have access to Infinite Campus and must use the portal on a daily basis. The
portal contains many different categories and subcategories that are relevant to each teacher.
Some areas of Infinite Campus do not pertain to all learners in each grade or subject area. For
example, first thru fifth grade teachers may be able to view information from the previous school
year in Infinite Campus, but Kindergarten teachers cannot. However, the areas that will be
addressed in this class are required for all participants.
Entry Skills and Prior Knowledge

Mastery of Content Area

Able to log into Infinite Campus
Navigate Infinite Campus
View information
Knowledge of Microsoft Software

Prior Knowledge

Basic computer skills

Recognize category (content area)
Knowledge of students
Knowledge of Microsoft Word, Excel, and Power Point

Each teacher has a classroom roster as well as a teacher laptop. Some teachers are self-contained
and others are departmentalized. Teachers are aware of their students as well as their content
area. The background knowledge that teachers have of their students and technology are
instrumental in using Infinite Campus. Teachers must know which students are in a given class at
a particular time period. Teachers must also be aware of students that have attendance and
behavior problems. This information is instrumental for using Infinite Campus as a progress
monitoring tool.
Attitudes Towards Content and Academic Motivation
All teachers recognize how important student information and technology is to improving
instruction. The use of Infinite Campus helps with monitoring student progress. Using Infinite
Campus can be beneficial to locating common factors that may affect student achievement.
Searching and viewing information is now at the learners fingertips. Teachers have more time to
focus on instruction and classroom management. The learner is more motivated to teach without
all of the distractions. Younger teachers tend to be a bit more tech-savvy, therefore utilizing

Infinite Campus seems to be more interesting and easier. Whereas older teachers would rather
use the paper pencil method because it is more familiar and easier for them. Our school system
is going Green, so teachers have to get more comfortable using technology.
Educational Ability
All learners have a least a bachelors degree, some have a masters degree and a few have higher
degrees. Technology courses were either offered in college to some teachers and others were
made to take technology professional development courses. All regular education teachers have a
Promethean board or an ECO system in their classrooms. The learners all have access to
technology on a daily basis. Therefore, teachers are capable of learning the new system Infinite
Campus. Some teachers are going to need more practice than others on the training.
General Learning Preferences
The learners preferred to have a hard copy of the user directions. In the event that they forget
how to use the system, they would have a hard copy to give them step by step directions. They
also wanted to walk through each step with the teacher while using their own computers.
Attitude Toward Teachers and School
The learners were grateful to the instructor for showing them how to use the new system. The
instructor was very approachable and eager to help the learners. The learners felt good about
gaining knowledge of a new skill. Teachers love the idea of less paper work. The learners were
also happy that the school decided to go green and help the environment.
Group Characteristics
The learners were chosen from one of the three elementary schools in Peach County. All of the
learners are highly-qualified teachers of students grades K-5. Learners technology skills range
from novice to highly advance. The learners will be able to help assist one another if needed.
Everyone will be engaged and very eager to learn. All participants will complete the learning
task either by themselves or with the help of a partner.

Part III: Task Analysis

Task Analysis
I conducted the task analysis by using a procedural analysis to best describe the information
provided. I had to decide which topics were most relevant and useful to the learners. I started by
creating an outline of steps needed to perform the procedures in Infinite Campus. To make sure
that each step was done correctly, I opened up Infinite Campus and went through each step
myself. I wrote down each step to ensure that I did not miss any important information.
The task analysis is done as a procedural analysis. I felt that it would be easier for the learner to
follow steps when using Infinite Campus. As educators we tend to learn and teach by following
procedures. The outline is done in the order that is most useful for the learner. There are many
pages within Infinite Campus that can be viewed and edited by the user. The information in
Infinite Campus is meant for the individual user.
The focus points of Infinite Campus as well as other topics for this task analysis are provided in
the outline. Each topic is given before the introduction of the procedure. The procedures are
below and written as followed:
Procedural Analysis Outline
1. Log in to Infinite Campus
a. Locate the Infinite Campus Icon on your desktop
b. Double-click on the icon
c. Enter username and password
2. Forgot username and password
a. Check spelling
b. Check caps lock
c. If still unsuccessful contact your administrator or the help desks
3. Taking Attendance (once logged in)
a. Locate the tool bar on the left side of the page
b. Scroll down the toolbar until you see attendance
c. Click on attendance (your classroom roster will appear)
d. Beside each students name click the circle for absent, or tardy ( all students are
automatically marked present)
i.
There is also a box to write comments
e. Once attendance is completed, locate the submit button at the top of the page
f. Click submit
g. Attendance has been successfully taken
4. Student Attendance Report

a. Click the Index tab to return to the home page

b. Locate the Instruction tab
c. Click Instruction
d. Scroll down and locate Report
e. Click Reports
f. Scroll down and locate Attendance Summary
g. Click Attendance Summary
h. Click Generate Report
i. View report or click the printer icon to print the report
j. Click red x in the top right corner
5. Student Search
a. Click the Index tab to return to the home page
b. Locate the search tab
c. Click search
d. Click the box marked student search
e. Type last name first
f. Click Go
i.
All student information will appear
ii.
Scroll down the page to view general student information (DOB, contact info,
iii.

etc.)
Click a tab at the top to view specific information (attendance, enrollment,

schedule, grades, etc.)

6. Behavior Referral
a. Click the Index tab to return to the home page
b. Locate behavior referral on the left side of the page
c. Click behavior referral
d. Click New at the top of the page
e. A grey box labeled Incident Detail Information will appear
i.
the date, time, and discipline will be notated for you
ii.
In the box labeled title name the incident
iii.
In the box labeled context click school hours
iv.
In the box labeled context description type a brief description of incident
v.
In the box labeled location click on campus unless you were on field trip then
vi.
vii.
viii.

you would click off campus

In the box labeled location description type where the incident took place
In the box labeled details type a detailed description of the incident
In the box labeled notify click on the name of the administrator that you would

ix.
x.
xi.
xii.

like to send the referral to

Locate Add Event/Participant tab at the bottom of the page
Click Add Event/Participant (a new window will open)
In the box labeled Event Type click on the arrow
Choose the event type that best fits the incident (bullying, insubordination,
fighting, etc.)

xiii.

Under the section labeled Participant the word student will already be notated in

xiv.

a box named filter

In the box labeled Student name or complete student number type the students

xv.
xvi.

name and click search

Click on the students name when it appears ( new window will open)
There will be a box labeled Role click on the arrow to choose the role of that

student ( offender, victim, participant, or witness)

xvii. In the box labeled demerits do not click anything
xviii. In the box labeled injury click the arrow and choose the type of injury
xix. In the box labeled injury description briefly describe the injury
xx.
Click on the box labeled Medical Services Provided if necessary
xxi. In the box labeled detail describe how the injury occurred.
xxii. Click Save Draft at the bottom of the page (you will be taken back to the
original page)
xxiii. Click submit at the top of the page to send the referral
7. Creating a Contact Log
a. Click Search tab
b. Type students last name
c. Click Go
d. Click Contact Log tab (above picture of student)
i.
click New
ii.
scroll down enter date and time of contact if different than actual date and time
iii.
iv.
v.
vi.
vii.

(date and time are automatic)

click arrow down by under contact type and choose the type of contact
type the name of the person contacted in the contact box
type the reason for making contact in the detail box
Click Save information will be saved
Click the log out button in the top right corner

Subject Matter Expert (SME)

I (Keata Lawrence) will serve as the SME for this instructional design plan. My education
background consist of a bachelors degree in Early Childhood Education from Valdosta State
University, in Valdosta, Georgia. I am currently working towards my Masters degree in
Instructional Technology.
My primary job is as an elementary school teacher. I am the youngest teacher in my grade,
grade-level chair, as well as a teacher mentor. I have been using Infinite Campus for several
years. I am very comfortable using technology for educational purposes. I hope to one day

develop and implement helpful technology based professional development opportunities to the
faculty and staff in my county.

sign in to
Infinite
contact
Campus
administrat
or or help
desk if
unsuccessf
checkul
caps
success
lock

locate
"attendance" on
left side of
page
click "absent" or
"tardy" beside each
students name
(students are present
Clickotherwise)
"submit" at
the top
attendance is
click logoutcomplete
in
top right
corner

locate
"behavior
referral" on
left side of
page

Click on
"behavior
referral"
A new
window
will open

Click title
box to
name
incident
Click
click on
"school
administrato
Hours" in
rs name
context box
fill in
context
descripton
Click "on
campus' for
location
give
location
description
Give details
of incident
click/choo
se event
type
type
student
name and
search

new
window
opens
click role of
participant
click "injury
type"
give brief
description of
injury
detailed
description
of injury

click "add
participant
"

back to first
window

Click Save
Draft

click
"submit"
Logout in
top right
corner

retype
passwor
d

Click the
"search" tab at
top of page

type students
last name in
student search
box
Click "Go"
student
information
page will
appear
View page
for student
information
Tabs are located
at the top of the
page for more
info
click logout
in top right
corner

Part IV:
Terminal Objective 1: The learner is able to navigate the multiple student information features
of Infinite campus.
Enabling Objectives:
1A. The learner will accurately take attendance and obtain attendance reports with 90%
accuracy by designated preset time.
1B. The learner will be able to correctly follow the steps to fill out a behavior referral.
1C. The learner will be able to identify and execute a student search using the search tool to
obtain student demographic information.

Terminal Objective 2: Use multiple sources of data (attendance, behavior referrals, and/or
contact logs) in Infinite Campus to assess student progress.
Enabling Objectives:
2A. The learner will compare student attendance to student achievement.
2B. The learner will be able to use student attendance, contact logs, and behavior referral
functions in Infinite campus to create a progress report.
2C. The learner will locate parent information using the roster tool to create a contact log and
will check the information of updates
Classification of Instructional Objectives:
Content

Performance
Recall

Fact

Application
2C

Concept

2A

Principles

2B

Procedure

1A,1B,1C

Interpersonal
Attitude

Relationship between Instructional Objectives and Standards:

Instructional Objectives
1,2

ISTE Standards Teacher

Standard 3. Model digital age work
and learning Teachers exhibit
knowledge, skills, and work processes
representative of an innovative
professional in a global and digital
society.
a. Demonstrate fluency in technology
systems and the transfer of current
knowledge to new technologies and
situations
5. Engage in professional growth
and leadership Teachers continuously
improve their professional practice,
model lifelong learning, and exhibit
leadership in their school and
professional community by promoting
and demonstrating the effective use of
digital tools and resources.

c. Evaluate and reflect on current research

and professional practice on a regular
basis to make effective use of existing
and emerging digital tools and resources
in support of student learning
1A,1B

3. Model digital age work and learning

Teachers exhibit knowledge, skills, and
work processes representative of an
innovative professional in a global and
digital society.
a. Demonstrate fluency in technology
systems and the transfer of current
knowledge to new technologies and
situations

1C,2A,2B,2C

2. Design and develop digital age

learning experiences and assessments
d. Model and facilitate effective use of
current and emerging digital tools to
locate, analyze, evaluate, and use
information resources to support research
and learning
3. Model digital age work and learning
Teachers exhibit knowledge, skills, and
work processes representative of an
innovative professional in a global and
digital society.
a. Demonstrate fluency in technology
systems and the transfer of current
knowledge to new technologies and
situations
c. Communicate relevant information and
ideas effectively to students, parents, and
peers using a variety of digital age media

and formats

Part V:
Development of Assessments:

Instructional
Strategies
Lesson 1:
Students will view
a power point
giving a brief
overview of
Infinite Campus
tools.
Students will view
three separate
instructional
videos of how to
use the attendance,
behavior referral,
and contact log
tools in Infinite
Campus.

Lesson 2: Students
will post their
views on how the
for mentioned
tools in Infinite
Campus can affect
student
achievement.
Students will
create a progress
monitoring tool for
either the
attendance,
behavior referral,
or contact log tool
in Infinite
Campus.

Goals
Perform the steps of
taking attendance,
completing a behavior
referral, and creating a
contact log.

Explain how collecting

data from attendance,
behavior referrals,
and/or contact logs can
be used to monitor
student progress.

Objectives
Objective 1: The
teacher is able to
navigate the multiple
student information
features of Infinite
campus.
1A. The teacher will
accurately take
attendance and obtain
attendance reports with
90% accuracy by
designated preset time.
1B. The teacher will be
able to correctly follow
the steps to fill out a
behavior referral.
1C. The teacher will be
able to identify and
execute a student search
using the search tool to
obtain student
demographic
information.
Objective 2: Use
multiple sources of data
(attendance, behavior
referrals, and/or contact
logs) in Infinite
Campus to assess
student progress.
2A. The teacher will
compare student
attendance to student
achievement.
2B. The teacher will be
able to use student
attendance, contact
logs, and behavior
referral functions in

UDL

Assessments

Learners are given

the choice to
perform the task
by following the
instructional
video, the power
point, or by
downloading the
instructions.

Students will
complete a
multiple choice
test on the
appropriate
steps to taking
attendance,
completing a
behavior
referral, and
completing a
contact log.

Learners are being

given a choice of
which tool in
Infinite Campus to
use to create a
progress
monitoring tool.
Learners are being
given a choice of
which Microsoft
software to use to
chart their
information.

Students will
create a chart to
compare student
achievement
with attendance,
behavior, and/or
contact logs.
Students will
write an
explanation of
their findings.

Infinite campus to
create a progress report.
2C. The teacher will
locate parent
information using the
roster tool to create a
contact log and will
check the information
of updates.
Assessment 1
Students will complete a multiple choice test on using functions in Infinite Campus. The test will
be completed online and will be timed.
UDL Principles
All students will take the multiple choice test online. Students will not use a Lockdown browser,
therefore students will be able to go back and view the PowerPoint or the instructional video to
help answer questions. Students who downloaded the hardcopy of instructions may use these as
well to complete the test. Some students will be able to answer the questions from memory
which will be most helpful since the test is timed.
Using functions in Infinite Campus Test: Lesson 1 Assessment
This test is multiple choice

1. When logging into Infinite Campus, what is the first thing you should do?
a. Check for spelling errors
b. Nothing, you are automatically logged in
c. Contact the administrator
d. Enter your username and password

2. To locate the Attendance tab, what should you click on?

a. Student Information
b. Reports
c. Instruction
d. Attendance

3. If a student is present, what should you click beside their name?

a. Present
b. Nothing, it is automatically marked present
c. Tardy
d. Absent

4. When you are finished taking attendance you should click

a. Nothing, it is automatically done for you
b. The x in the top right corner
c. Submit
d. Logout

5. Where are attendance reports located?

a. Reports in the Student Information section
b. Reports in the Instructions section
c. By clicking Search
d. By clicking Attendance

6. To view your class attendance report, you should

a. Click Attendance
b. Click Attendance Register, Generate Report
c. Click Attendance Summary, Generate Report
d. Click Roster
7. To begin a behavior referral, where should you click?
a. Search
b. Student Information
c. Instruction
d. Behavior

8. Where would you place the incident happened on the playground?

a. Details
b. Location description
c. Context description
d. Title

9. To add the event details (i.e., bullying, fighting, insubordination, etc.) do you
a. Click the Add Event/Participant Tab
b. Click in the Details box
c. Click Context
d. Click Notify

10. In the Event Details/Participant Window, how do you add the student involved?
a. Click student

b. Type students name

c. Students name will automatically appear
d. Click student and type students name

11. Where should minor injury be placed to describe the type of injury?
a. Injury
b. Injury Description
c. Details
d. You do not have to describe minor injuries

12. To complete a behavior referral what should you click?

a. Save Draft
b. Close
c. Submit
d. Logout

13. What is not in a contact log?

a. Date/Time
b. Phone Number
c. Contact Type
d. Details

14. Where would you place who was contacted?

a. Details
b. Contacted By
c. Contact Type
d. Contact

15. To get out of Infinite Campus what should you do?

a. Click submit
b. Click save
c. Click Logout
d. Do nothing

Answer Key
1. D

10. D

2.
3.
4.
5.
6.
7.
8.
9.

C
B
C
B
C
D
B
A

11. A
12. C
13. B
14. D
15. C

Assessment 2
Students will use one of the functions in Infinite Campus to create a chart to show the correlation
of one of the following (attendance, behavior referrals, or contact logs) and student achievement.
The student will complete a written explanation of their findings.
UDL Principles
Students will have the choice of which function (attendance, behavior referrals, or contact logs)
in Infinite Campus they will use to create their progress monitoring chart. Students will also have
the choice of the program they choose to create their charts. Students may use Microsoft Word,
Excel, or PowerPoint to complete the assignment. Students may be as creative as they would like
to be when developing their charts.

Infinite Campus Progress Monitoring Tool: Lesson 2 Assessment

Comparing Attendance with Student Achievement Chart Example:

John Smith
Comparing Attendance to Achievement
45
40
35
30
25
20
15
10
5
0

Semester 1

Semester 2
Absent

Present

Semester 3
Sight Words

Semester 4

This chart was created to show how attendance can affect growth in sight word knowledge. The
Kindergarten goal for sight word recognition by the end of the school year is 100 words.
Students are expected to improve by at least 25 words each nine weeks. To meet their goals
students must know at least 25 sight words by the end of the 1st nine weeks, 50 words by the end
of the 2nd nine weeks, 75 by the end of the 3rd nine weeks, and 100 by the end of the 4th nine
weeks. Students are also not supposed to miss a total of 15 days for an entire school year with
excused and/or unexcused absences. Due to budget issues and weather our students only attended
school for 166 days.
This student was unable to identify any sight words by the end of the 1st nine weeks. The student
was also absent 12% of this nine weeks. By the end of the 2nd nine weeks the student had learned
15 sight words which is an improvement; however, he was supposed to know at least 25 words
and he was absent for .09% of the nine weeks. The student grew by another 18 words by the end
of the 3rd nine weeks, still falling short of his goal. He was absent 11% of this nine weeks. By the
end of the school year the student knew a total of 57 words, falling almost 50% short of his
actual goal. He was absent 13% of the 4th nine weeks, which was his highest average of the entire
year.
This chart
and data shows that there is a connection between attendance and student achievement, or in this
case failure. The student missed a total of 11% of the school year. He seemed to have had his
largest or most consistent gains when he missed the least amount of school. This student began
the school year behind because he was absent so many days and was never truly able to catch up
as he continued to miss school.
Rubric for Chart Assignment
Chart

The student was

unable to create a
chart
0

The student was able

to create a chart using
Word, Excel, or
PowerPoint
2

Infinite Campus Tool

Used

The student did not

use any tool from
Infinite Campus
0

The student used one

tool in Infinite
Campus to create the
progress monitoring
chart
2

Explanation of
Comparison

The student did not

explain the
comparison between

The student gave a

brief explanation of
comparing student

The student was

able to create a
chart using Word,
Excel, or
PowerPoint
showing a
comparison to
student
achievement
3
The student used
one or more tools
in Infinite Campus
to effectively
create the progress
monitoring chart
3
The student gave a
detailed
explanation of

any tools in Infinite

Campus to student
achievement
0

achievement by using
information gathered
from an Infinite
Campus tool
2

comparing student
achievement by
using information
gathered from an
Infinite Campus
tool
3

Scoring
0-3pts = Not Demonstrated
4-6pts = Progressing
5-9pts = Meets Goal
Part VI:
Instructional Sequence
Sequence
1

Description
The teacher will accurately take attendance and obtain attendance

Objective
1

reports with 90% accuracy by designated preset time.

The teacher will be able to correctly follow the steps to fill out a

behavior referral.
The teacher will be able to identify and execute a student search using

4
5

the search tool to obtain student demographic information.

The teacher will compare student attendance to student achievement.
The teacher will be able to use student attendance, contact logs, and

4
5

behavior referral functions in Infinite campus to create a progress

6

report.
The teacher will locate parent information using the roster tool to

create a contact log and will check the information of updates.

The concepts in this lesson are built on a world-related sequence. The learners will go through
the lesson just as they would in their classrooms. The sequence of this lesson consist of reading,
discussions, and hands-on learning activities to sustain student involvement. This sequence will
allow the learner to easily navigate the system comfortably and independently.
Lesson 1: Overview: Using functions appropriately in Infinite Campus
Objective 1: The teacher is able to navigate the multiple student information features of Infinite
campus.

Objective 1A. The teacher will accurately take attendance and obtain attendance reports
with 90% accuracy by designated preset time.
Objective 1B. The teacher will be able to correctly follow the steps to fill out a behavior
referral.
Objective 1C. The teacher will be able to identify and execute a student search using the
search tool to obtain student demographic information.
Initial Presentation: Students will view a power point presentation giving a brief overview of
Infinite Campus tools.
Generative Strategy: The students will view three separate instructional videos that will be used
to demonstrate1) how to take and view attendance, 2) complete and view behavior referrals and
3) create a contact log in Infinite Campus. The students will be able to download a file with the
instructions for using Infinite Campus. This download will be used to assist students who need a
hardcopy of the instructions for differentiation. To assess understanding, students will be asked
to complete the following performance tasks First students will follow the steps to taking
attendance. Second, students will practice creating a behavior referral. Third, students will
practice creating a contact log. Students may email the instructor with any questions and
feedback will be provided.
The Universal Design for Learning
http://prezi.com/zvehbf95tho8/universal-design-for-learning/

Lesson 2: Infinite Campus as a Tool to Monitor Student Achievement

Objective 2: Use multiple sources of data (attendance, behavior referrals, and/or contact logs) in
Infinite Campus to assess student progress.
Objective 2A. The teacher will compare student attendance to student achievement.
Objective 2B. The teacher will be able to use student attendance, contact logs, and
behavior referral functions in Infinite campus to create a progress report.

Objective 2C. The teacher will locate parent information using the roster tool to create a
contact log and will check the information of updates.
Motivational Strategy: Ask students to speculate how the use of behavior referrals, attendance,
contact logs, and student search engine tools can affect student achievement. Students will post
their answer to a discussion board and respond to one of their classmates.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2012). Designing Effective
Instruction.
Initial Presentation: Students will be asked to read the article Using Technology to Increase
Parent Involvement in Schools. Students will post to a discussion board a response to the
question How can technology be used to increase parent involvement?
Olmstead, C. (2011). Using technology to increase parent involvement.
Generative Strategies: The student will choose one tool in infinite campus and create a progress
monitoring tool in which the information in that tool will be helpful ex: At-risk attendance log,
parent contact-behavior comparison log, attendance-grade comparison chart, or any tool that fits
their classroom need. To differentiate students will use either Microsoft Word, Excel, or Power
Point to create their progress monitoring chart. The charts will be uploaded to the discussion
board to share with all other students. Students will be assessed on how well they create their
progress monitoring chart. Students may email the instructor with any questions and feedback
will be provided.
Prezi. The Universal Design for Learning
http://prezi.com/zvehbf95tho8/universal-design-for-learning/

Reference List
The Universal Design for Learning
http://prezi.com/zvehbf95tho8/universal-design-for-learning/
Olmstead, C. (2011). Using technology to increase parent involvement.

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2012). Designing Effective
Instruction. John Wiley & Sons, Inc., Hoboken, NJ

Part VII:
Instructional Design Documentation Part VII: Design of Instruction
Instructional
Strategies
Lesson 1:
Students will view
a power point
giving a brief
overview of
Infinite Campus
tools.
Students will view
three separate
instructional
videos of how to
use the attendance,
behavior referral,
and contact log
tools in Infinite
Campus.

Goals
Perform the steps of
taking attendance,
completing a behavior
referral, and creating a
contact log.

Objectives
Objective 1: The
teacher is able to
navigate the multiple
student information
features of Infinite
campus.
1A. The teacher will
accurately take
attendance and obtain
attendance reports with
90% accuracy by
designated preset time.
1B. The teacher will be
able to correctly follow
the steps to fill out a
behavior referral.
1C. The teacher will be
able to identify and
execute a student search

UDL

Assessments

Learners are given

the choice to
perform the task
by following the
instructional
video, the power
point, or by
downloading the
instructions.

Students will
complete a
multiple choice
test on the
appropriate
steps to taking
attendance,
completing a
behavior
referral, and
completing a
contact log.

Lesson 2: Students
will post their
views on how the
for mentioned
tools in Infinite
Campus can affect
student
achievement.
Students will
create a progress
monitoring tool for
either the
attendance,
behavior referral,
or contact log tool
in Infinite
Campus.

Explain how collecting

data from attendance,
behavior referrals,
and/or contact logs can
be used to monitor
student progress.

using the search tool to

obtain student
demographic
information.
Objective 2: Use
multiple sources of data
(attendance, behavior
referrals, and/or contact
logs) in Infinite
Campus to assess
student progress.
2A. The teacher will
compare student
attendance to student
achievement.
2B. The teacher will be
able to use student
attendance, contact
logs, and behavior
referral functions in
Infinite campus to
create a progress report.
2C. The teacher will
locate parent
information using the
roster tool to create a
contact log and will
check the information
of updates.

Learners are being

given a choice of
which tool in
Infinite Campus to
use to create a
progress
monitoring tool.
Learners are being
given a choice of
which Microsoft
software to use to
chart their
information.

Students will
create a chart to
compare student
achievement
with attendance,
behavior, and/or
contact logs.
Students will
write an
explanation of
their findings.

Task VIII:
Plan for Formative Evaluation
At the completion of the course module, learners will be asked to complete an online survey of
the overall effectiveness of the course. Learners will submit their survey responses. I have
chosen a peer reviewer to view my course design. The peer reviewer has at least 5 yrs. teaching
experience, is knowledgeable of Infinite Campus, and has a Masters Degree in Instructional
Design. After reviewing the course design, the peer reviewer will meet with me to discuss what
worked for the course and what changes can be made to improve the course.
Course Evaluation Survey:
Please rate the course on a scale of 1 to 5.
1=Strongly Disagree, 2=Disagree, 3=Neutral, 4=Agree, 5=Strongly Agree
1. Was this course helpful in learning the tools of Infinite Campus?
1
2
3
4
5
2. Do you feel that you were provided enough information for using Infinite Campus?
1

3. Do you feel comfortable using the tools in Infinite Campus without additional support?
1

4. Do you feel you have a better understanding of how Infinite Campus can be used to also
monitor student progress?
1

5. Was the instruction effective for this course?

1

6. Did you find it beneficial to use different computer functions for this course?
1

7. Would you recommend this course to others who are unaware of how to use Infinite
Campus and its functions?
1

8. Was feedback given in a timely manner?

1

9. What was the most helpful thing that you learned in this course?

10. What was the least helpful thing that you learned in this course?

11. If you could change one thing about this course, what would you choose?

12. Please provide any additional comments, suggestions, or feedback for this course.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

When all of the surveys have been completed, I will go online to view and/or print the results. I
will get a range for each question to determine which areas are in most need of revamping. After
viewing the survey results and discussing the overall course design with my peer reviewer, I will
use the data and input from the peer reviewer to improve the course. I will keep the highly rated
areas the same and change the lower rated areas to improve the course. I will also take the
additional comments into consideration to improve the effectiveness of the course.