Part 1: Identification of Learning Problem

General Audience

The primary audience consists of certified teachers and administrators of all ages, experience
levels, and subject areas within the Richmond County School system(RCSS). The primary
audience teaches or provides educational supportive services to students in grades K-12 (ages
of these students vary widely from 5-18 years). Personnel involved in direct instruction will be
among the first to receive the training. The Richmond County Public Schools (RCPS) website
states that 27% of professional staff have 4 year Bachelors degrees, 46% have Master’s degree
and 27% have Specialists degrees.

Problem Identification

RCSS is in the process of implementing a new web-based curriculum management program.

The new software is called Rubicon Atlas. Atlas is designed to incorporate electronically the
entire process of curriculum enhancement, supporting faculty, administrators and the school
system as a whole. This implementation will streamline curriculum developments system-wide
and provide a means for educators to collaborate from school to school. Atlas is always
customized to emulate a school’s pedagogy, academic standards, and curricular needs. More
than just an online curriculum storage site, it changes the model of curriculum work from a
rotation of documentation to a managed process of focused, collaborative review and
promotion. The roll out of this software began at the end of the 2014-2015 school year and were
already available to all schools and faculty. Teachers and administrators who attended a
Saturday conference early in the month of May 2015 were given the initial look at the software,
and the first voluntary training session will be held the last day of post planning. This transition is
a major shift for the RCSS system to make in a short period. The RCSS board employs four
educators as instructional technologists responsible for training key members from each school.
These teachers and media specialists will then share the training with their faculty. There are
many educators who struggle with technology, and this will be another major hurdle for them.
The development of a multi-media site consisting of modules designed to covering each
necessary element of the software,including training videos, hands-on exercises and a form of
assessment . This will provide those who need extra remediation, who are new to the system, or
were absent for training a way of receiving the necessary information.

Instructional Goals

·​ ​Users will be able to sign successfully into the Atlas software.

·​ ​Users will be able to navigate the Atlas software.

·​ ​Users will be able to create to curriculum maps.

·​ ​Users will be able to access lesson plans.

·​ ​Users will be able to align to state standards

Introduction

The targeted audiences of learners are primarily teachers of grades k-12 covering all subjects
within the RCSS. All members of the primary audience hold certifications covering all grade
levels. Richmond County School System and all of its schools are engaged in an ongoing
continuous improvement process. The system serves a diverse population of students with a
wide range of needs. Approximately 78% of students qualify for free and reduced lunches in 57
schools including 8 comprehensive high schools, 9 middle schools, 34 elementary schools, 4
magnets, 1 charter and 1 special school. With 2500 plus professionally certified employees, the
Superintendent, her administration and teachers are committed to making sure each student
receives the highest quality education. Implementing the newest software and technology to
assist in that goal is imperative.

The adoption of common core standards has challenged school systems nationwide. One
teacher survey stated “87 percent of the respondents said there are still challenges in their
schools to understand and implement the more rigorous common core standards, and just one
in three said they were adequately prepared to do the work”. The survey also indicated that
some schools systems have had struggles writing curriculum under the new standards. “​More
than 40 percent of the teachers who responded said they are getting the curriculum two weeks
or less before they are expected to deliver it to students.”

Entry Characteristics:
Prerequisite skill & knowledge:
·​ ​Ability to log onto a computer
·​ ​Ability to comprehend basic computer functions and navigation within the
computer operating system
·​ ​Ability to access Atlas from a web browser
·​ ​Knowledge of Georgia curriculum guidelines
·​ ​Knowledge of Richmond County Public Schools Teaching strategies.

Prior Experience:
Most of the educators are already accustomed to working with computers on a daily
bases. Email, word processing skills, and limited presentation skills are proficient through the
majority of all faculty. The learning curve is increased with Infinite Campus, our systems online
attendance and grading software. Many teachers struggle with the addition of new software and
require assistance throughout the year.

Common errors made by technology-challenged teachers​:

·​ ​Confusion with log on procedures
·​ ​Inability to navigate site
·​ ​Unable to use help features when needed
·​ ​Misunderstanding of available tools
Potential Misconceptions:
·​ ​The general purpose of the Rubicon Atlas software
·​ ​Increasing the workload of the educator

Attitudes Towards Content & Academic Motivation

This is a system-wide rollout of the new software. All teachers will be required to be trained in its
use to enhance curriculum mapping and collaboration. In one online survey, 500 teachers were
asked what they find to be most challenging about lesson planning and material preparation for
the classroom. 55% of respondents stated time restraints as a major issue. 33% felt they lacked
the necessary skills to exploit the technology available to them and needed more information
and training. These results were gathered through educators surveys given in school systems of
similar size to Richmond County.

Having the training available in short online modules will be a great benefit. Due to their already
busy schedules teachers will appreciate the ability to complete the training over a period of time.

Task Analysis

The task analysis was developed using the procedural analysis method ​which analyzes the task

identifying the steps required to complete the task​. This method will help break down the Atlas

software into the necessary steps needed. Learning the software, I first developed a flowchart to

help identify all the necessary procedures. To be sure all steps were covered, I opened the site,

logged on, familiarized myself with site navigation and followed the steps of creating a

curriculum map, noting each step as I proceeded.

While creating the procedural analysis, it was important not to assume the learners have any

knowledge of the software site. In other words, even the simplest of tasks such as logging on to

the site may be an issue to the educator. Site navigation is also an important goal. There is prior

knowledge each Educator will be expected to know concerning Georgia Performance Standards

in regards to the subject area they teach, however, this will be addressed in detail later.
Subject Matter Expert

I (Jason Stark) will serve as the SME for this instructional plan. I received my bachelor’s degree

in Technology Education from Georgia Southern University in Statesboro, Georgia. I am

currently pursuing a master’s degree in Instructional Technology with dual certification from

Georgia Southern University. My primary qualification to serve as SME is my 15 years of

teaching experience in the field of technology education. To stay up with the constantly

changing subject, I have on a yearly bases identified new software or internet sites and created

lesson plans or curriculum for students. For the past two years, I have served as one our

schools Teacher Trainer Resident (TTR). As a TTR, it has been my responsibility to be trained

in a multitude of county software and technology and then share that instruction with my

colleagues. TTRs were given early access to the Rubicon Atlas site to get familiar with the

software in advance.

Procedural Analysis

1.0 ​Login to Rubicon Atlas

1.1 Identify Rubicon Site Address

1.2 Log-In Procedure

1.3 Change Password

2.0 ​Navigation

2.1 Identify Site Navigation Components

2.1.1 My Atlas

2.1.2 Search

2.1.3 Develop

2.1.4 Browse
 2.1.5 Reports

2.1.6 References

2.1.7 Support

2.1.8 Communities

2.2 Identify Communication Commons

2.2.1 Communication Channel

2.2.2 Activity Channel

2.2.3 School Channel

2.2.4 Rubicon Channel

3.0 ​Personal Settings

3.1 My Settings

3.1.1 Email Preferences

3.1.2 Password Change

3.2 Email Notifications

4.0 ​Course Development

4.1 Unit Planner

4.2 Editing a Collaborative Course

4.3 Copying Units from other Courses

5.0 ​Logging Off

Terminal Objective 1: ​To Access the Rubicon Atlas Site

Enabling Objectives:
1A. ​To identify username
1B. ​To change password

Terminal Objective 2: ​To identify the navigational elements of the site

2A. ​Discuss general navigation setup
2B. ​Demonstrate each navigation choice
2C​. Choose each navigation option

Terminal Objective 3: ​To review the purpose of the Rubicon Atlas Software
3A.​ Describe the purpose of Richmond County’s selection of the software
3B. ​Define Curriculum mapping
3C. ​ Discuss the benefits

Terminal Objective 4: ​To develop a unit of study

4A. ​Identify Course working with
4B. ​Create a new Unit
4C. ​Add content to the unit

Terminal Objective 5: ​To collaborate with other county teachers

5A. ​Identify software tools for collaboration
5B. ​Practice using collaboration tools
5C. ​Discuss benefits of collaboration

Content Performance

Recall Application

Fact 2, 2a, 3a, 3b

Concept 3, 3c, 5c

Principles

Procedure 1a 1 , 1b, 2b, 2c, 4, 4a, 4b, 4c, 5a, 5b

Interpersonal 5

Attitude

Instructional Teacher Assessment Performance Standards

Objectives

1, 1a, 1b TAPS1​: Professional Knowledge – The teacher demonstrates an

2, 2a, 2b, 2c understanding of the curriculum, subject content, pedagogical
3, 3a, 3b, 3c knowledge, and the needs of students by providing relevant learning
experiences.

4, 4a, 4b, 4c TAPS2​: Instructional Planning – The teacher plans using state and local
5, 5a, 5b, 5c school district curricula and standards, effective strategies, resources,
 and data to address the differentiated needs of all students.

4, 4a, 4b, 4c TAPS3​: Instructional Strategies – The teacher promotes student

5, 5a, 5b, 5c learning by using research-based instructional strategies relevant to the
content to engage students in active learning and to facilitate the
student’s acquisition of key knowledge and skills.

4, 4a, 4b, 4c TAPS5​: Assessment Strategies – The teacher systematically chooses

5, 5a, 5b, 5c a variety of diagnostic, formative, and summative assessment strategies
and instruments that are valid and appropriate for the content and
student population.

All TAPS9​: Professionalism - The teacher exhibits a commitment to

professional ethics and the school’s mission, participates in professional
growth opportunities to support student learning, and contributes to the
profession.

Jason Stark
Part V: Development of Assessment
Instructional Goals Objectives UDL Assessment
Strategies

Lesson 1: Learners will Objective 3​: Multiple means Learners will

Review the recognize the To review expression. Some take a quiz about
Purpose of benefits of the purpose learners will receive a the benefits of
Rubicon Atlas the new Atlas of the more objective quiz Rubicon-Atlas
Software software and Rubicon with multiple choice and and curriculum
Learners will be able to Atlas matching, while other mapping using
discuss the define Software will complete the Google Forms.
importance of Curriculum 3A. open-ended short
curriculum mapping Describe the answer quiz with some
mapping. purpose of matching.
Learners will Richmond
watch County’s
instructional selection of
videos in the software
Curriculum 3B. Define
Mapping Curriculum
Learners will mapping
watch a video 3C.
introducing Discuss the
Atlas as the Benefits
new County
Lesson plan
software

Lesson 2: Learners will Objective 1​: Multiple means of Learners will

Access the be able to To Access representation. Some answer the
Rubicon Atlas successfully the Rubicon learners will write out question: ​What
Site log on to the Atlas Site the steps, while other are the steps to
Learners will Atlas site 1A. To will use matching to logging on to
be shown how using a identify place the steps in the the
to access and password username correct order. Rubicon-Atlas
log on to the they created. 1B. To web site?
Atlas site. change
Learners will password
create their
own personal
password.

Lesson 3: Learners will Objective 2​: Multiple means of Learners will

Identify the be To identify expression. Some identify each of
navigation successfully the learners will match via the navigation
Elements of navigate and navigational completing open-ended elements using a
the site identify the elements of short answers while google form.
Learners will available the site other will use a form
be shown how tools on the 2A. ​Discuss with matching of terms
to navigate the Atlas general with navigation
Atlas site website. navigation elements.
Learners will setup
recognize all 2B.
tools available Demonstrate
to them. each
navigation
choice
2C​. Choose
each
navigation
option

Lesson 4: Learners will Objective 4: Multiple means of Learners will

Develop a unit create a new To develop a representation - create a new
of Study unit of study unit of study Multiple means of Unit in
Learners will and add 4A. ​Identify expression Rubicon-Atlas
watch content to Course Creating a unit of study using one of the
 instructional said unit. working with that could be used by classes they
videos for 4B. ​Create a the teachers fosters teach. Upon
developing a new Unit engagement and completion
unit Calendar. 4C. ​Add requires a level of the teachers will use
Learners will content to knowledge that will Print-Screen to
watch an the unit provide different capture an
instructional options for image of their
video on comprehending the completed unit.
Developing analysis process,
Units meeting the UDL
Learners will principle of multiple
create a new means of
unit of study representation.
and add
content.

Lesson 5: Learners will Objective 5: Multiple means of Learners will

Collaborate be able to To expression take a quiz about
with other join a collaborate Some learners will the 5 unique
Richmond discussion with other receive a more means of
County and leave county objective quiz with communications.
Teachers notes for teachers multiple choice and
Learners will other 5A. ​Identify matching, while other
watch an collaborating software will complete the
instructional teachers tools for open-ended short
video entitles collaboration answer quiz with some
“Collaboration 5B. ​Practice matching.
– the Atlas using
Way” collaboration
Learners will tools
practice 5C. ​Discuss
utilizing benefits of
communication collaboration
tools.

Lesson 1: Review the Purpose of Rubicon Atlas Software

Objective 3​: To review the purpose of the Rubicon Atlas Software
​3A​. Describe the purpose of Richmond County’s selection of the software
​3B​. Define Curriculum mapping
​3C​. Discuss the Benefits
Assessment:​ Learners will take a quiz about the benefits of Rubicon-Atlas and curriculum
mapping using Google Forms.

UDL Principles:​ The quiz will be differentiated to provide multiple means of expression. Some
learners will receive a more objective quiz with multiple choice and matching, while other will
complete the open-ended short answer quiz with some matching.

Lesson 2: Access the Rubicon Atlas Site

Objective 1​: To Access the Rubicon Atlas Site
1A​. To identify username
1B​. To change password

Assessment:​ Learners will answer the question: ​What are the steps to logging on to the
Rubicon-Atlas web site?

UDL Principles: ​ The question will be differentiated to provide multiple means of expression.
Some learners will write out the steps, while other will use matching to place the steps in the
correct order.

Lesson 3: Identify the navigation Elements of the site

Objective 2​: To identify the navigational elements of the site
2A. ​Discuss general navigation setup
2B. ​Demonstrate each navigation choice
2C​. Choose each navigation option.

Assessment:​ Learners will identify each of the navigation elements using a google form.

UDL Principles:​ The form will be differentiated to provide multiple means of expression. Some
learners will match via completing open-ended short answers while other will use a form with
matching of terms with navigation elements.

Lesson 4: Develop a unit of Study

Objective 4: ​To develop a unit of study
4A. ​Identify Course working with
4B. ​Create a new Unit
4C. ​Add content to the unit

Assessment: ​ Learners will create a new Unit in Rubicon-Atlas using one of the classes they
teach. Upon completion teachers will use Print-Screen to capture an image of their completed
unit.
UDL Principles:​ By providing the option to complete the unit using one of the classes the learner
is currently teaching, this assessment is providing “graduated levels of support for practice and
performance.” Creating a unit of study that could be used by the teachers fosters engagement
and requires a level of the knowledge that will provide different options for comprehending the
analysis process, meeting the UDL principle of multiple means of representation.

Lesson 5: Collaborate with other Richmond County Teachers

Objective 5: ​To collaborate with other county teachers

5A. ​Identify software tools for collaboration
5B. ​Practice using collaboration tools
5C. ​Discuss benefits of collaboration

Assessment:​ ​Learners will take a quiz about the 5 unique means of communications.

UDL Principles: : ​The quiz will be differentiated to provide multiple means of expression. Some
learners will receive a more objective quiz with multiple choice and matching, while other will
complete the open-ended short answer quiz with some matching.

Assessment Examples

Objective 3 Assessment

Benefits of Rubicon-Atlas and Curriculum Mapping

Describe the benefits of working in Rubicon-Atlas:

Define Curriculum Mapping:

Differentiated Quiz – Multiple Choice and labeling to replace open ended questions.

____________________ is a process for collecting and recording ​curriculum​-related data that

identifies core skills and content taught, processes employed, and assessments used for each
subject area and grade level.
a. Lesson plans
b. Curriculum mapping
c. Collaborative planning
d. Teacher in-service

Check each of the following that are described as benefits of the Rubicon-Atlas Software.
____ determines what is taught, as it actually occurs in the classroom.
____ Understand how students are being taught.
____ Make appropriate, immediate modifications to the curriculum.
____ Determine "why" certain performance results have been achieved.

Objective 2 Assessment

Give a brief description of each of the Navigation Elements:

A.

B.

C.

D.

E.

F.

G.

H.

I.

J.

K.
L.

Differentiated Quiz replacing short answers with matching.

Match the following Navigation Elements with their descriptions.

1._____ Create, edit or revise curriculum for the courses that you teach.
2._____ Search all maps in your Atlas system by keyword or phrase to find out where a specific
topic or concept is taught.
3._____ Find specific maps in your Atlas system by using the filters to view maps by school,
grade, subject, Course name, teacher, and by academic year.
4._____ customize your personal dashboard that contain direct links to curriculum & reports
generated from anywhere in the system.
6._____ Go beyond your Atlas system to connect with educators and schools around the world.
7._____ Access a virtual library of academic resources.
8._____​ ​Find technical support through help resources and Atlas training tools.
9._____ Get immediate support, tips and instructions by clicking on this icon
10.____ You can send and receive several types of messages and notifications from wherever
you might be working in Atlas.
11.____ Is fully customizable and dynamic, providing immediate, real-time access to curriculum
analysis and reporting.
12.____ Allows you to change your password, reset and select a default for your My Atlas
dashboard, update your email address, and manage email notifications.

Objective 4 Assessment
Example of finished Rubicon Unit:
Objective 5 Assessment

Briefly, explain what each of communication icons.

A.
B.
C.

D.

UDL Principles: : ​The quiz will be differentiated to provide multiple means of expression. Some
learners will receive a more objective quiz with matching, while other will complete the
open-ended short answer quiz.

1.​ ​___________ Communications Channel - notes, discussions, or shares you have sent or
sent to you.
2.​ ​___________ Rubicon Channel - Notifications about standards, Professional Development
opportunities, Mapping Process, and Updates to Atlas.
3.​ ​___________ Activity Channel - Feed of curriculum activity in your Atlas System.
4.​ ​___________ School Channel – communications from your School leadership.

Part VI: Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Review the purpose of the Rubicon Atlas Software 3

2 Access the Rubicon Atlas Site 1

3 Identify the navigation Elements of the site 2

4 Develop a unit of Study 4

5 Collaborate with other County Teachers 6

The concept related sequencing is used to build this content. In other words, The concepts
necessary to understand the content are taught first. This will allow the teachers to have a
foundation of the purpose of the new site and how it will benefit their classroom. Once the
purpose has been explained, hands-on tutorials are provided to give the learner experience
using the new software and creating lesson plans

Lesson 1: Review the Purpose of Rubicon Atlas Software

Objective 3:​ To review the purpose of the Rubicon Atlas Software

3A.​ Describe the purpose of Richmond County’s selection of the software
3B.​ Define Curriculum mapping
 3C.​ Discuss the Benefits

Motivational Strategy​: Make a list of at least five words which describe your experience of
collaborative planning thus far. Share those words with your partners. Discuss briefly why you
chose those words in relation to your educational experience.

Initial Presentation​: Watch the video titled “The Differences Between Lesson Plans and
Curriculum Maps” and read the “What is Atlas?” on the Rubicon home page. Reading about
collaboration and viewing a video on technology in education allows the learner to gather facts
necessary to proceed (Morrison, 2013). Present Richmond County’s reasons for selecting this
software via presentation tool.

General Strategy​: Write down at least 2 classroom activities you’ve have used in the past year
that was really successful. The activities must be related to your subject area. Share the list with
the other educators. Why was it successful? Explain how Atlas will allow this kind of information
to shared across the county without having to meet face to face.

Lesson 2: Access the Rubicon Atlas Site

Objective 1: ​To Access the Rubicon Atlas Site

1A. ​To identify username
1B. ​To change password

Initial Presentation​: Teachers will be given their username and passwords. Teachers will be
instructed on all of the variety of ways to access the Rubicon Atlas site(County Web Site,
School Web Site, etc).

General Strategy​: Teachers will log on to the site. Teachers will change the password when
prompted. If teacher has already successfully logged on and changed password before than
they will assist those around them.

Lesson 3: Identify the navigation Elements of the site

Objective 2​: To identify the navigational elements of the site

2A. ​Discuss general navigation setup
2B. ​Demonstrate each navigation choice
2C​. Choose each navigation option

Motivational Strategy:​ Ask teachers to write directions on how to get from their current location
to their home. Stress how it’s important to give major landmarks to help guide. Explain how
Navigation is an important tool to any web site and how the tools covered today empower the
user to maximize their experience.
Initial Presentation​: Teachers will watch the video “Navigating Altas” and will refer to the Atlas
Quick Guide “Getting Started”.
General Strategy​: Teacher will identify and click on each of the navigational options. Once the
option has been selected refer to the Quick Guide to define the use of each option. Encourage
teachers who are tech savvy to help their neighbors move through and identify each tool and it’s
use.
Lesson 4: Develop a unit of Study
Objective 4: ​To develop a unit of study
4A. ​Identify Course working with
4B. ​Create a new Unit
4C. ​Add content to the unit

Initial Presentation​: Teachers will watch the videos “Developing Your Unit Calendar” and
“Developing your Units” using Atlas.
General Strategy​: Using the Rubicon Atlas Quick guide for Course Development (found under
the Support tool, each teacher will create a new unit of study in one of the courses assigned to
them. Name the unit and select the weeks in which the unit will be taught. Teacher will then add
content to the unit.

Lesson 5: Collaborate with other Richmond County Teachers

Objective 5: ​To collaborate with other county teachers
5A. ​Identify software tools for collaboration
5B. ​Practice using collaboration tools
5C. ​Discuss benefits of collaboration

Initial Presentation​: Teachers will watch video titled “Collaboration - The Atlas Way”. There will
also be a pdf document available with all the pertinent information from the video available.
General Strategy​: Using the Rubicon Atlas Quick guide for Communicating, each teacher will
practice using the communication tools by joining a discussion and leaving a note on a
colleague’s map.

Jason Stark
Part VII: Design of Instruction
Instructional Goals Objectives UDL Assessme
Strategies nt

Lesson 1: Learners will Objective 3​: Multiple Learners

Review the recognize the To review the means will take a
Purpose of benefits of the purpose of the expression. quiz about
Rubicon Atlas new Atlas Rubicon Atlas Some the benefits
Software software and be Software learners will of
Learners will able to define 3A. Describe receive a Rubicon-Atl
discuss the Curriculum the purpose of more as and
importance of mapping Richmond objective quiz curriculum
curriculum County’s with multiple mapping
mapping. selection of the choice and using
software matching, Google
Learners will 3B. Define while other Forms.
watch Curriculum will complete
instructional mapping the
videos in 3C. Discuss open-ended
Curriculum the Benefits short answer
Mapping quiz with
some
Learners will matching.
watch a video
introducing Atlas
as the new
County Lesson
plan software

Lesson 2: Learners will be Objective 1​: Multiple Learners

Access the able to To Access the means of will answer
Rubicon Atlas successfully log Rubicon Atlas representatio the
Site on to the Atlas site Site n. Some question:
Learners will be using a password 1A. To identify learners will What are
shown how to they created. username write out the the steps
access and log 1B. To change steps, while to logging
on to the Atlas password other will use on to the
site. matching to Rubicon-At
place the las web
Learners will steps in the site?
create their own correct order.
personal
password.

Lesson 3: Learners will be Objective 2​: Multiple Learners

Identify the successfully To identify the means of will identify
navigation navigate and navigational expression. each of the
Elements of the identify the elements of the Some navigation
site available tools on site learners will elements
Learners will be the Atlas website. 2A. ​Discuss match via using a
shown how to general completing google
navigate the Atlas navigation open-ended form.
site setup short answers
2B. while other
Learners will Demonstrate will use a
recognize all tools each form with
available to them. navigation matching of
choice terms with
2C​. Choose navigation
each elements.
navigation
option

Lesson 4: Learners will Objective 4: Multiple Learners

Develop a unit create a new unit To develop a means of will create a
of Study of study and add unit of study representatio new Unit in
Learners will content to said 4A. ​Identify n - Multiple Rubicon-Atl
watch unit. Course means of as using
instructional working with expression one of the
videos for 4B. ​Create a Creating a classes
developing a unit new Unit unit of study they teach.
Calendar. 4C. ​Add that could be Upon
Learners will content to the used by the completion
watch an unit teachers teachers
instructional video fosters will use
on Developing engagement Print-Scree
Units and requires n to capture
Learners will a level of the an image of
create a new unit knowledge their
of study and add that will completed
content. provide unit.
different
options for
comprehendi
ng the
analysis
process,
meeting the
UDL principle
of multiple
means of
representatio
n.
 Lesson 5: Learners will be Objective 5: Multiple Learners
Collaborate with able to join a To collaborate means of will take a
other Richmond discussion and with other expression quiz about
County leave notes for county Some the 5
Teachers other collaborating teachers learners will unique
Learners will teachers 5A. ​Identify receive a means of
watch an software tools more communica
instructional video for objective quiz tions.
entitles collaboration with multiple
“Collaboration – 5B. ​Practice choice and
the Atlas Way” using matching,
collaboration while other
Learners will tools will complete
practice utilizing 5C. ​Discuss the
communication benefits of open-ended
tools. collaboration short answer
quiz with
some
matching.

Part VIII: Formative Evaluation Plan

For the formative evaluation of this course I will have the teachers complete an online Google
Forms survey. These surveys will be anonymous so that the participants will feel free to answer
honestly. The Media Specialist at my school, Academy of Richmond County, will serve as the
subject matter expert. She has been a Media Specialist for over ten years and has been
responsible for instructing teachers on new RCBOE policies and software. She will therefore be
able to give constructive feedback.

Strongly Disagree Neutral Agree Strongly

Disagree Agree

Subject matter was relevant and

useful.

Instructor’s knowledge of
content was apparent.

The course increased my ability

 to create curriculum maps.

The course enabled me to begin

using Rubicon-Atlas.

Videos and presentations were

relevant to the course.

Instructional expectations were

clear

I will be more likely to

collaborate with my colleagues
via Rubicon-Atlas

Give one example of new information you learned during this instruction?

What suggestions do you have for improving this course?

The evaluations will be collected and analyzed by the Media Specialist and myself. We will then
discuss any modifications that may be made to improve the course. This will be accomplished
by breaking down the data into subcategories of learner benefits and instructional execution.
This will assist in determining which parts of the course need the most improvement.

References

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). ​Designing effective instruction​. Hoboken,
NJ: J. Wiley & Sons.