2. ADDIE MODEL
BEGINNING TRAINING

3. A of ADDIE……Analysis Needs Analysis (Why?) Learning Goals (What?)
Foundation for any Instructional Design Project. 
It is the data gathering part of ISD.
Needs Analysis (Why?)
Learning Goals (What?)
Learner Analysis (Who?)
Task Analysis (How?)

4. Needs Analysis: (WHY)
Find a solution for our District to help reduce drop-out rates, and meet on-time graduation rates by engaging and motivating students with digital proven media-rich courses for:
CVHS
Credit/Course recovery
Dropout prevention/recovery
Blended and virtual learning
Remediation
Summer School
Credit accrual
Adult Education (Entrada HS)
GED, ACT and SAT prep

5. “What
purpose
are students
trying to accomplish by
Going to
school?”

6. How schools need to
Compete with other
Activities that kids
Participate in---
athletics,
jobs,
even video games---
to feel successful.

7. In 2000, roughly 45,000 K–12 students took an online course.
The numbers:
In 2000, roughly 45,000 K–12 students took an online course.
By 2010, over 4 million students were participating.
By 2019, 80% of all High School credits expected to be earned “virtually.”
Source: Clayton M. Christensen
Disrupting Class / Disruptive Innovation 2011

8. Goals and Objectives of the Beginning GradPoint Training –
Learning Goal:
Understanding and using successfully GradPoint to improve teacher instruction and student learning
Goals and Objectives of the Beginning GradPoint Training –
2 hour training:
Teachers will be able to navigate different features in GradPoint with 100% accuracy so as to be able to take the skills learned in the training and apply them to future experiences with GradPoint.

9. Common Teacher Tasks in GradPoint include: (How)
· Monitoring student work in lessons and tests
· Supporting students who appear on the Critical Student Panel
· Excusing students from lessons and/or tests
· Allowing retries for tests
· Adjusting student overall course scores when pretests are mastered
· Viewing students test items
· Assisting students with questions about moving through courses
· Manually grading activities and portions of some tests for GS courses
· Motivating and coaching students
· Communicating with counselors and parents
· Helping students reach their educational goals in GradPoint

10. Pros & Cons of GradPoint

11. Cons for Teachers Work never stops Additional time management
Learning Curve
Giving up Control

12. Pros for Teachers Working w/Students one on one Flexible Environment
Customized Learning

13. Cons for Students Time management, organization
Increased personal responsibility (could also be a pro!)
Maturity issues
Cons for Students

14. Pros for Students Pure focus on learning Flexibility
Ability to make course suit personal learning strengths
Increased options for students
Preparation for college/life

15. Canyons Virtual High School Enrollment Overview Summary 2013
Canyons Virtual High School Enrollment Summary (includes 2013 Summer enrollment numbers but not yet summer credit totals)
Total Enrollment
1835
Total Credits Assigned
426.75
Total Credits Completed
177
51%+ Credits Completed 59
26-50% Credits Completed 47
1-25% Credits Completed
139.75
Credits Not Yet Started
60.75
Credit Completion Rate
48.40%
Total Online Hours
28,481
*CVHS Year over Year Growth
2012 Enrollment for CVHS Only
128
2013 Enrollment for CVHS Only
709
Growth for CVHS Only
553.91%
*Year over Year Growth does not include other GradPoint Schools due to unavailable data for 2012

16. 2014 2,200 Students

17. OUR STUDENTS

18. OUR STUDENTS

19. OUR STUDENTS

20. OUR STUDENTS

21. OUR STUDENTS

22. OUR STUDENTS

23. OUR STUDENTS

24. OUR STUDENTS

25. OUR STUDENTS

26. OUR STUDENTS

27. OUR STUDENTS

28. OUR STUDENTS

29. OUR STUDENTS

30. This document is similar to an architect's blueprints.
D of Addie…..Design
This document is similar to an architect's blueprints.
This document describes the course's content, but it DOESN”T contain the course content.

32. D of ADDIE…….Development
Instructor's Guide
Lesson plans and teacher notes, background knowledge, instructions, tests, answer keys, etc.
Student Guide
Any materials that will be handed out to the student, worksheets, with answer sheets, etc.
ALL Course Content
Any and all materials needed by the teacher and students i.e. Power Points/Keynotes, worksheets, manipulatives, quizzes, technology tools, assessments, etc.
9 Events of Teaching
Use each of the 9 events of teaching makes the training significant & important instruction is not missed.

33. Gagne 9 Events of Teaching
1. Gaining Attention 5. Application feedback Level 1
2. Direction 6. Application feedback Level 2
3. Recall Application feedback Level 3
4. Content Evaluation (assessment)
9. Closure (retention and transfer)
Very important part of the development process Gagne, Briggs and Wager (1988).   
Using each event makes the lesson fuller & important instruction is not missed.

35. Teacher Dashboard (Home Screen) Panels
The Home screen, or the Teacher Dashboard, contains four sections called “panels”. They are:
1. Student Submitted Work—displays student work that is ready for grading.
2. Teacher Summary—shows indicators regarding student performance
3. Courses—contains links to view courses as a student, view objectives, and the Gradebook.
Critical Students—shows alerts regarding performance and pace. It also provides
the teacher an opportunity to the student.

36. Teacher Summary Panel
The Teacher Summary panel shows information that a teacher can use to see if students in all courses are on track.
Area
Description
Total Students
Shows the total number of students within the courses in which the Teacher is currently enrolled.
Responsiveness
Tracks how quickly teachers are grading manually scored items.
Performance
An overall measure of all student progress in the courses.
Pace
Indicates the pace in which all students are progressing through the courses.
Green Indicator
Indicates satisfactory performance.
Yellow Indicator
Indicates a few assignments have not been graded in 3 or more days; or one of the last five submissions is not passing.
Red Indicator
Indicates teacher intervention and coaching is needed.

37. Student Submitted Work Panel
On the left side of the Teacher Dashboard is the Student Submitted Work panel. Student submissions that require teacher grading, will show here. Assignments requiring teacher grading are embedded into GS courses.
To begin grading, click on an item and it will display.

38. Critical Student Panel
The Critical Student Panel displays the following information:
Area or Alert
Description
Send Mail
Allows a teacher to send an message to the student. The message will be sent to the address associated with the student’s personal profile.
Performance
Shows alerts associated with student progress. Hover over the red or yellow indicators to see details about the alert. Click on the student’s name to go to their Details page.
Pace
If the calendar has assignment due dates, pace indicates if any are past due.
Green Indicator
Indicates satisfactory performance.
Yellow Indicator
Pace: Indicates a few assignments have not been graded in 3 or more days.
Performance: One of the last five submissions is not passing, or student is within 10% of a failing course grade
Red Indicator
Indicates teacher intervention and coaching is needed.

39. GradPoint Student Experience

40. I of Addie…..Implementation
Continue to analyze, redesign and enhance the design.
  The first (Reaction) and second (Learning) levels of evaluation.
Necessary revisions need to be made throughout the implementation phase. 
Modifications could be made instantaneously to ensure effectiveness of the design

41. What did they think!!! E of ADDIE…..Evaluation What did they like?
What teachers/students liked: (Level 3 Behavior)
(Did Training Stick)
What did they like?
What did they not like?
What are the result of the evaluation?
Meeting of Objectives: Assessment Scores (Level 4 Results)
Did I meet my objective/tasks?

42. Likes & Dislikes of
GradPoint Training

43. Dislikes for Teachers Too much content Networking issues
Learning Curve
Additional time management

44. Likes for Teachers Working w/Students one on one
Frees up time for more teaching and mentoring
Flexible Environment
Task List/Hands-on experience
One on One sites
Supportive Material after training
Customized Learning
Liked Teacher Dashboards

45. Likes for Teachers cont………..
Student Data
Liked Teacher Dashboards

47. Dislikes for Students Time management, organization
Increased personal responsibility (could also be a pro!)
Harder content
Access to computer/internet
Dislikes for Students

48. Likes for Students Less distractions more focus Flexibility
Increased options for students
More teacher contact
Immediate Feedback

49. CVHS take a student-centered approach
Personalize
Motivate
Give feedback
Communicate
CVHS take a student-centered approach
Provide a safe,
environment
caring
Meet them
where
they are
and move
them
forward

50. What I learned and will change……
Student-Centric classrooms will increase the demand for new technology
Regular schedule teacher PD and collaboration focused on technology
Focus less on Analysis and more on what I am going to do.
Training: More for completion rates, revision of time management---less content or more time.
Focus less on Analysis and more on what I am going to do.
Teachers ignored the prerequisites for the training
Motivation and ownership with showing student data

51. Every Student Connected with a Computer and Internet Access

52. Any TIME Any PLACE Any PACE Any STUDENT

53. Instructional Design at its core is simply a more efficient way to pass knowledge

54. - participation in groups - frequent interaction and feedback
We know that each student learns in a different way - so if needed we customize the lesson so that each student learns.
Technology seems to be the best path to customize student learning – and effective technology integration provides
- active engagement
- participation in groups
- frequent interaction and feedback
- connection to real-world experts

55. Customized learning will help many more students succeed in school

56. ADDIE MODEL

57. How do I feel about the ADDIE MODEL?
Worried
Scared
Excited

58. FRUSTRATED

59. Evaluation: Instructional Design Best Practice: ADDIE MODEL

60. Development Process Pedagogy Understanding by Design
Requirement
New Course
Standard Changes
Integrity Issues
Survey Data
Completion/Yield data
Resources
Project Manager
Subject Matter Experts
Instructional Designer
Developer (internal/external)
Scope & Sequence
Content outlined by module and lesson
Understanding by Design
Gagne’s 9 Events of Instruction
Bloom’s Taxonomy
Piaget’s Constructivism
Keller’s ARCs Model
Gardner’s Multiple Intelligences
Kovalik’s Thematic Instruction
Brain-based Research
Working on the Work Design
Ken Kay’s 21st Century Skills
Course Beta
Test course with small
group of students
Module Development
Module Reviews
SME
External & Expert
Student Focus Groups
Quality Assurance
Storyboard
Lesson by Lesson details
Standard Correlation
Simulations, interactives
Supporting materials
21st Century Skills, WOW
Course Live
Course available for
FLVS, Global School and
Channels
Maintenance
Links
Current events
Standard changes
Enhancements
Requirement
New Course
Standard Changes
Integrity Issues
Survey Data
Completion/Yield data

61. ADDIE Experience?

63. Questions
and Answers