Jennifer+Weigle+(revised)

=Section 1 - Need Analysis Report=

Executive Summary
Conewago Township Elementary is an elementary school located in Hanover, Pennsylvania. It is a small school that provides an education for students in grades K-3. Also in this building are classrooms for hearing impaired students, neurologically impaired children, as well as learning support classrooms. This building is comprised of 3 half-day Kindergarten classrooms and 1 all day Kindergarten classroom, 6 first grade classrooms, 6 second grade classrooms, and 6 third grade classrooms. It also houses 3 learning support teachers, 4 ‘specials’ teachers, 2 Reading Recovery specialists and 1 Literacy Coach, 1 ELL teacher that is split between more than 1 building, 1 Guidance Counselor, 1 Nurse, 1 Gifted teacher, 5 employees employed by the LIU, 9 Instructional aides, 4 support staff members, 4 Cafeteria workers, and 1 Principal. All of these faculty and staff members play a major role in helping this school operate on a daily basis. The school is made up of approximately 560 students that range from age 5 to 9.
 * Background:**

The mission statement of the school district that this school is a part of is "The Conewago Valley School District, in partnership with family and community is to develop productive and responsible citizens by education students to their fullest potential" (from district website [|__www.conewago.k12.pa.us__]). This school has a responsibility to the students to provide them with a quality education which means they need to have faculty and staff members that are well trained and can perform the necessary tasks to accomplish this goal. The teachers in this school need to be well trained in ‘how’ to teach students and the most effective way to go about teaching. The support staff members need to be trained in the routines of the school as well as the goals that the school has for their students. All of these employees need to be guided by the school district in order to meet the district’s goal which happens to be the mission statement.
 * Mission Statement:**

Business Need
Our school has recently implemented a new reading series. This series is just a tool being used in order to teach our district's curriculum. **Each grade level needs to be consistent with the materials being chosen from the series used to teach the curriculum.

The Problem:** There is a lot of material included in the series and it is too much to cover. This creates inconsistency among the classrooms because teachers are choosing different activities based on what they feel is the most important.

Teachers need to have knowledge of all of the different components of the series and how to implement them into their classroom for everyday use.
 * Tasks and Conditions of the Job:**

Teachers are choosing materials and activities at random based on what they feel is important.
 * Current Performance Levels:**

Teachers do not have adequate training on each of the components of the series. Teachers do not collaborate on what they are using in their classroom.
 * Causes of the Problem:**

At each grade level, teachers should have knowledge of each component and should collaborate. They should be using the same materials to teach core concepts and supplementing with others in order to meet their specific classroom needs.
 * Desired Outcome:**

Learning Opportunity
My recommendations would be that each teacher would leave the training with knowledge of the components of the series and how to implement them in the classroom.The students need to be exposed to the same 'base' curriculum in order to go on to the next grade with the same skills. I would hope that the teachers would be well trained in how to use the pieces of the series to their fullest potential and make them fit the school district's curriculum

Expected Benefits
The benefits of this training are: -Each teacher

Define or list the benefits to the organization that this project will provide. Describe what the desired performance outcomes are. This is where the question "is it worth fixing?" is answered.

Audience Analysis
Describe any characteristics of the target audience that you already know. A secondary learner audience may be defined here, if applicable. If further audience analysis is required, state type of information and how it will be collected (surveys, focus groups, job/task analysis, interviews, etc.).

Project Design
Here you can describe, in general terms, what type of learning solution you are proposing (an instructor-led class/synchronous, elearning/asynchronous, blended solution). You will also want to include any unusual aspects of the project design such as the need for a third-party to develop content, video, audio, photographs, etc. that will need to be considered.

Project Success Measures
Describe how learning will be measured (e.g., how will you know the training has been successful).

Out of Scope
Clearly state what will not be covered in this project.

Estimated Project Costs
Define the costs to the project (breaking down the costs into phases: analysis, design, development, implementation, evaluation) is helpful. Be sure to include direct and indirect costs and how long it will take to complete the project.

=Section 2 - Performance Analysis= Design Document **Job/Task Analysis**(This is just a small piece to the Job as whole. The task analysis is based on only one component of the Houghton Mifflin Reading Series. In the training, all of the components will be taught. In this analysis, the phonics component is shown.)
 * **Task** || **Subtasks** || **Frequency** || **Importance** || **Learning** || **Risk** ||
 * Teach basic phonics skills using practice book pages || * know basic phonics skills
 * understand basic phonics skills
 * explain phonics rules and skills
 * demonstrate directions || 4 || 4 || 2 || 2 ||
 * Demonstrate how to use phonics skills while reading || * Apply phonics/decoding skills through phonics readers
 * Explain think alouds
 * find words to decode
 * Model how to decode using given strategy || 4 || 4 || 3 || 2 ||
 * Use spelling component to teach phonics skill || * Select appropriate activities to teach skill
 * use practice book to guide students || 4 || 3 || 2 || 2 ||
 * Analyze student knowledge of skill || * Use practice book pages
 * weekly test || 4 || 4 || 3 || 1 ||
 * Design/Redesign instruction based on analysis || * Use knowledge of program and phonics skills
 * review skills to ensure success || 4 || 4 || 2 || 1 ||


 * Learning Objectives** Goals: **Objectives:**The teachers will be able to:
 * Design instruction using manual to follow curriculum guide
 * Identify appropriate activities for specific phonics skills
 * Utilize each part of the phonics component
 * Analyze student

Scope of Project
The goal of this course is to train teachers on how to use the components of Houghton Mifflin successfully. The primary audience for this training will be classroom teachers in grades K-3. The delivery strategy for this will be

u will state the course goal and who the primary audience is, define what the delivery strategy will be (ILT, elearning, WebEx, blended), and how long the course is. Describe how the pilot will be delivered and how the pilot students were selected (if applicable).

Course Objectives

 * Objectives:**The teachers will be able to:
 * Develop lesson plans using HM components while following curriculum guide of district
 * Identify appropriate activities for specific phonics skills
 * Utilize each part of the phonics component
 * Analyze student learning using assessments included in series

You will state the learning objectives for each of the modules and any subordinate objectives that you have defined. Define clearly what performance levels are acceptable to pass the course and what the remediation plan is if these levels are not reached.

Costs/Timeframes
Describe how long the course development, pilot, revisions, and final deployment will take. Break down the program costs by each phase (ADDIE).

Delivery
Describe how the course will be structured by topic (e.g., a syllabus). If possible, establish what the course timing will be.

Outline
In outline form, list the topics for the course.

Learning Components/Materials
Using the structure defined in the course outline, provide details as to what the course will cover and how long each topic will take to facilitate. Make sure that each learning objective and subordinate objective is included and the corresponding learning events noted. Include formative evaluation events as they would occur or separately but ensure that each evaluation event is clearly linked to a learning objective If the pilot will be different than the final course, note the differences here.

A good way to present this information is in a table with the following headers:

__Module ¦ Learning Objective ¦ Subordinate Objective ¦ K ¦ S ¦ A ¦ Learning Activity ¦ Assessment__

KSA = Knowledge, Skill, or Attitude. This is important to define because your learning activity and assessment will be different for each of these.

Administration and Evaluation
Describe how the course will be administered and evaluated. Who will maintain learning records? Who will perform the summative evaluation?

Miscellaneous
Include anything about the course not otherwise mentioned (e.g., course design/development team members, SMEs, resources used, etc.)