Professional Development Grant Proposal
Content
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Teacher Preparedness and Implementation of Study Island in the Classroom
Rebecca Nevetral
Group Members:
Rebekah Bowen
Damon Johnson
Rebecca Nevetral
Georgia Southern University
Dr. Randall Hollandsworth
FRIT 7232: Visual Leadership, Fall 2014
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Abstract
Study Island is a tool that Lee County Middle School has subscribed to for several years. This
tool can be used to create assignments based on the standards in any subject area for sixth
through eighth grade. Teachers can use Study Island to provide extra practice for students, track
standard mastery, and collect data. Each student has their own username and password and can
log on to Study Island at school or at home to complete assignments or to find extra practice on a
subject of their choosing. This tool is a wonderful way to assess the standards and collect data,
but our team has discovered that Study Island is not being utilized properly.
We propose a professional development workshop which will focus on the training of 6th - 8th
grade teachers at the Lee County School, to utilize and integrate Study Island technology into
their curriculum.
Participants will be trained to:
● create assignments using Study Island
● utilize Study Island at least once per week in their classrooms
● generate Program Mastery and Standards Mastery analytics
A Study Island training consultant/representative will be hired to conduct two separate training
sessions with teachers, one session being in the fall of 2014 and the second occurring in the
spring of 2015.
Demonstrated Need
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Lee County Middle School has used Study Island for the past three years. Unfortunately, many
teachers are not utilizing the program to the extent hoped by administrators. After conducting a
survey, it was discovered that many teachers are not familiar with all of the capabilities Study
Island has available, and others are not sure how to incorporate the program into lessons on a
regular basis. Based on the results of our needs assessment survey, it was determined that
professional development is necessary in order to effectively use Study Island at Lee County
Middle School.
We conducted a needs assessment via an online survey Study Island Usage (2014), which was
sent as a link in an email to 60 participants (see Appendix A - Survey Monkey Study Island
Usage). Participants were 60, 6th - 8th grade teachers at Lee County Middle School (see
Appendix B - Mager Model Flow and Key Questions).
Overview of survey results out of 22 participants:
●
●
●
●
●
40% never use Study Island in the classroom
88.89% only use Study Island for extra practice in the classroom
50% never use Study Island to create student assignments
13.64% are aware of Study Island's data collection capabilities
59.09% of teachers want to learn more about Study Island and how to utilize it in their
classrooms
Needs/Gap Analysis
Desired Results
Current Results
Need
75% of teachers are able to
use Study Island to create
50% of teachers never use
Study Island to create
+25% of teachers must
learn to use Study Island to
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
assignments
assignments
create assignments
75% of teachers use Study
Island at least once per
week in their classrooms
12% of teachers use Study
Island once a week in their
classrooms
+63% of teachers must use
Study Island at least once
per week in their
classrooms
Teachers using Study
Island are able to generate
data analytics
26% of teachers use Study
Island for Data Collection
and 32% are unaware of
the data collection features
+~70% of teachers must
use Study Island to
generate data analytics
Goals and Objectives
Timeline
Activity
Goal/Objective
Fall 2014
Study Island Specialist will conduct
training session (Teacher In-Service Day,
morning).
Goal 1: By August 1, 2015, at
least 75% of trained teachers
are able to create assignments
using Study Island.
Fall 2014
Study Island Specialist will conduct
training session (the same Teacher InService Day, afternoon).
Goal 2: By August 1, 2015, at
least 75% of the trained
teachers will utilize Study
Island at least once per week
in their classrooms.
Spring 2015
Study Island Specialist will conduct
training session (Teacher In-Service Day,
both a morning and afternoon session).
Goal 3: By August 1, 2015,
teachers will be able to
generate at least one set of
Program Mastery and one set
of Standards Mastery
analytics for their students
utilizing the Edmentum Sensi
for Study Island data analytics
tool.
Effective Professional Development for Study Island Training
Our group understands that the largest struggle for teachers is not learning new approaches to
teaching, but implementing them. We believe that in order for our teachers to facilitate change in
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
practices, professional development should occur over time and preferably be ongoing. We also
believe that coaches/mentors can be effective in helping teachers implement a new skill. (Center
for Public Education, 2013)
We have chosen to break this Study Island training down into two sessions, with one training
occurring in the fall and the other taking place in the spring. This will allow teachers the
opportunity to implement Study Island usage, not just in a professional development session, but
in their own teaching. We know that teachers need time to figure out how certain tools and
features work best for them, with their styles of teaching, with their content, and with their
classes.
We plan to establish a professional learning community after the initial fall 2014 training session,
which will be dedicated to the implementation and mastery of Study Island at Lee County
Middle School. This learning community will produce innovators of strategies that foster critical
thinking, create instructional innovations, support each other during implementation, and reflect
on results. The Lee County Middle School media specialist and the district technology director
have volunteered to become a part of this community as well, and will act as mentors to their
fellow teachers and colleagues. (Center for Public Education, 2013)
Plan of Operation
Fall 2014 Study Island Training Session
Time
Activity
Alignment with Goal/Objective
8:00 am
Breakfast
N/A
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
8:30 am
Introductions
N/A
9:00 am
Overview of Study Island: Attendees will view a
video presentation introducing/refreshing their
understanding of Study Island and key features
of the application. The instructor will provide a
handout with an outline of these key features for
future reference.
Goal 1: By August 1, 2015, at least
75% of trained teachers are able to
create assignments using Study
Island.
Goal 2: By August 1, 2015, at least
75% of the trained teachers will
utilize Study Island at least once per
week in their classrooms.
9:30 am
Hands-On Activity: Creating Assignments with
Study Island. Attendees will be shown how to
create assignments within the Study Island
interface. The instructor will create a mock
assignment as an example for the attendees.
Attendees will then begin working on the
creation of their own assignment relative to their
content area. Attendees may use a lesson plan
they have already created for this exercise.
Goal 1: By August 1, 2015, at least
75% of trained teachers are able to
create assignments using Study
Island.
10:15 am
Break
N/A
10:30 am
Creating Assignments with Study Island:
Attendees will finish creating their assignments
within the Study Island application.
Goal 1: By August 1, 2015, at least
75% of trained teachers are able to
create assignments using Study
Island.
11 am
Creating Assignments with Study Island: Five
volunteers from different content areas will
present their assignments to the participants via
the instructor’s computer at the front of the lab.
Goal 1: By August 1, 2015, at least
75% of trained teachers are able to
create assignments using Study
Island.
11:45 am
Lunch
N/A
12:45 pm
Strategies on how to utilize Study Island in the
Classroom: Teachers will work in groups of 10,
relative to their grade and content areas. The
instructor will present a video podcast
introducing attendees to strategies that have
been shown to be effective for consistent use of
Study Island in the classroom.
Goal 2: By August 1, 2015, at least
75% of the trained teachers will
utilize Study Island at least once per
week in their classrooms.
1:30 pm
Strategies on how to utilize Study Island in the
Classroom: Attendees will brainstorm with their
groups and create a graphic organizer
demonstrating the ways in which they feel they
Goal 2: By August 1, 2015, at least
75% of the trained teachers will
utilize Study Island at least once per
week in their classrooms.
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
can consistently integrate Study Island in their
classrooms once a week.
2 pm
Working with Your Mentors and Professional
Learning Community: The District IT Director
and Media Specialist will introduce themselves
and describe their responsibilities and the
services they provide within the school and
district. A handout will be provided to the
attendees, which will include effective examples
and strategies for utilizing a Professional
Learning Community.
Goal 1: By August 1, 2015, at least
75% of trained teachers are able to
create assignments using Study
Island.
Goal 2: By August 1, 2015, at least
75% of the trained teachers will
utilize Study Island at least once per
week in their classrooms.
3 pm
Conclusion
N/A
Spring 2014 Study Island Training Session
Time
Activity
Alignment with Goal/Objective
8am
Breakfast
N/A
8:30 am
Introductions
N/A
9:00 am
Recap of Fall Session: A ‘lively’ attention-getting This is an advance organizer for
Web 2.0 presentation will be shown to reinforce
introducing Goal 3.
key lessons from the Fall 2014 Session - Overview
of Study Island, Creating Assignments,
Integration Strategies, and the status of the
Professional Learning Community.
9:30 am
Overview of Product Features Integrated with
Analytics: Attendees will review the basic feature
set of Study Island. A logical diagram will be
projected for attendee viewing, and a hard copy
will be distributed. This diagram documents how
the commonly used Study Island features “feed”
the Program and Mastery analytics in Edmentum
Sensi.
Goal 3: By August 1, 2015, teachers
will be able to generate at least one
set of Program Mastery and one set
of Standards Mastery analytics for
their students utilizing the Edmentum
Sensi for Study Island data analytics
tool.
10:15 am
Break
N/A
10:30 am
Demonstration of Program Mastery Analytics:
Using data preloaded for a Study Island ‘demo’
class, the Study Island Specialist will generate
analytics, exposing the relationship between the
raw data from other product features (such as
‘grade recording’), to the Edmentum Sensi
Goal 3: By August 1, 2015, teachers
will be able to generate at least one
set of Program Mastery analytics for
their students utilizing the Edmentum
Sensi for Study Island data analytics
tool.
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
analytics module.
11:15 am
Lunch
N/A
12:15 pm Hands-On Activity I - Generating Program
Mastery Analytics: Small groups of teachers will
be given a document that includes information on
a ‘demo’ class. Data for this class is preloaded
into Study Island. There will be three
performance tasks on the document for the group
to complete. The final product will be evaluated
by the Study Island specialist with real-time
feedback provided. There will be 30 minutes to
complete generating analytics and 15 minutes of
discussion amongst all participants.
Goal 3: By August 1, 2015, teachers
will be able to generate at least one
set of Program Mastery analytics for
their students utilizing the Edmentum
Sensi for Study Island data analytics
tool.
1:00 pm
Demonstration of Standards Mastery Analytics:
Using data preloaded for a Study Island ‘demo’
class, the Study Island Specialist will generate
analytics, exposing the relationship between the
raw data from other product features (such as
establishing ‘learning goals’), to the Edmentum
Sensi analytics module.
Goal 3: By August 1, 2015, teachers
will be able to generate at least one
set of Standards Mastery analytics
for their students utilizing the
Edmentum Sensi for Study Island
data analytics tool.
2:15 pm
Hands-On Activity II Generating Program Mastery Analytics: Small
groups of teachers will be given a document that
includes information on a ‘demo’ class. Data for
this class is preloaded into Study Island. There
will be three performance tasks on the document
for the group to complete. The final product will
be evaluated by the Study Island specialist with
real-time feedback provided. There will be 30
minutes to complete generating analytics and 15
minutes of discussion amongst all participants.
Goal 3: By August 1, 2015, teachers
will be able to generate at least one
set of Standards Mastery analytics
for their students utilizing the
Edmentum Sensi for Study Island
data analytics tool.
3:00 pm
Conclusion
N/A
Evaluation Plan
Timeline
Activity
Goal/Objective
Evaluation Plan
Fall 2014
Study Island
Goal 1: By August 1,
Teachers will be surveyed prior to
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Specialist will
conduct
training session
(Teacher InService Day,
morning).
2015, at least 75% of
trained teachers are
able to create
assignments using
Study Island.
the Spring 2015 training, on how
beneficial they felt the fall training
session was and what new features
they learned (see Appendix C Survey of Fall Professional
Development Session). In addition,
teachers will be asked to create and
administer at least five assignments
to their classes through Study Island
before the Spring Professional
Development. This will guarantee
increased use and help teachers
achieve efficiency in using Study
Island.
Study Island
Specialist will
conduct
training session
(the same
Teacher InService Day,
afternoon).
Goal 2: By August 1,
2015, at least 75% of
the trained teachers
will utilize Study
Island at least once
per week in their
classrooms.
Teachers will be surveyed prior to
the Spring 2015 training, on how
beneficial they felt the fall training
session was and what new features
they learned (see Appendix C Survey of Fall Professional
Development Session). In addition,
teacher use of Study Island will be
monitored by administration.
Teachers must include the use of
Study Island in their weekly lesson
plans, at least one day per week, and
administration will monitor Study
Island usage to be sure that it is
being implemented. Requiring
teachers to include Study Island use
in their lesson plans will help them
to remember to use it once a week
and help them consider the various
uses for Study Island in their
classroom.
Spring 2015 Study Island
Specialist will
conduct
training session
(Teacher InService Day,
both a morning
and afternoon
session).
Goal 3: By August 1,
2015, teachers will
be able to generate at
least one set of
Program Mastery and
one set of Standards
Mastery analytics for
their students
utilizing the
Teachers will view their data and
create a set of Program Mastery
analytics and a set of Standards
Mastery analytics. They will then
“drill down” to a particular student.
They will use the data to explain the
particular skills that the student has
mastered and has not yet mastered.
They will then use this data within
Fall 2014
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Edmentum Sensi for
Study Island data
analytics tool.
Study Island to build a set of
assignments to help the student with
these skills and continue progress
monitoring to see when the skills are
achieved. Teachers will also use this
data for Response to Intervention
(RTI) purposes to demonstrate
usage.
Budget
Resources/Logistics
Direct Costs
Personnel
A. Staff
B. Consultants
No cost to staff.
$5,000.00 per visit by the consultant.
Stipends/substitutes (for participants)
Travel
A. Personnel Travel
B. Consultant Travel
No stipends or substitutes are necessary as both
workshops will be conducted during in-service days
for teachers.
A. No travel for personnel.
B. Consultant fee includes travel.
Facilities/Equipment, Materials Approximately $100 per day; $200 total.
Breakfast for staff on both training days.
Facilities/Equipment, Materials Computer Lab - including desks, PC
workstations with Study Island software
loaded, projector, screen, and pens,
pencils, pads.
No cost to staff. Provided by Lee County Schools.
Communications
No costs for communications.
Other Costs
N/A
Total Cost: $10, 200.00
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
References
Analyzing Performance Problems, (2nd Ed.) (1984), Mager, Robert F. & Pipe, Peter, Lake
Publishing Company, Belmont, CA.
Facilitating and Implementing Online Professional Development Program. (n.d.). Retrieved from
http://courses.edtechleaders.org/services/funding/OPD.htm#intro
ISTE Standards. International Society for Technology in Education. (2014). Retrieved from
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
Maryland State Department of Education. (2008). Maryland Teacher Professional Development
Planning Guide. Retrieved from
http://mdk12.org/share/pdf/MarylandTeacherProfessionalDevelopmentPlanningGuide.pdf
Survey Monkey. Study Island Usage. (2014). Retrieved from
https://www.surveymonkey.com/results/SM-3VNY9FML/
Center for Public Education. (2013). Teaching the Teachers: At a Glance. Retrieved from
http://www.centerforpubliceducation.org/teachingtheteachers
Lee County Board of Education. (2012). Lee County Schools Three-Year Technology Plan.
Retrieved from http://www.lee.k12.ga.us/pdf/Tech%20Plan.pdf
Appendix A - Survey Monkey Study Island Usage
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Survey Monkey. Study Island Usage (2014)
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Appendix B - Mager Model Flow and Key Questions
Mager Model Flow
Our research indicates the following flows from the Mager Model are applicable to our
Professional Development need. The supporting Mager Model Write-Up follows the flow
diagram.
Adapted from Analyzing Performance Problems, (2nd Ed.) (1984), Mager, Robert F. & Pipe, Peter,
Lake Publishing Company, Belmont, CA.
For flows that terminate without a next action (i.e. Used Often? YES), the research results
indicated the respondents in that category were not statistically significant. For some responses,
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
we need to address multiple groups of respondents, for instance those who ‘Used to do it’ and
those who did not. The same applies to the ‘Skill deficiency’ decision point.
Mager Model – Key Questions
Is (the discrepancy) important?
The discrepancy between current state and desired state is important because achieving the
desired state aligns performance with International Society for Technology in
Education/Teachers (ITSE-T) standards:
●
●
●
●
●
Facilitate and inspire student learning and creativity
Design and develop digital age learning experiences and assessments
Model digital age work and learning
Promote and model digital citizenship and responsibility
Engage in professional growth and leadership
It is important to resolve the discrepancy for those same reasons. Acquiring grants from the
National Science Foundation and meeting goals stated in the Lee County Schools Three-Year
Technology Plan are contingent upon successful professional development in this area.
Is it a skill deficiency? / Is it a knowledge deficiency?
Our survey results indicate a skill deficiency among some staff members (76% who either never
use Study Island or do not use it often), as well as a knowledge deficiency. For the latter,
information on Study Island is readily available through online tutorials
(https://www.studyisland.com/training-support/educator-resources); however, our professional
development addresses specific knowledge and performance goals.
Could they do it in the past? (skill)
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Results indicate past usage by 24% of the respondents. This does not indicate whether or not
there is uniform implementation of the features amongst those who utilize Study Island.
Is the skill used often? (skill)
No
Did they know it in the past? (knowledge)
Results indicate some level of knowledge among 24% of the respondents. This does not indicate
whether or not there is a shared knowledge base or if individuals ascertained their Study Island
knowledge in isolation. Providing job aids might prove beneficial in increasing the uniform
knowledge level amongst users.
Professional Development Implications
Based on this information and the Mager Model flow, our Professional Development should
focus on providing information, arranging formal skills training, and arranging practice.
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Appendix C Survey of Fall Professional Development Session
(to be given using Google Forms approximately one week before the Spring Professional
Development Session)
1.
A.
B.
C.
D.
2.
A.
B.
C.
D.
3.
A.
B.
C.
D.
How often do you use Study Island in your classroom?
Once a week
Once a month
Not often
Never
What do you use Study Island for? (Check all that apply.)
Extra Practice
Class Assignments
Data Collection
Test Generation
Do you create assignments for students to complete using Study Island?
Once a week
Once a month
Not often
Never
4.
Are you aware of the data collection features of Study Island?
A. Yes
B. Somewhat
C. Not at all
5.
Did the Fall Professional Development session with the Study Island consultant contribute to
your current knowledge of Study Island?
A. Yes
B. Somewhat
C. Not at all
6.
Did your comfort level using Study Island increase after Fall Professional Development session
with the Study Island consultant?
A. Yes
B. Somewhat
C. Not at all
7.
Do you still have questions about how to more effectively use Study Island?
A. Yes
B. Somewhat
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
C. Not at all
8.
What was the most useful thing you learned from the Fall Professional Development session?
9.
What is one thing you would like to still know more about?
10.
Additional questions/comments
Teacher Preparedness and Implementation of Study Island in the Classroom
Rebecca Nevetral
Group Members:
Rebekah Bowen
Damon Johnson
Rebecca Nevetral
Georgia Southern University
Dr. Randall Hollandsworth
FRIT 7232: Visual Leadership, Fall 2014
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Abstract
Study Island is a tool that Lee County Middle School has subscribed to for several years. This
tool can be used to create assignments based on the standards in any subject area for sixth
through eighth grade. Teachers can use Study Island to provide extra practice for students, track
standard mastery, and collect data. Each student has their own username and password and can
log on to Study Island at school or at home to complete assignments or to find extra practice on a
subject of their choosing. This tool is a wonderful way to assess the standards and collect data,
but our team has discovered that Study Island is not being utilized properly.
We propose a professional development workshop which will focus on the training of 6th - 8th
grade teachers at the Lee County School, to utilize and integrate Study Island technology into
their curriculum.
Participants will be trained to:
● create assignments using Study Island
● utilize Study Island at least once per week in their classrooms
● generate Program Mastery and Standards Mastery analytics
A Study Island training consultant/representative will be hired to conduct two separate training
sessions with teachers, one session being in the fall of 2014 and the second occurring in the
spring of 2015.
Demonstrated Need
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Lee County Middle School has used Study Island for the past three years. Unfortunately, many
teachers are not utilizing the program to the extent hoped by administrators. After conducting a
survey, it was discovered that many teachers are not familiar with all of the capabilities Study
Island has available, and others are not sure how to incorporate the program into lessons on a
regular basis. Based on the results of our needs assessment survey, it was determined that
professional development is necessary in order to effectively use Study Island at Lee County
Middle School.
We conducted a needs assessment via an online survey Study Island Usage (2014), which was
sent as a link in an email to 60 participants (see Appendix A - Survey Monkey Study Island
Usage). Participants were 60, 6th - 8th grade teachers at Lee County Middle School (see
Appendix B - Mager Model Flow and Key Questions).
Overview of survey results out of 22 participants:
●
●
●
●
●
40% never use Study Island in the classroom
88.89% only use Study Island for extra practice in the classroom
50% never use Study Island to create student assignments
13.64% are aware of Study Island's data collection capabilities
59.09% of teachers want to learn more about Study Island and how to utilize it in their
classrooms
Needs/Gap Analysis
Desired Results
Current Results
Need
75% of teachers are able to
use Study Island to create
50% of teachers never use
Study Island to create
+25% of teachers must
learn to use Study Island to
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
assignments
assignments
create assignments
75% of teachers use Study
Island at least once per
week in their classrooms
12% of teachers use Study
Island once a week in their
classrooms
+63% of teachers must use
Study Island at least once
per week in their
classrooms
Teachers using Study
Island are able to generate
data analytics
26% of teachers use Study
Island for Data Collection
and 32% are unaware of
the data collection features
+~70% of teachers must
use Study Island to
generate data analytics
Goals and Objectives
Timeline
Activity
Goal/Objective
Fall 2014
Study Island Specialist will conduct
training session (Teacher In-Service Day,
morning).
Goal 1: By August 1, 2015, at
least 75% of trained teachers
are able to create assignments
using Study Island.
Fall 2014
Study Island Specialist will conduct
training session (the same Teacher InService Day, afternoon).
Goal 2: By August 1, 2015, at
least 75% of the trained
teachers will utilize Study
Island at least once per week
in their classrooms.
Spring 2015
Study Island Specialist will conduct
training session (Teacher In-Service Day,
both a morning and afternoon session).
Goal 3: By August 1, 2015,
teachers will be able to
generate at least one set of
Program Mastery and one set
of Standards Mastery
analytics for their students
utilizing the Edmentum Sensi
for Study Island data analytics
tool.
Effective Professional Development for Study Island Training
Our group understands that the largest struggle for teachers is not learning new approaches to
teaching, but implementing them. We believe that in order for our teachers to facilitate change in
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
practices, professional development should occur over time and preferably be ongoing. We also
believe that coaches/mentors can be effective in helping teachers implement a new skill. (Center
for Public Education, 2013)
We have chosen to break this Study Island training down into two sessions, with one training
occurring in the fall and the other taking place in the spring. This will allow teachers the
opportunity to implement Study Island usage, not just in a professional development session, but
in their own teaching. We know that teachers need time to figure out how certain tools and
features work best for them, with their styles of teaching, with their content, and with their
classes.
We plan to establish a professional learning community after the initial fall 2014 training session,
which will be dedicated to the implementation and mastery of Study Island at Lee County
Middle School. This learning community will produce innovators of strategies that foster critical
thinking, create instructional innovations, support each other during implementation, and reflect
on results. The Lee County Middle School media specialist and the district technology director
have volunteered to become a part of this community as well, and will act as mentors to their
fellow teachers and colleagues. (Center for Public Education, 2013)
Plan of Operation
Fall 2014 Study Island Training Session
Time
Activity
Alignment with Goal/Objective
8:00 am
Breakfast
N/A
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
8:30 am
Introductions
N/A
9:00 am
Overview of Study Island: Attendees will view a
video presentation introducing/refreshing their
understanding of Study Island and key features
of the application. The instructor will provide a
handout with an outline of these key features for
future reference.
Goal 1: By August 1, 2015, at least
75% of trained teachers are able to
create assignments using Study
Island.
Goal 2: By August 1, 2015, at least
75% of the trained teachers will
utilize Study Island at least once per
week in their classrooms.
9:30 am
Hands-On Activity: Creating Assignments with
Study Island. Attendees will be shown how to
create assignments within the Study Island
interface. The instructor will create a mock
assignment as an example for the attendees.
Attendees will then begin working on the
creation of their own assignment relative to their
content area. Attendees may use a lesson plan
they have already created for this exercise.
Goal 1: By August 1, 2015, at least
75% of trained teachers are able to
create assignments using Study
Island.
10:15 am
Break
N/A
10:30 am
Creating Assignments with Study Island:
Attendees will finish creating their assignments
within the Study Island application.
Goal 1: By August 1, 2015, at least
75% of trained teachers are able to
create assignments using Study
Island.
11 am
Creating Assignments with Study Island: Five
volunteers from different content areas will
present their assignments to the participants via
the instructor’s computer at the front of the lab.
Goal 1: By August 1, 2015, at least
75% of trained teachers are able to
create assignments using Study
Island.
11:45 am
Lunch
N/A
12:45 pm
Strategies on how to utilize Study Island in the
Classroom: Teachers will work in groups of 10,
relative to their grade and content areas. The
instructor will present a video podcast
introducing attendees to strategies that have
been shown to be effective for consistent use of
Study Island in the classroom.
Goal 2: By August 1, 2015, at least
75% of the trained teachers will
utilize Study Island at least once per
week in their classrooms.
1:30 pm
Strategies on how to utilize Study Island in the
Classroom: Attendees will brainstorm with their
groups and create a graphic organizer
demonstrating the ways in which they feel they
Goal 2: By August 1, 2015, at least
75% of the trained teachers will
utilize Study Island at least once per
week in their classrooms.
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
can consistently integrate Study Island in their
classrooms once a week.
2 pm
Working with Your Mentors and Professional
Learning Community: The District IT Director
and Media Specialist will introduce themselves
and describe their responsibilities and the
services they provide within the school and
district. A handout will be provided to the
attendees, which will include effective examples
and strategies for utilizing a Professional
Learning Community.
Goal 1: By August 1, 2015, at least
75% of trained teachers are able to
create assignments using Study
Island.
Goal 2: By August 1, 2015, at least
75% of the trained teachers will
utilize Study Island at least once per
week in their classrooms.
3 pm
Conclusion
N/A
Spring 2014 Study Island Training Session
Time
Activity
Alignment with Goal/Objective
8am
Breakfast
N/A
8:30 am
Introductions
N/A
9:00 am
Recap of Fall Session: A ‘lively’ attention-getting This is an advance organizer for
Web 2.0 presentation will be shown to reinforce
introducing Goal 3.
key lessons from the Fall 2014 Session - Overview
of Study Island, Creating Assignments,
Integration Strategies, and the status of the
Professional Learning Community.
9:30 am
Overview of Product Features Integrated with
Analytics: Attendees will review the basic feature
set of Study Island. A logical diagram will be
projected for attendee viewing, and a hard copy
will be distributed. This diagram documents how
the commonly used Study Island features “feed”
the Program and Mastery analytics in Edmentum
Sensi.
Goal 3: By August 1, 2015, teachers
will be able to generate at least one
set of Program Mastery and one set
of Standards Mastery analytics for
their students utilizing the Edmentum
Sensi for Study Island data analytics
tool.
10:15 am
Break
N/A
10:30 am
Demonstration of Program Mastery Analytics:
Using data preloaded for a Study Island ‘demo’
class, the Study Island Specialist will generate
analytics, exposing the relationship between the
raw data from other product features (such as
‘grade recording’), to the Edmentum Sensi
Goal 3: By August 1, 2015, teachers
will be able to generate at least one
set of Program Mastery analytics for
their students utilizing the Edmentum
Sensi for Study Island data analytics
tool.
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
analytics module.
11:15 am
Lunch
N/A
12:15 pm Hands-On Activity I - Generating Program
Mastery Analytics: Small groups of teachers will
be given a document that includes information on
a ‘demo’ class. Data for this class is preloaded
into Study Island. There will be three
performance tasks on the document for the group
to complete. The final product will be evaluated
by the Study Island specialist with real-time
feedback provided. There will be 30 minutes to
complete generating analytics and 15 minutes of
discussion amongst all participants.
Goal 3: By August 1, 2015, teachers
will be able to generate at least one
set of Program Mastery analytics for
their students utilizing the Edmentum
Sensi for Study Island data analytics
tool.
1:00 pm
Demonstration of Standards Mastery Analytics:
Using data preloaded for a Study Island ‘demo’
class, the Study Island Specialist will generate
analytics, exposing the relationship between the
raw data from other product features (such as
establishing ‘learning goals’), to the Edmentum
Sensi analytics module.
Goal 3: By August 1, 2015, teachers
will be able to generate at least one
set of Standards Mastery analytics
for their students utilizing the
Edmentum Sensi for Study Island
data analytics tool.
2:15 pm
Hands-On Activity II Generating Program Mastery Analytics: Small
groups of teachers will be given a document that
includes information on a ‘demo’ class. Data for
this class is preloaded into Study Island. There
will be three performance tasks on the document
for the group to complete. The final product will
be evaluated by the Study Island specialist with
real-time feedback provided. There will be 30
minutes to complete generating analytics and 15
minutes of discussion amongst all participants.
Goal 3: By August 1, 2015, teachers
will be able to generate at least one
set of Standards Mastery analytics
for their students utilizing the
Edmentum Sensi for Study Island
data analytics tool.
3:00 pm
Conclusion
N/A
Evaluation Plan
Timeline
Activity
Goal/Objective
Evaluation Plan
Fall 2014
Study Island
Goal 1: By August 1,
Teachers will be surveyed prior to
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Specialist will
conduct
training session
(Teacher InService Day,
morning).
2015, at least 75% of
trained teachers are
able to create
assignments using
Study Island.
the Spring 2015 training, on how
beneficial they felt the fall training
session was and what new features
they learned (see Appendix C Survey of Fall Professional
Development Session). In addition,
teachers will be asked to create and
administer at least five assignments
to their classes through Study Island
before the Spring Professional
Development. This will guarantee
increased use and help teachers
achieve efficiency in using Study
Island.
Study Island
Specialist will
conduct
training session
(the same
Teacher InService Day,
afternoon).
Goal 2: By August 1,
2015, at least 75% of
the trained teachers
will utilize Study
Island at least once
per week in their
classrooms.
Teachers will be surveyed prior to
the Spring 2015 training, on how
beneficial they felt the fall training
session was and what new features
they learned (see Appendix C Survey of Fall Professional
Development Session). In addition,
teacher use of Study Island will be
monitored by administration.
Teachers must include the use of
Study Island in their weekly lesson
plans, at least one day per week, and
administration will monitor Study
Island usage to be sure that it is
being implemented. Requiring
teachers to include Study Island use
in their lesson plans will help them
to remember to use it once a week
and help them consider the various
uses for Study Island in their
classroom.
Spring 2015 Study Island
Specialist will
conduct
training session
(Teacher InService Day,
both a morning
and afternoon
session).
Goal 3: By August 1,
2015, teachers will
be able to generate at
least one set of
Program Mastery and
one set of Standards
Mastery analytics for
their students
utilizing the
Teachers will view their data and
create a set of Program Mastery
analytics and a set of Standards
Mastery analytics. They will then
“drill down” to a particular student.
They will use the data to explain the
particular skills that the student has
mastered and has not yet mastered.
They will then use this data within
Fall 2014
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Edmentum Sensi for
Study Island data
analytics tool.
Study Island to build a set of
assignments to help the student with
these skills and continue progress
monitoring to see when the skills are
achieved. Teachers will also use this
data for Response to Intervention
(RTI) purposes to demonstrate
usage.
Budget
Resources/Logistics
Direct Costs
Personnel
A. Staff
B. Consultants
No cost to staff.
$5,000.00 per visit by the consultant.
Stipends/substitutes (for participants)
Travel
A. Personnel Travel
B. Consultant Travel
No stipends or substitutes are necessary as both
workshops will be conducted during in-service days
for teachers.
A. No travel for personnel.
B. Consultant fee includes travel.
Facilities/Equipment, Materials Approximately $100 per day; $200 total.
Breakfast for staff on both training days.
Facilities/Equipment, Materials Computer Lab - including desks, PC
workstations with Study Island software
loaded, projector, screen, and pens,
pencils, pads.
No cost to staff. Provided by Lee County Schools.
Communications
No costs for communications.
Other Costs
N/A
Total Cost: $10, 200.00
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
References
Analyzing Performance Problems, (2nd Ed.) (1984), Mager, Robert F. & Pipe, Peter, Lake
Publishing Company, Belmont, CA.
Facilitating and Implementing Online Professional Development Program. (n.d.). Retrieved from
http://courses.edtechleaders.org/services/funding/OPD.htm#intro
ISTE Standards. International Society for Technology in Education. (2014). Retrieved from
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
Maryland State Department of Education. (2008). Maryland Teacher Professional Development
Planning Guide. Retrieved from
http://mdk12.org/share/pdf/MarylandTeacherProfessionalDevelopmentPlanningGuide.pdf
Survey Monkey. Study Island Usage. (2014). Retrieved from
https://www.surveymonkey.com/results/SM-3VNY9FML/
Center for Public Education. (2013). Teaching the Teachers: At a Glance. Retrieved from
http://www.centerforpubliceducation.org/teachingtheteachers
Lee County Board of Education. (2012). Lee County Schools Three-Year Technology Plan.
Retrieved from http://www.lee.k12.ga.us/pdf/Tech%20Plan.pdf
Appendix A - Survey Monkey Study Island Usage
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Survey Monkey. Study Island Usage (2014)
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Appendix B - Mager Model Flow and Key Questions
Mager Model Flow
Our research indicates the following flows from the Mager Model are applicable to our
Professional Development need. The supporting Mager Model Write-Up follows the flow
diagram.
Adapted from Analyzing Performance Problems, (2nd Ed.) (1984), Mager, Robert F. & Pipe, Peter,
Lake Publishing Company, Belmont, CA.
For flows that terminate without a next action (i.e. Used Often? YES), the research results
indicated the respondents in that category were not statistically significant. For some responses,
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
we need to address multiple groups of respondents, for instance those who ‘Used to do it’ and
those who did not. The same applies to the ‘Skill deficiency’ decision point.
Mager Model – Key Questions
Is (the discrepancy) important?
The discrepancy between current state and desired state is important because achieving the
desired state aligns performance with International Society for Technology in
Education/Teachers (ITSE-T) standards:
●
●
●
●
●
Facilitate and inspire student learning and creativity
Design and develop digital age learning experiences and assessments
Model digital age work and learning
Promote and model digital citizenship and responsibility
Engage in professional growth and leadership
It is important to resolve the discrepancy for those same reasons. Acquiring grants from the
National Science Foundation and meeting goals stated in the Lee County Schools Three-Year
Technology Plan are contingent upon successful professional development in this area.
Is it a skill deficiency? / Is it a knowledge deficiency?
Our survey results indicate a skill deficiency among some staff members (76% who either never
use Study Island or do not use it often), as well as a knowledge deficiency. For the latter,
information on Study Island is readily available through online tutorials
(https://www.studyisland.com/training-support/educator-resources); however, our professional
development addresses specific knowledge and performance goals.
Could they do it in the past? (skill)
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Results indicate past usage by 24% of the respondents. This does not indicate whether or not
there is uniform implementation of the features amongst those who utilize Study Island.
Is the skill used often? (skill)
No
Did they know it in the past? (knowledge)
Results indicate some level of knowledge among 24% of the respondents. This does not indicate
whether or not there is a shared knowledge base or if individuals ascertained their Study Island
knowledge in isolation. Providing job aids might prove beneficial in increasing the uniform
knowledge level amongst users.
Professional Development Implications
Based on this information and the Mager Model flow, our Professional Development should
focus on providing information, arranging formal skills training, and arranging practice.
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
Appendix C Survey of Fall Professional Development Session
(to be given using Google Forms approximately one week before the Spring Professional
Development Session)
1.
A.
B.
C.
D.
2.
A.
B.
C.
D.
3.
A.
B.
C.
D.
How often do you use Study Island in your classroom?
Once a week
Once a month
Not often
Never
What do you use Study Island for? (Check all that apply.)
Extra Practice
Class Assignments
Data Collection
Test Generation
Do you create assignments for students to complete using Study Island?
Once a week
Once a month
Not often
Never
4.
Are you aware of the data collection features of Study Island?
A. Yes
B. Somewhat
C. Not at all
5.
Did the Fall Professional Development session with the Study Island consultant contribute to
your current knowledge of Study Island?
A. Yes
B. Somewhat
C. Not at all
6.
Did your comfort level using Study Island increase after Fall Professional Development session
with the Study Island consultant?
A. Yes
B. Somewhat
C. Not at all
7.
Do you still have questions about how to more effectively use Study Island?
A. Yes
B. Somewhat
TEACHER PREPAREDNESS AND IMPLEMENTATION OF STUDY ISLAND IN THE CLASSROOM
C. Not at all
8.
What was the most useful thing you learned from the Fall Professional Development session?
9.
What is one thing you would like to still know more about?
10.
Additional questions/comments
