Project Team Name:  BCSG GROUP  Date:  03/13/2015 Course Title:  Designing Technology - Enhanced Instruction 7464 Client:  Melissa Bourke, Bonaire Middle School  Instructional Designers:   Batdorf, Gomes, Shiflett

Reflection:

This project has been quite the journey, and it’s not over yet. We started with four members and chose a project. Unfortunately, the group member whose project we chose withdrew from the class. We were then in a scramble to decide on a new project, catch up to the class schedule, and start to work on another design.

BCGS Group, minus C, chose to create a New Student Orientation program for Bonaire Middle School. The remaining team members dug in and started sorting through the goal analysis for our sponsor to create the instruction she needed.

As a group we set a project development meeting schedule. We chose Facebook as our communication tool in order to have a real time method to brainstorm ideas, address questions, and solve problems. Monday became the day to divide up the requirements for the week, Wednesday worked as our weekly status check, Thursday edit and proof day, and submitting on Friday.

Once we received the feedback and grade for our Analysis document, we understood substantially more about the design process and the documentation of the process. As Dr. Bradford stated in his comments, “this reflects real-world practice – projects such as this are always done iteratively, as you discover elements that require correction as you proceed through the project phases, and this is a learning environment, and it is very important that you get your work correct – you have a sponsor to support.” We found this to be very true, discovering more details about the process from our text and applying this as we more deeply understood the project.

We had taken an outline rather than a narrative approach, not realizing the details we were leaving out. Getting deeper into the actual design process also highlighted areas that we needed to revisit. Based on feedback from Dr. Bradford, we had understated the sponsor information and not made connections between the sponsor and the goal. One of the strongest clarifications we received from Dr. Bradford was, “Build a rationalization that is substantiated on facts with suitable identification of the assumptions embedded within your rationalization. Bring those forward.” This statement immensely cleared many questions regarding what to document and why.

During these last two weeks so many of the points covered in text have become clearer. It was difficult at the start, or even a few weeks into the project, to see the risk and dependencies involving technology, resources, and consistency of how students learn. Changing perspective from that of creating a lesson to how the student will use the lesson, created the reasoning for changes in many of the processes we have thought we needed to implement. Another area of concern was that none of the team members had used a flow-chart application before. It will be interesting to see if we have figured it out. We anticipate wanting to update these documents

again within moments of submitting them because of new ideas, new information, and new understandings of the process.

Changes we have made to date:

1. Overall narrative approach rather than the outline approach we began with. Providing details of each aspect of the Goal, Learner and Task Analysis. After we sorted out the goals according to the learning outcome, we began to describe what a student would be doing to perform the goal.

2. Goal Analysis diagram was originally a process flow chart, not a representation of what students will be about to do. We created a list of the steps, specific questions, and information a student would be required to provide to prove mastery of the goal. Changes were made to reflect the observable outcome.

3. In the Learner Analysis we added descriptions of the process for collecting data and analyzing that data. The details of where the learning will take place (Guidance Office), the context in which the learners would learn (PowerPoint presentation), and how they would show mastery (score 80% on post instruction test) were included. We made updates to the description of our target population and where they would use their new skills.

4. The Task Analysis was updated to communicate the intended instructional result. Specific objectives were created to aid in making sound instructional decisions when we move to that part of the process.

5. In the Context Analysis we added considerations for the environment for learning. The students will be given both the instruction and assessment in a quiet, empty office space. If students are not comfortable with using a computer or do not like small spaces, this environment may create issues. Additionally, some students suffer from test anxiety, thus creating undo stress on the student for a test that is intended to ease their transition into the new environment.

We have kept a log of our revisions, various versions of the submitted documents, as well as a running log of our communications. We have included a small sample below.

Example of how we worked: (Facebook posts)

2/01: Have a great day and I'll catch up with you all tomorrow evening with what I get on the project. I will try to get the Goal, Learner and Task analysis done so that we are at the same place with the other project so if we have the go ahead, it is ready. I'll try to get this by Tuesday night.

2/03: Finished the Goal Analysis, Learner and Task for the new project. Can't attach here, so will send via Course Den. haven’t looked at what we have to add for this week. Any word for Dr. B

2/06: I printed off the project and looked at it this morning when I was sitting with him. I have a question... who is the learner we are targeting? I would think it's the school guidance staff and office staff as they will present the new students with the online orientation. They would need to be trained on helping students navigate the orientation. The outcomes would be the student's participation and impact it has on their school experience. Wondering... If it were the students then we would need to train them on how to use the module. Unless I'm reading/understanding wrong.

I've also had similar questions about who are learners are. For simplicity sake I think the staff and people administering the test would be best. I'm actually in Atlanta now with my youngest son. He has epilepsy and we have seen a dramatic spike in his seizure activity, so luckily I was able to get him in to see his neurologist today. I'm not where I can pull up the project, but will be back home this evening. It does look like we can concentrate on just the project next week. I have looked over the site we have to publish to and feel pretty comfortable with it. Sorry I haven't been able to do more the past few days.

The learner will be the students. At the end of training, they will need to pass a policy and procedure test.

I submitted a doc for this week. I'm going to make changes to the other doc and get it in the right form.

I didn't realize the students have to pass a test. Do students in the regular orientation at the beginning of the year have the same test?

Where does the staff fit in since the faculty?

2/07: All students are given a Handbook test in at the end of the second week of school. This must be "passed" to get issued their lockers.

Project Team Name: BCSG GROUP Date: 2/13/2015Course Title: Designing Technology - Enhanced Instruction 7464Client: Melissa Bourke, Bonaire Middle School Instructional Designers: Batdorf, Gomes, Shiflett

I. GOAL ANALYSIS

1. Narrative of the project sponsor: Melissa Bourke is the Guidance Counselor at Bonaire Middle School. She is a graduate of Auburn University with a Bachelor’s degree in Sociology and a Master’s degree in Learning Disabilities from Auburn University at Montgomery. Mrs. Bourke earned a Specialist Degree in School Counseling from Argosy University. As a former teacher at Bonaire Middle, she has returned as a counselor and is excited to be “home” again. Mrs. Bourke is married and has three children who attend school in Houston County. She looks forward to helping Bonaire Middle School students achieve success, academically and socially, on their journey in becoming productive and positive members of society.

Located in Bonaire, Georgia, Bonaire Middle School serves the Robins Air Force Base community and has students that enroll throughout the course of the school year. Students that do not start school in August do not get the benefit of the orientation that other students are given during the first week of school. Ms. Bourke feels that this discrepancy among transfer students can be mitigated by instituting a new student orientation for all students entering Bonaire Middle School after the school year has begun.

2. General Statement of the problem the sponsor seeks to address:Bonaire Middle School is in need of an online New Student Orientation Course. BACKGROUND: Bonaire Middle School serves the Robins Air Force Base community and has students that enroll throughout the course of the school year. Students that do not start school in August do not get the benefit of the orientation that other students are given during the first week of school. As transfer students from other counties and states, they miss the orientation at the beginning of the school year. Therefore, they are unfamiliar with the curriculum and school policies and procedures. Bonaire Middle School wants all students to have the same information about the school in order to provide a more positive academic and personal experience.

WHAT: The orientation course would be delivered electronically to students when they enroll and attend their first day of school. The course will include details of the school’s facilities, student extra-curricular activities, a brief explanation of curriculum by grade level, the grading system, tutoring and counseling services, and school rules

and procedures. It will replicate the original orientation given to students at the beginning of the year, but will be accessed online upon their transfer to the school.

3. Goal Statement:New students, entering after the beginning of the school year, will demonstrate knowledge on the policies, procedures, and facilities of Bonaire Middle School.

We believe that students will be receptive to learning about their new school environment. The new student orientation will reduce the apprehension students’ face in a new school with new teachers and classmates. The orientation will smooth their transition and eliminate unintentional rule violations, misconceptions, and confusion for new students. Additionally parents can access the information to increase the transition ease for incoming transfers. We also believe that entrance to the classroom will be facilitated more smoothly because students will know what to expect and what is expected of them. Teachers will also find relief, because it removes the burden of indoctrinating the new student off the teacher and gives it to the Guidance Office.

4. General description of assumptions and dependencies:

What does the sponsor indicate that success might be dependent upon?The online orientation will allow new students to become familiar with Bonaire Middle School’s physical layout, lunch procedures, attendance policies, discipline policies, after school activities, and other information to assist in a positive experience.

The sponsor indicates that success might be dependent upon: The quality and format of the information replicating, as close as possible, the

school’s beginning year student orientation that these new students will have missed.

Participation in the orientation being offered through the Guidance Office as staff will know the program, its purpose, and be able to assist new enrollees with navigating the program.

The orientation being available at any time, being self-directed, and not being dependent on staff being available.

New students’ perception of the importance of being oriented to the new school, curriculum, and procedures of Bonaire Middle School.

The ability of staff to keep information in the course current to policy and procedure changes, teachers, curriculum, etc.

The accessibility to the program if systems are down. Homeroom teachers finding the training to be comprehensive coverage of the

procedures prior to classroom entry. Policy implementers, administrators, and staff making Guidance Office aware of

changes in procedures.

What do you believe success might depend upon?We believe success might be dependent upon: The above points. Alternative office staff being identified and trained in the same procedures as the

Guidance Office staff so there are back up staff available when needed.

5. Goal Analysis Diagram:

II. LEARNER ANALYSIS

1. Description of process used to complete learner analysis – A group of tryout learners comprised of recent transfer students to Bonaire Middle School were administered a questionnaire in order to collect data for the learner’s analysis. Students were also interviewed about the possibility of using an online format for the new student orientation. Examples of other online orientation designs were shared with students to gage their attitude towards the delivery system. Transcripts from transferring schools were also viewed to determine entry skills, prior knowledge, and general student characteristics.

Information Categories Data Source Learner Characteristics1. Entry Skills Transcripts from transferring

schoolMiddle school students are new to the school and unfamiliar with policies, procedures, faculty, and facilities.

2. Prior knowledge of topic area

Transcripts from transferring school

Middle school students are new to the school and unfamiliar with policies, procedures, faculty, and facilities

3. Attitudes toward content Questionnaire and Interview Tryout learners thought all content presented was relevant and needed to be presented within the design.

4. Attitudes toward potential delivery system

Questionnaire and Interview Tryout learners liked the use of computers to facilitate the new student orientation.

5. Motivation for Instruction (ARCS)

Questionnaire and Interview Tryout learners expressed positive motivation for learning rules, procedures, faculty, and facilities at the start of transfer to school. Students were also motivated by the use of technology to facilitate the learning.

6. Educational and ability levels

Transcripts from transferring school

Middle school students with varying ability levels.

7. General learning preferences

Questionnaire and Interview Tryout learners liked the use of computers to facilitate the new student orientation over paper and pencil.

8. Attitudes towards training organization

Questionnaire and Interview Tryout learners indicated a positive attitude toward office and counseling staff.

9. General group characteristics

Questionnaire and Interview Tryout learners were open to the online orientation design. Students demonstrated competency in being able to use similar models presented to them. Students gave positive feedback about the use of orientation to acclimate new students to Bonaire Middle School.

2. General characteristics that may impact the instructional experience.

The web-based, individualized orientation can be accessed by learners in the conference room of the Guidance Office on specified computers. Parents and students may also view the orientation remotely from any computer that has Internet access. The conference rooms are often busy and scheduling uninterrupted viewing may be difficult. The majority of instructional time will occur as independent web-based learning. Counselors and/or office staff will need to be available for questions and follow-up, but are often busy with other professional demands.

3. Specific entry competencies. Counselors and office staff will need to know how to access the orientation on the computers, as well as direct parents and students how to find the orientation on computers outside of the Guidance Office area. Computers will need to have Microsoft Power Point installed in order to view the orientation. Students must be able to navigate through the orientation using the mouse or keyboard. Students will need to be able to read the orientation material or have someone available to read it to them. In order to successfully complete the orientation enough time needs to be allotted. 4. Special Needs.Transfer students with limited English proficiency will need to have the orientation interpreted for them. Students with special needs and modification per their Individualized Education Plan (IEP) will also need assistance in completing the orientation.

III. TASK ANALYSIS1. Description of process used to complete task analysis.

Step 1: BCBS Group met via phone conference to formulate questions for the interview with Mrs. Bourke. Questions included clarification of reason for needing the online assessment, what type of design did Mrs. Bourke have in mind, the

technology available, and the general characteristics of the transfer students at Bonaire Middle School.Step 2: BCBS Group interviewed Mrs. Bourke via phone conference. Mrs. Bourke began by sharing information regarding the current orientation provided to students. Currently this is only available to students that enter Bonaire Middle School within the first week of school. Students are given the orientation by their homeroom teacher and a paper/pencil test is administered. She would like to have an online orientation course designed to have the same information about the school, policies and procedures, and faculty that mimics the first week orientation. The BCBS Group continued gathering information through the originally formulated interview questions. Questions about the availability of staff, the amount of time needed for the orientation, and how to keep the design current with staff and policy changes were discussed.Step3: It was determined due to location and ability to meet with Mrs. Bourke in person that Mrs. Batdorf would be our liaison for the group. If questions or concerns arise Mrs. Batdorf will contact Mrs. Bourke for assistance. Emails were also exchanged for Mrs. Bourke to be able to send the group a current copy of the orientation assessment students take at the beginning of the year.Step 4: BCBS Group conducted another phone conference to review our notes from the interview with Mrs. Bourke. We also read over the documentation she sent the group through email. Through a group discussion we extrapolated the key tasks that were going to need to be addressed. Upon transferring to the school it was determined important to decide whether a student was transferring from an in-state school or an out of state school. Based on the assessment provided by Mrs. Bourke the main tasks to be included in the design were the Georgia Common Core Curriculum, Facilities, Policies and Procedures, and Grade Level concerns.Step 5: Using the assessment questions provided we then determined the sub tasks that needed to be included within our design.

2. Description of tasks and sub-tasks to be completed:The following tasks will need to be completed for the online orientation design to be effective for transfer students coming into Bonaire Middle School.

TASK # DESCRIPTION

1 New student registers at Bonaire Middle School after the first week of school2 Registrar or Counselor determines if new student is transferring from an in-state

or county school or from an out-of-state school.3 Student is identified as an out-of-state transfer3.1 Student is administered the Classworks Universal Screener to determine

student’s readiness for instruction.3.2 If student is at grade level then they will begin the orientation at the Introduction

to Georgia Common Core Curriculum (GACCC) slide.3.3 If student is below grade level they will be assigned to Response to Intervention

(RTI) and ?4 Student is identified as being an in-state or county transfer.5 Out-of-state students completing the GACCC information slides and in-state and

county transfers will begin with identify location of school facilities5.1 Student identifies grade level hallways5.2 Student locates the Media Center5.3 Student locates cafeteria on a map

5.4 Student locates Connections hallway5.5 Student locates Administrative offices6 Student identifies school staff 6.1 Student identifies school Principal by name and face6.2 Student identifies school Assistant Principal by name and face6.3 Student identifies grade level teacher by face, and location7 Student demonstrates understanding of policies and procedures of Student

Handbook7.1 Student explains the use of the student agenda7.2 Student explains the attendance and make up work policy7.3 Student explains the dress code policy7.4 Student explains the electronic device use policy7.5 Student explains the computer use policy including login and password

information7.6 Student explains the fire/weather drill and code procedures8 Student explains the grade level schedule8.1 Student explains a regular class schedule8.2 Student explains activity schedule8.3 Student explains A29 Student identifies extra-curricular activities offered9.1 Student identifies sports offered9.2 Student identifies clubs offered9.3 Student explains extracurricular activity policy

3. Content outline:

The new student orientation will be administered as an online, self-paced training. The first step in the training process is to determine where the transferring student is coming from.

If they are from a state other than Georgia, it is important that they be administered the Classworks Universal Screener. This screener provides the students new teachers with information regarding the academic level of the students as compared to Georgia Standards. If the student does not meet grade level standards they will be referred to RTI for remediation. After the screener is complete, the new student will be given instructions on the Georgia Common Core Curriculum for their grade level. Once

these criteria have been met, the student will proceed to the instruction specifically regarding Bonaire Middle School

Students from within the state of Georgia will bypass the screener and start instruction specifically related to Bonaire Middle School

Bonaire Middle School specific information covers areas of facilities, faculty and staff, school handbook policies and procedures, grade level schedule, and extra-curricular activities.

Facilities information includes ability to locate on a school map (5.1) their grade level hallway, (5.2) the Media Center, (5.3) the Cafeteria, (5.4) the connections hallway, (5.5) the administrative office.

Faculty and staff information includes the ability to identify by name and photo (6.1) school principal, (6.2) assistant principals, (6.3) their grade-level teachers.

School Handbook policies and procedures includes the ability to explain the (7.1) the use and purpose of the student agenda, (7.2) explain the attendance and make-up work policy, (7.3) explain the dress code policy, (7.4) explain the electronic device use policy, (7.5) explain the computer use policy, (7.6) explain the fire/weather and code drill procedures.

Grade level information includes the ability to explain the (8.1) grade-level regular schedule, (8.2) activity schedule, (8.3) A2.

Extra-curricular information includes the ability to identify the (9.1) sports offered at BMS, (9.2) clubs offered at BMS, (9.3) explain the extra-curricular activities policies.

IV.  CONTEXT ANALYSIS

1. Description of process used to complete context analysis

A site visit of Bonaire Middle School provided information for the context analysis. New students transferring to Bonaire Middle School meet with school guidance counselors to get their class schedule and introduction to the school. With the new orientation, students will be given a packet of information to take home, or it will be given to parents at the time of registration. After reading through the packet, students will log on into a New Student Orientation Training. Upon completion of the training and assessment of school policies and procedures mastery, students will be introduced to their homeroom teacher. Copies of the documentation provided: school map, student handbook, agenda, and school class schedule.

2. Description of instructional context 

Analysis for Performance Context

Information Categories Data Sources Performance Site

Characteristics

1. Guidance Support Interview:

Mellissa Bourke

Evidence of transfer student introduced to school policy and procedure.

2. Physical aspects of site

Interview:

Mellissa Bourke

Middle School building

Separate office with computer for student to view content without interruption, but in easy access to guidance counselor for questions.

3. Social aspects of site. Interview:

Mellissa Bourke

New students will be supervised by office staff.

Introduced and greeted by guidance staff.

4. Relevance of skills to school setting

Interview:

Mellissa Bourke

Introducing student to the new environment, policies and procedures should make transition to new school smoother.

3. Description of transfer context

Analysis of Learning Context

Information Categories Data Sources Learning Site Characteristics

1. Number/nature of sites

Interview:

Mellissa Bourke

Bonaire Middle School covers grades 6-8 grades has approximately 1000 students.

2. Site compatibility with instructional needs

Interview:

Mellissa Bourke

Site has a separate office for student to use for instruction that is next door to guidance office for questions or needs of student.

3. Feasibility for Interview: Office staff and guidance

simulating workplace Mellissa Bourke

staff are in the same office area as the training.

V. REFERENCES

Ahliquist, Josie. (2014, May 27). 30 Ideas for a Digital-Friendly New Student Orientation. Retrieved from http://www.josieahlquist.com/2014/05/27/ideasfororientation/

Dick, W., Carey, L., & Carey, J. (2014). The systematic design of instruction (7th or 8th ed).Pearson Education, Inc., Upper Saddle River, NJ.

Project Team Name:  BCSG GROUP  Date:  3/13//2015 Course Title:  Designing Technology - Enhanced Instruction 7464 Client:  Melissa Bourke, Bonaire Middle School  Instructional Designers:   Batdorf, Gomes, Shiflett

I. TARGET AUDIENCE AND CONTEXT

1. Target Audience:New students transferring into Bonaire Middle School after the beginning of the school year.

2. Context: New students transferring into Bonaire Middle School, after the beginning of the school year, will complete an electronic new student orientation program in the guidance office. Staff in the office will set up the new student on the computer. Orientation course will be available at any time, being self-directed, and not being dependent on staff being available once student is set up to login to program.

II. INSTRUCTIONAL OBJECTIVES

1. Overall goal of instruction:New students, entering after the beginning of the school year, will demonstrate knowledge on the policies, procedures, and facilities of Bonaire Middle School.

We believe that students will be receptive to learning about their new school environment.  The new student orientation will reduce the apprehension students’ face in a new school with new teachers and classmates.  The orientation will smooth their transition and eliminate unintentional rule violations, misconceptions and confusion for new students.

2. Specific Objectives:

Student Assessment after OrientationStudent should be able to answer questions about the following objectives on an online student assessment. Student should correctly respond to 80% of the questions for mastery.

1. Identify on a school map the location of the following school facilities: Grade-level hallway, Media Center, Cafeteria, Connections, and Administrative office.Student will be given a map of the school and will obtain this information from orientation presentation.

2. Given a picture, identify Principal by name and face.

Student will obtain this information from a faculty list and photos, as well as, an introduction from principal in orientation.

3. Given a picture, identify Assistant Principals by name and face.Student will obtain this information from a faculty list and photos.

4. Given a map and photos, identify teachers on new student’s hall by face and location (grade level).

Student will obtain this information from a facility list and photos.

5. Using information from orientation presentation, explain use of agenda in the daily life of a Bonaire Middle School student. Student will obtain this information from orientation presentation.

6. Using information from orientation presentation, correctly answer questions about school’s attendance policy and make-up work.Student will obtain this information from orientation presentation.

7. Using information from orientation presentation, correctly answer questions regarding school’s dress code rules regarding acceptable school attire.Student will obtain this information from orientation presentation.

8. Using information from orientation presentation, correctly answer questions regarding school’s electronic device use policy.Student will obtain this information from orientation presentation.

9. Using information obtained at registration, correctly answer questions regarding school’s computer use policy and know their student login and password from memory.Student will be given this information upon registration.

10. Using information from orientation presentation, correctly answer questions about school’s fire drill, weather drill, code blue, code yellow, and code red procedures.Student will obtain this information from orientation presentation.

11. Using information from orientation presentation, explain grade-level regular schedule, activity schedule, and A2.Student will obtain this information from orientation presentation.

12. Using information from orientation presentation, correctly answer questions regarding school’s extracurricular activities attendance policy.

Student will obtain this information from orientation presentation.

III. INSTRUCTIONAL STRATEGIES

The purpose of the new student orientation is for transferring students to become familiar with the faculty, facilities, policies and procedures of Bonaire Middle School to assist in a positive educational experience for the new student.

Students will take an online orientation PowerPoint training course followed by an assessment of mastery of the orientation information. Students must receive a grade of 80% in order to be dismissed from the orientation training and directed to their homeroom teacher.

1. INSTRUCTIONAL STRATEGIES: The online orientation will allow new students to become familiar with Bonaire Middle School to assist in having a positive experience.

(inductive pattern; discovery learning; student-directed) Justification

(What will learners learn?)LEARNER ENGAGEMENT

Approach (How will learners learn?LEARNING GUIDANCE

1. Identify location of school facilities Map with locations identifies2. Identify Principal by name & face Photo with name3. Identify Assistant Principal by name &

facePhoto with name

4. Identify teachers by hall by face & location

List and photo

5. Explain use of agenda Information in online presentation form6. Explain attendance & make up work

policyInformation in online presentation form

7. Explain dress code policy Information in online presentation form8. Explain electronic device use policy Information in online presentation form9. Explain computer use policy (login &

password)Information in online presentation form

10. Explain fire/weather drill & code procedures

Information in online presentation form

11. Explain grade-level schedules Information in online presentation form12. Explain extracurricular activities policy Information in online presentation form

2. Motivational strategies:

We believe that students will be receptive to learning about their new school environment.  The new student orientation will reduce the apprehension students’ face in a new school with new teachers and classmates.  The orientation will smooth their transition and eliminate unintentional rule violations, misconceptions and confusion for new students. The quality and format of the information will replicate, as close as

possible, the school’s beginning year student orientation that these new students will have missed.

3. Assessment strategies

We will administer an online assessment of multiple choice questions to determine the learned skills. Student must master 80% of the questions and review missed information with guidance office staff before “graduating” from orientation.

IV. CONTENT OUTLINE

The new student orientation will be administered as an online, self-paced training. The first step in the training process is to determine where the transferring student is coming from.

If they are from a state other than Georgia, it is important that they be administered the Classworks Universal Screener. This screener provides the students new teachers with information regarding the academic level of the students as compared to Georgia Standards. If the student does not meet grade level standards they will be referred to RTI for remediation. After the screener is complete, the new student will be given instructions on the Georgia Common Core Curriculum for their grade level. Once these criteria have been met, the student will proceed to the instruction specifically regarding Bonaire Middle School

Students from within the state of Georgia will bypass the screener and start instruction specifically related to Bonaire Middle School

Bonaire Middle School specific information covers areas of facilities, faculty and staff, school handbook policies and procedures, grade level schedule, and extra-curricular activities.

Facilities information includes ability to locate on a school map (5.1) their grade level hallway, (5.2) the Media Center, (5.3) the Cafeteria, (5.4) the connections hallway, (5.5) the administrative office.

Faculty and staff information includes the ability to identify by name and photo (6.1) school principal, (6.2) assistant principals, (6.3) their grade-level teachers.

School Handbook policies and procedures includes the ability to explain the (7.1) the use and purpose of the student agenda, (7.2) explain the attendance and make-up work policy, (7.3) explain the dress code policy, (7.4) explain the electronic device use policy, (7.5) explain the computer use policy, (7.6) explain the fire/weather and code drill procedures.

Grade level information includes the ability to explain the (8.1) grade-level regular schedule, (8.2) activity schedule, (8.3) A2.

Extra-curricular information includes the ability to identify the (9.1) sports offered at BMS, (9.2) clubs offered at BMS, (9.3) explain the extra-curricular activities policies.

V. DEVELOPMENT AND PRODUCTION PLAN 

The instructional materials that will be provided and used by the student are:

PowerPoint presentation of the course – this is the presentation of the materials that the new student is expected to know.

Student Handbook – hard copy of the materials covered in the presentation. This provides the student with a reference for future use.

School Map – hard copy of the materials covered in the presentation. This provides the student with a reference for future use.

Student Agenda – hard copy of the materials covered in the presentation. This is the tool students are required to use as a hall pass and to record assignments.

School Schedule – hard copy of the materials covered in the presentation. This provides the student with a reference for future use.

The instructional design team will develop the training using MS PowerPoint as the training delivery method. Using this tool with give the staff at Bonaire Middle School easy access to make changes to the training as staff and policy changes occur.

The instructional design team meets weekly to discuss changes, make revisions, and collaborate on content of the New Student Orientation Training.

Weekly Development Plan

TASK Start Date End DateCollect instructional materials and meet with sponsor to determine requirements for instruction

02/01/2015 02/06/2015

Design team review instructional materials and establish a goal statement. Confer with sponsor to confirm goal statement meets needs.

2/07/2015 02/13/2015

Reviewed previously used materials (hard copy handbook, ppt, hard copy test) Determine method of delivery and assessment.

Surveyed teachers at PL day for input on what additional information should be

02/14/2015 02/20/2015

covered.Provided sponsor with sample PPT instruction materials to critic

02/21/2015 02/27/2015

Create Assessment in Quizlet

02/28/2015 03/06/2015

Create PPT instruction 03/07/2015 03/13/2015Revise PPT instruction 03/14/2015 03/20/2015Test with one-to-one 03/21/2015 03/27/2015Test with small group 03/28/2015 04/05/2015Test New Student Orientations

4/06/2015 04/10/2015

IV. REFERENCES

Ahliquist, Josie. (2014, May 27). 30 Ideas for a Digital-Friendly New Student Orientation. Retrieved from http://www.josieahlquist.com/2014/05/27/ideasfororientation/

Dick, W., Carey, L., & Carey, J. (2014). The systematic design of instruction (7th or 8th ed).Pearson Education, Inc., Upper Saddle River, NJ.