MODULE 1: NEEDS ASSESSMENT & STAGE 1 - DESIRED RESULTS

TEACHER & SETTING NEEDS ASSESSMENT

How prepared are you as an instructional leader to support all students to achieve? How prepared are you as a
technology leader to meet the NETS-T standards? Consider Maryland's Standards for your content area and NETS-S and
NETS-T National Educational Technology Standards for Teachers. Consider your learning setting, including face-to-face
and distance learning environments, and review checklists in The Four Pillars of F-L-I-P. Describe the skills you should
improve to create an effective learning environment for your students.
TEACHER & SETTING DESCRIBE CHALLENGES & STRENGTHS & SOLUTIONS TO ADDRESS

Instructional Gaps  Strengths: My students are very eager to learn and willing to participate
in our class discussions. I take pride in the relationships that I have been
able to build with each member of my class even through a computer
screen. About half of my class performs on or above grade level. The
students have all adapted then best they can to the online setting and
have learned to navigate through Schoology, Google Docs, and other
various technology tools. They have shown they are able to identify the
plot of a story, the main idea/key details, and answer comprehensions
questions. Students continue to show and increase understanding in
adding/subtracting up to 100 and place value.
 Challenges: There are several students who are one to two grade levels
behind with their reading skills, including comprehension and decoding
skills. In the virtual setting these students are not getting a true small
group experience with books that are appropriate due to several factors
such as time constraint, resources, and technology. Many students
struggle in Math to show their work. They can get their answers using
various strategies taught, but often time fail to show how they got their
answers (ie. not showing an equation, number line, picture, etc.).
 Solutions: Math -They would benefit from additional modeling. I believe
at times I may be moving along too quickly for the students to fully grasp
concepts, particularly in math. I would also like to provide more tools for
the students to show their work. Many times, they are asked to use their
whiteboards to complete work, but I would like to utilize sites such as
www.whiteboard.fi as another way for them to portray their thinking. BY
giving a few different ways/options to show their work ideally there would
be some more buy-in from students. Reading – I can use programs,
such as RAZ Plus to assign readings on their specific level. These
readings can also be used in small group setting to help students work
on their decoding and fluency skills.

Technology Gaps  Strengths: All students have access to a computer and internet in their
homes. Overall, they are all comfortable with using their computers and
various technology tools throughout the school day. Students have
learned to navigate through Schoology to get to
assignments/assessments. Looking at the NETS-S I believe my students
have done increasingly with Standard 2: Communication and
Collaboration as they have learned to navigate through the virtual class
setting. Looking at the NETS-T, I personally feel that I Standard 5:
Engage in Professional Growth and Leadership has become a strength
as I too have learned to navigate my virtual classroom.
 Challenges: Students tend to struggle when there a many steps to
access a technology tool and toggling between opened tabs. Students
struggle with NETS-S Standard 3: Research and Information Fluency
and Standard 5: Digital Citizenship. While I do believe some if this might
be due to their age, it is a skill that needs to be worked on and utilized as
they move through school. Personally, I believe I struggle with NETS-T
 Standard 1: Facilitate and Inspire Student Learning Creativity. This
comes from not being completely comfortable with exploring new tools
with my students.
 Solutions: I would like to collaborate more with the media specialist to
help my students continue to work on their digital citizenship and to
continue their exploration of various technology tools to complete
research. I will continue to work with students when navigating the
computer to ensure they are able to have full access to all the great
resources. By using visuals and moving one step at a time, I am
hopefully that students will begin to become more independent when
asked to navigate. Personally, I want to make sure that I stay current
with my knowledge of technology tools available to my students. I need
to explore all the tools and be prepared to walk my students through the
tools, so they can get the full experience/learning.

Learning Setting  Flexible Environment: This is the biggest struggle due to our virtual
setting. Students are able to sit where they are comfortable at home but
are encouraged to sit at a desk/table with minimal distractions in an effort
to make it more like school. I believe that F.3 need to be worked on in
my virtual classroom. I tend to stick to using tools that the students are
comfortable and would like to introduce them to more. By teaching and
providing them with various tool they can learn and demonstrate their
mastery in their own way.
 Learning Culture: In the virtual setting, I feel that the learning culture
has been more teacher centered due to the nature of the circumstance. I
would like to work on L.1 and take a step back. The students can carry
on their own discussions and is a skill they need to continue to work on.
This can be done with providing some guiding questions and allowing
students to share their thoughts/opinions in the whole group or small
group setting.
 Intentional Content: I feel that this is one of my stronger areas. I can
determine what I need to teach and what materials students need/can
use. I would like to work on I.2 to find relevant content for my students
for more student-centered learning to occur. This means continuing to
find technology tools that can be used and learning them myself before
introducing them to my students.
 Professional Educator: I make myself available to my students during
small group time, office hours, and any time they need additional support
(P.1). I continually make observations during instruction to help
determine who may need the additional support. Data is collected
through Schoology assessments online (P.2). I am reflective in my
teaching, reach out for support, and plan daily with my teammate (P.3).

STUDENT NEEDS ASSESSMENT

The student needs assessment draws on multiple data sources, providing a point-in-time snapshot of student strengths
and challenges. Be sure to consider Technology NETS-S and NETS-T National Educational Technology Standards for
Students.

STUDENT DATA DESCRIBE CHALLENGES & STRENGTHS

Summative Math: At the conclusion of each unit students are given an end of the unit
Assessments assessment. There are two parts, Part A is given via paper and pencil. Part B is
given online. There is a combination of multiple choice, story problems, short
answer, and solving equations. While the end of the unit assessment covers all the
standards taught, they are often time very lengthy and take multiple days to
complete. While teaching virtually, end of unit assessments have been given
 online with less problems to solve. It can be very difficult for students to show their
work/thinking for math in this format.
Reading: At the conclusion of each unit students are given a Periodic Assessment
that is based on the standards that were taught during the ELA unit. These
periodic are multiple choice and are modeled after PARCC. The assessment’s
become more difficult as the year progresses as teachers are no longer allowed to
read the test allowed, proving difficult for below level students. Students also have
a culminating event at the end of each ELA unit. This culminating event is typically
in the form of a project (writing a story, creating an infographic, researching, etc.).
While teaching virtually, the periodic assessments have only been based on the
new phonics curriculum (Open Court) and no culminating events have been
assigned for students.

Formative Math: Checkpoint assessments are given about halfway through each math unit.
Assessments While teaching virtually, students have been given quick assessments to take
online to show their learning from the lesson. This allows for quick collection of
understanding of the standard being taught. All formative assessments are
currently given through the platform, Schoology. The online format does prove to
be difficult for students when it comes to showing their work and a full
understanding of the content, such as writing equations.
Reading: Running records are given monthly to students who are below grade
level. While teaching virtually, RAZ Plus has been used to help gather data.
Teachers are able to monitor students as they read through book on their level
with comprehension and fluency checkpoints.

Student Work In both reading and math work is regularly collected checked for completion,
(Artifacts) accuracy, and understanding. In the virtual setting, students turn their work in
through Schoology. Through assessments and discussion posts I can provide
feedback and grade student work. Schoology is a great tool for students, parents,
and teachers to access all the work that is being completed. Schoology is a great
tool, it allows students to type their answers, audio record their answers,
video/audio record their answers, and even draw their answers (specifically for
math).

Observation Notes Through whole group and small group discussion I can make observational notes
on student’s progress. I meet with small groups in math and reading daily. During
the small group setting I have the opportunity to really grasp who is understanding
the concepts being taught and who made need some intervention. In the virtual
setting, I also provide additional support to students during my office hours. During
this time, I am able to provide one on one support for students.

LEARNING CHALLENGES, TECHNOLOGY CHALLENGES,

CLASS PROFILE STRENGTHS, & INTERESTS STRENGTHS, & INTERESTS

2 out of the 3 students have an IEP just

for speech. The 1 student with an
These students do well on the
educational IEP is provided with a one-
computer. They have mastered being
on-one aid all day. All three of these
able to leave my Google Meet to go to
students participate in our daily
meetings with the speech teacher and
discussions to share their thoughts. They
3 students with IEPs special educator. It is difficult to monitor
are not afraid to bring their voices into
how quickly the student with an
any topic. My student with an
educational IEP is moving through their
educational IEP rushes through all his
work. There is no way to monitor what
assignments. He is extremely capable of
question they are or check their work
the work and has shown he knows what
prior to them turning it in.
to do, but his work shows otherwise on
assessments/assignments.
 My students who are below grade level
are all eager to learn and want to do
These students tend to have the most
good. Most of them struggle with
difficult time navigating Schoology and
decoding skills, spelling, and
require step by step instructions. Using
11 students below comprehension. These students require
visual support, they are often times
grade literacy levels some additional time in the small group
able to access the tools needed, but it
setting. At times these students give up
can take from educational time. They
**This # is an educated guess when work gets difficult and require
tend to get frustrated quicker and give
based on lack of testing/data some extra support when they get
collection in the virtual setting** up easier when the technology tools
frustrated. Some of this frustration likely
provided aren’t working. I often times
comes from also being in the virtual
share my screen with the students so
setting and not truly getting the support
they can see the exact steps.
they need (ie. actual books to hold, math
manipulatives, etc.).

These students are consistently These students are able to easily

participating in discussion and have navigate through Schoology on their
9 students on or above great ideas to share with the class. They own. They do not require step by step
grade literacy levels complete assignments completely and directions to accessing tools. These
typically serve as models for the students lack typing skills and is
**This # is an educated guess students who maybe struggling. I would something that they all need to work
based on lack of testing/data like to continue to see these students on. They are a great support for their
collection in the virtual setting**
work on their writing skills. This includes peers as well and often times explain
expanding their ideas and checking their how to navigate the tools in a different
punctuation/capitalization. way.

These are generally the same students

who are below grade level in math. These students struggle in the online
7 students below grade These students struggle with setting without the use of
math level adding/subtracting larger numbers using manipulatives. They need to be able to
the strategies taught. Many of them still physically move items to grasp some of
**This # is an educated guess want to draw circles as opposed to a the concrete concepts being taught.
based on lack of testing/data number line or place value. They There are online manipulatives that are
collection in the virtual setting**
struggle to show their work and require used to teach, but they are not as
additional support in the small group effective.
setting.

These students are quick to grasp the These students tend to not need the
strategies being taught. They are able to use of online tools and are able to solve
13 students on or show equations and their work as the problem on white boards. They love
above grade math level modeled for them. Some of them move to play online games and challenge
quickly, while others are slower to solve themselves. I often provide them
**This # is an educated guess
based on lack of testing/data
the problems. These students are able extension activities online when they
collection in the virtual setting** to complete independent assignments complete independent work to expand
with minimal support and are eager to their learning and help them to master
share their work. skills.

STUDENTS *GENERAL OPTIONS FOR DIFFERENTIATION - SOLUTIONS TO ADDRESS

Subgroups /
Individuals Face-to-Face Learning Environment Distance Learning Environment

Visual/Spatial  Use of math manipulatives  Online math manipulatives

 Use of whiteboards (allow  Use of whiteboards for math
students to solve math problems, and phonics
spell out words, etc.)  Presentations shared to
 Power points projected onto the students through Schoology and
board as concepts are being while teaching
 taught  Use of other online tools to
 Use of various texts for reading further explain concepts being
(provided with their own copy) taught (BrainPop, PebbleGo,
 Provide models, organizers, and RAZ Plus) – these tools may be
samples able to provide students with
different visuals of what I used

Body/Kinesthetic  Stand Up/Sit down (ex. If the # is  Movement breaks from the
odd stand up, if the # is even sit screen – This gives them a
down) – This is just one example chance to recharge after sitting
of how to get the students in front of the screen
moving in the classroom.  Stand up/Sit Down
 Movement breaks  Scavenger Hunts (ex. Go find
 Use of math manipulatives something that has the long a
sound)

Interpersonal  Think, pair, shares or turn & talks  Discussion posts

 Group projects  Break out rooms (small group
 Partner activities setting)
 Group Projects through the use
of Google Docs, Google Slides,
Jamboard

Intrapersonal  Time to work alone on  Options for how to complete

assignments assignments, allow them to pick
 Time to reflect on their work, edit, what technology tool they are
and make changes if needed comfortable using to show their
understanding
 Access to additional materials
online for further instruction
(BrainPop, RAZ Plus, etc.)

*Differentiation: Provide for differentiation and learning styles by including aspects of UDL and Multiple Intelligences
(verbal/linguistic, musical/rhythmic, logical/mathematical, visual/spatial, body/kinesthetic, intrapersonal, interpersonal).
Plan to differentiate content, processes, context, and products. What are the accommodations, modifications, extensions,
and/or enhancements? How will you accommodate to meet individual needs, including special needs (ELL/Special
Education/GT)?

Continue on next page…

STAGE 1 - DESIRED RESULTS
Stage 1 templates is drawn from the Understanding by Design Framework.
Important: Desired Results are NOT differentiated.

STAGE 1:
Unit of Study Title Addition and subtraction within 100

Unit of Study Description This unit focuses on strategies for multi-digit addition and subtraction
within the range of 0 to 100.

Standards Addressed 2.OA.1 – Use addition and subtraction within 100 to solve one- and two-
Consider Local, State, National step word problems involving situations of adding to, taking from,
Standards (i.e., Common Core) putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.
2.NBT.2 – Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.5 – Fluently add and subtract within 100 using strategies based
on place value, properties of operations, and/or the relationship
between addition and subtraction.
2.NBT.6 – Add up to four two-digit numbers using strategies based on
place value and properties of operations.
2.MD.5 – Use addition and subtraction within 100 to solve word
problems involving lengths that are given in the same units, e.g., by
using drawings (such as drawings of rulers) and equations with a
symbol for the unknown number to represent the problem.
2.MD.6 – Represent whole numbers as lengths from 0 on a number line
diagram with equally spaced points corresponding to the numbers 0, 1,
2, ..., and represent whole-number sums and differences within 100 on
a number line diagram.

Enduring Understandings  Counting and calculating are connected

mathematical concepts.
 Place value understanding is built upon number
patterns and sequences.
 The placement of a digit in a number determines
the value that the digit represents.
 Skip-counting and decomposing (splitting)
strategies depend on place value understanding.
 Addition and subtraction are actions on numbers.
 A variety of models can represent how to solve
double-digit addition problems using place value
understanding.

Essential Questions  How are counting and calculating related?

 How can number patterns and sequences help to
develop place value understanding?
 What does it mean to add or subtract numbers?
 How can addition or subtraction be shown as actions on
quantities?
 What models can be used to solve double-digit
 problems?
 How can place value understanding support the
strategies and models used to solve addition and
subtraction problems?

Transfer Goals
What are expectations for application Students will be able to use the strategies taught as they work through
to cross-curricular and real-world numbers through 1,000 and beyond. Students will be able to apply
problem solving, understanding, etc.? these skills in real-world problems when adding/subtracting,
measurement, and with money.

What Will Students Know &

Understand?  Apply the strategies to larger numbers including two and three-
Six Facets of Understanding - digit numbers
explain, interpret, apply, perspective,  Skip counting and how to make larger “jumps” on the number
empathy, self-knowledge. (Tomlinson line (compared to counting only by 1s)
& McTighe, p. 67)
 Solve story problems that have multiple steps

What Will Students Be Able to Students will be able to solve equations and word problems using
Do - Skills? various strategies (number line, place value). They will be able to apply
(Procedural Knowledge) these skills to the upcoming measurement unit. Students will be
exposed to multiple strategies to solve addition and subtraction
problems; they will be able to pick the strategy that works best for them.

Works Cited:

BCPSONE Schoology. Baltimore County Public Schools,

https://bcps.schoology.com/group/1488358021/materials#/group/1488358021/materials?f=153661303.
Accessed Oct. 24,2020

ISTE. ISTE Standards for Students. International Society for Technology in Education,
www.iste.org/standards/for-students. Accessed Oct. 24, 2020

ISTE. ISTE Standards for Educators. International Society for Technology in Education,
www.iste.org/standards/for-educators. Accessed Oct. 24, 2020

“The Four Pillars of F-L-I-P.” Flipped Learning Network, 2014.