Instructional Design Planning Summary: Dreamweaver Project

Amanda LaMountain
September 30, 2014
IDT 7090

Planning Summary: Fine Arts Student Growth Measure Tutorial
Background:
a. History of the FASGM
In the Shelby County School system, 35% of a classroom teachers performance
evaluation relies on the scores of that teachers students on the Tennessee
Comprehensive Academic Progress tests. The scores must reflect a strong
evidence of growth from scores received the previous year as compared with the
growth during the current academic year. This growth score is known as the
Tennessee Value-Added Assessment System (TVAAS). This heavily weighted
component of a teachers performance can be a deal breaker for many
teachers when tabulated with other components of her evaluation resulting in a
low overall evaluation score, which will in turn affect whether or not a teacher
receives a performance bonus, is able to transfer to another school, how many
administrative observations she may have the following year, or can even result
in job termination.
Prior to the 2012-2013 academic school year, a teacher whose students did not
take a TCAP test had to take the overall TVAAS score of her school for 35% of her
total performance evaluation score.

b. 2012-2013: The Fine Arts Student Growth Measure
In recognition that utilizing a schools TVAAS score for 35% of a fine art teachers
evaluation score was not a fair or accurate metric of her efficacy, while also
trying to avoid having fine arts become tested areas (Colorado and Florida now
administer standardized tests in the fine arts, as well as in physical education),
the Shelby County Schools Fine Arts Department (composed of three separate
Music, Theater, and Visual Arts departments) created the Fine Arts Student
Growth Measure (FASGM, informally known as a portfolio) in order to show
growth in the fine arts disciplines. The creation of this FASGM is a group of
evidence collections across four learning domains: respond, connect, create and
perform, and must show growth in these domains across two periods of time.

Instructional Design Planning Summary: Dreamweaver Project

Amanda LaMountain
September 30, 2014
IDT 7090
Certainly, the FASGM represents a vast improvement in providing meaningful
evaluation and feedback to Visual art teachers. However, because the FASGM
has many components which in sum are designed to represent a more accurate
picture of art instruction over the course of an academic year, many teachers
report feeling overwhelmed and confused by the process.

Instructional Goals
The goals of this unit are to provide the information, examples, and resources that
Shelby County School visual arts teachers need to produce a high-quality Fine Arts
Student Growth Measure.

Instructional Objectives
In order for teachers to be able to create a cohesive, quality portfolio teachers need
to be able to do the following
Identify the components of an Evidence Collection
Identify the differences between the Learning Domains
Create assessments that clearly show growth in the stated Learning
Domain

Target Audience
Because the FASGM is a relatively new evaluation model for Shelby County Visual art
teachers, this unit is designed to help all 200 of the districts V.A. teachers. It would be
of particular use to those teachers who scored a 3 or below during the year prior on
their portfolios, as well as to teachers new to the district.





Instructional Design Planning Summary: Dreamweaver Project

Amanda LaMountain
September 30, 2014
IDT 7090
Instructional Strategies
Chunking Strategy: Because of the complexity of the FASGM,the unit is
broken down into 4 segments. These pieces address the largest components of
the FASGM. The Learning Domains segment is further broken down into its 4
subsets in order to reduce cognitive load on short term memory.

Direction Instruction: Explicit describes components of the FASGM
using descriptions and examples of the materials.

Formative Assessment: Practice opportunities are presented at the end of
the Learning Domains section so that students can see if they are able to apply
what they have learned during the instruction.

Learner Assessment Plan
A summative assessment is given at the end of the instructional unit. This
assessment targets the major components of the FASGM as well the areas that
were determined during the Needs Assessment phase to be the most confusing
to teachers.

Summary of Revisions (Based on Interface Rating Form)
1
Reidentified placement of navigation buttons (misidentified in Overview
Page)
2
Added time estimates at the beginning of the unit and at the end.
3
Tinkered with Google Forms to get the Post Test to work better. Still not
100% fixed. Very frustrating