Renaissance Accelerated Math Evaluation Plan Betty ... · Accelerated Reader series should be sent out as a Professional Development training. Have training during PLC time with grade-level

Running head: RENAISSANCE EVALUATION PLAN 1

Renaissance Accelerated Math Evaluation Plan

Betty McDaniel

Purdue University—EDCI 577

October 6, 2013

RENAISSANCE EVALUATION PLAN 2

PO Box 120

Carlsbad, NM 88221

October 6, 2013

LaVern Shan, Director of Curriculum & Instruction

Carlsbad Municipal Schools

320 Canyon St.

Carlsbad, NM 88220

Dear Ms. Shan,

Thank you for giving me the opportunity to implement the Renaissance Accelerated Math

Training Evaluation Plan in the Carlsbad elementary schools. I believe this will be a great

opportunity for your teachers to learn about, and implement, Accelerated Math into their daily

class routines.

This evaluation plan includes:

Executive Summary

Evaluation Goals & Scope

Evaluation Process

Data Collection & Analysis

Evaluation Training Plan & Gantt Chart

Instrument Examples

I look forward to working with the teachers in your district, and seeing how Accelerated Math

benefits the teachers, and more importantly, the students.

Sincerely,

Betty McDaniel

Accelerated Math Champion

betty/[email protected]

(505) 385-8575


I. Executive Summary

Purpose of Evaluation:

After receiving the 2012-2013 Standards Based Assessment scores, Carlsbad Municipal Schools

determined additional math support was needed—the math scores were low districtwide. As a

result, the district looked into options for training their teachers on Accelerated Math (AM). The

costs involved in having trainers come to the district to train all elementary teachers is a major

concern to the district, and therefore Renaissance Learning suggested the teachers go through the

renlearn.com training site for E-Learning On-Demand sessions, to learn how to properly

implement and track students’ progress in AM. This is a free service offered to districts who

have already purchased the Renaissance Learning tools. If successful, CMS wouldn’t have to pay

to have trainers come into the district to train teachers on AM, and the teachers and students

benefit from additional math support.

Primary Objective:

The primary objective of this evaluation is to measure the effectiveness of the training courses,

and the overall training platform in order to ensure 100 % of CMS elementary teachers can

successfully implement AM into their classrooms. (Successfully implementing AM is defined as

all students are able to get on the program, work in it independently, and the teacher is able to

monitor and assist as needed).

Summary of Evaluation Plan:

The evaluation plan outlined in this document follow the Kirkpatrick Four Levels for Evaluation

(Kirkpatrick & Kirkpatrick, 2006) in order to measure the effectiveness of the Renaissance

Learning Training Center E-Learning On-Demand training sessions. A two-month project plan

and Gantt chart outline each step required to initiate, plan, execute, monitor, and gather data for

the final results. Samples of instruments have been provided in the Appendices.

Key Recommendations:

Some possible recommendations may include the following:

The RLTC E-Learning On-Demand sessions were effective, and therefore the

Accelerated Reader series should be sent out as a Professional Development training.

Have training during PLC time with grade-level teams.

Having the Accelerated Math training in a computer lab at each elementary school, as

opposed to the teachers learning on their own.


Data Findings:

The training is currently scheduled for mid-October, 2013. As such, data will not be collected

and analyzed until the end of the training/implementation phase is completed in mid-December,

2013. Some of the results may include the following:

Teacher reaction to an online training platform

Teacher reaction to Accelerated Math (AM)

Teacher ability to learn basic skills for AM from On-Demand session

How satisfied teachers were with the overall training process

How much value teachers placed on implementing AM into their classrooms

How successful the overall training process was, and if the objective was met

The overall success of RenLearn.com/training site for future CMS training

II. Evaluation Goals & Scope

Instructional Product Description:

Renaissance Learning is a technology based educational company whose primary focus is on the

K-12 learning environment. Founded in 1984, their focus is on accelerating student learning

through different technological applications for math and reading, as well as professional

development for classroom teachers. Renaissance Learning created these supplemental products

to align with state standards in school districts across the United States.

Renaissance Learning Training Center (RLTC) provides teachers with On-Demand sessions

which allows them to target specific areas of student need, as well as step-by-step guidelines on

specific software tasks for teachers. The RLTC E-Learning On-Demand sessions have ten

different areas of concentration: Accelerated Math, Accelerated Reader, English in a Flash,

MathFacts in a Flash, NEO2, Renaissance Place, Response to Intervention, STAR Assessments,

Successful Reader, and 2Know! Toolbar. Each area of concentration has a menu of On-Demand

videos which show overviews of each product to specific content related information. There are

no quizzes or comment areas in the E-Learning site, though a phone number is provided for

additional assistance if needed.

Purpose of Evaluation:

Renaissance Learning Training Center (RLTC) products have been available to teachers and

students in the Carlsbad Municipal School (CMS) district since the beginning of the school year

2012-2013. The data shows that few teachers/students in the district are utilizing many of the

components offered by Renaissance Learning, and therefore the students aren’t benefitting from

the products. After the results of the New Mexico Standards Based Assessment came back to the

administrators and CMS superintendent for school year 2012-2013, a decision was made that

Accelerated Math (AM) should be implemented in all elementary (grades K-5) classrooms to

help bring up the math grades, which were low districtwide. The costs involved in having

trainers come to the district to train all elementary teachers is a major concern to the district, and

therefore Renaissance Learning suggested the teachers go through the Renaissance Learning


Training Center site for E-Learning On-Demand sessions, to learn how to properly implement

and track students’ progress in AM. This is a free service offered to districts who have already

purchased the Renaissance Learning tools. If successful, CMS wouldn’t have to pay to have

trainers come into the district to train teachers on AM, and the teachers and students benefit from

additional math support. The goals of the evaluation are to:

1. Determine if teachers benefit from online AM training sessions, and get the information

needed to implement AM into their classrooms, and if online training should be

continued.

2. Recommend areas of improvement for the online E-Learning On-Demand sessions at

www.renlearn.com/training.

3. Measure number of teachers attending the training, implementing AM in their classroom.

Primary Objective:

Currently, in CMS, only 15% of elementary teachers are utilizing AM in their classrooms for

additional math support. Based on low math test scores for school year 2012-2013, the district

decided that it will required 100% regular education elementary teachers to utilize AM in their

classrooms. The primary objective of this evaluation is to measure the effectiveness of the

training courses, and the overall training platform in order to ensure 100 % of CMS elementary

teachers can successfully implement AM into their classrooms. (Successfully implementing AM

is defined as all students are able to get on the program, work in it independently, and the teacher

is able to monitor and assist as needed).

Target Audience:

Renaissance Learning knows that student learning is only part of the equation—teacher

participation and buy-in is critical in order for these products to be completely effective. The E-

Learning portion of the Training Site has a motto which is to “provide staff development

incrementally and on your schedule with web delivered sessions” (Renlearn.com). RLTC also

knows that in order for busy teachers to sit through online trainings, they need to feel the training

is worthwhile, important, and not too in-depth.

The audience of this learning tool will be all elementary teachers in CMS, all of whom have a

minimum of a Bachelor’s degree, and most have a Master’s degree. They all have a basic idea of

the plethora of products provided by Renaissance Learning, and they all have access to RLTC

products on their school computers.


III. Evaluation Process

The following evaluation method is based on Kirkpatrick’s Four Levels (Kirkpatrick &

Kirkpatrick, 2006) which is a proven and practical model for training effectiveness through

evaluation. A detailed Gantt chart of the timeline of the evaluation can be seen in Appendix A.

The initial step in starting this evaluation plan was getting approval for the RLTC training from

the CMS superintendent, the director of curriculum and instruction for elementary education, and

the HR manager. Once that was obtained, approval was sought, and given, by the eight

elementary school administrators in CMS.

Prior to the training, all elementary teachers will receive an email (See Appendix D) with a link

to Renaissance Learning Training Center website, and asked to create an account by October 18,

2013. Once this online account is created, teachers can access all the modules within the RLTC.

The product chosen for this training is the Accelerated Math component, and the two modules

decided upon as the most relevant for initial training are:

Assigning Objectives to Students

Generating and Using Assignment Types

Both modules must be completed online within the dates of October 21-31, 2013, and can be

completed at the teacher’s own pace. It is recommended that the training be completed after

regular school hours so the teacher can work in a quiet, uninterrupted environment.

Level One Evaluation—Reaction:

Learner reaction is a crucial component in the overall evaluation process. In order for RLTC E-

Learning On-Demand sessions to be successful, the learners must feel what they learned was

meaningful and that their time was well spent. There isn’t an actual trainer to be measured in the

session, per se, but the learners will measure the effectiveness of how the On-Demand video

information was presented. Measuring their reaction is an important part of the evaluation

process in determining how effective the training is. Since this training is completely online, the

feedback from the teachers is invaluable—not having a trainer to respond to questions face-to-

face, the district needs to know if this is a valid platform to use for future training sessions.

Renaissance Learning can also use to data from the survey to determine if their On-Demand

videos are effective, and/or if changes need to be made to the program.

Reaction Evaluation Instrument:

Online Accelerated Math Training Survey (See Appendix B)

Reaction Evaluation Procedures:

The training survey will be created through Survey Monkey, and delivered via email to all

elementary teachers in the district. The survey will be anonymous, so those participating may

feel free to answer honestly without fear of repercussion. Even though the survey data is

anonymous, the receiver is not—100% participation in completing the survey is required. An


additional email, with a gentle reminder, will be sent to each teacher who hasn’t submitted the

survey until the survey is sent. (See Appendix D for sample emails to the teachers).

The survey includes questions which will focus on the RLTC E-Learning On-Demand session’s

ease of navigation, video viewing experience, relevance to real-world implementation,

preference of online vs. face-to-face training, as well as future use and if this training would be

recommended to other teachers in the district. The survey will have a total of eight questions:

seven questions will be on a rating scale based on a five-point Likert rating system (Kirkpatrick,

D. & Kirkpatrick, J., 2006) as well as having options to add additional comments. One question

will be an open-end response, leaving the learner an opportunity to express ways in which they

feel the training session can be improved. Getting additional comments is important, according

to Kirkpatrick (2006) so participants aren’t limited to rating the system which might not provide

the reasons for their reactions.

Rationale:

An online survey would be the most effective way to obtain reaction to the training since the

teachers will receive the training online. The reaction survey should provide the maximum

amount of information and requires the minimum amount of time, according to Kirkpatrick

(2006). Getting 100% feedback will help in determining a true account of the participants’

reaction to the training. For level one—reaction, measuring emotional acceptance of the platform

is important. If the teachers don’t feel the On-Demand sessions are worthwhile and meaningful,

as well as beneficial, the district would need to reevaluate whether or not a face-to-face trainer

would be brought in.

Level Two Evaluation—Learning Outcomes:

The evaluation of learning is a vital part of the evaluation process—if the learners haven’t

understood the information, the program and/or platform needs to be adjusted or eliminated.

Since this training is done completely online, it is important to know that the learner actually

acquired the proper skills to implement this program in their classroom; especially since there

isn’t a face-to-face trainer assisting in this learning process. Renaissance Learning can also use to

data from the quiz to determine if their On-Demand videos are effective, and/or if changes need

to be made to the program.

Measuring Learning Evaluation Instrument:

Online Accelerated Math Training Quiz (See Appendix C)

Measuring Learning Evaluation Process:

Even though there are two modules of On-Demand videos for the learners to watch, there will

only be one quiz to capture the information learned. The quiz will be based on the objectives set

by the district and Renaissance Learning for basic skills required to implement Accelerated Math

in the classroom. Most teachers in this district have no prior experience with Accelerated Math,

so there will be no pretest given. The training quiz will be created through Survey Monkey, and

the link will be in the original email for the training session (See Appendix D for sample emails).


The quiz will be taken after the second video is watched, and the data will be immediately scored

once the learner submits the quiz. Since this quiz is given online, the learner will still have access

to watch the videos again if information is missed. It is believed that the learner will still be

acquiring the information, however, rather than viewed as cheating. The results of the quiz are

anonymous, so the learner should feel comfortable taking the quiz. Even though the quiz data is

anonymous, the receiver is not—100% participation in completing the quiz is required. An

additional email, with a gentle reminder, will be sent to each sample group member who hasn’t

submitted the quiz until it is completed and sent.

Rationale:

The basis of evaluating the learning is to make sure the platform for obtaining the information is

effective, and of course, if the participant actually learned the information the training intended

for them to learn. In order for the elementary teachers to implement AM successfully into their

classrooms, they need to have acquired the basic skills from this training. The posttest should be

a good indicator of their abilities.

Level Three Evaluation—Behavior:

The evaluation of behavior determines if the learners have taken the information learned from

the training and started implementing it into their job. This step determines whether or not the

teachers were motivated enough to implement what they learned in training and put it into their

classroom curriculum. According to Kirkpatrick, “without learning, no change in behavior will

occur” (Kirkpatrick, 2006, p. 50). The idea behind the training for AM is to have all elementary

teachers in CMS implementing it into their curriculum.

Behavior Evaluation Instrument:

Renaissance Learning Accelerated Math Diagnostic Report (See Appendix E)

Online Accelerated Math Post Training Survey (See Appendix F)

Behavior Evaluation Procedures:

Two weeks after the AM E-Learning, On-Demand training sessions, Renaissance Learning will

generate the AM diagnostic reports for each elementary school in CMS. This report will show

which teachers have implemented AM into their curriculum, and which teachers haven’t. At this

point, an email will be sent to each teacher. To those who have implemented AM in their class,

the email will have words of encouragement to help the teacher stay motivated and continue to

use the AM program, as well as a post training survey. As importantly, the email will give

contact information and phone numbers should the teacher have additional questions or

concerns—there is also a Live-Chat Support option through www.renlearn.com. For those who

haven’t started using AM in their curriculum, their email will be a gentle reminder that the

district is requiring 100% participation from all elementary teachers. It will include the original

link to the AM On-Demand sessions should they need a refresher. Also included will be contact

information and phone numbers should the teacher have additional questions or concerns—there

is also a Live-Chat Support option through www.renlearn.com.


Renaissance Learning will continue generating AM diagnostic each week until 100% of the

teachers have implemented AM in their classroom. It is expected that all teachers will conform

by November 22, 2013. If a teacher hasn’t implemented AM by November 18, 2013, the

administrator of that school will be notified with the hopes that he/she can motivate teachers who

haven’t implemented AM to do so.

Rationale:

By having 100% of the elementary teachers participate in the AM training and implementation,

the behavior data is skewed in the fact that it’s a forced behavior. However, the post training

survey will give feedback from teachers about time involved in the training, the actual

implementation of AM in their classroom, and if they value the investment of the AM program.

Level Four Evaluation—Results:

Measuring results from the data in the evaluation will help answer the question: “Was our

objective met—can we measure the effectiveness of the training courses, and the overall training

platform in order to ensure 100 % of CMS elementary teachers can successfully implement AM

into their classrooms?” Even though there aren’t immediate tangible results, such as the math

scores of the students, the data can still prove or disprove to CMS if this platform of training was

effective, or not, in training all elementary teachers to properly implement AM into their

classrooms. In order to evaluate level four results, all the data from levels one, two, and three

must be correlated. According to Kirkpatrick (2006), the district needs to allow time for results

to be achieved.

IV. Data Collection & Analysis

Deciding how to collect the data was important, but knowing what to do with that data is

imperative. First, we had to ask CMS what the single most important measure of success was for

this training. They responded with, “All elementary teachers will be able to successfully

implement AM into their classrooms—meaning all students can get into the program, work in it

independently, and the teacher can successfully monitor and assist students when needed.” It was

also noted that the teachers would need to get the proper training through the RLTC in order for

them to implement AM effectively.

The Online Accelerated Math Training Survey (See Appendix B) has seven questions that

correspond to a 5 point scale, and one question in paragraph format asking what the learner

thought might make the learning session more effective. This level one evaluation is designed to

get the emotional understanding of the learner with regard to the e-learning platform. The survey,

as well as the training, is online, so the 5 point scale can be immediately scored when the learner

submits the survey. A high score would be represented as a 5.0 on the scale, with the lowest

score rating of a 1.0. The CMS administrators determined that a score of 4.0 would be an

acceptable rate in which the learners felt there was a positive value to the RLTC platform. If,

however, the scores came back lower that a 4.0 average, the district would have to reevaluate this

platform and look at the possibility of a face-to-face trainer coming to the district to train


teachers on AM. According to Kirkpatrick, several approaches are possible if the standard isn’t

met—“make a change, modify the situation, live with an unsatisfactory situation, or change the

standard if conditions change” (2006, p. 38) The answers to the open-ended question, that asked

the learners what might make the learning session more effective, would be sent to Renaissance

Learning so they could analyze the results to see if improvements to their On-Demand sessions

would be needed.

The Online Accelerated Math Training Quiz (See Appendix C) results confirm if the learner has

mastered the basic skills of AM. By having the quiz administered in an online platform, the

results are calculated and recorded automatically. The advantage of an online quiz is the cost and

manpower to distribute it are minimized, and the results of testing are immediate. The quiz given

has ten questions—seven are multiple choice, one is yes/no, one is true/false, and the final is

open-ended so the learner can type in the four-word response. Each question is worth ten points,

and the CMS administrators determined that a score of 80% (8 out of 10) or better would be an

acceptable score to show basic learning has taken place. An overall average below 80% would

result in the district reevaluating the platform and look at the possibility of a face-to-face trainer

coming to the district to train teachers on AM.

Typically, measuring behavior takes time. According to Kirkpatrick, “…no evaluation should be

attempted until trainees have had an opportunity to use the new behavior” (2006, p. 54). Since

there is a tight deadline (November 22, 2013) on 100% of CMS elementary teachers

implementing AM into their curriculum, the behavior will be measured by using a Renaissance

Learning Diagnostic Report (See Appendix E). This report will show which teachers have started

their students on AM, as well as those who haven’t. Renaissance Learning has access to these

reports, as well as CMS administrators. The teachers who haven’t implemented AM will be sent

an email from Renaissance reminding them of the importance of starting the program, as well as

contact and support information. Once the report shows 100% of teachers have implemented

AM into their curriculum, the final results can be calculated using the Diagnostic Report. The

final report for level 3—behavior is the post training survey (see Appendix F). This survey has

ten questions—nine are 5 point scale rating, and one is choosing between two options (online or

face-to-face). This final survey is to determine if in fact the teachers felt there was value to the

online training sessions, and if they would prefer this platform for future trainings. A high score

would be represented as a 5.0 on the scale, with the lowest scale rating a 1.0. The CMS

administrators determined that a score of 4.0 would be an acceptable rate in which the learners

felt there was a positive value to the RLTC platform. If, however, the scores came back lower

that a 4.0 average, the district would have to reevaluate this platform and look at the possibility

of a face-to-face trainer coming to the district to train teachers on future sessions.

The final results of all the data gathered would be presented to the CMS superintendent, the

director of curriculum and instruction for elementary education, and the HR manager. Each

elementary school would have its own data report for the teachers in that location, and that report

would go to the individual school administrators.

The data for the online surveys would be provided in a spreadsheet generated by

SurveyMonkey.com. The AM data would be given in the actual Diagnostic Report, and attached

to the spreadsheet. Once the data is reviewed by CMS administration, the results will be


discussed, and a determination will be made if the Renaissance Learning Training Center E-

Learning On-Demand sessions were successfully implemented by 100% of the CMS elementary

teachers. If the data figures are favorable, actions could be put into place to distribute another

training for Accelerated Reader using the same platform as Accelerated Math. If the data figures

are unfavorable, Renaissance Learning would recommend CMS move forward having a face-to-

face trainer come to the district and provide training for AM and future sessions, and the

possibility of revamping the On-Demand sessions based on the results.


References:

Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating training programs: the four levels. (3rd ed.).

San Francisco, CA: Berrett-Koehler Publishers, Inc.

Renaissance Training Center. (2013). Retrieved from:

http://www.renlearn.com/training/default.aspx

Survey Monkey. (2013). Retrieved from: https://www.surveymonkey.com/MySurveys.aspx

Appendices:

Appendix A—Gantt Chart

Appendix B—Online Accelerated Math Training Survey

Appendix C—Online Accelerated Math Training Quiz

Appendix D—Email Samples

Appendix E—Accelerated Math Diagnostic Report

Appendix F—Accelerated Math Post Training Survey


Appendix A

(I’m showing the whole Excel document because the Gantt chart isn’t as clear as I’d hoped it

would be in this format.)


Appendix B

Online Accelerated Math Training Survey

1. Navigation on the Renaissance Learning Training Center website to access the On-Demand training videos was:

Extremely difficult Difficult Neither difficult nor

easy Easy Extremely easy

Additional comments

2. How easy was it to locate the Accelerated Math module videos required for this session?

Extremely difficult Difficult Neither difficult nor

easy Easy Extremely easy

Additional comments

3. How would you rate your Accelerated Math On-Demand video-viewing experience?

Poor Fair Good Very good Excellent

Additional comments

4. How prepared do you feel in implementing Accelerated Math into your classroom based on this training?

Very unprepared Unprepared Neither prepared nor

unprepared Prepared Very prepared

Additional comments

5. Do you prefer the Renaissance Learning training sessions to be conducted in an E-Learning environment as opposed to an in-service face-to-face training?

Not preferred at all Not preferred Neither Preferred Very much preferred

Additional comments


6. How likely are you to visit the Renaissance Learning Training Center to view videos in other product modules?

Extremely unlikely Unlikely Neither likely nor

unlikely Likely Extremely likely

7. What would have made this Accelerated Math session more effective?

8. How likely are you to recommend the Renaissance Learning Training Center On-Demand sessions to other teachers in the district?

Extremely unlikely Unlikely Neither likely nor

unlikely Likely Extremely likely

Done


Appendix C

Online Accelerated Math Training Quiz

1. How many math objectives are recommended for new users of Accelerated Math?

Only 1 at a time

1

2

3

Any amount

2. List the 4 Types if Assignments in Accelerated Math

3. What is needed to implement Accelerated Math Online in the classroom?

Students willing to try anything

One-to-one student to device ratio

A functional printer

All of the above

None of the above 4. Practice Assignments may include what type of objectives?

New

Older

Review

All of the above

None of the above 5. If you want your student to practice Accelerated Math for 20 minutes a day, which assignment size should you pick?

Small

Medium

Large

All of the above

None of the above


6. True or False: A new practice assignment will automatically generate once and older practice is scored.

True False

7. Exercise assignments are often used for:

Reteaching

Intervention

Homework

All of the above

None of the above

8. How will you know a students is ready to test for mastery?

The student will tell you

Accelerated Math will alert you

The practice assignments are all 100%

All of the above

None of the above 9. Does Renaissance Learning recommend Accelerated Math on both paper and online versions in the same class?

Yes

No

10. How many mastered objectives should a student have before they're ready to test?

More than 2

3 or more

1-5

All of the above

None of the above

Done


Answer Key to Online Accelerated Math Training Quiz

1. 2

2. Practice, Test, Diagnostic, Exercise

3. One-to-one students to device ratio

4. All of the above

5. Medium

6. False

7. All of the above

8. Accelerated Math will alert you

9. No

10. 1-5


Appendix D

Samples of Email

Dear (Participants Name),

We’re excited to introduce our Renaissance Learning Training Center On-Demand video

sessions with you! During this session, you will learn how to get started with Accelerated Math

in your classroom. There are two modules which need to be completed. We see that you have

already set up an account with RenLearn, so let’s get started.

Note: this training is done completely online, and at your own pace. You have a week from today

to complete the two Accelerated Math Modules.

First, you’ll need to log-in to your account on RenLearn.com/training. Once there, you will click

on E-Learning on the yellow tool bar. From there you will go to On-Demand Sessions and

click on the drop down menu. You will click on Accelerated Math, and you will then be

directed to that webpage. There are two modules you must complete for this training session:

Assigning Objectives to Students

Generating and Using Assignments Types

Once you have completed both modules, please click on the link below to take a quick online

quiz. The answers are anonymous, but we need to see that you took the quiz, so please take and

submit after viewing the On-Demand videos.

Link to Quiz: http://www.surveymonkey.com/s/68SRRB7

You’re cruising right along! With the On-Demand modules completed, and quiz submitted, we’d

really like to know what you thought about this training platform. Your feedback is immensely

important to us. The results are anonymous, so please be as honest as you can. If it was a great

experience for you, great! If not, your comments will help us build a better program for the

future. Please click on the link below to complete the survey. Remember, the answers are

anonymous, but we need to see that you participated, so please submit the survey after you’ve

quizzed.

Link to Survey: http://www.surveymonkey.com/s/HGHF9S5

Thank you so much for your participation. We hope you’re ready to implement Accelerated

Math in your classroom!

Sincerely,

(Administrators Name) and the Team and Renaissance Learning Training Center


Dear (Participants Name),

We see that you’ve completed the On-Demand modules within Renaissance Learning Training

Center. Congratulations! We hope you found the information about Accelerated Math helpful.

One thing we’ve noticed is that you haven’t completed the quiz or survey yet. We know how

busy teachers are, but we need your input. What you learned and have to say about our program

matters to us! Remember, the information you provide is anonymous. The quiz and survey are

online, and designed to be quick and easy, so please click on the links below.

Link to Quiz: http://www.surveymonkey.com/s/68SRRB7

Once the quiz is submitted, please click the link below for the survey.

Link to Survey: http://www.surveymonkey.com/s/HGHF9S5



Sincerely,



Dear (Participant’s Name),

You’re receiving this email because Carlsbad Municipal Schools has decided to implement

Accelerated Math to your daily curriculum! We hope you’re as excited about the opportunities

that await.

First, you will need to go to renlearn.com/training to set up a user account. Once that is

completed, feed free to roam around our site and see all the different components and E-Learning

opportunities. You’ll also see webinar dates as well.

You will start you online training starting October 21, 2012, so please log-in now to get your

account started. You’ll need it before you can enter the training sessions.

If you have any questions, you can always connect with us through Live-Chat Sessions on

renlearn.com, or you can call 800-338-4204.



Sincerely,




WooHoo! We see you’ve been using Accelerated Math in your classroom on a regular basis.

Kudos to you in insuring your students have the best possible math tools to supplement your

regular math curriculum.

Now that you have been utilizing the Accelerated Math program, we’d like to hear how things

are working out for you and your students. What you learned and have to say about our program

matters to us! Remember, the information you provide is anonymous. The survey is online, and

designed to be quick and easy, so please click on the links below.

Link to Survey: http://www.surveymonkey.com/s/5FCJ3MY

We’d also like to encourage you to go to renlearn.com/training and peruse the videos and

webinars. Renaissance Learning as so many ways to assist you in your classroom, and we want

you to take advantage of us! Don’t forget, you can always contact us on Live-Chat sessions, too.

Thank you so much for your participation. We hope you’re excited about the implementation of

Accelerated Math in your classroom!

Sincerely,




Uh oh! We see you have completed the Renaissance Learning Training Center E-Learning On-

Demand training session for Accelerated Math, but you haven’t started the implementation

process in your class. We know how busy the day-to-day task of teacher’s are, and that’s why

we’d like to assist you.

Carlsbad Municipal Schools is requiring that 100% of the elementary teachers implement

Accelerated Math in their curriculum, so we’d like to help you get started. If you should need to

watch the Accelerated Math online training sessions again, please visit renlearn.com/training and

log it. Don’t forget, you can contact us anytime on our Live-Chat sessions, or you can call us at

800-338-4204. We’re here to help you successfully implement Accelerated Math into you class.

We look forward to hearing how Accelerated Math is helping you supplement your regular math

curriculum, and helping you students become better mathematicians.



Sincerely,



Appendix E


Appendix F

1. How would you rate the amount of time required to watch the E-Learning On-Demand training videos for Accelerated Math?

Extremely acceptable Acceptable Neither acceptable nor unacceptable

Unacceptable Extremely

unacceptable

Other (please specify)

2. How would you rate the implementation of Accelerated Math in your classroom?

Extremely easy Easy Somewhat easy Difficult Extremely difficult


3. How do you value your investment in implementing the Accelerated Math program?

Extremely valuable Valuable Neutral Of little value Not valuable at all


4. How would you rate the relevancy of Accelerated Math to your current curriculum?

Extremely relevant Relevant Neither relevant nor

irrelevant Irrelevant Extremely irrelevant

5. How would you rate the ease of implementing Accelerated Math?

Extremely easy Easy Neither easy nor

difficult Difficult Extremely difficult



6. Do you feel the E-Learning On-Demand training sessions prepared you to generate Accelerated Math reports?

Very prepared Prepared Neither prepared nor

unprepared Unprepared Very unprepared


7. Do you feel the E-Learning On-Demand training sessions prepared you to generate Accelerated Math practices and tests?

Very prepared Prepared Neither prepared nor

unprepared Unprepared Very unprepared


8. How would you rate the support you received from Renaissance Learning when implementing Accelerated Math in your classroom?

Excellent Very good Good Fair Poor


9. Would you prefer your next Renaissance Learning Training to be conducted online or face-to-face?

Online Face-to-Face


10. How likely are you to recommend the Renaissance Learning Training Center On-Demand sessions to other teachers in the district?

Very likely Likely Neither likely nor

unlikely Unlikely Very unlikely


Done

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Documents

Renaissance Accelerated Math Evaluation Plan Betty ... · Accelerated Reader series should be sent out as a Professional Development training. Have training during PLC time with grade-level