Etd 543 Final Project

e2020 Resource Website
ID Project: e2020 Resource Website
David McPeak
Saginaw Valley State University-ETD 543
August 16, 2012

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Abstract
The purpose of this project was to create an e2020 resource website for the staff of H.H. Dow
High School. The website would help teachers answer frequently asked questions, learn how to
refer students to key programs, and download resources. Currently, the staff of H.H. Dow High
has participated in the e2020 program at a minimal level. Through an email survey sent out to
the staff, it was concluded that the minimal participation was due to misconceptions and a lack of
information. The website would serve as a one stop resource for teachers to answer their
questions and submit important documents. The website was created using Weebly. In order to
understand how to use the website to the full extent, a presentation has been prepared to give to
the staff of H.H. Dow High at one of their professional development days. The presentation will
explain in detail how the e2020 program works and teach the staff how to navigate the Resource
Website. The staff will be evaluated on the effectiveness of the training by taking part in a
survey that was created on SurveyMonkey. The survey will allow the website to be adjusted to
maximize staff understanding and answer key questions that may not have been addressed.
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Table of Contents
Project Proposal..............................................................................................................................4
Statement of Problem.....................................................................................................................7
Needs Analysis...............................................................................................................................8
Objectives.....................................................................................................................................12
Lesson Plan...................................................................................................................................16
Implementation.............................................................................................................................21
Evaluation.....................................................................................................................................25
Appendix A: 2011-2012 Online Learning Statistics.....................................................................28
Appendix B: 2011-2012 Online Learning Statistics.....................................................................30
Appendix C: Credit Protection Student Application....................................................................32
Appendix D: Professional Development Day PowerPoint Presentation .....................................33
Appendix E: e2020 Resource Website Survey.............................................................................39
Appendix F: e2020 Sample Curriculum Menu............................................................................42
Appendix G: Snapshots of e2020 Resource Website (http://e2020dow.weebly.com/)................45

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Project Proposal
Explanation of Suspected Need
Over the past year I have served as the eLearning Facilitator at H.H. Dow
High School in Midland. While serving in this capacity, I have been alerted to
many problems within the program and the way it is perceived and
understood by the staff. Specifically, I am referring to the e2020 program.
This program is used in our district for credit recovery, but there are many
other applications for its use. It has only been instituted for 3 years. I
believe that teachers in our building do not understand the program fully and
furthermore have imperceptions that damage its reputation. Many of the
teachers are not using the program to their benefit like they could be. I
believe this is because they are still unsure or unwilling to give it a try. For
instance, our building had a student population of 1335. Of those students,
roughly 25% received a grade lower than a C- for a marking period. These
students would be perfect for the credit protection program. This is a
program where they would come in on their own time and make up the
sections they scored low on. I provide the teacher with the curriculum and
they select the topics that the student needs to make up. The reason I
believe there is a problem is only 15 students were referred to the credit
protection program for the whole year. I think if the teachers understood the
program more clearly they would be more willing to participate in it.
Overview of Project
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For this project I plan on implementing a website that will be informative and
useful. I plan on using the website to clear up any misconceptions that
teachers may have about the e2020 program. The website will also serve as
a useful tool for resources. I plan on uploading many of the documents that
teachers will need (student contracts, copies of curriculums) and have an
easy place for them to submit. Here is a brief summary of what the website
will include:
Explanation of e2020 and its intended uses
A detailed breakdown of the differences between credit protection
and credit recovery
Frequently Asked Questions
Documents to Download
Is eLearning right for me quiz
Tips on helping someone succeed in an eLearning environment
Other uses of e2020 (extra credit, make-up work, tutoring)
All of the bulleted items will be housed in their own separate tab or page.
The intention of the website is to increase awareness of the program allowing
the staff of Dow High School to utilize it to its full potential. The biggest
positive of the program will be increased student performance and lower
failure rates.
Description of Participants
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The participants of this project will be the entire staff of Dow High School. If
the program is successful and the administrators see fit, I would like to see
the program implemented district wide. I could also envision a point where
parents and students would be able to use the website as a tool to make
decisions about their future.
Estimate of Project Impact
I truly believe that the impact of this project will be substantial. In my year
of experience as the eLearning facilitator, I have sensed a lot of staff
curiosity about the e2020 program, specifically in the area of credit
protection. This website will clearly define how e2020 can benefit them and
their students. I estimate credit protection will see a 50% increase in
participation during the first semester and 100% increase for the second
semester. Once teachers learn how this program can assist them I believe
that they will get on board. Another impact that my project will have will be
on the reputation of the e2020 program. A lot of teachers view the program
in a negative light and those opinions appear to be based on
misunderstandings and not having all of the facts. This project should help
the programs reputation and standing within the building.

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Statement of Problem
The e2020 program is still new within the Midland Public Schools District. I
believe that teachers have a negative view of the program and worry that it
will take students out of their classrooms and reduce their numbers. Other
teachers believe that the program awards credit too easily and that students
are not learning all the information that they need. I am in a unique position
due to the fact that I taught in the same building for three years before I was
laid off and brought back as the eLearning facilitator. This allows me to view
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the e2020 program through the eyes of a teacher and leads me to believe
that a lot of the staffs fear and perceptions are unfounded. This statement
is backed up by the fact only 15 students were referred to the credit
protection program all year, when over 100 students could have been. This
is an alarming statistic because it shows that many students can benefit
from this program but they are not given the opportunity. This needs to be
corrected and it starts by informing the staff and showing them how useful
the e2020 program can be.
Needs Analysis
What is the need?
The e2020 program at H.H. Dow High School in Midland is being
underutilized. Teachers, due to a lack of information, training, and
understanding, do not know how to use the program to help them in their
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classrooms. There is a strong need to create a space where teachers can get
answers to frequently asked questions, learn about the different processes in
e2020, download supplements to help them out, and learn about all of the
different situations in which e2020 can be beneficial to them. All of these
ideas will be housed on a website that will be available to all teachers and
administrators. This is an important need because many teachers have
never been trained on how to apply e2020 to their classrooms and many of
them do not understand how they could be using the program to help.
What is the root cause?
Currently, the teaching staff of Dow High School has never been through any
training regarding the e2020 program. The teachers that I have listened to
have a lot of wrong information about the program which leads to them not
wanting to use it. Others do not use it because they are not sure how to use
it, or how it could benefit them in their classroom. I believe that the lack of
training comes from the program being implemented very quickly at the high
school level. Since the time of its implementation 3 years ago, there has
been no extra time given at professional development meetings to rectify
this problem. Therefore, a website that teachers could peruse at their own
leisure will help correct some of the problems that have come about the last
3 years.
What are the goals of the instruction/training?
The goal of this training is to provide teachers and administrators a space
where they can learn about the e2020 program and find resources to help
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them implement it in their classrooms. These materials will be presented
through a website run through Weebly. The second goal of the training is
that with a more informed staff, participation in the e2020 program will
double in the first semester, and triple in the second semester. The higher
participation level of teachers should lead to increased student performance
and lower failure rates. Therefore, this training will not only benefit the
e2020 program, but it will strengthen the building as well.
What information is needed, and how is it gathered?
There are many important questions that need to be answered before fully
constructing the training website. First of all, I will need to find out how
much they know about the e2020 program. This will help me understand
how basic or advanced I can be with some of the ideas I use in the training.
Secondly, I will need to find out how many teachers know the difference
between credit protection and credit recovery. This question seems to be the
biggest areas of confusion for the staff at Dow High. Every time I go over it
there seems to be confusion with how credit is protected and how they apply
it to the students grade. I would like to see their response to this question
so I can understand where the source of confusion is coming from. The next
question that needs to be asked of the staff is what other applications the
e2020 program has other than credit protection and credit recovery.
Through conversations with staff members, I have learned that many of them
think that e2020 is only for credit protection and credit recovery. However,
the flexibility of the program allows for so many other applications. It will be
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important to find out if teachers know of any of the other applications before
starting training. I plan on gathering this information through a brief survey
emailed out to all of the teachers in the staff. The survey will allow me to
gage how much training is needed and what knowledge base of the staff is in
regards to the e2020 program.
Population Profile
Participants: 87 certified teachers and 4 administrators
Ages: 24-65
Ethnicities: Caucasian, African American, Hispanic, Lebanese
Genders: About 45% male, 55% female
Educational Level: Bachelors-Masters
Motivation: Moderate
I believe the biggest challenge this training will face with this population is
time. Many of the participants are extremely busy educators. They may not
want to take the time to go through a training program that they are not
required to do.
How will the training be structured and organized?
The structure of the training will be a website where all of the pertinent
information will be gathered. The information will be organized by having
different sections for each topic of the training. For instance, one section will
house frequently asked questions, another section will explain the difference
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between credit protection and credit recovery, and one section will house
resources that teachers will need such as student contracts. The website will
also have a discussion forum where teachers will be able to ask any
questions that may come up. This will also be a good way for teachers to
collaborate and get help from each other rather than only relying on me for
the answers.
How will the training be delivered?
Training will be delivered through the website on Weebly. Some of the
sections will have class discussions, whereas others will have a PowerPoint
created by me. Content will also be delivered through word documents and
short instructional videos. In order to show the staff how to access the
training, I will ask for a 15 minute block of time at the first professional
development meeting of the year and show them how to access the training
and how to use its applications to better their understanding of the e2020
program.
How will training be revised?
This training will be revised on a constant basis. This will be a very fluid
project. I have the advantage of being in the same building as all of the
participants of the training. Any problems that may arise can be dealt with
immediately and any feedback will be instantaneous due to the fact that I
can simply walk to the participants classroom.

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Objectives
Content Statement
After serving as the eLearning Facilitator at H.H. Dow High School over the
past year, I have come to the realization that the e2020 program is not being
fully utilized. Having conducted a survey of the 87 teaching staff members
and administrators, it has become clear that miscommunication and lack of
information are the reasons that teachers are not using the program. In
order to reverse this trend, I have created a website resource page that
answers questions, provides resources, gives tips, and suggests alternative

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uses. Having identified the problem, and created the website, I can now
draft goals for its use by the staff of H.H. Dow High School.
Draft Goals
All 87 H.H. Dow High School Staff Members should be able to:
Locate the e2020 resource website
Navigate between the different pages on the e2020 resource website
Download documents off of the e2020 resource website
Be able to define credit protection and credit recovery
Be able to list different uses for the e2020 program
Identify characteristics of a successful online student
Be able to explain how a student is referred to the e2020 program
Be able to interpret student data from e2020 to employ into their
records
Process Objectives
Facilitator will create an e2020 resource website
Facilitator will supply resources and documents for the 87 H.H. Dow
staff members to download and use
Facilitator will provide an online forum for the 87 H.H. Dow staff
members to hold a discussion and ask questions
87 H.H. Dow staff members should have a minimal amount of
familiarity with the e2020 program

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87 H.H. Dow staff members should have basic computer skills such as
accessing and navigating the internet, downloading and attaching files,
and analyzing student data
Teacher will give a short presentation outlining the basics of the e2020
resource website
Terminal Objectives
After navigating and reading through all of the pages on the e2020
resource website:
100% of the 87 H.H. Dow staff members should be able to
differentiate between credit protection and credit recovery
100% of the 87 H.H. Dow staff members should be able to
identify 3 alternate uses of the e2020 program
30% of the 87 H.H. Dow staff members should refer a student for
some aspect of the e2020 program.
Enabling Objectives
After listening to a brief presentation on the e2020 resource website,
staff members should be able to access the website.
staff members should be able to navigate through all of the pages of
the e2020 resource website.
staff members should be able to post a topic on the online discussion
forum.
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After navigating and reading through all of the credit protection vs.
credit recovery page on the e2020 resource website, staff members
should be able to differentiate between credit protection and credit
recovery
After navigating and reading through the additional uses page on the
e2020 resource website, staff members should be able to identify ways
that e2020 can enhance their curriculum.
After navigating and reading through the e2020 sample lesson page on
the e2020 resource website, staff members should be able to discuss
why e2020 is a helpful tool.
After navigating and reading through the what makes a successful
online learner page on the e2020 resource website, staff members
should be able to identify the characteristics of a strong online learner.
After navigating and reading through the teacher resources page on
the e2020 resource website, staff members should be able to assess
student data from e2020 and apply it to their records.
After navigating and reading through the teacher resources page on
the e2020 resource website, staff members should be able to use the
documents provided to refer their students to the e2020 program.
After navigating and reading through the how to succeed in e2020
page on the e2020 resource website, staff members should be able to
define an at risk student in the e2020 program.

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After navigating and reading through the how to succeed in e2020
page on the e2020 resource website, staff members should be able to
employ strategies to help at risk students in the e2020 program.
Performance Agreement
Objective Evaluation Task
Behavior A. 87 H.H. Dow staff members should A. Staff will demonstrate ability by
be able to access the e2020 resource opening internet explorer and typing in
website. the e2020 resource page address.
B. 87 H.H. Dow staff members should B. Staff will demonstrate ability by

be able to refer their students to downloading proper paperwork and
the e2020 program. submitting it to the eLearning Facilitator
C. 87 H.H. Dow staff members C. Staff will demonstrate ability by

should be able to post a topic posting an individual topic on the
on the online discussion forum. discussion forum in the e2020 resource
website.
Conditio A. Given a brief presentation on the A. Staff will demonstrate ability to
n e2020 resource website at a school navigate through the different pages of
professional development meeting the e2020 resource website and download
documents from it
B. Given a detailed description of the B. Staff will be able to differentiate

differences between credit protection between the two aspects of the e2020
and credit recovery program and refer students accordingly
Degree A. 87 H.H. Dow staff members should A. 30% of the staff members will
be able to refer students to some aspect correctly refer a student to some aspect of
of the e2020 program the e2020 program.
B. 87 H.H. Dow staff members should B. 100% of the staff members will be
be able to identify 3 alternate uses of able to identify 3 alternate uses of the
the e2020 program. e2020 program in a quiz given after the
professional development presentation.
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Lesson Plan: e2020 Resource Website Professional Development
Presentation
**NOTE** This training will consist of two parts. The first part will be a 1
hour presentation at our buildings professional development meeting, and
the second part will be done by the participants visiting the e2020 resource
website.
Materials:
Media Center
Lap Top Computer (Presenter)
Lap Top Computers (Participants/all staff members already have their
own computers and will be told to bring it beforehand.)
VGA Cord
Proxima
e 2020 Resource Website
Presentation Handouts
Procedure:
Gaining Attention (5 Minutes)
The presenter will gain the attention of the staff by handing out the online
learning first and second semester statistics, for the 2011-2012 school
year (attached). The presenter will then highlight the overall statistics.
This should work as a great attention getter and it will help establish the
tone for the rest of the presentation. Many teachers, in the building, have
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a negative view of the e2020 program, and are not sure if it is a worthy
use of district funds. Hopefully, the statistics they see on the handouts
will help them realize how beneficial the online learning program is.
Direction (2 Minutes)
The presenter will share with the staff that by the end of this presentation:
-all participants will be able to log in to the e2020 resource website
-all participants will be able to navigate through the e2020 resource
website
-all participants will be able to post a comment on the discussion forum
-all participants will be able to locate and complete the e2020 resource
website survey
Recall (5 Minutes)
The presenter will need to make sure that all of the participants have a
base level of understanding about the e2020 program. Some of this
information will be shared in the PowerPoint, but it will be important to go
over before. Here is what the presenter should say:
Our eLearning program enables a student to recover credits during
their school day, as a regularly scheduled class. This opportunity is
provided as one-on-one, online instruction and encourages students to
learn at their own pace, which can be critical for advancement to the
next grade level for graduation.

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In addition to the program where instruction is delivered from an
online certified teacher, the district provides an Electronic Learning
Facilitator. These facilitators are certified teachers who are responsible
for managing the program and provide support, motivation, and
encouragement to promote student learning. The Electronic Learning
Facilitators are not teaching the content as that is done by the
program.
This program is designed to help students graduate on time from high
school and the e2020 courses are aligned to the state curriculum. The
advantage of the Midland Public Schools credit recovery program is
that all courses are customized and self-paced. Most of the courses
begin with a pre-quiz assessment. This assessment will by-pass the
part of the unit curriculum that the student has already mastered and
allow students to focus on the knowledge and skills they need.
Students may also work on their courses at home. However, students
must take all tests and exams in class, with the facilitator present. No
assessments will be available to students at home.
Please note: To complete an e2020 course during a semester session,
a student should be logged on and attending their assigned hour on a

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regular basis. Students who spend less than an hour per day on the
e2020 program risk not finishing a course by the end of the session.
Passing the course at the 70% level will earn credit towards
graduation. The online course is credit or no credit and does not count
towards a students GPA.
Content (45 Minutes)
After the presenter has gone over the basics of the e2020 program they
will begin the PowerPoint presentation (Attached). The PowerPoint
presentation is a detailed look of the e2020 program and what it takes to
be successful within it.
After the presenter has finished the PowerPoint, they will show the
participants how to log in to the e2020 resource website. The web
address is http://e2020dow.weebly.com/. The website will be displayed on
the Proxima in the front of the room. Once the presenter has reached the
website they will need to click on each tab and briefly explain what is
covered on each page.
Application Feedback- Level 1
-The presenter will ask the participants what tab would be best for
finding out the difference between credit protection and credit
recovery.
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-The presenter will ask the participants where they can find the credit
protection teacher/student agreement on the e2020 resource
webpage.
Application Feedback-Level 2
-The presenter will ask the participants to get in a small group with the
rest of their department. For instance, the English teachers should be
with the other English teachers, and the Social Studies teachers should
be with other Social Studies teachers. The presenter will then hand out
a sample curriculum menu (World History Example is attached) to each
department, and ask them to go through the correct steps of referring
a student for credit protection. While the discussions are happening
within the groups, the presenter should be roaming around the room
making sure to field any questions the groups may have.
Application Feedback-Level 3
-The presenter will show the participants how to post a discussion topic
on the e2020 resource website. The participants will then post their
own topic on the discussion board answering the following questions:
What is the difference between credit protection and credit recovery?
Do you find yourself more likely to recommend a student to the credit
protection program after listening to todays presentation?
Evaluation (To be completed after the professional development day)

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Due to a significant amount of the training taking place outside of the
professional development meeting, evaluation will not be instant for the
presentation. A survey will be created for the participants to complete
one week after the professional development presentation has taken
place. The presenter will need to show the participants where to access
the survey and when they need to complete it by.
Closure (2 Minutes)
After the participants have posted their discussion topic the presenter will
want to go back to the front of the room and wrap everything up. The
presenter should say:
Today we have learned what the e2020 program is all about. We
have learned how to access the e2020 resource website and how to
navigate through it. We have learned the differences between credit
protection and credit recovery and how to recommend a student for
each. Please remember to finish your development by reading
through all of the sections of the e2020 resource website and
completing your exit survey by the end of the week.

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Implementation
Delivery of Instruction
The delivery of instruction for the e2020 resource website will be given in
two parts. The first part will consist of an hour long presentation given
during a professional development meeting at H.H. Dow High. The first thing
that the facilitator will need to do is talk to the building principal about
reserving a block of time at the next professional development meeting. The
facilitator should request the block of time to take place during the first
meeting of the year. If this is not possible the facilitator will need to reserve
a spot at the next available meeting. Once the block of time has been
reserved, the facilitator will need to make sure that they reserve a Proxima,
laptop computer, and a remote clicker that will allow them to move about the
room during the presentation. The presentation will be given in the Dow
High Media Center and the room should be set up to allow four teachers to
sit at each table. Every table should have a clear view of the projection
screen. An email to all staff should be sent out prior to the meeting
requesting that they bring their personal laptop. Every teacher in Midland
Public Schools is assigned a laptop so this should not be a problem.
Prior to the staff meeting it will be important for the facilitator to make
copies of the statistics handouts and sample curriculum menus that are to be
distributed. In order to save as much time as possible, these handouts

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should be placed at every table, or they should be available for staff
members to grab as they enter the room. Once the staff has entered the
Media Center, and has taken their seats, it will be time to begin. The first
thing the facilitator will need to do is project a copy of the 2011-2012 online
learning statistics sheet on the screen. The facilitator must highlight how
successful the program was at the very beginning of the presentation. This
should grab the staffs attention and allow them to take in all of the
upcoming information with an open mind. After the statistics sheet has been
dissected, the facilitator should go over the basics of e2020. A transcript of
what they need to say is included in the lesson plan. Covering this basic
information will allow anyone that is new to the staff, or is unsure what
e2020 is, to follow along and understand the concepts that will be presented.
After the facilitator has covered the basics, it will be time for them to begin
the PowerPoint presentation.
The PowerPoint presentation goes in depth on the e2020 program and will
give the staff the tools necessary to understand the content that will be
delivered through the e2020 resource website. It is very important for the
facilitator to install the remote clicker before the presentation. This will allow
the facilitator to move about the room while giving the presentation. The
facilitator must encourage the staff to ask questions at any point during the
presentation. There is a high probability that the information that is covered
in the PowerPoint will be new for the staff and many members may not
understand the full impact of what they are hearing. Therefore, an open
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discussion is not only highly encouraged, but very necessary. The facilitator
should pause after every slide and ask if anyone has any questions or would
like something clarified.
After the PowerPoint presentation is completed the facilitator will need to
return to their computer and show the staff how to access the e2020
resource website. The web address for the site is
http://e2020dow.weebly.com/. Once the website is displayed on the
presentation screen, the facilitator should give a brief overview of the
website and what the purpose of it is. The objectives of the website are
listed on the homepage and they should read it verbatim to the staff. Then
the facilitator will want to click on each tab and give a brief description of
each page. In order check the staffs understanding of the website, the
facilitator should ask the question, What tab would be best for finding out
the difference between credit protection and credit recovery? The facilitator
should follow that question up with, Where can teachers find the credit
protection teacher/student agreement on the e2020 resource webpage?
Once the facilitator has received satisfactory responses to the questions,
they should direct the staff to get in groups based on their department.
When the staff is divided into their groups, the facilitator will ask each group
to go through the correct steps of referring a student for credit protection.
While the discussions are happening within the groups, the facilitator should
be roaming around the room making sure to field any question the groups
may have.
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While remaining in their groups, the facilitator should direct the staff to take
out and boot up their laptop computers. As the computers are booting up,
the facilitator will show the staff how to post a discussion topic on the e2020
resource website. Once this has been done, the staff will be asked to post
their own topic on the discussion board answering the following questions:
What is the difference between credit protection and credit recovery? Do
you find yourself more likely to recommend a student to the credit protection
program after listening to todays presentation? The facilitator should
allow about 10 minutes for the staff to complete the discussion post.
The second part of the training will take place outside of the professional
development meeting. The staff will be expected to read through the entire
e2020 resource website. They will be given a week to do this. In order to
evaluate their understanding of the website and the topics within it, they will
need to complete a survey. The facilitator will show them how to access the
survey at the end of the professional development meeting. The transcript
of what the facilitator should say at the closing of the meeting is contained in
the lesson plan. It will be important for the facilitator to send out a reminder
email, to the staff, about three days after the presentation.
Finally, once all of the surveys have been completed, the facilitator will need
to compile the results into a report. The report should highlight areas where
the training was successful and where it needs to be improved. The report
should be shared with administrators and a plan of action should be

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implemented to improve the training. Any changes to the e2020 resource
website should be highlighted, by the facilitator, at the next staff meeting.
Setting
The training will take place in the H.H. Dow High School Media Center. This is
the location for all of the professional development meetings. It is a nice,
wide open space that can accompany the entire Dow High staff. It also
allows for ease of movement to have the staff move around and get into
groups. The Media Center is equipped with a WiFi internet connection that
will allow the entire staff to access the e2020 resource website with their
personal laptop computer. The Media Center also has a Proxima and
presentation screen that will be required for the training.
Additional Considerations
The facilitator will need to make contact with the Media Center specialist
before the professional development meeting. It will be very important to
reserve the Media Centers mobile lab cart. The mobile lab cart comes
equipped with 32 laptops. It will be crucial to reserve the cart because some
staff members are bound to forget their laptops. By reserving the mobile lab
cart, the facilitator is insuring that every teacher will be able to participate in
the training.
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Evaluation Strategy
Formative Evaluation
For the formative evaluation of this project, I have decided to send out an
email out to the entire staff (participants) that will be taking part in the
training. Out of the 91 participants, 18 responded to my email survey. The
survey that was sent out consisted of six questions:
Do you know the difference between credit protection and credit
recovery with the e2020 program? If you do please briefly describe
these differences.
What other ways can e2020 be used other than credit protection and
credit recovery? If you cannot think of any please put none.
What do you think is good about the e2020 program?
What do you think needs improvement in the e2020 program?
Have you ever referred a student to do credit protection? If not what
are your reasons for not doing so?
What are some issues you would like clarified in regards to the e2020
program?
The responses to the survey questions helped me to establish the e2020
Resource Website. There were many aspects of e2020 that the participants
wanted cleared up. These problems have been addressed in the website and
should help to clarify the problems that the participants were having.
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In order to insure that I had sufficiently addressed problems that participants
were having with e2020, I had two of them that seemed to have the most
problems when answering the survey, review what I had completed up to
this point with the resource website. After reviewing the website both
participants said that this is exactly what they needed to clarify questions
they had about the e2020 program. They also liked the fact that they would
be able to download documents directly off of the website and then submit
them to me through email. Having received the feedback from the two
participants I feel confident that my resource website is on the right track
and that it will be a helpful tool for the staff of H.H. Dow High School.
Summative Evaluation
The summative evaluation of this project will take place after the
professional development presentation and once the participants have had a
chance to review the website. The participants will be asked to complete a
survey within a week of the professional development day. The survey will
include questions that will evaluate the participants on many different
aspects. First of all, they will be asked if they understand the difference
between credit protection and credit recovery. This is one of the key
questions to make sure that the participants understand. This is the
underlying problem that this project aims to have solved. Participants will
also be asked questions that will help the facilitator analyze whether or not
they understood the e2020 Resource Website. There will also be questions
that ask the participants if they feel their attitudes have changed towards
31
e2020 and whether or not they will use the website during the school year.
The survey is located at http://www.surveymonkey.com/s/673LQLG.
Self-Assessment
After looking back on my journey through this project, there have been many
lessons that I have learned. First of all, it became quickly evident to me that
there is an incredible amount of work and planning that needs to go into an
instructional design project. I believe that following the ADDIE model will
help any instructional designer create an effective training project. The
ADDIE model helped to keep me focused and on track and helped me
organize my training in a logical way.
I was very surprised at how difficult it was to come up with a strong topic for
this project. I had a lot of ideas but I was struggling at coming up with any
that required training or would serve a need. I finally came to the conclusion
of an e2020 resource website by talking to a few colleagues. After talking to
them I found out that there were a lot of misconceptions and
misunderstandings about Dow High Schools e2020 program. Therefore, I
believed that the school would benefit by going through a training based on
this program.
One of the main problems that I have had with this project is not being able
to implement parts of it right now. Since this project has been developed
during the summer, I have had trouble talking to a majority of the
participants that will take part in the training. Even though I have received a
32
lot of great responses from a good number of participants, I would like to
have had a higher number of responses to gain a greater data set to analyze.
I am very happy with how my e2020 resource website has turned out. I
believe that it is very easy to navigate and it has put a lot of resources that
teachers need in one easily accessible spot. I am hoping that the website
will help increase teachers participation in the e2020 program. I believe
that the main reason teachers were not participating in the past is due to a
lack of knowledge about the program. I strongly believe that this training
will reverse the trend of the last few years.
Appendix A: 2011-2012 First Semester Online Learning Statistics
Online Learning First Semester Statistics 2011-2012
I believe that the first semester was very successful for the Online Learning
Community at Dow High. 75% of the students that participated in an online
class were successful. The largest factor contributing to success was
attendance. The students that showed up on a regular basis and gave effort
were successful. The students that were not successful were either added to
the class late or did not show up on a regular basis. In all there were 67
33
class credits that were awarded this semester! Here is a further breakdown
of the statistics:
Students taking e2020
-71 Classes attempted (53 course completions, 18 incomplete courses*)
*Of the 18 incompletions there are 4 attempts that should turn to
completions by the end of the 4th marking period. 4 of the incompletions had
absences over 40. 1 of the incompletions became homebound during the
first marking period. 3 of the incompletions were late additions that did not
get started until week 9.
Seat Time Waiver
This semester there were 3 Seat Time Waiver students, only one of the three
earned credit. The student passed the 5 classes that they were enrolled in.
The other two students never really got started and fell out of contact by the
middle of November.
World Language Students
The Online World Language component was extremely successful this
semester. All 9 students that attempted the course received credit. Of those
nine students, 78% earned a B+ or better.
Math ICE Students

34
This year there was a scheduling conflict that forced 4 students to take an
Advanced Algebra e2020 class with ICE settings. These students were added
into the class around Week 9 and 10. They have been given a March 2 nd
deadline to finish their courses. As of now (2/8/12) all 4 students are on
track to finish and earn credit. This was a unique situation and all 4 students
have worked extremely hard to earn their credit.
Credit Protection Students
This semester we had 19 students attempt to protect credit with only 2 of
them being successful. There were only 5 students that were recommended
by teachers. This is where the two successful attempts occurred. The other
14 students were referred by the administration in an attempt to pilot a new
program. This program has vast potential and will be a great success in
semesters to come; however, the students were referred to the program too
late to protect credit this semester. I expect that we will see a much higher
success rate in the second semester.

35
Appendix B: 2011-2012 Second Semester Online Learning Statistics
Online Learning Second Semester Statistics 2011-2012
The second semester was extremely successful for the Online Learning
Community at Dow High. 72% of the students that participated in an online
class were successful. If the seat-time waiver students are removed from the
equation we saw an 83% success rate. The largest factor contributing to
success was attendance. The students that showed up on a regular basis
and gave effort were successful. The students that were not successful were
either added to the class late or did not show up on a regular basis. In all
there were 99 class credits that were awarded this semester! That is 32
more than first semester! On a special side note we had our seniors attempt
25 classes this semester, and all 25 attempts were successful! Here is a
further breakdown of the statistics:
Students taking e2020
-95 Classes attempted (84 course completions, 11 incomplete courses*).
Students in e2020 were successful at a rate of 88%! This is a 14% increase
over last semester!
*Of the 11 incompletions there are 2 attempts that should turn to
completions by the end of next week. 4 of the incompletions had absences
over 40. 1 of the incompletions became homebound during the first marking
36
period. 2 of the incompletions were late additions that did not get started
until week 9.
Seat Time Waiver
This semester there were 5 Seat Time Waiver students, only 3 of the five
earned any credit. The students in this program were only successful at a
rate of 16%. The main problem continues to be lack of communication and
dedication by the students to log in on a consistent basis.
World Language Students
The Online World Language component was extremely successful once again
this semester. All 10 students that attempted a World Language course
received credit. Of those ten students, 90% earned a B- or better.
Credit Protection Students
This semester saw an increase in the effectiveness in the credit protection
program. Of the 13 students that were referred, 6 of them were able to
protect their credit, for a success rate of 46%. This is a 36% increase over
last semester!
37
Conclusions
I think there are numerous reasons that the online programs at Dow High
saw such a great increase this semester.
1. I had a semesters worth of experience and was able to correct
mistakes that were made in the first semester.

2. There was a better line of communication between parents,
administration, teachers and counselors.

3. Teachers referred students to the credit protection program much
earlier this semester giving the students a better opportunity for
success.
Appendix C: Credit Protection Student Application

38
39
Appendix D: Professional Development Day PowerPoint Presentation

40
41
42
43
44
45
Appendix E: e2020 Resource Website Survey
e2020 Resource Website Training Survey

1. How helpful was the presentation at the professional development
day?
Very Helpful
Somewhat Helpful
Neutral
Not Helpful
Other (please specify)
2. Has the e2020 Resource Website helped you to understand the

difference between credit protection and credit recovery?
Yes
No
Somewhat
3. After reviewing the e2020 Resource Website how likely are you to
recommend a student for credit protection?
Very Likely
46
Somewhat Likely
No Change
Unlikely
4. After reviewing the e2020 Resource Website, what other ways do you
think that you will be able to use e2020 to help supplement your
classroom curriculum?
5. What do you think is the most helpful aspect of the e2020 Resource
Website?
6. What areas do you think needs improvement on the e2020 Resource

Website?
7. How likely do you think it is that you will use this website again during
the school year?
Very Likely
Somewhat Likely
47
Neutral
Somewhat Unlikely
Not Very Likely
8. After listening to the presentation and reviewing the e2020 Resource

Website, has your attitude towards e2020 changed or stayed the same?
Please explain.
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Appendix F: e2020 Sample Curriculum Menu

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50
51
52
Appendix G: Snapshots of e2020 Resource Website
(http://e2020dow.weebly.com/)
53
54
55
56
57
58
59
60

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e2020 Resource Website

ID Project: e2020 Resource Website

Saginaw Valley State University-ETD 543

August 16, 2012

Appendix A: 2011-2012 Online Learning Statistics.....................................................................28

Appendix B: 2011-2012 Online Learning Statistics.....................................................................30

Appendix C: Credit Protection Student Application....................................................................32

Appendix D: Professional Development Day PowerPoint Presentation .....................................33

Appendix E: e2020 Resource Website Survey.............................................................................39

Appendix F: e2020 Sample Curriculum Menu............................................................................42

Appendix G: Snapshots of e2020 Resource Website (http://e2020dow.weebly.com/)................45

Explanation of Suspected Need

understood by the staff. Specifically, I am referring to the e2020 program.

furthermore have imperceptions that damage its reputation. Many of the

instance, our building had a student population of 1335. Of those students,

students would be perfect for the credit protection program. This is a

believe there is a problem is only 15 students were referred to the credit

program more clearly they would be more willing to participate in it.

useful. I plan on using the website to clear up any misconceptions that

teachers will need (student contracts, copies of curriculums) and have an

Explanation of e2020 and its intended uses

A detailed breakdown of the differences between credit protection

and credit recovery

Frequently Asked Questions

Is eLearning right for me quiz

Tips on helping someone succeed in an eLearning environment

Other uses of e2020 (extra credit, make-up work, tutoring)

The intention of the website is to increase awareness of the program allowing

positive of the program will be increased student performance and lower

decisions about their future.

Estimate of Project Impact

of experience as the eLearning facilitator, I have sensed a lot of staff

curiosity about the e2020 program, specifically in the area of credit

their students. I estimate credit protection will see a 50% increase in

in a negative light and those opinions appear to be based on

the programs reputation and standing within the building.

is backed up by the fact only 15 students were referred to the credit

is an alarming statistic because it shows that many students can benefit

the e2020 program can be.

What is the need?

The e2020 program at H.H. Dow High School in Midland is being

underutilized. Teachers, due to a lack of information, training, and

answers to frequently asked questions, learn about the different processes in

different situations in which e2020 can be beneficial to them. All of these

administrators. This is an important need because many teachers have

What is the root cause?

been no extra time given at professional development meetings to rectify

What are the goals of the instruction/training?

The goal of this training is to provide teachers and administrators a space

them implement it in their classrooms. These materials will be presented

participation level of teachers should lead to increased student performance

e2020 program, but it will strengthen the building as well.

What information is needed, and how is it gathered?

starting training. I plan on gathering this information through a brief survey

regards to the e2020 program.

Participants: 87 certified teachers and 4 administrators

Ethnicities: Caucasian, African American, Hispanic, Lebanese

Genders: About 45% male, 55% female

Educational Level: Bachelors-Masters

How will the training be structured and organized?

information will be gathered. The information will be organized by having

How will the training be delivered?

Training will be delivered through the website on Weebly. Some of the