Student/Client Instruction Plan Form

Demographics Section
This first section of the student/client instructional plan project assignment is to give you the opportunity to explore the demographics
and characteristics of a district, school, or other work environment in relation to the learners in their respective learning environments.

Major Components of this section:

Identify a school/district. If you work in a non-educational setting, identify your work environment.
Describe a variety of community, school, media center, and classroom factors that might impact student/client learning. These
could include geographic location, community demographics, socioeconomic profile, physical features of school or work
setting, media center, or classroom setting, availability of equipment/technology and other resources, etc. If you are in a non-
educational setting, describe the work environment, workers in the environment, clients/customers, and other characteristics
that could impact learning.
Describe the characteristics of the students, such as age, gender, race/ethnicity, exceptionalities (disability and giftedness),
developmental levels, culture, language, interests, learning styles or skill levels. If you are in a non-educational setting,
describe the range of workers in the environment and the clients/customers.
Describe how the various demographics and characteristics would help determine the type of assessments you would use
before, during, and after instruction.
Describe how the various demographics and characteristics would help determine the types of instructional activities most
appropriate for the situation.

Demographic information can be found on district, school websites, business or institution websites. Public school district, school and
student demographics can also be found at: http://gosa.georgia.gov/ Click on the Research and Data tab, click on Downloadable
Education Data and Interactive Education Data Map to see information. If you are in a private or independent school you should also
be able to gather school demographic information from your school.
Enter your demographic information in the table below:

Name of School/District/Worksite Central High School; Carroll County

School/District/Worksite Demographics 74% White; 14% Black; 7% Hispanic; 5% Multiracial; 56% Free/Reduced Price
Lunch; SWD 14%; ELL 2%

Class used for this project: 22 students; 11 boys; 11 girls; 2 male Black; 1 Hispanic
male; 1 female multiracial; 9 male White; 10 female White
Learner Characteristics Students learn better with spatial and linguistic directions for kinesthetic projects.
There are 2 males that have a Lexile level below 8th grade. One female has an IEP for
anxiety and a processing disorder. Accommodations will be made for these students.
Potential Demographic Impact on I do not feel that there will be a demographic impact on assessment. What will impact
Assessment assessment is if the students choose to listen, participate, and ask questions.

There are a few students who miss class consistently. This is due to sickness. These
students could easily fall behind.

Most students in this class would be considered to be in the middle to upper class.
Potential Demographic Impact on The only impact on instructional strategies and activities would be based on Lexile
Instructional Strategies/Activities levels.

Standards Identification Section

Grade Level/Client Group Selected 10th, 11th, and 12th

Content or Information Area Selected Business Education-Personal Finance

Specific Georgia Performance Standards FIN-FL-2 Identify various forms of income, and analyze and evaluate factors that
or Common Core Curriculum Standards affect income as a part of the career decision-making process.
(include the actual standards, not just the 2.6 Compute gross pay, payroll deductions and net pay.
number/letter designations) 2.7 Demonstrate an understanding of different forms of payment (salary, hourly,
contract, 1099s).
2.8 Identify optional and required employee benefits and recognize the value in
addition to net pay.
Correlation of AASL Standards for 21st AASL 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular
Century Learner Standards that could subjects, and make the real-world connection for using this process in own life.
support the specified Georgia Performance AASL 2.3.3 Connect understanding to the real world
Standards or Common Core Standards: AASL 3.1.4 Use technology and other information tools to organize and display
(include the actual standards and knowledge and understanding in ways that others can view, use, and assess.
indicators, not just the number
designations)
Correlation of ISTE Technology Standards 3.d. Students build knowledge by actively exploring real -world issues and problems,
that could support the specified Georgia developing ideas and theories and pursuing answers and solution
Performance Standards or Common Core 6. a. Students choose the appropriate platforms and tools for meeting the desired
Standards: (include the actual standards objectives of their creation or communication.
and indicators, not just the number
designations)

Content Analysis
To complete a content analysis you will review the content you plan to cover in your lesson/activity. In the box below you can list or
outline a summary of the most important content ideas, concepts, facts the students/clients will work with during the lesson/activity
you plan. Instead of typing in the box you can create a visual representation of the content.

Pay stub. The content covered will allow students to understand the different parts of a paystub. Students will learn about gross and
net pay. Deductions will also be discussed as this aids in calculating net pay. Overall, this lesson is to avoid the initial shock of
seeing a pay stub for the first time and not understanding why so much money is missing.
Now you are ready to begin planning the lesson/activity:

Step 1 Needs Assessment

The needs assessment step is the first step in the instructional design process. Basically in the needs assessment process the
instructor is trying to find out what the students/clients already know so the instructor can plan appropriate instruction. The purpose
of this step is to establish the content around which the instruction is to be designed. Typically content is derived from curriculum
guides and textbooks but even then, decisions must be made in order for the curriculum to match the students. The Georgia
Performance Standards and Common Core Standards make it even more critical that this step be included in the planning process
because most schools are not using textbooks they are relying on the media center and on-line materials. Needs assessment is
important in order for curriculum to move students forward from where they are. A needs assessment is a process that consists of
the determination of gaps in results between what is and what should be. Three important points make the needs assessment process
unique, powerful, and different from the typical process in determining content:
The needs assessment process concentrates on results rather than on means.
The content that is determined by using the needs assessment procedure is content that has not been mastered by the student/
clients.
The needs assessment procedure recognizes that a value judgment is involved.
A needs assessment procedure is used as the first step in the instructional design process because it is desirable that the content is
seen in terms of student/client learning outcomes, is systematically and carefully selected, and has not been previously mastered.
There are five sources and procedures for determining what ought to be taught based on:
established standards.
what is being taught somewhere else.
what will be needed in the future.
asking the population to be taught.
requests from students/clients.
Step or Phase Task to be Considered This column is where you will type your information
Phase 1 Generate Goals - Goals List some general goals
are generated with respect to the for the content area and Goals
subject matter that ought to be grade level selected. 1. Understand the purpose of a paystub
mastered. These goals can result 2. Understand the parts of a paystub
from studying course syllabi, 3. Understand why employees receive a paystub
processing survey results, 4. Understand and calculate gross pay
responding to requests from 5. Understand what deductions are and why they appear on
students, or reviewing many other the paystub
input categories. 6. Understand and calculate net pay

Phase 2 Rank Goals Whoever is Rank the goals generated, 1

involved should be asked to rank listing the most important 2
the goals statements as to goal first. 4
perceived importance. 6
5
3
Phase 3 Determine Extent to Describe the types of Students who already have a job should have previously seen a
Which Goals have already been information and how that paystub. Based on the students in the classroom, none have had a
met information could be job. (Most are paid in cash or have not worked at a real company)
Assess Prior Knowledge the gathered that would help Lessons prior to this deal with career research and earnings.
result of this determination is a determine which goals the
discrepancy statement describing students have already met
the difference between what ought through previous
to be and what is that is, the instruction.
need.
Phase 4 Prioritize Needs this After prior knowledge has The instructional need is understanding the formula used for
step is a needs analysis. Questions been assessed describe calculating gross and net pay. Students must be able to use a
are asked regarding the which instructional needs calculator to compute earnings. Students must also be able to
probability of obtaining a or concepts need the most understand what deductions are being taken from their paycheck
particular goal given the resources attention. and how this helps calculate net pay.
available and the existing learning
environment. The ranking that
from this step might differ from
Phase 2. Although a goal may
have received high priority in the
initial listing, resources required
and realization of the goal might
result in a lower priority for actual
implementation.

Step 2 Learner Analysis

The learner analysis step is extremely important in the instructional design process. Many instructional designers place this step at
the same level as the instructional objectives step. Together these two steps provide the foundation for all that transpires in the
instructional process. Once it has been determined what successful students are expected to be able to do, and the unique ways in
which each student/client learns, the probability that appropriate materials and activities will be used is greatly enhanced. Learner
analysis is the identification of characteristics of the learner that will influence the selection of instructional materials and activities.
Step or Phase Task to be Considered This column is where you will type your information
Student Learning Styles Describe process used to Classroom personality and learning tests are given at the
The text describes both determine the learning beginning of the year to identify individuals learning preferences.
unidimensional procedures and styles of the students and This data is then used to build lessons. Students with IEPs or504
multidimensional procedures to the information gained. plans are flagged in Infinite Campus. Case managers send
identify learner characteristics. information regarding diagnosis and classroom accommodations
in order for students with disabilities or health problems to
receive full support in the classroom.
Learning Tools Inventory Describe process used to Students who have difficulty with math could struggle with this
The text presents the philosophy determine the most lesson. Students also could become caught up with the amount of
that successful learners possess a effective learning deductions taken out of the paycheck. Many times, this frustration
variety of learning tools that tools/strategies to be used for the amount of money they dont get to take home becomes a
enable them to acquire and in the instructional unit. distraction instead of learning. The teacher will explain the
process information successfully. importance of this lesson as well as the intended outcomes.
These tools are often thought of
as critical thinking skills or as
metacognitive abilities.

Step 3 Instructional Objectives

In the first step of the instructional design process, needs assessment, the instructional content was determined and broad goals were
identified. Usually goals are very broad and are not written in measurable terms. The purpose of the instructional objectives step is
to translate the instructional goals into instructional objectives. For a particular instructional goal, the instructional objectives
answer the question, What will a learner be able to do when the goal has been met?
Step or Phase Task to be Considered This column is where you will type your information
Primary Objectives typically have Develop at least five
four components: primary
* Description of the learner measurable/observable Students will be able to compute gross pay by using a calculator
* Description of the behavior that instructional objectives for to an 90 percent accuracy. (FIN-FL2.6)
will demonstrate that the goal has the instructional unit based
been reached on the goals developed in Students will be able to compute net by pay by using a calculator
* Description of the conditions Step 1. Indicate the to an 85 percent accuracy. (FIN-FL2.6)
under which the behavior will be Georgia Performance
performed Standards or Common Students will be able to understand the different forms of
* Description of the degree to Core Standards and AASL payment by determining and calculating hourly pay to an 80
which the stated behavior must Standards for 21st Century percent accuracy. (FIN-FL-2.7)
occur for the instruction to be Learner and ISTE
judged successful Technology Standards that Students will be able to identify optional ad required employee
support the objectives. benefits by analyzing a paystub to an 85 percent accuracy. (FIN-
FL-2.8)

Students will be able to read and analyze information presented

on a paystub handout. (AASL1.16)

Step 4 Assessment of Student/Client Performance

This fourth step in the instructional design process is planning the assessment of student performance. Many educators augment or
replace traditional testing with what is referred to as authentic assessment which is ongoing, open ended, and in real-life contexts.
Assessment must measure how well students have mastered the objectives; assessment must be reliable; assessment must allow
students to demonstrate what they know rather than what they do not know; assessment must provide feedback on the effectiveness
of instructional techniques, materials, and activities. Authentic assessment must be based on authentic content. Material should be
based on important concepts and assessment should be directly related to those concepts. Material should be consistent with state,
district, and school curriculum guidelines to provide continuity for students. Real-life experience should serve as a base for the
material. The developmental progression of students must be taken into account. When background is missing, that information
must be included in the material. Material should require higher level thinking. The appropriateness of the assessment for the
content being taught and the effectiveness of the activities and instructional strategies will both reflect the successfulness of
teaching and learning.
Step or Phase Task to be Considered This column is where you will type your information
Assessment Strategies Describe the variety of The formative assessment will be a quiz in which students label
Four questions can guide the assessment strategies to be the different components of a paystub. The summative
development of assessments: used throughout the assessments will be activators and summarizers where students
* What do you want students to instructional unit to are calculating gross and net pay problems. The major assignment
know and be able to do? determine the extent to will be for students to identify optional and required employee
* What will count as acceptable which the students benefits for their job of choice. Acceptable performance will be
performance? achieved the primary any score over 70% on quizzes, summarizers, activators, and
* How can you ensure expert objectives indicated in overall project. Feedback will be given through classroom
judgments? Step 3. discussion, grades, and rubrics.
How can you provide feedback?

Step 5 Strategies and Activities Development

At some point in the planning process, decisions must be made regarding strategies that will facilitate learning and the activities the
students will be involved in during instruction. Usually these strategies and activities are determined after instructional objectives
are selected and after the learner analysis is conducted. The development of instructional objectives and information gathered
through the learner analysis are the foundation for the selection of strategies and activities.
Learning strategies are employed to assist the learner in acquiring, interpreting, broadening, retaining, and using knowledge.
Learning strategies help students get ready to learn, obtain information, learn information, and manage their learning process.
Learning activities consist of the action to be taken by the students, the social configurations of the learning situations, and the
source of guidance available to them.
The instructional team should plan strategies and activities based upon the level of learning specified in the instructional objectives,
the learner characteristics, and the teachers judgment as to the range of instructional activities feasible.
Step or Phase Task to be Considered This column is where you will type your information
Resources/Materials List the resources to be
There are endless resources used by the teacher and http://www.wikihow.com/Read-a-Pay-Check-Stub
available today to assist in the media specialist/ https://www.credit.com/personal-finance/how-to-read-your-
selection of appropriate learning technology specialist in the paycheck-stub/
strategies and activities for a development of the
specific group of learners and in instructional unit. These https://www.thebalance.com/tips-for-calculating-net-pay-for-
support of specified content. are the resources you use employees-398350
These resources include but are for planning not
not limited to: materials students would
* Teacher Editions of textbooks use.
* Professional resources
journals, planning materials
* Grade level, school, and district
developed resources
* Resources available from state
DOE
* Internet resources
Activities and Strategies Briefly describe five Gross pay calculation problems
In order for students to develop a potential activities for the
repertoire of learning strategies instructional unit. Indicate Net pay calculations problems
there are times when they have to one activity that will be the
actually have to be taught those focus of the detailed lesson Overtime gross pay and net pay calculations problems
strategies (page 164) plan. This one activity is
Activities will be teacher- the only one for which you View John Doughs W-2 Wage and Tax statement-identify and
oriented, group-oriented, or will develop a detailed define the different parts
student-oriented. The source of plan in Step 7.
guidance for the students, and the Angela Smith is a 23-year-old college graduate with her first job.
cognitive and physical She is not married, and she has no children. Her parents no longer
environments must also be taken claim her as a dependent. She is having trouble filling out her W-
into consideration as the most 4 form. Write Angela an e-mail telling her why she must fill it
appropriate strategies and out. Rewrite the instructions in the W-4 form to make it easier for
activities are identified. her to understand and complete.

Step 6 Materials Selection

Instructional materials are an essential part of the teaching and learning process. Students/clients spend a large amount of time
viewing, listening to, and otherwise interacting with instructional materials. Despite the wide variety of available materials and the
pressure to purchase materials, there is still great discontent with the actual effectiveness of materials. Many materials are
purchased, used once and then put on a shelf to gather dust. Decisions regarding the selection of instructional materials should be
made only after considering several sources of information this information is available only as a result of the instructional
objectives step, the learner analysis step, and the assessment of student performance step in this instructional design process (steps
2, 3, 4). Considering these three sources of information will prevent the waste of funds used to purchase materials and will prevent
disastrous learning situations. After materials have actually been used with students/clients it is critical to reflect on the
effectiveness of the materials. If the materials were considered to be ineffective was it because of the materials or because of the
way in which they were used. It is important to determine if changes would need to be made in the planning for future use of the
materials.
Step or Phase Task to be Considered This column is where you will type your information
Materials to Used List all of the materials PowerPoint
The selection of materials needed by the instructor Handoutsgross pay calcualations; net pay calculations; paystub
involves 5 tasks: and students/clients in handout for students to label and take notes on
* Selecting the format of the order to successfully
material implement and participate Promethean Board
* Identifying the specific in the lesson. These are the Google Classroom
materials materials that will actually Internet
* Locating reviews of the be used during the E-mail
materials activities described in
* Previewing the materials Step 5.
* Evaluating the materials with
actual learners

Step 7 Implementation Plan

The Implementation Step is one in which specific plans are detailed for the actual implementation of strategies and activities with
students. Many times instructional projects look promising in the design stage but fail in the actual implementation. It is critical that
all people involved in the planning process work together to make sure the implementation is something they are all willing and
able to carry out. When designing instruction it is very important that the resource limitations be taken into consideration so that the
instruction is not viewed as something that cannot ever be done again. Some questions to consider include:
What facilities and equipment are required?
Is there special lighting, space, or ventilation required?
What support staff are required to implement the instruction?
Is the administrator aware of the costs of implementation, and has this persons support been gained? Are resources
available for the inevitable revisions that must be made before implementation occurs again?
Almost all instruction requires some involvement of the instructor as facilitator. In implementing instruction, part of the instructors
role is to compensate for student learning tools that may be missing or are inadequate. Strengthening these learning tools is an
ongoing goal of any instruction.
For this step of the project you are going to develop a detailed plan for one of the activities you described in Step 5.
Step or Phase Task to be Considered This column is where you will type your information
Primary Instructional Objectives List the primary observable Students will be able to compute gross pay by using a calculator
You will be able to pull these instructional objectives for to an 90 percent accuracy. (FIN-FL2.6)
objectives from Step 3 or at least the selected activity.
be able to take objectives from Indicate the Georgia Students will be able to compute net by pay by using a calculator
Step 3 and make them even more Common Core to an 85 percent accuracy. (FIN-FL2.6)
specific for this particular Standards/Georgia
activity. Performance Standards, Students will be able to understand the different forms of
Information Literacy payment by determining and calculating hourly pay to an 80
Standards/Technology percent accuracy. (FIN-FL-2.7)
Standards that support
those objectives. Students will be able to identify optional ad required employee
benefits by analyzing a paystub to an 85 percent accuracy. (FIN-
FL-2.8)

Students will be able to read and analyze information presented

on a paystub handout. (AASL1.16)
Briefly Describe Learner Group Describe the Classroom personality and learning tests are given at the
This description can be developed students/clients who would beginning of the year to identify individuals learning preferences.
based on the information gathered participate in the activity This data is then used to build lessons. Students with IEPs or504
from the Demographic section, including the learning plans are flagged in Infinite Campus. Case managers send
Needs Assessment (Step 1) and styles and preferred information regarding diagnosis and classroom accommodations
the Learner Analysis (Step 2) learning tools/strategies of in order for students with disabilities or health problems to
the students/clients. receive full support in the classroom.
Pretest/Assess Prior Knowledge Describe the process used An activator will be assigned on the first day of the lesson with a
to assess student/client gross pay calculation problem. Students will be asked to solve.
This description can also be prior knowledge as it On the second day students will be asked to answer questions
derived from information relates to the specific based on a W-2 and W-4 form. The answers to these questions
gathered in the Needs Assessment content of this lesson. will allow the teacher to better understand what students already
(Step 1) Describe how the know.
information gathered
would impact the
continued development of
and implementation of the
lesson plan.
Motivating Activity/Launch Describe the strategy to be https://www.youtube.com/watch?v=1MeZvhQyTe4
This type of activity can include used to gain student/client
strategies to prepare the learners attention and develop Schoolhouse RockWhere the Money Goes
for the activity; advance interest in the content of
organizers; etc. the lesson. This activity This will introduce students to where money goes after receiving
must be connected to the a paycheck.
content of the lesson. How
you will start the lesson to
engage and motivate
learners.
Description of Lesson Describe the content and Students will be shown a PPT that describes the different parts of
Presentation procedures of the lesson. the W-2 andW-4 form. Discussion will occur explaining why
This section will include the What you will say and do. every employee must complete the W-4 form and why employees
procedures for the activity what Questions you will ask. receive a W-2. Students will be given an actual W-4 to label and
is going to take place; who is take notes on to help with their assignment.
going to do what; etc.
Provisions for Participation Describe how the lesson All students will be provided the same materials and the same
Instructors always need to be would be structured so that amount of time to complete the project. Students will be able to
prepared for those times when an all students would be able ask questions related to the task at hand. The overall assignment
activity does not go as intended; to successfully participate will be an individual assignment.
be prepared to ask probing in the lesson. What
questions to keep the activity students will do.
progressing; etc.
Closure How you will end the Review the essential questions and check for progress on the
lesson. Summary of the project for the class period.
content of the lesson.
Posttest/Assessment of Learning Describe the assessment Students will complete the e-mail project. A rubric will be used to
In Step 4 you described the main strategies/activities to be grade the e-mail for correct use of steps for completing a W-4
assessment strategies for the unit. used to determine and form.
In this section you will describe document student/client
what the students will do at the achievement of the
end of the lesson to demonstrate instructional objectives of
they have met the specific the lesson.
objective for this one activity.
Results of Learning Describe the progress Students will be better prepared to receive their first paycheck
Since you are not able to made by students/clients as and paystub. Students will understand the difference between net
implement the actual activity this a result of the lesson and gross pay. Students will also understand the importance of
semester, you only need to briefly knowledge they gained, completing a W-4 and understanding why employees receive a
describe what you expect the skills they attained or W-2.
students to be like as a result of improved, etc.
the activity.
Summary of Instruction Describe the strengths and Areas that I would need to watch for is if student are using the
Again, since you are not able to weaknesses of the correct formulas for calculations and access to their school e-mail
implement the activity this implementation of the account. Some students may need reminders about how to
semester, simply briefly describe lesson what worked, compose an e-mail and the different parts that should be included
the kinds of things you think you what did not work, what in an e-mail.
would need to be very observant would need to be changed
of throughout the implantation in for future implementation
order to make notes about what of the lesson.
might need to be done differently
in future implantations.

Step 8 Evaluation of the Plan

Formative evaluation involves assessing the results of each step in the instructional design process to improve the results of the
process. Although this step is the last in this model it actually is an ongoing process. The following questions need to be asked about
all of the steps:
Did carrying out the step collaboratively lead to effective instruction?
How could the step be carried out better in the future?
Were all the instructional objectives met?
Are the students ready to learn more?
If problems occurred during instruction, at which step did the problems arise and how could the step be improved?
This type of evaluation allows for the instructional design process to continually be improved based on feedback gathered through
evaluation. Three types of formative evaluation that can lead to more informed decisions regarding continued instructional design:
Evaluation that will result in changes for current students/clients.
Evaluation that will result in changes for the next group of students/clients that will participate in the instruction.
Evaluation that will result in changes in the way future instruction is designed.
Step or Phase Task to be Discussed This column is where you will type your information
Describe the planning and Since you are not actually
implementation processes going to implement your Was the material delivered in a way that addressed all learning
strengths, weaknesses, and plan this semester, think styles?
changes for future collaborative about questions you might Was the material presented in an appealing manner?
planning and instruction. need to ask yourself in the Should students work in groups the first time reviewing a paystub
event you were able to or should I continue with partners?
implement your plan. Are the groups chosen appropriate for the assignment?