FRIT 7237: Evaluation of Educational Needs and Programs

Evaluation Plan: Braxton County, Georgia

Alison Geigerman
Kayla Metheny
Kelsey Prentice
Anna Maudie Saxon

The goal of this project is to prepare teachers to effectively teach New State Standards
for Mathematics and integrate technology. Therefore, to effectively evaluate this project, the
team will need to use a mixed methods approach.
Implementation Questions
What is the quality of the
initial experience and the
follow up activities?
Did the program activities
provide quality instruction
and model appropriate
classroom implementation?
What methods were used to
ensure a variety of program
participants?
Did the program’s follow-
up activities provide enough
support to ensure correct
implementation?
Implementation Evaluation
Activities
1. Questionnaires will be
given to teachers after
each training session
2. Multiple observations
will occur during all PD
sessions
1. Pre-survey for teachers
to provide baseline data
2. Post-survey for teachers
to determine
instructional growth
3. Questionnaire after each
session on the quality of
the presenter and
content
1. List of all participants
enrolled for the
workshop
2. Brief questionnaire to
determine basic
demographic
information
1. Interviews with teachers
to provide insight into
strengths and
weaknesses
2. Two observations per
teacher to demonstrate
fidelity in
implementation
Duration
1. Throughout the five-
day workshop and
post workshop
meetings
2. Each workshop during
the five day training
1. Beginning workshop
on June 25th
2. Immediately after
workshop ends. No
later than January.
3. Throughout the
workshop. After each
training session
1. Provided by Ms.
Lawton no later than
June 20th
2. Questionnaires will be
given on the first day
of the workshop, June
25th.
1. Mid-implementation
meeting
2. During the Fall
Semester 2015
 The quality of the initial experience will be evaluated using questionnaires and

observations. After the training sessions, teachers will be asked to take a brief questionnaire

about the quality of their workshop. Each session will also be observed by two people on the

project team. Each team member will submit their workshop notes at the end of the session.

Also, teachers will be given a pre- and post-survey to determine their knowledge growth about

New Mathematics Standards.

Participants for this workshop were selected by Ms. Lawton. She used email and paper

mailings to invite these teachers to participate in the summer workshop. Ms. Lawton has agreed

to provide a list of participants prior to June 20th. When the participants arrive, they will conduct

a brief interview with a project team member to gather some basic demographic information,

such as gender, race, age, years in this field of study, years in the profession.

During the mid-implementation workshop, teachers will participate in a brief interview

about the areas in which they are excelling and the areas that they feel they need more assistance.

After gathering this data, teachers will receive two unannounced observations by a project team

member. These observations will happen after the mid-implementation workshops.

Data Collection Schedule

Date Data Collected: Instruments used: Measures: Responsible

Party:

May 2014 Student Georgia Student achievement Project Team

Mathematics Milestones in mathematics member
Scores on a
standardized test

June 20, Participants Google Doc Variety of Ms. Lawton

2015 attending providing each participants
workshop participant's name
June 25, Pre-Survey for Use of Google Background Teachers and
2015 teachers Forms to complete knowledge of Project Team
survey participants on PBL Member
and NSSM

June 25, Demographics Google Doc from Variety of Teachers and

2015 Survey Ms. Lawton to be participants Project Team
completed by Member
teachers

June 25- Workshop Quality Use of Google Quality of sessions Teachers and
29, 2015 Survey Form to complete Project Team
survey member

June 29, Post-Survey for Use of Google Academic growth of Teachers and
2015 Teachers Forms to complete teachers about PBL Project Team
survey and NSSM Member

September Teacher Interview Interview Teacher knowledge Project Team

2015 Questionnaire on effective Member
implementation

October Teacher Observation Teacher knowledge Project Team

2015 Observation #1 Checklist on PBL, NSSM, Member
technology

December Teacher Observation Teacher knowledge Project Team

2015 Observation #2 Checklist on PBL, NSSM, Member
technology

May 2016 Student Georgia Student achievement Project Team

Mathematics Milestones in mathematics member
Scores on a
standardized test

Summative Evaluation

Questions Objective Addressed Assessment tools

Were teachers able to create Objective 1: create PBL modules  Teacher

PBL modules based on for mathematics based on examples lesson plans
examples from local businesses from local businesses and  Observation
and industries? industries. checklist
 Were teachers able to integrate Objective 3: integrate available  Teacher
technology in PBL modules? instructional technology into PBL lesson plans
experiences.  Observation
checklist

Were teachers able to create, Objective 2: create PBL modules,  Teacher

implement, and evaluate PBL which address NSSM. lesson plans
modules addressing NSSM? Objective 4: implement and  Observation
evaluate the learning modules checklist
created.  Teacher
interview

The summative project questions above are linked to an objective listed in the proposal

for this professional development project. Each question will be answered with an assessment

tool. The project team will meet at the end of the project to evaluate the impact of this project on

teacher implementation and student achievement. The data collected throughout the workshop

will demonstrate a growth or lack of growth in both student achievement in mathematics and

teacher’s subject knowledge/implementation of NSSM. The project team will compile a report of

the data to determine if this project was successful in achieving the four objectives listed in the

proposal. This report will include strengths and weaknesses of the project and provide insight

into future professional development opportunities of this nature.