Chasity Howard, Krisann Johnson, Laurie Bennett, and Leslie WalbertFRIT 7237Evaluation of Educational Needs and ProgramsFinal ProjectFall 2014Implementation Evaluation: An evaluation of mathematics teachers was conducted, which included classroom observations, teacher surveys, and review of teacher lesson plans. The chart below summarizes the goals, indicators, benchmarks, and measures that will be evaluated. Once the modules are finalized, teachers will implement the modules with their students. At a mid-implementation meeting, teachers will complete a self-evaluation of the implementation.GoalsIndicatorsBenchmarksMeasures

Professional DevelopmentTeachers will be trained to create and implement PBL modules for mathematics that are aligned with NSSMAfter training, teachers will be more confident in creating and implementing PBL modules for mathematics. They will have more experience with NSSM and will feel more confident about effectively integrating instructional technology into PBL experiences Number and percent of teachers created and implemented PBL modules Lesson plans produced Teacher responses and surveys

ParticipantSelectionBraxton County middle school math teachers100% of middle school math teachers will complete the training program and implement it the following school yearAttendance records of training sessionsSurveys completed by participants at the completion of the program

LessonPlanningTeachers will be able to create Problem-Based Learning (PBL) modules for mathematics based on examples from local business and industriesParticipating teachers will incorporate PBL modules into classroom lessons at least one time per weekClassroom observationsReview of teacher lesson plansTeacher surveys

CurriculumStandardsTeachers will be able to create PBL modules, which address NSSMAfter the first year, participating teachers will incorporate NSSM standards in at least 20% of lessonsClassroom observationsReview of teacher lesson plans

Technology IntegrationTeachers will be able to integrate available instructional technology into PBL experiences100% of participating teachers will feel more confident about effectively integrating instructional technology into PBL experiencesAfter the first year, 100% of participating teachers will integrate available instructional technology into every PBL experience (at least 1x per week)Teacher surveysClassroom observationsReview of teacher lesson plans

Implementationand EvaluationTeachers will be able to implement and evaluate the learning modules created.During the project, 100% of participating teachers will implement the lesson plans created in the professional development.Email communication with Great Southern University facultyFollow-up WorkshopsClassroom observations

Summative Evaluation: The overall goal of the project is to prepare Braxton County teachers to create and utilize authentic, mathematics learning experiences, which incorporate the New State Standards for Mathematics and available instructional technologies. Teacher surveys and CRCT scores will be used to evaluate the effectiveness of the program at its conclusion. One survey will collect data about theeffects of the professional developmentprogram and the teachers understanding of the New State Standards for Mathematics (NSSM) and development of Problem-Based Learning (PBL) modules. A second survey will evaluate the teachers opinions about how successfully they implemented the PBL modules. The results of the surveys will be discussed in a project debrief meeting in the Fall of 2015 or early 2016. Student achievement will be measured by comparing mathematics CRCT scores for the students both before the program and after its completion. An increase in these test scores may indicate a positive correlation with the program implementation.The chart below is what will be used to summarize and organize the process of how goals will be addressed. Teachers will give a rating for each measure of effectiveness on a scale from 1 to 5 (1=strongly disagree, 2=disagree, 3=somewhat, 4=agree, 5=strongly agree). The evaluators will complete the conclusion part of this chart during the evaluation process.

GoalsMeasure of EffectivenessConclusion

Effectiveness The summer workshop was informative and useful.The modules were connected to local businesses and industries.TBD

CurriculumStandardsThe modules are aligned with NSSM.TBD

TechnologyIntegrationThe modules incorporate the use of technology.TBD

Student mathematics achievementStudent CRCT scores in mathematics compare from before the program to after its conclusion.TBD

Teacher Self-EvaluationThe program effectively prepared me to create authentic, mathematics learning experiences.TBD

Communication with stakeholdersWikis kept stakeholders and other interested public informed of program results. TBD

DATA COLLECTION SCHEDULEEvaluation Plan FormData setDate of collectionInstruments already developed?Data collected by:

Survey of Braxton Co. TeachersOctober 2011YesBraxton Co. School District

Student Achievement Data: CRCT Mathematics Data 2010-2011May 2011YesGeorgia Department of Education

Student Achievement Data: CRCT Mathematics Data 2009-2010May 2010YesGeorgia Department of Education

Teacher Self-Evaluation November 2015YesEvaluation Team

Teacher SurveyJanuary 2016YesEvaluation Team

Classroom observations2015-2016 school yearYesEvaluation Team