Share Project Drive

Evodia Mbosi

Ashlee Jelks

LaAvis Bivins

Frederick Ricks

Elizabeth Madden

Evaluation Plan

I. BACKGROUND
Program Description
Our primary focus is on teacher development and how they will be able to effectively teach and
assess students in student-led lessons using technology. This professional development program
is to provide high school ELA teachers with a plan on how to incorporate student-led learning
into their classrooms. To prepare for student-led learning, teachers will participate in various
learning workshops and professional development sessions.

Need
This program is needed to ensure teachers get the proper training to assist students in a student-
led environment. Student led classroom ensures students included in implementation, planning,
and assessments. involving the students in these learning situations and decisions is a key
element for learning. Teachers must adapt and become comfortable with changing their learning
style from directive to consultative.

Target Population
Teachers

Objectives/Goals
Goal: Teachers will become experts on student-led activities in the
classroom.
Objective: During this program, teachers will attend training
workshops over the summer and during the school year based on
 teaching or technology needs.
Goal: Teachers will be able to differentiate student-led lessons.
Objectives:Teachers will be trained on their chromebooks with
various software such as Google Classroom, Microsoft Teams, and
game-based learning technology.
II. EVALUATION PURPOSE
Teacher development is the focus of this logic model. The purpose of the logic model is
to provide high school ELA teachers with a tool to evaluate the effectiveness of student-led
learning. The logic model can also be utilized during planning and implementation of student-led
learning. The model will assist teachers by providing a big picture that includes inputs,
activities, outputs, and outcomes. At the end, teachers will be able to do the following:
Effectively create and integrate student-led learning in the ELA classroom
Troubleshoot technology issues with technologically based software
Show students how to take responsibility for their own learning as they engage in more
student-centered learning; therefore, preparing students for lifelong learning.

III. USE OF EVALUATION FINDINGS

IV. Understanding Stakeholder Needs

Who will use the evaluation findings?

Stakeholders include teachers and staff from the school, district workers, as well as tax
payers and other funders. School staff, such as administrators, district staff, and the evaluator
will use the evaluation findings mostly because these individuals are responsible for managing
and implementing the professional development. In addition to the people in charge of the
programs being implemented, teachers will use the evaluation findings also. Teachers will learn
of other teachers experiences of how they reacted and responded to the various activities being
offered. Taxpayers and other funders will also want to use the evaluation findings to determine if
their money is making a difference. These programs will be funded by the county, meaning,
taxpayers will pay for it, and the district will have to allocate a portion of their budget towards it;
therefore, these people want to know if their moneys worth implementing the variou programs
to help teachers become better teachers.

How will the findings be used?

The findings from this evaluation will serve many purposes. One purpose for this
evaluation will be to identify if the professional development given to teachers suffices in
regards to support for teachers. The main purpose of our logic model is to provide professional
development to teachers for them to feel comfortable delivering 1:1 device lessons to students.
Stakeholders will need to know whether or not teachers feel that the activities presented in the
logic model meet the objective of helping teachers feel more at ease when implementing lessons
dealing with 1:1 devices. In congruence with this purpose, another purpose for this evaluation
will be to determine how the professional development, mentoring, summer program, and other
activities impacted teacher success. This is important to know in order to determine what should
continue, be altered, and/or eliminated altogether. There is no need to continue with an activity if
it is not truly positively affecting teachers and students. Additionally, taxpayers and other
funders of the activities need to be able to calculate the financial return of their investment. They
need to know if the money they are putting into these programs is benefiting teachers which will
eventually benefit students in the long run in their education.

What do they need to earn from the evaluation?

Theses stakeholders need to know if this model of professional development actually
helps teachers implement technology into their classrooms, specifically using the 1:1 device
program. All stakeholders are interested in how teachers are impacted from the various
programs, but some are for different reasons. For example, program staff, such as school
administrators, district workers, and the evaluator, want to know what worked and what did not
work in order to improve the programs. They want to know what they can do to better the
programs to make them the most beneficial to teachers which will help students in the end.
Taxpayers and other funders definitely want to know the evaluation findings simply because they
want to know that their investment is going towards something valuable. I am sure that if an
activity is not working in the manner it should, someone paying for it would definitely not want
to continue paying for it.

Audience Evaluation Findings of Utilization of Evaluation

Interests Findings

Program Staff We will mostly look at These findings will assist

qualitative data by conducting program staff in improving
interviews and holding focus the programs to provide
groups with teachers and teachers with better training
mentors in order to see how when implementing lesson
comfortable teachers are with plans dealing with 1:1
technology and how devices.
successful they are in
implementing 1:1 device
lessons in their classrooms.
We will also collect
quantitative data through
surveys and observations to
view percentages on how well
teachers implement lessons
using 1:1 devices in their
classrooms.

Funders Funders will also look at These findings will assist

 qualitative data from the funders to determine that their
interviews and focus groups investment is going towards
with teachers and mentors in something valuable. It will
order to see how comfortable also determine the amount of
teachers are with technology money that will be allocated
and how successful they are towards these programs on an
in implementing 1:1 device annual basis.
lessons in their classrooms, in
addition to quantitative data
through the same surveys and
observations to view
percentages on how well
teachers implement lessons
using 1:1 devices in their
classrooms.

Evaluation Questions and Anticipated Data Sources

How effective were teachers when they address students needs with technology in a
student-led classroom?

Data will be collected from a survey that questions how teachers feel about incorporating
technology within their lessons. The survey will also ask questions about how the teacher is
differentiating lessons, with the use of technology, in their classrooms. This data will determine
whether or not teachers understand the concept of using technology devices in order to assist
students in student-led assignments. Additionally, questions about student needs and teacher
awareness will be addressed in the survey as well. Teachers will have an opportunity to provide
feedback with any questions or concerns they may have.
Data will also be collected by classroom observations. The observations will assist
administration in gathering information that addresses students needs with technology and
teacher effectiveness.

In what ways did teachers allow their students to facilitate change in a positive manner?

Data will be collected through classroom observations and interviews. Through

classroom observations and interviews, data will be collected multiple times after technology
enhanced lessons are given and assessed. Utilizing the interviews, students will be able to
provide feedback to their teachers on technology based ELA lessons. This information is
important for teachers to gather in order to make sure they are able to facilitate change leading to
greater awareness, knowledge, and understanding of the technology used, the ways to access
students, and rectify technological issues.
 Classroom observations can be utilized to collect data also. Administrators can provide
teachers with feedback, and teachers can benefit greatly.

How did we support teachers with technology issues or the ELA content piece?

Data will be collected using questionnaires, focus groups, and surveys . The
questionnaire and survey will be utilized to provide data on the amount of support that the
teachers received. This information will be used to determine how to make changes on the type
of support provided to teachers henceforth.

Teacher focus groups will also be formed to collect data. These groups will also be
utilized to give teachers time to discuss technology issues and be able to share ideas.

Projected/Proposed Questionn Observati Interview Focus Surveys

Data aire ons s Groups (Teacher
(Teacher) (Classroo (Administr (Teacher) )
m) ation/teach
er/student)

Evaluation Question

How effective were X X

teachers when they
address students
needs with technology
in a student-led
classroom?

In what ways did X X

teachers allow their
students to facilitate
change in a positive
manner?

How did we support X X X

teachers with
technology issues or
the ELA content
piece?
 V. DATA COLLECTION
Methods used in collecting data:
In other to evaluate the effective use of technology as a student-led learning tool we decided
to use a qualitative and quantitative method of collecting data. Teachers and some administrators
in charge of testing were involved in the process. The qualitative data was delivered electronically
through email to participating teachers and administrators at the beginning and at the end of the
school year. Teachers participated in pre and post survey to share their opinion about the
implementation of this new tool and its success throughout the school year in ELA content area.
Selected teachers rated the program with one being the lowest score and five being the highest
score to determine its impact and its effectiveness as a learning tool. At the end of the survey, some
teachers and administrators were asked to take part in an interview/questionnaire session were they
gave a more detailed response to open-ended questions asked regarding the effective use and the
impact of student-led learning on High School ELA student performance, support available and
barriers encountered during the process. Quantitative data were also collected at the beginning,
middle and at the end of the program to compare students performance on the impact of student-
led learning in ELA classrooms. Pretest and posttest were administered at the beginning and at the
end of the school year. Students scores were used to make comparisons to determine the effect of
technology on student classroom performance. Data were collected at the beginning and at the end
of each quarter. Meaning that by the end of the school year, teachers had a total of four data
collections recorded.

What will data be collected?

Qualitative data was collected on teachers.

Teachers opinion about the use of student-led learning in ELA classroom.

The impact of student-led learning on student performance on class and end of year
assessments.
The barriers encountered during the implementation process.
The availability of support during the implementation process.

Quantitative data was collected on Students assessment scores or skills attained.

Pre-test (Formative assessments)
Projects
Posttest (summative assessments)
The data collected will be used to determine how technology has changed the way students
learn in ELA content area. Evaluators will use the data to determine whether the program
influences how students learn, engage in class and understand the content taught in ELA.

Quantitative data was collected by use of questionnaires

 Students were asked to rate the effectiveness of the the use of technology in ELA
classroom and their overall attitude towards the program. Google forms were used
to collect this electronic data.

How often will data be collected?

To ensure that we have the best results, data will be collected during specific periods within
the school year. Data will be collected at the beginning of the school year and at the end of every
nine weeks. During the implementation of this new program, ELA teachers will collect quantitative
data to determine effectiveness as a learning tool that makes a difference by observing its impact
on students classroom and end of year performance in state assessments. Qualitative data will be
collected only at the beginning and at the end of the school year to gauge teachers opinion on the
introduction of this new program in ELA content area.
Who will collect the data?
ELA teachers were in charge of collecting quantitative data ( students test schools).
Evaluators on the other hand were in charge of collecting qualitative data based on teachers opinion
and observation. The people selected to take part in collecting data are teachers who have worked
with the students and have an understanding of how the program works.

VI. DATA ANALYSIS

What data aggregation systems or software you plan to use?

The data will be analyzed with a program called IO education. This software allows for
professional development facilitators to understand the data which has been collected. IO
education is a highly recommended data aggregation tool which many schools worldwide are
currently using. This software can be used to create assessments as well as analyze the
information from the assessments. For example IO education will allow for the facilitators to
create student assessments based off the new material teachers have learned during the
professional development sessions. This software program will also allow for facilitators to
create climate surveys to assess whether teachers feel the professional development program is
effective or not.
What statistical methods (if any) you plan to use?

A descriptive statistical method will be used because it is extremely important that exact
data is used in order to analyze the data in its most basic form. Descriptive data will allow for
facilitators to use the results in order to help teachers make data driven decisions to improve
instruction and results. Also, descriptive data will allow for data to be analyzed in a summative
context. Lastly, the descriptive statistical method is great for measuring quantitative data.
 The facilitators will also collect qualitative data. Therefore the inferential method will be
used. The facilitators will draw certain conclusions based off of the feedback they receive from
the questionnaires they receive from teachers. Facilitators will be able to determine if teachers
feel if they have enough support, and that the professional development program is being
effective in terms of increased teaching capacity and increased performance on test scores from
students.

What stratifications (if any) you plan to examine among the data?

The data will be divided into different sub-groups included but not limited to race,
socioeconomic status, and students receiving special education services. This data will be broken
down into these categories in order to determine how each subgroup responds to instruction. For
example, it will be of strong interest to see how special education students responded to the
change in instruction. There are some theories that suggest special education students learn better
whenever technology is incorporated into lessons. Also, there are some theories that suggest
students who come from higher socioeconomic statues do well on assessments no matter what
instructional modifications are used.

Types of figures to be used?

Bar graphs
Line graphs
People involved in data interpretation
Facilitators and school administrators will be responsible for analyzing and interpreting the data.
The school administration will look at the data to determine teacher effectiveness on recent test
scores and other state mandated testing. Facilitators will use and analyze the data in order to
determine program effectiveness on an overall level. Also, the facilitators will use the data to
help teachers plan for further instruction in the future. This professional development program
was developed with long-term aspirations in mind.

VII. Appendices
Logic Model