Evaluation Plan: New State Standards for Mathematics and Problem-based Learning

A Grant Funded Project

FRIT 7237

Submitted By:

Wellsley K. Melvin

Natania Riley

Max Stieve

Earea Woodson
Implementation of Evaluation

Braxton County Schools and Great Southern University will be working collaboratively

to implement professional development opportunities for the teachers at Broxton County Middle

School. Throughout this project we will focus on educator professional development in

preparation for New State Standards in Mathematics. Quantitative and qualitative data will be

collected and reviewed to determine the successfulness of the program. Georgia Southern

officials will look at the data critically to propose questions and areas of need to the Braxton

County School officials and staff. From this meeting, corrections and/or additions to the program

will be presented to ensure the highest success for teachers and students. The table outlines the

project implementation questions, data collection methods and sources, procedures, and a

timeline for which the project will be assessed.

Project Data Collection Procedures Timeline

Implementation Methods and
Questions Sources

P1: Were the initial Surveys Surveys will be given to teachers to get Surveys:
experience and Observations a baseline of teacher strengths, August 2015
follow up activities weaknesses, and needs.
implemented as Observations:
planned? Observations will be done at the November
midway point and at the end to assess 2015 and
students engagement and success. April 2016

P2: What is the Post Survey At the end a survey will be given to April 2016
quality of the initial assess whether or not the full needs of
program activities? the PBL were met or not.

P3: Who are the Interviews Teachers from 6-8 math classrooms in July 2015
program Braxton County Schools will be
participants and interviewed. The interviewers will be
how were they administration and any volunteers from
recruited? the central office of Braxton County
Schools.

P4: What is the Work Samples PBL material will be looked over by November
 quality of follow up Focus Group peers for suggestions. 2015 - April
and support 2016
activities? Focus group will be chosen to discuss
issues that arose as well as successful
outcomes.

Summative Evaluation

The summative evaluation includes four objectives that address two questions. The first

question, “To what extent were teachers able to develop PBL modules that were connected to

local business and industries, aligned with NSSN, and incorporated appropriate uses of

technology” aligns with the first three objectives. The second question, “To what extent were

teachers able to implement and evaluate those modules?” aligns with the fourth objective. The

overall evaluation will show if the objectives and goals of the project were met and if it was

successful or not. Using the guiding questions and the overall summative evaluation will help the

developers to make adjustments and or modifications to the project.

Implementation of the project will begin on June 18th. During the initial project meeting,

the faculty and staff will be introduced to the new standards. Both entities will be introduced to

each other and will begin collaboration on the project itself. The data that will be collected and

analyzed will derive from rubrics, standards, rubrics, work samples, observations, and focus

groups.

During the fall semester, the teachers in Braxton County will implement their modules

and meet with a Great Southern Faculty member for their mid-implementation meeting. After

their meeting, teachers will have a self-evaluation assessment period based on the modules they

have implemented.
 PROJECT SCOPE

EVALUATION QUESTIONS OBJECTIVE(S) INDICATOR DATA

(S) SOURCE(S)

Question #1 Using local The module Module

To what extent were teachers able businesses and uses Rubric
to develop PBL modules that were industries to information
connected to local business and develop PBL from local
industries, aligned with NSSM, modules businesses
and incorporated appropriate uses and industries
of technology?

Question #2 Using NSSM PBL module Module

To what extent were teachers able standards to content, tasks, Rubric,
to develop PBL modules that were develop PBL and NSSM
connected to local business and modules assessments standards
industries, aligned with NSSM, aligned with
and incorporated appropriate uses NSSM
of technology?

Question # 3 Incorporate Using Module

To what extent were teachers able appropriate uses of technology Rubric,
to develop PBL modules that were technology into appropriately Observation
connected to local business and PBL modules and
industries, aligned with NSSM, effectively in
and incorporated appropriate uses PBL modules
of technology?

Question #4 Implement and Self-evaluatio Work

To what extent were teachers able evaluate PBL n of PBL samples
to implement and evaluate those modules modules focus groups,
modules? implemented surveys
 DATA COLLECTION SCHEDULE

Project Director: Carlos Hedges, Ph.D.

Title of Project Proposal: New State Standards for Mathematics and Problem-based Learning

PROJECT/DATA COLLECTION SCHEDULE AND SUMMARY

DATA DATE COLLECTED COLLECTED BY INSTRUMENT

ALREADY
DEVELOPED?

Surveys CRCT-May 2015 Great Southern Yes

Math Teacher-July 2015 University
Post Survey-December 2016

Introduction June 2015 Great Southern Yes

Workshop University

Teacher August 2015 Great Southern Yes

Observation University

Self Evaluation Late August 2015 Great Southern Yes

University

Focus Group Mid September 2015 Great Southern No

Mid-implementat University
ion meeting

Interviews October 2015 Great Southern No

University

Student Work 2015- May, September, Great Southern No

Samples November University

Post December 2015 Great Southern Yes

Assessments University