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Submitted to:
Susan K. Barringer, Director
Far West Laboratories
Submitted by:
Kim Hefty
CEO and Evaluation Team Leader
Sammamish Mathematics & Evaluations
10/16/2013
Introduction
Sammamish Mathematics and Evaluations (SME) proposes to evaluate Far West Laboratorys
(FWL) Determining Instruction Purposes (DIP) training program to establish if this training
program is suitable for propagation. FWL has invested in the initial design and implementation
of a training program, DIP. Before FWL can proceed with additional investment of capital
and/or expand the program, an evaluation is necessary. SME will seek additional information
about the units currently being implemented to train school administrators and graduate students
within the DIP program. The Request for Proposal (RFP) will also verify the originality of the
materials. This document is being submitted by SME in accordance with the RFP.
Description of Program
Far West Laboratories (FWL) is an education vendor which supplies high quality training
solutions for education organizations throughout the country. FWL has an outstanding reputation
within the field of education based on their high level of customer service and their ability to
offer a wide variety of programs that adapt training solutions to their specific client needs. One
of FWLs training programs is the Determining Instructional Purposes (DIP) training program.
SME has reviewed the current materials being used in the DIP program. The DIP training
program is offered as a complete training package which contains 3 separate units with each unit
comprised of four to six modules providing training on various objectives. The DIP training
program is a traditional training program which is led by a facilitator and attended by
administrators, teachers and graduate students. The goal of the DIP training is to provide
effective school programming for administrators and graduate students.
The DIP program consists of a Coordinators Handbook and three training units: Unit 1: Setting
Goals, Unit 2: Analyzing Problems and Unit 3: Deriving Objectives. Each unit consists of
modules that provide learning activities which support training objectives as outlined at the onset
of each unit. Each module contains several types of teaching materials including instructional
objectives, reading materials, individual activities, group activities and feedback techniques. The
specific units are self-contained and designed to be independent of each other allowing for
flexibility and customization to meet individual customer learning needs. The facilitator does not
need previous knowledge of content; however, it is helpful. The DIP program offers
administrators the flexibility of using modules independently or in combination with each other.
All training packages are currently provided in printed form to education organizations at a very
economical price. These educational organizations then have the opportunity to sell the materials
to the attendees at inflated pricing to cover costs.
Evaluation Method
The success level of any school system is largely dependent on prudent spending, accurate
decision making by key stakeholders, and the willingness of stakeholders to participate in
training exercises.
To determine the effectiveness of the DIP program, the personnel at SME will meet with FWL
stakeholders including the DIP designers to learn more about the training programs objectives.
This meeting will clarify what the designers believe the training program will accomplish, since
2
the DIP program has not been simulated or applied in any actual training situation. A goal-based
evaluation model will be used so that all stakeholders can be aware of the objectives that the
evaluation is focusing on.
The purpose of this evaluation is to:
1. Provide useful information and recommendations for the distribution of the DIP.
2. Provide useful information for school administrators to assist in the decision making
process to determine whether to purchase the DIP units.
3. Project the overall effectiveness of the DIP program.
4. Determine if the DIP program is a valuable investment.
5. Make recommendations on each of the units.
6. Provide data to FWL regarding the marketability and value of the DIP program.
Sammamish Mathematics & Evaluation will implement multiple evaluation methods to evaluate
the DIP program. The methods of evaluation will include surveys and interviews, as well as
review of the training materials.
Some of the evaluation methods to be used are:
1. Pre-test and questionnaire for each participant
2. Post-test and questionnaire for each participant
3. Exit interview with each participant
4. Evaluation of school programs of participants after course completion
5. Interview of participants after training has been used in real world situations
6. Perspective client questionnaire
Pre and Post Tests
Participants will take pre- and post-tests to assess how their knowledge has developed when
presented with situations involving planning effective school programs. The tests will be
criterion-referenced and scored according to a rubric. This data will be used as one of the sources
to evaluate the effectiveness of the instruction. Both assessments will be analyzed to determine
the effectiveness of the DIP program.
Needs Assessment Survey
This will be sent out to a wide variety of schools and school districts to determine the relative
interest and marketability in a DIP program. The survey participants will be asked about specific
individual units and topics of study. They will also be asked how much they would be willing to
pay for this type of training.
Surveys
Multiple surveys will be distributed to administrators and graduate students that participated in
the DIP training. Questions on the surveys will inquire about the usefulness and value of the
training. Participants will be asked which units were most beneficial and which were least
beneficial. Survey questions will inquire whether or not participants will use the knowledge
gained or if they would recommend the program to their colleagues. Survey questions will
inquire about the effectiveness of current format and method of delivery.
Interviews
Pre and post interviews will be conducted with administrators and graduate students. Post
interviews will be done at 3 and 6 months post training. The pre-interviews will focus on content
knowledge and expectations for future usage. The post-interviews will focus on whether or not
participants were able to use the knowledge gained, and if so, how. This information will be
critical for future modifications. In addition, participants will be asked about the monetary value
of the experience.
Direct Observations
Direct observation notes will be made by the evaluation team at SME during the project. The
team will be observing the level of engagement by the participants as well as any difficulties
with the modules.
Task Schedule
Task
Responsibility
Deadline
10/20/13
SME
10/20/13
SME
10/31/13
FWL
11/7/13
SME
11/10/13
SME
11/10/13 11/20/13
SME
11/10/13 11/20/13
SME
11/20/13
SME
11/20/13
11/27/13
SME
12/1/13 12/8/13
SME
12/10/13 and
3/10/14 and 6/10/14
SME
12/10/13 6/10/14
SME
6/10/14
for review.
10. Set up training session dates and times
11. Training sessions included time for pre- and post-
with participants.
13. Analyze pre and post-assessments, interviews,
recommendations to FWL
research and evaluation experience. Dr. Azora will design the survey and interview instruments
for the evaluation. He will also be the primary surveyor and will conduct the majority of the
analysis.
Budget
Budget expenses would include:
Personnel
Professional Salaries:
Kim Hefty: 30 days at $350/day
Joe Forde: 20 days at $300/day
Dr. Carlos Azora: 45 days at $450/day
$10,500
$6,000
$20,250
$36,750
$1,500
$2,000
$270
$500
$4,270
$550
$750
$300
$1,600
Additional Expenses
Hire 4 Site Coordinators
5 days/5hrs per day/$250 each
Miscellaneous Phone and Data charges
Postage
$6,250
$1,000
$130
$7,380
TOTAL BUDGET:
$50,000