Evaluation+Plan+smiller

=Project Evaluation=

Level One: Reaction
The participants' satisfaction with the training will be evaluated with the Donegal School District's standard workshop feedback and Act 48 forms, which will be required from all trainees, after each of the five modules. The format of the questionnaire includes a 1 to 4 point rating scale of the content and presentation of the material, and a place to write in comments concerning needs for further training. participants will be able to complete each questionnaire electronically via the district's Donegal Docs server, and feedback will be collected and analyzed throughout the trainings.

Level Two: Learning
Learning will be measured within each module of the training program in a variety of ways. Success in modules one (which covers procedures for accessing the website and individual teacher pages, and maintaining a Schoolwires profile) and module four (creating and editing a calendar) will be assessed through self-correcting quizzes built into the interactive training modules. The learning for modules two, three and five, which take place in a classroom setting, will be evaluated by the course facilitator(s) through observation and interaction during the instruction, and via an electronic quiz, the results of which can be analyzed to determine further need for instruction/remediation (available in module five) and/or course revision.

Level Three: Behavior
Trainees will be given achievement benchmarks to be reached at assigned times after modules two, three and five have been completed. Building supervisors will determine whether staff have met benchmarks.

The following schedule shows skills assessment benchmarks for level two and three evaluation. 1, 2 and 3 || Six weeks after the completion of the third module || Add and edit (see skills listed above) a minimum of two additional pages that meet the trainee's established goals for his/her section ||
 * = Module ||= Time frame for evaluation ||= Skills Assessment ||
 * = Module 1 || One week after completion, or when 2nd module is delivered || Access site and background page, sign in, toggle between view site and site manager ||
 * = Module 2 || At the completion of the 2nd module || Edit background page by editing text's font color, size, style and alignment; adding and editing the size, border and alignment of an image; and by adding and editing additional text in a text box or column. ||
 * = Module 3 || At the completion of the 3rd module || Establish short and long term goals for the section ||
 * = Module
 * = Module 4 || At the completion of the 4th module || Establish short and long term goal for the calendar, if applicable ||
 * = Module 4 || Six weeks after the completion of the 4th module || Add calendar information according to the short and long term goals for this tool ||
 * = Module 5 || Six weeks and six months after the completion of the 5th module || Add and edit content to pages and calendar (if applicable) to meet long term goals established in module 3 ||

Level Four: Results (ROI)
The Donegal School District Strategic Plan includes the goal to "use technology to increase student achievement." It will be difficult to isolate the SchoolWires training plan's contribution to that broad goal, but comparisons of marking period grades from the pre-training time frame to the post-training time frame could be made, as could comparisons among students who take advantage of Schoolwires resources and those who do not. It is easier to show how an increase in teachers' use of, and students' and parents' access of, the Donegal SchoolWires site will help the district make significant gains via three of its four identified strategies. Strategy one is providing "access to quality technology resources." Links to the school's technology resources, provided through the Website, give students access to the technology both inside and outside of school; supporting and extending the learning. This can be measured by comparing the number of teachers using the site for this purpose before and after the training, as well as the number of students accessing teacher pages for this information, before and after the teachers were trained. Strategy Two and Three are "engaging students (and parents) with technology." This can also be measured by comparing before and after statistics for teacher, students and parent use. General information about the number of teachers utilizing the website, the number of updates made over a period of time, the number of visitors accessing the Schoolwires site and the number of visitors accessing individual teacher's sections can be documented by the technology office. More specific data such as: numbers of parents and students accessing the site, the types of information/resources accessed, the types of resources provided by teachers, can be measured with an electronic survey tool.

These benefits must then be compared to the costs involved. As the annual subscription cost of the Website and the salary of the course designer/facilitator are already part of the district budget, these do not figure significantly into the ROI. There is also no cost for training new teachers, as thes sessions can be included in the teacher induction program. Therefore the cost of training other teachers (about 35% of the current professional staff) is one half-day substitue (approximately $120) or one half-day of inservice compensation time (for which there is no cost).