Planning Your Evaluation Problem Statement: Too few of the students in the district pursue STEM in higher education. Resources Strategies and Outputs Long-term Impacts (Inputs) Activities outcomes outcomes Certain If you have If you If you If you accomplish If you resources are access to these accomplish the accomplish these these activities, accomplish needed to resources, then stated activities, activities, then then participants these operate your you can use then you will participants will will benefit in the activities, then program them to produce the benefit in the following ways in the following accomplish your following following ways the long term: impacts or planned amount of in the short changes in activities product and/or term: systems will services: occur in the long term: District District Number of 85% of STEM PLCs 25% more middle and teachers middle and teachers report become part of MS & HS high school attend high school satisfaction the schools’ students educators and summer teachers with routines pursue STEM students workshops at participating professional in higher university labs development The quality of education University and participate Number of in STEM curricula than prior to facilities and in professional summer based STEM at in schools the program staff: faculty learning workshops and the university increases and students communities PLC meetings (PLCs) during 85% of All participating Local STEM the school year Number of teachers use teachers and businesses inquiry-based the university University lessons professional feel faculty and created development professionally museums students to create connected to a mentor Number of inquiry-based broader STEM Community teachers with university curriculum community of partners, inquiry-based faculty and researchers and including science and university 85% of PLC practitioners parents lesson students members have planning participating a positive 85% of as mentors experience participating MS & HS students’ learning outcomes (e.g., assessment results) in STEM improve Assumptions: 1) The professional development is of high quality; 2) The district and university leaders provide support for the STEM Partnership; 3) Teachers can apply what they have learned into curricula; 4) The PLCs are productive spaces for educator learning.
Problem Statement: Too few of the students in the district pursue STEM in higher education. Resources (Inputs) Strategies and Activities Outputs outcomes Long-term outcomes Impacts Certain resources are needed to operate your program If you have access to these resources, then you can use them to accomplish your planned activities If you accomplish the stated activities, then you will produce the following amount of product and/or services: If you accomplish these activities, then participants will benefit in the following ways in the short term: If you accomplish these activities, then participants will benefit in the following ways in the long term: If you accomplish these activities, then the following impacts or changes in systems will occur in the long term: District middle and high school educators and students University facilities and staff: faculty and students Local STEM businesses museums Community partners, including parents District teachers attend summer workshops at university labs and participate in professional learning communities (PLCs) during the school year University faculty and students mentor teachers with inquiry-based science and lesson planning Number of middle and high school teachers participating Number of summer workshops and PLC meetings Number of inquiry-based lessons created Number of university faculty and university students participating as mentors 85% of teachers report satisfaction with professional development in STEM at the university 85% of teachers use the professional development to create inquiry-based curriculum 85% of PLC members have a positive experience STEM PLCs become part of the schools’ routines The quality of STEM curricula in schools increases All participating teachers and university feel professionally connected to a broader STEM community of researchers and practitioners 85% of participating MS & HS students’ learning outcomes (e.g., assessment results) in STEM improve 25% more MS & HS students pursue STEM in higher education than prior to the program Assumptions: 1) The professional development is of high quality; 2) The district and university leaders provide support for the STEM Partnership; 3) Teachers can apply what they have learned into curricula; 4) The PLCs are productive spaces for educator learning. Planning Your Evaluation based
design-evaluation.docx