1. October 22, 2013
EVALUATION OF DETERMINING INSTRUCTIONAL PURPOSES
A Proposal to: Far West Laboratory for Educational and Research
Development
Bright Minds Inc.
Consultant: Ashley Hungerford
505 EdTech Drive, Online, Arizona 55555
Phone: 555.555.5555 | Fax: 555.555.5555
brightminds@email.com | www.brightminds.com

2. Introduction
Far West Laboratory for Educational Research and Development issued a request for proposal (RFP)
for an evaluation of its newly developed training program, Determining Instructional Purposes, here
to known as (DIP).
This proposal is in response to the request, and was prepared by Bright Minds, Inc. of Online,
Arizona.
Determining Instructional Purposes Training Program
The DIP training program is a set of three instructional units, and one coordinators handbook; the
program is geared towards school administrators and graduate students in an educational
administration program. The Far West Laboratory developed the DIP training program to help
administrators, and future administrators learn to plan school programs effectively.
The DIP program units were created in such a way that they can be used in isolation, or as a part of a
series. Each unit addresses a different set of skills and objectives, and is designed to be self-
contained. Unit one is focused on setting goals, unit two instructs leaners in analyzing problems, and
unit three pertains to deriving objectives.
The DIP program can be administered by a site coordinator; the training for coordinators requires that
they learn each unit, and have excellent organizational skills. The Coordinator’s Handbook ($4.50 per
copy) and the administrator manuals ($8.95 per single unit or $24.95 for all three units) are available
for purchase.
Evaluation Method
The following section of the proposal will address the relevant data sources and evaluation methods
that will be conducted to determine if the DIP training program can be effectively marketed and sold
to prospective administrators and graduate school programs. The methodologies for assessing the
data throughout the project will come in various forms, as both formative and summative, with the
former taking place throughout the process and the latter taking place only after all of the relevant
data has been gathered. Evaluation strategies are described below.
October 22, 2013
Bright Minds Inc.

3. 1. Materials/Unit effectiveness- Bright Minds, Inc. will have experts in the field of education
administration review the DIP units and provide a detailed analysis the data. This review will
be focused on several aspects of the program: The usability of the materials, from the
coordinator’s handbook to the administrator’s manuals, the instructional design aspects of the
materials, and the ability of purchasers to utilize the materials as stand-alone units and/or as a
packaged program. Given the limited release of the materials to this point, a volunteer “trial
group” of 20 future administrators and coordinators from the local university, Arizona State,
earning their Master’s degree in Education Administration, will be chosen to participate in the
program evaluation, to provide feedback.
2. Participant feedback- Pre-training surveys, created by Bright Minds, will be completed with
each individual participant. The intent of the surveys is to determine the level of knowledge,
familiarity, and comfort each trainee has regarding the planning of effective school programs
prior to the DIP training. The surveyors will also be attempting to gather data about the hopes
of the trainees with regards to what they might learn from the DIP trainings. Post unit surveys
will also be developed by Bright minds to assess the efficiency, effectiveness, and, if possible,
the impact of the DIP training units. Both surveys will be conducted using
surveymonkey.com.
3. Marketing and Sales- One of the primary objectives for this evaluation is to determine if the
DIP program is marketable, and if it will yield a profit. In order to properly assess the
program for effectiveness, market and sales research will be conducted by Bright Minds
associates. Access to paperwork and financial reports both past and present will be evaluated
to create a cost analysis sheet. Interviews with marketing, sales, and financial personnel will
also be necessary in order to obtain to the most accurate financial picture of the company.
Research on the price point of your materials, and training program will be conducted to
determine competitiveness amongst other similar programs. Along with an accurate financial
picture, we will need to build a database of connections, past and present clientele, potential
customer lists, and depending on material evaluation results a list of potential customers
"outside of the school box". Potentially expanding your customer base should always be a
consideration. Marketing samples, and a survey, for the unit materials will be tested on the
trial focus group to determine if the layout and design features are functional and attractive.
Bright Minds Inc.
October 22, 2013

4. Bright Minds, Inc.
October 22, 2013
Task Schedule
This
evaluatio
n will
take 24
weeks
(about 6
months)
to
Task Responsible Party Date
1. Meet with FWL staff
to review Bright Minds proposal and adjust for any
modifications.
Bright Minds (Groups A and
B)
11/01/13
2. Present trial workshop
format plans, sample surveys, interview questions, a list of
required marketing and sales paperwork needs, to all FWL
participants for review and feedback.
Bright Minds (Groups A and
B)
11/15/13
3. Feedback provided for data collection instruments, trial
workshop plans.
FWL 11/29/13
4. Submit final data collection plan and instruments to FWL
incorporating feedback recommendations.
Bright Minds (Groups A and
B)
12/15/13
5. Marketing and Financial documents turned over to Bright
Minds for Research and Analysis.
FWL 12/20/13
6. Meet with FWL marketing and sales team to learn about
marketing strategy and review materials.
Bright Minds (Group A)
and
FWL
1/15/14
7. Coordinate pilot program with graduate school
participants.
Bright Minds (Group B) 1/15/14
8. Pre-training survey Unit 1: Setting Goals Bright Minds (B) 2/01/14
9. Unit 1: Setting Goals Bright Minds (B) 2/02/14-2/05/14
10. Post-training survey Unit 1: Setting Goals Bright Minds (B) 2/05/14
11. Pre-training survey
Unit 2: Analyzing Problems
Bright Minds (B) 2/10/14
12. Unit 2: Analyzing Problems Bright Minds (B) 2/11/14-2/13/14
13. Post-training survey Unit 2: Analyzing Problems Bright Minds (B) 2/13/14
14. Pre-training survey Unit 3: Deriving Objectives Bright Minds (B) 2/18/14
15. Unit 3: Deriving Objectives Bright Minds (B) 2/19/14-2/21/14
16. Post-training survey Unit 3: Deriving Objectives Bright Minds (B) 2/21/14

5. Dr. Ashley Hungerford
President and CEO of Bright Minds, Inc.
Dr. Hungerford founded Bright Minds, Inc. in
1998, after 10 years in the public education sector.
Dr. Hungerford holds a PhD in Instructional
Design from Brown, a Master’s degree in
Education Administration from the University of
California Berkley, and she was just voted business
woman of the year for the State of Arizona. Dr.
Hungerford has worked in the field of evaluation
for over 20 years; she has been published
extensively as an expert in the field. Dr.
Hungerford will be acting as the lead evaluator for
the Far West Laboratory project; as such, Dr.
Hungerford will oversee the evaluation
process and the work of all Bright Minds’
employees, assist in the workshop planning, design
surveys and protocols for data collection and
analysis, and present all findings to the company.
The team that Dr. Hungerford has put together for
this project includes some of the top experts in
their fields, and they have over 150 years of
experience between them.
Dr. Catherine Amey
Senior Financial Advisor
Dr. Amey is the co-founder of Bright Minds, and
one of the leading financial advisors/analysts in the
State of Arizona. She earned her PhD in Finance
from the University of Miami, her Master’s degree
in Business Marketing from Cornell, and she has
over 30 years of experience in the field. Dr. Amey
will be supervising group A. Group A is responsible
for researching, collecting, and analyzing all
marketing and financial data.
“Type your callout text here.”
Bright Minds, Inc.
Month Day Year
Mr. Thomas Guy
Group B lead
Thomas Guy has been in the education field for 15 years,
as a teacher and an administrator. Mr. Guy has his
Master’s degree Interdisciplinary Evaluation with an
additional certificate in Evaluating educational systems.
Thomas will be overseeing group B; they are responsible
for coordinating with the graduate program, training the
participants, and conducting the surveys. Group B
members will also assist in final evaluation and
presentations.
Group A
Cindy McGrath
Mrs. McGrath is a recent graduate with her Master’s
degree in the Finance Department at Nova Southeastern
University. Cindy will be collecting and processing
numerical data under the supervision on Dr. Amey
Intern Judy Davis-
Judy is an intern with an undergraduate degree in
Marketing, and she will be assisting Dr. Amey with
marketing research and design.
Group B
Matt Blazek
Mr. Blazek is a recent graduate from the Master’s
program in Communications at the University of
Arizona, with a specialty in public speaking. Matt is a
veteran teacher, and will be responsible for presenting
the unit materials to the participants. Mr. Blazek will be
working under the supervision of Mr. Guy.
Project Personnel

6. Proposed Budget
Personnel:
Professional Salaries:
Dr. Ashley Hungerford: 60 days @ $250/day $ 15, 000
Dr. Amey: 60 days @ $200/day $12,000
Thomas Guy: 120 days @ $100/day $12,000
Cindy McGrath and Matt Blazek: 40days @ $50/day $ 2,000 each
TOTAL PERSONNEL $43,000
Operations and communications:
Supplies and Photocopying $300
Materials (20 classroom sets at $24.95/set) $500.00
TOTAL MATERIALS AND SUPPLIES $800
COMMUNICATION: Estimated $200 per month for 6 months $ 1200
TOTAL OPERATIONS $ 2,000
Travel:
Travel: 35 miles at $0.55 per mile approximate mileage for all parties over 6 months 6,000 miles $ 3300
Per Diem for site visits $ 1500
TOTAL TRAVEL $ 4,800
TOTAL BUDGET $ 49,800