Worsham evaluation proposal project
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- Worsham & Associates will evaluate the Determining Instructional Purposes (DIP) training program developed by Far West Laboratory to determine its effectiveness and marketability. - The evaluation will use a goal-based model and collect data through surveys, interviews, and observations of DIP trainings between September and December. - A final report with recommendations on investing further in DIP will be provided to Far West Laboratory administrators by April 15th.
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Though the plan was to have the complete implementation of the Homeroom Guidance in school year 2021-2022 accounting the needed preparations such as orientation, capacity building, learning materials development and the like, the Department deemed it necessary to offer the new program to learners from Kindergarten to Senior High School with selected competencies that are lifted directly from Homeroom Guidance Curriculum. However, its full implementation which includes the complete curriculum, policy, and learning materials will be made available at the start of school year 2022-2023. All private schools are encouraged to implement the Homeroom Guidance.
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The document outlines the agenda for a professional development day focusing on high fidelity implementation and sustainability of school renewal initiatives, including presentations, group work, and planning activities to help schools develop plans to fully implement and sustain at least one of their major renewal initiatives. The agenda includes an overview of findings from research on factors that facilitate and create barriers to implementation and sustainability. Schools will work through each quadrant of an implementation and sustainability framework to develop plans for leadership, capacity building, alignment, and monitoring of their selected initiative.
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Continuing education planning
The document discusses the planning, implementation, and evaluation of continuing education programs. It covers establishing goals and objectives, assessing needs, identifying resources, budgeting, implementing the program, and evaluating outcomes. Effective planning is key and involves determining learning needs, prioritizing needs, and ensuring adequate resources like faculty, funding, and facilities. Programs must also be evaluated on an ongoing basis to assess effectiveness and identify areas for improvement.
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The document summarizes a professional learning community (PLC) meeting for reading interventionists. The objectives of the meeting were to standardize processes for identifying students needing interventions, identify consistent data sources to guide support, learn how to use an assessment tool called iCue, and discuss expectations for upcoming professional development on Pyramid Response to Intervention (PRTI). Participants scheduled appointments, read poems, learned how to access iCue from the director of assessment, updated process flowcharts, and discussed learning expectations for the upcoming PRTI training.
Robert New 2016 resume
The document provides a summary of Robert J. McGuire's qualifications and work experience. He has over 14 years of experience in training, both domestically and internationally, working with governmental, private, local, state, federal, and international agencies. His experience includes creating and implementing training curriculum, assessing training programs, and mentoring personnel. Currently, he works as a Technical Advisor for a training and curriculum cell in Afghanistan, where his responsibilities include maintaining training materials and assessing training delivery methods.
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Web quest lesson plan
This lesson plan involves a webquest activity to help high school students think critically about their eating habits and develop a plan for a healthier diet. Students will review various resources on nutrition, answer questions comparing their current eating to recommendations, and create a Google slides presentation selecting three diet changes supported by their research findings. They will also make a Cacoo graph to include in their presentation. The goal is for students to analyze influences on their health behaviors and use decision-making skills to develop a more nutrient-rich diet.
Completed self eval rubric
The rubric evaluates project design based on whether it incorporates best practices of project-based learning. It assesses features such as the driving question, student voice, collaboration, critical thinking, formative assessment, and duration. A well-designed project according to the rubric has an academically rigorous inquiry, authentic work, opportunities for student choice and independence, targeted 21st century skill development, aligned assessments, and an appropriate timeframe.
Worsham 542 final project
The document outlines a project-based learning activity where students will document everything they eat over 7 days in a blog. They will then create a menu of nutritious meals and cook one meal at home. Finally, students will write a 200-word reflection on what impacted them most. The goal is for students to learn about making healthy dietary choices. Assessments will include rubrics for the menu, blog, cooked meal, and reflection. Students will develop skills in nutrition analysis, meal planning, cooking, and self-reflection through completing this project.
Worsham 542 completed project
The document outlines a student project where students will create blogs documenting everything they eat over 7 days. The goal is for students to learn how to collect and analyze dietary data to create a healthier eating plan. As part of the project, students will research healthier alternatives, plan 8-12 nutrient-rich, lower calorie meals, cook one under adult supervision while taking photos/videos, and write a 200-word summary on what impacted them most. The project aims to help students extend lives and improve health by learning about nutrition.
Worsham manage the process_wk_6
The document outlines preparations and accommodations for students with diverse needs in a project on healthy eating. It recommends providing ESL students with various content formats so they can link concepts to prior knowledge. Students with disabilities should be assisted according to their IEP, and those needing extra support can visit other classrooms. Progress will be evaluated using a group observation checklist, student report on their investigation, and self-assessment.
Map the project plan doc
This document outlines a project where students will create a menu or diet plan. It identifies the knowledge and skills students need, including nutritional value of foods and research. Tasks like generating decision criteria and composition will be taught during the project. Tools like checklists and word processing will be used. Key dates and milestones are provided at a link. The document notes that tasks give students opportunity to demonstrate learning and that more scaffolding may be needed to guide students through the project, as challenges around nutrition details and technology could arise.
Introductory letter
The student will complete a 3-week nutrition project where they document everything they eat for 7 days, research the nutritious value of their current foods and healthier alternatives. As part of the project, the student will create a menu of nutrient-rich, lower calorie meals and cook one of the meals at home under adult supervision. Finally, the student will write a 200-word summary reflecting on what impacted them most during the project.
542 social net activity
Students are instructed to find nutritional resources online and share them using social media. They should sign up for a blog and Bonzobox account to organize bookmarks of educational websites. Students should also create a Twitter account, follow nutrition experts, and tweet about helpful resources they discover. A minimum of 5 classmates and the instructor should be added as friends or followers on the social media platforms.
Entry scenario
Students will document everything they eat over 7 days with photos and calorie estimates to create a foundation for a 3-week project. They will then create a menu of lower calorie, nutritious meals and cook one of the meals at home under supervision, taking photos. Finally, students will write a 200-word summary reflecting on what most impacted them during the project. The goal is to help students extend and improve their quality of life.
Volleyball unit justification
This unit plan is for a volleyball unit in a 10th-12th grade physical education class. The unit goals are for students to learn volleyball rules, develop fundamental skills, and incorporate tactical aspects of the game. The unit will take place in the gym, with students practicing skills in groups of varying sizes. A variety of visual aids and instructional graphics created by the teacher are designed to organize content and skills progression. Assessment will include observation, skills tests, self-evaluation, journals, and written assessments to evaluate student understanding of volleyball rules, skills, and tactics.
Volleyball unit justification
This unit plan aims to teach 10th-12th grade students the rules and skills of volleyball through physical practice and assessment. Students will develop fundamental volleyball skills like serving, passing, and blocking in small groups. They will be assessed through observation, skills tests, self-evaluations, journals, and a written test on rules to evaluate their understanding of tactics and ability to apply skills in game play. The teacher created several visual aids using principles of design to organize and explain unit concepts and skills.
Volleyball lesson plan 3
This 5-day volleyball lesson plan aims to teach students blocking skills and strategies. The lesson covers analyzing blocking techniques, practicing blocking drills, and scrimmaging to apply blocking. By the end, students should understand blocking and be able to perform an emergent block. Adaptations are provided for all learners. The lesson meets Georgia standards for demonstrating motor skills and understanding movement concepts in team sports.
Volleyball lesson plan 2
This 5-day volleyball lesson plan teaches underhand and overhand serving techniques to students. On day 1, students practice underhand serving across the baseline. On day 2, overhand serving is introduced and practiced. Day 3 focuses on serving drills. On day 4, students rotate in groups of 6 to practice underhand and overhand serves. Day 5 has teams of 6 play game-like drills using all skills taught. The lesson closes with a review and adaptations are provided for special learners.
Volleyball lesson plan 1
This lesson plan introduces students to volleyball over two weeks. In week one, students watch volleyball videos, learn the skills of passing, setting, and spiking through instruction and practice drills. In week two, students practice rotation and drills while continuing to refine their skills. The goal is for students to demonstrate foundational volleyball skills and understanding of rules by the end of the lesson. Adaptations are available for special needs students. Assessment includes evaluating students' emerging ability in passing, setting, and spiking against the curriculum standards.
Worsham whs silent lunch eval report
1) The author evaluated Woodland High School's Silent Lunch Program which aims to reduce student tardiness through assigning students who are late to class to eat lunch in silence.
2) A survey of teachers found that most felt the program reduces tardiness and works best when applied consistently by all teachers.
3) Interviews with an administrator confirmed that tardiness has decreased with the program but that more consistency among teachers would improve its effectiveness.
4) The author recommends continuing the program but holding teachers accountable for consistently applying silent lunch assignments.
541 social net activity
Students are instructed to research how science and food are related using various online resources and social networking sites. They are asked to sign up for accounts on Bonzobox, Twitter, and Mixedink in order to collaborate on a paper summarizing the relationship between science and food while supporting their answer with references. Students are also told to find and follow classmates and an instructor on the social media sites and share helpful resources they find.
Thematic unit plan final
This unit plan focuses on teaching high school students about nutrition through integrated lessons in health, science, English, math, social studies, and arts. The unit uses technology to teach students how proper nutrition impacts body systems and makes nutritional choices. Lesson 1 has students analyze nutrition labels in an Excel spreadsheet to calculate percentages of fat, protein, and carbohydrates in breakfast cereal and create pie charts. Lesson 2 is a WebQuest where students research healthier eating habits and use online tools like Google Docs or Cacoo.com. The goal is for students to make informed decisions about food and drinks entering their bodies using higher-level thinking.
Rubric
This 3 sentence document discusses a web page that uses frames as a design element. However, the browser being used does not support frames. As a result, the full intended content and layout of the framed page cannot be displayed properly without frame support in the user's browser.
Worsham whs silent lunch eval report
1) The author evaluated Woodland High School's Silent Lunch Program which aims to reduce student tardiness through assigning students who are late to class to eat lunch in silence.
2) A survey of teachers found that most felt the program reduces tardiness and works best when applied consistently by all teachers.
3) Interviews with an administrator confirmed that tardiness has decreased with the program but that more consistency among teachers would improve its effectiveness.
4) The author recommends continuing the program but holding teachers accountable for consistently applying silent lunch assignments.
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Worsham evaluation proposal project
- 1. EVALUATION OF DETERMINING INSTRUCTIONAL PURPOSES (DIP) TRAINING PROGRAM<br />A Proposal Submitted to Far West Laboratory for Educational Research and Development<br />by<br />Worsham & Worsham Associates<br />Introduction:<br />This document is intended to secure the proposal from Far West Laboratory for Educational and Research Development (FWL). At the agreed upon time, information and recommendations will be provided for use in making decisions regarding dissemination of the Determining Instructional Purposes (DIP) units. Additional information for school administrators that will aid in the purchase process will be available if data shows the units are capital worthy. <br />Description of Program being Evaluated:<br />The DIP training package was developed by FWL to provide training to school administrators and educational administration graduate students in skills related to planning of effective school programs. It includes three units that can be used individually or as a set. A minimum of 32 hours must be spent to complete all three units. Materials need to be read, practiced individually and/or in small groups, and then feedback will be provided by the instructor. <br />Evaluation Method:<br />The Goal based model will be used for this evaluation. This method is popular with evaluators and fits well with the clear goals of FWL's proposal. This evaluation method will use interview and survey results, combined with qualitative data gathered during observation to provide information on and determine the marketability of the DIP training program. Pre-evaluation tools such as meeting with stakeholders, examination of existing data and DIP program materials will also impact the final evaluation report. The C.E.O of Worsham & Worsham Associates (WWA) will participate in the DIP training, while the President formally observes and records data. Surveys using the forced choice scale will be sent to each administrator who has previously trained in the DIP program, asking questions related to its worth and if they would purchase it to train others. Interviews will also be conducted with willing trainees in Mr. Worsham's group. The audience for the information that will be provided is the top level administrators of FWL. They will be provided with a variety of data from previously mentioned levels that will sample how former trainees and prospective consumers rate the DIP program. <br />Task Schedule:<br />TASKAGENCY*DEADLINE<br /> RESPONSIBLE DATE<br />1. Travel to FWL to meet with stakeholders to clarify how WWAAug. 25, 2010<br /> objectives will be met by proposal and evaluation.<br />2. Submit data-collection plan for all instruments and WWASept. 15<br /> draft copies of attitude surveys and interview<br /> protocol to FWL for review.<br />3. Mr. Worsham will undergo DIP training, WWA Sept. 25<br /> while Mrs. Worsham observes and conducts <br /> interviews with other trainees.<br />4. Revise data-collection plan and instruments as WWA Oct. 25<br /> appropriate. Submit final copies to FWL.<br />5. Collect all attitude and interview data. WWA Dec. 15<br />6. Summarize observation, attitude and interview data. WWAFeb. 15, 2011<br />Meet with FWL staff to present and discuss summarized data. <br /> <br />7. Make a judgment as to if it is recommended WWA March 1<br /> for FWL to invest capital into the DIP program. <br />8. Write final report and submit to FWL. WWA April 15<br />*This schedule assumes a project starting date of Aug. 25th, 2010. Later deadline dates may be negotiated with FWL if the contract is awarded later than Aug. 25th.<br />Project Personnel:<br />Worsham & Worsham Associates was started in 2005 by current CEO Joshua A. Worsham and his talented and beautiful wife Dayna. Mr. Worsham is and experienced educator and coach who became and evaluation expert during his master's program at Boise State. He has since helped dozens improve their effectiveness, efficiency and impact of their programs. Dayna Worsham, the President of Worsham & Worsham associates has finally found her passion. After years in retail management, Pre-School teaching and administration, all while raising a large family, Dayna has become experienced in both the latest evaluation techniques, along with the timeless ones. She is extremely detail oriented and tremendous when it comes to understanding the implications of evaluation on the stakeholders. Lastly, she is a woman with strict ethical standards. <br />Budget:<br />StaffPer DaySubtotal (total)Lead Evaluator $300 @ 90/day$27,000Evaluator 2$200*75$15,000Fringe$100*25$2,500Travel, Expensesn/a$500($45,000)<br />