ECUR 809.3 PROJECT
EVALUATION
PROPOSAL for
OUTDOOR SCHOOL
PROGRAM
Marion M. Graham
Collegiate Institute
Coreen Dutka (10850521)
ECUR 809.3
Dr. Jay Wilson
April 5, 2014
Table of Contents
Introduction
The
Outdoor School Program is a program offered by the Saskatoon Public School
Division and is currently housed at Marion M. Graham Collegiate. The vision of this program is to offer Grade
11 courses to students in Wildlife Management, Biology, English Language Arts,
Geography, and Physical Education.
Travelling throughout the province on five major trips, the students
enrolled in this program will experience learning in the best possible environment. With this in mind, the mission of the Outdoor
School Program is to enable the students to experience learning in the best
possible environment, the outdoors.
Within these parameters, students will examine their social, economic,
civic, and physical surroundings for their impact on the individual and on
society as a whole.
Students,
parents, and community stakeholders can access public information in one of
several ways. A website, registration
handbook, and Facebook site are available for a range of information from the
general interest seekers to the serious applicant.
Information
collected during this evaluation will be goal based with a focus on the theory
of “best environment” as the best classroom.
All surveys, communication, and viewpoints will be data based in an
effort to accurately express how input factors like budget, staff, equipment,
and programming can affect output factors such as lifelong learning, competence
in an outdoor setting and familiarity and deeper understanding of the
inter-connectedness of the physical and social environments. Within this framework, there must will be a
commitment from the evaluator that this evaluation will accurately represent
the beliefs and attitudes about best practice and the best possible learning
environment in the Outdoor School Program.
All efforts will be made to represent the opinions of others in a
confidential and respectable manner so that each member of this endeavor feels that
they are represented accurately and without bias.
Focus of the Evaluation
Purpose
Teaching
staff in this program are committed to a high level of academic integrity while
facilitating individual learning in the best environment possible. To that end, the purpose of this evaluation
is to determine to what extent the Outdoor School Program is enhancing the
education of the participants to the effect that they are equipped to have a
deeper understanding of the inter-connectedness of the physical and social
environments while immersed in a variety of outdoor pursuits. Key areas that
will be examined are Staff training, budget (investment and distribution), curricular connection with outdoor pursuits, community
involvement, Division commitment and client satisfaction (student, parent,
community).
Questions
This
evaluation will seek to identify the extent to which students are achieving the
learning outcomes within the best possible environment and offer suggestions to
re-examine areas that may be adapted or improved. At each stage of this evaluation, major stakeholders
such as Division Personnel, School Administration, teachers, and students will
be asked the following key questions:
1.
Is student learning happening in the best
environment possible?
2.
To what extent are learning outcomes in each
curricular area building connections for the learners to look at their world
through a physical, social, and civic lens? ( i.e. Wildlife Management,
Biology, English Language Arts, Physical Education, and Geography)?
3.
What lifelong learning opportunities are being
fostered?
Resources
In
this Outdoor School Program, there are a wealth of resources that are
used. More specifically, there is an
investment of time, money, people, and equipment. This program is offered over
the course of one school semester in a students’ Grade 11 year. This equates to approximately
97 days of instructional time. Students are expected to attend their classes
and spend approximately 25 days in the school with the remainder of time spent
on one of their five major outdoor excursions or out in the community as they
access public events and meet with community partnerships. Students are also expected to invest time
into an online Math course so that they earn their required Grade 11 Math
credit for graduation purposes. These
time commitments could not be met by the students if it were not for the time
commitment made by the skilled teaching staff.
Two staff are hired to facilitate, lead, and manage this program by
designing quality learning in the five curricular areas and teaching students
to “educate the eye” (McVittie, program teacher) as they experience
nature. The art of teaching in an
outdoor experience cannot be under-valued.
Along with students and staff, there is a commitment by community
partnerships to provide leadership and partnership with young people as they
strive to understand the interconnectedness of the physical, social, and
economic worlds they live in.
Each
student must make an investment of $495.00 which includes equipment, facilities
rental, expertise, and transportation.
Students are also required to purchase some personal gear like long
underwear and hiking boots. They also
require a bus pass for travel around the city for community events. An overall budget of $25,000 was invested to
purchase equipment such as sleeping bags, axes, knives, skis, canoes, tents,
kitchen camping supplies, and to cover transportation.
Inputs, Outputs, and Outcomes
Through
the use of a Logic Model, this evaluation will show the links between what is
invested (inputs), what students, parents, and the community gain from
involvement in this program (outputs), and how this program is valued among the
participants and the community (outcomes).
Inputs
This
evaluation will collect data from these input sources: teachers, training of
staff, equipment and specialized gear, tuition, research, technology investment,
volunteers, and stakeholder(s) support (Division and school based
administration, community, parents).
Outputs
This
evaluation will address these outputs sources: student work samples, student
feedback, investigation of the Five Major Trips, Nature City Festival and Urban
Transport and Design presentations, academic feedback, and outdoor pursuits and
level of proficiency.
Outcomes
At
the completion of this program evaluation, the outcomes of the Outdoor School
Program will be examined. The projected
short term outcomes for students are: Increased knowledge in the environmental
realm, skills in outdoor pursuits, growth in the understanding of group
dynamics and improved relationships with peers, an awareness of social justice
issues as well as an awareness of the interconnectedness of the economy with
politics, adventure experiences alone and with others, and decision making and
the value of trust. Long term outcomes for students include: further
educational pursuits in environmental studies, understanding civic
responsibilities, increased sense of social justice, parental involvement, and
community partnerships.
At the conclusion of this evaluation, one will have a clear understanding
of the Outdoor School
Program in terms of its goals, vision, inputs and outputs. Stakeholders will be able to determine
whether the investment into this program is feasible, manageable, and most
importantly, does it appeal to the citizens of this community as a viable
opportunity to educate young people on environmental issues.
Collecting Information
Sources of Information
A combination of qualitative and
quantitative methods will be used to gather data in this program
evaluation. Paramount to the gathering
of any data is the value that must be placed on the validity of the data sources and the data itself. In order to ensure that the data collected is
valid, this evaluation will address the following criteria as it is applicable
to a “goals-based” evaluation:
Data will be collected on the basis of these questions:
1.
How were the program goals established?
2.
To what degree is the program progressing toward
the goals?
3.
Are the goals time-bound and achievable?
4.
Are there adequate resources to address the
program goals?
5.
Are the evaluation tools measuring what is
needed to determine program effectiveness?
After identifying
the stakeholders in the Outdoor School Program and through consultation with
program staff and administration, the tools chosen for this evaluation are:
1.
Document review - This type of data collection
is a good starting place for any evaluation as it is a means for reviewing
material about how a program was implemented.
2.
Observation - Gives an excellent overview of
what is going on in the program as it was meant to run.
3.
Interviews - In this form of data collection, in
depth information may be collected from all stakeholders in a confidential
format.
4.
Focus group - This form of data collection is
useful as it can highlight the strengths and challenges.
5.
Survey - The confidentiality that comes with the
use of surveys is an excellent addition to any program evaluation as many
participants and stakeholders can reflect honestly about their practice and
participation.
Identifying Stakeholders
Stakeholders
are defined as people who share an interest or concern in an organization. The appropriate involvement of these
stakeholders will give the evaluator a look at a program from many different
perspectives. In the Outdoor School
Program, there are many stakeholders involved.
In order to identify the stakeholders pertinent to this program see
Figure 1.
Using the Information
Data Analysis
The
data collection instruments chosen will ultimately help to answer the question,
“… to what extent does the Outdoor School Program enhance the education of the
participants to the effect that they are equipped to have a deeper
understanding of the inter-connectedness of the physical and social
environments while immersed in a variety of outdoor pursuits.”
1.
Document Review
The document
entitled “Best Place” (Archibald, 2002) offers a comprehensive framework of the
philosophy of out-of-school education.
The advantages of the “best place” to teach and learn are articulated in
this document. A concept is put forth
for the development and implementation of Outdoor School plus other
out-of-school programs. Qualitative and
quantitative questions will appear on several surveys in this program
evaluation.
1.
Observation
Students in the Outdoor School Program spend their time
in a variety of locations as they journey through this program. An observation of students within each of
these settings will serve to create an impression of how the program operates on
a day to day basis. Observation will
take place in the classroom as students plan for their trips, learn leadership
and outdoor skills, and receive instruction in curricular areas. Indirect observation may take place as one or
more of the staff will have access to a video camera to record students on at
least one of their 5 main excursions.
Direct and indirect observational data will then be collated into themes
and / or issues to address.
2.
Interviews
Staff and students will be interviewed for their
accounts as they are directly involved in the daily operations of the
program. Also, valuable information may
also be collected in interview format from administrators, parents, and
division personnel such as superintendents, and other stakeholders. Interviews
will be directed one on one with prepared questions (Appendix A ). The use of a video or voice recording may be
necessary in order to have each voice accurately represented. The sensitive nature of information
participants may wish to share will be kept confidential.
3.
Focus
Group
The Outdoor School Program has been in operation for 12
years. In that time, there have been approaches
to outdoor education that could be seen as “best practice” and have exemplified
the outdoor education experience. There
have also been educational choices that have not served the program
participants as best they could. It will
be through a comprehensive gathering of the key groups involved to extrapolate
these nuances. The focus group for this
evaluation will consist of Division Board personnel, school administration,
community partners, program staff, parents, and students (past and
present). Focus group questions will
delve into personal experiences and potential issues. (Appendix B)
4.
Survey
A survey will be given to a select group of participants and
stakeholders in order to collect qualitative and quantitative data in a time
bound fashion. (Appendix C)
Data Interpretation
In
this outcome based evaluation, each instrument was designed to address one
question:
“… to what extent does the Outdoor School
Program enhance the education of the participants to the effect that they are
equipped to have a deeper understanding of the inter-connectedness of the
physical and social environments while immersed in a variety of outdoor
pursuits.”
An examination of the data will
determine if the objectives of the Outdoor School Program were met and if not,
why they were not met. Qualitative data such as interview questions,
observation notes, and focus group notes will be examined for patterns and
themes that emerge. Quantitative data will
be shared in the form of charts, graphs, or percentages.
Data Sharing
The management
level of this program will have access to all of the information collected and
the recommendations for this program.
Students, parents and community stakeholders will have access to the
final report and any specific findings relevant to their position.
Managing the Evaluation
This
evaluation will be conducted with transparency so that all participants feel as
if their viewpoints are accurately represented.
It is essential to ensure client security and confidentiality throughout
the process. Participants will then feel
free to offer candid responses. Through
these mechanisms this evaluation will present valid data that will produce
recommendations for future programming. The projected budget is outlined in
Appendix D as well as a timeline for the preparation, management, and delivery
of the program evaluation.
APPENDICES
THIS IS A SAMPLE OF QUESTIONS
DIRECTED TOWARD ONE OR MORE OF THE PROGRAM STAFF WHO WILL DELIVER THE OUTDOOR SCHOOL PROGRAM:
1. WHAT SPECIALIZED TRAINING DID YOU NEED
TO HAVE BEFORE YOU COULD BE CONSIDERED FOR A TEACHER IN THIS PROGRAM?
2. HOW IS YOUR LESSON PLANNING PRACTICE
DIFFERENT IN OUTDOOR SCHOOL THAN IT MAY HAVE BEEN IN A TYPICAL CLASSROOM?
4. WHAT ARE THE BENEFITS (AS YOU SEE IT)
TO TEACHING OUTDOOR SCHOOL [THAN TEACHING IN A TYPICAL PROGRAM]?
6. DO
YOU USE COMMUNITY PARTNERSHIPS TO DELIVER CURRENT ENVIRONMENTAL INFORMATION? IF
SO, WHOM DO YOU INVOLVE AND WHY?
7. GIVE AN EXAMPLE OF HOW STUDENTS SHOW
ONE OR MORE OF THE FOLLOWING SHORT-TERM OUTCOMES: INCREASED KNOWLEDGE, SKILLS
GAINED, TOOK ACTION WITH A CAUSE, IMPROVED RELATIONSHIPS WITH OTHERS, OR BUILD
COMMUNITY PARTNERSHIPS.
THIS IS A SAMPLE OF QUESTIONS
DIRECTED TOWARD ONE OR MORE OF THE STUDENTS WHO TOOK PART IN THE OUTDOOR SCHOOL
PROGRAM:
2. WHAT IS YOUR FAVORITE PART OF BEING IN
OUTDOOR SCHOOL? LEAST FAVORITE PART?
3. DESCRIBE ONE OF THE LEARNING ACTIVITIES
THAT HELPED YOU TO FULLY APPRECIATE LEARNING IN AN OUTDOOR SETTING.
4. IF YOU HAD TO DESCRIBE THIS PROGRAM IN
ONE WORD, WHAT WOULD IT BE?
5. GIVE AT LEAST ONE EXAMPLE OF SOMETHING
THAT YOU LEARNED IN EACH OF THE FOLLOWING:
ENVIRONMENTAL AWARENESS, CIVIC RESPONSIBILITY, SOCIAL JUSTICE.
6. ARE YOU MORE AWARE OF THE
INTERCONNECTION BETWEEN YOURSELF AND YOUR ENVIRONMENT AS A RESULT OF BEING
INVOLVED IN THE OUTDOOR SCHOOL PROGRAM? EXPLAIN.
7. WOULD YOU RECOMMEND THIS PROGRAM TO
YOUR FRIENDS? WHY OR WHY NOT?
8. DO YOU FEEL THAT YOU HAVE LEARNED AS
MUCH AS YOUR PEERS WHO ARE IN TYPICAL GRADE 11 CLASSROOMS? EXPLAIN.
FOCUS GROUP QUESTIONS
1. TO WHAT EXTENT
DOES THE OUTDOOR SCHOOL PROGRAM
ENHANCE THE EDUCATION OF THE PARTICIPANTS TO THE EFFECT
THAT THEY ARE EQUIPPED TO HAVE A DEEPER
UNDERSTANDING OF THE INTER-CONNECTEDNESS OF THE PHYSICAL
AND SOCIAL ENVIRONMENTS WHILE IMMERSED IN A VARIETY OF OUTDOOR
PURSUITS?
1.
Where is the best place for teaching and learning?
2.
Is the traditional approach to the classroom misguided?
3.
How does Out of School
education enhance
the teaching and learning
process?
4.
Discuss your understanding of the statement, “ Out of School
education is good pedagogy”. (Archibald, 2002)
5.
Can the responsibilities of the school be accomplished entirely within the school building?
☐
|
Discuss the statement, “Outdoor education is education in, about and
for the out-of-doors.” (Ford, 1992)
|
☐
|
What expectations rest on educators to expose ecological crisis?
|
☐
|
To what extent does environmental education create informed citizens?
|
☐
|
What is the best way to create a
connection between
humans, other living things, and the physical environment?
|
☐
|
What is your understanding of the phrase
“new global ethic”?
|
☐
|
What is the best place to teach
respect for the environment?
|
☐
|
What is the value of immersing oneself in a physical environment in order to understand it?
|
☐
|
Comment on whether immersion would be more meaningful when experienced
in an outdoor setting?
|
☐
|
Does one’s sense of social justice grow in relationship with environmental concerns?
|
☐
|
Comment on the social responsibilities an outdoor
education program must address.
|
☐
|
Describe your experience(s) with being in a traditional classroom.
|
☐
|
How do you envision a course in Biology being delivered in the outdoors? Wildlife Management, English, Geography?
|
☐
|
How could experiential education enhance the learning experience in these subject areas?
|
☐
|
Comment on the value of curiosity as a foundation for learning.
|
Student Centered Questions:
How have you changed since your involvement in Outdoor School?
Would you recommend this program to others? Explain.
To what extent to you see your teachers
involved in this
experience? Is your teacher a facilitator? Explain.
Are you more (or less) motivated
to learn as a result of being
involved in the
Outdoor School Program?
Focus Group Consent Form
CONSENT FORM
Marion Graham
offers a unique learning
experience for Grade 11 students
in the Saskatoon Public School Division.
Students are enrolled
in five classes (Wildlife Management 20, Biology 20, English Language Arts 20, Geography 20, and Physical
Education 20) and take part in five major outdoor adventures. Students
experience the classroom in a much different
way through back-country camping, white water canoeing, backpacking, cycling, wall climbing,
skiing, snowboarding and more.
In order to determine the effectiveness of this program, a systematic review of all program
facets is being conducted. As part of this review, your participation would be appreciated as a part of a Focus Group that will address
the question:
To what extent does the Outdoor
School Program enhance
the education of the participants to the effect that they are equipped to have a deeper
understanding of the inter-connectedness of the physical
and social environments while immersed
in a variety
of outdoor pursuits?
As part of a panel,
your voice, including Division
personnel, School Administration, community partners,
program staff,
students and parents will be represented. All opinions
and viewpoints discussed will be valued as a confidential part of this reporting
process.
I consent
to the sharing of information pertaining to my involvement in the Outdoor School
Program and will be a part of the Focus
Group discussion.
(Signature)
APPENDIX C – Sample Survey
SECTION 1 BEST PLACE
Determine the BEST PLACE for
learning in each of the
following categories: O = OUTDOOR SETTING S= SCHOOL SETTING
* SCHOOL SETTING is the traditional classroom
1. Listening to a lecture
|
O
|
S
|
2. Taking notes
|
O
|
S
|
3. Doing a
lab experiment
|
O
|
S
|
4. Doing group work
|
O
|
S
|
5. Listening to an Elder speak
|
O
|
S
|
6. Working on a Math problem
|
O
|
S
|
7. Doing a fitness test
|
O
|
S
|
8. Finding a book
for research
|
O
|
S
|
9. Writing an essay
|
O
|
S
|
10. Meeting friends
for lunch
|
O
|
S
|
11. Learning a new
skill for
|
O
|
S
|
survival
|
O
|
S
|
12. Learning CPR
|
O
|
S
|
13. Studying about landfills
|
O
|
S
|
14. Making a model
for science
|
O
|
S
|
15. Delivering an oral report
|
O
|
S
|
For each of the
following statements, choose
the answer that best describes your experience with OUTDOOR SCHOOL:
A = Always
U=
Usually S= Sometimes
N=Never
1. I learn best with lots of examples.
|
A
|
U
|
S
|
N
|
2. I love being
in the outdoors.
|
A
|
U
|
S
|
N
|
3. If
given a choice between being
|
A
|
U
|
S
|
N
|
indoors or outdoors, I pick
outdoors.
|
A
|
U
|
S
|
N
|
4. I believe the best learning occurs
|
A
|
U
|
S
|
N
|
out in the
natural environment.
|
A
|
U
|
S
|
N
|
5. Traditional classroom
settings are
|
A
|
U
|
S
|
N
|
restrictive.
|
A
|
U
|
S
|
N
|
6. I learn best when I do what I have
|
A
|
U
|
S
|
N
|
been shown.
|
A
|
U
|
S
|
N
|
7. It is essential
to have social justice
|
A
|
U
|
S
|
N
|
taught in schools.
|
A
|
U
|
S
|
N
|
8. Care of the environment must be
|
A
|
U
|
S
|
N
|
taught in schools.
|
A
|
U
|
S
|
N
|
9. Quality education should be delivered
|
A
|
U
|
S
|
N
|
in the best environment for learning to
|
A
|
U
|
S
|
N
|
take place.
|
A
|
U
|
S
|
N
|
10. Traditional school
settings are best for
|
A
|
U
|
S
|
N
|
teaching and learning.
|
A
|
U
|
S
|
N
|
Use the space below to describe
YOUR best environment in which to learn.
Tell about at least one activity in which you learned in an outdoor setting. What did
you LEARN?
Comment on what you feel would be
the best way to teach social justice
to young people.
On a
scale of 1 to 5 with 1
being the LEAST DESIREABLE and 5 being the
MOST DESIREABLE, rate
the following items:
1. A high score on a test
|
1
|
2
|
3
|
4
|
5
|
2. Lots of friends
|
1
|
2
|
3
|
4
|
5
|
3. Adventure
|
1
|
2
|
3
|
4
|
5
|
4. Learning lots of facts
|
1
|
2
|
3
|
4
|
5
|
5. Being inspired
|
1
|
2
|
3
|
4
|
5
|
6. Learning new things
|
1
|
2
|
3
|
4
|
5
|
7. Succeeding
|
1
|
2
|
3
|
4
|
5
|
8. Experiencing setbacks
|
1
|
2
|
3
|
4
|
5
|
9. Challenges
|
1
|
2
|
3
|
4
|
5
|
10. Writing about my
|
1
|
2
|
3
|
4
|
5
|
learning
|
1
|
2
|
3
|
4
|
5
|
11. Making a difference
|
1
|
2
|
3
|
4
|
5
|
12. Working alone
|
1
|
2
|
3
|
4
|
5
|
APPENDIX D – Proposed Budget
PROJECT TASKS LABOR HOURS LABOR COST ($) TERIAL
COST ($) RAVEL COST ($)
OTHER
COST ($) OTAL PER
TASK
PROJECT DESIGN
|
Funding Source
|
1.0
|
$75.00
|
$100.00
|
$0.00
|
$20.00
|
$196.00
|
Budget limits
|
1.0
|
$75.00
|
$0.00
|
$0.00
|
$20.00
|
$96.00
|
|
Develop Preliminary Design Specification
|
5.0
|
$75.00
|
$100.00
|
$0.00
|
$20.00
|
$200.00
|
|
Develop Detailed Design Specifications
|
5.0
|
$75.00
|
$200.00
|
$0.00
|
$20.00
|
$300.00
|
|
Develop Acceptance Test Plan
|
5.0
|
$75.00
|
$250.00
|
$0.00
|
$20.00
|
$350.00
|
|
Subtotal
|
17.0
|
$375.00
|
$650.00
|
$0.00
|
$100.00
|
$1,142.00
|
PROJECT DEVELOPMENT
|
Literature Review
|
15.0
|
$75.00
|
$150.00
|
$50.00
|
$50.00
|
$340.00
|
Develop Data Collection Instruments
|
25.0
|
$75.00
|
$250.00
|
$50.00
|
$100.00
|
$500.00
|
|
|
0.0
|
$0.00
|
$0.00
|
$0.00
|
$0.00
|
$0.00
|
|
Development Acceptance Test Package
|
25.0
|
$75.00
|
$150.00
|
$50.00
|
$50.00
|
$350.00
|
|
Perform Unit/Integration Test
|
5.0
|
$75.00
|
$50.00
|
$50.00
|
$50.00
|
$230.00
|
|
Subtotal
|
70.0
|
$300.00
|
$600.00
|
$200.00
|
$250.00
|
$1,420.00
|
PROJECT DELIVERY
|
Site rental costs
|
1.0
|
$75.00
|
$100.00
|
$50.00
|
$50.00
|
$276.00
|
Cost of print material
|
5.0
|
$75.00
|
$1,000.00
|
$50.00
|
$100.00
|
$1,230.00
|
|
Video Camera
|
1.0
|
$75.00
|
$350.00
|
$50.00
|
$100.00
|
$576.00
|
|
Laptop
|
1.0
|
$75.00
|
$1,000.00
|
$50.00
|
$100.00
|
$1,226.00
|
|
Data storage devices
|
1.0
|
$75.00
|
$100.00
|
$50.00
|
$100.00
|
$326.00
|
|
Focus Group, Survey, Interview
|
10.0
|
$75.00
|
$250.00
|
$100.00
|
$100.00
|
$535.00
|
|
Subtotal
|
19.0
|
$450.00
|
$2,800.00
|
$350.00
|
$550.00
|
$4,169.00
|
PROJECT MANAGEMENT
|
Customer Progress Meetings/Reports
|
1.0
|
$75.00
|
$100.00
|
$50.00
|
$50.00
|
$276.00
|
Internal Status Meetings/Reports
|
1.0
|
$75.00
|
$100.00
|
$50.00
|
$50.00
|
$276.00
|
|
Miscellaneous Office Expenses
|
1.0
|
$75.00
|
$100.00
|
$50.00
|
$50.00
|
$276.00
|
|
Interface to Other Internal Departments
|
1.0
|
$75.00
|
$25.00
|
$25.00
|
$25.00
|
$151.00
|
|
Personnel Management
|
1.0
|
$75.00
|
$25.00
|
$25.00
|
$25.00
|
$151.00
|
|
Quality Assurance
|
1.0
|
$75.00
|
$25.00
|
$25.00
|
$25.00
|
$151.00
|
|
Overall Project
Management
|
5.0
|
$75.00
|
$50.00
|
$50.00
|
$50.00
|
$230.00
|
|
Subtotal
|
11.0
|
$525.00
|
$425.00
|
$275.00
|
$275.00
|
$1,511.00
|
OTHER COST
|
Coffee, muffins, cream, sugar, cups
|
1.0
|
$75.00
|
$100.00
|
$0.00
|
$0.00
|
$176.00
|
Phone Usage
|
5.0
|
$75.00
|
$100.00
|
$0.00
|
$0.00
|
$180.00
|
|
Postage Costs
|
1.0
|
$75.00
|
$100.00
|
$0.00
|
$0.00
|
$176.00
|
|
Subtotal
|
7.0
|
$225.00
|
$300.00
|
$0.00
|
$0.00
|
$532.00
|
Subtotals
|
124.0
|
$1,875.00
|
$4,775.00
|
$825.00
|
$1,175.00
|
$8,774.00
|
Risk (Contingency)
|
0.0
|
$0.00
|
$0.00
|
$0.00
|
$0.00
|
$0.00
|
Total (Scheduled)
|
124.0
|
$1,875.00
|
$4,775.00
|
$825.00
|
$1,175.00
|
$8,774.00
|
APPENDIX D – Timeline (Gantt Chart)
The timeline is a suggested time frame for the completion of each phase
of work.
REFERENCES
Archibald,
K. (2002). Best Place – Out of School Education Concept Plan.
McNamara,
C. (1997). Basic Guide to Program Evaluation. Adapted from the Field Guide to Non-Profit Program Design, Marketing
and Evaluation.
Board
of Regents of the University of Wisconsin System. (2005). Logic Models.