Different Strokes for Different Folks

Professional Development
Initiative
Final Exam/Evaluation Plan

Prepared by:

Neal Ackerman
The Computer Training Institute

4/30/2015

Introduction
The "Different Strokes for Different Folks" initiative will provide important professional
development training to the instructors at The Computer Training Institute, to better work with students
who have different learning styles. Many of the students who enroll in The Computer Training Institute
haven't been successful in traditional classroom environments. They often come to us because they find
traditional classrooms to be too challenging. The Friday Institute has developed Massive Open Online
Courses for Educators (MOOC-Eds) that will be used in the Different Strokes for Different Folks
initiative. One of their MOOC-Ed courses is called Learning Differences, "which focuses on executive
function, motivation, and working memory as a foundation for developing strategies to address the needs
of students with learning differences" (Kleiman, Wolf, 2014). The MOOC-Ed course will be used in
conjunction with a training program developed by The Computer Training Institute. This training will
compliment the MOOC-Ed program well as it is tailored to our unique student population. According to
Kleiman and Wolf (2014), "MOOC-Eds are most valuable when participants work through them together
with local colleagues and discuss how the MOOC-Ed resources and activities apply to their local
context." Our training program has been carefully evaluated to provide training specific to our school
while utilizing the MOOC-Ed course, Learning Differences.
All instructors employed at the Computer Training Institute will be required to participate in the
Different Strokes for Different Folks initiative. The Computer Training Institute has a high standard of
success. The goals for the Education Department are 90% retention by graduation, 78% graduation rate
and 6 certifications earned by the student by the time of their graduation. As a school, we are currently
missing our goals and are pushing hard to reach them. The demographic at the Computer Training
Institute is generally students who didn't find success in traditional classrooms. For this reason, it's likely
that the Computer Training Institute enrolls a high percentage of individuals with unique learning needs.
We firmly believe that the Different Strokes for Different Folks initiative will better prepare our
instructors to work with our demographic.
To deliver this important training, The Computer Training Institute has created several carefully
selected activities that will teach our educators the skill they need to teach individuals with learning
differences. These activities include: open peer-to-peer discussions about past experiences with students,
group projects, classroom activities, watching video interviews with individuals who struggled with
different learning styles, expert panels, student scenarios, and asynchronous discussions through online
discussion boards and Twitter. The Different Strokes for Different Folks initiative will begin on June 1,
2015 and will conclude July 20, 2015.

Logic Model for the Different Strokes for Different Folks Professional Development Initiative

Evaluation Questions
EQ1) Describe in detail what new teaching methods were incorporated as a result of the Different Strokes
for Different Folks initiative?
EQ2) How and why has the Different Strokes for Different Folks impacted Retention Rates, Graduation
Rates and Certification Rates?
EQ3) To what extent do students at the Computer Training Institute feel they are getting a better learning
experience and learning outcomes since implementation of the Different Strokes for Different Folks
initiative? What type of student feedback is being given since this implementation?
EQ4)In what ways are the Computer Training Institute better teaching students with learning differences?
Evaluation Questions
To what extent do the Instructors at the
Computer Training Institute understand
teaching methods for students with learning
differences?

How and why has the Different Strokes for

Different Folks impacted Retention Rates,
Graduation Rates and Certification Rates?

Indicators of Success

Instructors understand what learning

differences are

Instructors are knowledgeable about

focusing on strengths instead of
weaknesses

Instructors show knowledge about working

memory

Instructors understand what working

memory is and how it affects student
learning

Instructors have knowledge about

motivating different learners

Instructors understand what executive

function skills are and how they affect
student learning

Graduation rates have increased by 10%

within 1 year of completing the
professional development initiative

Retention rates have increased by 10%

within 1 year of completing the
professional development initiative

Student Certification averages increased

from 5 per student to 6 per student with 1

year

To what extent do students at the Computer

Training Institute feel they are getting a better
learning experience and learning outcomes
since implementation of the Different Strokes
for Different Folks initiative? What type of
feedback are students giving about the
Computer Training Institute?

Describe in detail what new teaching methods

were incorporated as a result of the Different
Strokes for Different Folks initiative?

Interviews with students indicate that

students are more satisfied with the
program

Students indicate on surveys that the

Computer Training Institute works well
with their learning style

Student surveys come back significantly

more positive than previous student surveys

One-on-one interviews with students

indicate that students feel the school fits
their learning styles.

Classroom participation is increased

Students indicate they are more motivated

to learn

Online reviews from students of the

Computer Training Institute are positive
and negative reviews are down

100% of instructors have implemented

teaching methods taught in the Different
Strokes for Different folks initiative

Students who are identified as individuals

with learning differences are displaying
better learning outcomes

Graduation rates have increased by 10%

within 1 year of completing the
professional development initiative

Retention rates have increased by 10%

within 1 year of completing the
professional development initiative

Student Certification averages increased

from 5 per student to 6 per student with 1
year

References:
Kleiman, G., & Wolf, M. (2014). Going to Scale with Online Professional Development: The Friday
Institute MOOCs for Educators (MOOC-Ed) Initiative. North Carolina State University College
of Education, 1-31.