Finalized Complete Program Plan

Running Head: PRM 361: Program Plan
PRM 361 Complete Program Plan
The Catamount School
Ian Marshall, Albert Northrup, Sam Wilson, Rowan Quinn
Western Carolina University

PRM 361: Program Plan 2

Table of Contents
Program Overview 5
Section I 6-12
Agency Overview 7
Agency Culture 8
Mission Statement 9
Program Purpose Statement 10
Participant Information / Needs Assessment 10
Competitors 11
Needs Assessment Survey 12
Section II 13-19
Participant Characteristics 14
Program Goals 15
Participant Outcomes and Objectives 15
Frame Sequencing 17
Pert Chart 19
Section III 20-32
Venue Arrangements 21
Special Arrangements 22
Inclusion Plan 22
Equipment, Supplies and Material Needs 23
Registration Plan 24
Staffing and Staff Orientation plans 24


Management Plan 25
Cancellation Plan 26
Set-up Plan 26
Risk Management Plan 27
Program Schedule 30
Program Wrap-up 31
Agency Contract 32
Section IV 33-36
General Information 34
Promotion Packet 34
Flyer 36
Section V 37-44
Chart of Accounts 38
Program Budget Summary Sheet 39
Program Expense / Revenue Sheet 40
Program Evaluation 41
Evaluation Survey 44
Section VI 45-55
Program Background Information 46
Evaluation Design 47
Results 49
Analysis of results 51
Cost Benefit Analysis 52


Conclusions and Recommendations 53
Disposition Decision 54
References 55

Program Overview
The program that we have created is an orienteering program that will provide participants with
some basic skills pertaining to orienteering. Our orienteering program is called the Orienteering
Olympics and it involves a day of teaching and a day of outdoor activities. We aim to give the
participants of this program a firm grasp on the compasses and how to use them. The agency that
we are working with is The Catamount School. They are a fairly new agency that was created in
collaboration with Western Carolina University. This agency aims to create a community where
all students feel valued and cared for and they are committed to providing learning through
experience in a caring, collaborative, and socially just environment (K. Elders, Personal
Communication, 2017). The students that are enrolled in Catamount School are the audience of
this program. These students are sixth, seventh, and eighth graders. Since the Catamount School
is located at Smoky Mountain High School, we will use their facilities as the setting of our
program. The first section of the program will take place October 23, 2017. This section of the
program will focus on teaching the participants about the parts of the compass and how to shoot
a bearing. For this section, we will use a classroom at the high school. The second section takes
place on October 27, 2017, for this section we will use the outdoor area behind the high school.
This section will allow the participants to apply the knowledge they learned in the first section of
the program. This will be through an orienteering course where participants will have to walk
through a numbered course, finding their way by reading bearings. In order to see if this program
was successful, we will use an evaluation survey containing Likert Scale questions. At the end of
the program we will have the participants fill out this survey and we will record the results.
Additionally, candy and certificates will be rewarded to participants who finish the course. The
aim for this course is to provide a program that is balanced between learning and having fun.

PRM 361: Program Plan Section I
Ian Marshall, Albert Northrup, Rowan Quinn, Sam Wilson


Agency Overview
The Catamount school is a program from Western Carolina University and Jackson
County Public Schools, run out of Smoky Mountain High School located in Sylva, North
Carolina. The program is a preparation program that serves students in grade levels six, seven,
and eight and helps them prepare for their transition into high school. It does this by providing
enrichment opportunities in subjects not generally taught in a classroom, such as arts, dance,
physical education, and more. Different teaching methods are used that are specific to each
student based on that students learning style. This will give students even more opportunities to
excel later in their school career. Students are also able to explore many of their potential talents
and abilities. This program caters to students from schools that are statistically placed lower on
the performance scale. A student is eligible to apply if they are a rising 6th, 7th, or 8th grader,
and must currently attend a school defined at low-performing. Students at the Catamount
School will be able to gain valuable experience through personalized teaching approaches and
enrichment opportunities that may help them to raise performance levels. Also, students of WCU
who plan on becoming teachers often assist in the operations of the school. The faculty of this
school are highly dedicated to the participants of this program. The Catamount School is quite
young; this semester (Fall 2017) is their first semester in operation (Catamount School, 2017).

Agency Culture
We will be providing an orienteering program for a group of middle schoolers (range of 6th-8th
grades) from the Catamount School. The Catamount School ...promotes health and wellness and
a commitment to learning through experience in a caring, collaborative, and inclusive
environment. (Studnec, 2017). The organization is devoted to exploring innovative teaching
approaches and helping each student attain their full academic potential. The Catamount School
works with students in middle school, and the students we work with will be in 6th, 7th, and 8th
grades.
Individual - Our patrons for the program will be students from the Catamount School, grades
ranging from 6th to 8th. According to Katy Elders, the students at the catamount school consist
of middle schoolers who may not be reaching their full academic potential in the traditional
classroom (K. Elders, Personal Communication, 2017). The main common factor between the
students is that they are not reaching their full potential in the traditional classroom.
Organizational - The Catamount School has provided their students with many programs
centering around group dynamics and team development so far this year. Additionally, they
provide a variety of enrichment programs through activities such as art and dance. According to
Katy Elders (Personal Communication, 2017), a faculty member of the Catamount School with
whom we will be working to implement our program, the school has not yet provided students
with many skills-oriented topics. We intend to use our orienteering clinic as an opportunity to
fill that need for skills-based subjects. Additionally, our program will be from 2:00 pm - 3:00 pm
on Monday, Oct. 23rd, and Friday, Oct. 27th (part of their regularly scheduled classroom time),
which means the students will not have to devote extra time or pay extra fees for participation in

the program. We will also benefit from the fact that these students will already know each other,
having been in school together since August and having participated in many team development
activities.
Community - We believe one of the challenges will be the potentially diverse interests of the
students. Given our location in the mountains, it is likely that there will be some students that are
into outdoor activities and would be interested in an orienteering course. On the other hand, we
may encounter students who would much rather play inside and do not really care for an
orienteering course. We believe that incorporating a scavenger hunt into our program we can
make sure the kids are engaged and have a motivating factor. Additionally, we believe that
outdoor education can provide students with an opportunity for their newly-acquired teamwork
skills to be put to use. Creating a program that lets students experience a small piece of being a
Parks and Recreation Management student may likely encourage them to be engaged in school
and to work towards a higher education.
Mission Statement
The Catamount School is a learning community where all students are valued and care for
themselves and others. We promote health and wellness and a commitment to learning through
experience in a caring, collaborative, and socially just environment. (K. Elders, Personal
Communication, 2017). The Catamount School is very interested and committed to doing what is
best for their patrons. They live up to the highest expectations and standards to ensure their
students are valued and cared for. They ensure that their students personal health and wellness is
accounted for, and that there is a high level of commitment towards their learning experience.
They ensure their students are also in a safe and inclusive environment. Our goal when working
with the students of The Catamount School is to go above and beyond following these

expectations and holding ourselves to our highest standards. Our intention is to provide quality
programming that promotes positive learning and exploratory enrichment, that will give students
a perspective of what being a Parks and Recreation Management major is all about.
We want to show the highest standards of work ethic when working with the Catamount
School to ensure we are giving our all and living up to their mission statement.
Were hoping to create an exploratory enrichment program that will interest our students in our
particular field of study, which in our case is Parks and Recreation Management. Creating a
program tailored to The Catamount School that gives insight of being a PRM student is a great
way to encourage students to want to be engaged in school and go towards a higher education
such as college.
Program Purpose Statement
The purpose for the Halloween themed orienteering scavenger hunt is to give the Catamount
School students a chance to explore the surrounding areas of their campus to promote health,
wellness and a commitment to learning through experience.
Participant Input / Needs Assessment
We believe the students will be excited to work with someone else other than their
everyday teachers. We will be reinventing their classroom for the two days. On Monday bringing
them to the outdoor living area to go through the need to know basics will be a great incentive
for them to gather the information needed to make the second day a huge success.
On the second day, we will be using the Wildlife Watch Area on the grounds of the
campus as the orienteering course. This will be a continuation of the outdoors environmental
ambiance we will create in the project. As mentioned previously, we will be incorporating a


Halloween themed scavenger hunt that will test their orienteering skills. This is something we
think will involve the students together creating high morale.
As stated before, the students have participated in many team-building activities this year
already, but where the students are currently lacking is in skills-related topics. This will give the
students a break from the teamwork-centered activities and allow them the opportunity to put
their team-building skills to use in a new setting.
Competitors
After some research of the Western North Carolina area, there are no nearby orienteering
outfits, so we are providing a service that is relatively unavailable in the area. Although the PRM
department is supplying us with the materials needed for our program, they dont seem to run
any events in the area for orienteering. This is something we are excited about as this program is
not just new to the students but its being introduced to the area as such. We hope the program
would potentially spark a new hobby for some students.


Needs Assessment Survey
This survey was put together so that we can get an idea for what kind of program you and your
classmates would enjoy. Answer questions completely and as legibly as possible.
1. Would you like your program to take place on-campus or off-campus?
1. How would you rate your interest level in the outdoors? (circle one)
Not interested Neutral Interested
1. What special topics might you be interested in learning?
1. Do you have any food allergies or dietary preferences? If so, please indicate below.
1. Would you be open to a program that spans multiple days? (circle one)
Yes No

PRM 361: Program Plan Section II


Participant Characteristics
The participants that we will be programming for are 6th, 7th, and 8th grade students who have
not previously participated in the orienteering program. According to The Catamount Schools
website, the agencys ethos strives to achieve full academic potential in the traditional classroom
for all students. The goal for The Catamount School is to provide support and guidance to their
students so that they can work towards reaching their full academic and social potential. The
Catamount School does this by including exploratory enrichment programs along with team
building and group exercises to build community. They would like to include skills-based
programs within their classrooms, eventually they would like to include service-based programs
and also providing help within the community. The program that we will implement would be
skills-based, teaching participants how to orienteer. We will most likely have a good degree of
interest from the students in doing this activity as it will be different from their everyday
classroom schedule, yet there may well be students who are not as interested. We will plan for
this option also. Katy Elders, Enrichment Coordinator of the Catamount School, stated that The
students are tired of team building exercises, theyre too cool for school. She has given us
permission to ask the teacher in the classroom to pull the authority card if the students refuse
to participate although we will do our best to keep the students attention. We really believe that
the students will find our program to be quite enjoyable for it is interactive and the students are
learning how to do something outside of their normal realm as well. The purpose of this program
is to help achieve the student's full academic potential, but also to assist in the development of
the students in their current developmental stage. We aim to work alongside the teachers and
strive to coach the students through their current stage of development. The students are just
entering the Adolescent stage where emotional, spiritual and cultural aspects of their lives are

being tested. We will work with these attributes and differences to make the program suitable to
all.
Program Goals
Goal 1: For students to gain an understanding of the basic skills involved in orienteering.
Goal 2: For students to practice teamwork and communication.
Goal 3: For students to enjoy themselves and also to bond as a group.
Participant Outcomes and Objectives
Goal 1: For students to gain an understanding of the basic skills involved in orienteering.
o Objective 1A: Students will review with instructors at beginning of the second
day, assuring understanding of the material. We will take the students in the
groups and run through the skills needed to complete the course.
o Objective 1B: Students will successfully complete the scavenger hunt course with
methods of teaching we taught them.
Goal 2: For students to practice teamwork and communication.
o Objective 2A: All students will be included in the scavenger hunt.
o Objective 2B: Each student will play a role in and actively participate with their
team during the scavenger hunt. We will measure this by using our teaching skills
and include each student as best as possible.
Goal 3: For students to enjoy themselves and to bond.
o Objective 3A: Students will be challenged to mingle with the group and not be
attached to their default friend group.


o Objective 3B: Instructors will oversee groups through the course to ensure that all
students are participating and playing a role in the activity. We will coach and
advise the students if they come into difficulty.
o Objective 3C: Enjoying the experience is one of the more important aspects of
this program and we will strive to make it the best possible experience possible.

Frame Sequencing


PERT Chart

PRM 361: Program Plan Section III


Program Title:
Orienteering Olympics
Program Plan
1. Venue Arrangements
We will be using the Catamount Schools indoor and outdoor classroom area as part of our
program. The indoor classroom includes tables for the students to sit and whiteboards to draw
on. The outdoor area includes outdoor seating, a pathway around a pond, and plenty of open
space to spread out. These venues have been reserved for us on the dates and times that we have
requested. The image below shows the outdoor space from an aerial view and it also shows the
course that we will be using for the orienteering portion of the presentation.

The image below shows our fire evacuation route along with a tornado safe holding area.
2. Special Arrangements
Special Arrangements are not applicable due to the fact that we will be on the Catamount
Schools campus. Any special arrangements will already be made by the Catamount School.
3. Inclusion Plan
This is a very important section to have researched thoroughly. As far as we know, there are no
students with disabilities in our group. This ensures that we will not have to worry about any
special transportation to and from the outdoor setting. What we do not know and what we will

not know until the day of arrival is if there are any recent injuries that a student might have
obtained. If a student cannot participate in the Scavenger Hunt on Friday, we will have a less
active session with that student where he/she can apply the skills that they learned on Monday.
Said student would still be able to receive a prize and a certificate at the end. He/she could also
help facilitate the program on that day.
4. Equipment, Supplies and Material Needs
The list of supplies we need for the program will be fairly small. First and foremost, 15 Silva
compasses are needed. 15 slips of paper will be printed out with a picture of the compass and a
list of the parts of the compass. We will also need some candy for our program, for this we will
use M&Ms, Kit Kats, Twix, Dum Dums, and Goldfish, all in mid-sized bags. We will also need
2 Jack O'lantern containers to put the candy in (this will incorporate the Halloween theme of the
program). We will also use a small speaker for the program. We will need six ink pens for our
survey portion along with twenty printed surveys for the students to complete. Additionally, each
student will receive a certificate of completion, and we will need to print out a certificate for
each individual student. Also individual pieces of paper numbered 1-8 will be used to mark out
the scavenger hunt.


Supplies and Equipment

# Item Item location/Store
18 Compasses PRM department
1 Bluetooth Speaker & iPod Personal
15 Compass Pamphlet Printer
5 packs Candy Walmart
2 Jack O Lantern containers Personal
10 Sticky notes/Labels Personal
6 Pens Personal
20 Surveys Printer
1 Roll of Tape Walmart
5. Registration Plan
Registration Plan not applicable due to the fact that the participants are required to participate in
this program. The students will already be registered at the catamount school so there will be no
need for further registration.
6. Staffing and Staff Orientation Plan
Aside from the four of us planning the program, no additional staff will be required. All
necessary actions will be divided up between the four of us. As it pertains to skills, Rowan has an
Irish Remote Emergency Care II certificate, and Sam has Adult CPR/AED and is working
towards Wilderness First Aid. All members have experience planning and teaching lessons from
prior PRM classes. We will work as a group to prepare ourselves to lead and teach in this
program by brushing up on our knowledge and practicing with the compasses beforehand.

7. Management Plan (Pert Chart)

8. Cancellation Plan
In the event of foul weather or inaccessibility to the outdoor teaching space, the Monday
session will simply take place in the classroom. On Friday if weather is an issue the Scavenger
hunt will alternatively be held indoors, in the gymnasium facility at the Smoky Mountain
School. The Halloween theme will still be intact through the use of Halloween music and
Halloween candy. All teaching aspects will still be covered and the scavenger hunt completed in
a fun and enjoyable environment.
9. Set-Up Plan
Day 1: will be facilitated in the indoor classroom on the Catamount School campus. The
equipment that we will be using to facilitate the session will be the 15 slips of paper with a
picture of a compass and the listed parts of the compass will be handed out to each student. We
will also use 18 compasses that will be kindly supplied by the PRM department
Day 2: On Friday, we will still be using 18 compasses and they will be distributed out to the
students. As a group, we will go out and set up the numbered sheets of paper around our pre-
determined course.

Picture above is the setup we will be implementing for our program. Before the program starts,
Sam will set the bowls of candy at the last point of the course, Rowan will set up the speaker in
the middle of the area around the fifth point and it will be playing Halloween music.
10. Risk Management Plan
Program Title: Orienteering Olympics
Program Purpose: To provide the students of the Catamount School with an opportunity
to learn outdoor navigation skills, and to apply them in a fun, collaborative environment
Dates: October 23 and October 27

rd th
Location: The indoor and outdoor classroom area at Smoky Mountain High School
Participants:
Number: 15-20

Age: Varies (grades 6-8)
Experience: We have 20 middle school participants with little to no orienteering
experience
Leaders:
Rowan Quinn: Remote Emergency Care II
Sam Wilson: Adult CPR/AED, Wilderness First Aid (in progress)
Albert Northrup
Ian Marshall
List of Known Hazards: A small creek runs alongside the outdoor area we will be using.
With four facilitators, ensuring that students avoid the creek will be manageable. The
pond on the property was empty as of our last visit, which lessens some of the risk as
well.
Small Creek: We will avoid this hazard.
Pond: We will avoid this hazard.
Wildlife: We will avoid this hazard.
Safety Policies: As a few basic safety guidelines, students will be asked to avoid going in
the creek that runs through the outdoor area, and to let a facilitator know if they should
need to use the restroom or be excused for any other reason.
Emergency Numbers and Procedures:


In the event of an emergency, 911 will be contacted if necessary and students will be
gathered together and escorted away from danger. Facilitators will contact the students
emergency contacts. In the event of a medical emergency, Emergency Services will be
contacted and first aid will be administered if necessary. Facilitators will contact the
students emergency contact.
Smoky Mountain High School: (828) 586-2177
Katy Elders: (828) 399-1930
Police / Fire Department: 911
In event of inclement weather, the program will take place inside Smoky Mountain High
School. We will still have access to the classroom that the students would typically use
during this time, along with access to the gymnasium.


11. Program Schedule
Monday, Oct 23:
2:00 pm - Students arrive at classroom
2:05 pm - Introductions/brief name game
2:10/2:15 - Begin lesson on compass use
Remainder of class - Time for students to practice skills in groups of a 5:1 student to instructor
ratio. We will give the students bearings to shoot and have them find the bearings of certain
places around the world. For example, we will say show me what direction 230 degrees is at
and have the students point to that direction. Also using a map on our phones, we will find the
bearing of certain places around the world in relation to the classroom.
Friday, Oct 27:
2:00 pm - Students arrive at outdoor classroom
2:05 pm - Review of skills/time for students to ask questions
2:15 pm - Explain scavenger hunt activity, list rules and guidelines, etc.
2:20 until end of class - Scavenger hunt
*Participant surveys will be handed out upon completion of the scavenger hunt

12. Program Wrap-Up
As soon as the event is over, the outdoor classroom area will be walked to ensure all trash
is removed. The compasses will be returned to the PRM department on the following
Monday.

13. Agency Contract

PRM 361: Program Plan Section IV


General Information
Program Title: Orienteering Olympics
Program Dates: Session 1 - Monday Oct. 23, Session 2 - Friday Oct. 27
Program Location: The outdoor classroom at Smoky Mountain High School
Summary: The Orienteering Olympics will be a program held for the middle school students of
the Catamount School. Session 1 will be focused on teaching participants how to navigate with a
compass, and Session 2 will allow participants to apply their knowledge of compass use to a
Halloween-themed scavenger hunt.
Promotion Packet
1. Introduction
Our program promotional packet is designed to appeal primarily to a middle school target
audience. The program includes a scavenger hunt with a Halloween theme, and although such an
activity can be enjoyed by many age groups, we feel that this activity will appeal the most to
elementary and middle school-aged participants.
2. News Release
Monday, October 23 and Friday, Oct. 27, the Catamount School, along with students from
Western Carolina Universitys Parks & Recreation Management program, will be hosting a
lesson on basic orienteering skills. Monday will be focused on teaching the skills and allowing
participants to practice, and on Friday, participants will put their new skills to the test in a
Halloween-themed scavenger hunt. Each session will be held from 2-3pm on Oct. 23rd and 27th,
and candy will be provided! For questions, contact Albert Northrup, Rowan Quinn, Sam Wilson,
or Ian Marshall

Albert Northrup: asnorthrup1@catamount.wcu.edu
Rowan Quinn: rowanquinn15@gmail.com
Sam Wilson: stwilson3@catamount.wcu.edu
Ian Marshall: irmarshall1@catamount.wcu.edu
3. Brochure Copy/ Social Media Copy
Students of the Catamount School are now able to participate in a fun orienteering program. Our
program is a fun outdoor experience where Catamount School Students can learn about the
basics of navigating with a compass. We are experienced in the area of orienteering and feel that
this skill is an important for anyone to know. Your Catamount School student is invited to join us
for a fun and informative lesson that will teach them an invaluable skill. On October 23rd from
2-3pm, students will learn about the basics of compasses and how to read them. This will be
followed up by a fun outdoor activity on October 27th from 2-3pm. Contact Albert Northrup at
asnorthrup1@catamount.wcu.edu for further questions about this program. We are excited to be
able to share our knowledge and teach a valuable to your student!


4. Flyer

Program Plan: Section V
PRM 361: Program Planning and Evaluation


Chart of Accounts
Line Item # Line Item Fixed or Variable
100 Field/Classroom Fixed
200 Candy Variable
300 Compasses Fixed
400 Poly-spots Fixed
500 Evaluation Components Variable
600 Course Materials Variable


Program Budget Summary Sheet
Line Item # Description Budget Actual
Income
000 N/A $0 $0
Total Income $0 $0
Expenses
100 Field/Classroom $0 $0
200 Candy $32.00 $28.05
300 18 Compasses $0 $0
400 Poly Spots $0 $0
500 Evaluation Components $4.00 $3.33
600 Course Materials $7.20 $5.36
Total Expenses $43.20 $36.74


Program Expense/Revenue
Line Item # Revenue Budget Actual
000 N/A $0 $0
Total Revenue $0 $0
Row # Expenses Budget Actual
100 Field/Classroom $0 $0
110 Speaker $0 $0
200 Candy $32.00 $28.05
210 1 Bag of Twix $5.00 $3.99
220 1 Bag of Dum Dums $5.00 $2.49
230 1 Bag of Kit Kats $5.00 $3.69
240 1 Bag of Goldfish $5.00 $4.99
250 1 Bag of M&Ms $5.00 $4.99
260 2 Jack Olantern Bowls $7.00 $6.49
300 18 Compasses $0 $0
400 Poly Spots $0 $0
500 Evaluation Components $4.00 $3.33
510 20 Sheets of Paper, Printed $1.00 $1.00
520 6 Pens $3.00 $2.33
600 Course Materials $7.20 $5.36
610 4 Printed Compass Sheets $0.20 $0.20
620 1 Pack Sticky Notes $3.00 $2.17
630 1 Roll Tape $4.00 $2.99
Total Expenses $43.20 $36.74


Program Evaluation
Purpose: The purpose of this program is to introduce the middle school students of the
Catamount school to compasses and basic orienteering skills in the outdoors. We hope
that the students will participate fully and be engaged in learning the material that we will
be teaching. The aim for our group members, as the instructors, is to see the program
through to the end and ultimately receive helpful and engaging feedback from our
audience.
Audience: Our audience will be the PRM Department, The Catamount School,
Participants, and Dr. Callie Schultz. These four audience members will want to know if
all of the students participated and if they enjoyed the program. They will also want to
know if the students gained any knowledge from the experience. The PRM Department,
Dr. Schultz, and the Catamount School will want to know what worked and what did not
work in our program. This information will be used to help create better programs in the
future.
Process: We will evaluate our program through a series of Likert Scale questions about
the program itself. This will be followed by two open ended, opinion based questions.
Issues: The evaluation should ask what the students learned from their experience and if
it was enjoyable to them. Also, it will ask if any new relationships were formed during
the program and if the students all felt included. Finally, the evaluation will ask if the
program was easy to understand and if the students would participate in a program like
this again.

Resources: For our evaluation, we will need to print out at 20 surveys. Each survey will
be one-page long. Also, 6 pens will need to be provided so that participants will be able
to fill out the survey as they get to the end of the course.
Evidence: The evidence that is collected will help to make a final judgment about our
program and will allow for us to evaluate how it went overall. We will be collecting this
evidence from the middle school participants of our program, we will also receive
feedback from our observers.
Data Gathering: We will be gathering our data using an evaluation survey of the
program that the participants will fill out. The survey will be printed on individual pieces
of paper. At the end of the program we will provide pens and ask that each participant fill
out a survey. On the survey will be a series of Likert Scale questions followed by two
opinion questions. After the surveys are collected, we will record all of the results in
order to compile them later.
Analysis: The analysis that will be used will depend on the type of data being analyzed.
For example, using graphs or tables would be more useful for quantitative data because it
easily displays the distribution of results. Qualitative data, however, may require a
worded explanation, as graphs and tables would not do justice in explaining qualitative
data. Because the format that we will use features mostly Likert Scale questions, most of
our data will be quantitative. There are two questions at the end of the survey that will
result in qualitative data. We believe that simple graphs or tables will be the most
effective way to analyze and share the data. Also we will have to code the qualitative data
and look for themes in order to analyze the last two questions.

Reporting: We will be reporting the program by means of an Evaluation Report after the
program has been completed. We will hope to use the format of a typed summative report
with a presentable envelope or binding system. This report will be neat, presentable and
legible. We will make sure that the data included in this evaluation report is easily
understandable to the PRM Department, the Catamount School, the Participants, and Dr.
Callie Schultz. The report will follow the format that we have learned in our textbook.


Orienteering Olympics Evaluation Survey
For questions 1-7, check the answer that most applies to you. For questions 8 & 9, use the space
provided to answer.
1. After the program, I feel comfortable using a compass
Strongly Disagree__ Disagree__ Neutral__ Agree__ Strongly Agree__
2. The program was enjoyable
3. I felt included in the scavenger hunt
4. I learned something new about one of my classmates
5. The information was easy to understand
6. I would participate in a similar activity again
7. After this program, I want to learn more about compasses
8. What did you like the most about this program?
9. What is something you would change about the program?
Thank you for participating!!


Program Plan: Section VI
PRM 361: Evaluation


Program Background Information
The Orienteering Olympics was held at the Smoky Mountain High School campus on October
23rd and October 27th of 2017. This program was designed to introduce students to the
foundations of orienteering and to apply those skills to a fun scavenger hunt, with Halloween
candy as a prize for participating.
The participants in our program are middle school students from the Catamount School, based
out of Smoky Mountain High School in Sylva, NC. Most of these students are enrolled in the
Catamount School because they are struggling to succeed academically in a traditional public
school setting. Later in the planning process, we discovered that all of these students were
acquainted with each other, which required us to edit our goals and objectives. At the time we
first met with Katy Elders, a faculty member at the school, the students were primarily engaged
in group dynamics and team building exercises, emphasizing a need for skills-based and
experiential activities.
The supplies list for this program was fairly small. Compasses were the most important of
materials to rent. In addition, we needed candy and snacks for the prizes at the end of the course,
and plastic pumpkin containers to hold them in. We also needed a speaker to play music through
(Rowans personal speaker was used for this). The only other accommodations needed was space
to host the program. We used the student's normal classroom for the first day, which was set
aside for the students to learn compass skills and to have a chance to practice them. We were
able to set aside the schools outdoor learning area to use for the scavenger hunt day.
Staffing for the Orienteering Olympics was fairly simple. Our program planning group
(Rowan, Albert, Ian, and myself, Sam) served as the staff for the program. The only extra

assistance we needed was for someone to bring the students down to the outdoor area to meet us
there, and that was taken care of by Katy Elders.
Evaluation Design
Purpose: The primary purpose of conducting this evaluation was to see if our goals and
objectives had been met. We also wanted to hear valuable quantitative and qualitative feedback
from our program participants and to determine whether or not our program should be changed,
or if the program should just be discarded altogether.
Goals and Objectives: We listed three goals that we wanted to accomplish with the program, and
they are as follows: For students to gain an understanding of the basic skills involved in
orienteering, for students to practice teamwork and communication, and for students to enjoy
themselves and bond with each other. The questions we decided to put into our survey each
pertain to one of these three goals. Each quantitative question required an answer using a Likert
scale, with 1 meaning Strongly Disagree and 5 being Strongly Agree. Below is a list of the
questions we included in our survey.
After the program, I feel comfortable using a compass
The program was enjoyable
I felt included in the scavenger hunt
I learned something new about one of my classmates
The information was easy to understand
I would participate in a similar activity again
After this program, I want to learn more about compasses


Procedures: Our survey was handed out to participants at the end of the second day of our
program. The survey consisted of seven quantitative questions and two qualitative questions (see
survey questions above). The students had several minutes to celebrate and enjoy their snacks
before going back to the classroom, so we had them each take a minute or two to fill out our
survey while they were waiting to go back to class.
Data Gathering Techniques: Our programming group decided to use a written survey to gather
both quantitative and qualitative data. The survey included seven quantitative questions that were
posed as statements. For each statement, students would use a Likert scale (1 being Strongly
Disagree and 5 being Strongly Agree) to choose if the statement applied to them. The survey
included two qualitative questions as well, which were what did you like the most about this
program? and what is something you would change about the program?.

Results
We used seven quantitative questions in our survey, using a Likert scale for answering. An
example of the scale, as well as a table displaying our results, is shown below:
Strongly Disagree Neutral Strongly Agree
1 2 3 4 5
After the The I felt I learned The I would I now

program, I program included something information participate want to
feel was in the new about was easy to in a learn
comfortable enjoyable scavenger a understand similar more
using a hunt classmate activity about
compass again compasses
5 5 5 5 5 5 3
5 4 4 2 5 5 3
3 3 5 1 3 3 1
4 4 4 1 5 4 1
5 5 5 4 4 5 5
4 5 5 3 4 5 3
4 5 5 4 4 4 3
4 5 5 4 5 3 3
5 5 5 5 5 5 5
5 5 5 5 5 5 5
4 4 5 2 5 5 5
5 4 4 4 5 4 5
Avg: 4.3 Avg: 4.5 Avg: 4.75 Avg: 3.3 Avg: 4.6 Avg: 4.4 Avg: 3.5
Quantitative Data Summary: One of our concerns in giving this survey was whether or not
everyone would take it seriously. If a participant were to circle 5 for every question, its hard

to tell if the participant actually enjoyed the program that much, or if they just circled randomly
just to get it done quickly. Thankfully, almost every survey we received had varied answers, so
we believed that nearly all participants filled their surveys out honestly.

Analysis of Results
The results that we collected during our program evaluation showed that the participants
wanted to participate in a similar activity again. This is good because it means that our goals
were met within our program. One of our goals was to give the participants a general idea of how
to use a compass. Our evaluation showed that most of the participants felt comfortable using a
compass after this program. This means that our goal was met, but we could have been more
thorough in making sure that all participants had a firm grasp on the content. Throughout this
program it seemed that the participants did not leave their normal group of friends. This was the
lowest average section of the score which means that we did not meet this goal. Based on the
data from our evaluation, it seems like we could have done a better job at ensuring that the
participants collaborated with someone who they did not know as well.
Based on the data that we collected from our participants we concluded that some of our
data may have been misrepresented. This is due to the fact that some of the surveys had all of the
same number answer choices and may not have been answered truthfully. We had some surveys
with answers of all fives. However, the majority of the surveys that were taken seemed to have
been taken honestly as the scores throughout the surveys varied. With this being said, we, as
facilitators, were paying attention throughout the student's experience of the program and can
back up the results with what we have observed.


Cost and Benefit Analysis
There were not many cost factors to our program, in fact only three main categories.
These include: candy, evaluation components and course materials. Our expense totaled to
$36.40. The larger portion of this spending was in the category of candy at a large 73% spending.
Comparing this to the other small spending it does not seem so bad. Other spending was in the
area of materials that were needed to create the orienteering course such as paper print outs IE,
pamphlets, and surveys, tape and sticky notes for course bearings. The expenses of our program
were covered by ourselves, the program planners. We were happy to have Basecamp
Cullowhee's support of renting out the compasses which were the main component to our
program, along with the poly circles for our ice breaker. Access to the field behind the high
school was granted to us from Katy Elders where the second day of our program took place. We
feel this program was very feasible and rewarding.


Conclusions and Recommendations
After completing our program, we established that overall, our program was a success
and accomplished our goals. The results of our evaluation showed that we fulfilled our duties in
facilitating this program. That being said, there are a few things that could have been changed to
maximize the outcome of this program. These things did not affect the success of our program
but could have added to this success.
Conclusion Many of the participants stuck to their normal friend group and did not
branch out and meet new people. This was partially because of the fact that we did not fully
allow the students to meet and mingle within their groups.
Recommendation Once the participants were separated into smaller groups, we should
have run another ice breaker in order to let the participants get to know each other. After that, it
would have been more beneficial to implement some sort of group activity to create a sense of
comradery among the group members
Conclusion Our evaluations did not provide us with as much information as we hoped
they would. We could have used more specific and informational feedback from the participants.
This is difficult because the participants might not be inclined to fill out a longer survey.
Recommendation We would recommend giving a survey with more specific questions.
These questions could be open ended in order to gain a wider range of answers. These questions
could better assess the results of this program. The answers that are provided would be able to
give a broader spectrum of information which would make for a better evaluation.
Conclusion The participants sometimes seemed like they had a great time outside of
their classroom. This seemed to give them a break from their normal routine. Only one of our

days took place outside the classroom while the other day took place in the participants normal
classroom. This might have made the students feel bored and uninterested.
Recommendation We would recommend that this program be run fully outside of the
participants normal classroom. This might increase the enjoyability rating of the program. Also,
participants might be more inclined to fully devote their attention to the material.
Disposition Decision
Orienteering Olympics proved to be an overall success with our Catamount students,
teachers of those who took part, our professor and also ourselves as the facilitators. As a result,
this program ticks all the boxes in relation to our goals and objectives and with such positive
feedback from our evaluation survey we have agreed to keep this program with little or no
modification and no reason to eliminate it.
After the program was completed on the second day we all felt a huge sense of
satisfaction to see positive happy faces from both the students and teachers. Maybe the candy at
the end had something to do with that but none the less, the students looked to have completed
the course in good spirits and happy to be a part of this program.


References
The Catamount School. (2017, February). Retrieved October 10, 2017, from
http://www.wcu.edu/learn/departments-schools-colleges/ceap/catamount-school/
Studenc, B. (2017, February 02). WCU, Jackson County Schools announce formation of 'the
Catamount School'. Retrieved October 10, 2017, from http://news-
prod.wcu.edu/2017/01/wcu-jackson-county-schools-announce-formation-catamount-
school/

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Running Head: PRM 361: Program Plan

PRM 361 Complete Program Plan

The Catamount School

Ian Marshall, Albert Northrup, Sam Wilson, Rowan Quinn

Western Carolina University

Program Purpose Statement 10

Participant Information / Needs Assessment 10

Needs Assessment Survey 12

Participant Outcomes and Objectives 15

Section III 20-32

Equipment, Supplies and Material Needs 23

Staffing and Staff Orientation plans 24

Risk Management Plan 27

Program Budget Summary Sheet 39

Program Expense / Revenue Sheet 40

Program Background Information 46

Cost Benefit Analysis 52

PRM 361: Program Plan Section I

Ian Marshall, Albert Northrup, Rowan Quinn, Sam Wilson

Western Carolina University

a commitment to learning through experience in a caring, collaborative, and inclusive

environment. (Studnec, 2017). The organization is devoted to exploring innovative teaching

and to work towards a higher education.

Program Purpose Statement

wellness and a commitment to learning through experience.

Participant Input / Needs Assessment

ambiance we will create in the project. As mentioned previously, we will be incorporating a

think will involve the students together creating high morale.

their team-building skills to use in a new setting.

would potentially spark a new hobby for some students.

Needs Assessment Survey

classmates would enjoy. Answer questions completely and as legibly as possible.

1. Would you like your program to take place on-campus or off-campus?

Not interested Neutral Interested

1. What special topics might you be interested in learning?

PRM 361: Program Plan Section II

Ian Marshall, Albert Northrup, Rowan Quinn, Sam Wilson

Western Carolina University

Goal 2: For students to practice teamwork and communication.

Goal 3: For students to enjoy themselves and also to bond as a group.

Participant Outcomes and Objectives

methods of teaching we taught them.

Goal 2: For students to practice teamwork and communication.

o Objective 2A: All students will be included in the scavenger hunt.

and include each student as best as possible.

Goal 3: For students to enjoy themselves and to bond.

attached to their default friend group.

advise the students if they come into difficulty.

PRM 361: Program Plan Section III

Ian Marshall, Albert Northrup, Rowan Quinn, Sam Wilson

Western Carolina University

help facilitate the program on that day.

4. Equipment, Supplies and Material Needs

the scavenger hunt.

Supplies and Equipment

18 Compasses PRM department

1 Bluetooth Speaker & iPod Personal

15 Compass Pamphlet Printer

5 packs Candy Walmart

2 Jack O Lantern containers Personal

10 Sticky notes/Labels Personal

1 Roll of Tape Walmart

need for further registration.