Educ 6130 4 program evaluation final project

BEAT THE ODDS
PROGRAM
EVALUATION
Shirley Downes
EIDT 6130-4 Program Evaluation
Final Project
April 12, 2016
Walden University
Dr. Mitchell Pratt
1

TABLE OF CONTENTS
1. Introduction……………… 3
2. Program Analysis……………… 5
3. Evaluation Model Table …….. 7
4. Evaluative Criteria ……………. 13
5. Data Collection Design and Sampling Strategy ……. 15
6. Reporting Strategy Table ………………………………… 16
7. Concept Map……………………………………………….. 18
8. Logic Model………………………………………………….. 20
9. Appendices…………………………………………………… 22
Testimonials
News Media
Sample School Letter
10. Conclusion……………………………………………………. 26
10. References……………………………………………………. 27
2

INTRODUCTION
Bob the One Man VolleybalI team program is a teen anti -bullying and suicide
prevention program. Brady Cook, Principal explains "Bob Holmes put on the most
entertaining and meaningful assembly performance that I've seen in my entire career
in education. He dazzled our students with humor, action, and athleticism. After
captivating them with his amazing volleyball skills, he delivered a message about
making good decisions. I will be recommending Mr. Bob Holmes to every principal
that will listen."
Introduction 3

For my course project I have elected to
evaluate Bob's Holmes One Man Volley Ball
program. Many people overlook the
problem of teen suicide. However, the
Centers for Disease Control {COO report
that the number of teen suicides has been
increasing in recent years. There are more
pressures on teenagers than ever before,
and many of them are having trouble
coping with the demands that are placed
on them. And even younger children do
not escape. Suicide is the fourth leading
cause of death for young people between
the ages of 10 and 14.
I chose this program because I am alarmed
regarding the vacuum left by cutting out
librarians and school guidance counselors.
r believe I can improve this program as an
instructional designer using evaluation
methods. It is near and dear to my heart to
help children. I see myself professionally
volunteering my skills to make a difference.
Schools of my era {1975-1986) used to be a
safe haven for children to go where they
found adults concerned about all aspects
of their human development, not just
academics. High stakes testing has cut
these programs out.
The school librarian not only helped
children find books, but when the children
were emotionally stressed they would go
to the school library and with the
assistance of the librarian, she helped them
find a book tailored to their ailment as well
provide a listening ear. [n addition, the
guidance counselor and the school nurse's
respective offices were also places where
stressed out kids could go to get adult
guidance. These cutbacks sadly have
deadly consequences.
Introduction
Bob Holmes “the one man volleyball team” introduces himself May
16 before playing five exhibition games at the Malmstrom Air Force
Base fitness center. Holmes has won more than 18,000 matches in
his 33-year career. (U.S. Air Force photo / John Turne
4

Beat the Odds is non-profit organization founded Robert Holmes
and run by a small Board of Directors. Bob, the One Man Volleyball team
program is a teen anti -bullying and suicide prevention program. The
core focus of the program is to deliver “a life changing message against
bullying, suicide, drugs, alcohol, and not quitting in an assembly format
with Bob Holmes, “The One Man Volleyball Team” has been presented in
over 5,500 schools” (beatbob.com)
The following excerpt from BeatBob.com is a brief history of the
program—how it started, how it is currently perceived:
Where did Bob Holmes come from? Well, he grew up in the Boston,
MA area. Bob has a family, a wife and 2 girls. His compassion for others
keeps him on the road across the country getting out the message that
you can "Beat the Odds". He really wasn't much of an athlete. In fact, Bob
was a very shy person. He never played volleyball in high school or
college.
He did a lot of traveling which resulted in a bad back. His doctor
recommended that he get more exercise. It was at that time Bob began
playing volleyball with a friend from church in their back yard. "We
played 3 or 4 times a week, usually after evening programs. After
watching the famed Globetrotters entertain a crowd and seeing the joy
they brought to the people, I came up with the idea of a one-man
volleyball team. This way, I could demonstrate to people that they can
beat the odds just as I was doing on the court." At the age of 29, Bob
called a principal in the Pittsburgh, PA area. "I had a meeting planned
there, and asked if I could play a few games, just by myself, against the
kids and another game against the faculty. No doubt, the principal
thought that I wouldn't have a chance, so he said 'yes'. I played and had
a lot of fun and won. Then, I called another school and before I knew it, I
had 11 schools lined up." Now as of May 2006 he has been in over 5000
gymnasiums. (beatbob.com
Program Analysis
5

.
There are six primary stakeholders involved in the program. The following is a
list of them and their interests. As suggested by (Fitzpatrick, 2011) who posits
that the evaluator should identify and communicate with each stakeholder group
or its representative to learn that group’s perceptions and concerns about the
program or more immediate uses for evaluation, (Fitzpatrick, 2011), I arrived at
these conclusions through interviews and emails with Bob and his board
members.
The high incidence of teen suicide as well rise in bullying behavior are the
contextual factors that impact the program. The Centers for Disease Control
(CDC) report that the number of teen suicides has been increasing in recent years.
There are more pressures on teenagers than ever before, and many of them are
having trouble coping with the demands that are placed on them. And even
younger children do not escape. Suicide is the fourth leading cause of death for
young people between the ages of 10 and 14 (Teen Suicide Statistics and Facts,
2016).
Furthermore, there is a dearth of research evaluating youth suicide programs.
Most of this research has focused on evaluating general education programs. In
these programs, students are generally taught about suicide facts (and dispel
myths), warning signs and risk factors, and provided information about mental
health resources should they or one of their peers become suicidal. A small
handful of general education programs focus on coping skills to deal with
stressful situation. On average, these programs last 2 hours and have typically
been integrated into the curricula of health classes. The research findings
regarding the efficacy of these programs have been mixed. First, some
researchers have found that students tend to already be fairly knowledgeable
about warning signs and youth suicide (e.g., Garland, Shaffer, & Whittle, 1989;
Kalafat & Elias, 1994).
The rise in suicide among children and teens coupled with little research on the
effectiveness of teen suicide prevention programs the political environment Beat
the Odds is part of. Potential ethical challenges involved in an evaluation of this
program include the evaluator personally finding Mr. Holmes to be a very nice
fellow as well as the evaluator being disenchanted with the United States
education system so much so the evaluator sought employment elsewhere.
Program Analysis
6

EVALUATION MODEL
Explain your choice of model for your program evaluation:
I have elected to use Consumer Oriented Model because Bob Holmes is the product
of the Beat the Odds suicide prevention and Anti-bullying program. Bob delivers 98% of the
program. The key question or the focus of Consumer Oriented Evaluation Approach,
according to Scriven is “How good is this product?” In consideration of the necessity that
Beat the Odds program demonstrate evidence of the product’s effectiveness to gain continued
support from its’ fluid stakeholders and hold onto its’ sponsors, I posit that the selection of
Consumer Oriented Evaluation Approach is the best fit. This in accordance to Dr. Ayers’
recommendation that evaluators should, “identify what is useful in each evaluation approach,
use it wisely and avoid being distracted by approaches designed to deal w/ different needs”
(Ayers, n.d.)
In addition, conducting a summative evaluation is the best approach because the
greatest need for Beat the Odds is to secure bookings in different school districts across the
country and having outcome assessment will help tremendously in selling to the ever
changing pivotal stakeholders. Dr. Ayers explains, “a summative evaluation approach
advocates consumer education and independent reviews of products,” (Ayers, n.d.).
However, in the future, it is recommended that a formative evaluation would be in
order once Bob has dedicated funding or sponsors. A future formative evaluation will assist
Beat the Odds in working on the sustainability of Beat the Odds, with the key question being,
“How can Beat the Odds continue without Bob Holmes the One Man Volleyball Team?” Are
the key elements of the program, even without Bob, worth building on? In other words, what
would another athlete have to do to deliver the program as effective as Bob?
Furthermore, this model is a good fit because Scriven’s product checklist according to
Fitzpatrick, (2011) which remains useful today, was the results of reviews commissioned by
the federal government, focusing on educational products developed by federally sponsored
research and development centers, and regional educational laboratories. It was used in the
examination of more than 90 educational products, most of which underwent many revisions
during the review. Scriven stressed that items in this checklist were necessitate, not
desiderata. These criteria are comprehensive, addressing areas from need to process to
outcomes to cost.
7

.
Expertise [Eisner] Approach
Evaluation
Model Advantages Disadvantages
Depends primarily upon professional expertise to
judge an institution, program, product, or activity.
This is the first view that relies heavily on subjective
expertise as the key evaluation tool/
Approaches are:
 Doctoral exams, board reviews, accreditation,
reappointment/tenure reviews etc.…
 Formal Review Systems (accreditation); existing
structure, standards exist, set review schedule,
experts, status
usually affected by results
 Informal Review systems (grad S committee)
 Existing structure, no standards, infrequent schedule,
experts, status usually affected
 Ad hoc panel review (journal reviews)
 Multiple opinions, status sometimes
 Ad hoc individual review (consultant)
 Evaluator’s skillset includes practical
knowledge, observational skills, and
breadth of view and control of bias. It
employs expert judgement, experience
and human wisdom (Fitzpatrick, 2011)
 Valuable info given to those who don’t
have time to study, advance
consumers’ knowledge of appropriate
criteria for selection of
programs/products (Ayers, n.d.)
 Justification of experts themselves; the
critic’s principles, or criticism because of
the demands of fairness and justice
Abandons requirement of validity
(Fitzpatrick, 2011)
 Whose standards? (personal bias),
expertise credentials, can this approach
be used with issues of classroom life,
texts, and other evaluation objects or
only with the bigger institutional
questions? (Ayers, n.d)
 Criteria could be narrow and the
standards to assess the criteria limited in
range; this approach is
not discussed extensively in the
professional evaluator literature
(Fitzpatrick,2011)
EVALUATION MODEL
8

Evaluation
Model Advantages Disadvantages
Evaluators’ expertise in judging key components
of the product which helps others to perceive,
and experience key elements asking How good
this product is? determines important criteria in
evaluating product, establishing standards for
criteria,
examining and measuring performance of products
and its competitors against the criteria using the
standards and synthesizing the results, mostly
formative for industries; summative for consumers
(Fitzpatrick, 2011)
As a summative evaluation approach it advocates
consumer education and independent reviews of
products Scriven’s contributions based on
groundswell of federally funded educational
programs
in 1960s Differentiation between
formative/summative
eval (Ayers, n.d)
Approaches are:
 EPIE: Educational Products Information
Exchange Independent product-reviewer
service
 CMAS: Curriculum Materials Analysis System
checklist: Describe product, analyze rationale,
consider: antecedent conditions, content,
instructional theory & teaching strategies, form
overall judgments
 Evaluator’s skillset includes
practical knowledge, observational
skills, and breadth of view and
control of bias. It employs expert
judgement, experience and human
wisdom (Fitzpatrick, 2011)
 Valuable info given to those who
don’t have time to study, advance
consumers’ knowledge of
appropriate criteria for selection of
programs/products (Ayers, n.d.)
 Justification of experts themselves;
the critic’s principles, or criticism
because of the demands of fairness
and justice Abandons requirement of
validity (Fitzpatrick, 2011)
 Whose standards? (personal bias),
expertise credentials, can this
approach be used with issues of
classroom life, texts, and other
evaluation objects or only with the
bigger institutional questions?
(Ayers, n.d)
 Criteria could be narrow and the
standards to assess the criteria
limited in range; this approach is
not discussed extensively in the
professional evaluator literature
(Fitzpatrick,2011)
Consumer-Oriented Approach [Scriven, 1960’s]
EVALUATION MODEL
9

Program Oriented Evaluation Approaches
Evaluation Model Advantages Disadvantages
Purposes of some activity are specified and then
evaluation focuses on the extent to which these
purposes are achieved Ralph W. Tyler popularized
this approach in education (criterion ref test) (Ayers,
n.d,)
 Tylerian models
Metfessel & Michael’s paradigm (enlarged
vision of alternative instruments to collect
evaluation data)
Provus’s Discrepancy Evaluation Model (agree
on stds, determine if discrepancy exists btwn
perf/std, use discrepancy info to decide to
improve, maintain, terminate program)
 Logic models: determine long-term outcomes
& backtracks to today
 Focus on learning some key features
of the program, and then serve to
help the evaluator decide which
questions should be asked.
 Most common type: The objectives-
oriented evaluation Objectives-
Oriented Evaluation Distinguishing
feature: some activity is specified,
and then the evaluation tries to
determine the extent to which those
objectives are achieved (Fitzpatrick,
2011)
 Simplicity, easy to understand,
follow
and implement; produces information
relevant to the mission (Ayers, n.d.)
 Singled minded focus on objectives
and
their measurements, evaluators ignore
important outcomes of the programs,
both beneficial and detrimental
(Fitzpatrick, 2011)
 Can lead to tunnel vision
 Ignores outcomes not covered by
objectives
 Neglects the value of the objectives
themselves
 Neglects the context in which
evaluation takes place (Ayers, n.d.)
EVALUATION MODEL
10

Depend in inductive reasoning [observe, discover,
understand] Use multiple data sources [subjective,
objective, quant, quall] . Do not follow a standard
plan [process evolves as participants gain
experience in the activity] (Ayers, n.d.)
 Responsive Evaluation Addressing
stakeholders’ concerns/issues
Case studies describe participants’ behaviors
 Naturalistic Evaluation Extensive observations,
interviews, documents and unobtrusive
measures serve as both data and reporting
techniques
 Credibility vs. internal validity (x-checking,
triangulation)
 Applicability vs. external validity (thick
descriptions)
 Auditability vs. reliability (consistency of
results)
 Confirmability vs. objectivity (neutrality of
evaluation)
This approach encourages support for
representation of marginalized, oppressed and/or
powerless parties
 Use stakeholders in different ways at
beginning or end or to help define
the
evaluation questions Stakes; Guba,
Lincoln were proponents of this
(Fitzpatrick,2011)
 Emphasizes human element, gain
new insights and theories, flexibility,
attention to contextual variables,
encourages multiple data collection
methods, provides rich, persuasive
information, establishes dialogue
with and empowers quiet, powerless
stakeholders (Ayers, n.d.)
 Too complex for practitioners (more
for theorists), political element,
subjective, “loose” evaluations, labor
intensive which limits number of
cases studied, cost, potential for
evaluators to lose objectivity
(Fitzpatrick,2011)
Participant– Oriented Evaluation
EVALUATION MODEL
11

Decision-Oriented Evaluated Approaches
 CIPP Evaluation Model
(Stufflebeam)
 Context Evaluation: planning decisions
o Needs to address? Existing
programs?
 Input Evaluation: structuring decisions
 Available resources, alternative strategies?
 Process Evaluation: implementing decisions
How well is plan being implemented? Barriers
to success? Revisions needed?
 Product Evaluation: recycling decisions
 Results? Needs reduced? What to do after
program has ‘run its course’?
 Performance monitoring not truly
evaluation but provides information
to managers to help in decision
making (Fitzpatrick 2011)
 Appealing to many who like rational,
orderly approaches, gives focus to
the evaluation, allows for formative
and summative
evaluation(Ayers,2011)
 Focused on decisions neglecting
stakeholders with less powers;
social equity and equality are not
address; often collects data not
relevant to particular programs
(Fitzpatrick, 2011)
 Preference given to top
management, can be costly and
complex, assumes important
decisions can be identified in
advance of the evaluation (Ayers,
n.d.)
EVALUATION MODEL
12

Propose 5 evaluation questions that determine specifically what your program evaluation
is going to answer.
1. Why is there a need for suicide prevention and anti-bullying programs for school
aged children?
2. What are the expected outcomes of Beat the Odds program?
3. What other educational programs have been used and why were they selected?
4. How are purchasing decision made for these educational programs?
5. Are there any qualitative data available to corroborate the effectiveness of the
outcomes?
Provide a rationale for this focus, and explain how these questions will impact the
program evaluation. Clarify what is not being evaluated and why it should not be
Consumer-Oriented Evaluation is a process in which the assessment is focused not
around a specific commissioner, but around valuing a product, service, or organization
for the public (Stone, 2013). The chief decision maker is the evaluator. This method
expects the evaluator to be an expert in conducting evaluations. This approach is first
and foremost concerned with objectively answering the question "How good is this
product?" (Fitzpatrick, 2012). I have elected to use Consumer Oriented Model because
Bob Holmes is the product of the Beat the Odds suicide prevention and Anti-bullying
program. Bob delivers 98% of the program. The key question or the focus of Consumer
Oriented Evaluation Approach, according to Scriven is “How good is this product?” The
goal is to provide information for possible users, customers, or consumers. One
strength of the Consumer-Oriented Approach is that it provides unbiased evaluations
of product (Fitzpatrick et al., 2012) Program costs and expenses of Beat the Odds is not
being evaluated because it varies from place to place and would be best addressed in
a formative evaluation.
Criteria Questions
13

Identify what standards are reflected in the choice of evaluation questions.
The standards that are reflected in the choice of evaluation questions are relative standards
Light argues that outcomes superior to those achieved with a placebo control or
comparison group are sufficient to demonstrate program success Such relative standards
are certainly the standards used in other fields such as medicine and pharmacology: the
common standard is whether the new drug or procedure results in better cure rates or fewer
side effects than the currently used drug or procedure (Fitzpatrick, 2011)
Identify which stakeholders should be involved in determining evaluation questions
and explain why you think so. Explain what the role of the stakeholder should be in
determining the evaluative criteria.
The stakeholders that should be involved in determine the evaluation questions are Bob
and the school principal in accordance to the advice from Fitzpatrick. She explains
evaluators primary responsibility is to work with stakeholders and to use their knowledge
of and expertise in research and evaluation to develop questions that are meaningful.
important, feasible to answer within the given resources, and likely to provide useful
information to primary intended users and other stakeholders. Involving stakeholders in
describing the program, setting program boundaries, identifying evaluation questions and
making recommendations about data collection, analysis, and interpretation adds to the
validity of the evaluation because stakeholders are program experts.
Criteria Questions
14

DATA COLLECTION
DESIGN AND
SAMPLING STRATEGY
Audio File
15

REPORTING STRATEGY
Stakeholder Reporting Strategy Implications Stakeholder Involvement
School Officials
Personal Discussions
Web Conferencing
Email Final Report
Executive Summary
Interim
Must be informed at
every stage because they
are responsible
At the beginning as
person(s) responsible to
extend the invitation and
authorize the program
Private Sponsors
Short Written Reports
News Media & Web site
Final Report
Without their assistance
there would be no
program; donate out of
feeling good; therefore
want only key points they
already believe in program
Provide the funding. Very
important because many
schools are have no room
for extras
Recipients
Verbal Presentations
Power Point
FlipChart
Webinar
Interim
important to have the
needs focused on and
the outcomes to help
receiving services that are
designed to help them
…important to have the
needs focused on and the
outcomes to help
Community & Families
Short Written Reports
News Media & Web site
Final Report
Interim
as they are one time
donors expect short
information
as volunteers,
champions, random
donors provide
resources I such as
people, place , materials
Bob’s Family
Final Report
News. Website
Interim
must be kept,,,can derail
the whole program
the force behind Bob,
must kept informed
Values, Standards, and Criteria: Adhere to the specified standards and criteri the evaluator and stakeholders agreed
upon, determine if the objectives have been achieved, laws and ethical principles have been adhered to and
determined if assessed needs have been (Fitzpatrick, 2011)
Potential ethical issues: Students’ privacy must be protected…telling the students’ stories has the potential to have
people give more money and resources , however, morally and legally the dignity of recipents have to be protected
16

17
Reporting can make or break the program evaluation; it is therefore important to
develop a viable reporting strategy (Laureate, n.d.) . Evaluation reporting should
not only identify what, when, how, and to what extent information should be
shared but take into account how information might be received and used.(Anon,
2016)

Beat the Odds Logic Model
Project: Beat the Odds: Bob the One Man Volley Team
Goal: Prevent Teen Suicide and Bullying
INPUTS ACTIVITIES OUTPUTS OUTCOMES
What we invest What we do Who we reach Why this project: short-
term results
Why this project:
intermediate results
Why this project: long-
term results
 Bob Holmes
 Gymnasium
facilities
 Funding
 Promotional
materials for
online
information
 Present an Anti-
Bullying Program
 Promote use of
reference services
of school officials
and community
programs
 Conduct 300 or
more programs
across the nation
annually
 High School
Students
 Educate
Parents,
teachers,
concerned
citizens
regarding
effects of
Bullying
 Teens will
increase their
ability not to
give up and not
to resort to
negative
decisions
 Parents will
identify ways to
contact local
reference
 Prevention of
suicides among
teens
 Same Teens get
assistance with
their problems
 Adults become
proactive in
helping teens
through crisis’s
 Improved
mental health
 Decrease in
teen suicide
and bullying
 Improved
community
support for
anti-bullying
programs
Assumptions
 Teens will learn that their crisis situations can be overcome and they do not have
to resort to radical tragic solutions such as bullying or suicide to relieve their
stressors
 Parent, teachers, and coaches are better educated on the stressors teens faced
 Community Resources and Youth become acquainted
External Factors
 (+) Mental Health and Counseling Services and School
resources will help teens in distress
 (-) Mental Health and Counseling Services can be
accessed by those who need it the most regardless of
insurance issues
20
LOGIC MODEL

Beat the Odds Logic Model illustrates what is the reason for action, what is
action needed to make the goal happen, what resources are needed for that action to take
place and finally what the results are. One of the criticisms of objectives-oriented
evaluation is that it tells us little about how the program achieves its objectives, this can
be a particular problem when programs fail to achieve their objectives, because the
evaluation can provide little advice on how to do so. Logic models have developed as an
extension of objectives-oriented evaluation and are designed to fill in those steps
between the program and its objectives. Typically, logic models require program
planners or evaluators to identify program inputs, activities, outputs and outcomes with
outcomes reflecting longer-term objectives or goals of the program and outputs
representing immediate program impacts (Fitzpatrick, 2011). Therefore, Beat the Odds
program although has well defined goals and program objectives, still benefits in that
what comes between and before goals and objectives is present and accounted for.
Community Tool Box expands further; a logic model presents a picture of how
your effort or initiative is supposed to work. It explains why your strategy is a good
solution to the problem at hand. Effective logic models make an explicit, often visual,
statement of the activities that will bring about change and the results you expect to see
for the community and its people. A logic model keeps participants in the effort moving
in the same direction by providing a common language and point of reference
(Community Tool Box, n.d.).
21
LOGIC MODEL

TESTIMONIALS FROM
BEATTHEODDS.COM
This is ***** from Elba Central
School of New York. You visited
my school on Monday the 22nd of
2006. I wanted to say that I think
what your doing is just mind
boggling and I’m very glad your
doing it. I also wanted to say that
your program/setup really made a
difference in my life. This actually
lifted my heart back into my chest.
I have been going through some
incredibly depressing times and
just didn’t know what to do or
where to go.
__________________________
I don't even know how much
I can thank you. With every
piece of love in my body, I
thank you. With every Breath I
take I thank you, and with
every muscle in my body I
thank you!!!!!!
Thanks again!
We really do love you!
You are an inspiration, you are a hero, and
you're a mind changer. I want to thank you
from the bottom of my heart. It really hurt
me inside to see what had happened to
the girl who got hit by the drunk driver.
And it really, really brought tears to my
eyes, when I looked across that gym and
saw all my other class mates with tears in
their eyes, and to know that we could all
relate. One thing's for sure... I won't be
picking up another alcoholic drink in a
very, very long time!
Thanks Again. You will forever be in my
heart, soul and mind. Please don't ever
stop what you do, Because believe it or
not...You are helping us, and we are finally,
for once, listening.
22

Volleyball team of one encourages Airmen to 'beat the odds' in life
by John Turner
341st Missile Wing Public Affairs
5/20/2014 - MALMSTROM AFB, Mont. -- Bob Holmes has played more than 18,000 exhibition matches in his 33-
year career as a one-man volleyball team. More impressively, he has won all but 420 of them.
He has squared off against more than half a million opponents across the nation, and he's beaten luminary
professional sports teams including the Washington Redskins, Pittsburgh Steelers, Minnesota Vikings and Buffalo
Bills. But on May 16, Holmes met the challenge presented by a different kind of team. His opponents on the
other side of the net that day were Airmen from the 341st Missile Wing. The five matches played at the
Maelstrom Air Force Base, Montana fitness center marked Holmes' first-ever appearance on an Air Force
installation.
"I appreciate you inviting me," Holmes said to an audience that numbered approximately 400 people. "It's an
honor to be here. I am so thankful for what you do and what you sacrifice for our country.“ Holmes,
conspicuously dressed in neon yellow, next explained the rules of the game: he would play each team to the
score of 15, but if any opposing team reached 11 points that match would continue to the score of 21 'as a
bonus.'
Once that was established, the visiting team's solitary member took a stance on his half of the volleyball court
and prepared to serve the ball to his first group of challengers, a team comprised of commanders from around
the base.
Holmes' opening serve to the commanders went awry, giving the home team the lead. Soon the points began to
rack up in favor of the commanders, who quickly gained a 3-7 advantage. Holmes paused the game to tell the
audience that he was now ready to start playing, and then rapidly collected a string of points to tighten the score
to 9-11. As the match progressed, Holmes announced that he wanted to take it out to 25 points. The undulating
battle ended in Holmes' favor, 25-22.
"
23
News Media

That first group was tough," Holmes said after the event. "I thought, 'what did I get
myself into?'"
Using music, humor and over-the top showmanship to keep his audience engaged,
Holmes went head-to-head against four more teams.
Holmes won his second match at 15-9, and then drew it out to 21 points for a final
score of 21-15. His third match, a pick-up game with uniformed Airmen from the
audience, ended 15-2. His fourth match, played against Malmstrom's first sergeants,
ended 15-9 as another win for Holmes despite several heroic plays by the shirts. The
final match pitted him against Malmstrom's chief master sergeants and ended at 15-6
for a clean sweep by Holmes.
Holmes then took his microphone in hand to deliver his spoken message. Transforming
to his role as an inspirational speaker, he railed against suicide, alcohol and drug abuse,
and fear of failure. His key theme of 'beat the odds' was weaved throughout.
"Decide you won't ever quit," Holmes said. "Greatness is determined by what it takes to
stop you."
"I want you to go away from this place saying, 'I remember this guy's message more
than his game, and I remember that he put his heart into those teams but he certainly
gave a whole lot more heart in that message,'" Holmes said. "And if you go out of here
saying, 'I was helped by the message,' I'll say it was worth me leaving [home] to do
this."
"I address bullying, suicide, drugs and alcohol," Holmes said as he described his
program. He encourages his audiences to persevere and to always look to the future.
It is a message that parallels some of the key themes of Malmstrom's Wingman Day, a
base-wide day of resiliency training and positive motivation. Wingman Day is held twice
a year.
"What a great day to have Bob come, on our Wingman Day," Col. Tom Wilcox, 341st
MW commander, said to the audience.
24
News Media

Could you please forward to the staff person who would set up a motivational speaker into
your school. (Drugs, alcohol, etc.) Bob Holmes the One Man Volleyball Team is going to be in
your area this June and next school year and would like to be with your school. This would be
a great idea for an end of the year motivational assembly.
Bob will take on a girl's team, boy’s team, and a faculty team and then bring an important
speech for your students. Few people remember things they hear, but most people
remember an experience they had in life whether positive or negative. The leaders in the
schools where Bob has been really appreciate this assembly because of it's exciting exhibition
with a motivational message on Standing Alone and Beating the Odds. This message covers
saying no to drugs, alcohol, bullying and the things that destroy lives. Principals love how the
young people are very interactive with Bob during the games prior to hearing his message. I
would like you to visit my website and view a video of a great assembly idea for your school,
www.beatbob.com then click on the video.
Once you view this video you will have an excitement about bringing Bob to your school. On
this web site video you will see Bob Holmes the One Man Volleyball Team who has
over16,000 wins in over 5000 schools in America. You will see him beating the Washington
Redskins, Baltimore Orioles, and Minnesota Vikings. Bob has been featured on Ripley's
Believe it or Not, CBS This Morning Show, and in the Usa Today newspaper. Many schools
pay Bob out of the Safe and Drug Free School grants, S.A.D.D. , Dare, etc.
Here is a recent testimonial of Bob's assembly. "Bob, the one man volleyball can help your
school send positive messages about goal setting, taking responsibility for ones actions
among other things. His gift is using the sport of volleyball to entertain students and
providing a message of hope and healing. The responses from students and faculty have
been overwhelmingly positive about his technique for reaching his audience." Paul Robdou
Laconia New Hampshire High School To get information on booking this great assembly,
25
Sample Letter for the School

26
In conclusion, the crux or primary purpose of
Beat the Odds Evaluation Plan is to help this
organization continue to help young people
as well as help the One Man Volley Team Bob
Holmes not only reflect on what needs to be
improved on, but to also celebrate the
impact this program had/has on young
peoples’ lives.
It is the goal of this evaluation plan to assist
Bob’s stakeholders and supporters gain
valuable information from the summative
assessment by planning for an evaluation.
Bob Holmes
Conclusion

References
Stone, J (2013) Consumer-Oriented Evaluation. prezi.com. Retrieved 1 April 2016,
from https://prezi.com/eoxexxaxlnxk/consumer-oriented-evaluation/
Fitzpatrick, J., Sanders, J., & Worthen, B. (2010). Program evaluation: Alternative
approaches and practical guidelines (4th ed.). Boston, MA: Pearson
Ayers, S. (n.d.). Alternative Approaches to Evaluation II. Retrieved from
homepages.wmich.edu/.../6440%20ch%20..
Beat The Odds - Beatbob.com. (2016) Beatbob.com. Retrieved 10 March 2016, from
http://www.beatbob.com/whybookbob.html
Fitzpatrick, J., Sanders, J., & Worthen, B. (2011). Program evaluation: Alternative
approaches and practical guidelines (4th ed.). Boston, MA: Pearson.
Teen Suicide Statistics and Facts. (2016). Teensuicidestatistics.com. Retrieved 10
March 2016, from http://teensuicidestatistics.com/statistics-facts.html
Garland, A. F., Shaffer, D., & Whittle, B. (1989). A national survey of school-based,
adolescent suicide prevention programs. Journal of the American Academy of Child
and Adolescent Psychiatry, 28, 931-934
Stone, J (2013) Consumer-Oriented Evaluation. prezi.com. Retrieved 1 April 2016,
from https://prezi.com/eoxexxaxlnxk/consumer-oriented-evaluation/
Anon(2016). Cdc.gov. Retrieved 14 April 2016, from
http://www.cdc.gov/dhdsp/docs/Evaluation_
Community Tool Box. (n.d.). Developing a Logic Model or Theory of Change.
Retrieved from Community Tool Box: http://ctb.ku.edu/en/table-of-
contents/overview/models-for-community-health-and-development/logic-model-
development/main
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