Etr531 Finalevalplan Lou Tobey Kate

PROGRAM EVALUATION PLAN
for Canvas Instructure

in Project Lead the Way course
at Lincoln Middle School
Mt. Prospect, IL
Program Evaluators
Lou Herout, Tobey Sanford, Kate Sassatelli
Prepared for
ETR 531 - Fall 2014
Professor Richter
November 12, 2014
EXECUTIVE SUMMARY
Project Lead the Way Gateway is an introductory course designed to bring engineering and creativity within
one classroom for Junior High Students. This integrated design encourages higher-level learning and creates confidence
within the young students who will use new skills to solve complex problems.
The Project Lead the Way Gateway program at Lincoln Middle School seeks to create an innovative and
cutting-edge environment for their students. In order to accomplish this goal, it is determined that a learning
management system could help to streamline the learning process by utilizing a flipped classroom.
Canvas explains that choosing an LMS comes down to three questions:
Will it get used?
Will it adapt to your needs?
Is it reliable? (Instructure, n.d.)
The evaluation of Canvas within the context of the PLTW classroom will help Lincoln Middle School answer
those questions, and more, as they consider a future implementation of a 1:1 program. This evaluation has been
designed to determine the effectiveness of the introduction of Canvas learning management system into PLTW at
Lincoln Middle School. This evaluation seeks to address questions from a number of stakeholders, including students,
teachers, and School District 57 administration.
TABLE OF CONTENTS
I.
II.
Executive Summary
Program Description
A. PLTW Background
B. Evaluation Need
C. Evaluation Purpose
III.
Program Goals & Outcomes

A. Program Logic Model
B. Stakeholder Checklist
C. Stakeholder Priority
IV.
Evaluation Design
A. Evaluation Questions
B. Evaluation Plan Matrix
C. List of Measures/Instruments
V.
VI.
VII.
Evaluation Management Plan

A. Evaluation Timeline
B. Evaluation Budget
References
Appendices
A. Sample Evaluation Measures
1. Project Lead The Way Student Survey
2. Project Lead The Way Administrator Survey
3. Programming Unit Pre/Post Assessment
4. Task 1 Pre/Post Assessment
9. Robotics Exploration Rubric
B. Evaluator Credentials
PROGRAM DESCRIPTION
Project Lead the Way Background
This program evaluation will focus on a course at Lincoln Middle School in Mount Prospect, Illinois, called
Project Lead the Way Gateway. Project Lead the Way, or PLTW for short, originated in 1986 when a high school
teacher in New York began offering pre-engineering classes to his students in response to a shortage of engineering
employees. Eleven years later, the teacher partnered with the Charitable Leadership Foundation to establish PLTWs
high school engineering program. It later grew to include middle school courses, and this year began offering programs
to elementary schools. In over 5,000 schools across the country, PLTW is now the leading provider of science,
technology, engineering, and mathematics (STEM) education for K-12 students.
The PLTW Gateway program at Lincoln Middle School started in the 2010-2011 school year. The Technology
Education teacher, Mrs. Elizabeth Straczek, had been asked to look for a new curriculum to use in her classes. The old
curriculum consisted of 15 learning stations that students rotated through during their three years at the school.
Unfortunately, the materials were outdated, and many of the modules were not in working order. Elizabeth learned
about PLTW and made a proposal to the Board of Education, who approved the curriculum as a three-year pilot.
The middle school program, called PLTW Gateway, consists of two foundational units and six specialization
units. Lincoln Middle School offers the foundational units, Design & Modeling and Automation Robotics, to sixth and
seventh graders respectively; eighth grade students take Environmental Engineering as their specialization. The five
other specialization units PLTW Gateway offers include Green Architecture, Magic of Electrons, Flight and Space,
Science of Technology, and Medical Detectives. Elizabeth is certified to teach the three Lincoln Middle School
courses, and last year she completed requirements to be a PLTW Master Teacher. She is one of five Master Teachers
at the middle school level in the state of Illinois.
PLTW Gateway has been successful at Lincoln; however, this year the organization has introduced a new
component to the program. The curriculum has moved online, using the learning management system Canvas, with the
intention of creating a blended learning environment. Now that PLTW Gateway has proven to be successful even
beyond its initial three-year pilot, the Board of Education wants to evaluate the impact of Canvas LMS on the course.
PLTW Gateway is considered a Broad Experience course at Lincoln, which means it is on a quarterly rotation
with computer education, art, and music. This allows all 700 students to experience Canvas, and it also give Elizabeth
the opportunity to adjust her teaching methods when using the LMS with different groups. This broad scope will create
sufficient data to be considered at the end of the 2014-2015 school year.
The purpose of this formative evaluation is to determine the impact of Canvas on the PLTW Gateway learning
environment, focusing on teacher and student reactions, instructional applications, academic performance, and student
engagement statistics. Evaluation methods will include stakeholder analyses (administrators, students, teachers, and
parents), user data collection (attendance, academic performance, student engagement), and interviews with Elizabeth
and her students. These analyses will be used to predict the maximum benefit of the program. The results will provide
information to Lincoln Middle School and the Board of Education in the consideration of future LMS implementation
beyond the PLTW Gateway program. This evaluation will help to determine if Canvas will be a viable LMS system
and whether it enhances the effectiveness of the PLTW Gateway design.
Evaluation Need
PLTW Gateway has been successful at Lincoln; however, this year the organization has introduced a new
component to the program. The curriculum has moved online, using the learning management system Canvas, with the
intention of creating a blended learning environment. Now that PLTW Gateway has proven to be successful even
beyond its initial three-year pilot, the Board of Education wants to evaluate the impact of Canvas LMS on the course.
Evaluation Purpose
engagement statistics. The results will provide information to Lincoln Middle School and the Board of Education in
the consideration of future LMS implementation beyond the PLTW Gateway program. This evaluation will help to
determine if Canvas will be a viable LMS system and whether it enhances the effectiveness of the PLTW Gateway
design.
Program Goals & Outcomes
PLTW Program Logic Model

Resources
Activities
Human: Board
of Education,
Principal,
PLTW teacher,
students, parents
Financial:
-PLTW Grant
funding for
Canvas LMS
and teacher
training
-Technology
budget for
classroom set of
Dell computers
-School district
budget for
teacher salary
Organizational:
-Classroom
-Desks and
chairs
-Laptop cart
with chargers
-Internet access
Community:
The PLTW
Canvas page
will be made
available
anywhere with
internet access
Discussion Boards
Embedded video
Hyperlinked
resources and online
activities
Announcements
Reflection journal
Mastery Badges
Online Quizzes
Download files
Interactive apps
Portfolio
Grades
PLTW Stakeholder Checklist
Outputs
6th
grade projects on
design process,
measurement,
orthographic &
isometric sketching,
3D CAD modeling
7th
grade projects on
gears & gear ratio,
increasing speed &
torque, build
mechanisms,
programming
8th
grade projects on
types & forms of
energy, sustainable
energy, wind
turbine design, heat
transfer
Student
s will navigate
Canvas LMS
skillfully
Student
s will know where
to locate online
class resources
Outcomes
Students will be able to

participate in PLTW
learning activities
outside of the
classroom
More class time can be
spent with hands on
learning, as other
activities can be
facilitated by the
Canvas LMS
Students who wish to
learn in more depth can
access resources posted
on Canvas that do not
fit within class time
Students will gain a
more robust
understanding of
engineering as
demonstrated through
higher assessment
grades
Teachers will save time
and improve instruction
by creating a course
template and tweaking
it each quarter
The administration and
school board will gain
Student
data for making a
s will know how to
decision for future
submit assignments
LMS implementation
online
Impacts
LJHS
students
will go to
high school
better
prepared to
utilize an
LMS
Enrollment
in high
school
engineering
classes will
increase
LJHS will
become an
even more
notable
exemplar
as a PLTW
school
(currently
tied for
22nd
middle
school in
Illinois)
Individuals, groups,
or agencies needing
the evaluation
findings
To make policy To make

operational
decisions
School Board
LJHS Administration
1:1 Committee
PLTW Teacher
To provide
input to
evaluation
To react
Parents
For interest
Students
Technology Coach
Taxpayers
Lincoln Teachers
Stakeholder Prioritization
In terms of the weight of stakeholders, if we prioritize the value of each party based on the importance of the
Canvas evaluation for taking action on policy and operational decisions to meet long-term goals, the results will be
most valuable to Lincoln Junior High Schools administration and the School Board. While the PLTW teacher and
students are the most immediately impacted by the use of Canvas, evaluation findings will not significantly impact the
viability of the program since PLTW has already been successful for four years. If the results indicate improved
student performance, the administration will consider Canvas for possible implementation in other classes. The school
district has already formed a 1:1 committee to determine the need of digital learning tools for instruction at LJHS; the
evaluation results will provide significant data for their consideration. If the evaluation results are favorable and the
use of Canvas is recommended by the 1:1 committee, the Lincoln administration would then present the findings to the
School Board, who give the final vote of approval.
Our secondary stakeholder would be the students. Canvas needs to be evaluated on its merits as an LMS system
in consideration to its main consumer. While the school district may make the ultimate decision to implement this
system, it will be essential to determine whether students are able to learn and communicate effectively through this
software before moving forward. Its important to note that students will not have the power to decide whether the
system is used, but their opinions and outcomes will be vital in assessing Canvas and determining what functions were
most valuable in the PLTW classroom and to consider additional possibilities for future students.
The staff at Lincoln would come next, including the PLTW teacher, technology coach, and other classroom
teachers. If Canvas might be implemented school-wide, it will be important to have teacher buy-in and support for the
LMS. The staff will need to understand the positive impacts that blended learning can have on student growth, and so
it will be necessary to share the results with teachers and to consider their input. Furthermore, once teachers buy in to
using new technology in their classrooms, they can act as representatives within the community to encourage further
innovation.
Parents and taxpayers are valuable, but would be the final stakeholder group. Those whom take a vested
interest in decisions made by LJHS and the School Board would find formative data valuable in shaping opinions about
money and efforts spent on digital tools, such as learning management systems. Some may track closely the costs of
such technology initiatives in comparison to the instructional benefits. The majority of parents and taxpayers may
appreciate being informed along the way, but will not feel part of this process until their child comes home and logs
into an LMS on a school provided device.
EVALUATION DESIGN
The following Evaluation Purpose Statement describes the focus and anticipated outcomes of the evaluation:
engagement statistics. The results will provide information to Lincoln Middle School and the Board of Education in the
consideration of future LMS implementation beyond the PLTW Gateway program.
Evaluation Questions
Evaluation Question
Rationale
Does an LMS system enhance instruction and improve student

achievement?
Addresses questions from the administration on

whether the LMS is a viable educational tool.
Does Canvas effectively facilitate a blended learning

environment?
Addresses questions from the 1:1 committee and

technology coach; will have future impact on
Lincoln teachers, students, and administration
Evaluation Plan Matrix

Evaluation Question #1
Does Canvas effectively facilitate a blended learning environment?
Information Required
Stakeholder feedback
Information Source
Administration, PLTW Students
Method
Survey
Sampling
Complete sample (all PLTW students, administrators)
Information Collection Procedures
Survey: Google forms are used to collect survey data, 30 questions,

developed by technology coach and Director of Technology
Schedule
To be conducted at the end of each quarter: October 24, January 16,

March 20, June 6
Analysis Procedures
Data will be collected in a table to determine statistical trends and

outcomes.
Evaluation Question #2
Does an LMS system enhance instruction and improve student

achievement?
Information Required
Achievement data
Information Source
Students, PLTW teachers
Method
Pre-Post Tests
Sampling
Complete sample/population of PLTW students from this school year and

the previous two school years
Information Collection Procedures
Gather standard pre-test and post-test scores from the three years from
PLTW teacher, this years with an LMS and the last two years without
Collect pre-test and post-test scores from the previous two years from
the PLTW teacher by November 15, 2014
Collect pre-test and post-test scores from each quarter of the 2014-15
school year from the PLTW teacher within two weeks following each
quarter.
Assess scores and report findings by June 30, 2015
Schedule
Analysis Procedures
Perform statistical analysis to determine performance outcomes between

pre and post-tests.
LIST OF EVALUATION MEASURES*

Evaluation Measures for Evaluation Question #1
PLTW Student Survey
PLTW Administrator Survey
Appendix A1
Appendix A2
Evaluation Measures for Evaluation Question #2

Programming Unit Pre/Post Assessment
Task 1 Pre/Post Assessment
Robotics Exploration Rubric
Appendix A3
Appendix A4
Appendix A5
Appendix A6
Appendix A7
Appendix A8
Appendix A9
*The complete measures/instruments are provided in the Appendix
EVALUATION MANAGEMENT PLAN

Evaluation Team
Marty Westbrook (School Board member)

David Steen (Lincoln administrator & Lead evaluator)
Julie Howard (1:1 committee member)
Gabe Durbin (Technology coach)
Debbie Pakeltis (Lincoln reading teacher)
Jane Porter (Evaluation consultant)
Evaluation Gantt Chart

Activity
Resources/People
A S O N D J F M A M J
u e c o e a e a p a u
g p t v c n b r r y n
t
Set purpose & goals for evaluation;

inform stakeholders
Lead evaluator, evaluation team,

PLTW teacher, Lincoln
administrators, Board of Education
Develop student & administrator

surveys
Evaluation Team
Collect data from Quarter 1

pre/post tests
PLTW teacher & evaluation team
Administer Quarter 1 student

survey
Evaluation Team
Analyze Quarter 1 assessment data

pre/post tests

survey
Evaluation Team
Mid-Evaluation Review &

Reflection
Evaluation Team & Stakeholders
1
/
2

pre/post tests

survey
Evaluation Team
Administer administrator surveys
Evaluation Team
?
%

pre/post tests

survey
Evaluation Team
Prepare & submit final report
Lead Evaluator
Present final report
Evaluation Team
?
%
Evaluation Budget
Personnel
Evaluation Team: Board of Education member, Lincoln administrator, 1:1
Committee member, Lincoln reading teacher, Technology Coach
125 hours (total)
Evaluation Consultant
20 Hours at $35/hour
Evaluation Team, 24 surveys (6 classes/quarter) at 20 minutes each
48 Hours
PLTW Teacher to add general information and anecdotal data
8 Hours
Data analysis
15 Hours at $50/hr.
Total Personnel Time, No additional cost 181 Hours
Total Personnel Cost $1450.00
Incentives $250.00
Direct Cost
Participant support cost (Interview)
$250.00
Materials and Supplies
$150.00
Online survey hosting
$0.00
Total Direct Cost $400.00
Total amount of the request $1850.00
REFERENCES
Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program evaluation: Alternative approaches and practical
guidelines. Boston: Pearson.
Instructure. (n.d.). Learning management system | LMS | canvas by instructure. Retrieved from
http://www.instructure.com/
Project lead the way, inc. (2014). Project lead the way. Retrieved from https://www.pltw.org/
Robotics academy. (2014). Robotics academy. Retrieved from http://www.education.rec.ri.cmu.edu/
APPENDICES
A. Evaluation Measures
A1. PLTW Student Survey
Complete survey can be found at http://goo.gl/forms/5MfTE7Wy38
A2. PLTW Administrator Survey
Complete survey can be found at http://goo.gl/forms/lqlKaSnmr7
A3. Programming Unit Pre/Post Assessment

Student Name ____________________
A. Write the pseudocode for this program:
Code
Pseudocode
startMotor(LeftMotor, -63);
/*
startMotor(RightMotor, -63);
/*
turnLEDOn(RedLED);
//
wait(2);
//
turnLEDOff(RedLED);
//
stopMotor(RightMotor);
//
stopMotor(LeftMotor);
//
B. Use the code below to answer the questions that follow:
1.
What is the intent of this code?
2.
Do some troubleshooting. Where does the code go wrong?
A4. Task 1 Pre/Post Assessment

Name _______________________
Task #1 - Spinning Sign
Mission
A marketing firm has determined that more customers will enter a shop if the sign is neat and eye-appealing. To
increase business you decide to design and build a spinning sign with a catchy title for outside your shop. To conserve
energy, you must install a stop switch for the sign when the business is closed. This stop system should be able to be
engaged by the person on the ground (baseplate) away from the sign. Add a second switch to turn the sign back on.
Dont forget that the purpose of the sign is to advertise. If the sign rotates too quickly, it will be difficult for potential
customers to read.
Tasks
1.
Sketch a solution to this problem. Accurately label all parts of your robot.
2.
Write a code in RobotC that would program your robot to complete the mission.
Checklist
Your project MUST include the following:
___ Bump switch
___ Limit switch
___ Baseplate
___ Cortex
___ Motor
___ Battery
___ Mechanism to decrease speed & increase torque
___ Labeled sketch in your EN
___ Pseudocode for each line of programming
___ All components of mission are addressed
Diagram
Complete the wiring diagram on the back of this page.
When your project is ready to be graded, turn this paper in AND WRITE DOWN YOUR ROBOT NUMBER HERE
__________

Name _______________________
Task #2 - Robot Drag Race
Mission
Your teams challenge is to create a robot which can cross a 20 ft distance in the least amount of time possible when a
pushbutton switch is pressed to start it. Program your robot dragster to stop as soon as it crosses the line at 20 ft (but
before it reaches 30 feet).
You must design a robot that will optimize drive train acceleration in a 20 ft distance using no more than two motors. If
the robot is geared too fast, it will accelerate slowly which will cost it time. There is a balance between acceleration
and top-speed (torque & speed) which each team must find. Experiment with the different tires and gears available.
You must write a program that will propel the robot forward as quickly as possible.
Tasks
1.
2.
Checklist
___ Bump switch
___ At least one gear mechanism to help with speed/torque (must be between motor & wheels)
___ Baseplate
___ Cortex
___ Motor(s)
___ Battery
Diagram
__________

Name _______________________
Task #3 - Traffic Tamer
Mission
Your mission is to install a traffic light control system that will enable you to keep traffic moving smoothly, even when
emergency vehicles need to go through an intersection. From your traffic control center, you can see on a video
monitor that an ambulance is coming. Install a pushbutton switch to reset the light program so that you can adjust the
time for the red light to stay on while the pushbutton is pressed to get the emergency vehicle safely through the
intersection.
When your program begins, the traffic signals should begin to operate, rotating from green to yellow to red. Your green
and red lights should stay on longer than your yellow light.
When the emergency switch is pressed, there are 2 possibilities for what will occur:
a. The emergency vehicles are traveling through an already-green light. The emergency switch will need to keep
the other light red until the emergency vehicles are through.
b. The emergency vehicles are traveling toward an already-red light. The emergency switch will need to
immediately change the green light to yellow and red in order to stop the cross traffic.
Since both scenarios are possible, your program will need to address them both.
Tasks
1.
2.
Checklist
___ Bump or Limit switch
___ Red, yellow, and green LEDs
___ Baseplate
___ Cortex
___ Motor(s)
___ Battery
Diagram
__________

Name _______________________
Task #4 - Toll Booth
Mission
The local airport needs to place a toll booth gate at the exit. Two sensors will be needed; one to open, and one to
close, the toll booth gate. A red light should be on when the gate is down or moving. Add a green light to indicate that
the car can go through the gate. When the vehicle goes through the intersection, the gates will be up, the red light off,
and the green light will be on.
Your job will be to construct a motorized gate with a potentiometer that will rotate 90.
When designing the program, you must keep in mind the following:
1.
The red light is on when the gate is moving down, when the gate is across the road, and when the gate is
moving up.
2.
The red light is off if the gate is in the upward position; the green light is on at this point so cars go through.
3.
Pushbutton sensors are used to open and close the gate
4.
A potentiometer is used to measure the 90 rotation of the gate.
Tasks
1.
2.
Checklist
___ Bump switch
___ Limit switch
___ Potentiometer
___ Red and green LEDs
___ Baseplate
___ Cortex
___ Motor(s)
___ Battery
Diagram
__________

Name _______________________
Task #5 - Grandmas Chair
Mission
Grandma is too old to get up and down the stairs on her own. Your task is to design a chair lift that Grandma can sit
on to ride up and down the stairs. Grandma needs to have a switch that is mounted on her chair to start the ride up or
down when she is settled in and ready.
The lift should be constructed on ~30 angle, and the robot needs to convert the rotary motion of the motor to the
linear motion of the lift.
Grandma should not have to press a switch to stop the chair - your robot should sense when it has reached the top or
bottom of the stairs and stop its movement. Remember, Grandmas switch should start the lift whether its at the top or
bottom of the stairs, and it needs to move accordingly.
Tasks
1.
2.
Checklist
___ Three touch sensors
___ Baseplate
___ Cortex
___ Motor(s)
___ Battery
Diagram
__________
A9. Robotics Exploration Rubric

(4) Advanced - A
Build/Program Test
Robot
Data Analysis/
Scientific Method
Analytical Reflection
(3) Proficient - B
(2) Basic - C
(1) Below Basic - D or

F
Robot is built
accurately with no
mistakes, following
all directions
Robot is
programmed
accurately with no
errors, following all
directions
Robot is built with

1-2 mistakes
Robot is
programmed with
1-2 errors
Journal entries
indicate reasonable
predictions based
on prior knowledge
All data is correctly
gathered and
recorded
Chart or graph is
accurately
constructed
illustrating results
Journal entries
indicate predictions
based on prior
knowledge
Most data is
correctly gathered
and recorded
Chart or graph
is constructed with
few errors
Reflection
includes:
A topic statement
accurately
presenting
information on the
mission
A detailed
explanation of how
the robot was
constructed and the
trial process
A concluding
statement
thoroughly
summarizing the
end result
Reflection
includes:
A topic statement
accurately
presenting
information on the
mission
An explanation of
how the robot was
constructed and the
trial process
A concluding
statement
summarizing
results
Robot is built with

3-4 mistakes
Robot is
programmed with
3-4 errors
Journal entries
indicate predictions
are irrational and
not based on prior
knowledge
Some data is
correctly gathered
and recorded
Chart or graph
is constructed with
some errors
Reflection
includes:
A topic sentence
presenting basic
information on the
mission
Basic explanation
of the construction
and trial process
A concluding
statement
summarizing some
results
Robot is built with

5 or more mistakes
Robot is
programmed with 5
or more errors
Journal entries do
not indicate
predictions
Data is not
gathered or
recorded correctly
Chart or graph is
inaccurate
Reflection
includes:
A topic statement
that does not
explain the mission
(or no topic
statement)
Very little or no
explanation of the
construction and
trial process
A concluding
statement that does
not summarize the
results (or no
concluding
statement)
Adapted from RobotC1 Design Rubrics:

http://www.education.rec.ri.cmu.edu/products/teaching_robotc_cortex/fundamentals/assessmentrubrics/Design_Rubrics.pdf
B. Evaluator Credentials

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PROGRAM EVALUATION PLAN

for Canvas Instructure

Program Goals & Outcomes

Evaluation Management Plan

Program Goals & Outcomes

PLTW Program Logic Model

PLTW Stakeholder Checklist

Students will be able to

To make policy To make

Does an LMS system enhance instruction and improve student

Addresses questions from the administration on

Does Canvas effectively facilitate a blended learning

Addresses questions from the 1:1 committee and

Evaluation Plan Matrix

Does Canvas effectively facilitate a blended learning environment?

Administration, PLTW Students

Complete sample (all PLTW students, administrators)

Information Collection Procedures

Survey: Google forms are used to collect survey data, 30 questions,

To be conducted at the end of each quarter: October 24, January 16,

Data will be collected in a table to determine statistical trends and

Does an LMS system enhance instruction and improve student

Students, PLTW teachers

Complete sample/population of PLTW students from this school year and

Information Collection Procedures

Perform statistical analysis to determine performance outcomes between

LIST OF EVALUATION MEASURES*

Evaluation Measures for Evaluation Question #2

*The complete measures/instruments are provided in the Appendix

EVALUATION MANAGEMENT PLAN

Marty Westbrook (School Board member)

Evaluation Gantt Chart

Set purpose & goals for evaluation;

Lead evaluator, evaluation team,

Develop student & administrator

Collect data from Quarter 1

PLTW teacher & evaluation team

Administer Quarter 1 student

Analyze Quarter 1 assessment data

PLTW teacher & evaluation team

Collect data from Quarter 2

PLTW teacher & evaluation team

Administer Quarter 2 student

Analyze Quarter 2 assessment data

PLTW teacher & evaluation team

Mid-Evaluation Review &

Evaluation Team & Stakeholders

Collect data from Quarter 3

PLTW teacher & evaluation team

Administer Quarter 3 student

Analyze Quarter 3 assessment data

PLTW teacher & evaluation team

Administer administrator surveys

Collect data from Quarter 4

PLTW teacher & evaluation team

Administer Quarter 4 student

Analyze Quarter 4 assessment data

PLTW teacher & evaluation team

Prepare & submit final report

Present final report

125 hours (total)

Evaluation Team, 24 surveys (6 classes/quarter) at 20 minutes each