1. Assessment/Evaluation Make evaluation a central part of planning – not an afterthought 1) Determine Needs 2) Determine Desired Outcomes 3) Determine Activities to achieve outcome 4) Determine Indicators to measure whether you are making progress

2. Assessment/Evaluation and Planning SOAR Analysis S trengths O pportunities A spirations R esults

3. Assessment/Evaluation Thinking about assessment of a program in logic model terms prompts the clarity and specificity required for success. (1) an inventory of what you have and what you need to operate your program (2) a strong case for how and why your program will produce your desired results (3) a method for program management and assessment.

4. Assessment/Evaluation - Model PROBLEM OR ISSUE STATEMENT: Describe the problem(s) your program is attempting to solve or the issue(s) your program will address. COMMUNITY NEEDS/ASSETS: Specify the needs and/or assets of your community that led your organization to design a program that addresses the problem. DESIRED RESULTS (OUTPUTS, OUTCOMES, AND IMPACTS): Identify desired results, or vision of the future, by describing what you expect to achieve near- and long-term. INFLUENTIAL FACTORS: List the factors you believe will influence change in your community. STRATEGIES: List general successful strategies or “best practices” that have helped communities like yours achieve the kinds of results your program promises. ASSUMPTIONS: State the assumptions behind how and why the change strategies will work in your community.

5. Assessment/Evaluation Need Statement Tips: 1) Quantitative - Use Statistics/Data that support the case 2) Qualitative - Use Examples and Narratives 3) Clearly Defined 4) Support the case 5) Be realistic but optimistic!

6. Assessment/Evaluation Using the Logic Model Include these components: Factors Activities Outputs Outcomes Impacts

7. Assessment/Evaluation Factors - resources and/or barriers, which potentially enable or limit program effectiveness. Enabling protective factors or resources May include: funding existing organizations potential collaborating partners existing organizational or interpersonal networks staff and volunteers time facilities equipment and supplies

8. Assessment/Evaluation Factors - resources and/or barriers, which potentially enable or limit program effectiveness. Limiting risk factors or barriers Might include such things as: attitudes lack of resources policies, laws, regulations geography.

9. Assessment/Evaluation Activities are the processes, techniques, tools, events, technology, and actions of the planned program. ◦ products – promotional materials and educational curricula; ◦ services – education and training, counseling, or health screening; and ◦ infrastructure – structure, relationships, and capacity used to bring about the desired results.

10. Assessment/Evaluation Outputs are the direct results of program activities. They are usually described in terms of the size and/or scope of the services and products delivered or produced by the program. They indicate if a program was delivered to the intended audiences at the intended “dose.” Examples: The number of classes taught The number of meetings held The number of materials produced and distributed The program participation rates and demography The hours of each type of service provided.

11. Assessment/Evaluation Outcomes are specific changes in ◦ attitudes ◦ behaviors ◦ knowledge ◦ skills ◦ status ◦ level of functioning expected to result from program activities and which are most often expressed at an individual level

12. Assessment/Evaluation Outcomes 1) R&R - Reasonable and Realistic for period of grant funding 2) Optimistic, but…. 3) Foundation for future programs

13. Assessment/Evaluation Impacts: organizational, community system level changes expected to result from program activities might include: Improved conditions Increased capacity Changes in the policy arena

14. Assessment/Evaluation Indicators 1) Process Indicators (Activities/Outputs) 2) Outcome Indicators Must clearly define both Want to avoid funder asking: “What does that mean?” “Why are you doing that?”

15. Assessment/Evaluation Indicators 1) Process Indicators – The quantity and quality of activities you are delivering a. Provide important feedback before you can expect to see evidence that outcomes are being achieved

16. Assessment/Evaluation Indicators 1) Outcome Indicators – The outcomes that your program is delivering a. Clear quantitative and qualitative measures of outcomes/impact b. Quantitative measures c. Qualitative Narratives

17. Assessment/Evaluation Indicators What indicators/data should we use? Where do we find them? a. Whenever possible use existing/standardized indicators and data. b. Don’t spend time/energy creating new indicators or debating the validity of existing indicators

18. Assessment/Evaluation Terms/Concepts versus Indicators: Examples: 1) Poverty - ? 2) Hunger - ? 3) Obesity - ? 4) Literacy - ? 5) Violence - ? Be specific!

19. Assessment/Evaluation Methods: Quantitative Data: 1) Number of people served 2) Percentage change in outcome Qualitative Data 1) Survey/Interview of staff 2) Survey/Interview of participants 3) Observation of process Once you are relatively certain that group consensus has been reached, you should record your program outcomes, activities, and indicators in the form of a spreadsheet.

20. Assessment/Evaluation Commitment to Process Who in the organization is responsible for this process? What knowledge/expertise do they possess to do the assessment? What resources will they need to conduct assessment?

21. Assessment/Evaluation Exercise Divide Back Into Groups Address Following Discussion Questions: 1. What are the DESIRED OUTCOMES of the program? What are the goals? What are we trying to accomplish within the next month/quarter/year(s)? How will you measure? 2. How will we get there? What ACTIVITIES will enable us to reach our outcomes? How will you measure? 3. What will INDICATE to us that we are making progress toward the desired outcomes?

22. Assessment/Evaluation Project Activities IndicatorsData Collection Tools Person(s) Responsible for Documentation OUTCOME 1:

23. Assessment/Evaluation The value of assessment/evaluation discussion: 1. Empowers program stakeholders and enables them to come to consensus on: a. The most important program outcomes b. key activities c. realistic indicators. 2. When done with integrity the discussion will have a dual effect: a. it will clarify the central purpose of an organization, an initiative, and the corresponding outcomes, activities and indicators b. it will foster collaboration among stakeholders.