how to plan your program, and evaluate its success gareth thomson gareth@abcee.org; 403-678-0079

How to plan your program, and evaluate its success

Gareth ThomsonGareth@abcee.org; 403-678-0079

Huh? Why this topic?

Top-ranked topics re: Program development

Top-ranked topics re: Organizational development

At www.abcee.org/pd/2010lc-resources…

Your commitment (from your application to attend the Clinic…)

• We will create an action plan to accomplish the goal described above

• We will implement the action plan to the best of our ability

• We will evaluate the effectiveness of our action plan…

This workshop will…

1. Show you a way in which you can plan your program (“logic model”)

2. give you the tools you need to see if your program is achieving results

• Why do #2?

Ever wondered this? “Does our environmental education program…”

• Increase knowledge?

Ever wondered this? “Does our environmental education program…”

• Increase knowledge?• Build skills?

Ever wondered this? “Does our environmental education program…”

• Increase knowledge?• Build skills?• Shift attitudes and values?

Ever wondered this? “Does our environmental education program…”

• Increase knowledge?• Build skills?• Shift attitudes and values?• Change behaviours?

Ever wondered this? “Does our environmental education program…”

• Increase knowledge?• Build skills?• Shift attitudes and values?• Change behaviours?• Improve the environment?

Ever wondered this? “Does our environmental education program…”

• Increase knowledge?• Build skills?• Shift attitudes and values?• Change behaviours?• Improve the environment?• Create environmentalists?

Question: Can all these things be measured?

• Increase knowledge?• Build skills?• Shift attitudes and values?• Change behaviours?• Improve the environment?• Create environmentalists?

Answer: YES...

Resource: “Measuring the Success of Environmental Education Programs”

Logic model

“Now that I’ve written my logic model for my Education Program, I’ve got a single table that captures all the activities and the outputs, outcomes, and impacts that I hope to achieve.

Now whenever a board member or teacher asks me ‘What do you do?’ I can show them my plan on one sheet of paper.”

Jenn Hoffman,

Sierra Club of Canada, BC Chapter, 2002

Logic model

Metaphor: ‘Splash and Ripple’

Booklet: page 19 - 23

ACEE uses logic models everywhere!

Give it a try!

Indicators…

• Evidence that the program is producing expected results at the output and outcome levels. Definition on page 22.

• They can be expressed quantitatively and qualitatively

• Spell out who will do the collection and analysis of the data for each indicator (share responsibility!)

• See example in Booklet, page 29-30

Booklet, pages 33-40

How to measure…• Values shift• Behaviour change• Benefits to the environment

Appendices, pg 44-66: Scavenger Hunt

On what page are the following located?• “Questionnaires and surveys:” description, and

design tips• Table summarizing pros and cons of evaluation

instruments• Questionnaire used by Sierra to determine teacher

satisfaction, post-program delivery.• Teacher Interview/Focus Group Questions• CPAWS questionnaire to measure changes in• students’ knowledge, attitudes, and behaviours

Appendices, pg 44-66: Scavenger Hunt

On what page are the following located?• “Questionnaires and surveys:” description, and design tips

– pp 44-45• Table summarizing pros and cons of evaluation

instruments - pp 50-51• Questionnaire used by Sierra to determine teacher

satisfaction, post-program delivery. – pg 55• Teacher Interview/Focus Group Questions– pg 57• CPAWS questionnaire to measure changes in• students’ knowledge, attitudes, and behaviours – pp 60-62

Thanks to our Sponsors!

Give it a try…

Give it a try!