Daylene Meuschke College of the Canyons RP Conference April 11, 2014 Bri Hays San Diego Mesa College Explore evaluation tools and resources Discuss challenges and strategies for overcoming them in grant development and evaluation Compare formative and summative evaluation approaches Illustrate a program theory using a logic model Summarize evaluation goals and activities using an evaluation plan Grant development phase? After the grant is awarded? Just before the annual performance report is due? 3 Major Categories of Evaluation: Needs Evaluation/Needs Assessment Process Evaluation Outcomes Evaluation Logic Models Framing the evaluation: What is the context? Evaluation Plan Templates Communication/Dissemination Plan Templates Clearly identify the specific aims of the program or project Outline of the program/project theory, rationale, or model Visual of how the program/project will work Inputs Activities Outputs Outcomes Impact Inputs Activities What do you need to achieve your intended What are you outcomes/impact? going to do? What services, events, etc. will you provide? Outputs What are your operational targets? Outcomes What changes/ benefits may be expected for participants and other stakeholders? Impact What large-scale, overarching change or benefit will the project produce? Visual outline can serve as basis for program planning and development Communicate to internal and external stakeholders how your program/project works Clearly identify links between program activities and outcomes, both short and long term Set the stage for the evaluation plan And…are a component of an increasing number of federal grant applications Inputs Activities Outputs Outcomes Impact .5 FTE STEM Learning Communities Coordinator • Outreach for faculty • Faculty trainings/ workshops • 10 faculty will participate in learning communities each semester • 5 to 7 Basic Skills and STEM learning communities will be offered each semester • Increased faculty collaboration • Increased student engagement • Improved success in STEM gateway courses • Improved student persistence in STEM programs .5 FTE STEM Cohort Counselor • High school outreach and recruitment for STEM cohort • Family orientation • Educational planning • 10 Workshops at 5 feeder high schools • 2 Family orientations each fall • 75%+ of cohort students have education plans in first semester • 5% increase in number of STEM majors over baseline (Latino students and overall) • Increased student/family awareness of college resources • 60%+ of cohort students with ed plan follow plan for first two semesters 5 Peer Mentors for STEM Cohort Students • Weekly followups with cohort students • College Success Workshops • 75%+ of cohort students will log at least 1 hour with peer mentor per week • 80% of cohort students will participate in 1+ workshops • Improved social support • Increased student engagement • • Faculty trainings and workshops • SI Leader training course • SI sessions for gateway STEM courses • 4 Faculty members will partner with an SI leader • 40%+ of students in selected STEM courses will participate in 1+ SI sessions • Increased academic engagement in STEM courses • Increased success rates in gateway STEM courses (overall and for Latino students) • Increased persistence in STEM programs • Increase in fallto-fall persistence of first-year STEM students • Improved completion of math Basic Skills sequence (overall and for Latino students) • Increase in number of STEM program graduates (overall and for Latino students) • Increase in number of STEM program transfers (overall and for Latino students) • Supplemental Instruction Faculty Training (UMKC) 4 STEM SI Leaders Formative Evaluation How is it working? Is it working as intended? Is it reaching the intended population? What is working well? What can be improved? Continuous quality improvement! Analyze Results Reflect and Refine Assess (Collect Data) Implement Changes Summative Evaluation What worked? How do we know that it worked? What didn’t work? What are the lessons learned from the program or project? How does this fit into the larger body of knowledge about this intervention/program/project? Program/Project Objectives What are the specific aims of the program or project? Key Stakeholders Evaluation Goals What information does the grant team need? Needs assessment? Process evaluation? Outcome evaluation? Evaluation Plan Outline/Timeline What are the major steps or tasks in the evaluation? When do the internal and external stakeholders need the information? Examine the grant’s Request for Proposal (RFP) to determine the evaluation requirements. Each grant will have different requirements for reporting and evaluation. Develop a comprehensive evaluation plan, including: Responsible parties Data collection Timelines Dissemination Upward Bound Grant Evaluation Step One: Determine Requirements • Determined the requirements for the evaluation as set forth by the Department of Education. Step Two: Build Evaluation Model • Built these specifications into an evaluation template. STEP THREE: Data Collection • Developed a spreadsheet to track student data to their post-secondary completion. • Identified who was responsible for grant objectives. • Coordinated with the Upward Bound director and staff to ensure proper data collection. • Created a shared network drive to enable shared access to the data collection spreadsheet How will you share the results of the evaluation? What types of information needs to be reported, and to whom? When does information need to be shared with internal and external stakeholders? What levels of detail are required for each report? How will the information be used? San Joaquin Delta College FIPSE Report on Learning Communities (see Appendices) A brief is written to evaluate the grant. The brief is often used as a stand-alone document. A project director may also use the brief as support to their funding source. Sections of the brief can be used for reference in an Ad Hoc report. Recommendations are often included in the brief based on the evaluation. Consider the capacity of your office and the availability of data when developing the evaluation plan Is an external evaluator required? If so, what are their roles and responsibilities? What are the research office’s responsibilities? Is a data sharing agreement required? What are the external (i.e., funding agency) reporting deadlines? How much lead time does the project director need to review annual reports? American Evaluation Association Kellogg Foundation Evaluation Handbook Kellogg Foundation Logic Model Development Guide University of Wisconsin-Extension Program Development and Evaluation Web Page Centers for Disease Control and Prevention Program Performance and Evaluation Office Web Page Western Michigan University Evaluation Center Daylene Meuschke Director, Institutional Research College of the Canyons Daylene.Meuschke@canyons .edu Bri Hays Campus Based Researcher San Diego Mesa College bhays@sdccd.edu