How to plan your program, and evaluate its success Gareth Thomson Gareth@abcee; 403-678-0079

1. How to plan your program, and evaluate its successGareth ThomsonGareth@abcee.org; 403-678-0079

2. Huh? Why this topic?

3. Top-ranked topics re: Program development

4. Top-ranked topics re: Organizational development

5. At www.abcee.org/pd/2010lc-resources…

6. 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…

7. This workshop will… • Show you a way in which you can plan your program (“logic model”) • give you the tools you need to see if your program is achieving results • Why do #2?

9. Ever wondered this? “Does our environmental education program…” • Increase knowledge?

10. Ever wondered this? “Does our environmental education program…” • Increase knowledge? • Build skills?

11. Ever wondered this? “Does our environmental education program…” • Increase knowledge? • Build skills? • Shift attitudes and values?

12. Ever wondered this? “Does our environmental education program…” • Increase knowledge? • Build skills? • Shift attitudes and values? • Change behaviours?

13. Ever wondered this? “Does our environmental education program…” • Increase knowledge? • Build skills? • Shift attitudes and values? • Change behaviours? • Improve the environment?

14. Ever wondered this? “Does our environmental education program…” • Increase knowledge? • Build skills? • Shift attitudes and values? • Change behaviours? • Improve the environment? • Create environmentalists?

15. Question: Can all these things be measured? • Increase knowledge? • Build skills? • Shift attitudes and values? • Change behaviours? • Improve the environment? • Create environmentalists?

16. Answer: YES...

17. Resource: “Measuring the Success of Environmental Education Programs”

18. 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

19. Logic model

20. Metaphor: ‘Splash and Ripple’

21. Booklet: page 19 - 23

22. ACEE uses logic models everywhere!

23. Give it a try!

24. 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

26. Booklet, pages 33-40 How to measure… • Values shift • Behaviour change • Benefits to the environment

27. 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

28. 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

29. Thanks to our Sponsors!

30. Give it a try…

31. Give it a try!