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CAREI >
Current Projects > SIG
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State Incentive Grant / Center for Substance Abuse Prevention
(SIG/CSAP)MN STATE INCENTIVE GRANTS
Evaluation Requirements
September 1999
- Requirement 1: Specification of long-term program goals
(long-term outcomes)
- Each grantee must specify the long-term goals of their initiative.
These long term goals or outcomes should represent what you want to
be different as a result of this initiative, hopefully at the end of
three years. Each grantee will select from the following list of
potential long-term outcome areas and indicators of change related
to the use of alcohol, tobacco, marijuana, and other illicit drugs
by youth. This information should be inserted into the section 6 of
your logic model. (Logic model requirements are explained in
Requirement 3 below).
-
- If you propose alternative long term outcomes, the grantee will
write a brief justification of why you have specified alternative
goals.
| Potential Long-term
ATOD Outcome Areas |
Potential
Indicators of Change |
| Alcohol Use |
- Lifetime, annual, monthly, weekly, daily use
- Age of first use
- Binge drinking
|
| Tobacco Use (cigarettes) |
- Lifetime, annual, monthly, weekly, daily use
- Age of first use
|
| Marijuana Use |
- Lifetime, annual, monthly, weekly, daily use
- Age of first use
|
| Other Illicit Drug Use |
- Lifetime, annual, monthly, weekly, daily use
- Age of first use
|
- Requirement 2: Specification of short-term program goals
(immediate outcomes)
- Each grantee must specify short-term goals of their initiative as
part of the proposal. These short term outcomes should represent
what you want to be immediately different as a result of this
initiative. Each grantee will select from the following list of
potential immediate outcome areas and indicators of change. This
information should be inserted into the section 5 of your logic
model (see Requirement 3 below). You may also identify and justify
the selection of other immediate outcomes and indicators that better
reflect the needs of your populations. If the grantee proposes
alternative immediate outcomes and indicators, the grantee will be
required to write a brief narrative justification of why you have
specified these goals.
| Potential Short-term Outcome
Areas |
Potential Indicators of Change |
| Individual: |
|
- risk factors
- protective factors§ assets
|
- Perception of alcohol and drug use
- Life skills
- Attitudes / knowledge about substance abuse
- Perceived risk / harm
- Intentions to use§ Problem solving
- Decision making
|
| Parents: |
|
- risk factors
- protective factors§ assets
|
- Skills
- Involvement
- Attitudes about substance abuse
- Parental behavior
- Style
|
| Family: |
|
- risk factors
- protective factors§ assets
|
- Conflict
- Cohesion
- Management
- Resources
- Problem solving / decision making
- Communication
- Stress / coping styles
|
| School: |
|
- risk factors
- protective factors§ assets
|
- Aspirations
- School climate
- Achievement
- Attitudes
- Misconduct (absences / skipping)
- Engagement
- Completion / retention
|
| Community: |
|
- risk factors
- protective factors§ assets
|
- Sense of community
- Norms / attitudes
- Needs / issues
- Linkages
- Empowerment
- Social support
- Youth participation
- Availability of alcohol and drugs
- Enforcement
|
- Requirement 3: Specification of a logic model to guide
evaluation planning
- Each grantee must specify their program logic model. A logic model
is a flow chart or table that describes what the initiative is
expected to achieve and how it is expected to work, based on a
logical chain of events. Complete Form 4 to create your logic model.
You may use an alternative format as long as it includes all the
information specified in this model.
-
- The Western CAPT
website includes instructions for developing a prevention logic
model and examples of models for each CSAP prevention strategy.
Click on Program Planning and Best Practices; then click on Step 7:
Evaluation. A print copy of the information included in the Western
CAPT website will be available at the informational meetings.
- Requirement 4: Specification of a "process" evaluation plan
- Each grantee must evaluate the degree to which the program's
activities are implemented as planned. A process evaluation plan
focuses on evaluating:
(a) the degree to which activities specified in the logic model are
actually implemented;
(b) the quality of the activities implemented;
(c) the targeted versus actual number of targeted participants who
are involved; and
(d) the degree to which these target group members participate as
planned.-
- Information from a process evaluation should allow you to examine
and reflect on the implementation process - what is working as
planned and what is not. This information is used to assure fidelity
to your proposed program and to make the necessary changes to
improve the program. Complete Form 5 to create your process
evaluation plan.
- Requirement 5: Specification of a "summative" evaluation plan
- Each grantee must evaluate the degree to which the program's
activities made a difference in the lives of clients or in the
community, both in the immediate and long-term. This will require
doing follow-up of youth who participate in the first (2) years of
the project. Complete Form 6 to create your summative evaluation
plan.
- Requirement 6: Statement of assurances and specification of a
staff person (s) or evaluation consultant who will work at least
0.25 time on evaluation activities.
- The subcontract with an external evaluation consultant should
specify:
(a) the role of this person(s);
(b) whether he/she is internal or external to your program;
(c) his/her experience and qualifications related to evaluating
prevention initiatives such as yours;
(d) your plan, if any, for involving program staff and other
stakeholders in the evaluation (e.g., planning, collecting or
analyzing data, report preparation, reflection and use of
information from the evaluation).
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