A GUIDE TO WRITING A PROGRAM EVALUATION PLAN

A GUIDE TO WRITING A

PROGRAM EVALUATION PLAN

Rural Allied Health Network Training

Program Technical Assistance

January, 2016

This is a publication of Rural Health Innovations, LLC, (RHI), a subsidiary of the

National Rural Health Resource Center. The Technical Assistance for Network

Grantees Project is supported by Contract Number HHSH250201400024C from the

U.S. Department of Health and Human Services, Health Resources and Services

Administration, Federal Office of Rural Health Policy.

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TABLE OF CONTENTS

Background and purpose ....................................................................... 1

Getting Started .................................................................................... 2

Critical Evaluation Plan Components ....................................................... 4

1. Program Description ................................................................... 4

2. Evaluation Design ....................................................................... 5

3. Plan to Measure Key Data ............................................................ 6

4. Collecting and Reporting Key Results: ......................................... 11

5. Communication Plan of Key Results ............................................ 11

Resources .......................................................................................... 13

BACKGROUND AND PURPOSE

Rural Health Innovations (RHI), LLC is a subsidiary of the National Rural Health

Resource Center (The Center), a non-profit organization. Together, RHI and The

Center are the nation’s leading technical assistance and knowledge centers in rural

health. In partnership with The Center, RHI enhances the health of rural

communities by providing products and services with a focus on excellence and

innovation. RHI is providing TA to the Allied Health Training Network grantees

through a contract with the federal Office of Rural Health Policy.

Evaluation of grant funded programs is critical to both the success and

sustainability of the program. It is critical to assess impact of the program

objectives to demonstrate value, monitor progress toward the program goals, and

to identify potential best practices and lessons learned. Evaluation results are also

integrated back into the program to improve performance.

This Program Evaluation Plan Guide is designed to support the associated

Evaluation Plan Template to provide guidance to Rural Allied Health Network

Training Program grantees in writing a program evaluation plan. Recorded webinars

are posted on the Aim for Impact and Sustainability network resource webpage and

as a resource in The Center’s online Resource Library.

Content for this Evaluation Plan Guide and the accompanying Evaluation Plan

Template have been adapted from multiple sources, including the Rural Health

Innovations, Evaluation Plan Toolkit for Rural Health Networks, January 2015,

National Rural Health Resource Center Evaluation Toolkit, Alana Knudson, Walsh

Center for Rural Health Analysis, Critical Components of Evaluation and Evaluation

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Process: Design and Implementation presentation, 2014, John Gail, Maine Rural

Health Research Center Evaluation Workshop, presentation, 2014, Pete Walton,

Oklahoma State Office of Rural Health, Best Practices in Program Evaluation,

presentation, 2014, and Rural Assistance Center online Library. See the Resources

section for helpful links and documents.

GETTING STARTED

Program Evaluation

The purpose of program evaluation is to systematically collect information about

program activities and objectives, monitor progress, and to report and

communicate results to network members, partners, stakeholders, and community.

Spending time consider aspects and components for evaluating a program is well

worth the effort as it saves significant time in the long run. The following are

recommended evaluation plan components:

1. Program Description: Setting context for the evaluation plan including,

program mission, vision, listing of program goals and objectives, network

history and members.

2. Evaluation Design: Describing the purpose and method of evaluation.

3. Plan to Measure Key Data: Selecting key process and outcome data and

identifying specific and defined measurements.

4. Collecting and Reporting Results: Gathering and illustrating program

progress and impact.

5. Communication Plan of Key Results: Intentionally and purposefully

sharing evaluation results with members, partners, community and funders,

that demonstrates success and value.

Planning Framework

Planning for the future can be framed, or understood, from either of two different

planning perspectives:

 Identifying the path of action, i.e. objectives or strategies that will lead to

successfully reaching the goal, a general strategic planning approach.

 Identifying the expected results, i.e. outcomes of the program that will

illustrate positive progress toward the goal, a specific Logic Model approach.

The difference is due to the frame of reference of the planning approach and is

clearly seen within a chart or diagram that illustrates alignment between the

program goals, objectives, and activities.

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 A strategic planning approach starts with strategies on the far left and works

to the right with measurements of those strategies or targets for identifying

success, and then aligned activities. See Evaluation Plan Sample, for an

example of a generalized strategic planning approach.

 A Logic Model approach starts with outcomes on the far right and works to

the left through process outputs toward aligned activities. See Evaluation

Plan Sample for an example of a general Logic Model approach.

Although both approaches are valid ways to approach planning we recommend

selecting one of these two perspectives and then being consistent throughout

development of the evaluation plan.

Program Goals

Generally program goals are articulated within the grant application and will remain

constant during the life of the program or project. These goals are what the

program is aiming for and are often considered the mission and vision of the

program. The overall expectation of evaluation results is to demonstrate

incrementally, positive change (results) toward the program goals.

Program Goal Example: Improving access to health care for children living in

poverty.

Program Objectives

These are the strategies or outcomes expected with achievement of the program

goals. Language is different depending on which planning framework you are

working with.

 Generalized Strategic Planning Framework Language:

o Objectives are strategies that describe the high level path that will

lead to program goals. For example, “Creating a coordinated care

process”.

o These strategic objectives are measured in order to monitor progress

toward the program goals.

 Logic Model Framework Language:

o Objectives are outcomes that describe the expected success of the

activities. For example, “Coordinated care process for one chronic

disease population”.

o These outcomes are measured in order to monitor progress toward

program goals.

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Tip: Although it does not matter which planning framework guides the design of

your evaluation plan, it is, however, important to be consistent in the language

used throughout the evaluation plan.

SMART Objectives

One key to successfully evaluating objectives is to have SMART objectives: specific,

measureable, attainable, realistic and timely. It is worth the time and effort to

consider and revise objectives to be SMART.

Sample:

 Broad Objective: Everyone is healthy.

 SMART Objective: The overall health of the patients in our community with

Diabetes improves within three years.

TIP: If you are using a traditional strategic planning framework, re-write your

strategic objectives into SMART objectives. If you are using a Logic Model planning

framework, re-write your short and mid-term outcomes into SMART objectives.

FAQ: What to do if the objectives are so broad that it is impossible to measure

them?

This is the case when your objectives do not meet the SMART ‘rule of thumb’. If

you are finding your objectives to be un-measurable, our suggestion is to re-write

your objectives by breaking them down into smaller ideas that are SMART

objectives.

CRITICAL EVALUATION PLAN COMPONENTS

Although a specific template for your evaluation plan is not required as part of your

grant deliverable, the following components are recommended. These components

are described in more detail through this Program Evaluation Guide and the

accompanying Evaluation Plan Template.

1. Program Description

Providing context for the evaluation plan is a required component as it sets the

stage for the reader. Remember that the reader of an evaluation plan is primarily

external to the organization. It may be the Board of Directors or Trustees who

most often review evaluation results, however, the primary audience are the

member organizations, community members, potential new members, funding

organizations, etc.

a) Describe the purpose of the program. This may be the mission and vision or

program goals.

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b) Provide a list of the program’s goals and objectives, i.e. strategies to get to

the expected vision or outcomes.

Tip: Use a numbering system throughout the evaluation plan so that it is

easy for a reader to easily follow specific objectives or outcomes and the

aligned activities, measures, targets between the different sections of the

evaluation plan.

a. Briefly describe the program’s history, including the organizational or

governance structure.

b. List value propositions of each of the program’s products and services.

Tip: A value proposition is developed for each program product or service

and articulates how the member or customer perceives the value of that

product or service. It is important to do this for each product and service

of the program. For example, the value proposition for a 12-week, on-

line certificate program might be: “Provides a quick and flexible solution

for increasing opportunity for employment.”

c. Briefly outline program members and partners and if appropriate, how

specific members or partners are contributing to the program.

Tip: Start with your grant application and develop a program description that is no

more than two pages. It is important for this section to be concise and brief;

providing only information an external reader needs to know to set a context for

the evaluation.

TIP: The program description can be used for other important planning documents

including a strategic plan, marketing plan, communication plan and ultimately your

business plan.

2. Evaluation Design

The design of your evaluation plan is important so that an external reader can

follow along with the rationale and method of evaluation and be able to quickly

understand the layout and intention of the evaluation charts and information. The

evaluation design narrative should be no longer than one page.

There are three basic purposes of an evaluation plan: 1) Tracking progress of the

program’s implementation and execution of the work plan, 2) Monitoring or

studying progress toward the program’s goals by measuring objectives, 3)

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Communicating results, value, or impact of the program’s achievements and

successes. Describing the evaluation design is important so the external reader can

follow-along with the purpose of the plan and be able to track the connections

between goals, objectives, measures, and activities.

a. Describe the purpose and reason for writing an evaluation plan, tracking

activities and monitoring progress toward program goals, i.e. why is

evaluation important to this program?

b. Identify and describe the planning framework and the reason or rationale;

generalized strategic planning approach or specific Logic Model approach.

o The planning framework being used will influence the language of

your evaluation design and plan. The program objectives are

identified through the planning framework as either strategies or

outcomes.

c. Provide a diagram to illustrate alignment of program objectives

(strategies or outcomes) and key activities with program goals.

o Key activities are those that are considered critical to the success of

the program and have a mid-term timeline of 6-12 months. See the

Strategic Planning & Logic Model Approaches Sample.

Tip:

 Be accurate and concise with language based on your planning

framework.

 Use an outline or checklist of evaluation plan components to ensure

completeness.

3. Plan to Measure Key Data

A plan to measure key data includes asking questions about implementation

activities and monitoring program impact. Steps include the work of deciding what

key data to measure, identifying specific and defined measurements, and then how

to collect process activity data and objectives outcome and impact data and

eventually when to collect it and who is responsible.

a. Asking Evaluation Questions:

Asking evaluation questions to identify key data is a tried and true approach.

Following are some examples of questions that will assist in identifying key metrics.

 What progress has been made toward program implementation?

 What progress has been made toward program impact?

 What is the impact of the program?

 What are opportunities to improve program process for next year?

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 What are opportunities to improve program results?

 What has been learned?

 What are our best practices?

There are two critical evaluation questions that should be included in any evaluation

plan: “What progress has been made toward the program activities?” and “What

progress has been made toward program objectives?” The following sections

provide examples and suggestions for planning how to measure key data.

b. Tracking Key Implementation Activities:

Program activities are actions and processes put into place to execute objectives.

They help network leaders and stakeholders track the implementation activity of a

program; “What progress has been made toward program

implementation?” Implementation activities are typically identified within the

program work plan. This data is often referred to as ‘outputs’. However, external

readers are primarily interested in the key activities that are aligned with the

program goals and considered critical to the success of the program and that will

demonstrate success of implementation.

 Tracking activities include counting historical actions or events, such as,

number of events, participant rate, and number of students, number of

procedures or number of calls.

 The language of tracking actions is different based on the planning

framework being used, for example:

 Strategic Planning Terminology

o Tracking activities = counting implementation results

o Activity results are typically counted as they identify what has

occurred or transpired

o Activity example and result:

“Start-up a School and Primary Care Task Force”. The task force

met 12 times last year.

 Logic Model Terminology

o Tracking activities = counting project outputs

o Activity results create process outputs that can be counted

o Activity example and process output:

“School and Primary Care Task Force meet regularly”. Task Force

met 12 times last year.

Tip: For tracking purposes, select 1-2 mid-term (6-12 month) activities that are

considered critical to the success of the program, and identify one measure for each

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of the activities. These activities are most likely included within the evaluation plan

diagram that illustrates alignment of the goals, objectives and key activities.

Following is a list of examples of data for measuring implementation activities:

 Number of people served or participating

 Number of partners or stakeholders involved

 Implementation steps completed

 Number of resources addressing specific issues available

 Number of policy or regulation changes

 Certification and graduation rates

c. Monitoring Program Impact:

Program objectives are identified as either strategic objectives or outcomes

depending on the selected planning framework. The data is often referred to as

“achievements” or “outcomes”. External readers are primarily interested in progress

that demonstrates impact of the program goals; E.g. “What progress has been

made on program impact?” In other words, the program efforts are indeed

moving toward the goals. It is this result of the effort that should be measured, i.e.

the achievement.

 Monitoring program impact includes identifying expected results, such as,

improved health test results, changes in data for drug use, reduced use of

emergency room, satisfaction results, and increase knowledge based on

test results. .

 The language of monitoring impact is different based on the planning

framework being used, for example:

 Strategic Planning Terminology

o Monitoring impact = identifying achievements or demonstrating

success

o Achievement example:

“Improved health of community members with diabetes”. The

achievement is seen with 10% improvement of lab results for those

patients over 6 months.

 Logic Model Terminology

o Monitoring impact = identifying outcomes

o Outcome example:

“Improved diabetes results within community”. The outcome is of

10% improved lab results over 6 months.

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Tip: To monitor impact, select 1-2 measures that describe objective impact or

outcome. Within the Logic Model approach, these measurements will be included

as outcomes within the evaluation plan diagram that illustrates alignment of the

goals, objectives and key activities.

Following is a list of data-gathering options related to measuring objectives:

 Pre-test/Post-test results, i.e. knowledge or awareness of issues

 Surveys/Questionnaires/Checklists for norms, attitudes, and satisfaction

 Electronic Health Record clinical results, such as lab results and quality

measurements

 Mortality and morbidity numbers

 Quality of life scores

 Employment rates

d. Tool for Planning How to Measure Key Data:

Describe the plan to identify what data is needed to track process activities that

have been implemented, are in alignment with the program, and monitor progress

on the impact of the program. Utilizing a process to plan for collecting data is

helpful. Following is a suggested list of details to incorporate into a chart. See Plan

to Measure Key Data Sample.

 Program Objectives: Include program goal and objective. Limit your

evaluation to no more than two objectives per goal.

 What: Measurements that provide evidence of achievement or success for

the specific implementation activity or objective impact. Limit your

measurements to no more than three per objective.

o Describe the measure

o Provide a specific target or benchmark comparison

o Define how the measure will be calculated

o Identify the method of collecting the data

 When: Identify timing or frequency of data collection (baseline, quarterly,

annually, funding cycle).

 Who: Identify the person who is responsible for gathering data. This person

ensures accuracy and confidentiality.

Tip: Use a numbering system throughout the evaluation plan so that it is easy for

the reader to quickly follow between sections of the evaluation plan, the specific

objectives or outcomes and the aligned activities, measures, targets, etc.

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e. Quantitative Information vs Qualitative Information:

Quantitative Information includes data that can be counted, for example, claims

data, surveys, clinical results data and public health data. There are many ways to

collect quantitative data. The key is to have a clear understanding of what the

numbers are describing and how they are obtained. This understanding assists in

accurately describing the results and impact.

Qualitative Information is valuable to network leaders and stakeholders as it

provides opportunity through summarized findings, to highlight opportunities for

improvement, lessons learned, potential innovation, and best practices or good

ideas.

 Gathering qualitative data includes capturing stakeholder perceptions of

successes and challenges that were experienced during various phases of

the program. Examples of data gathering options may include:

 Focus group

 Interview

 Observation

 Analyzing qualitative data requires a systematic approach of grouping or

sorting the information and identifying themes or common categories.

 Code data

 Group or categorize to identify themes

f. Measuring Complex Information:

Many programs are working to impact large health disparities and complex social-

economic issues. The goals and objectives may be long-term. These long-term

changes and measurement of complex information will possibly need advanced

data analysis. In that case, consider external evaluation when seeking an unbiased

study of a long-term impact of program goals and when broader regional, state, or

national benchmarks are available.

Ensure data is collected consistently at each interval to allow for appropriate data

analysis.

 Identify adequate resources for data analysis

 Report significant changes based on statistical tests

 Identify changes within groups or populations

 Use visuals to display analyses (e.g., bar graphs, pie charts, etc.)

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4. Collecting and Reporting Key Results:

Evaluation results provide a means of demonstrating program progress and impact

to its members and the community. The results are an assessment of the

program’s effectiveness and should be easy for external readers to quickly see and

understand the status of the program in terms of effective implementation and

demonstrating positive change toward the goals and objectives of the program.

The Evaluation Results Scorecard is a chart that includes the result of measures

identified within the Plan to Measure Key Results section of the evaluation plan,

including:

 What: Describe the measure and specific target or benchmark

comparison

 When: Identify timing or frequency of collecting data (baseline, quarterly,

annually, funding cycle)

 Results: What are the collected results or actual data to report

Evaluation Results Scorecard is a tool, in a scorecard format (a Word table or

Excel spreadsheet) to report key evaluation data. See Evaluation Results Scorecard

Sample for illustrating program results and status

 Scorecards are tables or spreadsheets that provide an easy-to-read

display of key evaluation results with targets and benchmarks for

comparison.

 It is effective to show the result status using color (blue, green, yellow

and red) to indicate success from ‘exceeds targets’ to ‘not meeting

targets’.

 Stakeholders can quickly identify those objectives that require

adjustments in actions or measurement.

Tip: Assign one person to be responsible for building and maintaining the

Evaluation Results Chart as it requires routine commitment to updating the charts

to keep them timely and relevant.

5. Communication Plan of Key Results

The purpose of a communication plan is to intentionally and purposefully share

program progress and impact with program members, partners, stakeholders,

community members, and funders. Thinking through a communication plan focuses

network leadership on a critical factor of network development; intentional

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communication builds trust and credibility between the program and its members

and partners increasing likelihood of program sustainability. The external reader is

interested in understanding how the program plans to communicate its successes

and achievements.

Keep this section to one page of narrative and consider using a diagram or chart to

describe the communication plan. See Evaluation Communication Plan Sample.

Communication Plan Components:

a. Intentionally choose specific evaluation results to demonstrate the

success of the program, i.e. tells the story of your impact and success

b. Be clear on who your audience is, i.e. program staff, board members,

member organization staff, potential partners, funders, community

members, etc.

c. Identify specific mode(s) of delivering the information, i.e. in-person

network board meetings, email, website, SharePoint, phone, formal

reports, discussion, planning retreats, social media, etc.

d. Identify frequency for providing the information, i.e. ad hoc, monthly,

quarterly, in-person only, as requested, etc.

e. Identify the person and their role and responsibilities for communication

accuracy, timeliness, frequency, etc.

Simple and Visual Communication Tools:

Diagrams or charts that provide a simple communication of achievement or

progress toward critical program impact are important communication tools. The

intention is to tell a story about the program and how in meeting its objectives it is

helping to change the world.

Tip:

 Use the Evaluation Result Scorecard (chart) to select only 5-10 key results

that are critical for demonstrating the success of the program

 Simplify the documentation to include only those key results

 Use color and images to provide more insight on the program success

 Other information may be included, such as members, key partners, program

goals, objectives, and value propositions.

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RESOURCES

Evaluation Toolkit and Evaluation Planning

Flex Program Evaluation Toolkit (Technical Assistance and Services Center)

http://www.ruralcenter.org/sites/default/files/Flex%20Program%20Evaluation%20

Toolkit_0.pdf

Evaluating the Initiative (Community Toolbox, University of Kansas)

http://ctb.ku.edu/en/evaluating-initiative

Designing Evaluations (General Accounting Office)

http://www.gao.gov/special.pubs/10_1_4.pdf

The Program Manager’s Guide to Evaluation (Administration for Children and

Families)

http://www.acf.hhs.gov/sites/default/files/opre/program_managers_guide_to_eval

2010.pdf

Evaluating Your Community-Based Program (American Academy of Pediatrics)

https://www2.aap.org/commpeds/htpcp/resources.html

Rural Assistance Center Online Library: Program Evaluation

https://www.ruralhealthinfo.org/topics/rural-health-research-assessment-

evaluation#program-evaluation (will need to copy/paste this link into your browser)

Source: CDC Evaluation Guide: Developing and Using a Logic Model

http://www.cdc.gov/dhdsp/programs/spha/evaluation_guides/logic_model.htm

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Quantitative and Qualitative Analysis

Analyzing Quantitative Data (University of Wisconsin Extension: Program

Development and Evaluation (1996)

http://learningstore.uwex.edu/Assets/pdfs/G3658-06.pdf

Analyzing Qualitative Data (University of Wisconsin Extension: Program

Development and Evaluation (1996)

http://learningstore.uwex.edu/Assets/pdfs/G3658-12.pdf

Analyzing Quantitative Data for Evaluation (Center for Disease Control and

Prevention, Dept. of Health and Human Services, Evaluation Briefs (2009)

http://www.cdc.gov/healthyyouth/evaluation/pdf/brief20.pdf

Analyzing Qualitative Data for Evaluation (Center for Disease Control and

Prevention, Dept. of Health and Human Services, Evaluation Briefs (2009)

http://www.cdc.gov/healthyyouth/evaluation/pdf/brief19.pdf

Focus Groups

Conducting Focus Groups (Community Tool Box)

http://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-

and-resources/conduct-focus-groups/main

Conducting Focus Groups (Wallace Foundation)

http://www.wallacefoundation.org/knowledge-center/after-school/collecting-and-

using-data/Documents/Workbook-D-Focus-Groups.pdf