L&L Eval Plan

1
Evaluation Plan
A blueprint for the effective evaluation of the MCCIC Love & Logic Program
Abdiwahab Ali, Kirsten Henry, Aaliyah Hodge, Sumee Lee

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Table of Contents
Executive Summary…………………………………………….........…………………………………………………………………………....3
Project Overview…………………………………….........…………………………………………………………………………....….............4
Program History……………………………………………………………………………………………………………….........................4
Program Rationale or Philosophy……………………………………………………………………………………...................….....4
Program Basis…………………………………………………………………………………………..................………....……………...….4
Needs Met by the Program………………………………………………..................………………………………………………….....4
Morrison County Context………………………………..................……………………………………………………………………....5
Program goals and objectives………………..................………………………………………………………………………………...5
Activities, Settings, and Locations…………..................………………………………………………………………...............….....5
Program Staffing…………………………………..................…………………………………………………………………………….......5
Program Participants…………………………………..................……………………………………………………………………….....5
Program Budget………………………………………..................…………………………………………………………………………....6
Evaluation Design and Approach………..................…………………………………………………………………………………...7
MCCIC Love & Logic Program Logic Model…………………………......………………………………………….........…........……...8
Evaluation Plan…………………………………………......…………………………………………………………………….......……………..9
Introduction………………………………………...................………………………………………………………………………………...9
Evaluation Questions……………………..................………………………………………………………………………………….…....9
Methodology…………………………..................……………………………………………………………………………………………...9
Limitations………………..................……………………………………………………………………………………………………...….10
Evaluation Plan Breakdown………………......……………………………………………………………………………………...….11
Data Collection Tools……………………………………………..…………………………………………………………….……………….12
Survey Description………………………………..................…………………………………………………………………………..….12
Focus Group Description………………..................………………………………………………………………………….………….12
Recommendations for Implementation…………..……………………………………….…………………………………………….13
Survey Analysis Plan……………………………………………………………..................…..………………………………………….13
Focus Group Analysis Plan……………………………………………..................……………………….....………………………….13
Acknowledgements……………………………………………………………………………………………………………………….……...14
Resources Used……………………………………………………………………………………………………………….…………………...15
Appendix 1. Sample Survey & Sample Bubble Sheet………………….....………......…………………………………………….16
Sample Survey…………………………........................…………………..................……………………….....………………………….16
Sample Bubble Sheet……………………..................……………………............................................….....………………………….21
Appendix 2: Survey Bubble Check Software…………………..…………………….……………………………………………..….22
Appendix 3: Focus Group Facilitator Introduction……….........……………………………………………………………….…….23
Appendix 4: Focus Group Sample Questions…………………..……………….……................................…………………..…….24
Appendix 5: Focus Group Note Guide & Ideas of Improvement Inventory Table………….………..……………..…..25
Appendix 6: Focus Group Ideas of Improvement Inventory Table ………......................…………………………..……...26

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Executive Summary
In January 2016, Morrison County commissioned four students from the Humphrey School of Public Affairs to
design a program evaluation tool for the Love and Logic program at Morrison County. The purpose of this
evaluation is to develop tools to encourage utilization of evaluation data to improve processes and measure
outcomes of the Love and Logic program. Relevant surveys and user-friendly data tracking tools will be created
to determine; how the program retains and engages parents, if the program is meeting parents' needs, and
assessing program effects on parenting through measures such as discipline and problem solving.
Morrison County’s Love and Logic program started around 2007/2008, is offered at each school district once a
year and is derived from the Love and Logic Institute. Love and Logic’s main objective is to strengthen the
network of prevention, early identification, and intervention services for children, youth, and families in
Morrison County by building on assets and strengths already available in the community. The program teaches
parents practical tools that assist with communication and discipline, focusing on positive respectful
approaches that lead to healthier relationships.
Our evaluation plan incorporates both formative and summative elements to measure both the process and
outcome of the Love and Logic program in Morrison County. By incorporating both components, the Morrison
County Interagency Coordinating Council, will be better able to address both how the program goals and
objectives are being met and how to improve processes to suit parental needs.
The evaluation will take place at two different points in time with different data collection tools in order to
gather both short-term and mid-term data. The methodology will incorporate both qualitative and quantitative
data and process and outcome focused questions. The evaluation will use a combination of focus group and
surveys, qualitative and quantitative data, and collecting data in different times, places, and units of analysis in
order to triangulate data sources. Surveys consisting of multiple choice and short answer are used to collect
information at the completion of each six week program. While focus groups are administered six months after
completion of each program.
Our evaluation does not address actual effects of the program, it is meant only to provide information regarding
perceived outcomes and process. There are several limitations that come with a survey and focus group design.
Data are being self-reported, which is not the most reliable method of measuring behavior change. Optional
surveys often suffer from low response rates so this will be administered in person directly following
conclusion of the final class. Focus groups also possess certain limitations, such as families moving after
completion of program. Or inability of focus groups to show long term outcomes and social desirability bias
amongst participants.
Our evaluation plan is intended to give tools to the Love and Logic program in order to help them utilize
evaluation data in order to improve processes and measure outcomes of their program. Out evaluation plan
helps collect both qualitative and quantitative data for the program in order to measure participants feedback
and help improve the program in future sessions.

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Program Overview
Program History
Love and Logic was developed in 1977 by Jim Fay and Foster W. Cline.
“All of our work is based on a psychologically sound parenting and teaching philosophy called
Love and Logic.”
The Love and Logic philosophy is seen as a way to achieve the mission.
“Children learn the best lessons when they’re given a task and allowed to make their own choices
(and fail) when the cost of failure is still small. Children’s failures must be coupled with love and
empathy from their parents and teachers”
Evidence for efficacy of the philosophy is based on program longevity and experience.
Program Rationale or Philosophy
The goal of the Love & Logic program, derived from the Love and Logic Institute, is to strengthen the
network of prevention, early identification, and intervention services for children, youth, and families
in Morrison County by building on assets and strengths already available in the community. The
program teaches parents practical tools that assist with communication and discipline, focusing on
positive respectful approaches that lead to healthier relationships. Morrison County uses a similar
philosophy as the Love and Logic organization. The program, based on a psychology-based
philosophy, aims to make parenting fun and rewarding.
“Love and Logic provides practical tools and techniques that help adults achieve respectful,
healthy relationships with their children and help them prepare their kids for the real world. All of
their work is based on a psychologically sound parenting and teaching philosophy called Love and
Logic”
Program Basis
The Love and Logic program at Morrison County trains and equips parents with tools to create a better
relationship with their children and assist in disciplining children in a healthy manner. Through the
Love and Logic philosophy, the program meets parents needs in four ways:
1. Uses humor, hope and empathy to build up the adult-child relationship
2. Emphasizes respect and dignity both for children and adults
3. Provides real limits in a loving way
4. Teaches consequences and healthy decision making.
In order to meet the program requirements a Love and Logic model program must possess these four
methods of training parents.
Needs Met by the Program
The community has identified a need for more parental support. The program provides a support
system for parents and a space in which they can ask parenting questions. The program hopes to make
communicating with and disciplining children a tool that works for parents because of the positive
results they receive from the Love and Logic program.

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Morrison County Context
The Love and Logic program at Morrison County started around 2007/2008 and is offered at each
school district once a year, with larger school districts possibly receiving the program more than a few
times per year. The program is supported by the Morrison County Interagency Coordinating Council, a
board of representatives from Early Childhood Agencies, all school districts within the county,
Corrections, Public Health, and Social Services. Love and Logic is administered by facilitators who are
trained in the Love and Logic Curriculum. The Love and Logic program is provided, with daycare, free
of cost.
Program goals and objectives
The main goal of the MCICC is to strengthen the network of prevention, early identification, and
intervention services for children, youth, and families in Morrison County by building on assets and
strengths already available in the community.
The program objective is for participating parents to have confidence in the ability to have healthy
relationships with their children and the idea of discipline will be less stressful because of their
experience through the program.
Activities, Settings, and Locations
To achieve this goal, facilitators trained in the Love and Logic model run six week programs training
parents using the four L&L-based methods. L&L classes take place during the evening at schools and
other public buildings. Classes are meant to provide parents tools and skills to use at home, including
take-home resources. The MCICC is interested in determining whether there is a need for additional
programming or a venue outside of the Love and Logic curriculum to continue the system of support
and parental engagement fostered in the Love and Logic classroom.
Program Staffing
The program staff for Love and Logic consists of three individuals, one part time administrator
and two facilitators of the program. Full responsibility of the program falls under MCICC and the lead
program facilitator is Michelle Tautges. The key leaders and decision makers in the program are
members of the Coordinating Council. These are leaders in different agencies in the community,
including school district superintendents, the public health department director, and other agency
heads. The program advocates are the county, the council, and different council members.
Program Participants
Participants are not selected; they sign up on a volunteer basis. While some participants might
be court ordered, most are parents who want to improve their relationship with their children. Most
participants learn about the program through a flyer sent home from school in children’s
backpacks. The program does not collect any data apart from names and phone numbers of
participants. The program is designed to be engaging and incorporates humor in order to make it both
fun and help parents retain information. In addition to this the Love & Logic Program course is not
differentiated based on student age or whether or not a student needs special services.

6
Program Budget
Morrison County Interagency Coordinating Council has a flexible budget for the Love and Logic
program to be used for facilitators’ stipend and child care. It has been reported to be flexible based on
perceived needs.

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Evaluation Design and Approach
Evaluation Questions Information Required How to Answer
Does the program meet
parents’ needs, thereby
engaging them successfully in
all program elements?
Have participants changed
their approach to parenting
because of the L&L program?
Parent participant information,
reasons for joining
Perceptions of helpfulness and
quality of program
Short term: Survey
Demographic and process
questions
Mid term: Focus group
Reported changes in behavior
of participants and children
following completion of
program
Short term: Retrospective
pre/post survey
Mid term: Focus group

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Inputs Outputs Outcomes
What you invest
• Staff
• Time
• Money
• Research base
• Books, Materials
and supplies
• Equipment
• Technology
• Community
Partners/
Resources
What you do
• Train parents
• Develop
curriculum
• Host yearly
classes per
school district
• Partner with
parents, schools
and other
agencies
• Collecting parent
information data
• Providing funding
support for
trainers
Who you reach
• Parents
• Students
• Schools
• Agencies
• Community
members
Short Term Results
• Change in parenting
attitudes, and behaviors
• Demonstrating a positive
approach to parenting
• Helping families get
along better
• Parents feel more
comfortable connecting
to their child.
• Participants understand
the importance of
empathy in parenting
Medium Term Results
• Giving children structure
and security-
“[Respondents] noted
that it can help parents
create structure in the
home and that when
parents apply Love and
Logic techniques
consistently, children
know what to expect,
thereby increasing their
sense of security.”
• Allowing children to feel
understood and
empowered-
“Respondents felt that
because Love and Logic
focuses on empathy,
children whose parents
use these techniques
feel listened to and
respected.”
• Develop good parenting
techniquesAssumptions
External Factors
• It assumes that parents are willing participants, some parents
are court ordered to attend theses courses (mandated vs.
voluntary behavior may yield to different outcomes)
• It assumes that all kids respond to the same things...doesn't take
into consideration children with special needs
• Some parents may be incarcerated, and kids/ parents can be
dealing with a whole host of social problems, as well as
emotional/ mental/ behavioral disorders
Mission Vision Values Resources Local Dynamics
MCICC Love & Logic Program Logic Model

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Evaluation Plan
Introduction
The purpose of this evaluation is to develop tools to encourage utilization of evaluation data in
supporting the Morrison County Interagency Coordinating Council in achieving program goals.
Relevant surveys, user-friendly data tracking tools, and group interviews will be created to determine;
how the program retains and engages parents, if the program is meeting parents' needs, and assessing
self reported behavior change in participants as a result of participation.
Our evaluation plan incorporates both formative and summative elements to measure both the
process and outcome of the Love and Logic program in Morrison County. By incorporating both
components, the MCICC will be better able to address both how the program goals and objectives are
being met and how to improve processes to suit parental needs. The evaluation tools that best suit the
needs of the MCICC are retrospective pre-post surveys and focus groups. The survey is meant to
replace an existing survey system given to participants before and after the program. The current
survey was implemented by a previous evaluator, and the MCICC has requested a more relevant
survey and data collection method be implemented. The focus group will take place between 6 and 18
months following program completion in order to capture mid-term and in-depth outcomes.
Evaluation Questions
• Does the program meet parents’ needs, thereby engaging them successfully in all program
elements?
• Have participants changed their approach to parenting as a result of the L&L program?
Methodology
The evaluation will take place at two different points in time with different data collection tools in
order to gather both short-term and mid-term data. The methodology will incorporate both qualitative
and quantitative data and process and outcome focused questions. The evaluation will use a
combination of focus group and surveys, qualitative and quantitative data, and collecting data in
different times, places, and units of analysis in order to triangulate data sources. Triangulation of data
is especially important in this evaluation because it does not incorporate randomization. Data
collected in this manner help avoid issues of internal validity. Surveys will be administered in person,
on paper, and then scanned into Bubble Check, a free online tool that can aggregate data into a more
useable format.
The first point of data collection will be a survey administered at the time of program
completion. Surveys will help us gather information about feelings and attitudes in a way that is easily
processed by the MCICC. It will incorporate several types of questions to appropriately address the
evaluation questions and receive information about both process and short-term outcomes. Multiple
choice and short answer questions will provide information about the program participants with basic
demographic information and reasons for entering the program. A 5 point Likert scale will be used to
gather quantitative data surrounding participant perceptions of program delivery, usefulness, and
quality. A final section using a retrospective pre/post design will allow for more accurate responses
from program participants than the previous pre and post program design. Administering the survey
only once makes it less overwhelming and controls for response shift bias. Participant understanding
of the subject matter can shift between administration of pre and post surveys.

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The second point of data collection will be a focus group administered 6-18 months following program
completion for a non-probability sample of participants. Focus group participants will be selected in
an attempt to be representative of the population. The time window is due to the cascading nature of
the L&L program, which is administered around Morrison County at different points in the year. The
focus group interview tool will capture more in-depth answers to the evaluation questions, and will
change the dynamic as well by incorporating a social element to responses. Questions will be designed
to have both process and outcome elements. The focus group facilitator will be able to follow up on
unexpected responses and read body language cues. However, both data collection tools have
limitations that will affect results of the evaluation
Limitations
There are several limitations that come with a survey design. Data are being self-reported, which is not
the most reliable method of measuring behavior change. It is important to note that this evaluation
will not address actual effects of the program, it is meant only to provide information regarding
perceived outcomes and process. Optional surveys often suffer from low response rates so this will be
administered in person directly following conclusion of the final class. The Likert scale is influenced by
social biases which encourage people to respond with “agree” rather than “disagree” and tendencies to
avoid extremes. Each of the types of surveys incorporated will also be influenced by a social
desirability bias, with participants feeling a need to meet expectations of program facilitators. We will
have to phrase questions in a nuanced and well thought out manner in order to elicit truthful and
accurate responses as best as possible and be aware of these limitations when analyzing data.
Focus groups have limitations as well, The method of sampling is not probability based which limits
the ability to generalize. It is also vulnerable to non-response bias, as participants will have some
ability to decide whether to participate, and this will have to be taken into account throughout the
evaluation process. Also, location of families could shift which could reduce the pool of participants
several months after the program ends. Social desirability bias can make group members feel peer
pressure to respond in a certain way. Additionally, group discussions can be difficult to direct, and
phrasing can have an impact on the way people respond to questions. The data from the focus groups
are going to be illustrative of mid-term outcomes, and cannot show long-term effects.

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Evaluation Plan Breakdown
Evaluation Fundamentals by Arlene Fink was used to guide and inform this evaluation plan.
Evaluation
Question
Data Needed &
Evaluation
Measures
Tool & Unit of
Analysis
Ideal
Timing
Expected outcomes
Does the
program meet
parents’ needs,
thereby
engaging them
successfully in
all program
elements?
Basic
demographic
information,
reasons for
entering
program.
Survey -
individuals
Directly
upon
program
completion
Results of this survey will help
the MCICC to know more about
who is taking L&L courses and
basic reasons why.
Feelings about
program
helpfulness,
utility, and
quality of
experience.
Short term
process survey
- individuals
Directly
upon
program
completion
This survey will provide
information about the process of
implementation. It will help
determine whether the program
is operating as planned and
ways to improve program
delivery.
Focus group -
group
6-18 months
following
program
completion
This focus group will provide
mid-term outcomes and can help
MCICC capture more in-depth
data surrounding program
delivery and how it can be
improved. Can result in
unanticipated and unexpected
comments.
Have
participants
changed their
approach to
parenting as a
result of the
L&L program?
Incidence of
stress or
problems as a
result of
parenting.
Reported
changes in
behavior of
participant or
children
following
program.
Retrospective
pre/post
survey -
individuals
Directly
upon
program
completion
This survey will assess self-
reported short-term changes in
knowledge, behavior,
confidence, and stress
experienced by parents as
during program
participation. This will provide
them information regarding how
parents perceive their behavior
to have changed during the
course of the L&L program.
Focus group -
group
6-18 months
following
program
completion
The MCICC will be able to gain
an understanding of mid-term
outcomes in terms of perceived
effects of the program on
participant behavior that is more
broad and deep than those
provided through the survey.

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Data Collection Tools
Survey Description
The survey, conducted immediately following the completion of the six-week Love & Logic program,
will contain three types of questions. The first section collects basic qualitative demographic data to
answer the first part of the first evaluation question; determining what the needs of parents are. By
collecting data and maintaining a database on the demographics of the participants, the Morrison
County Interagency Coordinating Council (MCICC) will be able to better cater to the needs of the
participants and tracking program participant trends which could be utilized in recruiting future
participants. The second section collects opinions about the quality of experience with the program for
the purpose of answering the second part of the first evaluation question; whether or not the program
is meeting the parents needs. This section will collect quantitative data through a 5 point Likert scale
as well as qualitative data through short answer questions. Collecting data on opinions and
impressions about program experience will provide information about the process and
implementation. This will help determine whether the program is operating in a way that is meeting
parents’ needs. The third part of the survey (retrospective pre/post survey portion) also collects
quantitative data on self-reported short-term changes in knowledge, behavior, confidence, and stress
experienced by parents as during program participation. However, this part will provide the client
with information regarding how parents respond in the short-term to the Love and Logic program.
Focus Group Description
The focus group is an interactive data collection method that allows MCICC to understand not only
what the program participants think but also learn how and why they think that way. While focus
groups require careful planning to assure rigor of the evaluation, it also allows enough flexibility to
further discuss unexpected yet important information that emerges. Considering the nature of the
profession being highly concentrated in social work and the skill sets the professionals bring, focus
groups would be a natural and valuable way to capture in-depth information through people-to-people
interaction. Focus groups will be administered 6 months after the completion of each program. Focus
group participants will be selected in an attempt to be representative of the population through
volunteer basis. It is ideal to recruit 10-12 potential participants and expect 6-10 people to attend each
focus group. The ideal timeline for the recruiting is approximately 3 weeks. There will be two focus
group conductors. The first conductor will be the discussion facilitator or the evaluation liaison who
should be a separate individual from the love and logic program facilitators. This would allow the
focus group participants to speak about their experiences without worrying about the program
facilitators. The second conductor would be an observer who is able to take detailed notes for focus
group analysis. While facilitating the focus groups it is important that the questions are open ended
and are not leading in a certain way. Since focus groups require a careful design ahead of time and also
requires close facilitation to ensure the engagement of participants and important information,
predetermined focus group questions would be selected based on the survey results. Compared to
candid answers from a survey, focus group answers have the potential to be influenced by social
desirability bias which can make group members feel peer pressure to respond in a certain way.
Therefore, it is critical of the focus group conductor’s ability to phrase questions and lead discussions
for a rigorous evaluation.

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Recommendations for Implementation
Survey Analysis Plan
Analysis with software: MCICC can utilize the Reecemath Bubblecheck Software to aggregate and
analyze survey data. Participants will fill in survey responses, which MCICC can then scan. The
software will analyze results for each question, which can then be entered into an excel spreadsheet
Analysis without software: MCICC can enter data from each survey into Excel, and then analyze survey
data after this data entry step is complete.
Analysis of survey data will depend on the types of questions in the survey.
• Questions 1-7 are questions regarding participant demographics and information. This will
provide more insight regarding the participants served and what their needs may be.
• Questions 8-16 address program experience. Participants will be able to show what is working
and what is not working in the program through their perspective.
• Questions 17-36 are in a retrospective pre-post format. These questions help parents show
how participating in the program has changed their parenting experience. These questions
should be looked at in pairs, as both pre and post questions will be most useful when analyzed
together. The average change between the before and after responses will help MCICC know
what types of outcomes this program is producing.
• Questions 37-40 cannot be analyzed using software. These responses will be processed similar
to focus group questions; with an inductive approach. After reading through responses,
common themes can be identified regarding programmatic successes, issues, and latent
opportunities.
Focus Group Analysis Plan
Focus group analysis will be a two step process. The first step is for the observer to take detailed notes
during the focus group using the chart provided (Appendix 5). The observer is expected to take
detailed notes on the ideas of improvements and the rationale behind each idea. With the expectation
that there will be common identifiable ideas the observer will be expected to differentiate separate
rationales behind common ideas. The focus group data will be collected through the observer’s
detailed notes therefore, the process of transcribing and voice recording is unnecessary for the scope
of this evaluation.
The second step is to aggregate and summarize the focus groups notes in to the ‘Ideas of Improvement
Inventory Chart’ provided in Appendix 6. The MCICC team would then determine the authority and the
actions steps to prioritize the ideas of improvement using existing resources as seen in the example.
The purpose of this analysis which is to gather systematic information for program improvement can
be captured effectively using this inventory chart.

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Acknowledgements
We would like to thank the Morrison County Interagency Coordinating Council for providing us with
this learning experience as program evaluators. A special thank you to Michelle Tautges for being our
point of contact, as well as the facilitators for their time and help on this project. Additionally we
would like to thank Dr. Jodi Sandfort and her teaching assistant Trupti Sarode for their mentorship and
assistance throughout this project. We hope our proposal will be valuable to MCICC’s continued work.

15
Resources Used
1. Chen, H. T. (2015). Practical Program Evaluation: Theory Driven Evaluation and the Integrated Evaluation
Perspective. SAGE Publications, Inc.
2. Fink, Arlene. Evaluation fundamentals: Guiding health programs, research, and policy. Sage Publications, Inc,
1993
3. “The Sharpen Your Financial Focus Evaluation: Managing Complexity and Stakeholders." Module 2:
Evaluation Needs. Hubert Project.
Web.<http://hubert.hhh.umn.edu/SharpenEvaluationFinal/index5.html#screen/13dff919-01ba-4aca-bec2-
77187327d145/s2>.
4. Idzelis, Monica. "Practical Parent Education- An Evaluation of the Back to Basics Series: A Summary of the
Pretest and Posttest Results." Wilder Research Publications (2011). Web.
5. Newcomer, Kathryn E., Harry P. Hatry, and Joseph S. Wholey. "Planning and designing useful evaluations."
Handbook of practical program evaluation 19 (2010): 5.
6. Stewart, David W., and Prem N. Shamdasani. Focus groups: Theory and practice. Vol. 20. Sage Publications,
2014.

16
Appendix 1 Sample Survey & Sample Bubble Sheet
Sample Survey
Date: ___________________
Love and Logic Post-Program Questionnaire
To evaluate the effectiveness of this program, we’d appreciate your help. The information you
provide will NOT be shared with anyone, and your participation is completely voluntary, and you
can leave parts unanswered. Mark all answers in the bubble sheet provided.
1. Gender
A. Male
B. Female
C. Other
D. Prefer not to answer
2. Which class are you taking?
A. Little Falls
B. Royalton
C. Swanville
D. Pierz
E. Upsala
3. Age
A. 18>
B. 18 to 25
C. 26 to 35
D. 36 to 50
E. 51<
4. Marital status
A. Married
B. Separated/ divorced/ widowed
C. Single, never married
D. Living with a partner
5. Employment status
A. Stay-at-home parent/guardian
B. Employed full-time
C. Employed part-time
D. Unemployed
E. Not working due to disability
F. Retired
G. Other
6. I learned about this class/program/Love and
Logic through
A. MCICC Website
B. City Website
C. Flyer in my student's backpack
D. Ad in Morrison County Record
E. Facebook or Twitter
F. Word of mouth/referral from a
friend/neighbor
G. School newsletter
H. Other
7. Are you voluntarily taking this course?
A. Yes
B. No

17
Please mark how much you agree with the following statements, on the bubble sheet provided. As you do,
provide answers only for the child in your family that concerns you most.
Strongly
Agree
a.
Agree
b.
Neutral
c.
Disagree
d.
Strongly
Disagree
e.
Not
Applicable
f.
8. Overall, the
program was
helpful.
9. The facilitators
shared things in a
way I understood
10. Facilitators
responded to my
specific needs.
11. Workbooks were
helpful
12. Video series was
helpful
13. The program was
held at a
reasonably
convenient time.
14. The program was
held in a
reasonably
convenient
location.
15. The program has
helped me feel
more
comfortable
connecting to my
child.
16. What I learned
during the class
will help me be a
more confident
parent

18
In this part of the questionnaire, compare your thoughts and behaviors to before the program to now.
Please mark your responses on the bubble sheet provided.
My child...
Will go to his/her room...and stay there...when I tell him/her to.
17. Before the program 18. After the program
A. None A. None
B. A little B. A little
C. Some C. Some
D. A lot D. A lot
Is uncooperative or becomes “difficult” when I ask him/her to do something (e.g., pick up toys, put
something down, come to me, sit down, brush teeth, etc.)
A. None A. None
C. Some C. Some
D. A lot D. A lot
Throws tantrums or “fits” (at home or in public).
A. None A. None
C. Some C. Some
D. A lot D. A lot
With my child (or children) I find myself...
Staying calm when I have to discipline.
A. None A. None
C. Some C. Some
D. A lot D. A lot
Feeling really stressed out.
A. None A. None
C. Some C. Some
D. A lot D. A lot

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I feel confident in my knowledge about…..
Choosing an empathetic statement that works for my child and me.
A. None A. None
C. Some C. Some
D. A lot D. A lot
Remaining calm when my child misbehaves.
A. None A. None
C. Some C. Some
D. A lot D. A lot
Offering effective choices to my child
A. None A. None
C. Some C. Some
D. A lot D. A lot
Using enforceable statements to set limits.
A. None A. None
C. Some C. Some
D. A lot D. A lot
Identifying who owns a problem
A. None A. None
C. Some C. Some
D. A lot D. A lot

20
Please provide a short answer response to the following questions.
37. Ages of Child(ren) in the home? ________________________________________________
38. What was the most helpful part of the program?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
________________________________________________________________
39. What was the least helpful part of the program?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
________________________________________________________________
40. What additional resources would be beneficial to add to this class?
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
________________________________________________________________
Thank you for your feedback. We will use your responses to help plan future classes.

22
Appendix 2. Survey Bubble Check Software
1
2
3

23
Appendix 3: Focus Group Introduction
Hi, I’m [insert name of moderator] and this is [insert name of note taker]. We are from [Morrison
County Interagency Coordinating Council]. We are working with participants of the Love and Logic
program to find out what parents think about the program.
We want to thank you for taking the time and being here. We really appreciate your willingness to
share your ideas about the Love and Logic program. The information you give will be heard and will be
used to cater the program accordingly. We would also follow-up with the changes that will be made
through these discussions.
The discussions we have tonight will be considered confidential. This means that we will use the
information from our conversations in a report but there will not be any names used and no one will
know specifically who said what. We also ask you to respect this confidentiality to assure that
everything that is said in this room stays in this room. This means you should not share other people’s
comments outside of the group. We encourage you to be as honest as possible.
Today we would like to ask you about your parenting experiences related to the Love and Logic
program. We plan to be here for about 50 minutes.
Group Agreements (these are sample agreements you could change accordingly)
Now I would like to go over a few agreements to guide our conversation.
• Please talk one at a time and speak up as much as possible. This will make it easier for us to
hear each other and for the note taker to make sure everything is taken into consideration.
• Please respect one another’s opinions. There will be a range of opinions and experiences on any
of the topics, and we do not expect everyone to agree with one another. We do, however, ask
that everybody show respect when others are talking.
• Because we only have 50 minutes, we may have to shorten the discussion and move on to
another question.
• Feel free to respond to each other about these topics, not just answer my question. This will
help us have a good discussion about each topic.
• Are there any other agreements we should include to help guide our discussion today?
• Before we get started, are there any questions?

24
Appendix 4: Focus Group Sample Questions
INTRODUCTIONS / WARM-UP / OPENING QUESTIONS
Please give your first name and answer one of the following questions
• What do you enjoy most about parenting?
• What is one rule you base your parenting on?
MAIN QUESTIONS (You may choose appropriate questions accordingly)
Overall Experience
Survey Question #8
We are interested in hearing how you felt about the Love and Logic program you attended.
• What were the main messages you got from the program?
• If you could change one thing about the program, what would you change?
Program Logistics
We would like to hear about your experience at the Love and Logic program.
Survey Questions #9-10
• Tell me about the facilitators of the Love and Logic Program.
o What did you think about the facilitators of the program?
o How did the facilitators help you meet your goals as gaining parenting skills?
• Tell me more about the setting of the Love and Logic program.
o What did you think about the location of the program?
o What did you think about the time of the program?
o If you could change one thing to recruit participants, what would you change?
o If you could change one thing to make the program more effective, what would you
change?
Curriculum
Survey questions #11-12
• Tell me more about your experience with the Love and Logic curriculum.
o What did you think about the objectives and learning targets?
o What did you think about the learning materials (workbooks, Video Series)?
o What did you like most about the curriculum?
Outcome of the Program
• How did the program change the way you think about parenting skills?
o How much have you talked with your partner about parenting skills?
o What are some things that might affect parenting skills?
o If you see one change in parenting as a result of the Love and Logic program, what would
that be?

25
Appendix 5: Focus Group Note Guide
Topic Ideas of Improvement Rationale / Additional Notes

26
Appendix 6: Focus Group Ideas of Improvement Inventory
Table
Topic Ideas of Improvement Rationale Authority Action
Steps
Logistics
(example)
Provide light dinner
for participants and
children
(example)
It would be easier for participants to
be less busy and attend on time,
maybe an extra incentive to increase
participation
(example)
MCICC
Coordinator /
Budget
(example)

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