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Evaluation principles: Theory-based Utilization focused Participatory Washington Mental Health Transformation Evaluation Task Group
A call for Theory-based evaluation “ The theory-driven approach is essential to tracking the many elements of the program [or initiative], and assuring that the results identified in the evaluation are firmly connected to the program’s activities. Tracking all aspects of the system makes it more plausible that the results are  due to  program activities. . . .and that the results generalize to other programs of the same type” -- Carol H. Weiss
Theory Driven Evaluation (Weiss, 1995) ,[object Object],[object Object],[object Object],[object Object]
More benefits of theory-based evaluation ,[object Object],[object Object],[object Object]
Designing a Theory of Change As described by the United Way of America ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
INPUTS OUTPUTS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Actions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],SYSTEM OUTCOMES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Changes or improvements in systems Benefits or changes for individuals ACTIVITIES Sample Logic Model ,[object Object],[object Object],[object Object],Products Resources ULTIMATE OUTCOMES
“ Framing” a Theory of Change As described by Hernandez & Hodges, 2001 Population Frame Consider the issues and strengths Strategies Frame Consider principles and components Desired Outcomes  Frame Consider Short- and long-term outcomes
A sample framework As described by Hernandez & Hodges, 2001, 2003 Issues Lack of appropriate services Location of services Lack of community members as service providers Lack of knowledge of residents’ perceptions of services available Lack of parental involvement in agency decision making Strategies Develop a core group of community members Develop and administer community needs survey Develop volunteer parent network Involve parents in agency decision-making Outcomes Increased parent representation in agency decision-making (list of meetings and results of parent participation) Increase in appropriate services (services resulting from needs) Increased accessibility (location, hours, transportation)
Baltimore’s After-School Strategy Theory of change Increased program quality Increased program slots After- School Programs Adopting research-based Standards Leveraging public and private funds Capacity-building and TA Accountability, monitoring,  and evaluation Increased  participation  rates Skills, competencies, and attitudes that lead to  long-term improvements in academic and non-academic outcomes
Strategy: School system reform to address mental health issues of kindergartners with EBD Children with EBD in school-based pre-kindergarten programs receive appropriate treatment. Child outcomes System outcomes Teachers in school-based, pre-kindergarten programs are able to recognize signs of emotional disharmony.  Develop an agreement for mental health providers to train teachers in school-based, pre-kindergarten programs on recognizing the signs of emotional  disharmony . Psychiatric specialists from outside mental health programs are on staff at school-based, pre-kindergarten programs.  Convene meetings between the school system and public, private, and nonprofit providers of mental health services for young children. Develop an agreement for mental health providers to place psychiatric staff in school-based, pre-kindergarten programs on a part-time basis. Initiative Activities Kindergartners with EBD participate  appropriately in classroom activities. Sample Partial Logic Model #1 for a Success By 6 ®  Initiative   Develop an agreement for mental health providers to accept referrals and treat children with EBD from school-based, pre-kindergarten programs. With parental consent, school psychologists  and outside psychiatric specialists assess children that show signs of  emotional dysharmony.  Services are available in quality mental health programs for pre-school children with EBD. Quality mental health providers make administrative arrangements so that more slots are available for pre-school children with EBD.  With parental consent, school psychologists and outside psychiatric specialists refer Children with EBD to quality mental health providers. Teachers in school-based, pre-kindergarten programs refer children that show signs of  emotional disharmony to staff. Mental health providers accept referrals and treat Children with EBD from school-based, pre-kindergarten programs. Write grants, solicit corporate sponsors, and advocate in the legislature for funding to provide more slots in quality mental health programs for pre-school children with EBD.
Questions to Ask in Reviewing Logic Models ,[object Object],[object Object],[object Object],[object Object],[object Object]
What to measure? Use a Utilization-Focused Approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Utilization-Focused Evaluation ,[object Object],[object Object],[object Object]
Questions to ask  in deciding  “What to measure?” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Questions to ask  in deciding  “What to measure?” ,[object Object],[object Object],[object Object],[object Object],[object Object]
Questions to ask  in deciding  “What to measure?” ,[object Object],[object Object],[object Object],[object Object],[object Object]
Participatory Evaluation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Evaluation Principles: Theory-Based, Utilization-Focused, Participatory

  • 1. Evaluation principles: Theory-based Utilization focused Participatory Washington Mental Health Transformation Evaluation Task Group
  • 2. A call for Theory-based evaluation “ The theory-driven approach is essential to tracking the many elements of the program [or initiative], and assuring that the results identified in the evaluation are firmly connected to the program’s activities. Tracking all aspects of the system makes it more plausible that the results are due to program activities. . . .and that the results generalize to other programs of the same type” -- Carol H. Weiss
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  • 7. “ Framing” a Theory of Change As described by Hernandez & Hodges, 2001 Population Frame Consider the issues and strengths Strategies Frame Consider principles and components Desired Outcomes Frame Consider Short- and long-term outcomes
  • 8. A sample framework As described by Hernandez & Hodges, 2001, 2003 Issues Lack of appropriate services Location of services Lack of community members as service providers Lack of knowledge of residents’ perceptions of services available Lack of parental involvement in agency decision making Strategies Develop a core group of community members Develop and administer community needs survey Develop volunteer parent network Involve parents in agency decision-making Outcomes Increased parent representation in agency decision-making (list of meetings and results of parent participation) Increase in appropriate services (services resulting from needs) Increased accessibility (location, hours, transportation)
  • 9. Baltimore’s After-School Strategy Theory of change Increased program quality Increased program slots After- School Programs Adopting research-based Standards Leveraging public and private funds Capacity-building and TA Accountability, monitoring, and evaluation Increased participation rates Skills, competencies, and attitudes that lead to long-term improvements in academic and non-academic outcomes
  • 10. Strategy: School system reform to address mental health issues of kindergartners with EBD Children with EBD in school-based pre-kindergarten programs receive appropriate treatment. Child outcomes System outcomes Teachers in school-based, pre-kindergarten programs are able to recognize signs of emotional disharmony. Develop an agreement for mental health providers to train teachers in school-based, pre-kindergarten programs on recognizing the signs of emotional disharmony . Psychiatric specialists from outside mental health programs are on staff at school-based, pre-kindergarten programs. Convene meetings between the school system and public, private, and nonprofit providers of mental health services for young children. Develop an agreement for mental health providers to place psychiatric staff in school-based, pre-kindergarten programs on a part-time basis. Initiative Activities Kindergartners with EBD participate appropriately in classroom activities. Sample Partial Logic Model #1 for a Success By 6 ® Initiative Develop an agreement for mental health providers to accept referrals and treat children with EBD from school-based, pre-kindergarten programs. With parental consent, school psychologists and outside psychiatric specialists assess children that show signs of emotional dysharmony. Services are available in quality mental health programs for pre-school children with EBD. Quality mental health providers make administrative arrangements so that more slots are available for pre-school children with EBD. With parental consent, school psychologists and outside psychiatric specialists refer Children with EBD to quality mental health providers. Teachers in school-based, pre-kindergarten programs refer children that show signs of emotional disharmony to staff. Mental health providers accept referrals and treat Children with EBD from school-based, pre-kindergarten programs. Write grants, solicit corporate sponsors, and advocate in the legislature for funding to provide more slots in quality mental health programs for pre-school children with EBD.
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