1. INTRODUCTION TO THE TOOLKIT

   • About the Toolkit
   • Toolkit Contents
   • Using the Toolkit
   • Case Study Background

2. INTRODUCTION TO EVALUATION

   • Defining Evaluation
   • Purpose of Evaluation
   • Types of Evaluation
   • Challenges to Conducting an Evaluation

   • Who Should Conduct the Evaluation

     • Assessing Readiness
     • Using a Team Approach
     • Using External Evaluators

   • Considerations for Planning

     • Human Subjects Protections
     • Cultural Competency
     • Budgeting for Evaluation
     • Working with Funders

   • Framework for Evaluation

     • Framework Components
     • Evaluation Standards

3. PLAN YOUR EVALUATION

   • Step 1: Engage Stakeholders

     • Engage Stakeholders
     • Identifying Key Stakeholders
     • Engaging Stakeholders
     • Tools and Resources

   • Step 2: Develop a Logic Model

     • Develop a Logic Model
     • What is a Program Description?
     • Introducing Logic Models
     • Creating a Logic Model for Evaluation
     • Tools and Resources

   • Step 3: Focus the Evaluation

     • Focus the Evaluation
     • Decide What to Evaluate
     • Develop Evaluation Questions
     • What Are Indicators?
     • Start the Evaluation Plan
     • Tools and Resources

   • Step 4a: Plan Data Collection

     • Plan Data Collection
     • Identify Data Sources
     • Select Data Collection Methods
     • Tools and Resources

   • Finalize Your Evaluation Plan

     • Identify the Person Responsible and a Timeline
     • Review Your Evaluation Plan
     • Tools and Resources

4. IMPLEMENT YOUR EVALUATION

   • Introduction
   • Review Your Evaluation Plan

   • Step 4b: Collect Data

     • Design Data Collection Instruments
     • Additional Considerations in Data Collection
     • Tools and Resources

   • Step 5: Analyze and Interpret Data

     • Analyze and Interpret Data
     • Organize the Data
     • Analyze the Data and Synthesize Results
     • Interpret the Results
     • Identify Limitations
     • Tools and Resources

   • Step 6: Share Results

     • Share Results
     • Develop Recommendations
     • Communicate the Findings
     • Follow-up
     • Tools and Resources

TOOLS:Worksheets|Glossary

Criteria for Selecting Indicators

After you have brainstormed possible indicators for each evaluation question, next determine which will be the best ones to use. There are five criteria that can help you select them; for each indicator you brainstormed, ask, "To what extent is it…"

1. Specific: Is it clear and explicit so that anyone can understand exactly what it will measure? Referring back to the previous example of a language support program, a specific indicator showing increased achievement is "student increase of at least one grade level in reading." (This could be made even more specific by identifying the specific reading assessment tool to be used and the time periods covered, e.g., from September to May of same school year.)

2. Direct: Is it something for which data are available or that you will be able to directly and accurately measure? For example, student improvement in both math and language standardized test scores is a direct measurement of academic achievement.
   However, sometimes due to limited time and resources, you can't collect this level of data. Instead, you may have to use proxy indicators, meaning they are associated with your outcome but not directly related. Proxy indicators give you another way to try to answer your questions. In our example, you may not have access to test scores, and instead need to rely on a teacher's report of a child's increased participation.

3. Feasible: Is it something that you can measure at a cost (including time) that is realistic and proportional to the usefulness of the information to be collected? Several of the indicators used in the example are data that will likely be collected regardless of the evaluation—like standardized test scores—which makes them relatively low cost to collect

4. Useful: Will the indicator really measure what you need? The usefulness of the indicator depends on what you want to learn from the evaluation and your purpose for conducting it. Go back to your evaluation question and ask yourself, "Do these indicators actually answer that question and provide information that will help me understand and improve my program?"