Draw the Line

Respect the Line

Evaluation Plan for Montgomery County

Nakia Hannon & Ashton Johnson

HEA 625-01
Section 1: Conceptualization of Evaluation

Purpose of Evaluation: The purpose of this evaluation is to monitor and evaluate the long-term

effects of Draw the Line Respect the Line in Montgomery County and measure program

effectiveness.

Questions to be Addressed:

1. Was the program Draw the Line, Respect the Line successful at reducing teen pregnancy,

STDs, or other sexual behaviors?

a. How many of the participants have engaged in sexual behaviors?

b. Were there any reported pregnancies? How many?

2. How did the knowledge and attitudes change towards sexual behaviors?

a. Did the response rates in peer pressure change during role-plays?

b. Did students change their response on how often they would or would not be

sexually active?

3. Was the program implemented each year as it was intended to be?

a. Did the same participants participate each year?

b. What was the difference in the curriculum each year?

Key Stakeholders:

The intervention Draw the Line, Respect the line is a partnership between Montgomery County

Schools and Winston-Salem State University. In addition, Montgomery County has collaborated

with Montgomery County Health Department, Department of Social Services, Emergency

Medical Services, Teen Parent Program, and Adolescent Partners.

Assumptions:

The program will be equally effective for girls and boys.

Students did not have girlfriends or boyfriends.

 All students that were tracked down completed the program each year.

Each student that participated in the program would refrain from or be delayed in sexual

activity.

All students will use condoms or some type of contraceptive mechanism if engaging in

sexual intercourse.

Contextual Factors:

Lack of access to health care services due to a low socio-economic status.

County suffers from an information deficit, other sex education programs implemented

focused on sexual health instead of preventative measures.

Barriers to access the contraceptives that are needed to prevent pregnancy and STDs such

as condoms and birth control.

Peer pressure and self-esteem contributors were not the same for the females and males

who participated in the program.

Section 2: Program Description

Program Purpose: DTL/RTL is a three-part program for students in grades 6, 7, and 8 designed

to encourage youth to delay having sexual intercourse to reduce the incidence of sexually

transmitted diseases (STDs), including HIV/AIDS, and pregnancy.

Program Goals and Objectives:

Goal 1- Increase contraceptive usage amongst teens and reduce the number of students engaging

in sexual intercourse.

Goal 2- Students will learn refusal skills and how to set personal limits.

Objective 1: Provide information on the consequences associated with unprotected sexual

activity.
Objective 2: Students develop interpersonal and intrapersonal skills to help them personal limits.

Target Audience: Draw the line, Respect the Line is designed for students in grades 6th, 7th,

and 8th in Montgomery County, NC. Each year, the same students in the Fall and Spring cohort

will remain in the program for three consecutive years.

Program Location: Draw the Line, Respect the line was implemented as a prevention

intervention for middle school aged students in Montgomery County, North Carolina. The

Montgomery County (MC) population was chosen because of its high teen pregnancy rate.

Montgomery County ranked number 8 in teen pregnancy out of the 100 counties in the state of

North Carolina. Both East and West Middle School are the chosen populations.

Results of Previous Evaluation: Previous evaluations concluded the intervention delayed

sexual initiation among boys, but not girls. Boys in the intervention demonstrated greater

knowledge than the females in the study. Their perceptions of not having sex were more positive

which reflected stronger sexual limits. Guys were less likely to be in situations that could

potentially put them at risk for engaging in sexual activity. The psychosocial effects for girls

were limited.

Logic Model Description:

The Draw the Line, Respect the line program is demonstrated below in the logic model. (Figure

1). The chart reads from left to right and identifies inputs, activities, outputs, short-term, and

long-term goals.

Logic Model: Figure-1

Inputs Activities Outputs Short-Term Long-Term
Outcomes Outcomes
 Funding for Request budget plan Determine if funding Ensuring that there is Upon completion of
Grant from program will be enough for enough funding for the program,
director. the proposed time of the duration of the remaining funds are
program and program. used as resources for
evaluation. sex education.

Staff 19 lessons are Conduct one session Students will have an Students will always
& Program implemented once a every week for seven increased knowledge utilize the four steps
Components week for 1 hour and weeks of the for high-risk taught in the
30 minutes while program. situations. program.
students are most
vulnerable.

Resources for Provide education on Conduct pre-test and Develop Decrease in

sexual setting personal post-test at the end intrapersonal and Montgomery County
education limits and refusal of each quarter to interpersonal skills to Teen Pregnancy
skills in high- track students help them maintain Rates.
pressure situations. learning. limits and respect the
limits of others.

Provide education on Address sexual Students will have a Students will know
the consequences pressures and change in response how to avoid STD
associated with provide information rates to peer pressure transmission and
sexual intercourse. on STDs, their and sexual activities. decrease the overall
symptoms, and ways STD Rates.
to avoid transmission

Provide education Encourage parent- Students will increase Students will use
how to use condoms child discussions knowledge of contraceptives for all
and practice refusal about HIV and other contraceptive usage. sexual activity.
skills. STDS.

Obtain data Gather records from Create database to Distinguish students

from students program director and document students who participated in
who program coordinator. participation rates of program all three
participated in program. years.
program.
Track students Develop plan for Gather participants to Track, assess, and
progress and current participants to take survey or mail compose the results
grade level. complete post- survey to those who of participant
survey. have moved. surveys.
 The logic model for the implementation of Draw the Line Respect the Line in

Montgomery County displays four main components. The first component of the logic model

focuses on the funding for the grant. Winston-Salem State University was awarded a $400,000

grant over a four-year period. In order to ensure a successful program one must be sure that the

funding will last over the allotted time and that the budget is planned out efficiently. In addition,

it is imperative that the individuals who will implement the grant will have enough funding to

cover the duration of the evaluation.

The second component focuses on the key stakeholders over the implementation of the

grant. This section of the logic model describes the programs implementation plan in depth and

how staff will work to implement the program. Over the three-year time span, there will be 19

programs implemented for Draw the Line Respect the Line. The program will take place once a

week for one hour and thirty minutes. Staff is expected to teach students about refusal skills,

pregnancy prevention, and contraceptive methods. At the conclusion of the program, students

will be expected to have an increased knowledge of the program as well as they should be able to

implement the program components in daily life activities.

The next component of the logic model includes the resources used for sexual education

programs. The activities conducted are projected to lead to both short term and long term

outcomes that will aid in decreasing the overall STD and teen pregnancy rates in Montgomery

County. Students will also be encouraged to use contraceptives for all sexual activity. In addition

to outcomes, students will be encouraged to engage with parents in risky discussions. Each

activity will build on each other reflecting on how to communicate effectively to handle high-

pressured situations.
 The final component of the program focuses on the data obtained from the participants in

the program. This portion of the logic model is used as a guide to track the data from the

program over a 4-year span. By doing this, posttest will be distributed to students using an online

database. The data collected will track the students learnings and be used to measure program

effectiveness.

Section 3: Evaluation Plan

Specific Evaluation Questions

1. Was the program Draw the Line, Respect the Line successful at reducing teen pregnancy,

STDs, or other sexual behaviors?

a. How many of the participants have engaged in sexual behaviors?

b. Were there any reported pregnancies? How many?

2. How did the knowledge and attitudes change towards sexual behaviors?

a. Did the response rates in peer pressure change during role-plays?

b. Did students change their response on how often they would or would not be

sexually active?

3. Was the program implemented each year as it was intended to be?

a. Did the same participants participate each year?

b. What was the difference in the curriculum each year?

Experimental/Quasi-experimental Design:

This evaluation will determine the outcome of this program for Montgomery County by

using an experimental design with control groups and pre-test and post-test. Students at East and

West Middle Schools in Montgomery County will be randomly selected to participate in the

program. At each school, there will be two control groups. Each control group will consist of 25
students in 7th and 8th grade at both schools. Surveys will be given to all participants twice

throughout each quarter of the evaluation, a pre-test at the beginning of the program and a post-

test at the conclusion of the intervention. Each group will be monitored during the pre-test and

post-test, as well as throughout the duration of the program.

Prior to the program beginning each participant will take a pre-test based on their

knowledge around peer pressures, HIV/AIDS, STDs, and contraceptive use. The pre-test will

assist in gauging the students current knowledge based around these subjects and the topics that

will be discussed throughout the program. The post-test will be beneficial throughout the

evaluation to gauge the effectiveness of the program for participants at both schools. The pre-test

and post-test will contain similar questions to ensure that participants are gaining the knowledge

that needs to be obtained and to measure if attitudes and behaviors are changing based on the

program components. In addition to the post-test and pre-test data will be collected annually on

the teenage pregnancy rates as well as the STD rates.

Variables

Attitudes about sexual activity and use of contraceptives.

Knowledge about contraceptives and how to use them.
Peer pressure response rates.
Skills learned during program about maintaining personal limits and respecting the limits
of others.
Level of confidence in using refusal skills (i.e. saying no, walking away, etc.)

Instrumentation

Surveys

Each participant of the Draw the Line, Respect the Line program will complete pretest

and posttest surveys. The students will be recruited from East and West Middle school in

Montgomery County, NC. Interested participants must return a signed consent form from a

parent or guardian agreeing to their participation in the program. Eligible participants who
complete at least 75% of the program will be given a $50 Walmart gift card. Prior to beginning

the program, the pretest will be administered. After 7 weeks, the participants will complete the

posttest, this will measure the capacity of the knowledge retained throughout the duration of the

program.

Observation

Staff from Draw the Line, Respect the Line will interact with students for seven weeks by

implementing their program. Throughout the evaluation, the students will be observed one day a

week at each school for an hour and thirty minutes. Through this observation, response rates and

attitudes around personal limits, STDs, HIV/AIDs, and sexual behaviors can be observed to

assist with evaluation. Observations will also monitor how students interact with peers.

Annual County Data on Teenage Pregnancy Rates and STDs

Data will be collected annually on Montgomery County teenage pregnancy and STD

rates. Collaboration between Montgomery County Schools and the Department of Public Health

are key stakeholders that will aid in the process of data collection.

Data Collection Plan

Surveys

Pre-test and post-test will be taken electronically on a survey website online. Each test will be

taken within a thirty-minute period and results for all surveys will be available at the conclusion

of each quarter.
 Observations

The evaluator and graduate assistants will be responsible for observing each grade level

throughout each session. Evaluator and graduate assistant will document observations and be

reviewed at the end of each quarter.

Annual County Data on Teenage Pregnancy Rates and STDs

Graduate assistant will request data from the Montgomery County Health Department and

Montgomery County Schools.

Track Changes Through County Data

Participant Observations

Annual Data Collection

Pre-Test

Program Data

Post-Test
Evaluation Crosswalk: Figure-2 Data Sources

Draw the Line Respect the Line Montgomery County

I. Was the program Draw the Line, Respect the Line successful at reducing teen
pregnancy, STDs, or other sexual behaviors?

1. How many of the participants have engaged in sexual behaviors? X X X

2. Were there any reported pregnancies? How many? X X X
II. How did the knowledge and attitudes change toward sexual behaviors?
1. Did the response rates in peer pressure change during role-plays? X
2. Did students change their response on how often they would or would not be
sexually active? X X X

III. Was the program implemented each year as it was intended to be?
1. Did the same participants participate each year? X X
2. What was the difference in the curriculum each year? X X
Section 4: Reporting Plan
 The data collected will be analyzed bi-annually over a period of four years. At the end of

the evaluation, a summary report and will be prepared. The data collected will be presented to

Montgomery County School Board and the Teen Pregnancy Task Force by the evaluators. An

electronic copy of the report will be provided to the Office of Adolescent Health (OAH) and the

Department of Health and Human Services (HHS). The evidence collected will be a compilation

of recommendations to make improvements to the curriculum and the program. The report

repaired will be compiled into a literature review. As of now, there is no set publication date for

the results and completed article.

Section 5: Detailed Budget

** Please see attached DTL NIH Budget Plan in PDF file**

Section 6: Detailed Timeline

 **The same timeline for evaluation will take place each year up until the last year when the

literature review will be published.**

Task August September October November December January February March April M
Recruit X
Participants
X
Design Survey
Pre-Test X X
Observations X X X X X X
Post-Test X X
Evaluate X X
Survey Results
Report out to X X
Stakeholders
Press Release

Literature
Review
Published

References

Draw the Line - Program Success Center. (n.d.). Retrieved October 30, 2016, from

http://www.etr.org/ebi/programs/draw-the-line/