May

Ng
Program Evaluation Design
Logic Model for Learning Buddies Network

Program intentions Program activities and Short-term Outcomes Short-term Longer –term Long Term
Resources (Inputs) (changes in Indicators – Outcomes (If short Indicators –
knowledge, skills, or Outputs (1-3 years) term outcomes Outputs (4-6 years)
awareness) occur, then long
term should result)

To provide free Ø Funding o Immediate § Amount of v Global ü Amount of
extracurricular securing funding for program impact/outcome activity changes activity
tutoring to implementations -an increase number of (quantifiable -overall academic provided
Ø Staff participants as mentors terms) improvements for long term
elementary school
two operational staff and buddies -# of classes offered participants -# of participants and
children who are
members: 6 Board of throughout each mentors remaining in
struggling with Directors and honorary -an improvement reading term -through surveys and the program
basic academics members fluency and math polls, parents of the
Ø Participants operational skills from –# of hours of participants are fully -# of satisfaction
300+volunteers and mentors buddies service counted for aware of services surveys and polls
attend each session at mentors available and giving from parents,
different locations -volunteer participants approval for the teachers, and admin
Ø Facilities aware of help provided - # of new program
A large area for biweekly by staff at LBN in terms of participants coming -#of buddies
meetings during school days training of leadership to bi-weekly classes -will continue to get becoming mentors
Ø Supplies skills funding from themselves
Sharing and distributing of -# of participants sponsors as program
resources on BC math and satisfied with their grows
literacy curriculum mentors

To improve Ø Supplies o Immediate § Amount of v Global ü Amount of
academic skills, Provide monitoring impact/outcome activity changes activity
self-esteem and tools/strategies on -change in knowledge (quantifiable -an increase in provided
attitude to learning establishing a health work and attitude displayed in terms) academic progress long term
habit towards learning participants due to use of -# of materials/tools -# of tools and
in these children
Ø Staff SMART goals and distributed to - an overall positive materials distributed
through teaching,
LBN staff and hire monitoring routines measure goals and change in behavior, to measure goals and
one-on-one professional speakers to monitoring routines monitoring routines
self-esteem, and
speak to participant, parents, annually
May Ng
mentoring and and volunteer mentors on -participants express -# of participants attitudes for setting
group activities growth mind set and feeling of involvement using tools and distal goals -# of participants that
managing one’s self-efficacy and acknowledgement creating goals successfully achieved
Ø Participants for the program; -participants being their distal goals
Teach participants how to supported by those -observations of # involved in more
establish proximal and distal around positive comments participatory group -#of satisfaction
goals -Participants and mentors and engagement activities surveys on one-on-
are happily working seen during one-on- one teaching
together one sessions
To provide young Ø Supplies o Immediate § Amount of v Global ü Amount of
adults with a Distribute reading materials impact/outcome activity changes activity
meaningful and on leadership and -change in knowledge, (quantifiable -volunteers have a provided
rewarding communication skills motivation and attitude terms) deeper long term
Ø Staff on how to teach and -# of distributed understanding and -# of submission of
volunteer
LBN staff and hire engage younger buddies materials and connections on self-reflections and
experience with an professional speakers to strategies on sharing sessions
volunteerism and
opportunity to act facilitate mentoring sessions -volunteer mentors share leadership skills leadership skills
as role model to Ø Participants of knowledge and skills -# of volunteers that
children and Teach volunteer mentors from training sessions in -# of volunteer - volunteers should continue to stay
develop leadership how to work with buddies; reflection essays or mentors that attend continue to keep logs active in LBN
and keep a personal log or journal logs facilitation sessions on impacts they community
communication journal of stories to share made throughout the
skills -# of entries on process -# of sponsors and
reflective journals fundraisers LBN
and writing - continue to be a events
mentor beyond 5
years

Final Thoughts:

In addition to the goals and outcomes indicated in this logic model, there are possible unintended outcomes that may occur such as friendship-
building between volunteer mentors and buddies and life lessons learned by participants and volunteers. I recalled one of my Gr. 12 students who
served as a mentor, told me that he had a horrible experience teaching a Gr. 2 student who wouldn’t listen; after many sessions, the mentor
thought he was wasting his own time trying to get his buddy to learn operations of math. At the end of the term, that same Gr. 2 buddy who
misbehaved every session, gave my student a thank you card to thank him for his patience and effort. From this experience, my Gr. 12 student
wrote this story for his personal profile entry essay for UBC on facing adversaries and overcoming obstacles. He was accepted to UBC based on his
merit, academic achievement and perhaps this heart-warming story!