1	Highway Safety Grant Application Training Workshop Carol P. Cotton, PhD Director, Traffic Safety Research and Evaluation Group University of Georgia, College of Public Health Dept. of Health Promotion and Behavior (706) 542-2804; fax (706) 583-0753 cpcotton@uga.edu
2	Georgia Highway Safety Programs Evaluation University of Georgia, Athens Drs. Carol Cotton and Stu Fors Team members: Wayd Walker & Erin Kirkbride College of Public Health, Dept. of Health Promotion and Behavior Evaluation of statewide grant performance
3	Purpose… Write a grant that allows you to: Show effectiveness of your program Implement programs that are relevant for your community Be innovative Timely submission of data, e.g., monthly or quarterly reports, activity reports Communication with GOHS and UGA program evaluation team is important Asking questions is important
4	Objectives, Activities and Evaluation = Your Program Mission Statement Goals
5	Goals and Objectives are not the Same! A goal is a broad timeless statement of a long-range program purpose A goal is a general statement of intent A goal is an expectation that: Is global Is more general in nature Takes longer to complete Usually is not observed, so is often NOT measurable in exact terms
6	Goals and Objectives are not the Same! - 2 Examples of goals: To reduce the incidence of spinal cord injuries in motorcycle riders in Georgia All speeding in the city of Arcade will be eliminated The survival rate of victims of drunk drivers will be raised through the use of community resources Goals include two basic components: Who will be affected What will change as a result of the program
7	Writing Good Objectives Objectives are: Small steps More precise than program goals Steps that, if completed, will lead to reaching the program goal(s) Objectives outline in measurable terms the specific changes that will occur in the target or primary population at a given point in time as a result of exposure to the program
8	Writing Good Objectives Objectives: Provide direction Are useful in the evaluation process Must be clearly understood Must state what is to be accomplished Must be measurable Objectives have 4 elements/parts: What = outcome When = time or conditions Who = primary or target population How much = achievement criterion or change
9	Writing Good Objectives Measurability Outcomes (what) Defined as the action, behavior, or something else that will change as a result of the program (the verb in the objective) Verbs such as appreciate, internalize, understand are NOT good choices Verbs such as adopt, apply, complete, change, demonstrate, describe, identify, improve, participate, practice, reduce, score, submit, test, try, volunteer ARE good choices The verb must refer to something measurable and observable
10	Writing Good Objectives Measurability Conditions or Time (when) The conditions under which the outcome will be observed or, When it will be observed Examples: Upon completion of the class As a result of participation By the year 2006 When asked to respond by the teacher Verbally in class
11	Writing Good Objectives Measurability Criterion (how much) The ‘benchmark’ for deciding when the outcome has been achieved or, How much change will occur The standard of successful or appropriate performance Examples: To no more than 105 per 1,000 With 100% accuracy As presented in the lecture 300 pamphlets 95% (of the motor vehicle occupants)
12	Writing Good Objectives Measurability Primary/Target Population (who) Who will change Examples: 1,000 teachers All employees of the company Those residing in Fulton and Clayton Counties Class participants
13	These are NOT good objectives! Explore and research local attitudes of culture and knowledge on highway safety. Increase the use of child safety seats and booster seats for older children. Continue information sessions on highway safety.
14	Better Objectives By the end of the grant period: Assess local attitudes of culture and knowledge on highway safety. Facilitate distribution of child safety seats and booster seats for older children. Provide child safety information sessions twice per month to target population for the duration of the grant period.
15	Revised Objectives By January 1, determine the attitudes of a random sample of Clarke County residents about highway safety issues. Primary population: Clarke County residents Outcome: determine Conditions: by January 1 Criterion: a random sample
16	Revised Objectives By the end of the grant period, car seats that meet federal standards will be distributed to all program participants. Primary population: all program participants Outcome: will be distributed Conditions: By the end of the grant period Criterion: meet federal standards
17	Revised Objectives During the first 6 months of the program, 300 community residents will participate in one of the traffic safety sessions. Primary population: community residents Outcome: will participate in one session Condition: During the first 6 months Criterion: 300 residents
18	SMART Objectives S = STRAIGHT FORWARD Simple statements that everyone can understand M = MEASURABLE An item or situation you can count or observe A = ACTION-ORIENTED The stronger the action verb, the stronger the objective R = REALISTIC Only commit to what you have a reasonable chance of accomplishing T = TIME-SPECIFIC Have a deadline
19	Activities By January 1, determine the attitudes of a random sample of Clarke County residents about highway safety issues. Activities: Design the attitude survey (or locate an already developed instrument) Hire staff to implement the survey Implement the survey Analyze the data
20	Evaluation Objective: By January 1, determine the attitudes of a random sample of Clarke County residents about highway safety issues. Activities: Design the attitude survey (or locate an already developed instrument) Hire staff to implement the survey Implement the survey Analyze the data Evaluation: Write and submit a report by January 1 that includes the results of the attitude survey.
21	Milestone Chart
22	Original Milestone Chart
23	This is NOT a Correctly Completed Milestone Chart
24	The Correct Milestone Chart
25	Evaluation & Data Collection Instruments Clearly Written Pre & Post should be identical Relevant Do not make assumptions Submit data collection instruments We’ll be happy to review them!
26	Completion of Grant Application Completely fill out forms ask for assistance if unsure Consistency is important Activities listed should appear and match milestone chart Keep evaluation simple Activities relate to objectives Ensure each activity is evaluated in some way Account for everything On milestone chart and/or monthly report
27	Key Points Increase, decrease, relative change = baseline data & a 2^nd measure A well-thought out program is consistent When activities appear on the milestone chart use the same words (be consistent) Keep evaluation simple Don’t collect data you don’t need Evaluate each objective ACCOUNT FOR EVERYTHING On milestone chart OR in monthly report Value-added items should be separate
28	Communication Channels Electronically via e-mail: cpcotton@uga.edu;wwalker@uga.edu; krkbride@uga.edu Phone: (706) 542-2804; 542-8060; 583-0893 Fax: (706) 583-0753 When contacted by UGA evaluation team… Copy emails to SMOORE@gohs.state.ga.us please ask questions if unclear
29	Questions
30	Contacts Carol P. Cotton, PhD Project Director, Highway Safety Programs Evaluation Director, Traffic Safety Research and Evaluation Group University of Georgia, College of Public Health Dept. of Health Promotion and Behavior (706) 542-2804; fax 583-0753 cpcotton@uga.edu Wayd Walker or Erin Kirkbride Program Analyst and Research Assistant University of Georgia, College of Public Health Dept. of Health Promotion and Behavior (706) 542-8060; 583-0893; fax 583-0753 wwalker@uga.edu; krkbride@uga.edu