Planned Parenthood Teens Taking Action

Evaluation Proposal
Gabrielle Evans, Pauravi Shippen-How, Christa Thornton
December 7, 2015
Dr. Wyrick

Section 1: Conceptualization of Evaluation

Teens Taking Action is a peer-led sexual education program under Planned Parenthood
designed to engage multiple demographics in learning healthy attitudes and decision-making
strategies regarding sexuality, reproductive health, and relationships. Trained Teens Taking
Action (TTA) peer educators offer outreach and education to their peers on a variety of topics
including community leadership skills, healthy socializing, public speaking, and how to make
informed, responsible, lifelong decisions regarding sexuality and relationships. Moreover this
programs overall goal is to reduce rates of teen unintended pregnancy and STIs while also
increasing rates of graduation among student participants. The purpose of this process
evaluation is to assess effectiveness of the teen participants as peer educators.
Addressed in this evaluation follows: how much did the peer educators increase the
health knowledge of their students, are the peer-educators implementing with high fidelity, were
they prepared and trained, was their level of quality control sufficient, was the intended dosage
of programming adequate, and how do peer educators see their influence in this community. The
key stakeholders in the Teens Taking Action program are the wider Planned Parenthood
organization, student community member volunteers, peer-educators, Cone Health Foundation,
and the TTA staff. There are a few contextual factors that should be taking into consideration for
the duration of the evaluation. Those include the contracts signed by participants on responsible
sexual decision making, the dosage of education as intended, political status of Planned
Parenthood nationwide, as well as within Greensboro, and funding.
Section 2: Program Description
Teens Taking Action is a peer-led sexual education program under Planned Parenthood
designed to engage multiple demographics in learning healthy attitudes and decision-making
strategies regarding sexuality, reproductive health, and relationships. Trained Teens Taking
Action (TTA) peer educators offer outreach and education to their peers on a variety of topics
including community leadership skills, healthy socializing, public speaking, and how to make
informed, responsible, lifelong decisions regarding sexuality and relationships.
Goals and Objectives
Goal-Empower and train youth (ranging from 7th grade through high school) to make
safer decisions around sexual behavior and activities
Goal- Participate in all community health education classes for their appropriate age
group.
Goal-Raise youths self-efficacy in healthier lifestyle choices and behavioral change.
Goal-Promote healthy relationships and support networks including their peer mentor
relationship.
Objective-Reduce rates of unintended teen pregnancy among participants.
Objective-Reduce rates of sexually transmitted diseases among participants.

Target Audience

The program is intended to be implemented in Greensboro, High Point, and parts of Guilford
County. Presentations frequently take place at health fairs, YMCA after-school programs,
Greensboro/High Point recreation centers, and large-scale community events. The targeted
population are male and female preadolescents and adolescents ages 11-18 year olds in various
settings in Guilford County. All participants must have guardian/parental permission to
participate in the program.
Previous program evaluations
In this proposal, the evaluation will focus on youth providing TTA-related information as
peer educators. TTA used a pre/post test for the teens providing TTA-related information as
peer-educators. Within this test were sub-tests including the Overall Test (Knowledge) and the
Male and Female Anatomy Knowledge survey. The pre/post test assessed the participants
knowledge of pregnancy prevention and male and female anatomy. The results of the evaluation
for peer educators showed that there was a significant increase in the Overall Test (Knowledge)
scores from all measures. Males demonstrated greater change from the pre to post-test than
females. Younger participants demonstrated a greater change from the pre to posttest than older
participants. Also, there was a significant increase in the Male and Female Anatomy Knowledge
survey from the pre to posttest across various measures.

Program logic/conceptual model

Inputs
-Take
home
literature

Activities
-Provide tangible
accurate
information
accessible to the
teen

Outputs

Short Term
Outcomes

Long Term
Outcomes

-Accessible
-Increase the
information for awareness of safe
teens
practices

-Experts in
the field

-90 hours of
training for TTA
peer educator

-Provides
accurate and
current health
information
-Provides
evidence based
curriculum
-Increased
knowledge of
sexual health
information

-School
and
community
center
locations

-Parent/guardian
workshops on
communication
-Role play
activity on
communication
between teens and
parents/guardians

-A stable and
safe place to
learn and grow,
which is free
of
discrimination
and judgment

- Increased selfefficacy in
participants
-Increased
knowledge of
HIV/STIs
- Increased
knowledge of
human sexuality
and relationships
-Increased
communication
and level of
comfort among
teens and
parents/guardians

-Decreased STI/HIV
and unintended
pregnancy rates
among participants
-Increase in use of
barrier/preventative
birth control methods

-Built sense of trust

between teens and
parent/guardian
-Maintain a stable and
reliable
program/environment
for vulnerable teens

The first row of the logic model includes take home literature as an input for the Teens
Taking Action program that will provide tangible and accurate information that is accessible to
the teens and increases the awareness of safe practices. The next input includes experts in the
field of sexual and reproductive health education who provides the peer educators with 90 hours
of training. The training will provide accurate and current health information, evidence based
curriculum, and increased knowledge of sexual health information. Short-term outcomes are
increased self-efficacy in participants, increased knowledge of HIV/STIs, and increased
knowledge of human sexuality and relationships. Long-term outcomes are comprised of
decreased STI/HIV and unintended pregnancy rates among participants and increased use of
barrier/preventative birth control methods.
Lastly, school and community center locations are an input for the Teens Taking Action
program. Activities for this input include parent/guardian workshops on communication and role
playing activities to enhance communication between teens and parents/guardians. Outputs of
this will be a stable and safe place to learn and grow, as well as providing a place free of
discrimination and judgment. These outputs will lead to short-term outcomes such as increased
communication and level of comfort among teens and parents/guardians. The long-term
outcomes will lead to a built sense of trust between the two parties and facilitate a stable and
reliable program environment for vulnerable teens.
Section 3: Evaluation Plan
Evaluation questions
4

How much did the peer educators increase the health knowledge of their students?
Are the peer-educators implementing with high fidelity?
Were they prepared and trained?
Was their level of quality control sufficient?
Was the intended dosage of programming adequate?
How do peer educators see their influence in this community?

Evaluation Design
This will be a quasi-experimental design due to the process nature of the evaluation. This
evaluation does not call for a control group and in place will use questionnaires and interviews.
The data will be collected through pre/post questionnaires (Teens Taking Action Peer Education
Training Test) distributed to the peer-educators participating in the program to determine their
fidelity. These questionnaires will be designed to collect qualitative and quantitative data
necessary to measure the variables identified. Each peer-educator will fill out a pre and post test
questionnaire in each session of Teens Taking Action, including the Overall Test and Male and
Female Anatomy Knowledge survey as part of Teens Taking Action Peer Education Training
Test. These answers will then be analyzed for strengths and needs of the educators and
conclusions will be formulated specifically around trends and areas of highest concentration of
similar answers. Moreover, TTA staff will conduct interviews to assess both the teen educators
and teen participants observations, opinions, and conclusions of the relationship and curriculum
fidelity. Lastly, TTA attendance sheets for both the peer-educators and participants will be
examined to help determine level of influence.
Variables measured in this evaluation
Skills built during peer-educator training
Attitude about healthy behavior change
Level of participation (before, during, and after programming)

Evaluation Crosswalk

How much did the peer

educators increase the
health knowledge of their
students?
-What learning
activities did the
students
participate in?
-Where there any
assessments that

Peer-educator
pre/post
questionnaire

Facilitator
interviews of
peer-educators
influence on
participants

Interviews on
participants
opinions of
peer-educators
fidelity

Attendance
records of
both the teen
participant and
peer-educator

were issued to the

students?

Are the peer-educators

implementing with high
fidelity?
-How was the
fidelity measured?
-Was the data
accurate and
pertaining to
Guilford County?
Were the peer educators
trained and prepared?
-How often did the
peer educators
attend trainings?
-Did they pass the
Teens Taking
Action Peer
Education
Training Test?

How do peer educators

see their influence in this
community?
-Are the peer
educators involved
in other
community
activities?
-Has their
leadership role
influence their
responsibilities in
a positive manner?
Was the intended dosage
achieved?
-How long are the
sessions?

-Were there any

change of
behaviors or
attitudes during
each session?

Section 4: Reporting Plan

The evaluation conclusion and materials will be documented in an official report and
distributed within 60 days of the completion of the evaluation. Additionally, an electronic
version will be distributed to key stakeholders (not student participants unless requested) and
may be reviewed at ones leisure. Subsequently, a formal meeting with the stakeholders and
evaluators will be arranged to further explain methods, findings, and conclusions, and to answer
any remaining questions. The evaluators will be available by phone or email for an additional 30
days after the designated meeting to answer further questions and concerns.
Section 5: Budget

Type of Expenses

Salary
Requested

Fringe
Benefits

Total

Staffing

Evaluator

$50,000

$17,000

$67,000

Evaluator

$50,000

$17,000

$67,000

Evaluator

$50,000

$17,000

$67,000

Peer Educators

$0

$0

$0

Equipment
$

Computers

Printer

Office Supplies (pens/pencils,

paper)

$300

Recorders

$100

$2,00
0
$300
$$
$300$

$220

Travel

Pre-evaluation meeting

Mid-evaluation meeting

Post-evaluation meeting

$
8$8
$8
$153,3
24

Total

Budget Justification

Evaluators

Together the evaluators will be responsible for and share the administration and conduction of
the evaluation.

Equipment

Funds were requested to purchase three computers with the necessary

software ($2,000) to input and analyze data, printer ($300) to print
evaluation materials, office supplies such as paper, pencil/pen ($300), and
two recorders to record the interviews ($100).

Travel

Traveling to the pre, mid, and post evaluations meeting is 4.6 miles roundtrip
for each trip. Given a $0.55 cent per mile compensation each trip was is
$1.32. There will be an approximate three round trips culminating in $7.92
for each evaluator.
Section 6: Gantt Timeline

JanFeb.
Gather data collection information (hardcopy questionnaires, attendance sheets,
interview questions)
Collect pre-test questionnaire data

MarApr.

MayJune

JulyAug.

Sept.Oct.

Nov.Dec.

Collect post-test questionnaire data

Conduct interviews with peer educators

Conduct interviews with teen participants

Review findings from the pre-post

questionnaires, interviews and attendance
sheets

Gather findings and conclusions from data

Finalize document report to Teens Taking

Action