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What and How to Measure

What and How to Measure



Let's look at the outcomes you will report on for your CALP grant, and some of the ways you can collect the data for each of the measures and indicators in the CALP Logic Model and Evaluation Framework.

Download Download and print the CALP Logic Model

Tip Tip: CALPs are not required to report on outcomes at the immediate level in the Final Report, but you will be asked to describe the activities your CALP will undertake to achieve these outcomes as part of the CALP Grant application process.

For Which Learners Do I Collect Outcomes Data?

The CALP Final Report asks you to provide outcomes data for adults who participate in CALP Required Programming, and with whom your organization has an ongoing relationship. "Ongoing relationship" means that the learner has attended a learning opportunity multiple times, over a number of sessions.

You do NOT have to report on outcomes for learners who participate in Community Capacity Building learning opportunities, who access Learner Support Services, or who attend "one time" information sessions or learning activities (note: these learners will still be reported in the "Data Collection" table of your report). However, you will report how many learners attended an LFL learning opportunity after attending a Community Capacity building learning opportunity. You will also record the number of hours spent on Learner Support Services.

In order to calculate some of the indicators at the intermediate level, you need to know the number of participants you are evaluating. This may not always be the same number as the number of learners registered in a learning opportunity. This measure "# evaluated" is used as a benchmark for calculating the % of other measures.

Ultimate Outcome 1: Adult learners persist in learning foundational skills that they use in their everyday lives

This outcome is all about the adult learner! Are they building an identity as a learner? Learning skills they can practice and use in their everyday life? Making progress towards their goals?

Outcome 1.1: Adult learners demonstrate commitment to learning

A key activity CALP-funded organizations are expected to engage in to meet this outcome is to plan with learners. This means that your organization will work with adult foundational learners to:

  • identify their learning goals
  • assess their skills and abilities
  • develop strategies to meet their learning goals

Outcome 1.2: Adult learners acquire new skills

Indicator Measure How / When to Measure
1.2 a. Skills Use # and % of adult learners who report using foundational skills in their everyday lives as a result of participating in a CALP learning opportunity Learning Plan, Learner Self-reflection, Exit Assessment, Evaluation Form, Informal Q and A

Tip Tip: You don’t have to wait until the end of a learning opportunity to collect data for this measure, as foundational learning is all about practicing the skills as you go. Work with learners to ensure that their own learning plans include incorporating skills practice into their daily lives. Build time and opportunity into your programs so learners can update their learning plan and record their skills use over time.

Indicator Measure How / When to Measure
1.2 b. Learner Progress # and % of adult learners who report making progress towards, or meeting, their learning goal as a result of participating in a CALP learning opportunity Learner Self-reflection and Self-Assessment, Interactive Q and A, Casual Conversation

Tip Tip: You can help learners reflect and report on their own progress as an ongoing part of the learning opportunity, or as part of the course evaluation. Consider asking questions like “What progress do you feel you have made in your learning?” or "Can you describe your greatest accomplishment(s) in the program?"

Indicator Measure How / When to Measure
1.2 c. Increased Confidence # and % of adult learners who demonstrate increased self-confidence as a result of participating in a CALP learning opportunity Observation, Conversation, Ongoing contact with learners

Tip Tip: You can observe increased self-confidence through a variety of means that might include the learner’s body language, attitude, engagement as well as the ability to complete tasks. Just remember that there may be a variety of factors that influence the perception of confidence, such as culture, comfort, physical abilities, etc.

Outcome 2: Adult learners have access to relevant and engaging learning opportunities

This outcome is all about how your program is making sure that adult learners can access learning opportunities that are meaningful to their own goals and learning needs. Are your programs meeting the learning needs of your community? Is your program a safe and welcome place for learners? How are you reducing barriers to learning? And how will you know?

Outcome 2.1: CALPs know the learning needs of their communities

There are a number of activities that CALP-funded learning organizations can do to understand the learning needs in their communities. CALP providers are expected to conduct Program Needs Assessment and Program Evaluation. Questions you can think about are:

  • How will your organization assess adult learning needs in your community?
  • How will you identify gaps that fall within the CALP Policy Manual’s mandate to fill?
  • How will your organization collect outcomes-based evaluation data? How can you use the data in your own program?

Learner Support Services: CALP providers may also offer Learner Support Services, like providing access to technology, making referrals to community supports and services, connecting learners with information about post-secondary or other learning opportunities, help with job search and resumes, or help with forms. Some things you can think about are:

  • Are the supports you are providing helping adult learners meet their learning goals?
  • Can you gain a better understanding of the learning needs in your community by looking at what kinds of Learner Support Services people are accessing through your CALP?

Outcome 2.2: CALPs develop and deliver foundational learning that meets needs.

Indicator Measure How / When to Measure
2.2 a. Program Relevance # and % of adult learners who felt that the program was relevant to their needs and goals This information should be collected directly from learners. You might consider using an Interactive Q and A, Program evaluation forms or informal conversations with learners.

Tip Tip: Some learners may not feel confident answering, "Did you feel this program was relevant to you?", so you might consider asking questions like:

  • Did you learn what you wanted or needed to learn from this program?
  • Are the skills you learned here useful in your everyday life?

Indicator Measure How / When to Measure
2.2 b. Welcoming Space # and % of adult learners who felt that the CALP provided a safe, welcoming space This information should be collected directly from learners. You might consider using an Interactive Q and A, Program evaluation forms or informal conversations with learners.

Tip Tip: "Safe and welcoming space" refers not only to the physical location of your program, but also to the atmosphere that you create for learners. Is the CALP providing a place that is comfortable, supporting, non-judgemental and inclusive? This measure was removed from the annual report in 2024, but it is still important to make sure learners feel comfortable in the learning environment.

Indicator Measure How / When to Measure
2.2 c. Reduced Barriers # and % of adult learners who had a barrier reduced through the CALP grant (i.e. fees reduced, travel, childcare)

You may want to include certain questions as part of your intake or registration process (i.e. "Will you need childcare?")

Tip Tip: A first meeting is not always the best time to ask a potential learner about challenges or barriers they may be facing. Be sure to pay close attention to their comfort level. And always be sure to keep sensitive information confidential.

Outcome 3: Adult learners benefit from CALPs that are well-connected in their communities

This outcome is all about community! Does your community know who you are and what you do? Do you know who your partners and supporters are? How is our organization working with community to support and promote adult foundational learning?

Outcome 3.1: CALPs build community support for foundational learning

In order to build awareness and support for foundational learning, it is important that your organization knows your community well. The CALP Policy Manual outlines the importance of engaging and mapping your community.

When you are engaging community, you are raising awareness and building understanding of the importance of Literacy and Foundational Learning. How will you promote your programs in your community? How can you support your partners to better understand what your CALP does, and who you serve?

Mapping community means that you know who in your community provides services and supports that some adult learners will benefit from. You can't be all things to all learners, but you can help them find the right supports. How do you map out what services are available in your community? How will you help connect learners to other services and supports?

Outcome 3.2: Communities support the delivery of adult foundational learning

Indicator Measure How / When to Measure
3.2 a. Volunteer Hours # of volunteer hours contributed to adult learning opportunities

Community Contribution Form

Ask volunteers to submit regular reports of their hours. You may choose to do it monthly, or quarterly, for example.

Tip Tip: Volunteer hours, volunteer board hours, volunteer tutor hours and other hours volunteered for events related to CALP programming. Some volunteers are more comfortable communicating with you in a specific way. When working with volunteers, you can ask them directly what the best way to stay in touch is for them. Some may prefer email, others a phone call, and others text or other messaging service. Choose a method of getting reports and statistics from volunteers in a way that is easy and comfortable for them.

Indicator Measure How / When to Measure
3.2 b. In-Kind Contributions # of in-kind contributions (in dollars) to adult learning opportunities Community Contribution Form, CALP Database

Tip Tip: This measure is tracking the approximate value of in-kind contributions from external organizations.  This measure does NOT include contributions from your own organization. Examples of in-kind donations include free space for programs, donated snacks, professional services like bookkeeping that are provided at no cost, donated advertising, etc. In-kind contributions are NOT cash, rather they are the cash value of services or supplies provided to the CALP.

Indicator Measure How / When to Measure
3.2 c. Referring Organizations # of different organizations that referred learners to foundational learning opportunities at the CALP Referral form, Intake Process, CALP Database, Conversation

Tip Tip: This measure only includes referrals that are made by external organizations. The CALP Final Report only asks for the number of organizations who have referred learners to you, but internally, you may want to keep more detailed information about who is making referrals, and if they clearly understand who your CALP is and what kinds of supports and learning opportunities you provide.