Evidence-based programs have key characteristics (sometimes called “essential components”) that make each program unique and that have been determined by program developers or evaluators to be essential for ensuring the intervention produces the outcomes expected when implemented as intended (i.e., with “fidelity”). Not implementing an evidence-based program with fidelity may result in poor or even harmful outcomes. As a result, it is important to understand what the essential components of an evidence-based program are, as well as to understand the extent to which the program will be implemented with fidelity.

In the guidance for the FY18 Senior Corps Evidence-based Programming Augmentation funding opportunity, Q3 asks you to identify the evidence-based program you plan to implement as well as its essential components. Additionally, Q4/Q5 asks you to describe whether the essential components of the evidence-based program and of your plan to implement it using Senior Corps volunteers are the same or very similar. If there are differences, you will need to describe any modifications and why the modifications will not threaten the outcomes.

This is an optional worksheet to help you stay organized as you research evidence-based programs and generate responses to Q3-Q5.

  1. In Box 1 of the chart below, identify the program that you are proposing to implement, such as Senior Reach or Chronic Disease Self-Management.
  2. The first column under Box 2 lists categories of essential components that are commonly found in evidence-based programs. Use the categories listed as a reference. Not all of the components listed here are applicable for every evidence-based program, and there may be categories not listed that are considered essential for certain evidence-based programs.
  3. Research the evidence-based program that you plan to implement (i.e., the program you named in Box 1). What are the essential components of that program, as it was evaluated? Write down what you find in the column under Box 3, noting either the specific component or “N/A” for each category in Column 1. For example, you may learn that a literacy program was evaluated and showed positive outcomes when third grade students were the target beneficiaries, but it has never been implemented when sixth grade students were the target beneficiaries. In this case, the “characteristics of the beneficiary population” being third graders may be considered by the program developer of evaluator to be essential for the evidence-based program to be implemented with fidelity; you would note “third grade students” in the chart for that category. To identify the essential components, you may wish to contact the program developer. The resources available in Appendix C of the Invitation to Apply may also help you in identifying essential components.
  4. In Box 4, identify the components for how you intend to implement the program locally using Senior Corps volunteers. For example, what are the characteristics of the beneficiary population that you intend to serve through program? Are they third graders, as in the example above?
  5. Are there differences between the components identified in the columns under Box 3 (the evidence-based program) compared to those identified in the column under Box 4 (how you intend to implement the program locally)? Will you be making modifications? Note them in the column under Box 5.
  6. If there are differences or modifications, will they threaten the planned outcomes? Note them in the column under Box 6.

  1. Program Name:

  1. Essential components commonly found for evidence-based programs
/
  1. Essential components of proposed evidence-based program
/
  1. Components in your approach to implementing the program using Senior Corps volunteers
/
  1. Differences and modifications
/
  1. If modifications, will they threaten the outcomes? Why/why not?

Characteristics of beneficiary population
Characteristics of population delivering the intervention
Dosage and design of the intervention
Training
Context
Outcomes
Other
(If necessary)
Others
(If necessary)

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