INDIGO GIRLS

Below is a figure representing the circle of leadership and communication within the Indigo Girls Group. Starting from the top left corner working down, you will follow the order of leadership within the organization. Please note, those with the most influence over Indigo Girls programming, are in fact the Indigo Girls themselves (participants of the programs). Though they are not found within the below diagram – however, their influence is felt at every level of the organization.

Organizational Structure

Transparency

Indigo Girls Group (IGG) is committed to following a practice of transparency through all organizational activities.  Should you have further questions in regards to policies, management, or anything that is not answered on our website please do not hesitate to contact us.

Theory of Change

We are currently completing our generalized Theory of Change, however we have below an example program logic model for the club programs specifically:

  • IGG Club and Branch Leaders

  • Community Stakeholders (schools & community groups)

  • Weekly resources (snacks, materials, workshop modules)

Inputs

Activities

  • Club team recruitment and training

  • Financial, curricula and material resources per club

  • Girls attending weekly clubs in line with IGG

  • Ongoing club feedback, action plans and evaluations

Outputs

  • Club teams formed

  • Resources, materials, curricula and finances account for and acted on

  • Weekly clubs attended by local girls in line with IGG

  • Ongoing club feedback, action plans and evaluations completed outline girl's increased empowerment

Outcomes

  • Solidification of well trained community and volunteer team

  • Girls with access to safe, inclusive space to learn topics in line with IGG

  • Increased uptake of empowerment and positive community change by girls in program

Policies

  • Code of Conduct 

  • Behaviour and Representation

  • Safe Space Policy

  • Language Policy

  • Gender Policy

  • Diversity and Inclusion Policy

  • Ethical Practices Policy

  • Accessibiilty Policy

  • Security and Personal Information Protection Policy

  • Commitment Policy (for all Indigo Girls Group members)

  • Duty to Report

  • Solidarity and Advocacy

(If you are interested in viewing these documents please contact us directly.)

Program Evaluation

Please note we are currently in the midst of reframing our evaluation. This section will be updated accordingly. Evaluation is an incredibly important aspect of Indigo Girls, and through evaluation we aim to ensure our program’s effectiveness, efficiency, sustainability, and impact.

We are working on incorporating deeper level evaluation within each of our prospective programs through feedback via all stakeholders: community partners, Indigo Girls Group branch members, and Indigo Girls participants. Most often, this will be through the use of survey data.

Below is an example list of Evaluation questions we aim to answer when evaluating our Girls’ Club Programs.

The key questions of this evaluation will assess the effectiveness, efficiency, relevance, impact, and sustainability of the IGG club programs, and are framed as such:

  • Effectiveness: To what extent have the club programs effectively taught and fostered empowerment, self-determination, and inspiration in the club participants (please speak to effectiveness in delivery, structure, topic choice, and framework)? What are the main attributes of the program that have contributed to the attainment or non-attainment of this objective (please refer specifically to: discussions, action plans, and outputs)?

  • Efficiency: Were the club programs sufficient in meeting the proposed objectives? What are the best possible ways to allocate future funds for club programming?

  • Relevance: Has the club program met the expectations of the key stakeholders, and in particular the participants and community partners in achieving Indigo Girl status? Is the current club programming in alignment with the IGG mission?

  • Sustainability: Does IGG have the capacity to continue and implement potential changes for the club programs? What are the main barriers preventing sustainability of the clubs?

  • Impact: Is there evidence that participation in the club program have proved beneficial to the lives of the key stakeholders in any capacity?

Listed below is the evaluation matrix we propose on implementing to assess our historic club programs and 2017-2018 club programs. Please note, this is a work in progress and the below images are summaries of the actual matrix:

Evaluation Questions

Indicator

Data Required

Source of

Data

EFFECTIVENESS

  • To what extent have the club programs effectively taught, fostered and reached (scope) IGG values (empowerment, self-determination, and inspiration) in the club participants (effectiveness in delivery, structure, topic choice, and framework)

  • Attendance statistics

  • Club program documentation (question sheets, workshop outlines etc.)

  • Past evaluation forms

  • Club participant and leader’s opinions/voices (2013-2017 Kingston and Guelph community)

  •  # of girls attending each club session across both communities (weekly, semesterly, and overall)

  • # of girls in the Guelph & Kingston community partaking in the Club programming from start to finish on an annual basis

  • IGG Club Program objectives are met based on the opinion of club leaders, community members, and girls involved

  • % of girls in grades 4-8 in Guelph & Kingston who are program participants citing increased sense of empowerment upon completion of the program during end-of-year discussions)

  • Documentation from each club sessions (including attendance sheets, past evaluation surveys, and anonymous questions boxes)

  • All individual participants of the current (2017-2018) respective club programs (Guelph and Kingston clubs inclusive)

  • All individual club leaders of the respective club programs (2013 onwards – Guelph and Kingston clubs inclusive)

EFFICIENCY

  • Were the club programs sufficient (through resources, materials, and budget) in meeting the proposed objectives?

  • What are the best possible ways to allocate future funds for club programming?

  •  # of resources and materials required for Club programming (weekly, semesterly, and overall)

  • Amount of funding used for each club program (weekly, semesterly, and overall)

  • Budget and resource inputs/outputs

  • Club leaders and community partners

  •  Resource receipts and budget forms per club (2013-2018)

  • Budget for each club annually (2013-2018)

  • Club leaders and community partners for each club program (2013-2018)

RELEVANCE

  • Is the current Club programming in alignment with the IGG mission and met stakeholder’s expectations?

  •  % of girls, citing the Club met expectations

  • % of Club leaders citing alignment of Clubs w/ IGG mission

  • Participants of Clubs

  • Club leaders

  • Opinions and voices of participants/ club leaders

RELEVANCE

  • Is there evidence that participation in the club program has proved beneficial to the empowerment of the club participants/community in any capacity?

  •  # of action plans and community engagement activities occurring within each club and across clubs (weekly, semesterly, and overall)

  • Over 30% of grade 4-8 program participant graduates will engage and contribute to their community (i.e. volunteer-work, job, clubs etc.) one-year post program completion (those graduated/completed from 2017 onwards)

  • Community partners, Club leaders, club participants

  • Opinions of and engagement documentation from community partners and club leaders

  • Opinions and action plans of club participant (with support of school and families)

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