Time to draw developing a logic model
Download
1 / 14

Time to Draw: Developing a Logic Model - PowerPoint PPT Presentation


  • 130 Views
  • Updated On :

Time to Draw: Developing a Logic Model. Rachele C Espiritu, Ph.D. Data Counts! Using Evaluation and Information Systems to Build Systems of Care Systems of Care Symposium September 10 & 11, 2003 Washington, DC. Logic Model. WHAT IS IT?

Related searches for Time to Draw: Developing a Logic Model

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Time to Draw: Developing a Logic Model' - issac


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Time to draw developing a logic model l.jpg

Time to Draw:Developing a Logic Model

Rachele C Espiritu, Ph.D.

Data Counts! Using Evaluation and Information Systems to Build Systems of Care

Systems of Care Symposium

September 10 & 11, 2003

Washington, DC


Logic model l.jpg
Logic Model

  • WHAT IS IT?

    “A graphic representation of the sequences of plausible intentions about the purposes of a program from assumptions to activities, through outcomes and impacts.”

  • WHY DO IT?

    - Neatly summarizes program (1 page)

    - Assures program plausibility

    - Avoid miscommunications between evaluator and program

    - Define program needs

    - Assists with Evaluation design

Rachele C. Espiritu, Ph.D. Georgetown University CCHD


Slide3 l.jpg

LOGIC MODEL TEMPLATE

Mission

Target Audience

Priority Areas/ Objectives

  • Strategies/

  • Activities

  • .

Outcomes

Values & Principles

Context/Problem

Resource Partners

Rachele C. Espiritu, Ph.D. Georgetown University CCHD


Slide4 l.jpg

Especially For Girls

Mission Statement:Especially for Girls seeks to strengthen protective factors in girls by developing problem solving skills, caring relationships, strengthening their sense of identity in order to equip them to confidently and competently move through adolescence, and aims to supplement girls existing developmental strengths by engaging them and their families in activities which promote healthy lifestyles leading to self-sufficiency.

CHALLENGES

STRATEGIES

GOALS

  • Lack of empowerment and personal responsibility in girls

  • Negative and unsupportive environment

  • Need for safe place to explore issues

  • Lack of programs that are flexible and responsive to the gender specific needs of girls

  • Need for programs during vulnerable times (3-6pm)

  • Lack of age specific and developmentally appropriate programs

  • Lack of comprehensive services

  • Lack of neighborhood based services

  • Need for geographically specific services

  • Lack of family-centered and inclusive services

  • Need for advocacy and awareness of issues of girls

Working with Neighborhoods & Community

  • Healthier relationships of girls

  • Improve self-esteem and social skills

  • Improve self-discipline and problem-solving skills

  • Improve family communication and wellness

  • Stronger family bonds

  • Increase community responsibility of girls

  • Increase number of self-sufficient families with healthy lifestyles

  • Reduce teen pregnancy in targeted neighborhoods

  • Reduce teen pregnancy in Hillsborough County

  • Increase community awareness of needs of girls

  • Values and Principles:

  • Neighborhood based

  • Geographically specific

  • Family centered and inclusive

  • Positive and supportive environment

  • Safe place to explore issues

  • Designed around empowerment and personal responsibility

  • Flexible and responsive to needs of girls

  • Creating awareness of issues and needs of girls

  • Participation in committees, groups and councils

  • Public speaking

  • Target Specific Neighborhoods

  • Implementing collaborative agreements

  • Service outreach and access

  • Service delivery based on mutually identified needs/strengths of clients and expected outcomes

  • Implement collaborative agreements with other agencies as evidenced by reporting of goal(s), collaborative partners and number of clients benefiting

Working with Families

  • Educational experiences

  • Parenting workshops (36 hrs. provided)

  • Role modeling of positive parent/child interaction

  • Supportive services

  • Daily communication and interaction with families

  • Individual and family counseling (72 hrs. for 12 girls & their families

  • Crisis intervention

  • Informal and on-going support

  • Information and referral

  • Group membership & decision-making activities (20 family activities)

  • Family fun nights

  • Celebration and recognition of accomplishments

  • Planning and taking field trips

  • Planning and doing community service projects

  • Planning and doing mother/daughter activities

  • Door prizes/food/refreshments

ASSETS

Working with Girls

  • Focus on primary prevention of teenage pregnancy

  • Existing collaborative efforts

  • Educational experiences

  • Psycho-educational groups twice weekly (648 hours)

  • Didactic discussions

  • Guest speakers and demonstrations

  • Social skill building and role modeling opportunities

  • Planned curricula (includes health/sex education)

  • Provide family planning information to 80% of girls

  • Supportive services

  • Crisis intervention

  • Individual counseling (up to 12 girls)

  • Sexual abuse services available

  • Role modeling and relationship building/mentoring

  • Encourage personal growth based on strengths of girls

  • Informal, on-going support

  • Group membership & decision-making activities

  • Role playing activities

  • Planning and doing community service and volunteerism

  • Celebrations and recognition of accomplishments

OUTCOMES

  • Decrease juvenile justice delinquency referrals for 90% of participants

  • Improve school achievement in 50% of participants as evidenced by grade promotion or graduation

  • Increase skills for stable functioning in 80% of participants

POPULATION PARAMETERS

  • At least 60 girls and their families

  • Girls 10-14

  • Services are delivered at three sites in the East Bay and King Clusters

Monitoring and Data Collection

Rachele C. Espiritu, Ph.D. Georgetown University CCHD

Strategies

Goals

Context


Simplified logic model l.jpg
Simplified Logic Model

Mission

Target

population

Objectives/

Theory

Activities

Outcomes

Context

Rachele C. Espiritu, Ph.D. Georgetown University CCHD


Mission statement l.jpg
Mission Statement

  • Dig it out, dust it off

  • Provides the framework

  • Keeps activities on target

Rachele C. Espiritu, Ph.D. Georgetown University CCHD


Target audience context l.jpg
Target Audience/Context

Characteristics of children and families

  • Demographics

  • Diversity

  • History of problem

Characteristics of the environment

  • Need for services

  • Stakeholders

  • Resources

Rachele C. Espiritu, Ph.D. Georgetown University CCHD


Values principles l.jpg

Culturally Competent

Family- & Child-Centered

Collaborative

Comprehensive

Community Commitment

Individualized

Inclusive

Strengths-Based

Early Intervention

Values/Principles

Rachele C. Espiritu, Ph.D. Georgetown University CCHD


Objectives l.jpg
Objectives

  • What do you want to happen?

    Examples:

  • Improve access to quality care

  • Create a seamless service array for children and families

  • Promote collaboration & linkages among child-serving agencies

  • Provide culturally competence care

Rachele C. Espiritu, Ph.D. Georgetown University CCHD


State objectives in measureable terms l.jpg
State objectives in measureable terms

  • You define “how many, when, for how long, what type, and how much”

  • All subsequent decisions – evaluation design, data collection, data analyses, and reports will be based on this step

Rachele C. Espiritu, Ph.D. Georgetown University CCHD


Activities l.jpg
Activities

  • How will you get it done?

  • What strategies, services, interventions are being provided?

    • Types of services

    • Characteristic of service: intensity, frequency, duration, sequence

  • Examples

    • Implementing collaborative agreements

    • Supportive services (parenting workshops: 1 hr/week for 10 weeks)

Rachele C. Espiritu, Ph.D. Georgetown University CCHD


Outcomes l.jpg
Outcomes

  • Short term and long term outcomes

  • What do you expect to happen as a direct result of the activities?

    • Individual

    • Staff

    • Agency

    • Community

Rachele C. Espiritu, Ph.D. Georgetown University CCHD


Measuring the outcomes l.jpg
Measuring the Outcomes

  • Use logic model to identify short and long term outcomes

  • Select indicators: the specific observable, measurable characteristic or change that will represent achievement of the outcome

  • The specific statistic (i.e., #,%) the program will calculate to summarize its level of achievement

Rachele C. Espiritu, Ph.D. Georgetown University CCHD


Determine what success will look like l.jpg
Determine what “success” will look like

  • System

  • Program

  • Evaluation

  • Children and Families

Rachele C. Espiritu, Ph.D. Georgetown University CCHD


ad