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Building Logic Models. What is a logic model?. A tool to clarify & depict a program within an organization Foundation for program planning and evaluation. Things to consider…. What stakeholders should be involved? How can I use a logic model to support my program over time?

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What is a logic model
What is a logic model?

  • A tool to clarify & depict a program within an organization

  • Foundation for program planning and evaluation


Things to consider
Things to consider…

  • What stakeholders should be involved?

  • How can I use a logic model to support my program over time?

  • What is the scope of this logic model?



Purposes of a logic model
Purposes of a Logic Model

  • Program Planning

  • Program Management

  • Program Evaluation

  • Communication

  • Consensus- building

  • Fundraising



Problem statement
Problem Statement

  • Briefly explain what needs to change

    • Why is there a need for intervention?

    • What community problem does my program solve?

    • Include: who, what, why, where, when & how?


Met school strategy problem statement
Met School StrategyProblem Statement

According to YRBS data, the prevalence of teen dating violence in Rhode Island is 8.2%.


Goal statement
Goal Statement

  • Capture the overall purpose of your program

    • What are you trying to accomplish over the life of the program?

    • Goal statement = solution to your problem statement

  • Goals should:

    • Include the intended results of the program

    • Specify the target population


Met school strategy goal statement
Met School StrategyGoal Statement

  • To increase support for and improve community activities where youth have choices, responsibility, and decision-making power


Resources inputs
Resources (Inputs)

  • Identify the available resources for your program

  • List resources we currently have

  • Consider: staff, financial, space, technology, equipment, materials


Met school strategy resources inputs
Met School StrategyResources (Inputs)

  • 3 motivated COVE members

  • full-time coordinator

  • 1 Met staff person assigned to support SADA work

  • Strong partnerships with youth-serving

  • community organizations

  • access to free meeting & function space

  • grant funding from local sources to support SADA activities


Needed capacity
Needed Capacity

  • Identify the resources & capacity you need for your program to be a success

  • List resources you need

  • Consider: staff, financial, space, technology, equipment, materials


Met school strategy needed capacity
Met School StrategyNeeded Capacity

  • increased COVE team size & diversity in order to meet goals

  • funding to support prevention activities

  • cultivating community champions for violence prevention (businesses, faith organizations, etc.)


Activities
Activities

  • The actions required to implement your program

    • What will you do with resources to achieve goal?

  • Examples: developing products, providing services, engaging in policy advocacy, building infrastructure

  • Group related activities together into activity groups


Met school strategy sample activities
Met School Strategy Sample Activities

  • SADA weekly meetings

  • Beyond the Bounce Basketball Tournament

  • SADA lock-ins and peer education activities

  • Integrated literacy group for youth

  • Health and wellness group on healthy relationships at school during school day

  • Prevention & Social Justice Team


Outputs
Outputs

  • Measurable, tangible, and direct products of program activities

  • Expressed in terms of size and/or scope of services

    • Quantities: # classes taught, # of clients served, curricula developed

  • DOES NOT reveal anything about quality


Met school strategy outputs
Met School StrategyOutputs

  • 20 SADA meetings

  • 10+COVE meetings

  • 1 basketball tournament annually

  • 4 peer education activities

  • 10 sessions of book group

  • 10 sessions of health and wellness group

  • 20 sessions on social justice and primary prevention

  • pre & post test outcome evaluation data from student participants

  • process evaluation data on all programs


Outcomes
Outcomes

  • The changes that occur or the difference that is made during or after the program

    • What difference does the program make?

    • What does success look like?

  • Should be: phrased in terms of change & measurable


Types of change
Types of Change

  • Knowledge

  • Attitude

  • Belief

  • Behavior


Focus of outcomes
Focus of Outcomes

  • Individual, client-focused

  • Family or community

  • Systemic

  • Organizational


Outcome scope
Outcome scope

  • Create realistic boundaries for your outcomes

  • Avoid identifying outcomes beyond your program’s reach

  • Consider narrowing scope by: Geography, age, income level, ethnicity or culture, gender


Chain of outcomes
Chain of Outcomes

  • Short-term

    • What change do you expect to occur either immediately or in the near future?

  • Intermediate

    • What change do you want to occur after that?

  • Long-term

    • What change do you hope will occur over time?


Met school strategy short term outcomes
Met School StrategyShort-term Outcomes

Health & Wellness/Integrated Literacy

  • 60% of students will report an increase in knowledge regarding what "counts" as dating violence

    PSJ Team

  • 75% of students will report increased knowledge regarding social inequality

  • 75% of students will report increase in knowledge regarding program planning


Met school strategy intermediate outcomes
Met School StrategyIntermediate Outcomes

Health & Wellness/Integrated Literacy

  • 60% of students will report a decrease in acceptance of dating violence

  • 50% of students will report a decrease in violence supportive attitudes

    PSJ Team

  • - 50% of students will report a decrease in adherence to traditional gender norms

  • -60% of students will report increased comfort in taking leadership positions

  • - 60% of students will report increased comfort in planning, implementing, and evaluating a peer education workshop


Met school strategy long term outcomes
Met School StrategyLong-term Outcomes

Health & Wellness/Integrated Literacy

  • 60% of students will report an increase in healthy relationship skills

    PSJ Team

  • 50% of students will report an increase in leadership skills

  • increase # students who have facilitated a peer education workshop


External contextual factors
External/Contextual Factors

  • Factors over which we have little or no control but that may have positive or negative affects on outcomes

  • Consider: political environment, economic situation, social/cultural context, geographic/natural constraints

  • Changes in these contextual factors may require program adjustments


Met school strategy external contextual factors
Met School StrategyExternal/Contextual Factors

Issue/School related factors: According to YRBS data, the prevalence of teen dating violence in Rhode Island is 8.2%. The East Bay Met School is a local alternative public high school that has supported SADA related activities since the school opened in 2002. In recent years, they have been dealing with issues related to dating violence, sexism, and violence.

Community factors: Increasing gang culture in Newport, large transient/temporary populations due to Naval War College, Salve Regina University, and being a tourist town, extreme socio-economic differences in a relatively small city, 25% of children under 18 live in poverty, tourism creates a drinking/partying environment, high unemployment rate (10.4% annual average in 2009)


Rationales
Rationales

  • Beliefs about how change occurs in your field and with your clients

  • Based on research, experience or best practices


Met school strategy rationales
Met School StrategyRationales

Teenagers need information about healthy relationships and the root causes of dating violence, which they can receive through classes. Programs utilizing Positive Youth Development Theory enhance protective factors and reduce risk factors associated with dating violence victimization and perpetration.


Assumptions
Assumptions

  • Conditions that are necessary to program success BUT that you believe already exist

    • Therefore they are NOT something you need to bring about with your program activities

  • Can refer to facts or special circumstances in our community, region, and/or field


Met school strategy assumptions
Met School StrategyAssumptions

  • The school is committed to supporting students’ social & emotional growth as well as academic success.

  • Health & Wellness Groups and Integrated Literacy groups are existing structures in the school

  • Books & films exist with themes related to teen relationships


Logic model review
Logic Model Review

  • Upon completion, revisit & review your own logic model, as well as those for other programs

  • Consider the questions outlined on page 22 as you review


Put the logic model to work
Put the Logic Model to Work

  • Build Clarity

  • Communicate

  • Tell your story

  • Evaluate


Homework
Homework

  • Complete a logic model for your program

    • Email it to Jessica by February 8

  • Reminder: RI DataHUB training, January 31, 2013

    • 10am-Noon

    • Newport Public Library

  • Next Session: February 14, 9-12



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