Building Logic Models

1. Building Logic Models

2. What is a logic model? • A tool to clarify & depict a program within an organization • Foundation for program planning and evaluation

8. 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?

9. Components of the Logic Model

10. Purposes of a Logic Model • Program Planning • Program Management • Program Evaluation • Communication • Consensus- building • Fundraising

11. Met School StrategyLogic Model

12. 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?

13. Met School StrategyProblem Statement According to YRBS data, the prevalence of teen dating violence in Rhode Island is 8.2%.

14. 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

15. Met School StrategyGoal Statement • To increase support for and improve community activities where youth have choices, responsibility, and decision-making power

16. Resources (Inputs) • Identify the available resources for your program • List resources we currently have • Consider: staff, financial, space, technology, equipment, materials

17. 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

18. 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

19. 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.)

20. 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

21. 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

22. 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

23. 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

24. 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

25. Types of Change • Knowledge • Attitude • Belief • Behavior

26. Focus of Outcomes • Individual, client-focused • Family or community • Systemic • Organizational

27. 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

28. 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?

29. 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

30. 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

31. 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

32. 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

33. 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)

34. Rationales • Beliefs about how change occurs in your field and with your clients • Based on research, experience or best practices

35. 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.

36. 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

37. 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

38. 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

39. Put the Logic Model to Work • Build Clarity • Communicate • Tell your story • Evaluate

40. 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

41. Thank you for all your hard work today!