1. 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

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

3. 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

4. Especially For Girls Context Strategies Goals CHALLENGES STRATEGIES
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
Now keep in mind that the development of a program logic model is also a developmental process. It can grow with you and your program.
This may look quite complicated, so let’s break the program logic model into its main components…
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
Context
Strategies
Goals

5. Simplified Logic Model
Mission
Target
population
Objectives/
Theory
Activities
Outcomes
Context
Rachele C. Espiritu, Ph.D. Georgetown University CCHD

6. Rachele C. Espiritu, Ph.D. Georgetown University CCHD
Mission Statement
Dig it out, dust it off
Provides the framework
Keeps activities on target
Rachele C. Espiritu, Ph.D. Georgetown University CCHD

7. Target Audience/Context
Characteristics of children and families
Demographics
Diversity
History of problem
Characteristics of the environment
Need for services
Stakeholders
Resources
What is the community context in terms of values, culture, and politics?
What external constraints (standards, regulations, etc.) must the program demonstrate compliance with?
What resources (time,money,expertise) are available for the evaluation?
Rachele C. Espiritu, Ph.D. Georgetown University CCHD

8. Rachele C. Espiritu, Ph.D. Georgetown University CCHD
Values/Principles
Culturally Competent
Family- & Child-Centered
Collaborative
Comprehensive
Community Commitment
Individualized
Inclusive
Strengths-Based
Early Intervention
Rachele C. Espiritu, Ph.D. Georgetown University CCHD

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

10. 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
The program model serves as a basis for identifying your program's implementation and participant outcome objectives. Initially, you should focus your evaluation on assessing whether implementation objectives and immediate participant outcome objectives were attained. This task will allow you to assess whether it is worthwhile to commit additional resources to evaluating attainment of intermediate and final or long-term outcome objectives.
Often program managers believe that stating objectives in measurable terms means that they have to establish performance standards or some kind of arbitrary "measure" that the program must attain. This is not correct. Stating objectives in measurable terms simply means that you describe what you plan to do in your program and how you expect the participants to change in a way will allow you to measure these objectives. From this perspective, measurement can involve anything from counting the number of services (or determining the duration of services) to using a standardized test that will result in a quantifiable score. Some examples of stating objectives in measurable terms are provided below.
Rachele C. Espiritu, Ph.D. Georgetown University CCHD

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

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

13. 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
Outcome evaluation is another important feature of any comprehensive evaluation plan. It focuses on the “effectiveness” questions- the short- and long-term goals of the project. Each program is unique and will achieve a range of different outcomes.
Use your program logic model to identify short and long term outcomes. You may also have different levels of outcomes, such as individual or client focused outcomes like changing a child’s attitude or behavior.
There are also program level or system-level outcomes, such as improved access to case management or strengthening interagency partnerships. These outcomes should also connect to your individual client outcomes.
After you determine the outcomes you are trying to achieve, your will need ways to measure changes the program is supposed to effect. Indicators are the specific…
Then you will have to decide how you will use the results.
Rachele C. Espiritu, Ph.D. Georgetown University CCHD

14. Determine what “success” will look like
System
Program
Evaluation
Children and Families
Rachele C. Espiritu, Ph.D. Georgetown University CCHD