Utilizing the LOGIC MODEL for Program Design and Evaluation Susan J. Barkman Purdue University

LOGIC MODEL - a graphic representation that shows the relationships between what we put in (inputs), what we do (outputs), and what results (outcomes)

Logical Linkages: Series of If-Then Relationships IF THEN IF THEN IF THEN IF THEN INPUTS OUTPUTS OUTCOMES Program invests time & money Resource inventory can be developed Families will know what is available will access services will have needs met

L O G I C M O D E L INPUTS OUTPUTS OUTCOMES - IMPACT PROGRAM DESIGN AND PLANNING INPUTS OUTPUTS OUTCOMES - IMPACT Activities Participation LEARNING ACTION IMPACT What do we need to achieve our goals? What do we have to do to ensure our goals are met? Who needs to - participate - be involved? - be reached? What do we think the participants will know, feel or be able to do after the program? How do we think participants will behave or act differently after the program? What kind of impact can result if the participants behave or act differently? Workshops Meetings Camps Curriculum Publications Media Web site Projects Field Days Staff Volunteer Time Money Materials Equipment Technology Partners Number Characteristics Reactions Awareness Knowledge Attitudes Skills Aspirations Behavior Practice Decisions Policies Social Action Social Economic Civic Environmental MEASURING PROGRAM IMPACT

SITUATION - Needs Assessment The originating condition Understanding the situation what is the underlying problem, causes, effects, who is involved?

TARGETED OUTCOMES The “change in participants” you would expect to see as a result of participating in the program. OK, you decided on a program to evaluate. But, before you begin to design your evaluation instrument or select an existing instrument, you need to make sure you know what the targeted outcome(s) are for your program. An outcome is defined as the”change in the participants” you would expect to see as a result of participating in the program. In other words – what are the participants going to: know, feel or do differently after the program Remember, identifying your outcomes should be part of the program planning process. If you CAN NOT clearly identify your targeted outcomes, how is your program going to achieve them and how are you going to measure them . Not having clearly defined targeted outcomes is the biggest people make. So what do these outcomes look like and how to we measure them. what are the participants going to: know, feel or do different after the program

OUTCOMES LEARNING ACTION IMPACT Awareness Created Knowledge Gained What do we think the participants will know, feel or be able to do after the program? How do we think participants will behave or act differently after the program? What kind of impact can result if the participants behave or act differently? Awareness Created Knowledge Gained Attitudes Changed Skills Developed Aspirations Sparked Behavior Changed Practice Adopted Decisions Made Policies Changed or Adopted Social Action Initiated Social Impact Economic Impact Civic Impact Environmental Impact Susan Barkman- Purdue University

OUTPUTS Activities - What do we have to do to insure our goals are met? workshops meetings test plots & field days publications web site projects Susan Barkman- Purdue University

OUTPUTS Participation - Who needs to participate, be involved, be reached? number characteristics reactions Susan Barkman- Purdue University

INPUTS - What do we need to achieve our goals? staff volunteers time money materials equipment technology partners Susan Barkman- Purdue University

SO WHAT ! So how does this work in real work with children, youth and families?

1. Determine what OUTCOMES you want your program to achieve. LEARNING OUTCOMES Improve the science and math literacy of participants. Develop a more positive attitude towards science, math and school in general in 80% of participants.

1. Determine what OUTCOMES. you want your program to. achieve 1. Determine what OUTCOMES you want your program to achieve. (continued) ACTION OUTCOMES Improve classroom behavior of Summer Intensive participants. Improve the behavior of the parents towards their children.

2. Determine your OUTPUTS – who needs to participate and what are the components (activities) of the program.

PARTICIPATION First – 3rd grade students who have failed the ISTEP test or recommended by teacher Parent Helpers who will work 5 days/week (10 – 4pm) – need to be parents of participants Parents of participants will attend parenting classes

ACTIVITIES Summer Intensive Program 5 days (11-4pm) 100 contact hours Follow-up Group Meetings once a month through the rest of year (2-4 hours) 38 contact hours School Enrichment once a week, 45 minutes during school year 28.5 contact hours

ACTIVITIES Parent Helpers hire and train parents of SI classroom helpers Parenting Classes once a week for 6 weeks

3. Determine what INPUTS – are needed to make the program run.

INPUTS Volunteers at least 3 volunteers per day in SI Parent Helpers 1 parent hired for every 5 youth in program (1:5 )

INPUTS Project Director 1 FTE in summer months and .75 FTE in other months School Corporation helps recruit students, provides bus transportation and classroom space CES coordinates program and supervises Project Director

NOW WHAT ! HOW DO I KNOW MY PROGRAM ACHIEVED IT’S OUTCOMES?

OUTCOME INDICATOR The observable, measurable characteristics or changes that represent achievement of an outcome. Susan Barkman- Purdue University

Improve science and math literacy Outcomes Indicator - Improvement in science and math grades in Fall prior to SI program and in Fall after program Data Source - Report cards Outcome Indicator- participant is able to perform science process skills as observed by teacher Data Source – Science Observation Checklist

Develop a more positive attitude towards science, math and school in general Outcomes Indicator - Improvement in attitudinal score on pre/post assessment tool Data Source - Attitudinal Instrument Outcome Indicator- participant have a decrease in absenteeism from school year before and after program Data Source – School Attendance Records

WORKSHEETS & CHECKLISTS Logic Model Worksheet # 1 Checklist for Your Program Logic Model and Outcomes Outcome Indicator Worksheet # 2 Checklist for Outcome Indicators