1. Logic Models Performance Framework for Evaluating Programs in Extension

2. Overview Planning programs using LOGIC modeling What and how to evaluate by exploring the connection between outputs, outcomes, indicators and evaluation methods How program planning, evaluation, scholarship and grant writing are connected

3. Part One: Using a LOGIC Model to Plan and Evaluate Your Program Provides a roadmap for your program Why is LOGIC Modeling important? Allows for the logical connection between what is done in the program and the impact of the program Identifies the points where evaluation should take place Helps articulate the difference we are making through our programs Helps us understand how we know we are making a difference

4. What Is a Logic Model? A picture of a program A simple description of the program “theory” or “action” which explains the program Logical chain of connections showing what the program is to accomplish A series of “if-then” relationships Core of program planning and reporting

5. SITUATIONSITUATION INPUTSOUTCOMESOUTPUTS Adapted from and used with permission of:The Logic Model: A Program Performance Framework Ellen Taylor-Powell, Evaluation Specialist Cooperative Extension University of Wisconsin-Extension A LOGIC Model Inputs are the resources you have to put into a program, like time, money, staff expertise, and materials Outputs are the things you do as a result of your inputs, like hold a workshop, or camp, or develop a curriculum Outcomes are what happen as a result of your inputs and outputs, like learning, changed behavior, and changed social conditions

6. HEADACHEHEADACHE Headache gone; Return to work Get pillsTake pills An Everyday Logic Model Inputs OutputsOutcomes

7. A 4-H EXAMPLE: Youth Leadership Retreats 4-H program invests time and resources into planning and conducting the leadership retreat A variety of educational activities designed to enhance leadership skills are provided to the youth who participate Youth gain knowledge about leadership and begin to practice leadership in their club, schools and communities Through education and meaningful opportunities to practice leadership skills, youth become leaders as adults Inputs Outputs Outcomes

8. Situation Inputs What we invest Staff Volunteers Time Money Materials Equipment Technology Partners Outputs What we do (Program Activities) Workshops Meetings Facilitation Product Dev. Training Curriculum Who we reach (Participation) Participants Customers Citizens Outcomes ShortMediumLong Term Learning Awareness Knowledge Attitudes Skills Opinions Aspirations Motivations Action Behavior Practice Decisions Policies Conditions Social Economic Civil Environmental A LOGIC Model Shows a Complete Picture of the Program ENVIRONMENT (Influential Factors) Assumptions 1) 2) 3)

9. Example: 4-H Wildlife Stewards Program InputsOutputsOutcomes Staff Money Partners Design Wildlife Stewards Curriculum Provide 30 Hours of Volunteer Training 25 Volunteers are trained What is done.. Who is reached...ShortMediumLong Term 25 New Wildlife Stewards are place in schools 4-H Wildlife Stewards will learn content provided at the training in order to have the expertise and be effective in a school setting Trainees will be effective and knowledgea ble in their role as a 4-H Wildlife Steward Students and teachers will use the school wildlife habitat to engage in informal science education as a result of the expertise and effectivenes s of the 4-H Wildlife Steward.. (Social Life of School is Changed)

10. Part Two: What and How to Evaluate Connecting Outputs, Outcomes and Indicators PLANNING EVALUATION Inputs OutputsOutcomes Short (Learning) Medium (Action) Long Term (Social) Programmatic Investments Program Activities Program Participants

11. Adapted from: Pratt, C. C., Katzev, A., Ozretich, R., Henderson, T., & McGuigan, W. (1998). Building Results III: Measuring Outcomes for Oregon’s Children, Youth and Families. Corvallis: Oregon State University Family Policy Program. Six Guiding Principles for Evaluation Begin with a program LOGIC Model Know and use the 4 standards of Evaluation: Useful, accurate, feasible, and respectful Know your own capacity for evaluation Develop and use a clear evaluation plan (Who, what, when and how) Use what you learn

12. INDICATORS: How will you know if you have accomplished what you planned? Expected ChangePossible Indicators A complete curriculum is produced Curriculum pilot results indicate the curriculum is of high quality The curriculum is accepted into the National 4-H Juried collection The curriculum is adopted for use in a number of different states 4-H Wildlife Stewards are knowledgeable and effective in their role (outcome) Increased knowledge following training Positive self-reports from 4-H Wildlife Stewards about their effectiveness and level of knowledge once placed in a school setting Positive reports from key school site personnel about the Steward’s knowledge and effectiveness Evidence that the school habitat is thriving and being used by teachers as an informal science classroom Curriculum is produced (output)

13. What Happens Next? Use your LOGIC Model and list of indicators, to develop an evaluation plan for your program Using your evaluation plan, develop evaluation instruments (data collection tools) Conduct evaluation according to the evaluation plan (data collection) Analyze data Disseminate evaluation results Apply for Institutional Review Board (IRB) approval if required

14. Part Three: Connecting Program Planning, Grant Writing, and Scholarship Purpose Statement of Need Procedures/Program Plan Evaluation Protocol Dissemination of information Budget Qualifications

15. Grant Writing and Program Planning Situation Inputs/Outputs /Outcomes Indicators Inputs Purpose Statement of Need Procedures/Program Plan Evaluation Protocol Dissemination of information Budget Qualifications

16. Linking Evaluation and Scholarship Learning from the answers to your questions forms knowledge. In your evaluation, you ask questions and learn from the answers to those questions. Validating knowledge with peers and sharing it with others results in scholarship.

17. Evaluative Inquiry and Scholarship One last step How will you validate your knowledge and share it with others? Peer reviewed papers Conference presentations Articles Conference Posters Sharing information with peers in other states

18. Scholarship A natural result of evaluative inquiry The definition of scholarship generally includes: 1) The discovery or creation of knowledge or methods 2) Review and validation by peers 3) Dissemination of results to appropriate audiences

19. Developed by Mary E. Arnold, Ph.D. 4-H Youth Development Specialist Oregon State University With Support From The Oregon State Extension Association Hoecker Grant for Innovative Faculty Programming Introduction to Program Planning and Evaluation A Computer-Aided Guide for 4-H Faculty