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

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

3. 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

4. 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

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

6. 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

7. 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

8. 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

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

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

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

12. 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.

13. 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.

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

15. 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

16. 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) contact hours
School Enrichment
once a week, 45 minutes during school year
28.5 contact hours

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

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

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

20. 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

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

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

23. 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

24. 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

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