Logic Models for Program Design and Evaluation

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Moderator:
Presenter:
Date
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Introduce logic models as an effective tool for
program and policy design, implementation, and
evaluation
Practice the elements of a logic model
Provide guidance on the appropriate steps for
building a logic model for a program or initiative
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College-Ready and Blended Learning
Programs
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Consider one of the cases:
What are the goals of the
program or policy?
What might we want to know
about it?
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Where are you going?
How will you get there?
What will tell you that you have
arrived?
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A logic model:
Provides a simplified picture of the relationships between the
program inputs and the desired outcomes of the program
Is a framework for:
o
Planning
o
Implementation
o
Monitoring
o
Evaluation
Is a graphic and explicit
representation of relationships,
assumptions, and rationale
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A logic model is not:
A strategic plan or a fully
developed plan for designing or
managing a program or policy
An evaluation design or an
evaluation method
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Types of logic models:
Theory approach model: 
Conceptual
, emphasizes
theory of change 
(program design)
Activities approach model: 
Activities 
and relationships,
detailed steps 
(program management and
implementation)
Outcomes approach model: 
Connects 
resources and
activities with results and outcomes, may break up
outcomes and impacts over time segments 
(program
evaluation)
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The simplest form of a logic model:
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The simplest form of a logic model:
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Case: Blended-Learning Program
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Case: College-Ready Program
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The elements of a logic model:
Problem statement
Short- and long-term outcomes
Impacts
Outputs
Strategies and activities
Resources (inputs)
Assumptions
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Questions to ask in defining the problem:
What is the problem or issue?
Why is this a problem?
For whom does this problem exist?
Who has a stake in the problem?
What is known about the problem (through previous
work, research, etc.)?
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   Short-term
   
 
 
 Long-term
    
Impacts
 
   
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   Short-term
   
 
 
 Long-term
    
Impacts
 
   
Most immediate and
measurable results
for participants that
can be attributed to
strategies and
activities
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   Short-term
   
 
 
 Long-term
    
Impacts
 
   
Most immediate and
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for participants that
can be attributed to
strategies and
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More distant, though
anticipated, results
of participation in
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   Short-term
   
 
 
 Long-term
    
Impacts
 
   
Most immediate and
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More distant, though
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of participation in
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Desired outcomes of
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implementation of
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on conditions
beyond the scope of
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 Short-term
   
 
 
 Long-term
    
Impacts
 
   
Increased contact
with parents or
guardians
Improved attendance
and academic
performance
Increased
percentage of
students graduating
from postsecondary
institutions
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Important
Reasonable
Realistic
Unintentional, possibly negative
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Activities, services, events, and products:
Are designed to address the problem
Are, together, intended to lead to certain outcomes
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Example: Blended-Learning Program
And so forth…
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Any questions so far?
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Examples:
Money, materials, and equipment (material/tangible)
People, time, and partnerships 
(intangible)
Resources are the inputs that enable the 
creation of the
strategies and activities that are designed to respond to the
stated problem.
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Case: College-
Ready Program
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t
i
o
n
s
A
s
s
u
m
p
t
i
o
n
s
:
 
B
e
l
i
e
f
s
 
a
b
o
u
t
 
p
a
r
t
i
c
i
p
a
n
t
s
,
 
s
t
a
f
f
,
 
t
h
e
p
r
o
g
r
a
m
,
 
a
n
d
 
h
o
w
 
c
h
a
n
g
e
 
o
r
 
i
m
p
r
o
v
e
m
e
n
t
 
m
a
y
 
b
e
 
r
e
a
l
i
z
e
d
Make explicit all implicit assumptions:
Assumptions can be internal and external.
Ask: What is known, and what is being assumed?
34
34
E
l
e
m
e
n
t
s
 
o
f
 
a
 
L
o
g
i
c
 
m
o
d
e
l
:
A
s
s
u
m
p
t
i
o
n
s
A
s
s
u
m
p
t
i
o
n
s
:
 
B
e
l
i
e
f
s
 
a
b
o
u
t
 
p
a
r
t
i
c
i
p
a
n
t
s
,
 
s
t
a
f
f
,
 
t
h
e
p
r
o
g
r
a
m
,
 
a
n
d
 
h
o
w
 
c
h
a
n
g
e
 
o
r
 
i
m
p
r
o
v
e
m
e
n
t
 
m
a
y
 
b
e
 
r
e
a
l
i
z
e
d
Case: Blended-Learning 
Program
35
35
E
l
e
m
e
n
t
s
 
o
f
 
a
 
L
o
g
i
c
 
m
o
d
e
l
:
A
s
s
u
m
p
t
i
o
n
s
A
s
s
u
m
p
t
i
o
n
s
:
 
B
e
l
i
e
f
s
 
a
b
o
u
t
 
p
a
r
t
i
c
i
p
a
n
t
s
,
 
s
t
a
f
f
,
 
t
h
e
p
r
o
g
r
a
m
,
 
a
n
d
 
h
o
w
 
c
h
a
n
g
e
 
o
r
 
i
m
p
r
o
v
e
m
e
n
t
 
m
a
y
 
b
e
 
r
e
a
l
i
z
e
d
A
c
t
i
v
i
t
y
 
I
.
6
:
 
U
n
c
o
v
e
r
i
n
g
 
I
n
t
e
r
n
a
l
 
a
n
d
 
E
x
t
e
r
n
a
l
A
s
s
u
m
p
t
i
o
n
s
What assumptions are you or your program making?
36
36
T
h
e
 
L
o
g
i
c
 
i
n
 
a
 
L
o
g
i
c
 
M
o
d
e
l
The theory embedded in the model…
A series of if-then statements across the model
37
37
T
h
e
 
L
o
g
i
c
 
i
n
 
a
 
L
o
g
i
c
 
M
o
d
e
l
The theory embedded in the model…
A series of if-then statements across the model
Case: Blended-Learning 
Program
I
f
:
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
T
h
e
n
:
 
 
 
 
a
n
d
 
 
 
 
 
I
f
:
 
 
 
 
 
 
T
h
e
n
:
District invests in
blended learning in
three schools
Instruction will be
personalized and
participating
students will be more
engaged
Student achievement
will increase 
as
measured by
standardized
assessment
38
38
T
h
e
 
L
o
g
i
c
 
i
n
 
a
 
L
o
g
i
c
 
M
o
d
e
l
A
c
t
i
v
i
t
y
 
I
.
7
:
 
I
f
-
T
h
e
n
 
S
t
a
t
e
m
e
n
t
s
 Order the if-then statements in the example from the
College-Ready Program
 
case
39
39
N
e
x
t
 
S
t
e
p
s
W
h
a
t
 
w
e
 
h
a
v
e
 
a
c
c
o
m
p
l
i
s
h
e
d
 
s
o
 
f
a
r
?
Discussed the purpose of a logic model
Presented the elements of a logic model
Considered the logic embedded in a logic model
40
40
N
e
x
t
 
S
t
e
p
s
A
s
k
 
y
o
u
r
s
e
l
f
 
t
h
e
 
f
o
l
l
o
w
i
n
g
:
Do I understand the elements of the logic model and
how they differ?
Who should I consult in developing the model? What
colleagues and stakeholders should be participants in
developing the logic model?
Who will shepherd or 
see through 
the development of
the logic model?
How do I know we have captured the theory of action?
How will we use the logic model?
How will we ensure we make it a living document?
41
41
N
e
x
t
 
S
t
e
p
s
Y
o
u
r
 
n
e
x
t
 
s
t
e
p
s
A
c
t
i
v
i
t
y
 
I
.
8
:
W
h
a
t
 
A
r
e
 
Y
o
u
r
 
N
e
x
t
 
S
t
e
p
s
 
w
i
t
h
R
e
g
a
r
d
 
t
o
 
L
o
g
i
c
 
M
o
d
e
l
s
?
42
42
F
i
n
a
l
 
T
h
o
u
g
h
t
s
 
o
n
 
L
o
g
i
c
 
M
o
d
e
l
s
S
o
m
e
 
f
i
n
a
l
 
t
h
o
u
g
h
t
s
Logic models are tools for program design,
implementation, and evaluation.
The process of developing a logic model is important:
Engage stakeholders in developing a logic model.
Logic models should be living documents and returned to
frequently.
Logic models are useful for evaluation but best when
developed at the program design phase.
43
43
T
h
a
n
k
 
Y
o
u
!
For any questions about this workshop, contact:
44
44
L
o
g
i
c
 
M
o
d
e
l
s
 
t
o
 
S
u
p
p
o
r
t
 
P
r
o
g
r
a
m
D
e
s
i
g
n
,
 
I
m
p
l
e
m
e
n
t
a
t
i
o
n
,
 
a
n
d
 
E
v
a
l
u
a
t
i
o
n
S
e
s
s
i
o
n
 
I
I
:
 
F
r
o
m
 
L
o
g
i
c
 
M
o
d
e
l
s
 
t
o
P
r
o
g
r
a
m
 
a
n
d
 
P
o
l
i
c
y
 
E
v
a
l
u
a
t
i
o
n
Hosted by the [insert alliance here]
Moderator:
Presenter:
Date
Time
45
45
I
n
t
r
o
d
u
c
t
i
o
n
s
Workshop facilitator:
Participants:
Name and affiliation
46
46
A
g
e
n
d
a
47
47
S
e
s
s
i
o
n
 
I
I
 
 
G
o
a
l
s
Reintroduce logic models as an effective tool,
specifically for evaluation.
Practice using logic models to develop evaluation
questions and indicators of success.
Provide guidance on how to determine the
appropriate evaluation for a specific program or
policy. 
48
48
R
e
v
i
e
w
 
o
f
 
L
o
g
i
c
 
M
o
d
e
l
s
A logic model is:
A graphic representation of theory of change
A framework for planning, implementation, monitoring,
and evaluation
A logic models is not:
A strategic plan or a fully
developed plan for designing
or managing a program or policy
An evaluation design or evaluation method
49
49
R
e
v
i
e
w
 
o
f
 
L
o
g
i
c
 
M
o
d
e
l
s
50
50
C
o
l
l
e
g
e
 
R
e
a
d
y
 
L
o
g
i
c
 
M
o
d
e
l
 
E
x
c
e
r
p
t
 
51
51
R
e
v
i
e
w
 
o
f
 
L
o
g
i
c
 
M
o
d
e
l
s
Q
u
e
s
t
i
o
n
s
 
t
o
 
a
s
k
 
a
b
o
u
t
 
y
o
u
r
 
l
o
g
i
c
 
m
o
d
e
l
:
What elements of the logic model were hardest to develop?
Is the problem statement the 
right “grain size”?
Within the strategies and activities, did you identify overarching
strategies?
What assumptions did you uncover?
What is the time frame for your outcomes?
What are the impacts?
What was your process for developing the model?
What requires further explanation 
or
 
discussion?
52
52
I
n
t
r
o
d
u
c
i
n
g
 
E
v
a
l
u
a
t
i
o
n
Evaluation asks the questions:
A
r
e
 
w
e
 
s
u
c
c
e
s
s
f
u
l
?
H
a
v
e
 
w
e
 
h
a
d
 
a
n
 
i
m
p
a
c
t
?
W
h
a
t
 
a
r
e
 
t
h
e
 
m
o
s
t
 
i
n
f
l
u
e
n
t
i
a
l
 
a
s
p
e
c
t
s
 
o
f
 
t
h
e
p
r
o
g
r
a
m
?
53
53
I
n
t
r
o
d
u
c
i
n
g
 
E
v
a
l
u
a
t
i
o
n
Consider:
Is the program or policy effective?
Is the program or policy working as intended?
What aspects of the program are working? What
aspects are not working?
Timing:
Ask these questions at the onset of program design.
Involve stakeholders in the evaluation design.
Invest early in designing a good evaluation.
54
54
I
n
t
r
o
d
u
c
i
n
g
 
E
v
a
l
u
a
t
i
o
n
Consider:
Is the program or policy effective?
Is the program or policy working as intended?
What aspects of the program are working? What
aspects are not working?
A
c
t
i
v
i
t
y
 
I
I
.
1
:
 
H
o
w
 
W
i
l
l
 
Y
o
u
 
K
n
o
w
?
55
55
I
n
t
r
o
d
u
c
i
n
g
 
E
v
a
l
u
a
t
i
o
n
 
Most evaluations are designed to improve or prove:
I
m
p
r
o
v
e
:
 
F
o
r
m
a
t
i
v
e
 
e
v
a
l
u
a
t
i
o
n
s
 
f
o
c
u
s
 
o
n
 
s
t
r
a
t
e
g
i
e
s
,
a
c
t
i
v
i
t
i
e
s
,
 
a
n
d
 
o
u
t
p
u
t
s
.
 
T
h
e
y
 
a
r
e
 
a
l
s
o
 
c
a
l
l
e
d
 
p
r
o
c
e
s
s
 
o
r
i
m
p
l
e
m
e
n
t
a
t
i
o
n
 
e
v
a
l
u
a
t
i
o
n
s
.
P
r
o
v
e
:
 
S
u
m
m
a
t
i
v
e
 
e
v
a
l
u
a
t
i
o
n
s
 
f
o
c
u
s
 
o
n
 
o
u
t
c
o
m
e
s
.
T
h
e
y
 
a
r
e
 
a
l
s
o
 
c
a
l
l
e
d
 
r
e
s
u
l
t
s
 
o
r
 
o
u
t
c
o
m
e
s
 
e
v
a
l
u
a
t
i
o
n
s
.
56
56
I
n
t
r
o
d
u
c
i
n
g
 
E
v
a
l
u
a
t
i
o
n
Four types of evaluation:
Formative
o
Needs assessment
o
Process evaluation
Summative
o
Outcome evaluation
o
Impact evaluation
57
57
M
o
v
i
n
g
 
f
r
o
m
 
L
o
g
i
c
 
M
o
d
e
l
 
t
o
 
E
v
a
l
u
a
t
i
o
n
Q
u
e
s
t
i
o
n
s
Formative questions:
Asked while program is operating
For program improvement or midcourse correction
Summative questions:
Asked at completion or after the program
What was the result?
Was it effective?
58
58
M
o
v
i
n
g
 
f
r
o
m
 
L
o
g
i
c
 
M
o
d
e
l
 
t
o
 
E
v
a
l
u
a
t
i
o
n
Q
u
e
s
t
i
o
n
s
Guidelines for good evaluation questions:
Can the questions be answered given the program?
Are the questions high priority?
Are the questions practical and appropriate to the
capacity you have to answer them?
Are the questions clear and free of jargon?
59
59
M
o
v
i
n
g
 
f
r
o
m
 
L
o
g
i
c
 
M
o
d
e
l
 
t
o
 
E
v
a
l
u
a
t
i
o
n
Q
u
e
s
t
i
o
n
s
A
c
t
i
v
i
t
y
 
I
I
.
2
:
 
F
o
r
m
a
t
i
v
e
 
a
n
d
 
S
u
m
m
a
t
i
v
e
 
E
v
a
l
u
a
t
i
o
n
What is a formative evaluation question you have
about a program or policy?
or
What is a summative evaluation question you have
about a program or policy?
60
60
M
o
v
i
n
g
 
f
r
o
m
 
L
o
g
i
c
 
M
o
d
e
l
 
t
o
 
E
v
a
l
u
a
t
i
o
n
Q
u
e
s
t
i
o
n
s
When considering an evaluation, 
keep your audience in
mind:
A
u
d
i
e
n
c
e
:
 
W
h
o
 
w
a
n
t
s
 
t
o
 
k
n
o
w
?
(participants, funders, staff)
Q
u
e
s
t
i
o
n
s
:
 
W
h
a
t
 
d
o
e
s
 
t
h
e
 
a
u
d
i
e
n
c
e
 
w
a
n
t
 
t
o
 
k
n
o
w
?
(Is the policy helping? Did we reach the target
 
population? How could the program be improved?)
U
s
e
:
 
H
o
w
 
w
i
l
l
 
r
e
s
u
l
t
s
 
b
e
 
u
s
e
d
?
(continued participation, program changes, funding)
61
61
M
o
v
i
n
g
 
f
r
o
m
 
L
o
g
i
c
 
M
o
d
e
l
 
t
o
 
E
v
a
l
u
a
t
i
o
n
Q
u
e
s
t
i
o
n
s
Source: W.K. Kellogg Foundation, 2006
62
62
M
o
v
i
n
g
 
f
r
o
m
 
L
o
g
i
c
 
M
o
d
e
l
 
t
o
 
E
v
a
l
u
a
t
i
o
n
Q
u
e
s
t
i
o
n
s
Activity II.3: Generating Questions for Different Audiences
63
63
M
o
v
i
n
g
 
f
r
o
m
 
L
o
g
i
c
 
M
o
d
e
l
 
t
o
 
E
v
a
l
u
a
t
i
o
n
Q
u
e
s
t
i
o
n
s
Any questions so far?
64
64
G
e
n
e
r
a
t
i
n
g
 
I
n
d
i
c
a
t
o
r
s
A
c
t
i
v
i
t
y
 
I
I
.
4
:
H
o
w
 
D
o
 
W
e
 
K
n
o
w
 
I
f
 
a
 
C
h
i
l
d
 
H
a
s
 
t
h
e
 
f
l
u
?
65
65
G
e
n
e
r
a
t
i
n
g
 
I
n
d
i
c
a
t
o
r
s
How will we know the program is successful?
I
n
d
i
c
a
t
o
r
s
 
o
f
 
s
u
c
c
e
s
s
66
66
G
e
n
e
r
a
t
i
n
g
 
I
n
d
i
c
a
t
o
r
s
Indicators are:
Specific, measureable targets
Seen, heard, read, and felt
Connected to strategies, activities, outputs, and
outcomes
Evidence representing phenomenon of interest
67
67
G
e
n
e
r
a
t
i
n
g
 
I
n
d
i
c
a
t
o
r
s
:
 
U
s
i
n
g
 
t
h
e
 
L
o
g
i
c
M
o
d
e
l
.
F
r
o
m
 
t
h
e
 
l
o
g
i
c
 
m
o
d
e
l
Inputs
For example,
resources
(tangible and
intangible)
Outputs
For example,
strategies or
activities,
participation
Outcomes or Impact
For example,
short-term,
long-term, 
impact
68
68
G
e
n
e
r
a
t
i
n
g
 
I
n
d
i
c
a
t
o
r
s
:
 
U
s
i
n
g
 
t
h
e
 
L
o
g
i
c
M
o
d
e
l
.
F
r
o
m
 
t
h
e
 
l
o
g
i
c
 
m
o
d
e
l
Inputs
For example,
resources
(tangible and
intangible)
Outputs
For example,
strategies or
activities,
participation
Outcomes or Impact
For example,
short-term,
long-term, 
impact
I
n
d
i
c
a
t
o
r
s
Amount of
resources used
69
69
G
e
n
e
r
a
t
i
n
g
 
I
n
d
i
c
a
t
o
r
s
:
 
U
s
i
n
g
 
t
h
e
 
L
o
g
i
c
M
o
d
e
l
.
F
r
o
m
 
t
h
e
 
l
o
g
i
c
 
m
o
d
e
l
Inputs
For example,
resources
(tangible and
intangible)
Outputs
For example,
strategies or
activities,
participation
Outcomes or Impact
For example,
short-term,
long-term, 
impact
I
n
d
i
c
a
t
o
r
s
Amount of
resources used
Number of
workshops,
number of
participants
70
70
G
e
n
e
r
a
t
i
n
g
 
I
n
d
i
c
a
t
o
r
s
:
 
U
s
i
n
g
 
t
h
e
 
L
o
g
i
c
M
o
d
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.
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m
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Inputs
For example,
resources
(tangible and
intangible)
Outputs
For example,
strategies or
activities,
participation
Outcomes or Impact
For example,
short-term,
long-term, 
impact
I
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d
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c
a
t
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r
s
Amount of
resources used
Number of
workshops,
number of
participants
Number & percent
who learned
material, overall
improvement
71
71
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Activity
Deliver
parent education
classes
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Parents understand
college application
process
I
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s
Number of classes
delivered, number of
parents attended
Number of parents
reporting increased
understanding
72
72
Ask these basic questions:
What 
would achieving the goal reflected in the
outcome look like
?
How would we know if we achieved it?
If I were visiting the program, what would I see, hear,
or read that would tell me that the program is doing
what it intends?
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73
73
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p
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:
Activity          Output          Outcome          Indicator
74
74
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Example: College-Ready Program
75
75
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Example: College-Ready Program
76
76
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Inputs
Outputs
Outcomes or
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s
Amount of
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Number of
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number of
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Number & percent
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material, overall
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n
 
q
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e
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s
Were the inputs
sufficient?
77
77
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Inputs
Outputs
Outcomes or
Impact
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d
i
c
a
t
o
r
s
Amount of
resources used
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number of
participants
Number & percent
who learned
material, overall
improvement
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q
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Were the inputs
sufficient?
Were workshops
implemented as
intended? Well
attended?
78
78
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m
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Inputs
Outputs
Outcomes or
Impact
I
n
d
i
c
a
t
o
r
s
Amount of
resources used
Number of
workshops,
number of
participants
Number & percent
who learned
material, overall
improvement
E
v
a
l
u
a
t
i
o
n
 
q
u
e
s
t
i
o
n
s
Were the inputs
sufficient?
Were workshops
implemented as
intended? Well
attended?
Did program
change participant
knowledge? Skill?
79
79
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One indicator to measure drop-out reduction =
             
80
80
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One indicator to measure drop-out reduction =
o
 
Graduation rate
81
81
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One indicator to measure drop-out reduction =
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Graduation rate
Several indicators to measure parent involvement =
82
82
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One indicator to measure drop-out reduction =
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Graduation rate
Several indicators to measure parent involvement =
o
Attendance at school meetings
o
Participation in parent–school organization
o
Parent calls made to the school
o
Attendance at school functions
83
83
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84
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Indicators can be quantitative:
85
85
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Indicators can be quantitative or qualitative:
86
86
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s
Remember, indicators may:
Match the outcomes of interest or questions asked
Be singular for a given outcome or question
Be quantitative or qualitative
Vary based on the audience
87
87
B
u
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a
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D
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Consider:
P
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:
 
F
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:
 
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w
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88
88
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s
Data collection:
What are pre-existing data sources (e.g., school
attendance records, existing survey data)?
What are existing instruments (e.g., existing surveys
measuring same constructs)?
89
89
B
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Types of data:
Administrative data
Focus groups
Interviews
Observations
Surveys
Student test scores and grades
Teacher assessments
Other data sources
90
90
B
u
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91
91
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k
Data Collection Framework
92
92
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Data Collection Framework Example: College-Ready Program
93
93
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94
94
P
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A
l
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T
o
g
e
t
h
e
r
I
f
 
y
o
u
 
h
a
v
e
:
Developed a logic model in collaboration with stakeholders
Clarified who the audience is for the evaluation and how it will
be used
Identified and prioritized evaluation questions based on the logic
model
Selected indicators based on the outcomes of interest
Identified data sources and a data collection plan
Considered evaluation design, with awareness of resources,
capacity, and timeline
T
h
e
n
95
95
P
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t
t
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I
t
 
A
l
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T
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v
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t
i
o
n
 
p
r
o
s
p
e
c
t
u
s
:
What are you going to evaluate?
What is the purpose of the evaluation?
How will the results of the evaluation be used?
What specific questions will the evaluation answer?
What data sources will be necessary to answer these questions?
How will the data be analyzed (evaluation design)?
What resources are needed to conduct this evaluation?
What is the timeline for the evaluation?
How will the results be shared or disseminated?
Who will manage the evaluation?
96
96
P
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t
t
i
n
g
 
I
t
 
A
l
l
 
T
o
g
e
t
h
e
r
Timeline: Gantt chart
97
97
R
e
v
i
e
w
Logic models are a useful tool for program design,
implementation, and evaluation.
Planning for evaluation at the onset of program or policy
development ensures an evaluation that is relevant and,
potentially, more rigorous.
Engaging stakeholders in the process of developing the
logic model and evaluation encourages support and buy-
in and increases authenticity.
98
98
N
e
x
t
 
S
t
e
p
s
Y
o
u
r
 
n
e
x
t
 
s
t
e
p
s
What is one thing you’ve learned
or will take back with you to
your colleagues?
99
99
T
h
a
n
k
 
Y
o
u
!
Contact Information:
For any questions: [Place name title and email here]
100
100
100
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Explore the concept of logic models as a valuable tool in program design, implementation, and evaluation. Learn about the elements of a logic model, its importance in clarifying program goals and outcomes, and how to construct one effectively for various initiatives. Dive into case examples and practical application to enhance your understanding of logic models in action.

  • Logic Models
  • Program Design
  • Program Evaluation
  • Implementation
  • Workshops

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  1. Logic Models to Support Program Design, Implementation, and Evaluation Session I: Learning about Logic Models Hosted by the [insert alliance here] Moderator: Presenter: Date Time Regional Educational Laboratory at EDC relnei.org 1

  2. Introductions Workshop facilitator: Participants: Name and affiliation Regional Educational Laboratory at EDC relnei.org 2

  3. Agenda Introduction and goals Introducing the cases What is a logic model? Elements of a logic model The logic in a logic model Next steps Regional Educational Laboratory at EDC relnei.org 3

  4. Session I Goals Introduce logic models as an effective tool for program and policy design, implementation, and evaluation Practice the elements of a logic model Provide guidance on the appropriate steps for building a logic model for a program or initiative Regional Educational Laboratory at EDC relnei.org 4

  5. Case Examples College-Ready and Blended Learning Programs Activity I.1: Discussion of Cases Consider one of the cases: What are the goals of the program or policy? What might we want to know about it? Regional Educational Laboratory at EDC relnei.org 5

  6. What Is a Logic Model? Where are you going? How will you get there? What will tell you that you have arrived? Regional Educational Laboratory at EDC relnei.org 6

  7. What Is a Logic Model? A logic model: Provides a simplified picture of the relationships between the program inputs and the desired outcomes of the program Is a framework for: o Planning o Implementation o Monitoring o Evaluation Is a graphic and explicit representation of relationships, assumptions, and rationale Regional Educational Laboratory at EDC relnei.org 7

  8. What Is a Logic Model? A logic model is not: A strategic plan or a fully developed plan for designing or managing a program or policy An evaluation design or an evaluation method Regional Educational Laboratory at EDC relnei.org 8

  9. What Is a Logic Model? Types of logic models: Theory approach model: Conceptual, emphasizes theory of change (program design) Activities approach model: Activities and relationships, detailed steps (program management and implementation) Outcomes approach model: Connects resources and activities with results and outcomes, may break up outcomes and impacts over time segments (program evaluation) Regional Educational Laboratory at EDC relnei.org 9

  10. What Is a Logic Model? The simplest form of a logic model: INPUTS OUTPUTS OUTCOMES Regional Educational Laboratory at EDC relnei.org 10

  11. What Is a Logic Model? The simplest form of a logic model: INPUTS OUTPUTS OUTCOMES Inputs: What is invested in the program (e.g., money, people, time, and space) Outputs: What is done in the program (e.g., program strategies and activities) Outcomes: What results from the program (i.e., short- and long-term outcomes) Regional Educational Laboratory at EDC relnei.org 11

  12. What Is a Logic Model? Case: Blended-Learning Program Inputs Outputs Outcomes Existing technology infrastructure Infrastructure audit completed Teachers reported use of diverse instruction strategies increases. Technology integration staff person for three schools Six days of summer teacherprofessional development completed Student engagement increases. Student achievement on districtwide assessments improves. Teachers enthusiasm in three schools Six blended-learning classrooms established Technology integration grant Regional Educational Laboratory at EDC relnei.org 12

  13. What Is a Logic Model? Activity I.2: Inputs Outputs Outcomes Inputs Outputs Outcomes Regional Educational Laboratory at EDC relnei.org 13

  14. What Is a Logic Model? Case: College-Ready Program Inputs Outputs Outcomes Staff Course for parents Parent involvement increases. Volunteer mentors Mentoring for students College applications increase. School space and resources Guidance meetings Student meetings College acceptances increase. Teacher time College attendance increases. Regional Educational Laboratory at EDC relnei.org 14

  15. Elements of a Logic Model Problem Statement Strategies and Activities Outputs Short-Term Outcomes Impacts Resources (inputs) Long-Term Outcomes Assumptions Regional Educational Laboratory at EDC relnei.org 15

  16. Elements of a Logic Model The elements of a logic model: Problem statement Short- and long-term outcomes Impacts Outputs Strategies and activities Resources (inputs) Assumptions Regional Educational Laboratory at EDC relnei.org 16

  17. Elements of a Logic Model: Problem Statement Problem statement: The problem or challenge that the program or policy is designed to address Questions to ask in defining the problem: What is the problem or issue? Why is this a problem? For whom does this problem exist? Who has a stake in the problem? What is known about the problem (through previous work, research, etc.)? Regional Educational Laboratory at EDC relnei.org 17

  18. Elements of a Logic Model: Problem Statement Problem statement: The problem or challenge that the program or policy is designed to address Case: Blended-Learning Program Students are not actively engaged in their learning. Courses are sometimes monotonous. Students have limited one-on-one attention from adults. Students courses are not personalized. Students are all expected to work at the same pace. Regional Educational Laboratory at EDC relnei.org 18

  19. Elements of a Logic Model: Problem Statement Problem statement: The problem or challenge that the program or policy is designed to address Activity I.3: Problem Statement Articulate a targeted and specific problem Avoid a problem statement that restates the program as a need Regional Educational Laboratory at EDC relnei.org 19

  20. Elements of a Logic Model: Outcomes Outcomes: What difference does it make? Regional Educational Laboratory at EDC relnei.org 20

  21. Elements of a Logic Model: Outcomes Outcomes: What difference does it make? Short-term Long-term Impacts Regional Educational Laboratory at EDC relnei.org 21

  22. Elements of a Logic Model: Outcomes Outcomes: What difference does it make? Short-term Most immediate and measurable results for participants that can be attributed to strategies and activities Long-term Impacts Regional Educational Laboratory at EDC relnei.org 22

  23. Elements of a Logic Model: Outcomes Outcomes: What difference does it make? Short-term Most immediate and measurable results for participants that can be attributed to strategies and activities Long-term Impacts More distant, though anticipated, results of participation in strategies and activities Regional Educational Laboratory at EDC relnei.org 23

  24. Elements of a Logic Model: Outcomes Outcomes: What difference does it make? Short-term Most immediate and measurable results for participants that can be attributed to strategies and activities Long-term Impacts More distant, though anticipated, results of participation in strategies and activities Desired outcomes of long-term implementation of strategies and activities, dependent on conditions beyond the scope of the program Regional Educational Laboratory at EDC relnei.org 24

  25. Elements of a Logic Model: Outcomes Outcomes: What difference does it make? Case: College-Ready Program Short-term Increased contact with parents or guardians Long-term Impacts Improved attendance and academic performance Increased percentage of students graduating from postsecondary institutions Regional Educational Laboratory at EDC relnei.org 25

  26. Elements of a Logic Model: Outcomes Outcomes: What difference does it make? Activity I.4: Focus on Outcomes What is the desired change? (action verb) Increase Who is the target? High school seniors in three urban comprehensive high schools In what? (results) Applications to postsecondary institutions By when? By June 2014 Regional Educational Laboratory at EDC relnei.org 26

  27. Elements of a Logic Model: Outcomes Outcomes Checklist Important Reasonable Realistic Unintentional, possibly negative Regional Educational Laboratory at EDC relnei.org 27

  28. Elements of a Logic Model: Strategies and Activities Strategies and activities: What you propose to do to address the problem Activities, services, events, and products: Are designed to address the problem Are, together, intended to lead to certain outcomes Regional Educational Laboratory at EDC relnei.org 28

  29. Elements of a Logic Model: Strategies and Activities Strategies and activities: What you propose to do to address the problem Example: Blended-Learning Program Activities Develop teacher training materials 1st Sequence Strategy Professional training Professional training Infrastructure Deliver summer institute 2nd Conduct technology audit 1st And so forth Regional Educational Laboratory at EDC relnei.org 29

  30. Elements of a Logic Model: Strategies and Activities Any questions so far? Regional Educational Laboratory at EDC relnei.org 30

  31. Elements of a Logic Model: Resources Resources (inputs): The material and intangible contributions that are or could reasonably be expected to be available to address the problem Examples: Money, materials, and equipment (material/tangible) People, time, and partnerships (intangible) Resources are the inputs that enable the creation of the strategies and activities that are designed to respond to the stated problem. Regional Educational Laboratory at EDC relnei.org 31

  32. Elements of a Logic Model: Resources Resources (inputs): The material and intangible contributions that are or could reasonably be expected to be available to address the problem Case: College-Ready Program Community mentors Local university space for parent meetings Volunteer college admissions directors for application workshop Student volunteers for childcare at parent meetings Regional Educational Laboratory at EDC relnei.org 32

  33. Elements of a Logic Model: Resources Intangible resources: What intangible resources are at your disposal? Activity I.5: Intangible Resources Brainstorm at least five nonmonetary resources that are available to you in a program you operate or manage. Regional Educational Laboratory at EDC relnei.org 33

  34. Elements of a Logic model: Assumptions Assumptions: Beliefs about participants, staff, the program, and how change or improvement may be realized Make explicit all implicit assumptions: Assumptions can be internal and external. Ask: What is known, and what is being assumed? Regional Educational Laboratory at EDC relnei.org 34

  35. Elements of a Logic model: Assumptions Assumptions: Beliefs about participants, staff, the program, and how change or improvement may be realized Case: Blended-Learning Program Internal Assumptions The participating school leadership will continue to support the program. Three staff members will be sufficient to support the program in three schools. External Assumptions Access to a range of modalities will increase student engagement. Increased student engagement will increase academic achievement. Regional Educational Laboratory at EDC relnei.org 35

  36. Elements of a Logic model: Assumptions Assumptions: Beliefs about participants, staff, the program, and how change or improvement may be realized Activity I.6: Uncovering Internal and External Assumptions What assumptions are you or your program making? Regional Educational Laboratory at EDC relnei.org 36

  37. The Logic in a Logic Model The theory embedded in the model A series of if-then statements across the model Regional Educational Laboratory at EDC relnei.org 37

  38. The Logic in a Logic Model The theory embedded in the model A series of if-then statements across the model Case: Blended-Learning Program If: Then: and If: Then: Instruction will be personalized and participating students will be more engaged Student achievement will increase as measured by standardized assessment District invests in blended learning in three schools Regional Educational Laboratory at EDC relnei.org 38

  39. The Logic in a Logic Model Activity I.7: If-Then Statements Order the if-then statements in the example from the College-Ready Program case Regional Educational Laboratory at EDC relnei.org 39

  40. Next Steps What we have accomplished so far? Discussed the purpose of a logic model Presented the elements of a logic model Considered the logic embedded in a logic model Regional Educational Laboratory at EDC relnei.org 40

  41. Next Steps Ask yourself the following: Do I understand the elements of the logic model and how they differ? Who should I consult in developing the model? What colleagues and stakeholders should be participants in developing the logic model? Who will shepherd or see through the development of the logic model? How do I know we have captured the theory of action? How will we use the logic model? How will we ensure we make it a living document? Regional Educational Laboratory at EDC relnei.org 41

  42. Next Steps Your next steps Activity I.8: What Are Your Next Steps with Regard to Logic Models? Regional Educational Laboratory at EDC relnei.org 42

  43. Final Thoughts on Logic Models Some final thoughts Logic models are tools for program design, implementation, and evaluation. The process of developing a logic model is important: Engage stakeholders in developing a logic model. Logic models should be living documents and returned to frequently. Logic models are useful for evaluation but best when developed at the program design phase. Regional Educational Laboratory at EDC relnei.org 43

  44. Thank You! For any questions about this workshop, contact: Regional Educational Laboratory at EDC relnei.org 44

  45. Logic Models to Support Program Design, Implementation, and Evaluation Session II: From Logic Models to Program and Policy Evaluation Hosted by the [insert alliance here] Moderator: Presenter: Date Time Regional Educational Laboratory at EDC relnei.org 45

  46. Introductions Workshop facilitator: Participants: Name and affiliation Regional Educational Laboratory at EDC relnei.org 46

  47. Agenda Introduction and goals Review of logic models Introducing evaluations Moving from logic models to evaluation questions Generating indicators Building an evaluation design Putting it all together Regional Educational Laboratory at EDC relnei.org 47

  48. Session II Goals Reintroduce logic models as an effective tool, specifically for evaluation. Practice using logic models to develop evaluation questions and indicators of success. Provide guidance on how to determine the appropriate evaluation for a specific program or policy. Regional Educational Laboratory at EDC relnei.org 48

  49. Review of Logic Models A logic model is: A graphic representation of theory of change A framework for planning, implementation, monitoring, and evaluation A logic models is not: A strategic plan or a fully developed plan for designing or managing a program or policy An evaluation design or evaluation method Regional Educational Laboratory at EDC relnei.org 49

  50. Review of Logic Models Problem Statement Strategies and Activities Outputs Short-Term Outcomes Impacts Resources (inputs) Long-Term Outcomes Assumptions Regional Educational Laboratory at EDC relnei.org 50

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