Developing a Logic Model

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Developing a Logic Model

• Shileste
• Morris

Kisha Bird
Center for Schools and Communities
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Using Theory Of Change to Develop your Logic
Model

• A TOC identifies program resources, program
  activities, and intended program outcomes, and
  specifies a chain of causal assumptions linking
  program resources, activities, intermediate
  outcomes and ultimate goals (p.78).
• Wholey, J. (1997). Evaluation Promise and
  Performance, Washington, DC Urban Institute
• Other resource on TOC Weiss, C. (1996).
  Evaluation Methods for study programs and
  polices. Saddle River, NJ Prentice Hall

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What is Theory of Change (TOC)?

• Defines the building blocks required to bring
  about your long-term goal.
• Describes the activities, strategies and
  interventions necessary to achieve your goal.
• Articulates the assumptions that stakeholders
  have about the context environment which you
  are trying to change.

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Why Create a Theory of Change?

• Engages stakeholders in program planning and
  gets them in agreement on expected outcomes
• Provides a clear and testable hypothesis of how
  change will occur
• Provides a blueprint for evaluation
• Forces you to be explicit about your
  assumptions and the logic behind your plans

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Why Create a Theory of Change?

• Provides a healthy reality check Can I REALLY
  impact the goals I have set, based on what I
  plan to do?
• Provides a level of detail you need for cost
  estimates
• Provides a good communication tool for funders,
  policy- makers and others

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Logic Models as Tools for Developing a TOC
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What is a Logic Model?

• A visual representation of your theory of change
• It can take many formsboxes, bubbles, text based

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Elements of a Program Logic Model
Long Term Outcomes What is the ultimate
outcome of the programs efforts related to a
specific goal?
Performance Measures Data Sources What will
you measure? What data sources will you use?
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Establishing Program Goals

• Goals are large statements of what you hope to
  accomplish. They help to set the stage for the
  project.
• EXAMPLE PA STATEWIDE AFTERSCHOOL/YOUTH
  DEVELOPMENT NETWORK
• Goal 1 Establishing a sustainable structure of
  statewide, regional, and local partnerships,
  focused on supporting program development at
  all levels.
• Goal 2 Securing resources necessary to sustain
  new and existing afterschool programs.
• Goal 3 Ensuring high quality afterschool
  programs.

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Program Strategies

• The day to day activities and elements that your
  program uses to reach its goals.
• Think about what you already do and what you
  would like to be doing.
• This is the core of your strategic plan.

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Developing Program Outcomes

• What do you achieve in a specified time frame?
• Use the contextual factors as reality checks
  when setting outcomes.
• Be sure to think about system changes, not
  participant outcomes.

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Example Developing a Logic Model for a Specific
Goal
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Articulating Program Vision

• Systems-level Example
• The ABC Afterschool Program works to ensure that
  every child has access to quality afterschool
  programs by 2010.
• Program-level Example
• The ABC Afterschool Program works to ensure all
  equal access to and participation in a quality
  afterschool program in order to support overall
  child well-being.

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Describe Contextual Factors

• Systems-level example
• There is no dedicated funding stream for
  afterschool in the state.
• Public and political will for afterschool is low.
• Existing resources are not well aligned to
  support afterschool programs.

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Describe Contextual Factors

• Program-level Example
• Program located in a low-income neighborhood
  where transportation and safety issues are
  paramount.
• Program has access to 21st CCLC funds.
• Program operates at a community center.
• Program serves children 11-14.

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Articulate a Specific Goal

• To create new funding sources for afterschool
  programs in the state.
• To improve social skills of youth participants.

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Set Specific Long Term Outcomes

• The Governors Budget includes 40 million
  dollars in public investments for afterschool by
  the year 2010
• Improved interactions with peers and adults
  outside of the program

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Set short term outcomes that will help mark your
progress

• Systems-level Example
• Community collaborative or local coalition to
  address issues around afterschool is established.
• Public awareness around afterschool is increased.
• A research base justifying the need for 40
  million is developed.

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Set short term outcomes that will help mark your
progress

• Program-level Example
• Improved interactions with staff at the program.
• Fewer, hostile impulsive interactions.
• Use of discussion and compromise.
• Increased understanding of cultural differences.

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Brainstorm Program Strategies

• Create a fact sheet that gives a snapshot of
  afterschool in your service area.
• Engage local politicians on afterschool issues.
• Map existing needs and resources at the community
  level.

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Brainstorm Program Strategies

• Provide staff with basic knowledge, skills, and
  strategies to promote social skills
• Provide opportunities for youth to participate in
  activities that promote social skills teamwork,
  collaboration, and conflict resolution lead by
  staff.
• Provide opportunities for youth to practice
  social skills in different aspects of programming
• Use books, materials, and other resources that
  promote positive development of social skills

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Developing Performance Measures to Assess Progress
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What are performance measures?

• Measures of effort (a.k.a. outputs)
• Documenting what you are doing
• Measures of effect
• What changes do I expect as a result of my
  strategies and activities?

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Develop Measures Based on Program Strategies and
Activities

• Engage local politicians on afterschool issues
• Host a legislative breakfast for committee
  members in areas with the highest numbers of
  school age children.
• Draft a policy brief for legislators outlining
  the needs of afterschool in their respective
  districts

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Develop Measures Based on Program Strategies and
Activities

• Provide opportunities for youth to practice
  social skills in different aspects of programming
• Hire or have youth volunteer as office/program
  assistants
• Offer youth the opportunity to lead program
  activities

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Sample Performance Measures

• Measures of Effort
• How many legislators were invited?
• How many legislators attended?
• How many legislators received a policy brief?
• How many legislators contacted your organization
  for more information following the breakfast and
  or the distribution of the policy brief?

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Sample Performance Measures

• Measures of Effort
• How many youth were asked to volunteer?
• How many youth accepted the invitation?
• How many youth lead an activity when asked?
• How many youth actively seek out opportunities to
  volunteer or lead activities on their own
  without adult prompting?

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Sample Performance Measures

• Measures of Effect
• Legislators make a public statement that they
  will support afterschool efforts
• Bi-partisan support of a bill that sponsors and
  support afterschool Initiatives throughout your
  community

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Sample Performance Measures

• Measures of Effect
• Youth participants take initiative to have a
  active role in leading specific program
  activities
• Youth participants regularly practice positive
  communication skills to express their
  feelings/perspectives with other youth and adults

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Possible Data Sources

• Tracking of program activities
• Survey of programs to determine their involvement
  in policy advocacy activities
• Survey of advocates to determine their outreach
  to policy makers and the public
• Archival review of state budgets
• Key informant interview
• Media tracking (if your efforts are successful
  you should see a spike in media coverage about
  afterschool)

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Possible Data Sources

• Reporting of improved interactions and decrease
  in negative behavior
• Reporting of improved relationships with adults
  and peers
• Reporting of improved communications skills
• Key informant interviews with teachers,
  parents, youth, pastor, staff, probation officer,
  ect.

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Sample Program Logic Model
Long Term Outcomes The Pennsylvania
Governors budget includes 40 million in
public investments for afterschool by the year
2010.
Program Strategies Create a fact sheet that
gives a snapshot of afterschool in your
service area. Engage local politicians on
afterschool issues. Map existing needs and
resources at the community level.
Performance Measures Data Sources What will
you measure? What data sources will you use?
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Sample Program Logic Model

• Long Term Outcomes
• Improved interactions
• with adults
• outside of the program
• Improved peer relations
• Improved capacity
• To respect others
• Improved interactions
• with
• Diverse peer groups

Program Strategies Staff with
basic knowledge, skills, and strategies
promote social development Opportunities for
youth to participate in activities that
promote social skills teamwork, collaboration,
and conflict resolution Materials that
promote the Development of social skills
Performance Measures Data Sources What will
you measure? What data sources will you use?
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Center for Schools and Communities
275 Grandview Avenue, Suite 200 Camp Hill, PA
17011 717.763.1661
http//www.center-school.or
g

• Since 1988, the Center for Schools and
  Communities has been committed to improving
  outcomes for children and families through
  training, technical assistance, program
  evaluation, research and resource development.
• The 21st Century Community Learning Center
  Initiative employs a diverse and well-qualified
  staff to respond to requests for technical
  assistance and training. Our staff expertise lie
  in areas such as improving academic achievement,
  community and family involvement, quality
  programming, financing, research, advocacy and
  other areas related to the education and support
  of afterschool and youth development programs in
  the Commonwealth.

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Pennsylvania Statewide Afterschool/Youth
Development Network

• The purpose of the Network is to promote
  sustainable, high quality out-of-school time
  youth development programs through advocacy and
  capacity building to enhance the welfare of
  Pennsylvania's children, youth and families.

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• For More Information Contact
• Shileste Overton Morris
• smorris_at_csc.csiu.org
• Youth Development Project Manager
• Center for Schools and Communities
• 717.763.1661
• Extension 193
• Kisha Bird
• kbird_at_csc.csiu.org
• Director
• PSAYDN
• 717.763.1661
• Extension 210