Time to Draw: Developing a Logic Model Rachele C Espiritu, Ph.D. Data Counts! Using Evaluation and Information Systems to Build Systems of Care Systems of Care Symposium September 10 & 11, 2003 Washington, DC

Rachele C. Espiritu, Ph.D. Georgetown University CCHD Logic Model WHAT IS IT? “A graphic representation of the sequences of plausible intentions about the purposes of a program from assumptions to activities, through outcomes and impacts.” WHY DO IT? - Neatly summarizes program (1 page) - Assures program plausibility - Avoid miscommunications between evaluator and program - Define program needs - Assists with Evaluation design Rachele C. Espiritu, Ph.D. Georgetown University CCHD

LOGIC MODEL TEMPLATE Mission Target Audience Priority Areas/ Objectives Strategies/ Activities . Outcomes Values & Principles Context/Problem Resource Partners Rachele C. Espiritu, Ph.D. Georgetown University CCHD

Especially For Girls Context Strategies Goals CHALLENGES STRATEGIES Mission Statement: Especially for Girls seeks to strengthen protective factors in girls by developing problem solving skills, caring relationships, strengthening their sense of identity in order to equip them to confidently and competently move through adolescence, and aims to supplement girls existing developmental strengths by engaging them and their families in activities which promote healthy lifestyles leading to self-sufficiency. CHALLENGES STRATEGIES GOALS Lack of empowerment and personal responsibility in girls Negative and unsupportive environment Need for safe place to explore issues Lack of programs that are flexible and responsive to the gender specific needs of girls Need for programs during vulnerable times (3-6pm) Lack of age specific and developmentally appropriate programs Lack of comprehensive services Lack of neighborhood based services Need for geographically specific services Lack of family-centered and inclusive services Need for advocacy and awareness of issues of girls Working with Neighborhoods & Community Healthier relationships of girls Improve self-esteem and social skills Improve self-discipline and problem-solving skills Improve family communication and wellness Stronger family bonds Increase community responsibility of girls Increase number of self-sufficient families with healthy lifestyles Reduce teen pregnancy in targeted neighborhoods Reduce teen pregnancy in Hillsborough County Increase community awareness of needs of girls Values and Principles: Neighborhood based Geographically specific Family centered and inclusive Positive and supportive environment Safe place to explore issues Designed around empowerment and personal responsibility Flexible and responsive to needs of girls Creating awareness of issues and needs of girls Participation in committees, groups and councils Public speaking Target Specific Neighborhoods Implementing collaborative agreements Service outreach and access Service delivery based on mutually identified needs/strengths of clients and expected outcomes Implement collaborative agreements with other agencies as evidenced by reporting of goal(s), collaborative partners and number of clients benefiting Working with Families Educational experiences Parenting workshops (36 hrs. provided) Role modeling of positive parent/child interaction Supportive services Daily communication and interaction with families Individual and family counseling (72 hrs. for 12 girls & their families Crisis intervention Informal and on-going support Information and referral Group membership & decision-making activities (20 family activities) Family fun nights Celebration and recognition of accomplishments Planning and taking field trips Planning and doing community service projects Planning and doing mother/daughter activities Door prizes/food/refreshments ASSETS Working with Girls Focus on primary prevention of teenage pregnancy Existing collaborative efforts Now keep in mind that the development of a program logic model is also a developmental process. It can grow with you and your program. This may look quite complicated, so let’s break the program logic model into its main components… Educational experiences Psycho-educational groups twice weekly (648 hours) Didactic discussions Guest speakers and demonstrations Social skill building and role modeling opportunities Planned curricula (includes health/sex education) Provide family planning information to 80% of girls Supportive services Crisis intervention Individual counseling (up to 12 girls) Sexual abuse services available Role modeling and relationship building/mentoring Encourage personal growth based on strengths of girls Informal, on-going support Group membership & decision-making activities Role playing activities Planning and doing community service and volunteerism Celebrations and recognition of accomplishments OUTCOMES Decrease juvenile justice delinquency referrals for 90% of participants Improve school achievement in 50% of participants as evidenced by grade promotion or graduation Increase skills for stable functioning in 80% of participants POPULATION PARAMETERS At least 60 girls and their families Girls 10-14 Services are delivered at three sites in the East Bay and King Clusters Monitoring and Data Collection Rachele C. Espiritu, Ph.D. Georgetown University CCHD Context Strategies Goals

Simplified Logic Model Mission Target population Objectives/ Theory Activities Outcomes Context Rachele C. Espiritu, Ph.D. Georgetown University CCHD

Rachele C. Espiritu, Ph.D. Georgetown University CCHD Mission Statement Dig it out, dust it off Provides the framework Keeps activities on target Rachele C. Espiritu, Ph.D. Georgetown University CCHD

Target Audience/Context Characteristics of children and families Demographics Diversity History of problem Characteristics of the environment Need for services Stakeholders Resources What is the community context in terms of values, culture, and politics? What external constraints (standards, regulations, etc.) must the program demonstrate compliance with? What resources (time,money,expertise) are available for the evaluation? Rachele C. Espiritu, Ph.D. Georgetown University CCHD

Rachele C. Espiritu, Ph.D. Georgetown University CCHD Values/Principles Culturally Competent Family- & Child-Centered Collaborative Comprehensive Community Commitment Individualized Inclusive Strengths-Based Early Intervention Rachele C. Espiritu, Ph.D. Georgetown University CCHD

Rachele C. Espiritu, Ph.D. Georgetown University CCHD Objectives What do you want to happen? Examples: Improve access to quality care Create a seamless service array for children and families Promote collaboration & linkages among child-serving agencies Provide culturally competence care Rachele C. Espiritu, Ph.D. Georgetown University CCHD

State objectives in measureable terms You define “how many, when, for how long, what type, and how much” All subsequent decisions – evaluation design, data collection, data analyses, and reports will be based on this step The program model serves as a basis for identifying your program's implementation and participant outcome objectives. Initially, you should focus your evaluation on assessing whether implementation objectives and immediate participant outcome objectives were attained. This task will allow you to assess whether it is worthwhile to commit additional resources to evaluating attainment of intermediate and final or long-term outcome objectives. Often program managers believe that stating objectives in measurable terms means that they have to establish performance standards or some kind of arbitrary "measure" that the program must attain. This is not correct. Stating objectives in measurable terms simply means that you describe what you plan to do in your program and how you expect the participants to change in a way will allow you to measure these objectives. From this perspective, measurement can involve anything from counting the number of services (or determining the duration of services) to using a standardized test that will result in a quantifiable score. Some examples of stating objectives in measurable terms are provided below. Rachele C. Espiritu, Ph.D. Georgetown University CCHD

Rachele C. Espiritu, Ph.D. Georgetown University CCHD Activities How will you get it done? What strategies, services, interventions are being provided? Types of services Characteristic of service: intensity, frequency, duration, sequence Examples Implementing collaborative agreements Supportive services (parenting workshops: 1 hr/week for 10 weeks) Rachele C. Espiritu, Ph.D. Georgetown University CCHD

Rachele C. Espiritu, Ph.D. Georgetown University CCHD Outcomes Short term and long term outcomes What do you expect to happen as a direct result of the activities? Individual Staff Agency Community Rachele C. Espiritu, Ph.D. Georgetown University CCHD

Measuring the Outcomes Use logic model to identify short and long term outcomes Select indicators: the specific observable, measurable characteristic or change that will represent achievement of the outcome The specific statistic (i.e., #,%) the program will calculate to summarize its level of achievement Outcome evaluation is another important feature of any comprehensive evaluation plan. It focuses on the “effectiveness” questions- the short- and long-term goals of the project. Each program is unique and will achieve a range of different outcomes. Use your program logic model to identify short and long term outcomes. You may also have different levels of outcomes, such as individual or client focused outcomes like changing a child’s attitude or behavior. There are also program level or system-level outcomes, such as improved access to case management or strengthening interagency partnerships. These outcomes should also connect to your individual client outcomes. After you determine the outcomes you are trying to achieve, your will need ways to measure changes the program is supposed to effect. Indicators are the specific… Then you will have to decide how you will use the results. Rachele C. Espiritu, Ph.D. Georgetown University CCHD

Determine what “success” will look like System Program Evaluation Children and Families Rachele C. Espiritu, Ph.D. Georgetown University CCHD