May 20, am May 21, 1:30-2:30 pm Logic Models in MYAP: Web-based teleconference Instructors: Ellen Taylor-Powell and Jennifer Leahy University of Wisconsin-Extension-Cooperative Extension

Learning objectives Increased understanding of logic models Increased ability to create a logic model for your MYAP How we will proceed today Discuss slides Questions and interaction Examples

Description of a program Graphic representation of what is expected to be achieved and how it is expected to work  Called “program theory” or “program action” Sequence of steps; a logical chain of if-then relationships that link investments to activities to results. What is a logic model? It’s your roadmap

HEADACHEHEADACHE Feel betterGet pillsTake pills Everyday Logic Model

Logic model of this web training My time Jenny’s time Your time Wisline web Regional UWEX evaluation specialists Develop learning materials Conduct two 1 hour web- based trainings Technical assistance follow-up Coalition coordinators, members involved in MYAP Increased understanding of logic models Increased ability to create a logic model for your MYAP Completed logic model submitted with MYAP Better programs and results INPUTSOUTPUTS OUTCOMES Short MediumLong-term

Whether we realize it or not we are logic modeling all the time. Logic models can be applied to almost anything we do or are engaged in. It is just putting ‘structure’ to a way of thinking…a graphic representation of our mental processes that focus on achieving outcomes.

What does a logic model look like?

State Health Department and Partners Reduced initiation among youth Increased knowledge, awareness, and skills, and changes in attitudes Decreased access Smoking is de-normalized Youth are exposed to anti-tobacco/pro-health messages and fewer pro-tobacco messages Students receive tobacco prevention education in school Tobacco sales to minors are restricted and enforced Increased price on cigarettes through tax Youth advocacy groups are formed; youth are mobilized CDC: Logic Model for Reducing Youth Initiation Counter marketing* School-based prevention* Community mobilization* Policy and regulatory action* Reduced tobacco- related morbidity and mortality Decreased tobacco- related disparity InputsLong-termActivitiesOutputsInitial Intermediate Outcomes *Targeted to disparate populations

DPH Logic model: Coalition-Based Tobacco Control A ctivitiesReach Short-Term Intermediate Long-Term Conduct Clean Indoor Air Campaigns Coalition Members Community Policymakers Business Owners Employers Heads of Household Disparately Affected Populations Increased awareness in coalitions and community of dangers of secondhand smoke and effective strategies for eliminating exposure Increased public support for clean indoor air Increased policymaker support for clean indoor air Implementation of clean indoor air ordinances Increased smoke free homes/vehicles Promote Cessation General Public Policy Makers Health Care Providers Employers Medicaid Recipients Youth Disparately Affected Populations Increased awareness of tobacco dependence as a chronic disease Increased number of providers and networks committed to implementing Clinical Practice Guidelines Increased awareness of available cessation resources Increased knowledge of Medicaid cessation benefits among health care providers provider networks and recipients Increased number of health care providers who routinely screen, counsel and provide referrals (I.e., implement Clinical Practice Guidelines) Increased number of employers who cover tobacco use cessation in their health care plans Increased use of Quit Line and other cessation services Prevent Youth Initiation Youth Parents School Administrators Teachers Disparately Affected Youth Increased number of youth involved in educating peers and public Increased coordination between coalition, schools and parents on tobacco control activity Increased number of advocacy efforts planned and led by youth Increase in negative attitudes toward tobacco among youth Increased policy changes due to youth advocacy efforts Increased number of schools implementing appropriate tobacco control curricula and enforcing smoke-free policies Increased number of schools that refer smoking students to Quit Line Decreased youth intention to smoke Increased number of quit attempts among youth Decreased exposure to secondhand smoke “Denormalization” of tobacco use Build and Maintain Broad and Effective Coalitions Coalition Members Community Formation of broad based coalition with resource sharing Increased knowledge and support of TC strategies among coalition members Creation of long and short-term tobacco control plan Increased subcommittee and coalition activity on priority TC objectives Increased knowledge and support of TC strategies among community members Implementation of priority tobacco control policies and interventions (see above)

Regardless of format, what do logic models have in common?  They show activities that lead to outcomes  They show a chain of outcomes: short, medium, long-term  They show relationships/connections that make sense (are logical). Arrows are used to show the connections (the if-then relationships)  They are understandable – communicate easily A picture is worth a thousand words

Seems like a lot of work…why do these logic models? Let’s hear from coalition coordinators:

Logic models in MYAP Start at the end How will tobacco use look different in 2006? = Long Term Outcome (s) Then, fill in the steps – lay out the logical connections - that will achieve the long-term outcome(s) What are the shorter term outcomes that must be achieved to order to reach your ultimate goal? = Year 1 Objective(s) and Year 2 objectives What do you need to do in order to achieve those outcomes? = Strategies/Activities

Creating your MYAP logic model What resources do you need? What will you do? List major strategies/ activities Who needs to be reached/ involved/ participate in order for the desired changes to occur? What changes need to occur in Year 1 in order to achieve the Year 2 objectives? What changes need to occur in Year 2 in order to achieve your Year 3 objectives? What is your desired long- term outcome(s) by the end of 2006? What will be different in your community? INPUTSOUTPUTS OUTCOMES Year 1 objectivesYear 2 Year 3 START AT THE END

Examples of short-term outcomes: Examples of medium-term outcomes: Examples of long-term outcomes: Changes in people – the community

Coalition Time Dollars Partners Including youth Assess workplace tobacco policies and practices Organize and implement strategy for targeted worksites Workplace owners Identify workplaces to target Workers; union members Build community support for smoke-free worksites Public Changes in knowledge and attitudes about ETS Increased support for smoke-free worksites # worksites that go smokefree Community ordinance/ standard Change in support of smoke-free workplace standards Unions WTCB Goal: By 2005, 90% of workplaces will establish smoke- free environments Adherence to smoke-free policies Logic Model: Smoke Free Workplaces in My County (from your planning workbook) Short-term Intermediate Long-term Inputs Activities ReachOutcomes Single priority area

Coalition Time Dollars Partners including youth Organize and implement CIA campaign Organize and implement strategy for promoting cessation Elected officials Youth smokers Organize and implement strategy to prevent youth smoking Other youth Increased youth advocacy Increased policy maker support Increased smoking cessation Change in knowledge and attitudes Health care providers, WIC providers CIA ordinances implemented, enforced Reduction in youth smoking Increased awareness about cessation services Increased referrals and counseling Increased use of services Increased public support Public Smokers; tobacco users Employees, employers, unions Parents, schools, etc. Increased knowledge and skills to screen and refer Change in policies Adherence to policy Changes in knowledge and attitudes about tobacco and ETS Inputs Activities Reach Outcomes Short Medium Long-term Logic Model: Multi-Year Tobacco-Free PlanMultiple priority areas

Logic model: Youth prevention Priority area: Youth InputsOutputsOutcomes ActivitiesReachShortMediumLong-term Funding (public, private, in- kind) Coordinator Members T and TA Best practices Partners Assess current tobacco curricula, policies, enforcement, cessation services Education Work with school districts School administra- tion School Board Teachers Parents Increased knowledge, awareness, skills Increased # of schools implementing research-based curriculum Increased enforcement of school tobacco policies Increased cessation services for youth (inc. as alternative to suspension or fines) Reduction in tobacco use by middle and high school students

TIPS Create a single logic model that shows all priority areas OR create separate logic models for each priority area Keep logic model simple  clearly communicates what you hope to accomplish and how you will accomplish it Show all major linkages – connections Check: Does your logic model make sense? Does it show a meaningful initiative?

Assumptions You’ve done your homework: logic model is based on situational analysis and involvement of key stakeholders in identification of desired outcomes Logic model, if not created by the coalition, is understood and has commitment of the coalition

How to create a logic model on your computer: In MSWord 1. Using the “Draw Table” function  Draw one box and use columns and rows as necessary  Table options (such as borders, merge cells) can be found under “Table” in the menu bar  Can also use the table button at the top of the page. This will automatically create a table of the size you want  Can use Drawing Toolbar at the bottom of the page to draw arrows

How to create a logic model on your computer Create a table in Word…  Use the “Draw Table” function in Word

How to create a logic model on your computer: In MSWord 2. Using text boxes  Use text box button in the drawing toolbar  Add arrows using the arrow button in the drawing toolbar  Auto Shapes also provide valuable tools for designing your logic model

How to create a logic model on your computer: In PowerPoint 3. In Powerpoint; under format  Choose ‘Slide Layout ‘  Apply Table layout  Double click to add table on slide  Follow menu; functions much like table function in MSWord or add text boxes within the table

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