Program Evaluation for Nonprofit Professionals Unit 1 Part 2: Evaluation and The Logic Model

Basic Types of Evaluation Formative: Aim to help strengthen what’s being evaluated Needs assessment Evaluability assessment Process evaluation Summative: Examines effects or outcomes Outcomes evaluation Impact evaluation Cost-benefit analysis

Basic Types of Evaluation Formative: Aim to help strengthen what’s being evaluated Needs assessment Evaluability assessment Process evaluation Summative: Examines effects or outcomes Outcomes evaluation Impact evaluation Cost-benefit analysis

Our Focus: Process Evaluation What did we do? How well did we do it? Outcomes Evaluation What difference did it make?

The Logic Model What is it? A diagram that illustrates the rationale of your program. It is a tool that integrates program planning, implementation and evaluation.

Logic models have more than one use! Program planning Program management Communication – new staff/Board member orientation or – explaining your work to potential partners Fundraising Evaluation

Logic models show relationship Resources : what you put in Activities : What you will do Outputs : Immediate tangible results Outcomes : The changes you anticipate Problem Statement : This issue you intend to address with your program Goal : What you intend to accomplish Rationale and Assumptions : Information about the context Adapted from Innovation Network, Logic Model Workbook

Defining scope What is your timeframe? Grant cycle School year Fiscal year Length of initiative Who should be involved? Staff Board members Program recipients Funders

Problem Statement What problem does this program attempt to solve? Example: An increasing number of children in the Metro School District are experiencing obesity related health problems such as high cholesterol and pre-diabetic diagnoses.

Goal What are you trying to accomplish? Include: Your target population General intended results Example: To improve the health of elementary school children in the Metro School District by promoting healthy eating habits and physical activity in school.

Rationale and Assumptions What do you know about this problem, this target audience or this community that has informed your approach to solving this problem? Example: Recent health data released by the City Health Department serving Metro School District indicates that 45% of children are over weight, and 35% are pre-diabetic.

Resources What are you putting into this program? May include information in funds, physical space, curriculum being used, staff, etc. Example: $250,000 grant from the Really Generous Foundation 3 full time and 2 part time staff Office space provided by the Metro School District headquarters

Activities What actions are you taking to address the problem? Usually some kind of product or service. Can include: Training programs Curriculum development Counseling Creation and distribution of information Examples: Create and implement healthy foods units in all elementary school health classes Create and distribute health eating comic book to children and parents

Outputs What happened as an immediate result of those actions? There are the immediate, tangible results of your activities. Usually things that are easy to count. Examples: # of healthy eating units taught in health classes. # of children in those health classes. # of comic books distributed

Outcomes What changes do you expect to see as a result of those actions? What does success look like? Three types of outcomes: Short term Intermediate Term Long term (most closely related to your goal)

Outcomes Chain Short Term Outcomes What you EXPECT to see as a result of your activities Intermediate Term Outcomes What you ANTICIPATE to see as a result of your activities Long Term Outcomes What you HOPE to see as a result of your activities Children’s knowledge about health food increases Children make healthier food choices at school Children shed excess weight Soda and snack machines are eliminated from schools Children’s consumption of sugary drinks and snacks decreases. Children of Metro School District have improved overall health Each school in the district adds recess back into the school day Children get more physical activity. Teams from each school participate in the Fun Run Obstacle challenge

Outcomes Chain Short Term Outcomes CLOSER IN TIME What you EXPECT to see as a result of your activities Intermediate Term Outcomes What you ANTICIPATE to see as a result of your activities Long Term Outcomes FARTHER IN TIME What you HOPE to see as a result of your activities Children’s knowledge about health food increases Children make healthier food choices at school Children shed excess weight Soda and snack machines are eliminated from schools Children’s consumption of sugary drinks and snacks decreases. Children of Metro School District have improved overall health Each school in the district adds recess back into the school day Children get more physical activity. Teams from each school participate in the Fun Run Obstacle challenge

Your Next Steps Review the readings Use the provided template to draft your own program logic model! Ask questions and participate in the online discussion boards Take the unit quiz

Resources: what you put in Activities: What you will do Outputs: Immediate tangible results Outcomes: The changes you anticipate Logic Model Activities: What you will do Outputs: Immediate tangible results Data Collection Method & Effort Outcomes: The changes you anticipate Indicators: What those changes will look like Data Collection Method & Effort Process Evaluation Plan Outcomes Evaluation Plan Adapted from Innovation Network Where We’re Headed