Lecture 04: Logic Models and Final Project Tool Demo Prep for Mid Terms next week- test and final project rough draft

Next Thursday= Reading Exam Mid Term Assessment Part II- Knowledge Development: Test Yourself –Compete the online mid- term assessment on Blackboard. This is an open book and open note exam with no time limit but it must be completed on your own. You cannot contact anyone else for help. Log in and Look for it now- see grade sheet as well- tell me if missing grade

Tuesday Practical Exam: Next Week Mid Term Assessment Part I- Applied: Test yourself on Lab 2: Watch the lab video and complete it on your own. Bring a paper copy to your next class. Lab 02 Logical Approach FightCrime Note: To Test Yourself on Lab 02 you will not simply copy what I do in the lab video. Instead, you will find a Social Problem you want to solve and think of a program that can help solve it or find a program that already exists. Select data from the Community Indicators Web site (cnyvitals.org), the community indicators report (or another site of your preference). If you would like to refer to a national program you may use the web sites listed in the Welch and Comer reading or other sites you find showing a need for your program. What to submit: Complete the CLASS final project tool based on your data and program. Be prepared to present this next week in class. This tool will include: - a Community need overview - a Logic model of your program - simulated Assessment data for your program – (make a pivot table in excel and a crosstab with chi- square in SPSS just as completed in the video but with your new labels for the data that automatically appear when you complete the Community need worksheet) - a framework for your final Sustainability budget Print out and submit the Community Need Worksheet (red tab) Logic Approach Worksheet (orange tab), Excel pivot table and SPSS crosstab.

Rule of thumb- if its words, write your own but if it’s numbers use mine and do exactly as I do! During exam- only technical questions allowed.

Pay attention to this- only this spreadsheet will upload to SPSS, the other one won’t. So when you get to SPSS just upload this one and do the stats exactly as I do in the video. You don’t need to change variables to match your project. We will do that in lab 4.

Why are we doing this? Comments on the reading?

The Global Achievement Gap

Tony Wagner – Harvard Grad School Ed Students are graduating from both high school and college unprepared for the world of work. Less than a quarter of the more than 400 employers recently surveyed for a major study of work readiness report that new employees with four-year college degrees have “excellent” basic knowledge and applied skills. Among those who employ young people right out of high school, nearly 50 percent said that their overall preparation was “deficient.” “they may be learning how to add, subtract, and multiply, but they have no understanding of how to think about numbers. Not knowing how to understand statistics or gauge probability, many students cannot make sense of the graphs and charts they’ll see every day in the newspaper.” Effective communication, curiosity, and critical thinking skills, as we will see, are much more than just the traditional desirable outcomes of a liberal arts education. They are essential competencies and habits of mind for life in the 21st century. Seven Survival Skills—the skills that matter most for work, learning, and citizenship in today’s global knowledge economy.

%252Fwww.nassaubocesperkins.org%252Fdocs%252Fimages%252Ftony%252520wagner.png%3Bhttp%253A%252F%252Fwww.nassaubocesperkins.org%252Farchive.htm%3B980%3B700

C.L.A.S.S.

Community Need According to Reginald York in the article ""Evaluating Human Services"", a social problem is an undesirable condition of the individual or the environment. (York 2009, page 57).

Open this up. For final project this sheet should be accompanied by a chart as follows….

Where do you get data? The Data Game Textbook Welch and Comer Textbook Google searching

C.L.A.S.S. "The client comes to the human service specialist with a need (input) and receives a service (process) which can be counted in regard to product output, which hopefully effective in meeting client need outcome (York 2009, page 56)."

Logic Models come in many formats and styles (just like the CLASS Scale Components)

Kellog Foundation 2004:3 Logic Models are tools for Assessment

Fig. 1. Elements of the Logic Model. U&_fmt=full&_coverDate=06%2F30%2F1999&_rdoc=8&_orig=browse&_srch=%23toc%235852%231999% % !&_cdi=5852&view=c&_acct=C &_version=1&_urlVersion=0&_userid=735929&md5=6e6b6f f01a88230d7ec Resources include human and financial resources as well as other inputs required to support the program such as partnerships. Information on customer needs is an essential resource to the program. Activities include all those action steps necessary to produce program outputs. Outputs are the products, goods and services provided to the programs direct customers. For example, # of people served, number of workshops held, # who attended, # of convicts participating, # of books mailed, # of people enrolled

Fig. 1. Elements of the Logic Model. U&_fmt=full&_coverDate=06%2F30%2F1999&_rdoc=8&_orig=browse&_srch=%23toc%235852%231999% % !&_cdi=5852&view=c&_acct=C &_version=1&_urlVersion=0&_userid=735929&md5=6e6b6f f01a88230d7ec Customers, the users of a product or service. Outcomes are characterized as changes or benefits resulting from activities and outputs. Programs typically have multiple, sequential outcomes across the full program performance story.

Fig. 1. Elements of the Logic Model. U&_fmt=full&_coverDate=06%2F30%2F1999&_rdoc=8&_orig=browse&_srch=%23toc%235852%231999% % !&_cdi=5852&view=c&_acct=C &_version=1&_urlVersion=0&_userid=735929&md5=6e6b6f f01a88230d7ec short term outcomes, those changes or benefits that are most closely associated with or caused by the programs outputs intermediate outcomes, those changes that result from an application of the short term outcomes. Long term outcomes or program impacts, follow from the benefits accrued though the intermediate outcomes. Tip: List out your outcomes them put them in chronological order.

Levels of Impact Source: Ridzi 2012:103. Managing Evaluation Expectations When Measuring Philanthropic Impact. The Foundation Review Long term outcomes or program impacts, follow from the benefits accrued though the intermediate outcomes. short term outcomes, those changes or benefits that are most closely associated with or caused by the programs outputs

What Might You Evaluate? Peter York (2011:6) on typical nonprofit goals such as “no longer homeless” or “eliminating a disease” “Such goals are inspirational, but they are almost always beyond the direct reach of a single intervention or program. It is more realistic, for example, to measure whether clients in a program to help the homeless actually follow through with a job referral or a doctor’s appointment. Such goals may sound less inspiring but actually represent a significant achievement. More importantly, they are within reach — and they are the building blocks for achieving broader societal change, one person at a time.” Be Realistic…

Impa ct Modified from:

Foundation-Logic-Model-Development-Guide.aspx

Foundation-Logic-Model-Development-Guide.aspx

Now let’s complete a logic model for a sample project using the project tool Super Size Me!

Obesity 70% 20% Lack of Exercise PE 4 Life Daily PE Video Game Exercises School kids Tri-Fit Scores go up Test Scores go up

Complete the logic model for PE – 4 Life From Supersize Me

Activity- What are realistic outputs and outcomes? Print p 35 from the following link and match each with its example Connolly, Paul and Peter York. (2002). “Evaluating Capacity-Building Efforts for Nonprofit Organizations.” Organizational Development (OD) Practitioner. VOL. 34 NO

Game- What is a feasible measure? Match the evaluation level with the example Paul Connolly and Peter York 2002

Outputs and Outcomes To what extent and how did the participants, organization, or communities apply what was presented during training sessions and advised during consulting engagements? What have they done differently?“ To what extent and how have the attitudes and beliefs of participants, staff members, or community members changed regarding the problem or issue being addressed?“ What did the participants learn as a result of the capacity-building activities, and how did they do so?“ How relevant were the services? How satisfied were participants with the services? What did they like and dislike about them? To what extent do the services reflect best practices and current knowledge? Outcome Output

C.L.A.S.S.

What are you trying to measure? Initially, focus on a few key goals that are critical to the success of the organization or business, and ensure they are SMART, i.e: Specific Measurable Achievable Relevant Timely

C.L.A.S.S.