1. Lecture 03 The Foundations of Database

2. Intro to Logic Models What is a Logic Model? Basically, a logic model is a systematic and visual way to present and share your understanding of the relationships among the resources you have to operate your program, the activities you plan, and the changes or results you hope to achieve. Kellog Foundation 2004:3

4. Theory Approach Models emphasize the theory of change that has influenced the design and plan for the program/ illustrate how and why you think your program will work/ “big picture”/ for grant proposals, planning and design Outcomes Approach Models attempt to connect the resources and/or activities with the desired results in a workable program/ for designing effective evaluation and reporting strategies. Activities Approach Models emphasize linking the various planned activities together in a manner that maps the process of program implementation /for management planning activities, databases Types of Logic Models Kellog Foundation 2004

5. 50% of children entering Syracuse City Schools are not ready according to DIBELS assessments of pre-literacy skills Assets: The Say Yes initiative has been launched to provide a pipeline from k through college but children begin unprepared for kindergarten Needs: The community has to focus on preparing children to take advantage of the many resources we have from school age on Literature reviewed on Imagination library book programs shows favorable results The Community Foundation completed a 5 year read ahead imitative building literacy capacity of local childcares and literacy providers A coalition of stakeholders including learners, business, government, nonprofits and institutions of higher education have committed to the value of literacy for the community’s future prosperity Imagination Library book distribution program – one book a month to children from birth through age 5 – results demonstrated in literature Wrap around services and role modeling of reading as delivered by local service provider agencies Assume our community will respond as others have to the Imagination Library. Assume funding can be raised Assume language barriers can be overcome Assume services offered are sufficient Program Planning Logic Model ↑ number of adults who read to their children daily ↑ percent of children that register on time for kindergarten ↑ the % of children assessed as ready on the Initial Sound Fluency ↑ % of kids assessed as ready on Letter Naming Fluency Increased literacy and school success reaching post school into career and a revitalized economy

6. LiteratureResultsStrengthsWeaknesses Morgan County Schools (2007) Kindergarten readiness ↑from 46% to 90% in 3 yrs (scoring 7 or higher on the DIBELS) / 90% reading on grade level by grade 2 Noticed increased community engagement as a result Not a scientific design Des Arc Arkansas (2009) Reading Scores ↑ 12 points on Stanford 10 test Noted importance of connecting home and school books (90% of kids in district received IL books for 3 yrs) Not a scientific design University of Hawaii (2007) Parents Read to Children more often. Once a day or more ↑ from 52% to 81% Surveyed all participants, high response rate Asked participants to compare in retrospect at time 2 (not surveyed both time 1 & 2) High/Scope Educational Research (2003) Child Excitement is key, ↑impact on family reading when parents have low education High response rateFormative evaluation only. No comparison group, biased to include higher SES Thomason (2008)↑years of exposure lead to improved home literacy environment High Response rate, focus on process of family change Few control variables, focus on process not outcome Trovillo (2006)Multiple programs can have overlapping effects Distinguished at risk vs not students Sample in Jasper Tx too few IL participants Ferst Found Impact Eval (2008) Study not completed. Using Peabody and qualitative data Random Experimental &Control Grp Control grp gets treatment after 1 st year, selection bias only interested included

7. PR group to outreach to and enroll families Database system and mailing and book return system Nonprofits serving families with youth Assessment team Book sign up outreach and PR Local organizations referring children Book database and mailing system managed Wrap around services coordinated Ongoing assessment and reflective evaluation # of children enrolled match or exceed projections (20% of population by end of year 1, 40% year 2, 60% year 3, 100% year 4) # of local organizations referring children (7 or more) Database and address updates minimize # of returned books (0 books returned from same address more than once) # of children & families attending/ receiving wrap around services – particularly higher need families (half of all children enrolled) Ongoing reflective use of dashboard to refine program implementation (monthly dashboard created) 1-3 year ↑ number of adults who read to their children daily ↑ percent of children that register on time for kindergarten 4-6 year ↑ the % of children assessed as ready for school on the Initial Sound Fluency DIBELS ↑ % of kids assessed as ready for school on Letter Naming Fluency DIBELS Increased literacy and school success reaching post school into career and a revitalized economy Increased community literacy across the lifespan Maximized community engagement Program Implementation Logic Model

8. Problem, Need Situation ResourcesActivities, Services For Customer s Served Goal/ Outputs1 Goal/ Outcome 2 Goal/ Outcome 3 1. to demonstrate how experience can inform learning 2. to create a supervised context for students to be social scientists, professionals and citizens 3. to provide a context for integration of the accumulation of knowledge through the curriculum as a whole and application of that knowledge to job-related settings 1. # of children enrolled # of local organizations referring children Database and address updates # of children & families attending/ receiving wrap around services 2. ↑ number of adults who read to their children daily ↑ percent of children that register on time for kindergarten 3. ↑ the % of children assessed as ready for school on the Initial Sound Fluency DIBELS ↑ % of kids assessed as ready for school on Letter Naming Fluency DIBELS Distributing Books Children Enrolled Partner Agencies Books Events

9. Space reserved for Pre and post test – read to child daily Literacy Coalition of Onondaga County Imagination Library Dashboard July 10,2010 $ 29,065

10. Problem, Need Situation ResourcesActivities, Services For Customer s Served Goal/ Outcome 1 Goal/ Outcome 2 Goal/ Outcome 3

11. Problem, Need Situation ResourcesActivities, Services For Customer s Served Goal/ Outcome 1 Goal/ Outcome 2 Goal/ Outcome 3 1. to demonstrate how experience can inform learning 2. to create a supervised context for students to be social scientists, professionals and citizens 3. to provide a context for integration of the accumulation of knowledge through the curriculum as a whole and application of that knowledge to job-related settings 1. evaluated through student feedback on field placement 2. evaluated by site supervisor evaluation of student work 3. evaluated through student journals and final paper graded by professor Internships Students Faculty Site Supervisors Site

12. Problem, Need Situation ResourcesActivities, Services For Customer s Served Goal/ Outcome 1 Goal/ Outcome 2 Goal/ Outcome 3 1. to demonstrate how experience can inform learning 2. to create a supervised context for students to be social scientists, professionals and citizens 3. to provide a context for integration of the accumulation of knowledge through the curriculum as a whole and application of that knowledge to job-related settings 1. evaluated through student feedback on field placement 2. evaluated by site supervisor evaluation of student work 3. evaluated through student journals and final paper graded by professor Internships Students Faculty Site Supervisors Site

13. ResourcesActivities, Services For Customers Served Goal/ Outcome 1 Goal/ Outco me 2 Goal/ Outcome 3

14. Relationships Types of Relationships –one to one –one to many –many to many (multiple one to many)

16. Before we make the E- R diagram, it is important to review the process of completing the logic model.

17. What is a Logic Model? Wandersman and Linney (1991) describe the logic model as: a logical series of statements linking a condition(s) in the community, The activities that will be employed to address a specific condition, short term outcomes resulting from activities and the long term impacts likely to occur as multiple outcomes are achieved. Thus the logic model provides a simple means of presenting a program and establishing process and outcome goals (Julian et al., 1995; Kumpfer et al., 1993; Wandersman & Linney, 1991). The utilization of the logic model as a system level planning and evaluation device David A. Julian, * United Way of Franklin County, U.S.A. Available online 10 June 1998. Evaluation and Program Planning Volume 20, Issue 3, August 1997, Pages 251-257 * Evaluation and Program Planning Volume 20, Issue 3 http://0-www.sciencedirect.com.library.lemoyne.edu/science?_ob=ArticleURL&_udi=B6V7V-3SX0MC6-2&_user=735929&_handle=B-WA-A-W-AY-MsSAYZW-UUA-AAUDEZCWAA-AAUCCVZUAA-YVDVBVZVY-AY-U&_fmt=full&_coverDate=08%2F31%2F1997&_rdoc=2&_orig=browse&_srch=%23toc%235852%231997%23999799996%2312753!&_cdi=5852&view=c&_acct=C000040778&_version=1&_urlVersion=0&_userid=735929&md5=74e18c88c11484c288e50075705c7f03

18. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V7V-3WR4K4M-8&_user=735929&_handle=B-WA-A-W-AV-MsSAYZW-UUW-AAUDUAADDV-AAUVCEWCDV-YBACCWCBC-AV- U&_fmt=full&_coverDate=06%2F30%2F1999&_rdoc=8&_orig=browse&_srch=%23toc%235852%231999%23999779998%23102970!&_cdi=5852&view=c&_acct=C000040778&_version=1&_urlVersion=0&_userid=73592 9&md5=6e6b6f92758532f01a88230d7ec29380 Welch and Comer p. 9 Independent and Dependent Variables are implicit in Logic Models IV   DV

19. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V7V-3WR4K4M-8&_user=735929&_handle=B-WA-A-W-AV-MsSAYZW-UUW-AAUDUAADDV-AAUVCEWCDV-YBACCWCBC-AV- U&_fmt=full&_coverDate=06%2F30%2F1999&_rdoc=8&_orig=browse&_srch=%23toc%235852%231999%23999779998%23102970!&_cdi=5852&view=c&_acct=C000040778&_version=1&_urlVersion=0&_userid=735929&md5=6e6b6f92758532f01a88230d7ec293 80 n Each Box is a step counted or monitored n Each Line/Arrow  is a hypothesized linkage of causal relationship. IV  DV

20. Fig. 1. Elements of the Logic Model. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V7V-3WR4K4M-8&_user=735929&_handle=B-WA-A-W-AV-MsSAYZW-UUW-AAUDUAADDV-AAUVCEWCDV-YBACCWCBC-AV- U&_fmt=full&_coverDate=06%2F30%2F1999&_rdoc=8&_orig=browse&_srch=%23toc%235852%231999%23999779998%23102970!&_cdi=5852&view=c&_acct=C000040778&_version=1&_urlVersion=0&_userid=735929&md5=6e6b6f92758532f01a88230d7ec293 80 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, conducting research is an activity and the reports generated for other researchers and technology developers could be thought of as outputs of the activity.

21. Fig. 1. Elements of the Logic Model. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V7V-3WR4K4M-8&_user=735929&_handle=B-WA-A-W-AV-MsSAYZW-UUW-AAUDUAADDV-AAUVCEWCDV-YBACCWCBC-AV- U&_fmt=full&_coverDate=06%2F30%2F1999&_rdoc=8&_orig=browse&_srch=%23toc%235852%231999%23999779998%23102970!&_cdi=5852&view=c&_acct=C000040778&_version=1&_urlVersion=0&_userid=735929&md5=6e6b6f92758532f01a88230d7ec293 80 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.

22. Fig. 1. Elements of the Logic Model. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V7V-3WR4K4M-8&_user=735929&_handle=B-WA-A-W-AV-MsSAYZW-UUW-AAUDUAADDV-AAUVCEWCDV-YBACCWCBC-AV- U&_fmt=full&_coverDate=06%2F30%2F1999&_rdoc=8&_orig=browse&_srch=%23toc%235852%231999%23999779998%23102970!&_cdi=5852&view=c&_acct=C000040778&_version=1&_urlVersion=0&_userid=735929&md5=6e6b6f92758532f01a88230d7ec293 80 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.

23. Fig. 1. Elements of the Logic Model. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V7V-3WR4K4M-8&_user=735929&_handle=B-WA-A-W-AV-MsSAYZW-UUW-AAUDUAADDV-AAUVCEWCDV-YBACCWCBC-AV- U&_fmt=full&_coverDate=06%2F30%2F1999&_rdoc=8&_orig=browse&_srch=%23toc%235852%231999%23999779998%23102970!&_cdi=5852&view=c&_acct=C000040778&_version=1&_urlVersion=0&_userid=735929&md5=6e6b6f92758532f01a88230d7ec293 80 n Example from reading: n results from a laboratory prototype for an energy saving technology may be a short-term outcome; the commercial scale prototype an intermediate outcome, and a cleaner environment once the technology is in use one of the desired longer term benefits or outcomes. Tip: List out your outcomes them put them in chronological order.

24. 3 Making an Entity- Relationship Diagram

25. Problem, Need Situation ResourcesActivities, Services For Customer s Served Goal/ Outcome 1 Goal/ Outcome 2 Goal/ Outcome 3

26. Problem, Need Situation ResourcesActivities, Services For Customer s Served Goal/ Outcome 1 Goal/ Outcome 2 Goal/ Outcome 3 1. to demonstrate how experience can inform learning 2. to create a supervised context for students to be social scientists, professionals and citizens 3. to provide a context for integration of the accumulation of knowledge through the curriculum as a whole and application of that knowledge to job-related settings 1. evaluated through student feedback on field placement 2. evaluated by site supervisor evaluation of student work 3. evaluated through student journals and final paper graded by professor Internships Students Faculty Site Supervisors Site

27. Problem, Need Situation ResourcesActivities, Services For Customer s Served Goal/ Outcome 1 Goal/ Outcome 2 Goal/ Outcome 3 1. to demonstrate how experience can inform learning 2. to create a supervised context for students to be social scientists, professionals and citizens 3. to provide a context for integration of the accumulation of knowledge through the curriculum as a whole and application of that knowledge to job-related settings 1. evaluated through student feedback on field placement 2. evaluated by site supervisor evaluation of student work 3. evaluated through student journals and final paper graded by professor Internships Students Faculty Site Supervisors Site

28. ResourcesActivities, Services For Customers Served Goal/ Outcome 1 Goal/ Outco me 2 Goal/ Outcome 3

30. Problem, Need Situation ResourcesActivities, Services For Customer s Served Goal/ Outcome 1 Goal/ Outcome 2 Goal/ Outcome 3 1. to demonstrate how experience can inform learning 2. to create a supervised context for students to be social scientists, professionals and citizens 3. to provide a context for integration of the accumulation of knowledge through the curriculum as a whole and application of that knowledge to job-related settings 1. evaluated through student feedback on field placement 2. evaluated by site supervisor evaluation of student work 3. evaluated through student journals and final paper graded by professor Internships Students Faculty Site Supervisors Site

31. ResourcesActivities, Services For Customers Served Goal/ Outcome 1 Goal/ Outco me 2 Goal/ Outcome 3

32. Program Implementation Logic Model