Logic Models Handout 1. Morehouse’s Logic Model [handout] Handout 2

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<ul><li><p>Logic ModelsHandout 1</p></li><li><p>Morehouses Logic Model [handout]Handout 2</p></li><li><p>YRBS 2009 Key FindingsHandout 3</p></li><li><p>YRBS 2009 Key FindingsHandout 4</p></li><li><p>University of Wisconsin-Extension, Program Development and EvaluationSocial-economic-environmental improvementsHierarchy of EffectsSource: Bennett and Rockwell, 1995, Targeting Outcomes of Programs Handout 5</p><p>University of Wisconsin-Extension, Program Development and Evaluation</p></li><li><p>Pulling it Together</p><p>Data sources to document accomplishmentHandout 6</p><p>Theory BaseInputsResources available to operate a program; personnel, fiscal and other resourcesActivities/StrategiesThings that the program is doing. List processes, tools, events and actionsOutput:What is delivered? services, types, levels, Output:Who is served?Short-Term/ ImmediateOutcomes1-3 years; focuses on change in knowledge, attitudes, and skillsInter-mediateOutcomes3-5 years;changes in behavior, norms, and/or policiesLong-TermOutcomes4-6 years;changes in organiza-tions and systems</p></li><li><p>University of Wisconsin-Extension, Program Development and EvaluationLogic model and common types of evaluation Needs/asset assessment: What are the characteristics, needs, priorities of target population?What are potential barriers/facilitators?What is most appropriate to do?Process evaluation: How is program implemented? Are activities delivered as intended? Fidelity of implementation?Are participants being reached as intended? What are participant reactions?</p><p>Outcome evaluation: To what extent are desired changes occurring? Goals met?Who is benefiting/not benefiting? How? What seems to work? Not work?What are unintended outcomes?</p><p>Impact evaluation: To what extent can changes be attributed to the program? What are the net effects?What are final consequences? Is program worth resources it costs?</p><p>Handout 7</p><p>University of Wisconsin-Extension, Program Development and Evaluation</p></li><li><p>Typical Activity Indicators to TrackHandout 8</p><p>Activities OutcomesMeasuresSAC InterventionsImproved GradesGPA Student interview Parent Interview Report Card Improved AttendanceUA school and classReduced Disciplinary InfractionsODRsPolicy ViolationsIncreased Coping SkillsStudent Survey Pre-PostIncreased ResiliencyStudent Survey Pre-PostIncreased Perceived Social SupportStudent Survey Pre-PostDecreased or delayed substance useState Risk Survey</p></li><li><p>University of Wisconsin-Extension, Program Development and EvaluationStaffMoneyPartnersParents increase knowledge of child dev.Parents better understand their own parenting style Parents use effective parenting practicesImproved child-parent relationsResearchFacilitate support groupsParents gain skills in new ways to parentParents identify appropriate actions to take To what extent is stress reduced?To what extent are relations improved? To what extent did behaviorschange? For whom? Why? What else happened?To what extent did knowledge and skills increase? For whom? Why? What else happened?Who/how many attended/did not attend? Did they attend all sessions?Supports groups? Were they satisfied why/why not? How many sessions were held? How effectively?#, quality of support groups? What amount of $ and time were invested?Parents of 3-10 year- olds Deliver series of 8 interactive sessionsEVALUATION QUESTIONS</p><p># Staff$ used# partners</p><p># Sessions held Quality criteriaINDICATORS#,% attended per session Certificate of completion#,% demonstrating increased knowledge/skillsAdditional outcomes#,% demonstrating changes in behaviorTypes of changes #,% demonstrating improvementsTypes of improvementsDevelop parent ed curriculum Reduced stressParents gain confidence in their abilitiesStrong familiesParent Education Example: Evaluation Questions, Indicators </p><p>Handout 9</p><p>University of Wisconsin-Extension, Program Development and Evaluation</p></li><li><p>Logic Model ResourcesSource: CDC Evaluation Working GroupHandout 10</p><p>DocumentDeveloperBibliography: Logic Models in Program Evaluationhttp://www.cdc.gov/eval/logic%20model%20bibliography.PDFCDC Evaluation Working GroupEverything You Wanted to Know About Logic Models But Were Afraid to Askhttp://www.insites.org/documents/logmod.pdfConnie C. Schmitz and Beverly A. ParsonsLearning from Logic Models: An example of a Family-School Partnership Programhttp://www.gse.harvard.edu/hfrp/projects/afterschool/resources/learning_logic_models.htmlHarvard Family Research Project Making Logic Models More Systemic: An Activityhttp://www.insites.org/documents/lmact.pdfBeverly A. Parsons</p></li><li><p>More ResourcesSource: CDC Evaluation Working GroupHandout 11</p><p>DocumentDeveloperLogic Model Development Guide http://www.wkkf.org/pubs/tools/evaluation/pub3669.pdfW.K. Kellogg FoundationSome Practical Tools for Planning and Evaluation http://www.innonet.org/index.php?section_id=64&amp;content_id=185InnoNetInnonetSuccessfully Enhancing Program Performance Through Logic Models http://www.uwex.edu/ces/lmcourse/Logic Model Toolshttp://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.htmlUniv. of Wisconsin Cooperative Extension</p><p>*Many Extension staff will remember the Bennett hierarchy of the 1970s that was so popular and widely used throughout Extension. The Bennett hierarchy is a precursor of the present day logic model. You can see the similarities in this graphic.</p><p>Rockwell and Bennett have since developed a toolkit titled, Targeting Outcomes of Programs (TOP) that is available on the web at http://citnews.unl.edu/TOP/english/ See it for more information. *See that the questions we might ask line up with the common types of evaluations: need assessment, process evaluation, outcome evaluation and impact evaluation (and the type of questions inherent in each type)**</p><p>Explain how fits with collecting data over course of program; integrate into planning and program delivery</p></li></ul>