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Logic Modeling 101

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Title: Logic Modeling 101


1
Logic Modeling 101
0
  • Jessica Meyerson
  • Wilder Research
  • May 21, 2009

2
What is a logic model?
  • A logic model is a diagram that shows how your
    program is supposed to work.

3
Why should my organization have one?
  • They can help you develop and improve programs
  • They can give you a framework for evaluating your
    programs
  • Funders like em!!!

4
What should a good logic model do?
  • It should clearly illustrate your programs
    theory of change

5
What is a theory of change?
  • Your theory of change explains how your program
    is supposed to work.
  • It is often expressed as a series of if-then
    statements.
  • If we provide quality training on developing
    logic models, some of you will start to use them
  • If you use start using logic models, then you
    will
  • Have an opportunity to strengthen your
    programming
  • Be eligible for more funding and public support

6
Theory of change Continued
  • Ideally, your program theory should be supported
    by at least some research.
  • This research should indicate either that
  • Your basic approach will work (e.g., stopping
    drunk driving will reduce alcohol related deaths)
  • or
  • There is a clear and unmet need for this type of
    program (e.g. there are currently no programs
    specifically for mothers in prison)

7
How do I turn my theory of change into a diagram?
Logic models can take many different
forms
8
What should my logic model look like?
  • Any form (circle, square, trapezoid, etc.), is
    okay, as long as your model
  • Is logical
  • Clearly illustrates, in a step-by-step fashion,
    how your activities will produce your desired
    results

9
Common Components
  • Most effective logic models include the following
    basic components
  • Problem statement
  • Program goal(s)
  • Inputs
  • Activities
  • Outputs
  • Outcomes

10
Problem statement
  • Your problem statement should succinctly describe
    the problem you hope to address. For example
  • African-American men are disproportionately
    represented in American jails
  • One quarter of all teenager girls are afflicted
    with a sexually transmitted disease
  • Sixty percent of Minneapolis high school
    students fail to graduate on time

11
Program goal(s)
  • Your goal statement should offer a brief
    description of your programs overarching aim or
    purpose. For example
  • To improve the status of young African-American
    women by reducing teen pregnancy
  • To increase literacy levels among low-income
    immigrants
  • To keep at-risk kids out of gangs by providing
    them with responsible adult mentors

12
Inputs
  • These are the resources you plan to invest in the
    project. For example
  • Staff
  • Volunteers
  • Funds
  • Classroom or office space
  • Program materials (e.g., curricula or handouts)
  • Partnerships

13
Activities
  • These are the basic actions your program takes,
    or the services it provides, to achieve the
    desired results.
  • For example
  • Offering counseling
  • Offering parenting education classes
  • Arranging for out-of-home placements

14
Outputs
  • These are the direct, tangible, products of your
    activities
  • The number of children you place
  • The number of classes you offer
  • The number family conferences you hold
  • The number of families you re-unify

15
Outcomes
These are the changes expected to result from
your program if everything works well.
16
Outcomes continued
  • They can be changes affecting individual clients,
    whole communities, systems, or organizations. For
    example
  • Clients will learn new strategies for resolving
    family conflict
  • Community members will become more involved
    supporting at-risk families
  • Fewer children will be placed out-of-home

17
Outcomes continued
Often, outcomes are divided into Short-term
outcomes (fairly rapid changes in participants
knowledge, attitudes or skills) Intermediate
outcomes (more gradual changes in a participants
behavior or practices) Long-term outcomes
(widespread changes in social, economic, or
environmental conditions)
18
Put the pieces together
Problem statement Over 90 million US adults are
functionally illiterate or near
illiterate Program Goal To reduce adult
illiteracy by offering free reading lessons
Outcomes Students learn to read
Inputs Tutors Classroom Space Reading materials
Outputs of students of tutors of
sessions books read
Activities Provide free reading lessons to
adults
Simple logic model for a literacy tutoring program
19
Of course, not all models are that simple
20
Complex models continued
21
Once developed, the logic model can be used to
0
  • Describe the program to funders
  • Illustrate program approach to other stakeholders
  • Train new staff about the program
  • Control program drift
  • Provide a basis for developing an evaluation
  • Facilitate program management

22
How , specifically, do logic models help with
developing evaluations?
  • Logic models are especially useful in outcome
    evaluations, because they help you
  • Determine the long-term outcomes you want to
    achieve
  • Set short-term and intermediate outcomes that can
    be used to measure progress along the way
  • Some logic models will also include a list of
    indicators (measures) for each outcome

23
What are indicators of success???
Problem statement Over 90 million US adults are
functionally illiterate or near
illiterate Program Goal To reduce adult
illiteracy by offering free reading lessons
  • Outcomes
  • Students learn
  • to read
  • Indicators
  • Students improve
  • reading test scores
  • Students obtain
  • GEDs

Inputs Tutors Classroom Space Reading materials
Outputs of students of tutors of
sessions books read
Activities Provide free reading lessons to
adults
Logic model for a literacy tutoring program
24
Logic Model Resources
0
  • Now that weve gone over the basics, its time to
    start building your programs logic model.
  • You can find some helpful guides, tip sheets, and
    tools at
  • Wilder Research www.wilder.org
  • The Kellog Foundation http//www.wkkf.org/Pubs/To
    ols/Evaluation/Pub3669.pdf
  • The Community Toolbox http//ctb.ku.edu/tools//se
    ction_1877.htm
  • The University of Wisconsin Extension Service
    http//www.uwex.edu/ces/pdande/Evaluation/evallogi
    cmodelexamples.html
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