MD GOVERNOR

1
MD GOVERNORS GRANTS OFFICE
PRESENTS

• LOGIC MODELS training
• With
• Linda Koser, Community Foundation of Harford
  County, Maryland
• Martin OMalley
  Anthony G. Brown
• Governor
  Lt. Governor
• Eric Brenner, Director
• Governors Grants Office
• 21 State Circle, Annapolis, MD 21401
• 410-974-5090
• MDGrantsOffice_at_gov.state.md.us
• June 15, 2007

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LOGIC MODELS
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Limerick to a Logic Model
A model I wanted to be But the runway was not for
me So logic I tried And to my surprise It fit me
to a T
4
What is a Logic Model?
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 to
do, and the changes or results you hope to
achieve. W.K. Kellogg Foundation Logic Model
Development Guide
5
THE WHY OF LOGIC MODELS

• A simple, common sense picture of a program
• A way to show a series of if-then relationships

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• show what the program is to accomplish
• Resources to be invested
• Activities to take place
• Benefits or results
• Key element for program planning, management,
  evaluation, and reporting
• A way of thinking

7

• Through a flow chart, shows a chain of events
  linking what we start with (raw inputs) through
  desired results
• In a linear fashion, helps to detail general
  goals
• Summarizes the main elements of a program
• Shows the difference between activities and
  outcomes
• Shows what to evaluate

8
A picture is worth 1,000 words, so lets draw a
picture
Inputs
Outputs
Outcomes / Impacts
Activities
What is invested
What is done
What results
What is produced
Core of a logic model
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Inputs - Resources dedicated to or consumed by
the program that are available to be used in
order that a program can do its work. Inputs may
include constraints on the program such as laws,
regulations, and requirements (a one year grant).
10
Inputs, sometimes called resources, can
include staff volunteers money facilitie
s, equipment supplies, other
organizational and community resources
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Activities What the program does with the
resources it has at its disposal in order to
carry out the program. Activities are processes,
actions, techniques and events that are a part of
the program implementation. By undertaking these
activities, presumably changes or results are
brought about. Developing curriculum or feeding
the homeless are activities.
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Outputs Direct products of program activities.
Outputs usually have a number associated with
them and measure the volume of work accomplished.
Examples would be the number of clients served,
the number of volunteers trained, the number of
classes held.
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Note Some logic models will define outputs as
what is done (activities) and who is reached
(participants). In such cases, outputs are shown
as below.
Inputs
Outputs
Outcomes / Impacts
Activities
Participation
What is done
What is invested
What results
Who we reach
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Very often the words outcome and impact are used
interchangeably. By-in-large, thats what we
will do today. For the curious, however, we can
broadly distinguish between the two terms as
follows
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Outcomes Changes or benefits for individuals,
groups, organizations expressed as changes in
behavior, knowledge, skills, status,attitudes,
level of functioning, etc. Outcomes are what
participants know, think, or can do. Outcomes
answer the very important question, So What?
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Impact The ultimate result, the long-term
outcome. It is a programs long-term goal. Impact
is the fundamental intended (or unintended)
change occurring in organizations, communities,
or systems as a result of program activities.
According to the Kellogg Foundation, impacts
occur within 7 10 years, often well beyond the
scope of a grant program.
17

• Outcomes are often divided into
• short-term (learning) - awareness, knowledge,
  attitudes, skills, opinions, aspirations, and
  motivations
• mid-term (action) - behavior, practice,
  decision-making, policies, and social action)
  and
• long-term (conditions) social economic, civic,
  and environmental aka impact

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Each outcome along the 3 stage continuum is more
complex, and outcomes may take years to achieve.
The more complex the outcome, the longer
achievement may take, the more outside
influences, and the less control and influence
the program will have.
19
You may be used to writing outcome objectives for
grant proposals. Outcome objectives in grant
proposals tend to be more descriptive and
specific than those written in the logic models.
Outcome objective 45 of the 50 youth
participating in the tutoring program will
improve their reading skills by the end of the
program. Outcome youth improve reading skills
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• A quick summary
• Inputs - What we use
• Activities What we do
• Outputs The amount we do (produce)
• Outcomes What difference we make
• learning,
• actions, or
• conditions

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How to Read a Logic Model
U of Wisconsin Extension
If you accomplish your planned activities to the
extent intended, then participants will benefit
in certain ways. If these benefits are achieved,
then certain changes to organizations,
communities, or systems might be expected to
occur.
If you accomplish your planned activities, then
you hopefully will deliver the amount of product
and/or services you intended
If you have access to them, then you can use them
to accomp-lish your planned activities
Re-sources are needed to operate a program
Inputs
Outputs
Outcomes / Impacts
Activities
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LOGIC MODEL for a HEADACHE
Situation Your head is pounding like a steel
drum.

Pills and water
Take Pills
Feel Better
Resources
Actions
Results
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LOGIC MODEL for a PARENT
Situation While shopping with her health
conscious parent, a toddler begins crying and
begging for every sweet in the grocery store.
healthful distraction for child
Give child juice box
Child is happy parent headache is averted
Resources
Actions
Results
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LOGIC MODEL for a TRIP
Situation Planning a vacation
Resources
Activities
Outcomes
Outputs
Continued good will among co- workers Nervous
breakdown averted
Signed leave slip Airline tickets Hotel
Re-servation Car rental confirma-tion
Flight schedule Money Annual leave
Submit leave request Book a flight Arrange for
hotel Rent a car
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LOGIC MODEL for an EMPLOYEE
Situation Attending logic model training
Inputs
Activities
Outcomes
Outputs
Understand logic model concept Practice examples
with friend on way home Include stunning logic
model in next grant proposal
3 exercises completed Volunteer twice 5
ques-tions answered
Friend Car Notepad and pencil
Pick up friend for moral support Drive to
training Listen attentively Participate in
exercises
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What are these boxes and what do they show?
Inputs
Outputs
Outcomes / Impacts
Activities

• Logical relationships between the programs
  resources, the activities undertaken, and the
  anticipated changes or benefits all represented
  in graphic form.
• Logical sequence of actions and events believed
  to bring about results over a period of time.
• Logical reasoning linking investments to results.
  
• Logical way of showing connection of
  inter-dependent parts that make up the whole.

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A hint for building a logic model as you are
constructing a logic model, complete each
statement for inputs, activities, outputs and
outcomes found on the next slide.
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Activities
Inputs
Outcomes/Impact
Outputs
In order to accom-plish our set of activities, we
will need the following resources
In order to address our problem, we will need to
conduct the following activities
We expect if com-pleted or ongoing, these
activities will lead to the following changes in
1-3, 4-6 years, and 7 10 years
We expect once completed or underway, these
activities will produce the following evidence of
service delivery
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Inputs
Outputs
Outcomes/Impacts
Activities
A quick review of definitions Inputs are the
resources dedicated or used by the program such
as money, staff, volunteers, facilities,
equipment, and supplies. Activities are what the
program does with the inputs, in other words, the
strategies and techniques that make up the
programs service methodology. Examples for a
homeless program might include sheltering,
feeding, training, and counseling homeless
persons. It is hoped that by undertaking
activities, changes or results will be brought
about. Outputs are the direct product of program
activities, usually measured by number.
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Outcomes are changes or benefits for
participants, whether individuals, groups,
organizations, or communities. Outcomes may be
expressed as changes in behavior, knowledge,
skills, or level of functioning. Outcomes answer
the very important question, So What?.And if
you care to distinguish,Impact is the ultimate
result, the long-term outcome. It is a programs
long-term goal. Impact is a change in
organizations, communities, or systems resulting
from program activities.
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The Game

• NAME THAT LOGIC MODEL COMPONENT

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Try your hand at identifying the following Logic
Model components for an Employment Program for
Displaced Workers Aged 55 and Older
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• Participants increase skill in conducting job
  interviews
• Outcome
• Instructors
• Input
• Workshop on dressing for success is held
• Activity
• 45 job interviews were completed
• Output
• Changes or benefit such as gain in skills are
  (definition)
• Outcomes

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• Number of employers participating in the program
  increases
• Outcome
• Program resources are (definition)
• Inputs
• Decrease in participant fears about not obtaining
  employment
• Outcome
• 25 participants enrolled in program
• Output
• Presentation on resume preparation given
• Activity

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• Participants remain employed 6 months after
  completing program
• Outcome
• 10 volunteers were recruited as job coaches
• Output
• Visit to job services
• Activity
• Direct products of program activities often shown
  as a number are (definition)
• Output
• Computers
• Input

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• Partner organizations
• Input
• What the program does with resources (definition)
• Activity
• Informational interviews are conducted week 4
• Activity
• Mock job interviews held
• Activity
• DAILY DOUBLE
• Identify the following as an outcome or an
  impact
• National attitudes of employers toward hiring
  older workers are changed
• Impact

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• Course curricula
• Input
• 10 half day workshops were held
• Output
• Training space
• Input
• Increased skill in conducting and analyzing
  interviews
• Outcome
• Outcomes are often described as short term,
  _____, and _____.
• Midterm and long term (or impact)

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• Participants increase skill in preparing resumes
• Outcome
• Foundation grants
• Input
• Guest lecturer discusses creative job seeking
• Activity
• Volunteers
• Input
• What is produced (the product) describes what
  term
• Output

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LOGIC MODEL OBSERVATIONS
Logic models usually are depicted as a flowchart
with boxes and arrows. HOWEVER, logic models may
show components and linkages in other ways such
as a concept map. They may go top to bottom,
bottom to top, or in a circle. Regardless, a
logic model should be shown in a single image and
in such a way that the end users understand it.
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Adding an Interesting Layer of Complexity
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EVEN SIMPLE LOGIC MODELS GET A LITTLE MORE
COMPLICATED
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The Complete Logic Model
Inputs What We invest
Activities What we do
Outcomes / Impacts Short medium long-term
Outputs Products of service delivery
P R I O R I T I E S
S I T U A T I O n
Staff Money Volunteers Time Partners Materials
Conduct Deliver Develop Train Counsel
classes sessions clients volunteers
Learning Awareness Skills Knowledge Attitudes Opin
ions
Actions Behavior Decision- Making Policies Practic
e
Conditions Social Economic Civic Environ-mental
Assumptions
External Factors
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SITUATION is

• The heart of logic model development
• What the program will address
• A part of many other factors (sociopolitical,
  environmental, and economic)
• If you incorrectly understand the situation and
  misdiagnose the problem, everything that follows
  is likely to be wrong.

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• What is the problem?
• Why is this a problem and what causes the
  problem?
• For whom does this problem exist (a group or
  subgroup, the community, society)?
• Who cares whether the problem is solved?
• What do we know about the problem and the people
  involved?
• What research and/or experience do we have and
  what does it tell us?

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The State of Euphoria is increasingly concerned
about the unhappy work environment for
individuals working for it. A study conducted by
the Department of Happiness Rapture (DHR)
showed that employees working for the state 10 or
more years are twice as likely to lose their
sense of wonder and delight as the general
population. Across all State of Euphoria
departments, only 10 of agencies allow employees
to take enjoyment breaks. The DHR study, backed
up by National Institute of Happiness data,
suggests that a statewide contentment program
will save 1,000 lives per year for each year it
is in effect.
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Model County Tobacco-Free Coalition is
increasingly concerned about the unhealthy work
environments for county youth. A recent Chamber
of Commerce study showed 75 of county youth with
part-time and summer jobs work in the service
industry, mainly in restaurants where youth
workers are exposed to cigarette smoke. Ten
percent of the county's restaurants (non-bars)
and 75 of fast-food establishments are
voluntarily smoke-free. Research suggests that
smoking bans and restrictions in public places
not only reduce environmental tobacco smoke
exposure but also are associated with lower youth
smoking rates and delayed onset of smoking
Example from U of WIS Extension

• What is the problem?
• What causes the problem (why)?
• For whom does this problem exist (a group or
  subgroup, the community, society)?
• Who cares whether the problem is solved?
• What do we know about the problem and the
  people involved, what research and/or experience
  do we have and what does it tell us?

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PRIORITY is
Unless resources are unlimited, setting
priorities becomes necessary. Priorities are set
once the situation is fully analyzed. Think about

• Mission of the agency,
• Resources,
• Expertise,
• Experience,
• History, and
• What others are doing in relation to the problem

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INPUTS are
The resources and contributions made to the
program. Inputs may include time, staff,
volunteers, money, materials, equipment,
partnerships, and technology among other things.
What we have to work with allows the program to
create outputs.
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ACTIVITIES are

• Actions we take (what we do). We can conduct
  meetings, hold events, develop resources, counsel
  participants, train volunteers, and so forth.
• What is done can take the form of activities,
  services, events, and products.
• These efforts must reach people who participate
  in the program. People may be individuals,
  groups, agencies, the community, etc.

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OUTPUTS are
The accomplishment or product of the activity.
Examples might be 50 volunteers recruited 3
meetings held 7 focus groups conducted
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OUTCOMES are

• The direct results or benefits for individuals,
  families, groups, communities, organizations, or
  systems.
• Typically, described as short term, medium term,
  or longer-term.
• Outcomes can be positive (increase) or negative
  (decrease) or neutral. While we would like them
  to be intended, they may also be unintended.
• Examples include changes in knowledge, skill
  development, changes in behavior, capacities or
  decision-making, policy development.

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IMPACT is

• as we are using it in this training refers to the
  ultimate consequence or effects of the program
  (the long-term outcome farthest to the right on a
  logic model).
• Impact refers to ultimate, longer-term changes in
  social, economic, civic, or environmental
  conditions.
• Examples are increased life expectancy for former
  smokers, improved air quality in Maryland, etc.
• In common usage impact and outcomes are often
  used interchangeably.

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ASSUMPTIONS are
The beliefs we have about the program and the
people involved and the way we think the program
will work. This is the "theory" that we are able
to validate with research and experience.
Assumptions underlie and influence the program
decisions we make.
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Assumptions
Assumptions are principles, beliefs, ideas
about The problem or situation. The resources
and staff. The way the program will operate.
What the program expects to achieve. The
knowledge base. The external environment. The
internal environment The participants how they
learn, their behavior, motivations, etc.
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Assumptions
In developing a logic model, we want to make
explicit all the implicit assumptions we are
making. They may not all be portrayed in the
one-page graphic, but we do want to explore and
discuss them. Often, inaccurate or overlooked
assumptions are the basis for failure or less
than expected results.
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You are with a toddler in a grocery store when
she begins crying and begging for every sweet she
sees. Experience says that the child needs to be
distracted. So, the logic model shows that first
you need to find something that will be healthful
such as a juice box. Then, you give the toddler
the juice. The end result is that the child is
happy and you do not get a headache or feel
embarrassed.
Juice box (healthful distraction)
Give child juice box
Child is happy adult headache / embarrassment is
averted
Resources
Actions
Results
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Assumptions rooted in the logic model It
assumes that you can find a juice box. It
assumes that the toddler will want and will drink
the juice. It assumes that the result will be
similar to your previous experience when the
child has been crying and begging in the grocery
store. It assumes that the distraction of the
juice box will last until you leave the store.
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EXTERNAL FACTORS are
The environment in which the program exists that
can influence the program's success. External
factors include the surroundings in which people
live and which influence them, the climate,
economic structure, housing patterns, culture,
demographic patterns, political environment,
background and experiences of program
participants, media influence, changing policies
and priorities, and so forth. These external
factors may have a major influence on the
achievement of outcomes.
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External Factors
External Factors may affect a variety of things
including the following Program implementation
Participants and recipients The speed and
degree to which change occurs Staffing patterns
and resources available. External factors
interact with programs. They not only influence
the initiative but are influenced by the
initiative. A program does not sit in isolation -
somehow "outside" or "apart" from its surrounding
environment. A program is affected by and affects
these external factors.
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External Factors Affecting a Program to Keep
Low-Income Homeowners in their Homes

• The economy
• The culture of participants regarding accepting
  assistance (male clients, female staff)
• The war in Iraq
• Interest rates
• Changes in bank foreclosure policies

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The Challenge
62
Challenge yourself to identify whether each of
the following 21 phrases is an Input Activity
Output Short-term/Medium-term outcome Impact
(Long-term ultimate benefit/Impact
outcome) Situation Assumption External
Factor Answers are at the end of the
presentation.
63
1 - A 10,000 corporate contribution
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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2 Because of an unusually large amount of
inexpensive heroin coming into the area, heroin
induced deaths have increased.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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3 - Within the community, social attitudes
change and smoking is viewed unfavorably by 95
of youth ages 10 18.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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4 - Graduates of a training program apply the
skills they learned on the job.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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5 - There is a decrease in traffic accidents at
an at-risk intersection.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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6 - Twenty prenatal classes were taught.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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7 Children without a male role model do not
form relationships as successfully as children
that do.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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8 - A needs assessment is conducted.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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9 A dollar for dollar match
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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10 Rehabilitation can work.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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11 Letters are sent to potential clients.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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12 Childrens interest in books increases.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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13 The rate of global warming slows.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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14 Change in political party winning an
election
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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15 Volunteers
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
78
16 Forty counseling sessions were held.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
79
17 Severe head traumas are increasing because
children are not wearing helmets while bicycling.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
80
18 After advertising, an executive director
is hired.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
81
19 Parents in the parenting program spend
more time with their children.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
82
20 Sixty participants were recruited.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
83
21 Parents will value their children more
than drugs.
Input Situation Activity Assumption Output Ext
ernal Factor Short-term/Medium-term
outcome Impact (Long-term ultimate
benefit/Impact outcome)
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Looking at logic models developed by others may
help in developing your own. The following
examples of logic models were selected to
illustrate the diversity that can be found in the
world of logic models.
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Dental Program Sunflower Foundation Health Care
for Kansas
Focus Areas Inputs Activities Outputs Outcomes
Begin a new dental practice Executive Director 3 FTE Dental Staff Dental Equipment Sunflower Foundation grant Other funding Locate/refurbish dental operatory (due date) Hire dental staff (due date) Purchase and test new equipment (due date) Implement new practice (due date) Report program development results at end of the project (due date) of dental operatories of Dental Staff hired of patients enrolled in the clinic/year of patient visits/year Change in patient attitude about need for dental care 90 reduction in the of children and adults with untreated caries 50 increase in medical referrals to dental clinic 90 patient satisfaction for 3 years
For this and more logic model examples from the
Sunflower Foundation, go to http//www.sunflowerfo
undation.org/html/pdf/07_101_Logic_Model_Examples.
doc
86
To view this logic model online, go to
http//www.cyfernet.org/training/jr_logic.pdf
87
To view this and other logic models, go to
http//outreach.msu.edu/CapableCommunities/example
s.html (Michigan State University)
88
To view this logic model online, go to
http//sanctuaries.noaa.gov/education/evaluation/l
ogic.pdf
89
This logic model may be found online at
http//marathon.uwex.edu/ag/documents/IncLogicMode
lFinal.pdf
90
For this and other logic model examples from RUSH
(Research Utilization Support and Help), go to
http//www.researchutilization.org/logicmodel/exam
ples.html
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(No Transcript)
92
This logic model is part of Documenting Outcomes
in Tobacco Control Programs, University of
Wisconsin Extension, and is found at
http//www.uwex.edu/ces/pdande/evaluation/pdf/toba
ccomanual.pdf
93
Logic Models are helpful in evaluation. We will
briefly discuss two key components

• Asking the right questions and
• Developing indicators.

94
The first step in evaluation is to develop
appropriate questions. Since you cant evaluate
everything about the program, answering selected
questions well is better than answering a lot of
questions poorly. Good questions help us not to
let evaluation get out of control so that too
much time is spent collecting data we will never
have time to analyze.
95
Parent Child Abuse and Neglect Education Program
University of Wisconsin Extension
96
Another element to consider when building a logic
model is indicators. Indicators are an important
part of evaluation. While indicators are
associated with all parts of a logic model, we
will focus on outcome indicators.
97
Indicators are items of data tracked to measure
how well a program is achieving an outcome.
They are linked to the evaluation questions we
want answered. In evaluation we must ask, What
do we want to know? Indicators explain how we
will know it.
98
In order to evaluate a program, we must have at
least one indicator for each outcome. The
indicator will help those involved in
implementing the program know whether the outcome
has been achieved.
99
An Indicator must

• Represent the achievement of the outcome and must
  be a characteristic or change that is measurable
  and observable and
• Generally will have a number and percent attached
  to it that summarizes the level of achievement.

100
Though we will focus on indicators with
numbers and percentages (quantitative), know that
sometimes indicators will be qualitative. In a
drug treatment program, an outcome might be
increased self-esteem. Indicators might be
1) Number and percent of positive self-esteem
statements checked on XYZ test (quantitative)
2) Self-reported increase in self-esteem
(qualitative)
101
When developing indicators, ask yourself the
following questions

• How will I know the outcome has happened?
• Can I observe and measure this?
• Does the indicator tell me if the outcome has
  been reached?

102
Outcome Teachers are knowledgeable about the
signs of child abuse. Indicator Ex Number and
of teachers who can name 3 signs of
abuse. Outcome The quality of life for
disabled veterans increases. Indicator Ex
Number and of veterans reporting ways their
quality of life has improved after completing the
program.
103
Outcome Binge drinking decreases among teenage
youth. Indicator Ex Number and percent of teens
reporting fewer incidents of binge
drinking. Outcome Community members sign up to
clean up the stream Indicator Ex Number of
residents on sign up sheets.
104
Can you identify whether the following examples
are indicators or outcomes? The answers are at
the end of the presentation.
105
Drug treatment program Participants stop using
illegal drugs Number and percent of participants
who are clean at release Number and percent who
have not relapsed 6 months after program
completion Participants do not relapse
106
After School Program Participants learn conflict
resolution skills Attendance improves Number and
percent of who miss less than 5 days during
program Number and percent of youth using 1 or
more conflict resolution skills
107
Teen Pregnancy Prevention Program Teens delay
pregnancy Number and percent of teens delaying
pregnancy until after high school
graduation Number and percent of teens delaying
parenthood until marriage. Number and percent of
teen mothers who do not have another child while
in the program
108
Hospice Program Patients are not in pain Number
and percent of patients reporting they are pain
free Family members exhibit less stress Number
and percent of family members reporting ways in
which stress has been reduced Number and percent
patients reporting they are at peace with death
109
To learn more about Logic Models

• University of Wisconsin Extension
  http//www.uwex.edu/ces/lmcourse/
• United Way http//national.unitedway.org/outcomes/
  
• W. K. Kellogg Foundation http//www.wkkf.org/Pubs/
  Tools/Evaluation/Pub3669.pdf

110
Answers to THE CHALLENGE Input 1 - A 10,000
corporation contribution External Factor 2 -
Because of an unusually large amount of
inexpensive heroin coming into the area,
heroin induced deaths have increased. Impact 3
- Within the community, social mores change and
smoking is viewed unfavorably by 95
of youth ages 10 18. Outcome 4 - Graduates
of a training program apply the skills they
learned on the job. Outcome 5 - There is a
decrease in traffic accidents at a high-risk
intersection. Output 6 - Twenty prenatal
classes are taught. Situation 7 - Children
without a male role model do not form
relationships as successfully as children
that do. Activity 8 - A needs assessment is
conducted. Input 9 A dollar for dollar
match Assumption 10 - Rehabilitation can
work. Activity 11 Letters are sent to
potential clients. Outcome 12 Childrens
interest in books increases. Impact 13 The
rate of global warming slows. External Factor
14 - Change in political party winning an
election Input 15 Volunteers Output 16
Forty counseling sessions were
held. Situation 17 - Severe head traumas are
increasing because children are not wearing
helmets while bicycling. Activity 18 After
interviews, an executive director is
hired. Outcome 19 Parents in the parenting
program spend more time with their
children. Output 20 Sixty participants are
recruited. Assumption 21 - Parents will value
their children more than drugs.
111
Answers to Indicators vs. Outcomes
Drug treatment program Participants stop using
illegal drugs - outcome Number and percent of
participants who are clean at release -
indicator Number and percent who have not
relapsed 6 months after program completion -
indicator Participants do not relapse
outcome After School Program Participants learn
conflict resolution skills - outcome Attendance
improves - outcome Number and percent of who miss
less than 5 days during program -
indicator Number and percent of youth using 1 or
more conflict resolution skills - indicator
112
Teen Pregnancy Prevention Program Teens delay
pregnancy - outcome Number and percent of teens
delaying pregnancy until after high school
graduation - indicator Number and percent of
teens delaying parenthood until marriage -
indicator Number and percent of teen mothers who
do not have another child while in the program -
indicator Hospice Program Patients are not in
pain - outcome Number and percent of patients
reporting they are pain free - indicator Family
members exhibit less stress - outcome Number and
percent of family members reporting ways in which
stress has been reduced - indicator Number and
percent patients reporting they are at peace with
death - indicator