Generic logic model

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Inputs Outputs Outcomes Outcomes Outcomes

Activities

Participation

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Inputs Outputs Outcomes Outcomes OutcomesActivities

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A diagram of the theory of how a program is supposed to work

A graphic depiction of relationships between activities and results

Strategy Results

C O N T E X T

Source: Taylor-Powell, 2005.

INPUTS OUTPUTS OUTCOMES

Program investments

Activities Participation Short Medium

What we invest

What we do

Who we reach

What results

Long-term

Programs are not linear!

Source: Taylor-Powell, 2005.

Staff

Money

Partners

Develop parent ed curriculum

Deliver series of interactivesessions

Parents increase knowledge of child dev

Parents better understanding their own parenting style Parents use

effective parenting practices

Improved child-parent relations

Research

INPUTS OUTPUTS OUTCOMES

Facilitate support groups

Parents gain skills in effective parenting practices

Simple logic model

Parents identify appropriate actions to take

Strong families

Targetedparentsattend

SITUATION: During a county needs assessment, a majority of parents reported that they were having difficulty parenting and felt stressed as a result

Source: Taylor-Powell, 2005.

Language: What do you mean by…

• Goal = Impact

• Impact = Long-term outcome

• Objectives (participant focused) = Outcomes

• Activities = Outputs– Outputs may signify “tangible” accomplishments

as a result of activities

Source: Taylor-Powell, 2005.

Example: Tribal College Community Gardening Program

• Community gardens to link elders with youth; to promote healthful diets and exercise; to preserve indigenous knowledge of plants.

• Partnership between TCU, Elderly Nutrition Center, and Youth Center.

• Funding from USDA and the Tribe.

• Commitment of TCU resources.

RESOURCES ACTIVITIES OUTPUTS SHORT- & LONG-TERM OUTCOMES

IMPACT

In order to accomplish our set of activities we will need the following:

In order to address our problem or asset we will accomplish the following activities:

We expect the once accomplished these activities will produce the following evidence or service delivery:

We expect that if accom-plished these activities will lead to the following changes in 1-3 then 4-6 years:

We expect that if accom-plished these activities will lead to the following changes in 7-10 years:

• USDA & Tribal Funding

• Elderly Nutrition Center

• Youth Center

• Tribal College organizational capacity

• Garden space

RESOURCES ACTIVITIES OUTPUTS SHORT- & LONG-TERM OUTCOMES

IMPACT

In order to accomplish our set of activities we will need the following:

In order to address our problem or asset we will accomplish the following activities:

We expect the once accomplished these activities will produce the following evidence or service delivery:

We expect that if accom-plished these activities will lead to the following changes in 1-3 then 4-6 years:

We expect that if accom-plished these activities will lead to the following changes in 7-10 years:

• USDA & Tribal Funding

• Elderly Nutrition Center

• Youth Center

• Tribal College organizational capacity

• Garden space

• Create Community Advisory Board

• Hire a Project Director

• Design a Plan

• Design and implement volunteer recruitment and training

RESOURCES ACTIVITIES OUTPUTS SHORT- & LONG-TERM OUTCOMES

IMPACT

In order to accomplish our set of activities we will need the following:

In order to address our problem or asset we will accomplish the following activities:

We expect the once accomplished these activities will produce the following evidence or service delivery:

We expect that if accom-plished these activities will lead to the following changes in 1-3 then 4-6 years:

We expect that if accom-plished these activities will lead to the following changes in 7-10 years:

• USDA & Tribal Funding

• Elderly Nutrition Center

• Youth Center

• Tribal College organizational capacity

• Garden space

• Create Community Advisory Board

• Hire a Project Director

• Design a Plan

• Design and implement volunteer recruitment and training

• # of elderly volunteers active in garden

• # of youth volunteers active in garden

• # of garden produce harvested

• # of garden tours

RESOURCES ACTIVITIES OUTPUTS SHORT- & LONG-TERM OUTCOMES

IMPACT

In order to accomplish our set of activities we will need the following:

In order to address our problem or asset we will accomplish the following activities:

We expect the once accomplished these activities will produce the following evidence or service delivery:

We expect that if accom-plished these activities will lead to the following changes in 1-3 then 4-6 years:

We expect that if accom-plished these activities will lead to the following changes in 7-10 years:

• USDA & Tribal Funding

• Elderly Nutrition Center

• Youth Center

• Tribal College organizational capacity

• Garden space

• Create Community Advisory Board

• Hire a Project Director

• Design a Plan

• Design and implement volunteer recruitment and training

• # of elderly volunteers and hours active in garden

• # of youth volunteers and hours active in garden

• # of garden produce harvested

• # of community garden tours

• Sustained participation of elders, youth & community.

• Change in attitude about fresh garden produce.

• Some individuals lose weight.

• Some elder/youth relationships forged.

RESOURCES ACTIVITIES OUTPUTS SHORT- & LONG-TERM OUTCOMES

IMPACT

In order to accomplish our set of activities we will need the following:

In order to address our problem or asset we will accomplish the following activities:

We expect the once accomplished these activities will produce the following evidence or service delivery:

We expect that if accom-plished these activities will lead to the following changes in 1-3 then 4-6 years:

We expect that if accom-plished these activities will lead to the following changes in 7-10 years:

• USDA & Tribal Funding

• Elderly Nutrition Center

• Youth Center

• Tribal College organizational capacity

• Garden space

• Create Community Advisory Board

• Hire a Project Director

• Design a Plan

• Design and implement volunteer recruitment and training

• # of elderly volunteers and hours active in garden

• # of youth volunteers and hours active in garden

• # of garden produce harvested

• # of community garden tours

• Sustained participation of elders, youth & community.

• Change in attitude about fresh garden produce.

• Some individuals lose weight.

• Some elder/youth relationships forged.

• Inter-generational relationships make stronger Tribe.

• Better diet and lifestyle reduces incidence of diabetes.

• Cultural knowledge of plants is preserved and strengthened.

EVALUATION FOCUS AREA AUDIENCE QUESTION USE

What is going to be evaluated? List those components from your logic model that you think are the most important aspects of your program. These areas will become the focus of your evaluation.

What key audience will have questions about your focus area? For each focus area you have identified, list the audiences that are likely to be the most interested in that area.

What questions will your key audience have about your program? For each focus area and audience that you have identified, list the questions they might have about your program.

If you answer a given question, what will that information be used for? For each audience and question you have identified, list the ways and extent to which you plan to make use of the evaluation information.

• Sustained participation of elders, youth & community.

EVALUATION FOCUS AREA AUDIENCE QUESTION USE

What is going to be evaluated? List those components from your logic model that you think are the most important aspects of your program. These areas will become the focus of your evaluation.

What key audience will have questions about your focus area? For each focus area you have identified, list the audiences that are likely to be the most interested in that area.

What questions will your key audience have about your program? For each focus area and audience that you have identified, list the questions they might have about your program.

If you answer a given question, what will that information be used for? For each audience and question you have identified, list the ways and extent to which you plan to make use of the evaluation information.

• Sustained participation of elders, youth & community.

• Elders

• Youth

EVALUATION FOCUS AREA AUDIENCE QUESTION USE

What is going to be evaluated? List those components from your logic model that you think are the most important aspects of your program. These areas will become the focus of your evaluation.

What key audience will have questions about your focus area? For each focus area you have identified, list the audiences that are likely to be the most interested in that area.

What questions will your key audience have about your program? For each focus area and audience that you have identified, list the questions they might have about your program.

If you answer a given question, what will that information be used for? For each audience and question you have identified, list the ways and extent to which you plan to make use of the evaluation information.

• Sustained participation of elders, youth & community.

• Elders • Who participates, how many hours, and how often?

•Who does not participate, and why not?

• Youth

EVALUATION FOCUS AREA AUDIENCE QUESTION USE

What is going to be evaluated? List those components from your logic model that you think are the most important aspects of your program. These areas will become the focus of your evaluation.

What key audience will have questions about your focus area? For each focus area you have identified, list the audiences that are likely to be the most interested in that area.

What questions will your key audience have about your program? For each focus area and audience that you have identified, list the questions they might have about your program.

If you answer a given question, what will that information be used for? For each audience and question you have identified, list the ways and extent to which you plan to make use of the evaluation information.

• Sustained participation of elders, youth & community.

• Elders • Who participates, how many hours, and how often?

• Design/refine volunteer retention & reward system.

•Who does not participate, and why not?

• Design/refine volunteer recruitment & training.

• Youth