May 20, 10-11 am

May 21, 1:30-2:30 pm

Logic Models in MYAP: Web-based teleconference

Instructors: Ellen Taylor-Powell and Jennifer Leahy

University of Wisconsin-Extension-Cooperative Extension

Learning objectives

Increased understanding of logic models Increased ability to create a logic model

for your MYAP

How we will proceed today Discuss slides Questions and interaction Examples

Description of a program Graphic representation of

what is expected to be achieved and how it is expected to work Called “program theory” or

“program action”

Sequence of steps; a logical chain of if-then relationships that link investments to activities to results.

What is a logic model?It’s your roadmap

HEADACHE

Feel betterGet pills Take pills

Everyday Logic Model

Logic model of this web training

My time

Jenny’s time

Your time

Wisline web

Regional UWEX

evaluation specialists

Develop learning materials

Conduct two 1 hour web-based trainings

Technical assistance follow-up

Coalition coordinators, members involved in MYAP

Increased understanding of logic models

Increased ability to create a logic model for your MYAP

Completed logic model submitted with MYAP

Better programs and results

INPUTS OUTPUTSOUTCOMES

Short Medium Long-term

Whether we realize it or not we are logic modeling all the time.

Logic models can be applied to almost anything we do or are engaged in.

It is just putting ‘structure’ to a way of thinking…a graphic representation of our mental processes that focus on achieving outcomes.

What does a logic model look like?

State HealthDepartment

and Partners

Reduced initiationamong youth

Increased knowledge,awareness, and skills,

and changes in attitudes

Decreased access

Smoking is de-normalized

Youth are exposed toanti-tobacco/pro-healthmessages and fewerpro-tobacco messages

Students receivetobacco preventioneducation in school

Tobacco sales tominors are restrictedand enforced

Increased priceon cigarettesthrough tax

Youth advocacygroups are formed;youth are mobilized

CDC: Logic Model for Reducing Youth Initiation

Countermarketing*

School-basedprevention*

Communitymobilization*

Policy andregulatory

action*

Reduced tobacco-related morbidity

and mortality

Decreased tobacco-related disparity

Inputs Long-termActivities Outputs Initial IntermediateOutcomes

*Targeted to disparate populations

DPH Logic model: Coalition-Based Tobacco ControlActivities Reach Short-Term Intermediate Long-TermConduct Clean Indoor Air Campaigns

Coalition Members

Community

Policymakers

Business Owners

Employers

Heads of Household

Disparately Affected Populations

Increased awareness in coalitions and community of dangers of secondhand smoke and effective strategies for eliminating exposure

Increased public support for clean indoor air

Increased policymaker support for clean indoor air

Implementation of clean indoor air ordinances

Increased smoke free homes/vehicles

Promote Cessation

General Public

Policy Makers

Health Care Providers

Employers

Medicaid Recipients

Youth

Disparately Affected Populations

Increased awareness of tobacco dependence as a chronic disease

Increased number of providers and networks committed to implementing Clinical Practice Guidelines

Increased awareness of available cessation resources

Increased knowledge of Medicaid cessation benefits among health care providers provider networks and recipients

Increased number of health care providers who routinely screen, counsel and provide referrals (I.e., implement Clinical Practice Guidelines)

Increased number of employers who cover tobacco use cessation in their health care plans

Increased use of Quit Line and other cessation services

Prevent Youth Initiation

Youth

Parents

School Administrators

Teachers

Disparately Affected Youth

Increased number of youth involved in educating peers and public

Increased coordination between coalition, schools and parents on tobacco control activity

Increased number of advocacy efforts planned and led by youth

Increase in negative attitudes toward tobacco among youth

Increased policy changes due to youth advocacy efforts

Increased number of schools implementing appropriate tobacco control curricula and enforcing smoke-free policies

Increased number of schools that refer smoking students to Quit Line

Decreased youth intention to smoke

Increased number of quit attempts among youth

Decreased exposure to secondhand smoke

“Denormalization” of tobacco use

Build and Maintain Broad and Effective Coalitions

Coalition Members

Community

Formation of broad based coalition with resource sharing

Increased knowledge and support of TC strategies among coalition members

Creation of long and short-term tobacco control plan

Increased subcommittee and coalition activity on priority TC objectives

Increased knowledge and support of TC strategies among community members

Implementation of priority tobacco control policies and interventions (see above)

Regardless of format, what do logic models have in common? They show activities that lead to outcomes They show a chain of outcomes: short, medium,

long-term They show relationships/connections that make

sense (are logical). Arrows are used to show the connections (the if-then relationships)

They are understandable – communicate easilyA picture is worth a thousand words

Seems like a lot of work…why do these logic models? Let’s hear from coalition coordinators:

Logic models in MYAP

Start at the end How will tobacco use look different in 2006?

= Long Term Outcome (s)

Then, fill in the steps – lay out the logical connections - that will achieve the long-term outcome(s)

What are the shorter term outcomes that must be achieved to order to reach your ultimate goal?

= Year 1 Objective(s) and Year 2 objectives

What do you need to do in order to achieve those outcomes? = Strategies/Activities

Creating your MYAP logic model

What resources do you need?

What will you do? List major strategies/

activities

Who needs to be reached/ involved/

participate

in order for the desired changes to occur?

What changes need to occur in Year 1 in order to achieve the Year 2 objectives?

What changes need to occur in Year 2 in order to achieve your Year 3 objectives?

What is your desired long-term outcome(s) by the end of 2006?

What will be different in your community?

INPUTS OUTPUTSOUTCOMES

Year 1 objectives Year 2 Year 3

START AT THE END

Examples of short-term outcomes:

Examples of medium-term outcomes:

Examples of long-term outcomes:

Changes in people – the community

CoalitionTimeDollarsPartnersIncluding youth

Assess workplace tobacco policies and practices

Organize and implement strategy for targeted worksites

Workplace owners

Identify workplaces to target

Workers; union members

Build community support for smoke-free worksites

Public

Changes in knowledge and attitudes about ETS

Increased support for smoke-free worksites

# worksites that go smokefree

Community ordinance/standard

Change in support of smoke-free workplace standards

Unions

WTCB Goal: By 2005, 90% of workplaces will establish smoke-free environments

Adherence to smoke-free policies

Logic Model: Smoke Free Workplaces in My County (from your planning workbook)

Short-term Intermediate Long-term

Inputs Activities Reach Outcomes

Single priority area

CoalitionTimeDollarsPartnersincluding youth

Organize and implement CIA campaign

Organize and implement strategy for promoting cessation

Elected officials

Youth smokers

Organize and implement strategy to prevent youth smoking

Other youth

Increased youth advocacy

Increased policy maker support

Increased smoking cessation

Change in knowledge and attitudes

Health care providers, WIC providers

CIA ordinances implemented, enforced

Reduction in youth smoking

Increased awareness about cessation services

Increased referrals and counseling

Increased use of services

Increased public support

Public

Smokers; tobacco users

Employees, employers, unions

Parents, schools, etc.

Increased knowledge and skills to screen and refer

Change in policies

Adherence to policy

Changes in knowledge and attitudes about tobacco and ETS

Inputs Activities Reach Outcomes

Short Medium Long-term

Logic Model: Multi-Year Tobacco-Free Plan Multiple priority areas

Logic model: Youth preventionPriority area: Youth

Inputs Outputs OutcomesActivities Reach Short Medium Long-term

Funding (public, private, in-kind)

Coordinator

Members

T and TA

Best practices

Partners

Assess current tobacco curricula, policies, enforcement, cessation services

Education

Work with school districts

School administra-tion

School Board

Teachers

Parents

Increased knowledge, awareness, skills

Increased # of schools implementing research-based curriculum

Increased enforcement of school tobacco policies

Increased cessation services for youth (inc. as alternative to suspension or fines)

Reduction in tobacco use by middle and high school students

TIPSCreate a single logic model that shows all priority areas OR

create separate logic models for each priority area

Keep logic model simple clearly communicates what you hope to accomplish and how

you will accomplish it

Show all major linkages – connections

Check: Does your logic model make sense? Does it show a meaningful initiative?

Assumptions

You’ve done your homework: logic model is based on situational analysis and involvement of key stakeholders in identification of desired outcomes

Logic model, if not created by the coalition, is understood and has commitment of the coalition

How to create a logic model on your computer: In MSWord1. Using the “Draw Table” function

Draw one box and use columns and rows as necessary

Table options (such as borders, merge cells) can be found under “Table” in the menu bar

Can also use the table button at the top of the page. This will automatically create a table of the size you want

Can use Drawing Toolbar at the bottom of the page to draw arrows

How to create a logic model on your computerCreate a table in Word… Use the “Draw Table” function in Word

How to create a logic model on your computer: In MSWord

2. Using text boxes Use text box button in the drawing toolbar Add arrows using the arrow button in the

drawing toolbar Auto Shapes also provide valuable tools for

designing your logic model

How to create a logic model on your computer: In PowerPoint

3. In Powerpoint; under format Choose ‘Slide Layout ‘

Apply Table layout Double click to add table on slide Follow menu; functions much like table function in

MSWord or add text boxes within the table

www1.uwex.edu/ces/lmcourse