Category Archives: Learning3

Creating a Logic Model

Welcome to Module Three! There are seven key steps in the evaluation and performance measurement process.  In Module 3, we will focus on Steps Three and Four: Define the problem. Implement evidence-based programming. Develop program logic. Identify measures. Collect and analyze … Continue reading

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What is a Logic Model?

Darcy has identified a problem in her community and selected an evidence-based mentoring program to implement.  Darcy’s next step is to define the elements of the program.  This visual depiction of a program plan is called a logic model. While … Continue reading

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What is a Logic Model?

A logic model provides: A format for identifying what the program expects to achieve. A basis for monitoring activities. A method to document what the program intends to do and what it is actually doing.   The logic model helps … Continue reading

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Step Three: Develop a Logic Model

To begin creating a logic model, Darcy needs to develop a GOAL statement for the mentoring program. A goal is a broad statement about what a program intends to accomplish.  A goal addresses the intended long-term outcome of a program. … Continue reading

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Step Three: Develop a Logic Model

Here are some possible goals for Darcy’s program:   To hire 50 mentors for the program within two months. The goal must be broad and tell what the program expects to achieve in terms of the problem. To hire 50 … Continue reading

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Step Three: Develop a Logic Model

Each GOAL has one or more OBJECTIVES associated with it. Each OBJECTIVE has a set of ACTIVITIES with which it is associated. If the activities are carried out successfully, they will lead to the accomplishment of the program’s objectives, which … Continue reading

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Step Three: Develop a Logic Model

Darcy’s program theory (also called program logic) should explain how the mentoring program will benefit Devonville and its youth. The logical relationships between the program’s goal, objectives, and activities can be expressed through a series of IF-THEN statements: IF high … Continue reading

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Step Three: Develop a Logic Model

This is Darcy’s theory of how a mentoring program will help the students of Devonville.  Her program logic spells out how the goal, objectives, and activities relate to each other.   Establishing these associations allows Darcy and any evaluator she … Continue reading

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Step Three: Develop a Logic Model

In addition to a logic model, Darcy should also provide the city with a program narrative. A program narrative includes a detailed description of the mentoring program, including how the program is organized, who the target population is, and where … Continue reading

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Program Narrative

The Northwest Community Center Mentoring Program The Northwest Community Center Mentoring program is for Devonville youth who are truant or may drop out of school.  This program is based on an evidence-based mentoring program that has repeatedly demonstrated effectiveness across … Continue reading

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Step Three: Develop a Logic Model

Now that Darcy has established her goal and written her narrative, she turns her focus to developing other components of the logic model: OBJECTIVES:  Expected achievements that are well defined, specific, measurable, and derived from the goal. ACTIVITIES:  The steps … Continue reading

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Step Three: Develop a Logic Model

Here are possible objectives, resources, and activities that could be associated with the goal of Darcy’s program:  To prevent juvenile delinquency in NW Devonville by strengthening students’ bonds to their school. Objective #1: Develop positive relationships between NW Devonville youth … Continue reading

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Step Three: Develop a Logic Model

Objective #2: Increase the grade point average for youth in Northwest Devonville participating in the program within 6 months of being matched to their mentor. Activities: For the duration of the program, mentors will meet with their assigned youth two … Continue reading

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Step Four: Identify Measures

Now that Darcy has defined the problem, selected an evidence-based program, and developed the program logic, she can proceed to the next step in the evaluation process: identifying performance measures.  These measures should assess progress toward reaching the goals and … Continue reading

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Step Four: Identify Measures

PROCESS MEASURES Process measures are able to tell us whether the program is being implemented according to the original plan.  If substantial changes are made to an evidence-based program or practice, it may not work as effectively, so it is … Continue reading

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Step Four: Identify Measures

OUTCOME MEASURES Outcome measures show the change (or lack of change) in the target population that are directly related to the goal(s) and objectives. There are three types of outcomes: initial, intermediate, and long-term. Initial outcomes are the immediate results … Continue reading

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Step Four: Identify Measures

All performance measures should be: Well-defined Specific Measurable Derived from the goal Let’s begin by choosing process measures for Darcy’s mentoring program.

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Step Four: Identify Measures

The main question to ask when thinking about process measures is this: What information should I collect to document what the program is doing?  Here are some of the ACTIVITIES Darcy would like to document: Each youth participating in the … Continue reading

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Step Four: Identify Measures

Darcy selects her outcome measures by determining the change(s) she assumes will result from program activities.  Here are some of Darcy’s proposed objectives and outcome measures: OBJECTIVES: Increase the grade point average for 60% of youth participating in the program. … Continue reading

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Step Four: Identify Measures

OUTCOMES AND PROGRAM LOGIC Each outcome that we expect the program to affect is directly related to the program’s theory or logic.  The program goal is the long-term outcome anticipated by the program.  Let’s look at Darcy’s theory about her … Continue reading

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Step Four: Identify Measures

OUTCOMES AND PROGRAM LOGIC Here are two more IF-THEN statements that follow Darcy’s program logic: IF youths’ grades improve, attendance improves, and participation in extracurricular activities increases, THEN youths will feel stronger bonds or ties to their schools. In Darcy’s … Continue reading

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Step Four: Identify Measures

OUTCOMES AND PROGRAM LOGIC Finally, here is Darcy’s last IF-THEN connection: IF youths adopt prosocial values and believe in the importance of academic achievement, THEN they are less likely to engage in delinquent behavior.  The decrease in the likelihood of … Continue reading

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Step Four: Identify Measures

Darcy’s program operates within a larger system.  The last step in developing a logic model is identifying those factors external to the program that may affect whether the program will be able to achieve its goal and objectives.  It is … Continue reading

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