Central Toronto Youth Services

introducing

Logic Models

An Orientation to Logic Models

Supporting program enhancement through logic models

Introduction Examples Breaking it down

Putting it together

Introducing the Logic Model

The What, The Why, The When

Logic Models describes a program or

initiative. It depicts both what is

planned(the doing) and what results

are expected (the getting).

A Logic model is a diagrammatic

representation or a blueprint of a

program. It offers a way to describe

and share an understanding of

relationships(or connections)

among elements necessary to

operate a program.

Definition: WHAT is a Logic Model?

Activity A

Activity B

Activity C

Activity D

RESULTS

DO

GET

Program

Strategy

COLES NOTES:

Logic model shows the

relationships between WHAT the

program is supposed to do, with

WHOM and WHY

Benefits of Developing a Benefits of Developing a Benefits of Developing a Benefits of Developing a Logic ModelLogic ModelLogic ModelLogic Model

• Provides the opportunity to discuss and agree upon program description

• Uncovers different understandings or perceptions of the program

• Clarifies the difference between activities and intended outcomes of the program

Benefits of Having a Benefits of Having a Benefits of Having a Benefits of Having a Completed Logic ModelCompleted Logic ModelCompleted Logic ModelCompleted Logic Model

• Summarizes the key elements of a program

• Shows the theory behind program activities and makes explicit thee assumptions underlying the program

• Show the cause and effect relationships between the activities and the outcomes

Coles notes: Developing PLMs is

collective brainstorming~ it enhance learning about programs

through the iterative exchange of

information and experience .. and it’s

FUN!

Coles Notes: PLM is like a map:

it defines boundaries and highlights

important features of your program

HOW YOU CAN USE YOUR PROGRAM LOGIC MODEL

• Planning

• Communication

• Orientation and Training

• Monitoring and evaluation

• Alternative/innovative service delivery

• Grant applications

A FEW EXAMPLES

School Based Program and RITES

Sch

oo

l B

ase

d P

rog

ram

LOGIC MODEL for SCHOOL BASED PROGRAM – High School ( SBP-H)CTYS’ School Based Program (SBP) is for high school students (H), age 13-18, living in Central Toronto or East York, who are at risk for exiting school early. SBP-H is a semester-based, brief service, group intervention. Through a focus on relationship-building, SBP-H supports referred students to engage more positively with their school, to stay in school, and to realize personal success. The SBP-H Team achieves these goals through partnerships and collaborations with the target schools and their staff, as well as through the individualized goal plans with each youth group.

Program Plan: SBP-H Outcome Plan Measurement Plan

Inputs Activities Outputs Target Group

Outcome Statements Success Indicator (Short-term outcomes)

Measurement Tools

Evaluation Design

Resources, Budget

Activities, Tasks, Deliverables YEAR

Client, Group

Short-Term (at end of service)

Mid-Term Impact Long-Term Impact

Evidence of Success (at end of service)

Surveys, Tests; Other Measures

Measurement Design

SBP-H STAFF

5 staff 0.6 Manager 0.1 Researcher OTHER *3 School support staff (1 per school) * 3 high schools (Eastdale, East York, Heydon Park) * Other school staff as needed * Physical space in school for SBP-H *Food for each group * Supplies for group TOTAL COST:

$250,000

Service * Referral/ Intake- * Coordinate with school /partners * Provide group service; skill development, peer support, advocacy * Complete BCFPI & CAFAS as req’d * Brief Service Review at 6weeks * Coordinate with other community partners as needed (e.g. CAS, hsp, ,community) * Brief Service Closure * Transition/follow up as needed Clinical Support * Peer supervision * Supervision * Group consultation Administration * Team meetings *All case documentation * Staff meetings * Training * Meetings with Partner Agencies

Inquiries/yr =100-110 Active service = 55-110 Complete SBP-H = 50-70 2-3 meetings/ yr with each of 3 Schools = 6 -9 3 target High Schools 12 CTYS monthly stat reports (3 schools x 4 quarters) Annual CTYS Service Plan Report

Central Toronto & East York youth, ages 13-18, at risk of early school exit

IMPROVED STUDENT FUNCTIONING SCHOOL BEHAVIOURS *Improvements in school attendance, lates and suspensions

More at risk students are engaged in school

More at risk students graduate from secondary school

*25% > school attendance *25 % < school lates *25% < school suspension

CAFAS-School

scale

SBP-H staff Youth survey

Pre/post Pre/post Post

BEHAVIOUR TO OTHERS *Improved conflict resolution skills * Reduced peer / teacher conflicts

* 50% > conflict resolution skills * 50% < classroom conflicts * 50% < peer/teacher conflicts

CAFAS-BTO scale

SBP-H staff Youth survey

Pre/post Pre/post Post

MOODS/EMOTIONS *Improve resilience/well being * Reduced anxiety and depressive symptoms

*50 % > in resilience skills *50 % < anxiety/depressive symptom’s

CAFAS- M/E scale SBP-H staff Youth survey

Pre/post Pre/post Post

SERVICE SATISFACTION Youth engaged with group Youth satisfied with SBP

*80 % youth who complete SBP-H are engaged and satisfied with service

Youth survey Post

FIDELITY TO SERVICE MODEL High fidelity to SBP-H model

Continued adherence to high fidelity > positive outcome & shift from EIP to EBP

As an EBP, SBP-H becomes a core service within each high school

*85 % adherence to model fidelity

File review (n=10) random sample using Fidelity Tool

Peer review

PARTNER (SCHOOL) SATISFACTION School partners are satisfied with SBP-H service

Greater satisfaction leads to more referrals and expansion to other high schools

With high partner satisfaction, SBP-H becomes a core service iin each high school

*90% of school partners are satisfied with SBP-H

Partner survey Post

RIT

ES

[RITES] empowers black youth with an understanding of themselves, their cultures and increases their awareness of the issues that impacts their Mental Health. It

serves youth, referred by the community 14-18 years old in the city of Toronto. It is informed by evidence and research on racism stress management and strengthening

racial identity and incorporates individual and group counselling

Program Plan: SBP-H Outcome Plan

Inputs Activities Outputs Target Group Outcome Statements Resources, Budget

Activities, Tasks, Deliverables YEAR

Client, Group

Short-Term (at end of service)

Long-Term

Human

Resources

2 Staff-

equivalent-

0.6FTE

Manager

0.1FTE

Other

* Physical

space @CTYS

*Food for

each group

* Supplies for

group

* Honorarium

Service

Intake

Active Clients

Recruitment

BCFPI

Youth Engagement

Story telling

Assessment

Closing

CAFAS

Day retreat

Group counseling

Individual

counseling

Community

Engagement/

Partnership

Clinical Support

* Supervision

* Group

consultation

Administration

* Team meetings

*All case

documentation

* Staff meetings

* Training

* Community

Consultation

Intakes/yr=30

Active clients=20-

24

Complete

RITES=15-20

Personal Identity

story-Culminating

project

1 day retreat

2 groups

22 sessions per

group

4-6 sessions per

client

1-2x 20-24 clients

Supervision=12x/m

onthly

Group consultation

10x/year

14-18 years old Black

youth

City of Toronto

Seeking cultural

connectivity and

requiring racial

socialization

Increased understanding of African centred value

system

Increased knowledge of African cultures

Increased positive attitudes and beliefs about

racial identity*

Increased awareness of issues that impact their

mental health

Improved stress management

Increased knowledge of community assets and

resources

Increased resilience and improved mental health

functioning

Increase protective factors in Racial Socialization

Total Cost:

Program

Expenses:

Training

Development

Client Expenses

Consultation:

Client Satisfaction

Youth will be satisfied with the RITES program Youth will access mental health services

Breaking it down

The Elements…Introducing CAT SOLO

https://www.youtube.com/watch?v=TZ860P4iTaMNora’s Solo

•Components•ComponentsC

• Activities• ActivitiesA

• Target Group• Target GroupT

• Short-term• Short-termS

• Outcomes• OutcomesO

• Long-Term• Long-TermL

• Outcome• OutcomeO

C

A

T

COMPONENTS are strategies, themes or sets of activities.

Example: Community Outreach, Intake, Recruitment,

Counselling

Activities are interventions or actions taken- What

services does your program deliver what are the functions

or tasks? Example: group work, family counselling,

referrals

Target Group – Individuals or communities at whom the

program activities are directed. Whose needs are you

trying to meet. Example: Youth 12-18 serving bail orders

GROUP ACTIVITY

S

O

L

O

Short Term Outcomes are the direct result of the

program, usually what you expect to see at the end of the

program. These are usually changes in:

Awareness, Knowledge, Skills and Attitudes

Long term outcomes reflect impact or social/

economical consequences of the program. These are the

end result that though programs are not generally held

accountable, they may claim contribution to. These are

generally changes in conditions.

GROUP ACTIVITY

PUTTING IT ALL TOGETHER

Input CAT Output SOLO

Putting it together

• Inputs

If

• Components

Then• Activities

If

• Target

Group

Then• Outputs

If

• Short-term

Outcomes

Then• Long- term

Outcomes

Program Logic Model Elements

?But wait…

There’s More!

Summary and Pop Quiz!

SUMMARY

• Program Logic Models are a useful tool

• PLM can be used for understanding planning

and improving programs

• Elements of a PLM are: Input-CAT-Output-SOLO

• Consulting with others is an important aspect of

developing a PLM- It’s a team effort

• PLM’s are not static- as the program changes –

so should the logic model

POP QUIZ

Program Logic Models can be used for

program planning and evaluation?

What are the basic elements of the

program logic model?

Which of these are benefits of

developing a program logic model?

Helps to uncover different understandings of the program

May lead to innovative ways of developing /enhancing a program

Clarifies the difference between the activities and outcomes

of programs

Helps identify critical questions for evaluation

All of the above

Program Logic Models are used for

performance appraisals?

Who should be involved in creating

program logic models?

Roger and Jennifer

External Consultants

Researchers

Managers and Evaluators

All those who have a stake in the program

What’s Your Message?Program Logic Models