Lecture 03 The Foundations of Database. Intro to Logic Models What is a Logic Model? Basically, a...

Lecture 03 The Foundations of Database

Intro to Logic Models• What is a Logic Model?• Basically, 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, and the changes or results you hope to achieve.

Kellog Foundation 2004:3

Kellog Foundation 2004:3

Theory Approach Models emphasize the theory of change that has influenced the design and plan for the program/ illustrate how and why you think your program will work/ “big picture”/ for grant proposals, planning and design

Outcomes Approach Models attempt to connect the resources and/or activities with the desired results in a workable program/ fordesigning effective evaluation and reporting strategies.

Activities Approach Models emphasize linking the various planned activities together in a manner that maps the process of program implementation /for management planning activities, databases

Types of Logic Models

Kellog Foundation 2004

•50% of children entering Syracuse City Schools are not

ready according to DIBELS assessments of pre-literacy skills

•Assets:•The Say Yes initiative has been launched to provide a pipeline from k through college but children begin unprepared for kindergarten

•Needs:•The community has to focus on preparing children to take advantage of the many resources we have

from school age on

•Literature reviewed on Imagination library book

programs shows favorable results

•The Community Foundation completed a 5 year read ahead imitative

building literacy capacity of local childcares and literacy

providers•A coalition of stakeholders

including learners, business, government,

nonprofits and institutions of higher education have

committed to the value of literacy for the community’s

future prosperity

•Imagination Library book distribution program – one book a month to children from birth through age 5 – results

demonstrated in literature•Wrap around services and role modeling of reading as

delivered by local service provider agencies

•Assume our community will respond as others have to the Imagination Library.

•Assume funding can be raised•Assume language barriers can be overcome

•Assume services offered are sufficient

Program Planning Logic Model

•↑ number of adults who read to their children daily•↑ percent of children that

register on time for kindergarten

•↑ the % of children assessed as ready on the

Initial Sound Fluency• ↑ % of kids assessed as ready on Letter Naming

Fluency•Increased literacy and

school success reaching post school into career and

a revitalized economy

Literature Results Strengths Weaknesses

Morgan County Schools (2007)

Kindergarten readiness ↑from 46% to 90% in 3 yrs (scoring 7 or higher on the DIBELS) / 90% reading on grade level by grade 2

Noticed increased community engagement as a result

Not a scientific design

Des Arc Arkansas (2009)

Reading Scores ↑ 12 points on Stanford 10 test

Noted importance of connecting home and school books (90% of kids in district received IL books for 3 yrs)

Not a scientific design

University of Hawaii (2007)

Parents Read to Children more often. Once a day or more ↑ from 52% to 81%

Surveyed all participants, high response rate

Asked participants to compare in retrospect at time 2 (not surveyed both time 1 & 2)

High/Scope Educational Research (2003)

Child Excitement is key, ↑impact on family reading when parents have low education

High response rate Formative evaluation only. No comparison group, biased to include higher SES

Thomason (2008) ↑years of exposure lead to improved home literacy environment

High Response rate, focus on process of family change

Few control variables, focus on process not outcome

Trovillo (2006) Multiple programs can have overlapping effects

Distinguished at risk vs not students

Sample in Jasper Tx too few IL participants

Ferst Found Impact Eval (2008)

Study not completed. Using Peabody and qualitative data

Random Experimental &Control Grp

Control grp gets treatment after 1st year, selection bias only interested included

•PR group to outreach to and enroll families

•Database system and mailing and book return

system

•Nonprofits serving

families with youth

•Assessment team

•Book sign up outreach and

PR

•Local organizations

referring children

•Book database and mailing

system managed

•Wrap around services

coordinated

•Ongoing assessment and

reflective evaluation

•# of children enrolled match or exceed

projections (20% of population by end of year 1, 40% year 2,

60% year 3, 100% year 4)

•# of local organizations referring children (7 or

more) •Database and address updates minimize # of

returned books (0 books returned from same address more

than once)•# of children & families

attending/ receiving wrap around services – particularly higher need

families (half of all children enrolled)

•Ongoing reflective use of dashboard to refine

program implementation

(monthly dashboard created)

•1-3 year•↑ number of

adults who read to their children

daily•↑ percent of children that


•4-6 year•↑ the % of

children assessed as

ready for school on the Initial

Sound Fluency DIBELS

• ↑ % of kids assessed as

ready for school on Letter

Naming Fluency DIBELS

•Increased literacy and

school success

reaching post school into

career and a revitalized economy

•Increased community

literacy across the

lifespan•Maximized community

engagement

Program Implementation Logic Model

Problem, Need

Situation

Resources Activities, Services

For Customers Served

Goal/ Outputs1

Goal/ Outcome 2

Goal/ Outcome 3

1. to demonstrate how experience can inform learning

2. to create a supervised context for students to be social scientists, professionals and citizens

3. to provide a context for integration of the accumulation of knowledge through the curriculum as a whole and application of that knowledge to job-related settings

•1. # of children enrolled

•# of local organizations

referring children

•Database and address

updates•# of children

& families attending/ receiving

wrap around services

•2. ↑ number of adults who read to their children

daily•↑ percent of children that


•3. ↑ the % of children

assessed as ready for school

on the Initial Sound Fluency

DIBELS• ↑ % of kids assessed as

ready for school on Letter

Naming Fluency DIBELS

Distributing Books

Children Enrolled

Partner Agencies

BooksEvents

Space reserved for Pre

and post test – read

to child daily

Literacy Coalition of Onondaga County Imagination Library Dashboard July 10 ,2010

$ 29,065

http://www.onliteracy.org/index.cfm

Problem, Need

Situation



Goal/ Outcome

1

Goal/ Outcome 2

Goal/ Outcome 3

Problem, Need

Situation



Goal/ Outcome

1

Goal/ Outcome 2

Goal/ Outcome 3




1. evaluated through student feedback on field placement

2. evaluated by site supervisor evaluation of student work

3. evaluated through student journals and final paper graded by professor

Internships

Students

Faculty

Site Supervisors

Site

ResourcesResources Activities, Services

For Customers

Served

Goal/ Outcome 1

Goal/ Outcome 2

Goal/ Outcome 3

Relationships• Types of

Relationships

–one to one

–one to many

–many to many (multiple one to many)

Before we make the E-R diagram, it is

important to review the process of completing

the logic model.

What is a Logic Model?

• Wandersman and Linney (1991) describe the logic model as:

• a logical series of statements • linking a condition(s) in the community, • The activities that will be employed to address a specific• condition, short term outcomes resulting from activities• and the long term impacts likely to occur as multiple• outcomes are achieved. • Thus the logic model provides a simple means of

presenting a program and establishing process and outcome goals (Julian et al., 1995; Kumpfer

• et al., 1993; Wandersman & Linney, 1991).

The utilization of the logic model as a system level planning and evaluation device David A. Julian , *

United Way of Franklin County, U.S.A.

Available online 10 June 1998.

Evaluation and Program Planning Volume 20, Issue 3 , August 1997, Pages 251-257 http://0-www.sciencedirect.com.library.lemoyne.edu/science?_ob=ArticleURL&_udi=B6V7V-3SX0MC6-2&_user=735929&_handle=B-WA-A-W-AY-MsSAYZW-UUA-AAUDEZCWAA-AAUCCVZUAA-YVDVBVZVY-AY-U&_fmt=full&_coverDate=08%2F31%2F1997&_rdoc=2&_orig=browse&_srch=%23toc%235852%231997%23999799996%2312753!&_cdi=5852&view=c&_acct=C000040778&_version=1&_urlVersion=0&_userid=735929&md5=74e18c88c11484c288e50075705c7f03

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V7V-3WR4K4M-8&_user=735929&_handle=B-WA-A-W-AV-MsSAYZW-UUW-AAUDUAADDV-AAUVCEWCDV-YBACCWCBC-AV-U&_fmt=full&_coverDate=06%2F30%2F1999&_rdoc=8&_orig=browse&_srch=%23toc%235852%231999%23999779998%23102970!&_cdi=5852&view=c&_acct=C000040778&_version=1&_urlVersion=0&_userid=735929&md5=6e6b6f92758532f01a88230d7ec29380

Welch and Comer p. 9 Independent and Dependent Variables are implicit in Logic Models

IV DV


Each Box is a step counted or monitored

Each Line/Arrow is a hypothesized linkage of causal relationship.

IV DV

Fig. 1. Elements of the Logic Model.


Resources include human and financial resources as well as other inputs required

to support the program such as

partnerships. Information on

customer needs is an essential resource to

the program.

Activities include all

those action steps

necessary to produce program outputs.

Outputs are the products, goods and

services provided to the programs direct

customers. For example, conducting research is an activity and the reports generated for

other researchers and technology developers could be thought of as outputs of

the activity.



Customers, the users of a product

or service.

Outcomes are characterized as

changes or benefits resulting from

activities and outputs. Programs typically

have multiple, sequential outcomes

across the full program performance story.



short term outcomes, those

changes or benefits that are

most closely associated with or caused by the programs outputs

intermediate outcomes, those

changes that result from an application of the short term

outcomes.

Long term outcomes or program impacts, follow

from the benefits accrued though the

intermediate outcomes.

Tip: List out your outcomes them put them in chronological order.



Example from reading:results from a laboratory prototype for an energy saving technology may be a short-term outcome; the commercial scale prototype an intermediate outcome, and a cleaner environment once the technology is in use one of the desired longer term benefits or outcomes.

Tip: List out your outcomes them put them in chronological order.

3 Making an Entity-Relationship Diagram

Problem, Need

Situation



Goal/ Outcome

1

Goal/ Outcome 2

Goal/ Outcome 3

Problem, Need

Situation



Goal/ Outcome

1

Goal/ Outcome 2

Goal/ Outcome 3







Internships

Students

Faculty

Site Supervisors

Site


For Customers

Served

Goal/ Outcome 1

Goal/ Outcome 2

Goal/ Outcome 3

Problem, Need

Situation



Goal/ Outcome

1

Goal/ Outcome 2

Goal/ Outcome 3







Internships

Students

Faculty

Site Supervisors

Site


For Customers

Served

Goal/ Outcome 1

Goal/ Outcome 2

Goal/ Outcome 3

Program Implementation Logic Model

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