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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
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.
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
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