introduction to state logic models and related planning

1

Introduction to State Logic Models and Related PlanningStephanie Lampron, NDTAC

2

Agenda

• Provide an overview of the logic model framework for this conference

• Discuss the different purposes of logic models

• Demonstrate the sections of a logic model

• Discuss leading and lagging indicators and relationships to the model

• Provide an overview of the state logic model template

3

Logic Models and Relevance to Title I, Part D

• Why are we talking about them today?– Link to recent initiatives at ED– Assist you in conceptualizing your programs– Assist you in thinking about the best uses of funds for

your programs

4

Why Develop a Logic Model?

Logic model development offers the following benefits:• Identifies program goals, objectives, activities, and

desired results• Clarifies assumptions and relationships between

program efforts and expected outcomes• Communicates key elements of the program• Guides assessment of underlying project assumptions

and promotes self-correction• Helps specify what to measure in an evaluation

Citation: OJJDP-Understanding Logic Models, accessed at:http://www.ojjdp.gov/grantees/pm/logic_models_understanding.html

5

Information That Logic Models Should Demonstrate

• Outline how and why a program, policy, or initiative should work

• Show the relationship between resources, how the program will operate, and what the program aims to achieve

Citation: OESE Toolkit for Leading Indicator Development

6

Basic Components of a Logic Model

Input/ Resources

Activities/Processes Outputs

Outcomes(short-term)

Outcomes/ Results

(intermediate)

Outcomes/ Impact

(system change)

Resources that enable program effectiveness (and barriers that may hinder it)

Activities, technologies, tools, events, and actions of the program; interventions intended to bring the desired result

Describes the size and scope of the services and products delivered or produced

Changes expected in 1–2 years; individual level

Changes expected in 3–5 years; organizational level

Changes expected at 5+ years; system level

Funding, staff, equipment, policies, attitudes, etc.

Monitoring, professional development, assessments, etc.

People trained, students served, hours of instruction, etc.

What short- term changes result from activities?(attitude change; improved behavior)

What longer term changesresult from services?(increased reading proficiency)

What is the aspirational goal?(100% literacy rate)

Citations: OESE Toolkit for Leading Indicator Development;Kellogg Logic Model Guide

7

Consider Your Planning Level

• At what level are you conceptualizing your long-term outcomes?

• At what level are the processes and activities occurring?– SEA activities and impact– SA/LEA activities and impact– Facility activities and impact

8

Leading and Lagging Indicators

Leading IndicatorsAlign with the process, output, or outcomes areas of the logic model• Identify if activities are taking

place• Demonstrate signs of growth

or change in a given direction that suggests early progress or a warning signal

• Measure conditions that are prerequisite to the desired outcomes (i.e., predict lagging indicators)

Lagging IndicatorsAlign with the outcomes, results, and impacts portion of the model• Measure the success and

consequences of activities that have already occurred

• Measure achievement of the desired outcomes

The same indicator may serve as a leading or lagging indicator, depending on when it is used/examined.

9

Selecting Performance Indicators

What kind of indicator is each of the following and why? • Graduation rate• Enrollment rate• GED enrollment rate• Number of CTE certificates

awarded• Number of CTE certificates

earned• Recidivism rate• Types of CTE courses

offered

• Number of CTE courses offered

• Per pupil spending• Number of youth served• Percentage of HQT by FTE• Bed count• High school transcript• Average SAT/ACT score• Course completion rate

10

State TIPD Leading Indicators for Subpart 1 and Subpart 2

The percentage of long-term students served (90+ calendar days) who have both pretest and posttest scores in reading

The percentage of long-term students served (90+ calendar days) who have both pretest and posttest scores in mathematics

The percentage of students who enrolled in a school after exit from a Title I, Part D program

The percentage of students served earning high school course credits up to 90 days after exit

11

State Part D Templates

Turn to the model templates you have been provided; we will be using and discussing these throughout the day.

12

Logic Model Development Resources

• W.K. Kellogg Foundation Logic Model Development Guide (http://www.wkkf.org/knowledge-center/resources/2006/02/wk-kellogg-foundation-logic-model-development-guide.aspx)

• National Juvenile Justice Evaluation Center (NJJEC) Logic Model Toolkit for Juvenile Justice Service Providers

(http://www.jrsa.org/njjec/publications/logic_model_toolkit.pdf)

• NJJEC Logic Model Tutorial (http://www.jrsa.org/njjec/njjec-tutorial/category/learning3/)

• Office of Juvenile Justice and Delinquency Prevention (OJJDP) Logic Models(http://www.ojjdp.gov/grantees/pm/logic_models.html)

• Bureau of Justice Assistance (BJA) Center for Program Evaluation and Performance Measurement: “Developing and Working with Logic Models”(https://www.bja.gov/evaluation/guide/pe4.htm)

13

Leading Indicator References and Resources

• Leading Indicators of School Turnaround: How To Know When Dramatic Change Is on Track (http://www.darden.virginia.edu/web/uploadedFiles/Darden/Darden_Curry_PLE/UVA_School_Turnaround/Leading_Indicators_of_School_Turnarounds.pdf)

• Beyond Test Scores: Leading Indicators for Education (http://annenberginstitute.org/pdf/leadingindicators.pdf)

• In Search of Leading Indicators in Education(http://www.cpre.org/search-leading-indicators-education)