OK, this might look pretty confusing at this point, so let’s start by defining the parts.
As part of our strategic planning process, our CSHP team developed a five-year program logic model. Since we took the five-year approach, we put strategies in the second box, rather than activities. However, if your logic model was based on the work of one year, you might place activities in this box. Both strategies and activities are defined for you below.
Activity: Defining the Parts of a Logic Model
On the logic model template below, roll your cursor over each component box to view definitions and examples.
Note: Data source examples will pop-up with outputs and outcomes.
[This activity is designed to help you define the components of a logic model. It provides definitions of each component, examples of content for each component, and examples of data sources. The components include inputs, strategies/activities, outputs, short-term outcomes, intermediate outcomes, long-term outcomes, and the overall program goal.
Inputs are resources available to operate a program including staff, organizations, communities, and finances.
Examples of inputs include direct and in-kind funding, existing collaborations, professional development, technical assistance, evaluation personnel, materials, policies, and facilities and equipment.
Either strategies or activities are used for the strategies/activities component, depending on the time period covered by the logic model. A strategy is the means or broad approach by which the program will achieve its five-year goals. For example, a strategy might be to provide professional development on how to increase physical activity among students.
Activities are specific things that the program is doing on a yearly basis. These could be processes, tools, events, and actions intended to be a part of program implementation. For example, an activity might be to train school administrators and staff on the new physical education standards.
Outputs refer to the amount of product or service that the program intends to provide. These include specific types, levels, and targets of services to be delivered by the program.
An example of an output is the number of school administrators and staff trained on the physical activity program.
Two examples of data sources to document outputs are training event registration logs and the Indicators for School Health Programs.
Short-term outcomes are the immediate effects (within 1 to 3 years) of a program; they often focus on change in knowledge, attitudes, and skills.
An example of a short-term outcome is increased confidence among school administrators and staff in implementing the physical activity program.
An example of a data source to document short-term outcomes is pre- and post-training questionnaires.
Intermediate outcomes are the effects of the program that are achieved within 3 to 5 years of program initiation; they often include change in behavior, norms, or policies.
An example of an intermediate outcome is the implementation of the physical activity program by 50% of schools in a state.
Two examples of data sources to document intermediate outcomes are administrator implementation questionnaires and School Health Profiles.
Long-term outcomes are effects that are achieved within 4 to 6 years of program initiation; they include changes in organizations and systems. These are the expected effects of your five-year program goals.
An example of a long-term outcome is an increase in physical activity among students in the state.
Two examples of data sources to document intermediate outcomes are the YRBS and School Health Profiles.
The definition of the overall program goal is the overall mission or purpose of the program often expressed in terms of changes in morbidity and mortality.
An example of an overall program goal is decreased incidence and prevalence of chronic diseases among youth.]
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