Lecture 03 The Foundations of Database Intro to

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

Types of Logic Models Theory Approach Models emphasize 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 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 Outcomes Approach Models attempt to connect the resources and/or activities with the desired results in a workable program/ for designing effective evaluation and reporting strategies. Kellog Foundation 2004

Program Planning Logic Model • 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 • 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 • 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 • 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 • ↑ 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

Program Implementation Logic Model • PR group to outreach to and enroll families • Book sign up outreach and PR • Database system and mailing and book return system • Book database and mailing system managed • Nonprofits serving families with youth • Assessment team • Local organizations referring children • 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 register on time for kindergarten • 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

Problem, Need Situation 1. to demonstrate how experience can inform learning Resources Activities, For Goal/ Services Customer Outputs 1 s Served Partner Agencies 2. to create a supervised context for students to be social scientists, professionals and citizens Distributing Books 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 Children Enrolled Events • 1. # of children enrolled • # of local organizations referring children • Database and address updates • # of children & families attending/ receiving wrap around services Goal/ Outcome 2 Goal/ Outcome 3 • 2. ↑ number of adults who read to their children daily • ↑ percent of children that register on time for kindergarten • 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

Literacy Coalition of Onondaga County Imagination Library Dashboard July 10 , 2010 13208, 216, 63% (blank), 0, 0% Male, 193, 56% 13203, 125, 37% 100 90 80 70 60 50 Female, 40 154, 30 44% 20 10 0 # by Age St. Joseph’s. . . Launch Event. . . Refugee. . . White Branch. . . United. . . Onondaga Co. . . Syracuse Post. . . Personal. . . Child Care. . . SCSD’s LZ. . . St. Daniel’s. . . PEACE, Inc. Children’s. . . Liberty. . . Clear Channel. . . Cayuga Count. . . Mid-State ED. . . $ 35 000 133 108 23 14 14 7 5 5 4 4 3 3 2 2 2 1 1 0 50 100 150 $ 30 000 $ 25 000 $ 29, 065 $ 993 $ 3 570 $ 4 640 $ 20 000 $ 15 000 $ 7 905 Age 3 Age 2 Age 1 Age 0 $ 10 000 $ 5 000 Age 4 $ 11 958 $Projected Expenses if all enrolled stay enrolled through age 5 400 87 350 75 74 347 300 60 51 250 200 150 100 134 168 50 0 0 Referrals Enrollment Space reserved for Pre and post test – read to child daily 1 2 3 May 2010 4 Letter Naming and Initial Sound Fluency (blank), 0, 0% June 10 July 10 2010 % N. Side Kids Ready for School 70 60 50 40 30 20 10 0 2005 2006 2007 2008 2009 Heninger ISF Ready 47 46 50 62 54 For School Heninger LNF Ready 27 37 41 40 50 For School

Problem, Need Situation Resources Activities, For Goal/ Services Customer Outcome s Served 1 Goal/ Outcome 2 Goal/ Outcome 3

Problem, Need Situation Resources Activities, For Goal/ Services Customer Outcome s Served 1 1. to demonstrate how experience can inform learning 1. evaluated through student feedback on field placement Faculty Goal/ Outcome 2 Goal/ Outcome 3 Students 2. to create a supervised context for students to be social scientists, professionals and citizens Internships 2. evaluated by site supervisor evaluation of student work Site Supervisors 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 Site 3. evaluated through student journals and final paper graded by professor

Resources Activities, Services For Customers Served Goal/ Outcome 1 Goal/ Outco me 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 ER 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 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. (Julian et al. , 1995; Kumpfer Evaluation and Program Planning Volume 20, Issue 3 , August 1997, Pages 251 -257 http: //0 -www. sciencedirect. com. library. lemoyne. edu/science? _ob=Article. URL&_udi=B 6 V 7 V-3 SX 0 MC 6 -2&_user=735929&_handle=B-WA-A-W-AY-Ms. SAYZW-UUA-AAUDEZCWAA-AAUCCVZUAA-YVDVBVZVY-AY-U&_fmt=full&_cover. Date=08%2 F 31%2 F 1997&_rdoc=2&_orig=browse&_srch=%23 toc%235852%231997%23999799996%2312753!&_cdi=5852&view=c&_acct=C 000040778&_version=1&_url. Version=0&_userid=735929&md 5=74 e 18 c 88 c 11484 c 288 e 50075705 c 7 f 03 • et al. , 1993; Wandersman & Linney, 1991).

Welch and Comer p. 9 Independent and Dependent Variables are implicit in Logic Models IV DV http: //www. sciencedirect. com/science? _ob=Article. URL&_udi=B 6 V 7 V-3 WR 4 K 4 M-8&_user=735929&_handle=B-WA-A-W-AV-Ms. SAYZW-UUW-AAUDUAADDV-AAUVCEWCDV-YBACCWCBC-AVU&_fmt=full&_cover. Date=06%2 F 30%2 F 1999&_rdoc=8&_orig=browse&_srch=%23 toc%235852%231999%23999779998%23102970!&_cdi=5852&view=c&_acct=C 000040778&_version=1&_url. Version=0&_userid=73592 9&md 5=6 e 6 b 6 f 92758532 f 01 a 88230 d 7 ec 29380

IV DV n. Each Box is a step counted or monitored Line/Arrow is a hypothesized linkage of causal relationship. http: //www. sciencedirect. com/science? _ob=Article. URL&_udi=B 6 V 7 V-3 WR 4 K 4 M-8&_user=735929&_handle=B-WA-A-W-AV-Ms. SAYZW-UUW-AAUDUAADDV-AAUVCEWCDV-YBACCWCBC-AVU&_fmt=full&_cover. Date=06%2 F 30%2 F 1999&_rdoc=8&_orig=browse&_srch=%23 toc%235852%231999%23999779998%23102970!&_cdi=5852&view=c&_acct=C 000040778&_version=1&_url. Version=0&_userid=735929&md 5=6 e 6 b 6 f 92758532 f 01 a 88230 d 7 ec 293 80

Resources include Activities Outputs are the products, goods and services human and financial include all provided to the resources as well as those action programs direct other inputs required steps customers. to support the necessary to For example, conducting program such as produce research is an activity and partnerships. program the reports generated for Information on outputs. other researchers and customer needs is an technology developers could be thought of as outputs of essential resource to the activity. the program. http: //www. sciencedirect. com/science? _ob=Article. URL&_udi=B 6 V 7 V-3 WR 4 K 4 M-8&_user=735929&_handle=B-WA-A-W-AV-Ms. SAYZW-UUW-AAUDUAADDV-AAUVCEWCDV-YBACCWCBC-AVU&_fmt=full&_cover. Date=06%2 F 30%2 F 1999&_rdoc=8&_orig=browse&_srch=%23 toc%235852%231999%23999779998%23102970!&_cdi=5852&view=c&_acct=C 000040778&_version=1&_url. Version=0&_userid=735929&md 5=6 e 6 b 6 f 92758532 f 01 a 88230 d 7 ec 293 80 Fig. 1. Elements of the Logic Model.

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. http: //www. sciencedirect. com/science? _ob=Article. URL&_udi=B 6 V 7 V-3 WR 4 K 4 M-8&_user=735929&_handle=B-WA-A-W-AV-Ms. SAYZW-UUW-AAUDUAADDV-AAUVCEWCDV-YBACCWCBC-AVU&_fmt=full&_cover. Date=06%2 F 30%2 F 1999&_rdoc=8&_orig=browse&_srch=%23 toc%235852%231999%23999779998%23102970!&_cdi=5852&view=c&_acct=C 000040778&_version=1&_url. Version=0&_userid=735929&md 5=6 e 6 b 6 f 92758532 f 01 a 88230 d 7 ec 293 80 Fig. 1. Elements of the Logic Model.

short term intermediate Long term outcomes or outcomes, those program impacts, follow changes or changes that from the benefits that are result from an accrued though the most closely application of intermediate outcomes. associated with or the short term caused by the outcomes. programs outputs Tip: List out your outcomes them put them in chronological order. http: //www. sciencedirect. com/science? _ob=Article. URL&_udi=B 6 V 7 V-3 WR 4 K 4 M-8&_user=735929&_handle=B-WA-A-W-AV-Ms. SAYZW-UUW-AAUDUAADDV-AAUVCEWCDV-YBACCWCBC-AVU&_fmt=full&_cover. Date=06%2 F 30%2 F 1999&_rdoc=8&_orig=browse&_srch=%23 toc%235852%231999%23999779998%23102970!&_cdi=5852&view=c&_acct=C 000040778&_version=1&_url. Version=0&_userid=735929&md 5=6 e 6 b 6 f 92758532 f 01 a 88230 d 7 ec 293 80 Fig. 1. Elements of the Logic Model.

n. Example from reading: nresults 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. Fig. 1. Elements of the Logic Model. http: //www. sciencedirect. com/science? _ob=Article. URL&_udi=B 6 V 7 V-3 WR 4 K 4 M-8&_user=735929&_handle=B-WA-A-W-AV-Ms. SAYZW-UUW-AAUDUAADDV-AAUVCEWCDV-YBACCWCBC-AVU&_fmt=full&_cover. Date=06%2 F 30%2 F 1999&_rdoc=8&_orig=browse&_srch=%23 toc%235852%231999%23999779998%23102970!&_cdi=5852&view=c&_acct=C 000040778&_version=1&_url. Version=0&_userid=735929&md 5=6 e 6 b 6 f 92758532 f 01 a 88230 d 7 ec 293 80

3 Making an Entity. Relationship Diagram

Problem, Need Situation Resources Activities, For Goal/ Services Customer Outcome s Served 1 Goal/ Outcome 2 Goal/ Outcome 3

Problem, Need Situation Resources Activities, For Goal/ Services Customer Outcome s Served 1 1. to demonstrate how experience can inform learning 1. evaluated through student feedback on field placement Faculty Goal/ Outcome 2 Goal/ Outcome 3 Students 2. to create a supervised context for students to be social scientists, professionals and citizens Internships 2. evaluated by site supervisor evaluation of student work Site Supervisors 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 Site 3. evaluated through student journals and final paper graded by professor

Resources Activities, Services For Customers Served Goal/ Outcome 1 Goal/ Outco me 2 Goal/ Outcome 3

Problem, Need Situation Resources Activities, For Goal/ Services Customer Outcome s Served 1 1. to demonstrate how experience can inform learning 1. evaluated through student feedback on field placement Faculty Goal/ Outcome 2 Goal/ Outcome 3 Students 2. to create a supervised context for students to be social scientists, professionals and citizens Internships 2. evaluated by site supervisor evaluation of student work Site Supervisors 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 Site 3. evaluated through student journals and final paper graded by professor

Resources Activities, Services For Customers Served Goal/ Outcome 1 Goal/ Outco me 2 Goal/ Outcome 3

Program Implementation Logic Model