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Lecture 1 The Foundations of Database

Lecture 1 The Foundations of Database. Intro to Logic Models. What is a Logic Model?

bernadette-freddy
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Lecture 1 The Foundations of Database

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  1. Lecture 1 The Foundations of Database

  2. 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

  3. Kellog Foundation 2004:3

  4. Types of Logic Models 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 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

  5. 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 • 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 • 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 • ↑ 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 • 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

  6. Program Implementation Logic Model • 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 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

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

  8. Literacy Coalition of Onondaga County Imagination Library Dashboard July 10 ,2010 Space reserved for Pre and post test – read to child daily

  9. 1. to demonstrate how experience can inform learning 1. evaluated through student feedback on field placement Faculty Students 2. to create a supervised context for students to be social scientists, professionals and citizens 2. evaluated by site supervisor evaluation of student work Internships 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 settings Site 3. evaluated through student journals and final paper graded by professor

  10. 1. to demonstrate how experience can inform learning 1. evaluated through student feedback on field placement Faculty Students 2. to create a supervised context for students to be social scientists, professionals and citizens 2. evaluated by site supervisor evaluation of student work Internships 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 settings Site 3. evaluated through student journals and final paper graded by professor

  11. Relationships • Types of Relationships • one to one • one to many • many to many (multiple one to many)

  12. Before we make the E-R diagram, it is important to review the process of completing the logic model.

  13. 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

  14. Welch and Comer p. 9 Independent and Dependent Variables are implicit in Logic Models IV   DV 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

  15. IV  DV • Each Line/Arrow  is a hypothesized linkage of causal relationship. • Each Box is a step counted or monitored 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

  16. 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. 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. Fig. 1. Elements of the Logic Model. 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

  17. 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. Fig. 1. Elements of the Logic Model. 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

  18. 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. Fig. 1. Elements of the Logic Model. 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

  19. 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. Fig. 1. Elements of the Logic Model. 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

  20. 3 Making an Entity-Relationship Diagram

  21. 1. to demonstrate how experience can inform learning 1. evaluated through student feedback on field placement Faculty Students 2. to create a supervised context for students to be social scientists, professionals and citizens 2. evaluated by site supervisor evaluation of student work Internships 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 settings Site 3. evaluated through student journals and final paper graded by professor

  22. 1. to demonstrate how experience can inform learning 1. evaluated through student feedback on field placement Faculty Students 2. to create a supervised context for students to be social scientists, professionals and citizens 2. evaluated by site supervisor evaluation of student work Internships 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 settings Site 3. evaluated through student journals and final paper graded by professor

  23. 1. to demonstrate how experience can inform learning 1. evaluated through student feedback on field placement Faculty Students 2. to create a supervised context for students to be social scientists, professionals and citizens 2. evaluated by site supervisor evaluation of student work Internships 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 settings Site 3. evaluated through student journals and final paper graded by professor

  24. Program Implementation Logic Model

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