Presentation from 2009 Organizational Learning and Evaluation. 2010 presentation will move the dialogue to evaluative inquiry and a systems view to how to use models and do modeling to clarify intent and understand progress.
The essence of quality childcare…when a teacher recogn.docxmehek4
The essence of quality childcare…
when a teacher recognizes and accepts
where a child is
academically, socially and culturally
and teaches them through play
allowing them to engage in learning.
Quality Care Overview
What does QUALITY mean?
• How good or bad something is
• A characteristic or feature that someone or
something has
• Something that can be noticed as a part of a
person or thing
• A high level of value or excellence
Why is Quality Childcare
important?
What is Quality Childcare?
We will emphasize a high level of
value or excellence in maintaining
standards, best practices and
attitudes that support the
development of children in our care.
The state regulates quality based on the following aspect:
• Ratio: The number of children per adult in a home or classroom
• Group Size: The total number of children
• Health: Policies and practices around illness, immunization, nutrition,
cleanliness, and preventing the spread of germs
• Safety: Practices to make sure the environment is safe, both indoors
and outdoors. This includes practices around First Aid and Infant and
Child CPR training for staff, fire precautions, criminal background
checks
• Training, education and experience of the provider: Assures that
providers are knowledgeable in child development and other related
topics
Quality care is more than
just following regulations,
it is embracing the
individual, developmental, and academic
needs of children;
meanwhile respecting parents as their
primary educators.
Research has shown that building positive relationships with
children and their families, plus providing safe developmentally
appropriate learning environments produces long lasting
positive effects on children’s cognitive and social development.
This includes:
developmentally appropriate curriculum
knowledgeable and well-trained teachers
comprehensive services that support the health, nutrition and
social well-being, in an environment that respects and supports
diversity
Employing effective practices in the
following stages of quality care
are essential for
every early childhood teacher.
Stages of Development
Children grow and develop at different rates. While their
pathways through childhood differ, most pass a set of
predictable milestones along the way.
The information presented here offers a map that can
help you follow a child's journey.
The map divides the developmental milestones
into four areas:
Physical Development
From the start, babies want to explore their
world. As they grow, children's determination to
master movement, balance, and fine-motor skills
remains intense.
Social and Emotional
Social and emotional milestones are often harder to
pinpoint than signs of physical development. This area
emphasizes many skills that increase self-awareness
and self-regulation. Research shows that social skills
and emotional development (ref lected in the ability to
pay at ...
Choosing the right day care center is one of the most difficult decisions a parent will make. If you’re a working parent looking for a dependable child care provider that you can trust, look no further than Discovery World Learning Center in San Antonio. We offer baby care for infants as young as 6 weeks old at all three of our locations.More information visit at https://www.discoveryworldsa.com
1. BackgroundYou work as the DOS (Dean of Students) at a faith-AbbyWhyte974
1. Background:
You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south. Your student population is 5,000 with 3,0000 undergraduate students. Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).
Scenario:
You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students. After meeting with the students several times, a meeting is finally accepted by the President of your institution. He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs. He doesn't think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.
What approach would you, the DOS, take in helping these students? How much involvement should you, the DOS, have in this creation to keep it truly 'student-driven'?
2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution. Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration. Do you think that Tinto's (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does 'student life programming' strengthen the academic enterprise? If so, then how? If not, why not pour funding back into strengthening academics? Please provide one recent article (2009-Present) that provides evidence for your answer.
Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their ...
1. BackgroundYou work as the DOS (Dean of Students) at a faith-MartineMccracken314
1. Background:
You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south. Your student population is 5,000 with 3,0000 undergraduate students. Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).
Scenario:
You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students. After meeting with the students several times, a meeting is finally accepted by the President of your institution. He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs. He doesn't think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.
What approach would you, the DOS, take in helping these students? How much involvement should you, the DOS, have in this creation to keep it truly 'student-driven'?
2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution. Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration. Do you think that Tinto's (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does 'student life programming' strengthen the academic enterprise? If so, then how? If not, why not pour funding back into strengthening academics? Please provide one recent article (2009-Present) that provides evidence for your answer.
Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their ...
What Is the Early Childhood Intervention (ECI) Program? | Future Education Ma...Future Education Magazine
Early Childhood Intervention is a systematic and holistic approach aimed at identifying and addressing developmental delays or disabilities in young children.
dergarten is the transition period from informal to formal literacy (Grades 1–12), considering that age five (5) is within the critical years in which positive
experiences must be nurtured to ascertain school readiness. Extensive research has shown that this is the period of greatest growth and development,
during which the brain continuously develops most rapidly and almost at its fullest. It is also the stage when self-esteem, vision of the world, moral
foundations are established, and their mind’s absorptive capacity for learning is at its sharpest. Teachers/parents/caregivers/adults should therefore be
guided to facilitate explorations of our young learners in an engaging, creative, and child-centered curriculum that is developmentally appropriate and which
immerses them in meaningful experiences. Provision of varied play-based activities leads them to becoming emergent literates and helps them to naturally
acquire the competencies to develop holistically. They are able to understand the world by exploring their environment, as they are encouraged to create and
discover, which eventually leads them to becoming willing risk takers and ready to tackle formal school work.
Section 5 of said Republic Act also state the adoption of the Mother Tongue-Based Multilingual Education (MTB-MLE). Therefore, the mother
tongue of the learner shall be the primary medium of instruction for teaching and learning in kindergarten
Addresses the needs of CWSN, This modules highlights the need to identify the concept of equity and equality to help Children with special needs to develop holistically. Anybody interested in studying the needs of CWSN shall go through this module for his orientation and capacity building.
What are the Objectives of NGOs in Children's Education.pdfsetufoundation1
In a world striving for progress and development, the role of Non-Governmental Organizations (NGOs) in India has become increasingly vital, especially in the realm of children’s education. These organizations stand as champions of change, guided by a set of principles that shape their actions and objectives. In this comprehensive exploration, we’ll delve into the core objectives of Noida NGOs in children’s education, while also emphasizing the critical role they play in nurturing India’s most valuable asset — its children.
The essence of quality childcare…when a teacher recogn.docxmehek4
The essence of quality childcare…
when a teacher recognizes and accepts
where a child is
academically, socially and culturally
and teaches them through play
allowing them to engage in learning.
Quality Care Overview
What does QUALITY mean?
• How good or bad something is
• A characteristic or feature that someone or
something has
• Something that can be noticed as a part of a
person or thing
• A high level of value or excellence
Why is Quality Childcare
important?
What is Quality Childcare?
We will emphasize a high level of
value or excellence in maintaining
standards, best practices and
attitudes that support the
development of children in our care.
The state regulates quality based on the following aspect:
• Ratio: The number of children per adult in a home or classroom
• Group Size: The total number of children
• Health: Policies and practices around illness, immunization, nutrition,
cleanliness, and preventing the spread of germs
• Safety: Practices to make sure the environment is safe, both indoors
and outdoors. This includes practices around First Aid and Infant and
Child CPR training for staff, fire precautions, criminal background
checks
• Training, education and experience of the provider: Assures that
providers are knowledgeable in child development and other related
topics
Quality care is more than
just following regulations,
it is embracing the
individual, developmental, and academic
needs of children;
meanwhile respecting parents as their
primary educators.
Research has shown that building positive relationships with
children and their families, plus providing safe developmentally
appropriate learning environments produces long lasting
positive effects on children’s cognitive and social development.
This includes:
developmentally appropriate curriculum
knowledgeable and well-trained teachers
comprehensive services that support the health, nutrition and
social well-being, in an environment that respects and supports
diversity
Employing effective practices in the
following stages of quality care
are essential for
every early childhood teacher.
Stages of Development
Children grow and develop at different rates. While their
pathways through childhood differ, most pass a set of
predictable milestones along the way.
The information presented here offers a map that can
help you follow a child's journey.
The map divides the developmental milestones
into four areas:
Physical Development
From the start, babies want to explore their
world. As they grow, children's determination to
master movement, balance, and fine-motor skills
remains intense.
Social and Emotional
Social and emotional milestones are often harder to
pinpoint than signs of physical development. This area
emphasizes many skills that increase self-awareness
and self-regulation. Research shows that social skills
and emotional development (ref lected in the ability to
pay at ...
Choosing the right day care center is one of the most difficult decisions a parent will make. If you’re a working parent looking for a dependable child care provider that you can trust, look no further than Discovery World Learning Center in San Antonio. We offer baby care for infants as young as 6 weeks old at all three of our locations.More information visit at https://www.discoveryworldsa.com
1. BackgroundYou work as the DOS (Dean of Students) at a faith-AbbyWhyte974
1. Background:
You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south. Your student population is 5,000 with 3,0000 undergraduate students. Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).
Scenario:
You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students. After meeting with the students several times, a meeting is finally accepted by the President of your institution. He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs. He doesn't think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.
What approach would you, the DOS, take in helping these students? How much involvement should you, the DOS, have in this creation to keep it truly 'student-driven'?
2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution. Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration. Do you think that Tinto's (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does 'student life programming' strengthen the academic enterprise? If so, then how? If not, why not pour funding back into strengthening academics? Please provide one recent article (2009-Present) that provides evidence for your answer.
Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their ...
1. BackgroundYou work as the DOS (Dean of Students) at a faith-MartineMccracken314
1. Background:
You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south. Your student population is 5,000 with 3,0000 undergraduate students. Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).
Scenario:
You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students. After meeting with the students several times, a meeting is finally accepted by the President of your institution. He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs. He doesn't think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.
What approach would you, the DOS, take in helping these students? How much involvement should you, the DOS, have in this creation to keep it truly 'student-driven'?
2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution. Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration. Do you think that Tinto's (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does 'student life programming' strengthen the academic enterprise? If so, then how? If not, why not pour funding back into strengthening academics? Please provide one recent article (2009-Present) that provides evidence for your answer.
Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their ...
What Is the Early Childhood Intervention (ECI) Program? | Future Education Ma...Future Education Magazine
Early Childhood Intervention is a systematic and holistic approach aimed at identifying and addressing developmental delays or disabilities in young children.
dergarten is the transition period from informal to formal literacy (Grades 1–12), considering that age five (5) is within the critical years in which positive
experiences must be nurtured to ascertain school readiness. Extensive research has shown that this is the period of greatest growth and development,
during which the brain continuously develops most rapidly and almost at its fullest. It is also the stage when self-esteem, vision of the world, moral
foundations are established, and their mind’s absorptive capacity for learning is at its sharpest. Teachers/parents/caregivers/adults should therefore be
guided to facilitate explorations of our young learners in an engaging, creative, and child-centered curriculum that is developmentally appropriate and which
immerses them in meaningful experiences. Provision of varied play-based activities leads them to becoming emergent literates and helps them to naturally
acquire the competencies to develop holistically. They are able to understand the world by exploring their environment, as they are encouraged to create and
discover, which eventually leads them to becoming willing risk takers and ready to tackle formal school work.
Section 5 of said Republic Act also state the adoption of the Mother Tongue-Based Multilingual Education (MTB-MLE). Therefore, the mother
tongue of the learner shall be the primary medium of instruction for teaching and learning in kindergarten
Addresses the needs of CWSN, This modules highlights the need to identify the concept of equity and equality to help Children with special needs to develop holistically. Anybody interested in studying the needs of CWSN shall go through this module for his orientation and capacity building.
What are the Objectives of NGOs in Children's Education.pdfsetufoundation1
In a world striving for progress and development, the role of Non-Governmental Organizations (NGOs) in India has become increasingly vital, especially in the realm of children’s education. These organizations stand as champions of change, guided by a set of principles that shape their actions and objectives. In this comprehensive exploration, we’ll delve into the core objectives of Noida NGOs in children’s education, while also emphasizing the critical role they play in nurturing India’s most valuable asset — its children.
jdcPartnerships 2009 Logic Model Workshop Biltmore OLE
1. UNDERSTANDING AND APPLYING
LOGIC MODELS
Presented by: Jara Dean-Coffey, Principal
Jill Casey, Associate
May 7 and 8, 2009 Organizational Learning & Evaluation Conference
3. Evaluation Philosophy
3
Grounded in intent
Goals and objectives linked to
strategies/activities
Reality based–context, capacity, and
resources
Informed decisions and enhanced
learning
Integrated into organizational culture
and practice
4. Our Objectives
4
Understand the elements of Logic
Models
Learn when to use what type and why
Apply learning to actual situations
5. Logic Models
5
Tools
Used at different stages
Earlier is better than later
It is never too late
7. What Are They?
7
Logic Models are a framework for describing the
relationships between investments, activities,
and expected changes.
8. Reflection
8
Discuss your experience with logic
models:
How have you used them?
Why have you used them?
What have been their strengths and/or
the limitations in your work?
9. Why Use Them?
9
Maximize limited resources
Establish a common language and
construct for change
Support critical thinking
Increase likelihood of success
Assist in making tough decisions
?
10. What Are the Components?
10
Key Components Optional Components
Expected Changes Data Sources
(results, outcomes) Measures
Inputs Research/Best Practices
Activities Assumptions
Outputs Context
It is not together, but the ensemble is perfect.
Eugene Ormandy, Musical Director, Philadelphia Orchestra
1938-1980
11. So, Why Care?
11
If you don’t know where you are going,
you will wind up somewhere else.
Yogi Berra, National Baseball Hall of Fame, 1972
12. All Shapes and Sizes
12
It is the thinking process that is valuable
Source: www.uwex.edu/ces/lmcourse
13. When to Use?
It depends on where you are
13
Program Design
Phase 1
Conceptualization Phase 1
Planning Phase 3
Program Implementation
Phase 2
Start-up
Early Implementation
Phase 3
Full Implementation Phase 2
Termination
Transformation
14. Types of Logic Models
14
Planning
Implementation
Evaluation
15. A Logic Model: Planning
15
1. ISSUES ADDRESSED
a. Children's health
6. STRATEGIES b. Parenting skills and available resources
c. Children's ability to learn
a. Children's Health Initiative
4. EXPECTED CHANGE
b. Comprehensive Health Insurance
Coverage a. Children have optimal health and well-being.
c. Health Insurance Infrastructure Children have access to affordable comprehensive
2. GUIDING VALUES health insurance.
d. Preventive Dental Services
We believe... Families and caregivers have access to information
e. Health Advocates/Health Literacy and support to protect and promote the health, safety
Services a...that families have the primary responsibility for their and well-being of their children.
children's physical, intellectual, mental, social and moral
f. Mental Health/Child Safety/Special Needs development. Children have access to preventive oral health, mental
Consultation b...that the entire community shares the responsibility with health and specialty medical services.
families to ensure that every child thrives.
g. School Readiness Initiatives b. Children are ready for school.
c...that what we do to increase the potential of less
“Preschool for All” advantaged children improves the potential for all children. Children with social/emotional issues and special
needs are identified early and receive support.
h. Early Education Workforce Development d...We respect and value the diversity of families, races and Families have access to information, quality early
i. New Parent Education cultures in Marin. education opportunities, and support to protect and
promote the social/emotional development and school
j. Healthy Lifestyles and Child Friendly e...that our resources must be directed toward catalyzing readiness of their children.
Communities Promotion sustainable improvements in the health and well-being and
development of all children in Marin. Schools are prepared for children and linked with the
k. Policy Development, Public Education and community.
Advocacy f...our highest and best use is working to prevent problems
before they begin.
l. Emerging Issues and Special Projects c. Public policies support children
Public policies promote the optimal social/emotional
development and school readiness of all children.
3. EVIDENCE SUPPORTING STRATEGIES
Public policies support the development of quality
5. CONTEXTUAL FACTORS a. Initial and recent strategic planning process early education and child-ready school environments
that promote success in life.
a. Other funding and
b. Data collected through DHS Survey,
planning efforts Public policies promote the optimal health, safety and
Healthy Marin Partnerships and other sources
in the County well-being of all children.
c. Community engagement processes
b. Strong community
interest and involvement
d. Research findings on early child
development and family support
c. Proposition 10
legislative mandate.
e. Research and evaluation findings on
community empowerment and
d. Federal, State and
engagement strategies and results
local policies and budgets.
16. A Logic Model: Implementation
16
Healthy Behavior and Prevention – Physical Activity Focus
Source: Sunflower Foundation - Health Care for Kansas
17. A Logic Model: Evaluation
17
Healthy Behavior and Prevention – Physical Activity Focus
Outcomes
(Expected Changes) Measures Data Sources
(Objectives)
Short Interim Long
Children and Children and 65% of target population report increased knowledge of Survey
adults have adults the importance of physical activity.
increased demonstrate
awareness, healthy 50% of target population report engaging in physical Survey
knowledge behavior. activity at least 3/wk for 30 minutes or more.
and skills re:
the value of 5 schools/departments participating in the program have Survey
healthy agreed to implement program in to regular scheduling and
behavior. budget.
90% of target population (adolescents and adults) who CHIS
Children and were smoking report no longer doing so BRSS
adults are Survey
healthier.
30% of target population (children and adults) are within a YBRSS
healthy BMI range Medical Chart Review
Survey
Source: Sunflower Foundation - Health Care for Kansas
18. The Context for Programs
18
Organizational
E Framework E
n Program n
v Mission/ Framework v
i Vision
i
r Logic Model
Assump- Inputs r
o Theory of Components
tions/ o
n Change
Evidence n
m
Components
m
e e
n n
t Issues
Expected t
a Addressed Measures Outputs
Change a
l Values/
Guiding l
Principles
C C
o o
n n
t t
Strategies
e Activities
e
x x
t t
19. Reflection
19
If you have a logic model, what type is it?
Identify the key components
If you don’t have a logic model, what type
do you think will best fit?
Consider program life cycle
For everyone, how do you plan to use this
tool in your work?
20. Applying Learning
20
1. Select a template
• Planning
• Implementation
• Evaluation
2. Review your materials
3. Clarify your expected change
• This is the core piece of any model
4. Complete as much as you can
21. Sharing Stories & Strategies
21
What was difficult?
What was easy?
What was an “ah ha” moment?
What is your ‘minimal elegant next step”
upon returning to work?
22. Takeaways
22
Logic Models
Describes relationships
Articulates program theory
Program components
Variety of uses
Reflect program life cycle
Dynamic tool
23. Cautions and Considerations
23
They are what they are: models
Take time, focus, and honesty
Require looking “under the hood” and
on-going maintenance
Right path to the wrong place
Context throughout the “intervention”
24. Going Forward:
Develop, Refine & Reflect
24
Engage Stakeholders
Who else needs to be directly involved in
the development of the logic model?
Who needs to be involved in reviewing and
vetting the logic model?
With whom would the logic model be useful
as a tool for reflection?
26. Going Forward:
Develop, Refine & Reflect
26
Questions to Guide Refinement and
Reflection
Do they agree / disagree with:
The activities and outcomes depicted?
The roadmap (The way activities and outcomes
relate to each other)?
How much progress on outcomes equals
program success?
Choices of data collection / analysis methods