ATTACHMENT E: Sample Logic Model INPUTS OUTPUTS SHORT-TERM OUTCOMES INTERMEDIATE OUTCOMES LONG-TERM OUTCOMES List specific: Services Provided by Grantees Grantee’s Attained Improved Quality of Early Child Car Increased Number of Children Program Activities and Education Who Enter School Ready to Learn Resources Program Activity Counts Staff Number of Participants For example: For example: Funding Children For example: Facilities Individual Providers Percentage of early childhood Percentage of kindergartners Child Care Centers Number of T.E.A.C.H. teachers with AA degree scoring higher than 80% on Strategic Planning Parents scholarships Percentage of early childhood developmental assessments Other Number of child health teachers with CDA Community Needs Assessment referrals Percentage of early childhood Results Number of Services Number of care slots teachers with NAEYC By type of service Number of health, vision, and accreditation Implementation Plans By type of participant hearing screenings Number of parent edu- Increased Availability of Dollars Spent cation services Care and Education By type of service By type of participant Systems Change Increased Affordability of Early Child Care and Education For example: Improved Child Health New partnerships EC gaps filled Increased Family Support Increased collaboration Increased Childhood Number of Children Reached Knowledge Among Parents Number of Families Reached
ATTACHMENT E: Sample Logic Model INPUTS OUTPUTS SHORT-TERM OUTCOMES INTERMEDIATE OUTCOMES LONG-TERM OUTCOMES List specific: Resources Staff Funding Facilities Strategic Planning Community Needs Assessment Results Implementation Plans Services Provided by Grantees Program Activities Number of Participants Children Individual Providers Child Care Centers Parents Other Number of Services By type of service By type of participant Dollars Spent By type of service By type of participant Grantee’s Attained Program Activity Counts For example: Number of T.E.A.C.H. scholarships Number of child health referrals Number of care slots Number of health, vision, and hearing screenings Number of parent edu- cation services Systems Change For example: New partnerships EC gaps filled Increased collaboration Number of Children Reached Number of Families Reached Improved Quality of Early Child Car and Education For example: Percentage of early childhood teachers with AA degree Percentage of early childhood teachers with CDA Percentage of early childhood teachers with NAEYC accreditation Increased Availability of Care and Education Increased Affordability of Early Child Care and Education Improved Child Health Increased Family Support Increased Childhood Knowledge Among Parents Increased Number of Children Who Enter School Ready to Learn For example: Percentage of kindergartners scoring higher than 80% on developmental assessments
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