PROGRAM/THEORY OF ACTION LOGIC MODEL

New Business SHSM Program at High School X

Description

Inputs
The resources or
inputs that link
directly to and will
supply the
activities

Activities
All the activities and
processes needed to
generate the
outcomes

Students to run a
Business SHSM
Program

Awareness
campaign (School
Posters and print
brochures) to
Invested
inform students of
stakeholders
the new Business
(students, parents,
SHSM Program
teachers, and
administration)
Parent information
night
Staff to supervise
Experimental
Staff meetings
Learning
Opportunities such Build relationships
as job-shadowing,
with teachers and
field trips and Costaff and offer
op placements as
incentives to
well Reach Ahead
encourage
Experiences
teachers to
assume these
Certification
extra
training partners
responsibilities
(i.e.WHMIS, First
Aid, CAD/CAM
Partner with local
Training)
organizations such
as the St. Johns
Availability of
Ambulance to
required Bundle of
deliver certification
Courses (4 senior
training to SHSM
business courses
Students
and 2 or 3
supporting credits Clearly articulated
in English, math or
budget and
science)
monitoring
Funding from the
process to track
Ministry of
SHSM program
Education (to
costs
cover materials,
training
certifications,
teacher release
time & training,
field trip costs.)

Outputs

Short-term
Outcomes

Intermediate
Outcomes

Long-term
Outcomes

Impact

The outputs or
products that reflect
the accomplishment
of activities

Changes often in
program participants
or organization, as a
result of the activities
immediate response
to the output.

A change of skill and

behaviour, decisionmaking or action in a
target group

Represents a change
of state (social,
economic, civic, and
environmental
conditions) of a target
group, often include
specific changes in
the adoption of new
practices and
behaviour over time

The ultimate intended

change in an
organization,
community, and/or
system expected to
result from program
activities, which
might include
improved conditions,
increased capacity,
and/or socioeconomic changes in
the policy arena.

Students are
interested in the
SHSM Program
Students register
for the SHSM
Program.

Students feel the

value of the skills
and work
experience as
noted through
surveys and
anecdotally

Students actively
take a role in
determining the
reach ahead
opportunities and
field trips

SHSM students
help promote the
SHSM program to
incoming students

SHSM students
report a leg-up to
pursue postsecondary
opportunities in
their ares of
interest

Students enrol in
the SHSM bundle
courses
Support from the
school
administration and
guidance
Parental sign off
and support
Assigned and
dedicated teachers
who oversee the
SHSM program
SHSM students
earn required
certifications
SHSM students
complete their
required course
bundle by the end
of grade 12
Students
participate and
complete a co-op
gaining new skills
that build on their
strengths and
interests

SHSM students
regularly attend
classes and all
certification
training, and other
SHSM program
opportunities
SHSM students
display clear
understanding of
business
curriculum content
due to work place
experience
Parents report
students sense of
satisfaction in the
program

SHSM students
are more engaged
and regularly
attend classes
SHSM students
take on more
leadership roles in
the school
community, such
as peer tutor
SHSM students
express
satisfaction with
their job
shadowing and
workplace
experiences

Staff notice a
change in attitude
and behaviour in
the students (i.e
maturity, taking
classes more
serious, etc)

SHSM students
present at parent
night
SHSM students
seek further
certifications and
training to
complement and
deepen their new
experiences and
skill
SHSM students
gain part-time or
summer jobs from
their workplace
experience and
co-op
SHSM students
guide valuable
workplace
experience and
contacts
SHSM students
learn how to
network and
develop relevant
resume
experience

Students are
exposed to
opportunities
through the SHSM
program that
otherwise they
may not have
discovered
Students report an
easier transition
after graduation to
apprenticeship
training, college,
university or the
workplace
SHSM students
apply for post
secondary
training, college or
university in fields
related to their
SHSM program
SHSM students
earn an
apprenticeship in
their career of
choice

SHSM students go
on to build strong
careers in their
areas of interest.

School maintains
and attracts more
students to the
SHSM program

School establishes
SHSM programs
SHSM graduates
in other ares such
express career
as Health &
satisfaction
Wellness,
Environment etc.
Companies and
organizations see
the benefits and
SHSM student
earn credits that
hire students who
postsecondary
completed the
educational
SHSM program
institutions and the
and/or after their
sector recognize
respective post
secondary studies
or training
Local companies
and organizations
see the value to
the SHSM co-op
students and more
companies and
organizations sign
up to support the
program

Student earn their

Ontario Secondary
School Diploma
with the SHSM red
Seal
Approved funding

Teachers
supervising SHSM
students continue
to take on the role
and feel
satisfaction and
PD from assuming
the role
A program logic model details resources, planned activities, and their outfits and outcomes over time that reflect intended results. Knowlton & Phillips (2012) The Logic
Model Guidebook Better Strategies for Great Results
The logic frame theory provides the structure and guidance throughout the evaluation process. It is the plan, the process, and the post assessment piece.
The inputs and activities are the resources and activities required to plan and implement the program to drive the transformation. Transformation represents the
process by which a program converts inputs into outputs. Chen (2005) This logic frame model can be used at the beginning stages of the evaluation planning
process, to help design the plan. It can be tweaked or updated easily throughout the process while executing the evaluation and then used to help reflect during post
evaluation stage. Were the short-term, intermediate, and long term outcomes met? More importantly, did the SHSM program meet its long term goalsto provide
students real-world experience,learning choices and opportunities tomeet their needs, interests, and aspirations, and assist in their transition after graduation to
apprenticeship training, college, university or the workplace? Did it help with their career success and positively impact their lives?

Definitions Keiko. (2016)

Throughout the stages of this program evaluation there needs to be methods of collecting data to provide feedback to stakeholders, and make adjustments if
necessary to ensure the success of the program and that the goals are met. Feedback is what program evaluation is all about. Chen (2005) It will be important to
look at the SHSM Program at three different approaches of evaluation process evaluation, outcome evaluation, and impact evaluation.
Process Evaluation

Outcome Evaluation

Impact Evaluation

Process refers to when the resources/inputs

are used to operationalize the activities of
the program - the implementation process

Outcome refers to the changes that results

from the activities implemented. Examples
of this, if it is a short term may be better
understanding of the concept, intermediate
outcome may be improved application of the
new concept and the longer outcome may be
improved achievement, etc. There is a
gradual progression of change, from
understanding to changing behavior to
changing the culture, etc.

Impact refers to the longer-term effect of the

outcome being realized, whether they were
desired or planned or unexpected or
undesirable, etc. Often it involves other
factors outside of the control of the activities
that have been invested on.

Is the SHSM program being implemented

as planned?
Are students enrolled in the program?
Do the students complete the first year of
the program?
Do they complete the second year and
obtain their diploma with a red seal?
How are parents and students reacting to
the program?
Is someonedocumenting the evaluation
process? Who?
Is data or evidence being collected?
How isthe information being
documented?
How is the data being used?
When and how often is the administration
team meeting to share results?

Are the short term goals of the evaluation

plan being met?
Are the intermediate term goals of the
evaluation plan being met?
Are the long term goals of the evaluation
plan being met?
What are the results from theevidence
collected?
How is data collected? By whom?

Did the SHSM program meet its purpose

or goals?
What are the measures of impact post
program?
What are the results from theevidence
collected?
How is data collected? By whom?
How does the data take into account the
diversity, interests, and values of future
SHSM students?