Describe

the Program
SUGGESTED CITATION: 

Salabarría-Peña, Y, Apt, B.S., Walsh, C.M. Practical Use of Program

Evaluation among Sexually Transmitted Disease (STD) Programs, Atlanta (GA):

Centers for Disease Control and Prevention; 2007.

STEP 1: ENGAGE STAKEHOLDERS

1.1 Determine how and to what extent to involve stakeholders in

program evaluation

u STEP 2: DESCRIBE THE PROGRAM

2.1 Understand your program focus and priority areas

2.2 Develop your program goals and measurable (SMART) objectives

2.3 Identify the elements of your program and get familiar with 

logic models

2.4 Develop logic models to link program activities with outcomes

STEP 3: FOCUS THE EVALUATION

3.1 Tailor the evaluation to your program and stakeholders’ needs

3.2 Determine resources and personnel available for your evaluation

3.3 Develop and prioritize evaluation questions

STEP 4: GATHER CREDIBLE EVIDENCE

4.1 Choose appropriate and reliable indicators to answer your

evaluation questions

4.2 Determine the data sources and methods to measure indicators

4.3 Establish a clear procedure to collect evaluation information

4.4 Complete an evaluation plan based on program description 

and evaluation design

STEP 5: JUSTIFY CONCLUSIONS

5.1 Analyze the evaluation data

5.2 Determine what the evaluation findings “say” about your program

STEP 6: ENSURE USE OF EVALUATION FINDINGS 

AND SHARE LESSONS LEARNED

6.1 Share with stakeholders the results and lessons learned from 

the evaluation

6.2 Use evaluation findings to modify, strengthen, and improve 

your program

Practical Use of Program Evaluation among

Sexually Transmitted Disease (STD) Programs
Describing your program is the second step in CDC’s

framework for program evaluation. Note that in this step

we describe the program and not the evaluation. A

comprehensive program description ensures that program

staff, evaluators, and other stakeholders share a clear understanding

of what the program entails, and how its goals and objectives will be

achieved. This understanding among stakeholders sets the stage for

program evaluation and can be helpful in strategic planning, and

performance measurement.

The tools in Step 2 can help you: (1) identify the needs your

program should address, (2) develop clear goals and objectives, (3)

describe other program elements, and (4) develop a picture (logic

model) of how you believe your program works. 

• Tool 2.1 provides guidance on how to assess the STD needs of

your project area (e.g., city, state, nation, territory).

• Tool 2.2 discusses the difference between goals and objectives

and provides guidance on how to develop them. 

• Tool 2.3 describes the components for creating a logic model. 

• Tool 2.4 provides an opportunity for you to develop logic models

and link program activities to outcomes. 

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS 33

Describe

the Program
TOOL 2.1: UNDERSTAND THE YOUR PROGRAM 

FOCUS AND PRIORITY AREAS 

_____________________________________

INTRODUCTION

Describing your program includes explaining the health problems

(e.g., syphilis, gonorrhea, Chlamydia) addressed by your program,

how these affect different segments of the population, and any trends

that may be occurring. This information can be obtained from a

needs assessment and Tool 2.1 can help you understand the

importance and benefits of identifying program needs and provides

guidance on how to conduct a needs assessment. The flowchart

below provides a description of the relationship between the activity

of identifying the STD needs of your project area and the activity of

engaging your stakeholders throughout the evaluation.

LEARNING OBJECTIVES

Upon completion of this tool, you will be able to:

1. Explain to other stakeholders the STD–related problem(s)

addressed by your program. 

2. Use appropriate data sources for justifying the STD needs in

your project area (e.g., city, state, nation, territory)

WHY IS IT IMPORTANT TO DETERMINE STD-RELATED

NEEDS IN YOUR PROJECT AREA?

Knowing the STD prevention and control needs of your project area

provides an important foundation for understanding the focus of

your program. It can also help you to develop realistic and

measurable objectives and plan your program activities accordingly.

A needs assessment is a starting point for program planning. It can

help your program staff identify and measure gaps between “what is”

and “what ought to be.” This knowledge can then be used to set

program priorities and to develop program interventions and

activities that reflect those priorities. 

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2 DESCRIBE THE PROGRAM

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UNDERSTANDING OF PROGRAM FOCUS AND PRIORITY AREAS

ENGAGE

STAKEHOLDERS

THROUGHOUT

EVALUATION
Project areas, have undertaken needs assessments for some time since

part of your Comprehensive STD Prevention System (CSPS) grant

application requires you to provide behavioral and morbidity trends

(e.g., number of cases, case rate) for the STDs that affect your

project area. You have used that information to determine

populations and diseases of high priority in your project area. 

This tool provides information on the process of conducting a needs

assessment and it can also help to plan future needs assessments. If you

have already gone through a similar process, discuss the most relevant

information with the stakeholders. This will increase their familiarity

with the focus and priority areas of the STD program. Next, go to Tool

2.2 where you will review the objectives pertaining to the activity you

are interested in evaluating.

WHAT ARE THE BENEFITS OF CONDUCTING 

A NEEDS ASSESSMENT?

A needs assessment can benefit your program by helping you to:

• Clearly determine both the met and unmet STD prevention and

control needs within your area.

• Identify target populations’ service needs related to preventing

and treating STDs.

• Clearly define your program purpose and scope.

• Identify appropriate goals, objectives, and corresponding

program interventions and activities.

• Have a baseline from which to measure program achievements

over time.

• Get community support for your program.

• Provide data to meet funder requirements and to seek additional

funding.

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WHEN SHOULD YOU CONSIDER CONDUCTING 

A NEEDS ASSESSMENT IN YOUR PROJECT AREA?

Consider conducting a needs assessment when:

• You are preparing your grant application (e.g., CSPS).

• You need to determine the STD-related risk factors among 

target populations.

• Demographic changes occur within your target populations 

(e.g., increase in immigrant populations) and within the

community your program serves.

• Shifts occur in the incidence and prevalence of STDs within

your community.

• You are planning new STD prevention program activities 

and services. 

• You need additional support to maintain your program. 

HOW DO YOU DO A NEEDS ASSESSEMENT 

IN YOUR PROJECT AREA?

A thorough needs assessment will serve as a basis for developing a

strategic program and evaluation plan. This section provides

information on steps you can take to determine the STD prevention

needs in your area. Additional information on conducting needs

assessment, including do’s and don’ts of needs assessment can be

obtained from the Oxford County Library’s Needs Assessment/

Strategic Planning manual available online1 and additional resources

included in the “References” section of this tool. 

1. Identify stakeholders, staffing, and resources for the

needs assessment.

When possible, it is very important to involve key stakeholders in

your needs assessment, including members of your target

population (see Tool 1.1, Determine How and to What Extent to

Involve Stakeholders in Program Evaluation) to determine what is

known about the STD needs in your project area, and agree on

the purpose of the needs assessment. Stakeholder involvement can

help to ensure that needs are appropriately identified and

understood and that this information directly informs program

planning. They can provide or collect needed data. Most

importantly, they can review the information from the needs

assessment and help to set program priorities based on this

information. 

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2 DESCRIBE THE PROGRAM

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Clarify the roles and responsibilities of the key staff within your

program who are to plan and carry out components of the needs

assessment. Also, map out a timeline and identify needed

resources for completing the assessment. 

2. Use existing data or collect new data to determine the

STD related problems and their magnitude in the target

population(s).

To determine the STD-related problems of the target population,

focus on two things: (1) the incidence and prevalence of STDs

among target population(s) and (2) the consequences of STDs in

terms of both morbidity and mortality. This means that you

need to access and use existing data and/or collect new data.

You can collect information directly from your target

population(s) to fully understand their STD-related needs.

Such information is known as primary data. Examples

include STD testing and screening information you obtain

from patients directly. Primary data can also be obtained when

your program administers surveys, conducts key informant

interviews, group interviews, or gathers information in

community forums (see Appendix or more information on

methods to collect needs assessment data). 

Example of the collection of primary data:

STD program staff from project area X conducted a focus group

with 10 individuals representing high school health programs

and juvenile detention facilities. The staff queried about their

knowledge of current adolescent sexual behaviors and partnering

patterns. The participants consistently confirmed that most high

school students and detainees had sexual relations before entering

high school and that most had multiple partners.

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You may be able to obtain previously collected local-, state-, or

national-level STD-related information (on STDs or your target

populations) from other organizations which was not collected

specifically for your needs assessment purposes, but may prove

useful. Such information is known as secondary data. You may

already have a considerable amount of secondary data that you have

gathered to write your STD program grant application such as

behavioral trends for the STDs that affect your project area.

Examples of secondary data include the following: U.S. Census

data, Centers for Disease Control and Prevention (CDC)

epidemiological profiles, Morbidity and Mortality Weekly Report

(MMWR data), national-level risk behavior research data, and data

collected by academic institutions. When using secondary data,

consider from whom, how, and when data were collected, and their

applicability to your area and the community(ies) your program

serves. For project areas with limited resources, the use of secondary

data may be more feasible and practical than primary data because

the latter may be expensive and time consuming. 

You may want to use the following sources of secondary data:

• Local HIV program data

• Sexually transmitted disease surveillance from CDC

(www.cdc.gov/nchstp/dstd/Stats_Trends/Stats_and_Trends.htm). 

• Data from your state or local health department or CDC’s

National Center for Health Statistics (NCHS) on mortality,

morbidity, and determinants of health status. You can find

NCHS data at www.cdc.gov/nchs/hus.htm.

• Data from your state or local Department of Education 

• Substance Abuse and Mental Health Services Administration

(SAMHSA) at www.samhsa.gov

• Data from your State Department of Corrections

• Data from your state or county government agencies on sociodemographic characteristics including age, gender, ethnicity,

income, employment, family size, geographic location, and

other social indicators. You can find U.S. Census data at

http://quickfacts.census.gov/qfd.

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2 DESCRIBE THE PROGRAM

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Examples of the use of secondary data: 

While STD rates among teens in project area-X are much lower

than national teen rates, project area-X rates have increased

significantly since 1998. National data indicated that in project

area-X Gonorrhea rates increased 229% from 18.7 per 100,000

in 1998 to 42.8 per 100,000 in 2002. Chlamydia rates almost

doubled from 3% in 1998 to 5.7% in 2002.

According to the 2003 Youth Risk Behavior Survey (YRBS),

15.9% of middle school students have had sexual intercourse.

Nearly 5% had intercourse before age 11, and 5.4% have had sex

with three or more people. Of those who had sex, 63.7% used a

condom during their last sexual intercourse. 

You can collect primary and secondary data using a number of

different methods. Appendix includes methods used to collect

needs assessment data. 

3. Identify possible causes of STDs in the target population.

Data sources that can determine the health status of your target

populations may also be used to better understand the causes and

associated factors related to acquiring STDs. Such causes and

factors could be intrapersonal such as clients’ lack of knowledge

about STDs, inaccurate perceptions of risk for STDs, drugtaking behaviors, and low self-efficacy to negotiate for safer sex

practices. Community and social norms (e.g., patterns regarding

use of condoms with casual partners) or environmental factors

(e.g., availability of free or low-cost condoms) related to risk

behaviors and use of health services may play a role in whether

the target population engages in safer behaviors. 

4. Determine what other programs are available to address

STD related problems.

The first task is to identify any other current programs – whether

from your Department of Health or others – that address STD

prevention and control among the target population. Carefully

examine and determine how these programs address current

needs. Are the programs accessible? Do they adequately reach

the target population? 

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DESCRIBE THE PROGRAM 2

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5. Prioritize needs based on available resources and/or

resources that can be obtained or developed. 

Because of limited resources, it is essential that your program

staff, along with stakeholders, prioritize program needs based

on a discussion of the more pressing STD needs and available

resources (i.e., budget, staff, and time). At the end of this

discussion, arrive at an agreement about the purpose of your

program and your areas of special emphasis. For example,

you may decide to implement a health education program to

address the STD-related needs of adolescents in the county.

Based on the available resources, you may narrow this to

implementing the program only in high schools. Thus, the

purpose of your program can be to address the STD needs of

adolescents, with special emphasis on high school

adolescents. If you require more assistance with conducting

need assessments refer to the references provided in the tool.

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2 DESCRIBE THE PROGRAM

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41

DESCRIBE THE PROGRAM 2

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS

SUMMARY CHECKLIST: Sharing Evaluation Findings

c Discuss with stakeholders the focus and priority areas of the STD program based

on previous assessments your program has conducted or data your program has

available.

c Tailor the methods you use to communicate evaluation findings to reflect the

needs of your audiences and their preferences for format and style.

c Determine whether you should conduct a needs assessment.

c Identify/involve appropriate stakeholders, and agree on the purpose of the

needs assessment.

c Identify how the needs assessment will be staffed and what resources are

available to conduct it.

c Develop a timeline for the assessment activities.

c Use existing data or collect new data to determine the health status of the

target population and the magnitude of the STD problems.

c Identify possible causes of the STD- related problems in the target 

population(s).

c Determine what programs are available to address STD-related needs.

c Prioritize needs based on available resources and/or resources that can be

obtained or developed.

c Revise the purpose of your program and specify areas of special emphasis (i.e.,

target populations) accordingly.
CONCLUSION AND NEXT STEPS 

Upon completion of this evaluation tool, you will understand the

importance and benefits of determining the STD related need in

your project area. You will have implemented the prescribed steps of

a needs assessment in your STD program and produced information

about the target population(s) and disease priorities you will address. 

In Tool 2.2, you will learn how to develop goals and measurable

objectives. The tool will address the difference between goals and

objectives and provides guidance on the development of process and

outcome objectives.

ACRONYMS USED IN THIS TOOL

CBO – Community-based organization

CDC – Centers for Disease Control and prevention

CPG – Community Planning Group

CSPS – Comprehensive STD Prevention System

DIS – Disease Intervention Specialist

DH – Department of Health

HIV – Human Immunodeficiency Virus

JDC – Juvenile detention center

MSM – Men having sex with men

MMWR – Morbidity and Mortality Weekly Report

NCHS – National Center for Health Statistics

STD – Sexually transmitted disease

YRBS – Youth Risk Behavior Survey

KEY TERMS

Focus group: A qualitative method used to collect data from a

group of people (about 6 - 11) who meet for 1-2 hours to discuss

their insights, ideas, and observations about a particular topic with a

trained moderator. Participants are selected because they share

certain characteristics (e.g., individuals who have been tested for

syphilis, women in detention facilities) relevant to the evaluation. 

Incidence: New cases of a disease in a specific population within a

defined time period. 

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2 DESCRIBE THE PROGRAM

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Individual interview: A data collection method which involves

dialogue with individuals who are carefully selected for their personal

experience and knowledge with the issues at hand. Since these

interviews are conducted individually, they are useful when

anonymity is an issue or when asking about sensitive topics so

participants can feel free to express their ideas

Morbidity: Sickness or illness.

Population at risk: Groups that have a high probability of

developing an STD or related condition. 

Prevalence: Number of cases of a disease in a population at a given

point in time. 

Primary data: Data directly obtained by your STD program (e.g.,

surveillance, number of sex partners of syphilis cases collected

through DIS interviews).

Risk factor: A factor that increases a person’s chances of getting a

disease or condition (e.g., having multiple sexual partners, lack of

access to health care).

Secondary data: Information your STD program can use that has

been collected by someone else (e.g., national data). This may

include epidemiological data, socio-demographics, health risk

behaviors, and health policies.

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DESCRIBE THE PROGRAM 2

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CASE STUDY 

The following is an example of a syphilis-related needs assessment

conducted by the STD program in City X. The program decided to

examine the syphilis prevention plan in light of new national

findings reported in CDC’s MMWR highlighting increasing rates of

HIV among young men. The example outlines all the steps used in

this tool. The STD program used both primary and secondary data

to identify “young men (17-25 years of age) who have sex with men”

as the target population. The approaches and methods used in this

example are by no means exhaustive and are used only to illustrate a

sample needs assessment. 

Following are the steps that program staff and stakeholders in City X

implemented in their needs assessment.

1. Identify stakeholders, staffing, and resources for the needs

assessment.

The STD program identified the program staff and resources for

the needs assessment. Stakeholders invited to be part of the

project included the STD program director and manager, medical

care providers, prevention service providers and clients from a

number of community-based organizations, clinical staff serving

populations at high risk of STDs (particularly syphilis), a member

of City X HIV Prevention Program, and members of the HIV

community planning group (CPG).

2. Use existing data or collect new data to determine the STD

related problems and their magnitude in the target

population(s).

Program staff used primary and secondary data to determine the

syphilis-related factors of the target population and their

magnitude. For programs with limited resources (staff, budget,

and time), the program staff may find it more practical and

feasible to begin by using secondary data than by engaging in

primary data collection.

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2 DESCRIBE THE PROGRAM

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Primary Data 

To develop a more comprehensive understanding of syphilis as a

public health problem in the community, the STD program, in

collaboration with community partners, conducted 75 individual

(open-ended) interviews and 5 focus groups, with nine men

attending each. Each focus group was composed of men who met

one of five distinct characteristics (i.e., white, Latino/Hispanic,

African American, out-of-school youth, youth receiving services at

the STD clinic). Men were recruited from advertisements in local

gay newspapers, through e-mail networks of partner communitybased organizations (CBOs), and through Internet chat rooms.

Two public health school graduate students, well-trained in

interviewing techniques and focus group facilitation, conducted

the interviews and focus groups. Each interview lasted

approximately 30 minutes. The interviews were conducted over

the course of a week, and each participant received a food

certificate donated by local businesses. The focus groups took

place over a week and lasted 2 hours. Each participant received a

movie pass donated by a local movie theatre. 

The interviews and focus group were designed to assess issues

related to syphilis knowledge, attitudes, social norms, and

behaviors regarding safer sex behaviors (e.g., condom use; number

of sexual partners) among men having sex with men (MSM). In

addition, interviews and focus groups explored issues relevant to

men’s perceptions about the accessibility and quality of

community health services, and factors that would predispose

them to use such services. The interviews and focus groups

revealed that some young MSM had inaccurate perceptions of

their own vulnerability for syphilis given their sexual practices. In

addition, many of the young MSM reported lack of skills to

negotiate for safer sex, inconsistent condom use with casual

partners, and that they felt highly influenced by social norms to

use “party” drugs and to have sex with multiple partners. 

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DESCRIBE THE PROGRAM 2

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Secondary Data 

Secondary data were obtained from a recent study conducted by

the local school of public health on the overall health of MSM

and local epidemiologic profiles. These data showed that among

young MSM, 8% were reported to have had syphilis, 10%

Chlamydia, and 15% gonorrhea within the past year. 

3. Identify possible causes of STDs in the target population.

Based on a review of the primary and secondary data,

program staff and stakeholders identified possible causes of

increased rates of syphilis among MSM. They listed the

following risk factors:

• Unprotected sexual intercourse.

• Multiple sexual partners.

• Drug-taking behaviors.

• Lack of knowledge about syphilis, symptoms,

and treatment options. 

• Inadequate skills to negotiate for safer sex.

4.Determine what other programs are available to address STD

related problems.

Based on a review of available information, program staff and

stakeholders found limited syphilis prevention programs for

young MSM within the community. A local STD coalition

consisting of the STD program staff, HIV/AIDS Department of

Health (DH) staff and two local CBOs committed resources to

address syphilis prevention among the young MSM population.

The STD program had adequate resources to screen, test, educate,

and provide clinical services to the MSM community, but these

services were accessed by small numbers of MSM. One of the

CBOs had initiated a community-level syphilis prevention

intervention intended to educate the MSM community about

syphilis and to change norms about sexual practices.

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5. Prioritize needs based on available resources and/or resources

that can be obtained or developed. 

The program staff and stakeholders came together to prioritize

needs based on their needs assessment. It was evident to them

that broader, more comprehensive STD prevention efforts needed

to be undertaken with MSM in City X. They noted that unmet

prevention and control needs included:

• Availability of syphilis testing at non-traditional venues and

times of day.

• MSM knowledge about syphilis and other STDs, and HIV.

• Community awareness about the link between HIV infection

and syphilis.

• Venue-based outreach.

STD program staff and stakeholders noted that program needs

included:

• Addressing MSM lack of knowledge about syphilis.

• Facilitating MSM acquisition of more realistic self-appraisals

of their personal vulnerability for syphilis and other STDs.

• Building MSM skills and self-efficacy to communicate and

negotiate for safer sex.

• Increasing MSM awareness of the syphilis outbreak,

symptoms, and treatments.

• Promoting community-wide norms that reduce the spread of

syphilis.

The program staff and stakeholders made a number of conclusions

based on the needs assessment. Most importantly, they felt that

syphilis screening must change in order to serve MSM more

effectively. The data reflected that screening needed to be available

in alternative locations such as sex venues and mobile sites. In

addition, the times of availability for screening needed to be

compatible with the activities and schedules of the population served.

Later hours during the weekday and weekend hours should be

provided in order to increase access to screening. The STD program

staff and stakeholders concluded that increased access to screening

increased the opportunity to diagnose and treat infections. 

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Program staff and stakeholders made the following

recommendations:

1. Syphilis screening must be pilot-tested at non-traditional venues

(bath houses, CBOs, bars, etc.) to determine the effectiveness.

In addition, already identified MSM-friendly clinics should have

hours that more effectively serve their clientele. 

2. A targeted media campaign specifically addressing MSM needs

and risks should be implemented for syphilis. Increasing the

community’s awareness of the connection between HIV

infection and syphilis is also a priority. 

3. Program planning and implementation should involve pertinent

stakeholders, including: 

• STD and HIV DPH staff and managers 

• Staff and managers from four local CBOs serving MSM

• Local MSM 

• Bathhouse owners and managers

REFERENCES

Academy for Educational Development, Center for CommunityBased Health Strategies. (2000, August). Community-based health

program tip sheet: The needs assessment – Tools for long term

planning. [Brochure]. Washington, DC: Academy for Educational

Development. 

Centers for Disease Control and Prevention. (1999). Framework for

program evaluation in public health. MMWR Recommendations

and Reports, 48(RR-11). Retrieved February 22, 2005, from 

http://www.cdc.gov/mmwr/preview/mmwrhtml/rr4811a1.htm

Centers for Disease Control and Prevention, National Center for

Chronic Disease Prevention and Health Promotion, Division of

Adolescent and School Health. (2004). Evaluation steps tools.

Unpublished manuscript.

Last, J. N. (2001). Dictionary of epidemiology (4th ed.). New York:

Oxford University Press.

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2 DESCRIBE THE PROGRAM

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MacDonald, G., Starr, G., Schooley, M., Yee, S. L., Klimowski, K.,

& Turner, K. (2001, November). Introduction to program

evaluation for comprehensive tobacco control programs. Atlanta:

Centers for Disease Control and Prevention. Retrieved October

17, 2004, from http://www.cdc.gov/tobacco/evaluation_manual/

Evaluation.pdf 

McKenzie, J. F., Jurs, J. L. (1993). Planning, implementing, and

evaluating health promotion programs: A primer. New York:

Macmillan.

Modeste, N. N. (1996). Dictionary of public health promotion and

education: Terms and concepts. Thousand Oaks, CA: Sage.

State of Wyoming Public Health Department. (2004, April).

Maternal and child health needs assessment: Issue brief – Sexually

transmitted diseases in adolescents. Retrieved November 5, 2004,

from http://wdh.state.wy.us/mchepi/pdf/briefs/STD.pdf

Windsor R., Baranowski, T., Clark, N., & Cutter, G. (1999).

Evaluation of health promotion, health education, and disease

prevention programs (2nd ed.). Mountain View, CA: Mayfield. 

Witkin, B. R., & Altschuld, J. W. (1995). Planning and conducting

needs assessments. Thousand Oaks, CA: Sage.

W.K. Kellogg Foundation. (1998, January). W.K. Kellogg Foundation

evaluation handbook. Retrieved October 17, 2004, from

http://www.wkkf.org/Programming/ResourceOverview.aspx?CID=

281&ID=770

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APPENDIX

Methods Frequently Used to Collect 

Needs Assessment Data

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2 DESCRIBE THE PROGRAM

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Focus group

Individual

interviews

Community

forums and public

meetings

Survey

Interviews with small,

homogenous group (about 6 -

11 individuals) intended to

elicit insights, attitudes, and

perceptions about a focused

topic area.

Interviews with individuals

who are selected because of

their relevant personal

experience, knowledge, and/or

expertise regarding the issues

Structured discussions with

community members to elicit

insights, opinions, perceptions,

and recommendations related

to health issues and

community services.

Data collection method which

usually uses close-ended

questions, thus providing

quantitative data. It can be

self-administered, or

administered over the

telephone, using a computer,

or face-to-face.

METHOD DESCRIPTION

OF METHOD

• MSM perceived risks of acquiring an

STD if they are already HIV+.

• Community members’ opinions of

media campaign being designed.

• Identification of best ways to

introduce new treatment options for

partner referrals.

• STD program director and staff

• Latino community advocates

• Examination and discussion of the

barriers to STD screening in

community venues.

• Discussion of how the local school

board views provision of STD

prevention education in high school.

• Identification of barriers, and

solutions to barriers, regarding

integrating the local faith community

into STD/HIV prevention efforts.

• Identification of demographic

characteristics (e.g., race, ethnicity,

sexual orientation) of the clients

receiving clinical services.

• Identification of service utilization

patterns (e.g., number of MSM who

received a syphilis screening within

the last 6 months).

• Identification of patterns and trends

in risk behaviors (e.g., frequency of

unprotected intercourse among

heterosexual women).

SAMPLE ASSESSMENT ISSUES

ADDRESSED BY METHOD
TOOL 2.2: DEVELOP YOUR PROGRAM GOALS AND

MEASURABLE (SMART) OBJECTIVES

_____________________________________

INTRODUCTION

You also need to describe your program goals and objectives. Goals

and objectives are essential in program planning and they establish

criteria and standards against which you can determine your program

performance. 

STD-related program goals and objectives are based on program needs

(see Tool 2.1), Healthy People 2010 objectives, and the Division 

of STD Prevention (DSTDP) Performance Measures. You can

maximize the contribution of your stakeholders on your program

goals and objectives by engaging them in their development or by

sharing these with them. 

Understanding that you have already developed your program goals

and objectives, you will need to identify the goals and objectives

related with the program component or intervention you plan to

evaluate. These goals and objectives should meet the criteria offered

in this tool. 

The flowchart below provides a description of where developing

program goals and objectives fits in with your past program 

planning activities. 

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UNDERSTANDING OF PROGRAM FOCUS AND PRIORITY AREAS

PROGRAM GOALS

SMART

OUTCOME OBJECTIVES

SMART

PROCESS OBJECTIVES

ENGAGE

STAKEHOLDERS

THROUGHOUT

EVALUATION
LEARNING OBJECTIVES 

Upon completion of this tool, you will be able to:

1. Distinguish between a goal and an objective.

2. Develop one or more program goals and related objectives that

will provide the basis for determining your program’s

performance.

WHAT IS A GOAL?

A goal is a broad statement about the long-term expectation of what

should happen as a result of your program. Well-written goals do 

the following: 1) establish the overall direction for and focus of 

your program, 2) define the scope of what you want your program 

to achieve, and 3) serve as the foundation for developing your 

program objectives. 

Constructing a well-written goal involves two steps:

Step 1: Specify the STD problem or STD-related health 

risk factors. 

Programs funded by DSTDP might address a health problem (e.g.,

Chlamydia, gonorrhea, syphilis) or health risk factors (e.g.,

individuals’ low self-perceived risk for STDs; believing that

condoms are difficult to use; having multiple sex partners).

Step 2: Identify the target population(s) for your program. 

DSTDP-funded programs target populations and groups that are

disproportionately affected by many STD pathogens. These

populations and groups include: African Americans,

Hispanics/Latinos, American Indian/Alaska Natives, Asian and

Pacific Islanders, adolescents/young adults, women, men who have

sex with men (MSM), people who have multiple sex partners, and

sex workers (people who exchange sex for money, drugs, or other

goods). Populations may also be identified by the location where

they access care: correctional facilities, family planning clinics,

human immunodeficiency virus (HIV) prevention and care clinics,

substance abuse centers, and school health clinics, medical care

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2 DESCRIBE THE PROGRAM

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facilities. For some STDs that affect the population in general

(e.g., genital herpes, human papillomavirus), you may need to

define the target population more broadly.

Following are two examples that illustrate a health problem and the

related health risk behaviors, target populations, and goals.

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Example 1 

HEALTH PROBLEM: STD officials in County X reported that Chlamydia (Ct) was 4 times

higher in female adolescents (aged 16-18 years) screened in juvenile detention facilities

than in female adolescents screened in other settings during the year 2002. Among female

adolescents entering juvenile detention facilities, the rate for Ct was 16.7%, compared with

4.1% for school attendees.

HEALTH RISK FACTORS: Unprotected sex; lack of awareness of how STDs are acquired.

TARGET POPULATION: Female adolescents engaging in high-risk behaviors.

RELATED GOAL: To reduce the prevalence of Ct among female adolescents in juvenile

detention centers in County X.

Example 2

HEALTH PROBLEM: STD officials in City Y reported an increased number of syphilis cases

among heterosexual males. In 2003, heterosexual males represented 0.9% of syphilis cases

in males; in 2004, they made up 30% of male cases.

HEALTH RISK FACTORS: Unprotected sex; having multiple partners.

TARGET POPULATION: Heterosexual males engaging in high-risk behaviors.

RELATED GOAL: To reduce the incidence of primary and secondary syphilis among

heterosexual males in City Y.
WHAT IS AN OBJECTIVE?

Your program objectives are statements describing the results to be

achieved, and the manner in which they will be achieved. Objectives

are more immediate than goals; they are the mileposts you will pass

on the way to achieving your program goal(s). Because objectives

detail your program activities, you usually need multiple objectives to

address a single goal. Well-written and clearly defined objectives will

help you monitor your progress toward achieving your program goals

and set targets for accountability. 

HOW CAN YOU WRITE AN OBJECTIVE 

THE “SMART” WAY?

Your objectives will be appropriate and effective if you follow the

SMART technique for writing objectives. The attributes of a

SMART objective are: Specific, Measurable, Achievable, Relevant,

and Time-bound. [Note: Be aware that there is a variety of

terminology used for the five components of SMART. For instance

the “A” sometimes stands for appropriate or the “R” sometimes

stands for realistic. The bottom line is that the message is the same.]

Specific. Making your objectives specific means including the “who,”

“what,” and “where” of the objective. “Who” refers to your target

population (e.g., Latino adolescents, attendees of STD clinics).

“What” refers to the action (e.g., screen, identify). “Where” refers to

the location of the action (e.g., STD clinic in City X). Be as specific

as possible about the target population (e.g., male and female

adolescents between the ages of 15-19 years, instead of

“adolescents”).

When describing the action, use only one action verb per activity

(e.g., develop a workshop instead of develop and implement a

workshop). More than one verb means that more than one action

must be measured, which will cause problems when it comes to

measuring success. For instance, suppose that your program was able

to develop the workshop but did not implement it. Did you meet

your objective? Because the objective had two actions, your success

would be difficult to measure. 

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2 DESCRIBE THE PROGRAM

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Also, avoid verbs with vague meanings (e.g., “understand”, “do”)

when describing expected results. Instead, use verbs that reflect

measurable action, such as “identify” or “list” (see Appendix A or

examples of precise and vague verbs). 

Remember: The greater the specificity, the greater the possibility for

measurement.

Measurable. Your objectives need to be measurable. Here the focus

is on “how much” change is expected. Your objectives should

quantify the amount of change you hope to achieve (e.g., Project area

X will implement 2 professional development workshops among all

STD clinical providers in State X by January 2007.). “2” and “all”

represent the “how much” of the objective. 

Achievable. Your objectives should be realistic given your program

resources and planned implementation. For instance, if you read the

following: “100% of women in project area X will be screened for

Ct” you realize that this is not achievable. Besides the fact that

reaching 100% of women is unrealistic, you will be wasting resources

because not all women are at risk for Ct. You can use state, county,

or local statistics as well as data from similar STD programs to

provide context for what is reasonable and to help you ensure that

your program objectives are achievable. 

Relevant. Objectives are relevant when they relate directly to the

program’s goals and together represent reasonable programmatic steps

that can be implemented within a specific timeframe. For instance, a

program goal is “Reduce congenital syphilis in City X”. A relevant

objective may be: “By December 2006, increase the percentage of

women (from X% to Y%) in City X receiving a test for syphilis at

first prenatal visit”. 

Time-bound. Your objectives should be defined within a timeframe.

Here the focus is on “when” the objective will be met. Specifying a

timeframe in the objective will help you in both planning and

evaluating your program (e.g., at the end of laboratory visits; by

January 2007).

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Example

GOAL: Reduce STDs among inmates in correctional institutions in 

Flowers City.

SMART OBJECTIVE: By August 2008, increase the percentage (from X% to

Y%) of clinical staff in all correctional facilities in Flowers City that fully

adhere to the CDC-STD treatment guidelines.

• This objective is specific because it identifies a single action: increase;

and focuses on a target group i.e., clinical staff in all correctional

facilities in Flowers City.

• This objective is measurable because it specifies how much change is

expected: increase from X% to Y% of clinical staff in all correctional

facilities that fully adhere to the CDC-STD treatment guidelines.

• This objective is achievable because it is realistic given the

timeframe.

• This objective is relevant because it relates to the program goal of

reducing the proportion of inmates with STDs in correctional

institutions in Flowers City by assuring that infected individuals are

treated according to guidelines.

• This objective is time-bound because it provides a specified time by

which the objective will be achieved: August 2008.

WHAT ARE PROCESS AND OUTCOME OBJECTIVES?

You can write two types of objectives: process and outcome.

When you write a process objective, you describe the

activities/services that will be delivered as part of implementing the

program.

Example of a SMART process objective: 

By (month/year), STD training staff will provide one professional

development workshop for disease intervention specialists (DIS) on protocols

for timely interviewing of primary and secondary syphilis cases.

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When you write an outcome objective, you specify the intended

effect of the program in the target population or end result of a

program. The outcome objective focuses on what your target

population(s) will know or will be able to do at the conclusion of

your program/activity. 

Example of a SMART outcome objective: 

By (month/year), the proportion of primary and secondary syphilis cases

interviewed within 7 days of the date of specimen collection will increase

from X% at baseline to Y% in City X.

WHAT ARE SHORT-TERM, INTERMEDIATE, 

AND LONG-TERM OUTCOME OBJECTIVES?

You can categorize outcome objectives as short-term, intermediate, or

long-term. They should be logically linked to each other and to the

process objectives. 

• Short-term outcome objectives are the initial expected changes in

your target population(s) after implementing certain activities or

interventions (e.g., changes in knowledge, skills, and attitudes). 

• Intermediate outcome objectives are those interim results that

provide a sense of progress toward reaching the long-term

objectives (e.g., changes in behavior, norms, and policy).

• Long-term outcome objectives are achieved only after the

program has been in place for some time (e.g., changes in

mortality, morbidity, quality of life). 

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Example

Following is an example of linking a program goal with process and

outcome (short-term, intermediate, and long-term) objectives.

SAMPLE GOAL: Reduce the prevalence of Ct infection among high-risk

female adolescents in County Z.

SAMPLE PROCESS OBJECTIVES:

1. By (month/year), STD program staff will disseminate protocols for 

Ct screening for female adolescents age 15-19 to all family planning

clinics in County Z.

2. By (month/year), provide two professional development workshops

for all medical staff of County Z family planning clinics on protocols

for the Ct screening of female adolescents age 15-19.

SAMPLE SHORT-TERM OUTCOME OBJECTIVES:

1. By (month/year), all medical staff who have participated in the Ct

training will report in a pre/post questionnaire, an increase in

knowledge of the Ct screening protocols from X% to Y%.

2. By (month/year), medical staff who participated in the Ct training will

demonstrate, in a performance session, at the end of the training, an

improvement in Ct prevention counseling skills from X% to Y%.

SAMPLE INTERMEDIATE OUTCOME OBJECTIVES:

1. By (month/year), the percentage of medical staff in family planning

clinics in County Z who screen at-risk female adolescents for Ct as a

regular part of the health assessment will increase from X% to Y%.

2. By (month/year), the percentage of medical staff who conduct Ct

prevention counseling in family planning clinics in County Z will

increase from X% to Y%.

SAMPLE LONG-TERM OUTCOME OBJECTIVE:

1. The prevalence of Ct among high risk female adolescents within

County Z will have been reduced from X% in (year) to Y% in (year).

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2 DESCRIBE THE PROGRAM

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59

DESCRIBE THE PROGRAM 2

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS

c Identify the goals and objectives related with the intervention you plan to

evaluate.

c Make sure those goals and objectives meet the criteria provided in this tool.

FOR GOALS:

c Specify the STD problem or STD-related health risk factors.

c Identify the target population(s) for your program.

FOR PROCESS AND OUTCOME OBJECTIVES MAKE SURE THEY ARE:

c Specific

c Measurable

c Achievable

c Relevant

c Time-bound

IF THERE ARE NO GOALS AND OBJECTIVES DEVELOPED:

c Formulate, along with stakeholders, clear and concise goals that reflect the

purpose of your STD program, including the STD problem and related risk

factors, and the target population.

c Develop clear process and outcome objectives that directly link to each 

program goal.

c Apply SMART criteria to all process and outcome objectives.

c Classify outcome objectives as short-term, intermediate, and long-term, and

ensure that the timeframe to achieve them is realistic.

SUMMARY CHECKLIST: Developing Well-Written Goals and Objectives
CONCLUSION AND NEXT STEPS

After completing this tool, you will have learned to develop program

goals that support the purpose of your program. You will be able to

use the SMART technique to generate (1) process objectives related

to the implementation of your program, and (2) outcome objectives

related to the kinds of changes that you expect to make in the target

population(s) served by your program. 

These goals and objectives provide a frame of reference for

articulating the other elements of your program and for initially

understanding the use of a program logic model, which you will

learn more about next in Tool 2.3 (Describe your Program and Get

Familiar with Logic Models). 

ACRONYMS USED IN THE TOOL

Ct - Chlamydia

CSPS - Comprehensive STD Prevention Systems

DIS - Disease Intervention Specialists

DSTDP - Division of STD Prevention, CDC

HIV - Human Immunodeficiency Virus

MSM - Men who have sex with men

SMART - Specific, Measurable, Achievable, Relevant, and Timebound objectives

STD - Sexually transmitted disease

KEY TERMS

Goal: A broad statement related to the purpose of your STD

program, which states what your program will accomplish (the

desired result). 

Objectives: Measurable statements that describe the manner in

which your STD program goals will be achieved. They will help you

monitor your progress toward achieving program goals.

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2 DESCRIBE THE PROGRAM

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Outcome Objectives: Measurable statements specifying the

intended effect of your program in the target population(s) or end

result of your STD program. 

Process Objectives: Measurable statements describing your STD

program activities and the actions involved in their implementation.

STD-related risk factors: Specific behaviors, attitudes and/or

limited knowledge that put individuals in your project area at risk of

STDs 

SMART: An acronym describing criteria used to write objectives that

are Specific, Measurable, Achievable, Relevant, and Time-bound.

Note: On the next two pages there are two exercises related to

program goals and objectives. We encourage you to complete

these exercises in order to apply what you learned from this tool.

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DESCRIBE THE PROGRAM 2

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EXERCISE 1: Matching Goals and Objectives 

Listed below are goals and objectives for two hypothetical STD

program components (A and B). 

• Improve STD surveillance and data management in City X. 

• Reduce Ct and gonorrhea rates among women in County X.

• Provide staff training on data reporting. 

• To increase knowledge of CDC requirements for data reporting.

• Family planning clinics will develop a computerized case

management system that facilitates timely follow-up with clients

for treatment appointments.

• To increase the proportion of women with positive Ct and

gonorrhea tests who are treated.

Here are the steps for completing the exercise:

• Identify which two statements are the STD program component

goals, and write them in the spaces provided (Goal A and Goal B). 

• Identify which statements are objectives, and match each objective

with its respective goal. 

• Among these objectives, determine which are process objectives

and which are outcome objectives. Write them in the appropriate

places in the list.

• Under each process and outcome objective, rewrite the objectives

using the SMART technique. 

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2 DESCRIBE THE PROGRAM

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Program Component A

Goal A: 

Process objective A: 

Revised SMART process objective A:

Outcome objective A:

Revised SMART outcome objective A:

Program Component B

Goal B: 

Process objective B: 

Revised SMART process objective B:

Outcome objective B:

Revised SMART outcome objective B:

Note: You will find the answers and suggested objectives at the end of this tool.

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DESCRIBE THE PROGRAM 2

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EXERCISE 2: Writing Goals and ‘SMART’ Objectives

INSTRUCTIONS

• Review the information presented below. 

• Develop in the table on next page at least one process (operations)

and one outcome (effects) objective in the SMART way based on

the “Background Information” provided. 

• Classify your outcome objective(s) into short, intermediate or

long term.

BACKGROUND INFORMATION

This exercise relates to a professional development (PD) component

of a larger Chlamydia (Ct) screening initiative that the STD Program

plans to conduct in 3 juvenile detention centers (JDCs) in County

Z. The goal of the initiative is to reduce the prevalence of Ct among

female adolescents (13-17 years of age) in JDCs in County Z. 

The PD component will include the provision of two Ct training

sessions (i.e., a general and a clinical). The general session (for

clinicians and non-clinicians) will provide (1) an overview of the

epidemiology of Ct, and (2) STD prevention counseling techniques,

particularly as they relate to adolescent females. The topics for the

clinical session (only for clinicians) will cover Ct screening protocol

(STD clinical guidelines), including the quality of specimen

collection, diagnostic methods, and treatment options. Training

material will be developed accordingly.

It is expected that JDC staff (clinicians and non-clinicians) who

participate in the general session will increase their knowledge of the

epidemiology of Ct and skills in providing STD prevention

counseling. It is also expected that JDC clinical staff who participate

in the clinical session will increase their skills in screening,

diagnosing and treating Ct, according to clinical guidelines (i.e.,

protocol). In addition, it is expected that after participating in

training, the clinical staff will fully apply the Ct screening protocol

among eligible detainees, and that the prevalence of Ct among high

risk female adolescents within the targeted JDCs will decrease. 

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CRITERIA FOR SMART OBJECTIVES

• Specific: includes the “who”, “what”, and “where”. Use only 

one action verb.

• Measurable: focuses on “how much” change is expected.

• Achievable: realistic given program resources and planned

implementation.

• Relevant: relates directly to program/activity goals.

• Time-bound: specifies date in which the objective will 

be achieved.

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DESCRIBE THE PROGRAM 2

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PROCESS

OBJECTIVES SHORT-TERM INTERMEDIATE LONGTERM

OUTCOME OBJECTIVES

GOAL: To reduce the prevalence of Ct among female adolescents (13-17 years of

age) in Juvenile Detention Centers (JDCs) in County Z.
REFERENCES

Academy for Educational Development. (1996). Chapter 4: Goals

and objectives. In Planning and evaluating HIV/AIDS prevention

programs in state and local health departments. (Document

produced for the Centers for Disease Control and

Prevention).Washington, DC.

Aspen Reference Group. (1997). Community health education and

prevention: A guide to program design and evaluation. Rockville,

MD: Aspen.

Cantor, J., Kaufman, N., & Klitzner, M. (1984). Four steps to better

objectives. Madison, WI: The Wisconsin Clearinghouse. 

Centers for Disease Control and Prevention. (1999). Framework for

program evaluation in public health. MMWR Recommendations

and Reports, 48(RR-11). Retrieved February 22, 2005 from

http://www.cdc.gov/mmwr/preview/mmwrhtml/rr4811a1.htm

Centers for Disease Control and Prevention, National Center for

Chronic Disease Prevention and Health Promotion, Division of

Adolescent and School Health. (2004). Evaluation steps tools.

Unpublished manuscript.

MacDonald, G., Starr, G., Schooley, M., Yee, S. L., Klimowski, K.,

& Turner, K. (2001, November). Introduction to program

evaluation for comprehensive tobacco control programs. Atlanta:

Centers for Disease Control and Prevention. Retrieved October

17, 2005, from

http://www.cdc.gov/tobacco/evaluation_manual/Evaluation.pdf 

McKenzie, J. F., Jurs, J. L. (1993). Planning, implementing, and

evaluating health promotion programs: A primer. New York:

Macmillan.

Rossi, P. H., Freeman, H. E., & Lipsey, M. W. (1999). Evaluation: A

systematic approach (6th ed.). Thousand Oaks, CA: Sage.

Should you need help or more information regarding this or any

other evaluation tool, please contact CDC DSTDP program

evaluation staff at (404) 639-8276.

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POSSIBLE ANSWERS FOR EXERCISE 1

Goal A: Improve STD surveillance and data management in City X.

Process objective A: Provide staff training on data reporting. 

Revised SMART process outcome A: By (month/year), the STD

surveillance unit will provide X number of professional development

workshops to STD program staff in City X on the importance of data

reporting and CDC requirements. 

Outcome objective A: To increase knowledge of CDC requirements for

data reporting.

Revised SMART outcome objective A: By (month/year), the percentage

of STD surveillance staff (attending the workshops in City X) who can

correctly describe the CDC requirements for complete data reporting will

increase from X% to Y%. 

Goal B: Reduce Ct and gonorrhea rates among women in County X.

Process objective B: Family planning clinics will develop a

computerized case management system that facilitates timely follow-up

with clients for treatment appointments.

Revised SMART process B: By (month/year), X% of family planning

clinics in County X will complete the development of a computerized case

management system that facilitates the timely follow-up appointments for

treatment of female clients with Ct and gonorrhea.

Outcome objective B: To increase the proportion of women with

positive Ct and gonorrhea tests who are treated.

Revised SMART outcome B:

• By (month/year), the STD Program in County X will increase the

percentage (from X% to Y%) of women with positive Ct test results

who are treated within 14 days of the date of specimen collection.

• By (month/year), the STD Program in County X will increase the

percentage (from X% to Y%) of women with positive gonorrhea test

results who are treated within 14 days of the date of specimen

collection.

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POSSIBLE ANSWERS FOR EXERCISE 2

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PROCESS

OBJECTIVES SHORT-TERM INTERMEDIATE LONGTERM

OUTCOME OBJECTIVES

GOAL: To reduce the prevalence of Ct among female adolescents (13-17 years of

age) in Juvenile Detention Centers (JDCs) in County Z.

• By (month/year), the

STD program staff will

prepare all training

materials (i.e., sessions

curriculum,

presentation, handouts

for participants,

performance exercise,

pre/post

questionnaires) to use

with JDC staff.

• By (month/year), one

training session will be

conducted with 15 JDC

staff (including 6

clinicians) from 3 JDCs

on an overview of

epidemiology of Ct.

• By (month/year), one

training session will be

conducted with 6

clinical staff in 3 JDCs

on screening protocol

(i.e., STD clinical

guidelines).

• By (month/year), the

JDC staff (15)

participating in the Ct

training will

demonstrate increased

knowledge (from X%

to Y%) in the

epidemiology of Ct in

a pre/post

questionnaire.

• By (month/year), all 6

clinical staff who

participated in the

training will report in a

pre/post questionnaire,

an increase in

knowledge of the Ct

screening protocol

from X% to Y%.

• By (month/year), all

training participants

will demonstrate, in a

performance session at

the end of the training,

their skills in providing

STD prevention

counseling.

• By (month/year),

supervisors of the 6

clinicians in 3 JDCs

will report an

increase in Ct

screening (from X%

to Y%) among

eligible detainees

through clinical

audits of staff and

chart reviews.

• The prevalence of

Ct among high risk

female adolescents

within JDCs

participating in the

Ct training will be

reduced from X% in

(year) to Y% in

(year).
APPENDIX A

Examples of Vague and More Precise Verbs

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VAGUE VERBS

Avoid Using These Terms MORE PRECISE VERBS

Categorize

Construct

Define

Describe

Develop

Differentiate

Identify

Increase

List

Recommend

Report

Select

Summarize

Tabulate

Acknowledge

Appreciate

Be aware of

Be informed of

Be involved in

Be familiar with

Be motivated

Comprehend

Experience

Feel

Know

Realize

Understand

Value
APPENDIX B

Worksheet for Developing SMART Objectives

This worksheet is intended to help you with developing SMART

objectives. Begin by stating one or more program goals, from which

the SMART objectives will be developed. 

Program Goal(s):

1. 

2.

Criteria for goals: 1) Specifies the STD problem or STD-related

health risk factors; 2) Identifies the target population(s) for your

program. 

Related SMART Process Objectives:

1. 

2. 

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Related SMART Outcome Objectives:

1. 

2. 

Criteria for SMART objectives: 

• Specific: includes the “who”, “what”, and “where”. Use only 

one action verb.

• Measurable: focuses on “how much” change is expected.

• Achievable: realistic given program resources and planned

implementation.

• Relevant: relates directly to program/activity goals.

• Time-bound: specifies date in which the objective will 

be achieved. 

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DESCRIBE THE PROGRAM 2

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TOOL 2.3: IDENTIFY THE ELEMENTS OF YOUR

PROGRAM AND GET FAMILIAR WITH LOGIC MODELS 

_____________________________________

INTRODUCTION

When you have a clear description of your program, you achieve an

important milestone toward designing an evaluation of your program

or a program activity. You started to do this when you developed

your program goals and objectives. Using this tool, your program

staff and stakeholders will be able to describe the program more fully

by identifying your program’s core components and activities, and

their ability to achieve the desired results of the program. 

While your program may have been functioning for awhile and

many of these elements are already articulated, it is important to

engage program staff and stakeholders in a more lengthy discussion

about the program. This will allow everyone who is planning the

evaluation to better understand how the program will attain the

expected results, and identify where the barriers of doing so might

be. This tool will allow you to become familiar with logic models

which can assist you in strategic planning, program planning, and

program evaluation by graphically illustrating how your program is

intended to work. This step is extremely fundamental for program

evaluation to the point that some people think that this is where the

actual evaluation process starts. The flowchart below provides a

description of where the logic model fits in with your past planning

activities. 

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LOGIC MODEL

UNDERSTANDING OF PROGRAM FOCUS AND PRIORITY AREAS

PROGRAM GOALS

SMART

OUTCOME OBJECTIVES

SMART

PROCESS OBJECTIVES

ENGAGE

STAKEHOLDERS

THROUGHOUT

EVALUATION
LEARNING OBJECTIVES 

Upon completion of this tool, you will be able to:

1. Describe the elements of your program.

2. Identify the components of a logic model. 

WHAT ARE THE ELEMENTS OF YOUR PROGRAM?

The first step in developing a logic model is to consider and identify

the elements of your program. Since it may not be feasible to

evaluate the entire program, we will refer to a program activity or

component you plan to evaluate. The following elements will give

you the background information you need to develop a logic model.

These include: 

• Goals and objectives, which are the criteria and standards against

which you can determine your program performance (for more

information, refer to Tool 2.2.). 

• Activities, which are those specific actions that your program

plans to implement during the funding cycle. 

• Inputs, which are the resources for conducting program activities

(e.g., time, staff, technology, information, money). 

Two additional things to consider before developing a logic model

are the stage of development of the program activity to be evaluated

and the context in which it operates. 

• Stage of development is the level of maturity of your program

activity classified in three stages: planning, implementation and

maintenance/outcomes achievement. The stage influences the

type of evaluation you may want to conduct as will be discussed

in Step 3 (tools 3.1). For example:

• If you are planning a program activity, the intent of the

evaluation is to refine the program plan. This also applies to

new activities or components you plan to add to the program.

• If you are already implementing the program activity, the

evaluation goal may be to see what works and to improve

operations. 

• If you have implemented your program activity for years, your

program may be mature enough for you to evaluate its

outcomes (effects). 

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• Context refers to the setting and environmental influences in

which your STD program activities operates. This can include a

broad array of external factors such as STD-related

community’s/state’s laws, regulations, political climate, cultural

norms, and social and economic conditions. These influences

can significantly affect how you implement your program

activities, whether you reach specified outcomes, and the design

and interpretation of evaluation results. 

WHAT IS A LOGIC MODEL?

A logic model is a picture of how a program works. You may have

heard other names for logic models such as theory of change,

conceptual map, strategic framework, program hypothesis, causal

chain, or roadmap. While logic model terminology may vary, the

Division of STD Prevention (DSTDP) uses the terms reflected in

Table 1.

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• Direct and in-kind funding.

• Assigned staff.

• Community partnerships.

• Equipment.

• Conduct screening, testing, and treatment.

• Conduct professional development trainings.

• Develop coalitions.

• Develop educational materials.

• Patients screened, tested, and treated for STDs.

• Quality of the professional development activities

conducted.

• Coalition meetings held.

• Educational brochures distributed.

• Increased proportion of patients treated for STDs.

• Increased identification of partners.

• Increased awareness of STD transmission and

prevention among patients.

• Improved condom use skills among patients.

• Increased proportion of partners treated.

• Decreased number of sexual partners among

target population(s).

• Increased abstinence among middle school

students.

• Increased use of condoms among target

population(s).

• Reduced STD transmission.

• Reduced STD prevalence.

Inputs are the resources that go

into your program (e.g., money,

staff, and materials).

Activities are the actual events

that take place as part of your

program.

Outputs are the direct products of

program activities.

Short-Term Outcomes are the

immediate effects of your program

(e.g., changes in knowledge,

attitudes, skills, awareness, or

beliefs of the target population).

Intermediate Outcomes are

intended effects of your program

that take longer to occur (e.g.,

changes in policy or individuals’

behavior).

Long-Term Outcomes are

intended effects of your program

that may take several years to

achieve.

TERMS EXAMPLES APPLICABLE TO STD PROGRAMS

TABLE 1. Logic Model Terms Used by DSTDP
A logic model for your program will identify its main components

and show how they relate to one another. See Figure 1 for an

illustration of a basic logic model. The left-hand side of the logic

model shows the process components (i.e., inputs, activities, and

outputs) that correspond to the actions you plan for your STD

program. The right-hand side depicts the program outcomes or the

effects you hope your STD program will have in your target

population(s). The outcomes (i.e., short-term, intermediate, and

long-term) are in sequence, according to the time needed to

accomplish them. 

Figure 1: Process and Outcome Components of a Logic Model

WHY IS A LOGIC MODEL USEFUL?

Logic models can benefit your program planning by (1) building

understanding and clarity about your program among program staff

and stakeholders, (2) identifying resources needed for your program,

(3) identifying the sequencing of activities that should be

implemented, and (4) serving as a basis for program evaluation. 

Another important benefit is that when you involve a broad range of

stakeholders in constructing a logic model, they can better

understand why it takes time to achieve long-term outcomes (short

and intermediate outcomes must be achieved first), and help

prioritize the activities that need to be evaluated. Your stakeholders’

involvement in constructing a logic model will promote their

commitment to, and shared vision and ownership of the program

plan, as well as their initial buy-in on an evaluation. 

HOW CAN YOU USE YOUR GOALS AND OBJECTIVES TO

DEVELOP A LOGIC MODEL?

Because you have developed goals and SMART objectives in your

CSPS application, you already have the content for the items you

will use in the logic model regarding inputs, activities, outputs,

short-term outcomes, intermediate outcomes, and long-term

outcomes. 

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INPUTS ACTIVITIES OUTPUTS

PROCESS

SHORT-TERM

OUTCOMES

INTERMEDIATE

OUTCOMES

LONG-TERM

OUTCOMES

OUTCOME
Essentially, your process objectives contain content that will help you

write your inputs, activities and outputs; your short-term objectives

have content for your short-term outcomes; your intermediate

objectives have content for your intermediate outcomes; and your

long-term objectives have content for your long-term outcomes. 

The following are two examples that illustrate the connection

between goals and objectives and elements of logic modeling.

Example 1 is of an everyday process like preparing a peanut butter

sandwich and Example 2 is related to an STD program campaign. 

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Example 1

Logic Model for Making Peanut Butter Sandwiches

GOAL: To eat homemade peanut-butter sandwich for breakfast.

PROCESS OBJECTIVE: By (month/year), I will get one loaf of bread, a jar of peanut

butter and one jar of jelly of my choice.

SHORT-TEM OUTCOME OBJECTIVE: By (month/year), I will prepare for myself one

peanut butter and jelly sandwich for breakfast.

INTERMEDIATE OUTCOME OBJECTIVE: By (month/year), I will increase the number of

sandwiches prepared for my family from 0 to 2 in a week.

LONG-TEM OUTCOME OBJECTIVE: By (month/year), I will increase the number of

requests I receive from family members for peanut butter and jelly sandwiches for

breakfast.

INPUTS ACTIVITIES OUTPUTS SHORT-TERM

OUTCOMES

INTERMEDIATE

OUTCOMES

LONG-TERM

OUTCOMES

PROCESS OUTCOME

Money to

purchase

ingredients

Recipe

Utensils

To purchase 1

loaf of bread,

1 jar of 

peanut butter,

1 jar of jelly

Bought: 1 loaf

of bread, 1

jar of peanut

butter, 1

jar of jelly

Prepared and

ate a peanut

butter and 

jelly 

sandwich

Increased

sandwiches

prepared for 

family 

members

in a week

Increased

requests for

homemade

sandwiches by

family 

members

GOAL

YES!

Eat homemade

peanut-butter

sandwich for

breakfast
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Example 2

Logic Model Elements for an STD Program Campaign

This is an example of an STD program campaign designed to inform females 20-24 years

of age who visit family planning clinics in City X about the risk to their reproductive

health from chlamydial (Ct) infections. The goal is to prevent Ct infections among

females 20-24 years of age in City X.

USE OF A PROCESS OBJECTIVE TO DEVELOP “INPUTS,

ACTIVITIES AND OUTPUTS” IN A LOGIC MODEL:

Process Objective – By (month/year), STD program staff will distribute 10 posters

and 6,000 educational leaflets on chlamydia (Ct) to 10 family planning clinics that are

frequented by females 20-24 years of age, in City X.

• Inputs: 10 posters; 6,000 educational leaflets, staff time, transportation costs.

• Activities: Distribute posters and educational leaflets to family planning clinics

that are frequented by females 20-24 years of age.

• Outputs: Posters and leaflets distributed to family planning clinics that are

frequented by females 20-24 years of age.

USE OF A SHORT-TERM OUTCOME OBJECTIVE TO DEVELOP A 

“SHORT-TERM OUTCOME” IN A LOGIC MODEL:

Short-term Outcome Objective - By (month/year). X% of sexually active females

20-24 years in 10 family planning clinics in City X will report in a questionnaire 3 ways

of preventing Ct.

Short-term Outcome: Increased knowledge of how to prevent Ct among females

20-24 years of age.

USE OF AN INTERMEDIATE OUTCOME OBJECTIVE TO DEVELOP AN 

“INTERMEDIATE OUTCOME” IN A LOGIC MODEL:

Intermediate Objective: By (month/year), X% of sexually active females 20-24 years

of age, in 10 family planning clinics in City X will have reported increased use of

condoms in the past 6 months by X%.

Intermediate Outcome: Increased condom use among females 20-24 years of age.

USE OF A LONG-TERM OBJECTIVE TO DEVELOP A 

“LONG-TERM OUTCOME” IN A LOGIC MODEL:

Long-Term Objective: Chlamydia cases among females 20-24 years of age, in family

planning clinics in City X will have been reduced from X% in (month/year) to Y% in

(month/year).

Long-Term Outcome: Reduced prevalence of Chlamydia among females 20-24

years of age who attend family planning clinics.
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c Convene program staff and stakeholders to develop a program logic model.

c Identify and describe the elements of your STD program.

c Identify program goals and objectives.

c Identify program activities.

c Identify program inputs (resources).

c Identify the program’s stage of development.

c Identify the program’s context.

c Review your program’s process objectives to develop the process components 

of a logic model.

c Identify program inputs (resources).

c Identify program activities.

c Identify program outputs.

c Present findings in a simple and concise manner and use among others,

graphics, and stories to illustrate them.

c Review your program’s outcome objectives to develop the outcome 

components of a logic model.

c Identify the program’s short-term outcomes.

c Identify the program’s intermediate outcomes.

c Identify the program’s long-term outcomes.

SUMMARY CHECKLIST: Identify program elements of your program and get

familiar with logic models 
CONCLUSION AND NEXT STEPS

This tool discussed the importance of articulating the elements of

your program and how to use them as a starting point for developing

a logic model. 

In the next tool — 2.4 Develop Logic Models to Link Program

Activities with Outcomes – you will use the information on the

components of a logic model to actually construct logic models that

will help you plan any evaluation activities you intend to undertake. 

ACRONYMS USED IN THIS TOOL

CSPS - Comprehensive STD Prevention System

DIS - Disease Intervention Specialist

DSTDP - Division of STD Prevention

SMART - Specific, measurable, achievable, relevant, and 

time-bound objectives

STD - Sexually transmitted disease

KEY TERMS

Activities: Actual events that take place as part of your STD

program (e.g., develop pamphlet, screen patients).

Context: The setting and environmental influences in which your

STD program operates (e.g., laws, regulations, political climate).

Inputs: Your STD program’s resources (e.g., money, staff, materials).

Intermediate outcomes: Intended effects of your program in the

target population that takes longer than short-term outcomes to

occur (e.g., changes in STD-related policy or in behavior of the

target population).

Logic Model: Also referred to as Global Logic Model, a picture of

how your STD program is supposed to work. 

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Long-term outcomes: Intended effects of your program in the

target population that may take several years to achieve, such as

reduced disease transmission and incidence. 

Outcomes: The intended effects or changes of in the target

population(s) that result from your STD program. 

Outputs: The direct products of your program activities or services

delivered (e.g., pamphlet developed, patients screened). 

Short-term outcomes: Immediate effects of the program in the

target population, such as changes in knowledge, attitudes, skills,

awareness, or beliefs of the target population.

SMART: An acronym describing criteria used to write objectives that

are Specific, Measurable, Achievable, Relevant, and Time-bound.

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EXERCISE 1: 

Translating Objectives into Logic Model Components

Instructions: Listed below are sample process and outcome objectives

that were developed for a program being implemented to reduce

Gonorrhea among sexually active male adolescents in state X.

Review each of these objectives and translate them into appropriate

logic model components (as shown in the example on pages 4 and 5

of this tool). [Please note: You will find the correct answers at the end

of this tool.]

Process objective: By (month/year), X% of STD program staff in

City Z will attend a workshop on techniques to improve partner

elicitation and management services among male adolescents (14-18

years of age). 

Inputs:

Activities: 

Outputs: 

Short-term outcome objective: By (month/year), X% of STD

clinics in City Z will have paired experienced DIS (Disease

Intervention Specialists) with new DIS (having less than 6-months

experience) to improve partner elicitation and partner management

skills. 

Short-term Outcome: 

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Intermediate outcome objective: By (month/year), X% of DIS in

City Z will have increased their rate of eliciting locatable sex partners

among male adolescents (14-18 years of age) from Y% to Z%.

Intermediate Outcome: 

Long-term outcome objective: By (month/year), the prevalence of

gonorrhea among male adolescents (14-18 years of age) in City Z

will be reduced from X% (in month/year) to Y%.

Long-Term Outcome: 

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PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS
EXERCISE 2: Matching Program Logic Model Components 

Instructions: Listed below are nine selected items from a logic

model depicting an STD screening, treatment, and counseling

program. The goal of the program is to reduce Gonorrhea in State

X. Match each item with one of the six components of a logic

model: Inputs, Activities, Outputs, Short-Term Outcomes,

Intermediate Outcomes, and Long-Term Outcomes. Put these items

in the correct components in the attached logic model template.

[Please note: You will find the correct answers at the end of this tool.] 

Items in a logic model for an Gonorrhea screening, treatment, and

counseling program

1. Screen, treat and counsel patients.

2. Six medical staff, two DIS, and two administrative staff.

3. Increased rates of condom use among patients.

4. Increased awareness of Gonorrhea transmission and prevention

among patients.

5. $XX,XXX in health department funds.

6.Increased rate of abstinence until treatment is complete. 

7. Patients screened, treated, and counseled.

8. Decreased prevalence of Gonorrhea.

Logic Model Template for Exercise 2

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INPUTS ACTIVITIES OUTPUTS SHORT-TERM

OUTCOMES

INTERMEDIATE

OUTCOMES

LONG-TERM

OUTCOMES
REFERENCES

Centers for Disease Control and Prevention. (n.d.). Oral health

infrastructure development tools, Step 2B: Logic models. Retrieved

October 17, 2004, from

http://www.cdc.gov/oralhealth/library/pdf/logic_models.pdf

Harvard Family Research Project. (1999). Learnings from logic models:

An example of a family/school partnership program. Retrieved

November 5, 2004, from

http://gseweb.harvard.edu/hfrp/pubs/onlinepubs/rrb/learning.html

MacDonald, G., Starr, G., Schooley, M., Yee, S. L., Klimowski, K., &

Turner, K. (2001, November). Introduction to program evaluation for

comprehensive tobacco control programs. Atlanta: Centers for Disease

Control and Prevention. Retrieved October 17, 2004, from

http://www.cdc.gov/tobacco/evaluation_manual/Evaluation.pdf 

United Way of America. (1996). Measuring program outcomes: A

practical approach. Alexandria, VA. Retrieved October 17 2004,

from http://national.unitedway.org/outcomes/library/pgmomres.cfm

W.K. Kellogg Foundation (2001, December). Logic model development

guide. Retrieved November 7, 2004, from

http://www.wkkf.org/Programming/ResourceOverview.aspx?CID=2

81&ID=3669

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PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS
POSSIBLE ANSWERS FOR EXERCISE 1 (The answers provided in the

answer key are by no means exhaustive of all potential answers.)

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PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS

Process objective: By (month/year), X% of STD program staff

in City Z will attend a workshop on techniques to improve

partner elicitation and management services among male

adolescents 14-18 years of age.

• Inputs: funding for program staff to attend workshop;

training schedule; staff time 

• Activities: program staff sign-up to attend workshop 

• Outputs: staff signed up to attend workshop; staff

attended the workshop

Short-term outcome objective: By (month/year), X% of STD

clinics in City Z will have paired experienced DIS (Disease

Intervention Specialists) with new DIS (having less than 6-

months experience) to improve partner elicitation and partner

management skills.

• Short-term Outcome: Increased instances of DIS working

in pairs on partner elicitation and management.

Intermediate outcome objective: By (month/year), X% of

DIS (Disease Intervention Specialists) in City Z will have

increased their rate of eliciting locatable sex partners among

male adolescents (14-18 years of age) from Y% to Z%.

• Intermediate Outcome: Increased elicitation of locatable

sex partners of male adolescents.

Long-term outcome objective: By (month/year), the

prevalence of gonorrhea among male adolescents (14-18

years of age) in City Z will be reduced from X% (in

month/year) to Y%.

• Long-Term Outcome: Reduced prevalence of gonorrhea

among male adolescents.
ANSWERS FOR EXERCISE 2

Logic Model Item 1. Screen, treat, and counsel patients –

Activities 

Logic Model Item 2. Six medical staff, two DIS, and two

administrative staff – Inputs

Logic Model Item 3. Increased rates of condom use among

patients – Intermediate Outcome

Logic Model Item 4. Increased awareness of Gonorrhea

transmission and prevention among patients

– Short-Term Outcome

Logic Model Item 5. $XX,XXX in health department funds –

Inputs

Logic Model Item 6. Increased rate of abstinence until treatment

is complete– Intermediate Outcome

Logic Model Item 7. Patients screened, treated, and counseled –

Outputs 

Logic Model Item 8. Decreased prevalence of Gonorrhea – Long

Term Outcome

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DESCRIBE THE PROGRAM 2

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS
TOOL 2.4: DEVELOP LOGIC MODELS TO LINK YOUR

PROGRAM ACTIVITIES WITH OUTCOMES 

_____________________________________

INTRODUCTION

At this point in your evaluation planning process, STD program staff

and other stakeholders have a common understanding of the focus

and priority areas of the program, formulated goals and objectives,

described other program elements, and gotten familiar with what a

logic model is. Now is the time for you to construct one or more

logic models that will help you plan your evaluation. The flowchart

below provides an illustration of where the program logic model fits

in with the program planning and program evaluation process. 

LEARNING OBJECTIVES

After completing this tool, you will be able to:

Develop a logic model for your overall program.

Develop a logic model for a program component/activity you are

interested in evaluating.

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2 DESCRIBE THE PROGRAM

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS

UNDERSTANDING OF PROGRAM FOCUS AND PRIORITY AREAS

PROGRAM GOALS

LOGIC MODEL

SMART

ENGAGE PROCESS OBJECTIVES

STAKEHOLDERS

THROUGHOUT

EVALUATION

SMART

OUTCOME OBJECTIVES

INPUTS ACTIVITIES OUTPUTS

PROCESS

SHORT-TERM

OUTCOMES

INTERMEDIATE

OUTCOMES

LONG-TERM

OUTCOMES

OUTCOME
WHAT ARE THE CHALLENGES AND REWARDS 

OF THE LOGIC MODEL PROCESS?

Developing a logic model may take time because it requires engaging

stakeholders in the process, carrying out the actual steps of logic

model construction, and adjusting the logic model periodically to

reflect changes in programmatic efforts. Nonetheless, program staff

and stakeholders can learn a great deal about the STD program or

selected program activity, clarify how it is supposed to work, and

create a sense of ownership. Also, having a comprehensive

description of a program or an activity is an excellent aid in moving

programs in a positive direction and deciding what to evaluate. 

A logic model is a good way to map the expected progress of your

program, and focus the evaluation to determine what works, what

does not work and how to improve it. 

WHAT TYPES OF LOGIC MODELS CAN 

YOU CONSTRUCT AND WHY?

You can develop a logic model to illustrate the “big picture” of the

entire STD program (i.e., a global logic model) or develop a logic

model of a segment of the global logic model (i.e., nested logic

model). For instance, Figure 1 shows a global logic model illustrating

the general process and outcomes of State X STD Prevention

Program. This logic model reflects the epidemiology of STDs in

State X and is provided as an example, not a model of a global logic

model for any STD program. It displays the connections between

inputs, activities, outputs and outcomes. It presents the more

immediate outcomes on the way to long-term outcomes, which will

take years to attain, so that progress can be tracked and

improvements along the way can be made by the STD program.

State X STD Prevention Program developed and used that global

logic model as a management tool and to monitor the

implementation of the program plan. 

The logic model in Figure 2 shows a nested logic model developed

by program staff and relevant stakeholders of State X STD program.

Because it was not feasible to evaluate the entire program, the STD

program staff decided to focus on the activity pertaining to

Chlamydia screening of adolescent females who are admitted to the

county’s juvenile detention centers (JDCs). In this logic model, they

went into more detail regarding the connections from inputs to

outcomes of that particular activity and how the latter is achieved.

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DESCRIBE THE PROGRAM 2

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS
The logic model helped them determine the progress of the processes

implemented, and identify additional actions that needed to take

place for this activity to produce changes in the target population(s).

Examples on how Figures 1 and 2 were constructed can be found in

the Appendix. The Appendix will show you the connection between

goals/objectives/ inputs/activities and logic model components.

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91

DESCRIBE THE PROGRAM 2

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS

Funds

CDC/DSTDP

• Other federal

sources

• State sources

• Private

Sources

Assigned Staff

• SHD/LHD

CDC

guidelines and

recom

mendations

Technical

assistance and

collaboration

• Federal

agencies

• State agencies

• Local agencies

• NG

Os &

affiliates

• Provide com

munity

and individual

behavior change

interventions on

syphilis.

• Provide medical and

laboratory services.

• Provide chlamydia

screening among

sexually active

female adolescents

and young women.

• Ensure syphilis

partner services.

• Promote leadership

and program

management.

• Conduct surveillance

and data

management.

• Provide or ensure

training and

professional

development.

• Ensure a

documented STD

outbreak response

plan.

INPU

TS A

C

TIVITIES

Com

munity/ Individual Behavior Change

Interventions

• Com

munity and behavioral interventions on

syphilis implemented among at risk MSM.

Medical and Lab Services

• Lab/medical facilities and providers reporting

testing results.

• Female admittees in juvenile detention

facilities screened for Chlamydia.

Partner Services

• Syphilis cases’ partners identified.

Leadership and Program

Management

• Strategic plan in place.

• Program operation plan to monitor program

activities.

• Appropriate program policies on professional

development in place.

Surveillance and Data Management

• Reported cases of P&S syphilis and

Chlamydia sent to CDC within 30 to 60 days

from the date of specimen collection.

Training and Professional Development

• Staff training needs regularly assessed.

• Training opportunities on syphilis and

Chlamydia provided and individuals trained.

STD

Outbreak Response Planning

• Plan includes required elements.

O

U

TPU

TS

Increased

knowledge:

• Consequences

• Safe behaviors

• Self assessment

of risk

Increased intention

to use condoms

SH

O

R

T-TER

M

O

U

T

C

O

MES

Increased safer sex

behaviors:

• Abstinence

Mutual monogamy

• Fewer

concurrentpartners

IN

TER

MEDIATE

O

U

T

C

O

MES

Fig

ure 1: L

o

gic M

o

d

el for State

X

C

o

m

pre

h

e

nsiv

e

S

T

D

Pre

v

e

ntio

n

S

yste

ms (C

S

P

S) Pro

gra

m

LO

N

G-TER

M

O

U

T

C

O

MES

• Reduced

Syphilis

incidence

• Reduced

Chlamydia

prevalence
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PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS

FundsCDC/DSTDP, otherfederal sources, state

sources, local

sources, private

sources

JDC StaffJDC administrators,

healthcare provider

staff, administrative

staff

Technical Direction,

Assistance, and

Collaboration

Local/state health

department and

laboratories

Contracted partnersperforming staff

training Advisory

com

mittee

MaterialsProtocols/guidelines

for Ct screening

Treatment protocols

Test kits Prevention

education material

Medication

Provide professional

development in

Ct screening and

treatment.

INPU

TS A

C

TIVITIES O

U

TPU

TS SH

O

R

T-TER

M

O

U

T

C

O

MES

IN

TER

MEDIATE

O

U

T

C

O

MES

Fig

ure

2: L

o

gic M

o

d

el of C

hla

m

y

dia (Ct) Scre

e

nin

g

Pro

gra

m for A

d

olesce

nt Fe

m

ales in

C

o

u

nty

Z Ju

v

e

nile

D

ete

ntio

n

C

e

nters (JD

Cs)

LO

N

G-TER

M

O

U

T

C

O

MES

Provide JDC support

for developing andimplementing Ct

screening program.

Conduct Ct

screening,counseling

and treatment for

sexually active

female adolescent

admittees.

JDC clinical staffparticipated in

professional

development (PD)

events on Ct

screening counseling,

and treatment.

JDC administration

authorized time and

staff for

development and

implementation of

screening program.

Female adolescents

counseled and

screened

JDC ProvidersImproved

knowledge and skills

for Ct screening,

counseling

treatment services.

JDCsIncreased number of

programs in JDCsthat provide Ct

screening,counseling

and treatment

services.

Adolescent

Females

Increased

awareness of Ct

and other STDtransmission and

prevention.

Increased intention

to use condoms.

JDC ProvidersIncreased clinicians’

adherence to Ct

clinical practiceguidelines (Ct

screening and

treatment).

AdolescentFemalesDecreased numberof partners.Increased health

seeking behavior.

JDCsReduction of Ct

prevalence among

adolescent females

in JDCs.
HOW DO YOU CONSTRUCT A LOGIC MODEL? 

Logic models play a critical role in evaluation planning, so it is

important to take ample time to develop them. Here are some steps

to help you do this in a systematic way.

1. Convene program staff and other stakeholders to develop

a logic model. 

• Determine the purpose of developing the logic model (e.g.,

build consensus on how the program or a program activity

works; determine if given your activities the desired results can

be achieved; show your funder what you are doing; determine

when and what to evaluate; and monitor operations). 

• Schedule sufficient time for your stakeholders to brainstorm

ideas for creating the initial draft of the logic model. 

• You may want to reserve a room with a large wall or workspace

where the group can write down their thoughts, physically

display them on the wall, and organize them.

• Review Tool 2.3 (Identify Elements of Your STD Program and

Get Familiar with Logic Models) and discuss the benefits of

logic modeling, and how all of you can use process and

outcome objectives to develop the components of the logic

model.

• On a board or on pieces of paper taped to a wall, write the

logic model components (i.e., inputs, activities, outputs, shortterm outcomes, intermediate outcomes, and long-term outcomes).

The group can organize their thoughts on the board, or on

sheets of paper, or on post-it notes under each component.

2. Decide which direction you want to work on the model.

If you are working with an existing program with activities

already in place and are planning an evaluation of one of the

activities, it may make more sense to start with the process

components of the logic model (i.e., the inputs, activities, and

outputs), which are on the left side of the model, then work

toward the long-term outcomes (see Figure 3). This is called the

“If-then” approach. 

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That is: If you invest time and money (e.g., inputs) to operate

your program, then you can develop a syphilis educational plan

(e.g., activities). If there is a plan, then the target population can

receive information on syphilis and prevention messages,(e.g.,

outputs). If the target population receives information on

syphilis and its prevention, then its knowledge of syphilis

symptoms, transmission and prevention will increase (e.g., shortterm outcome). If the target population’s knowledge of syphilis

symptoms, transmission and prevention increases, then its healthseeking behavior will increase (e.g., intermediate outcome).

Ultimately, if these changes take place in the target population,

then the incidence and prevalence of syphilis will be reduced

(e.g., long-term outcomes). Remember, when working from left

to right, first generate inputs, activities, and outputs; then

develop the outcomes. Figure 4 depicts a pictorial example of

the “If then” flow.

Figure 4: Example of Logic Model Flow on a Syphilis 

Outbreak Response Project Targeting MSM in City Y

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INPUTS ACTIVITIES OUTPUTS SHORT-TERM

OUTCOMES

INTERMEDIATE

OUTCOMES

LONG-TERM

OUTCOMES

IF......THEN IF......THEN IF......THEN IF......THEN IF......THEN

Figure 3. Model for Existing Program with Activities in Place

• 1 full-time,

2 part-time staff

• CDC/DSTDP

funds

• Printing

equipment

• Condoms

• Training

Materials

• Screening

supplies

• CBO partners

• Laboratory

• Appropriate

medication

Conduct a

syphilis

prevention and 

control media

campaign

targeting MSM

in City Y

INPUTS ACTIVITIES OUTPUTS

Conduct

community

outreach

activities in 

City X.

• Meetings conducted with gay newspaper

• Press releases written and sent to media outlets

• Posters created and distributed to businesses

(gay bars and bath houses)

• Bus billboards developed and posted

• Article written for newsletter and distributed 

to health providers

• Meetings conducted with CBOs

• HD funds distributed to CBOs

• Training conducted with CBO staff 

• Educational pamphlets developed and

distributed to MSM

• CBO meeting with MSM leaders held

• MSM and partners screened

• Condoms distributed to MSM, partners,

clinics and gay bars
On the other hand, if you are planning a new initiative for which

you have determined its end result or goal, it may be easier to

work from right to left, and to generate your outcomes and

corresponding outputs, activities and inputs (see Figure 5). You

would start with your goal(s) and move backward.

Figure 5. Model to Plan a New Activity or Initiative

For example, if you are planning to conduct syphilis screening in

non-traditional venues the logic model will help you plan this

initiative by linking outcomes with outputs. If your long-term

outcome is reduced incidence of syphilis in a specific population,

you will need to ask the question, ‘What intermediate outcome

would I expect before that?’. If you decide on the intermediate

outcome of increased health-seeking behavior among target

population members, you would ask yourself what short-term

outcomes you would expect before this. The same questioning

would take place to then develop your short-term outcomes,

outputs, activities and, finally, your inputs that would be needed

to support the new activity. You work from right to left, by first

stating your goal and then developing the outcomes before

working toward the inputs. 

Note that when developing new activities some programs have

found it beneficial to first work with their stakeholders to

develop the backward logic model and then develop their

‘SMART’ objectives. They found that understanding the ‘logic’

of a new activity helped them design realistic and achievable

objectives. 

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INPUTS ACTIVITIES OUTPUTS SHORT-TERM

OUTCOMES

INTERMEDIATE

OUTCOMES

LONG-TERM

OUTCOMES
3. Identify elements for each logic model component,

and link them.

• As you brainstorm about the logic model components, write

everyone’s ideas on the sheets of paper, or post-it notes, or

board under each component (see Figure 6). Reviewing your

objectives can help you identify some of the elements (see Tool

2.3). 

• After you have generated a list for each of the logic model

components, place them in chronological order from top to

bottom, if possible. For example, certain activities may need

to be completed before other activities can occur. 

• Then, working across, make sure that each activity is linked to

corresponding outputs, and outputs are linked to

corresponding outcomes. You may need to cut up or re-write

your lists to make this work.

4. Periodically revise the logic model, as necessary. 

As your program or program activity changes, you will also need

to change the logic model to include new or revised activities.

For example when STD trends change in your project area, your

areas of special emphasis and priority activities of your program

may change. Therefore, you have to modify your logic model

accordingly. In addition, if you are implementing a relatively

new activity, you may realize that the related outputs and

outcomes are not realistic based on your resources; consequently

the logic model should be revised to reflect this. 

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CONCLUSION AND NEXT STEPS

Having completed this program evaluation tool, you are aware of the

importance of logic models for program planning and evaluation and

able to construct one along with your program stakeholders. 

Now that you have engaged your stakeholders and fully described

your program, your next step will be to focus your evaluation and

decide which components of your logic model you will evaluate. As

you proceed to Step 3, you will begin the process of tailoring your

evaluation to the needs of your program and stakeholders, as well as

determining what resources and personnel are necessary for your

evaluation. 

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SUMMARY CHECKLIST: Things to consider when you develop logic models for

your program and activities.

c Bring together the STD program staff and stakeholders who have a vested

interest in the program or activity that is being implemented.

c Determine the purpose of developing a logic model.

c Decide which direction you want to work on the model (i.e., If-then or

backward).

c Engage the workgroup in active development of the logic model (global and/or

nested logic model).

c Identify elements for each component of the logic model (i.e., input, activities,

outputs, short-term outcomes, intermediate outcomes, and long-term outcomes).

c Link elements across logic model components.

c Check the links between the logic model components.

c Discuss with stakeholders the challenges and rewards of taking part in the logic

model process.

c Revise the logic model periodically, as necessary.
ACRONYMS USED IN THIS TOOL

CBO – Community-based organization

CDC – Centers for Disease Control and Prevention

CLIA – Clinical Laboratory Improvement Amendments

CPG – Community planning group

CSPS – Comprehensive STD Prevention Systems

Ct — Chlamydia

DSTDP – Division of STD Prevention

JDC – Juvenile detention center

LHD – Local health department

MSM – Men who have sex with other men

NGO – Non-governmental organization

P&S syphilis – Primary and secondary syphilis

PTC – Prevention training center

SHD – State health department

STD – Sexually transmitted disease

YRBS – Youth Risk Behavior Survey

KEY TERMS

Activities: Actual events that take place as part of your STD

program (e.g., develop pamphlet; screen patients).

Global logic model: A type of logic model which depicts how an

entire program operates.

Goal: A broad statement expressing the purpose of your STD

program that states what our program will accomplish (the desired

result). 

Inputs: Your STD program’s resources (e.g., money, staff, materials).

Intermediate outcomes: Intended effects of the program in the

target population (e.g., changes in STD-related policy or in behavior

of the target population).

Logic model: A picture of how your STD program is supposed 

to work. 

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Long-term-outcomes: Intended effects of the program in the target

population that may take several years to achieve, such as reduced

disease transmission and incidence. 

Nested logic model: A type of logic model, which depicts a

component of a global logic model and describes the component in

more detail than the global model.

Outcome objectives: Measurable statements specifying the intended

effect of your program in the target population(s) or end result of

your STD program.

Outcomes: The intended effects or changes in the target

population(s) that result from your STD program. 

Outputs: The direct products of program activities or services

delivered (e.g., seminar conducted, infected clients treated ).

Process Objectives: Measurable statements describing your STD

program activities and actions involved in their implementation.

Short-term outcomes: Immediate effects of the program in the

target population, such as changes in knowledge, attitudes, skills,

awareness, or beliefs of the target population.

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EXERCISE

Constructing a Program Component Logic Model 

Following is a hands-on exercise to construct a logic model for the

State X STD Program’s training and professional development

component. Everything you need to construct the logic model is

provided, including a description of the component and its goals,

inputs, activities, and outputs, along with its process objectives and

short-term, intermediate, and long-term outcome objectives. Also

included are worksheets for developing each component of the logic

model and for making linkages. You may find these worksheets

helpful in developing your own logic models. Finally, a logic model

template for the finalized model is provided [see Figure 6]. [Please note:

You will find the actual logic model at the end of this tool, Figure 7.]

Description of State X Leadership and Professional Development

Program Component Goals

• Improve the quality of STD Prevention services in State X.

• Reduce the prevalence and incidence of STDs in State X.

Inputs

• CDC/DSTDP funds.

• Staff: STD program training coordinator and syphilis elimination

team trainer.

• Partner: Area prevention training center (PTC).

• Materials: Training curricula and training materials.

Activities

• The STD training coordinator will conduct a training needs

assessment of STD prevention and control staff and share the

results with the area PTC.

• The STD training coordinator, in collaboration with the STD

program manager, will develop a schedule for STD staff to attend

pertinent PTC trainings.

• STD clinic and disease intervention staff will attend pertinent

trainings conducted by the PTC. 

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Process Objectives

• By (month/year), the STD training coordinator will conduct a

training needs assessment of STD prevention and control staff in

which he/she will interview (#) field supervisors about staffs’ skill

and knowledge deficiencies.

• By (month/year), the STD training coordinator will share the

results of the training needs assessment with area PTC.

• By (month/year), the STD training coordinator, in collaboration

with the STD program manager, will develop a schedule for (#)

STD clinical staff and (#) disease intervention staff to attend

pertinent PTC trainings.

• By (month/year), (#) clinic staff will attend one STD intensive

training conducted by the PTC.

• By (month/year), (#) disease intervention staff will attend one

training on effective STD interviewing and case management

techniques.

Short-Term Outcome Objectives

• By (month, year), (X%) of STD program supervisors will report

that there has been an increased number of professional

development (PD) opportunities provided to STD staff. 

• By (month/year), X% of clinical staff who attend PTC STD

intensive training will report in a pre/post instrument

administered at the training, an increase in their knowledge of

the signs and symptoms of syphilis from (X%) to (Y%). 

• By (month/year), an increase from X% to Y% of clinical staff

who attend PTC STD intensive training will report a score of

over 80% in a pre/post instrument on knowledge of Chlamydia

screening protocols administered at the training.

• By (month/year), (X%) of disease intervention staff who attend

PTC training will demonstrate, in a performance exercise, an

increase in their interview skills recorded in a skills performance

sheet. 

• By (month/year), (X%) of disease intervention staff who attend

PTC training will demonstrate, in a performance exercise, an

increase in their case management skills recorded in a skills

performance sheet. 

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Intermediate Outcome Objectives

• By (month/year), X% of STD supervisors will report that the

percentage of clinical staff who adhere to Chlamydia screening

protocols has increased from (X%) to (Y%).

• By (month/year), X% of STD supervisors will report that the

percentage of disease intervention staff who adhere to syphilis

interview protocols has increased from (X%) to (Y%).

• By (month/year), X% of STD supervisors will report that the

percentage of disease intervention staff who adhere to case

management protocols has increased from (X%) to (Y%).

Long-Term Outcome Objectives

• By (month/year), STD clinics with an ‘unacceptable’ quality of

services score will increase their quality score by X%.

• By (month/year), all STD clinics with an ‘acceptable’ quality of

services score will maintain or increase their quality score.

• By (month, year), the prevalence of Chlamydia in State X will

have been reduced from (X%) to (Y%).

• By (month, year), the incidence rate of syphilis in State X will

have been reduced from (X%) to (Y%).

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REFERENCES

Centers for Disease Control and Prevention. (n.d.). Oral health

infrastructure development tools, Step 2B: Logic models. Retrieved

October 17, 2004, from

http://www.cdc.gov/oralhealth/library/pdf/logic_models.pdf

Harvard Family Research Project. (1999). Learnings from logic

models: An example of a family/school partnership program. Retrieved

October 17, 2004 from

http://gseweb.harvard.edu/hfrp/pubs/onlinepubs/rrb/learning.html

MacDonald, G., Starr, G., Schooley, M., Yee, S. L., Klimowski, K., &

Turner, K. (2001, November). Introduction to program evaluation

for comprehensive tobacco control programs. Atlanta: Centers for

Disease Control and Prevention. Retrieved October 17, 2004,

from

http://www.cdc.gov/tobacco/evaluation_manual/Evaluation.pdf 

Poister, T. (2003). Measuring performance in public and nonprofit

organizations. San Francisco: Jossey-Bass.

United Way of America (1996). Measuring Program Outcomes: A

Practical Approach. Alexandria, VA: United Way. Retrieved

October 17, 2004, from

http://national.unitedway.org/outcomes/library/pgmomres.cfm

W.K. Kellogg Foundation (2001, December). Logic model development

guide. Retrieved October 17, 2004, from

http://www.wkkf.org/Programming/ResourceOverview.aspx?CID=

281&ID=3669

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Worksheet for Logic Model Component: 

INPUTS

List inputs here:

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Definition: Inputs are the resources that go into a program 

(e.g., money, staff, materials).
Worksheet for Logic Model Component: 

ACTIVITIES

List activities here:

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Definition: Activities are the actual events that take place as part 

of your program
Worksheet for Logic Model Component:

OUTPUTS

Tip: Use your program’s process objectives to inform how you write

your outputs. Try to link each item in the activity component of

your logic model to one or more outputs.

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Definition: Outputs are the direct products of your program activities; in other

words what was produced or delivered as a result of the activities

(e.g., seminar conducted, infected clients treated).

ACTIVITIES OUTPUTS
Worksheet for Logic Model Component: 

SHORT-TERM OUTCOMES

Tip: Use your program’s short-term outcome objectives to inform

how you write your short-term outcomes. Try to link each item in

the outputs component of your logic model to one or more shortterm outcomes.

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Definition: Short-term outcomes are the immediate effects of the program in the

target population(s), such as changes in knowledge, attitudes, skills,

awareness, or beliefs.

OUTPUTS SHORT-TERM OUTCOMES
Worksheet for Logic Model Component: 

INTERMEDIATE OUTCOMES

Tip: Use your program’s intermediate outcome objectives to inform 

how you write your intermediate outcomes.Try to link each item in 

the short-term outcome component of your logic model to one or more

intermediate outcomes.

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Definition: Intermediate outcomes are the effects of the program in the

target population that take longer to occur than short-term

outcomes, such as changes in policy or in behavior.

SHORT-TERM OUTCOMES INTERMEDIATE OUTCOMES
Worksheet for Logic Model Component:

LONG-TERM OUTCOMES

Tip: Use your program’s long-term outcome objectives to inform how you

write your long-term outcomes. Try to link each item in the intermediate

outcome component of your logic model to one or more long-term

outcomes.

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Definition: Long-term outcomes are program effects on the target

population(s) that may take several years to achieve.

INTERMEDIATE OUTCOMES LONG-TERM OUTCOMES
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INPU

TS A

C

TIVITIES O

U

TPU

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O

R

T-TER

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O

U

T

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O

MES

IN

TER

MEDIATE

O

U

T

C

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LO

N

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U

T

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Fig

ure

6: L

o

gic M

o

d

el Te

m

plate for State

X

L

e

a

d

ership

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Professio

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C

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FundsCDC/DSTDP fundsStaffSTD program training

coordinator

Collaborative

Partner

Prevention Training

Center (PTC)

MaterialsTraining curricula and

training materials

Conduct training

needs assessment of

STD prevention and

control staff, and

share with PTC.

INPU

TS A

C

TIVITIES O

U

TPU

TS SH

O

R

T-TER

M

O

U

T

C

O

MES

IN

TER

MEDIATE

O

U

T

C

O

MES

Fig

ure

7: L

o

gic M

o

d

el for State

X

Trainin

g

a

n

d

Professio

n

al D

e

v

elo

p

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D) Pro

gra

m

C

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e

nt

LO

N

G-TER

M

O

U

T

C

O

MES

Develop schedule for

STD staff to attend

pertinent PTC

trainings.

Conduct STD staff

training.

Training needs

assessment

conducted with staff

and shared with PTC.

Training schedule

developed and

clinical staff and DIS

signed up to attend

pertinent trainings.

Training delivered

among STD clinical

staff and DIS.

Increased number of

PD opportunities

pertinent to the work

of STD staff.

Increased STD staff

knowledge and skills

related to:

• Syphilis signs

and symptoms

• Chlamydia

screening

protocols

• Syphilis and

Chlamydiatreatment

protocols

• Interviewing &

case

management

Increased adherence

of STD staff to

syphilis andChlamydia service

delivery protocols.

Improved quality of STD

services.

• Reduced prevalence

of Chlamydia

• Reduced incidence

of syphilis
APPENDIX

WHAT IS A GLOBAL LOGIC MODEL FOR AN STD PROGRAM? 

A CASE SCENARIO

The STD program in State Z applied for funding from

CDC/DSTDP to support its Comprehensive STD Prevention

Systems (CSPS) program. The application outlined the performance

goals, main objectives, and other elements of the program. This

information was then used to develop an overall logic model, which

provided a framework for program design and expected results as

well as a reference for guiding the evaluation. Relevant information

on State Z STD Program’s goals, inputs, and activities; and its process

objectives and short-term, intermediate, and long-term outcome

objectives is listed below. See Figure 1 for the logic model that was

developed by program staff and stakeholders. This shows how the

list of program information was used to construct the logic model.

[Note that the objectives included are not exhaustive, but rather a sample

to show you how to connect objectives and logic model components.]

GOALS, INPUTS, ACTIVITIES, AND OBJECTIVES

Goals

• Reduce STD rates by providing Chlamydia and gonorrhea

screening, treatment, and partner management to women in

publicly funded family planning and STD clinics.

• Reduce the incidence of primary and secondary syphilis.

• Reduce the incidence of congenital syphilis.

Inputs

• Funding from CDC/DSTDP and other federal, state, and local

sources.

• State health department staff. 

• CDC guidelines and recommendations.

• Partners providing technical assistance and collaboration,

including federal, state, and local agencies; community-based

organizations (CBOs) and their affiliates; city HIV community

planning group (CPG).

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Activities1

• Provide community and individual behavior change

interventions.

• Provide medical and laboratory services.

• Ensure partner services.

• Promote leadership and program management. 

• Conduct surveillance and data management.

• Provide or ensure training and professional development.

• Ensure a documented STD outbreak response plan.

Process Objectives2

• Community/Behavior Change Interventions

By (month/year), (#) community/behavior change interventions

will be conducted which serve MSM at high risk for syphilis in

State Z. 

• Medical and Laboratory Services

By (month/year), all on-site STD clinic laboratories will use

Clinical Laboratory Improvement Amendments (CLIA)

standards of testing in State Z.

By (month/year), (X%) of female admittees to X juvenile

detention facilities in State Z will have been tested for

Chlamydia.

• Partner Services

By (month/year), at least one partner of (X%) of syphilis cases

will have been initiated for follow-up by the STD program. 

• Leadership and Program Management

By (month/date), the State Z STD Program will have

implemented a strategic plan to guide their operations.

By (month/year), the STD Program in State Z will have

implemented an operation plan to monitor program activities.

By (month, year), the STD Program in State Z will have

implemented appropriate policies on professional development.

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1 Required activities for funding of CSPS programs as stated in PA 04232.

2 Adapted from STD program objectives in the DSTDP Program Operations

Guidelines for STD Prevention and the DSTDP 2005 performance measures.
• Surveillance and Data Management

By (month/year), the percentage of reported cases of P&S

syphilis sent to CDC via NETSS within 30 days from the date of

specimen collection will have increased from X% to Y% in 

State Z. 

By (month/year), the percentage of reported cases of Chlamydia

sent to CDC via NETSS within 30 days from the date of

specimen collection will have increased from X% to Y% in 

State Z. 

• Training and Professional Development

By (month/year), STD Program in State Z will have system in

place for the regular assessment of staff training needs.

By (month, year), (#) professional development events will have

been provided to (#) program staff on syphilis prevention,

screening, and treatment in State Z.

By (month, year), (#) professional development events will have

been provided to (#) program staff on Chlamydia prevention,

screening, and treatment in State Z.

• STD Outbreak Response Planning

By (month/year), STD Program in State Z will have an outbreak

response plan with required elements which will be updated

every 6 months. 

Short-Term Outcome Objectives (to be accomplished in 1 to 3 years)

• By (month/year), (X%) of patients in STD clinics in State Z will

report, on a post-screening survey, an increase in their knowledge

of STD consequences, safe behaviors and self-assessment of risk.

• By (month/year), (X%) of patients in STD clinics in State Z will

report, on a post-screening survey, an increase in their intention

to use condoms with their sexual partners.

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Intermediate Outcome Objectives3 (to be accomplished in 3 to 5 years)

• The percentage of adolescents in grades 9 through 12 who report

on the Youth Risk Behavior Survey (YRBS) that they abstain

from sex will increase from (X%) in (month/year) to (Y%) in

(month/year). 

• The percentage of patients in STD clinics in State Z who report,

on a post-screening survey, that they are in mutually

monogamous relationships will increase from (X%) in

(month/year) to (Y%) in (month/year). 

• By (month/year), (X%) of patients in STD clinics in State Z will

report, on a post-screening survey, a decrease in number of

concurrent sexual partners from the previous year. 

Long-Term Outcome Objectives (to be accomplished in 5 or 

more years)

• Syphilis incidence in State Z will have decreased by at least (X%)

from (month/year) to (month/year). 

• Chlamydia prevalence rates in State Z will have decreased by at

least (X%) from (month/year) to (month/year). 

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3 Adapted from Poister, TH. (2003). Measuring Performance in Public and Nonprofit

Organizations; pp 178. Jossey-Bass; San Francisco, CA.
WHAT IS A NESTED LOGIC MODEL AND HOW DOES IT FIT

INTO THE OVERALL LOGIC MODEL? A CASE SCENARIO

The STD program in County Z has received funding from the

State’s STD program and other sources to support an activity within

its medical and laboratory component. The program activity is to

conduct Chlamydia screening among adolescent females who are

admitted to the county’s juvenile detention centers (JDCs). 

In developing the design for the activity, the STD program staff

identified the goal of the initiative, the inputs available, the specific

activities that needed to be implemented, and the activity’s process

objectives and short-term, intermediate, and long-term outcome

objectives. This information is provided below. See Figure 2 for the

logic model that program staff and relevant stakeholders developed.

It shows how the program staff and stakeholders used the listed

information to construct the logic model. [Note that the objectives

included are not exhaustive, but rather a sample to show you how to

connect objectives and logic model components.]

GOAL, INPUTS, ACTIVITIES, AND OBJECTIVES

Goal

• Reduce Chlamydia rates among adolescent females incarcerated

in juvenile detention centers in County Z.

Inputs

• Funds. Funds from CDC/DSTDP, state and local sources, and

private sources have been made available.

• JDC Staff. Administrators, medical providers, and

administrative staff at County Z JDCs will implement the

activity.

• Partners. Several partners will lend technical direction,

assistance, and collaborative energy to the activity. This includes

the technical direction of State and County Z STD program staff

and health department laboratory technicians who will process

specimens. It also includes the organization that has been

contracted to train the JDC medical staff in the protocols of

Chlamydia screening and treatment, as well as several community

stakeholders who will serve on an advisory committee for the

project.

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• Materials. Several types of materials will be used including CDC

protocols/guidelines for Chlamydia screening and treatment,

prevention educational materials, test kits, and treatment

medication. 

Activities

• Professional Development. In order to adequately prepare JDC

medical providers to implement the screening activity, contracted

organization (X) will train the providers in Chlamydia screening

and treatment.

• JDC Support. In order for JDC staff to be appropriately

involved in the development and implementation of the

initiative, the JDCs will authorize the participation of medical

staff and others for the activity.

• Serving the Target Population. All sexually active female

adolescent admittees to JDCs will be offered Chlamydia

screening, counseling, and treatment if appropriate.

Process Objectives

• By (month/year), contracted organization (X) will conduct (#)

professional development events with (#) medical providers in

JDCs in County Z on appropriate Chlamydia screening,

counseling, and treatment with adolescent females.

• By (month/year), the administrators of County Z JDCs will

authorize that (#) JDC staff be allocated (#) hours of their work

week to develop and implement the Chlamydia screening

initiative.

• By (month/year), (Y%) sexually active female adolescents who are

admitted to JDCs in County Z will have received Chlamydia

screening and counseling.

Short-Term Outcome Objectives (to be accomplished in 1 to 3 years)

• By (month/year), the medical staff from County Z JDCs who

participated in the training will demonstrate, in a pre/post

questionnaire, an increase in their knowledge of the Chlamydia

screening, counseling and treatment protocols from (X%) to (Y%).

• By (month/year), medical staff from County Z JDCs who

participated in the training will demonstrate, in a performance

exercise, an increase in their skills in conducting Chlamydia

screening, counseling and treatment from (X%) to (Y%), as

recorded in a skills performance sheet.

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DESCRIBE THE PROGRAM 2

PRACTICAL USE OF PROGRAM EVALUATION AMONG STD PROGRAMS
• By (month/year), the percentage of JDCs in County Z that

conduct Chlamydia screening, treatment, and counseling among

sexually active adolescent females as a regular part of the

admission protocol will increase from (X%) to (Y%).

• By (month/year), (X%) of sexually active adolescent females in

JDCs in County Z who receive Chlamydia screening will report,

in a post-screening questionnaire, an increase in their awareness

of how Chlamydia and other STDs are transmitted and

prevented.

• By (month/year) (X%) of adolescent females in JDCs in County

Z who receive Chlamydia screening will report, in a postscreening questionnaire, an increase in their intention to use

condoms.

Intermediate Outcome Objectives (to be accomplished in 3 to 5 years)

• By (month/year), (X%) of supervisors of JDC medical units in

County Z will report an increase in clinician’s adherence to

Chlamydia clinical practice guidelines. 

• By (month/year), (X%) of sexually active adolescent females in

JDCs in County Z who receive Chlamydia screening will report,

in a post-screening questionnaire, a decrease in their number of

sexual partners.

• By (month/year), (X%) of sexually active adolescent females in

JDCs in County Z who receive Chlamydia screening will report,

in a post-screening questionnaire, an increase in their healthseeking behavior. 

Long-Term Outcome Objective (to be accomplished in 5 or 

more years)

• By (month/year) Chlamydia prevalence among sexually active

adolescent females will be reduced from (X%) to (Y%) in JDCs

in County Z.

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