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Program Plan Template
Directions: In crafting your program plan, use the Program Plan Checklist below
to ensure that you have covered all possible sources of information. You may
not be ready to include all of the sections listed here. Start with the information
you have and add more as you go along. Try to be as comprehensive as possible.
You may want to use a written report format, create a binder with dividers for
each topic, or organize the information into a PowerPoint presentation. Choose
a format that makes sense for you and your stakeholders. If you choose to
compile your plan in a written format, you may use the sections for various
purposes in the future (e.g., grant writing, writing an evaluation report).
Program Plan Checklist
Title
Name of the program and organization
Title of the program
Names (and organizations, if external) of the individual stakeholders involved in
the planning process
Comment: Avoid the use of acronyms in the title page.
Table of Contents
Provide sufficient detail to guide the reader through the report, including page
numbers.
Include boxes, figures, tables, and appendices.
Executive
Summary
State the vision for the program and the theory of change (if the theory of
change is a visual only, do not include).
Define the program goals and activities.
Describe the program planning activities (asset mapping, market analysis,
needs assessment).
Summarize the key program activities and partners.
Comment: The executive summary should serve as a stand-alone component of the
program plan because intended users of the plan may refer to the summary rather
than the larger document. The executive summary should not include any
information that is not covered in the report.
Program Vision
and Theory of
Change
This section should clearly state the vision for the program and the theory of
change.
Comment: If the theory of change is primarily a visual representation, provide a
brief narrative describing the thinking behind it, including citations of any relevant
literature/research.
Beyond the Bell at American Institutes for Research Tool 41 | Page 2
Background/
Supporting
Information
Briefly outline the literature base/research in the field of afterschool and
expanded learning, stating the benefits of such programs. Hint: The references
for this Toolkit should provide you with a good start!
If you are targeting a certain content area (e.g., STEM), make sure to include a
sentence or two on the importance of that content area and the
literature/research that supports it.
Describe the context of the program. This should include the community
characteristics, the local school(s), and any relevant information about local
assets, family information, and other local programs. Source: market analysis
and/or asset map.
Explainhowtheideaforprogramoriginated,relatingthistotheorganization’s
mission, program vision, and population needs. Make sure to support this
presentation with research literature and community needs assessment
findings where possible.
State the demand, gap in the field, or interest in the program. Source: market
analysis, asset map, and needs assessment.
Goals, Action
Steps, and
Outcomes
State clearly each of your program goals.
Under each program goal, detail the action steps you will take to achieve the
goal.
The action steps should be practical and specific, and they should identify who
is responsible for the action.
You may choose to associate a timeline or start and end dates with your action
steps.
State the intended outcome for each goal.
Comment: If you have a program logic model, you should include this here, making
sure to explain the elements in detail.
Program
Structures, Reach,
and Partners
Describe the scale of the program, detailing the size and details of the target
population (grades, ages).
Describe the program setting. This should include both the space for the
program and the time of year and day it is offered.
Identify and describe the key partners that collaborate with your organization
in the delivery of the program. Source: asset map.
Organizational
Capacity
Statement and
Fundraising Plan
Describetheprogram’sresourcecapacity,providingdetailsofthetotalhuman
resources (e.g., staffing plan) and financial budget supporting the program.
Describe any fundraising activities planned for the year to earn revenue.
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Evaluation Plan
Clearly state the evaluation questions and tie the questions to the following
bullets:
Describe the types of data that you will collect (quantitative, qualitative, or
mixed).
Describe who you will collect information from (e.g., program participants,
staff, community members, stakeholders) and how these individuals will be
selected to participate in the evaluation.
Explain what data collection tools you will use, how they were chosen, and
how the data produced is intended to answer the evaluation questions.
Explain how stakeholders will participate in the evaluation.
Explain the ethical considerations you are taking into account when
conducting the evaluation. Make sure to explain how you are protecting the
confidentiality of respondents.
Comment: It is ideal to think about the evaluation plan at the beginning of the
program design phase, using your logic model. However, you may not feel ready to
do this yet. This section can beaddedlater,butdon’twaittoolongbecausethe
earlier you plan your evaluation activities, the easier it is to seamlessly integrate
them into your program.
Conclusions,
Challenges, and
Recommendations
Conclusions should summarize the program plan into one comprehensive
paragraph.
The challenges should outline for the reader practical problems to the
execution of the plan and recommended solutions to that challenge. For
example, a challenge may be that the contract for programming needs to be
executed before the school year begins so that the organization can take the
appropriate time required to hire skilled staff.
Appendices
Summary findings from the market analysis, asset mapping, and needs
assessment
Blank tools (surveys, interview protocols) that were used to conduct the market
analysis, asset mapping, and needs assessment
Lists of individuals interviewed, including position titles
Sample monthly planners, or any tool that illustrates the program clearly for
the reader
References
A comprehensive list of sources, including documents reviewed.
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Goal Setting Worksheet
Directions: This worksheet can be used to record both goal areas and specific
goals. First, write down the vision statement you created with your stakeholders.
Do not attempt to create goals without first knowing your vision. Next, think
about the areas in which you want to set goals. Record these in the column on
the left. A few examples are provided to get you started. Then, in the middle
column, record your specific goals for each area. Make sure your goals support
your vision. Use the third column to indicate a timeline for achieving each goal
(e.g., this month, this program year, within two years, etc.). Finally, use the last
column to make notes about your goals—for example, you might include specific
staff members tasked with overseeing the goal or notes on partnerships or resources that can help you
accomplish the goal.
Goal Setting Worksheet – Example
Vision Statement
Goal Areas
Specific Goals
Activities/Notes
Programming
Ensure programming integrates youth
development principles.
Conduct a review of activity
plans to see whether youth
development principles are
represented.
Fundraising
SMART Outcomes
(See Tool 38)
Community
Participation
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Goal Setting Worksheet – Template
Vision Statement
Goal Areas
Specific Goals
Activities/Notes
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Developing a Theory of Change
Directions: Developing a theory of change can be a complex process, and there
are many great resources out there to help you. Rather than tell you exactly how
to create one, this tool will provide you with important definitions and resources
so you can explore the topic yourself in more depth.
What Is a Theory of Change (TOC)?
A TOC is a visual representation of what your program is going to do to achieve
its larger vision or goals. Simply put, it shows the change you are going to make
and how that change is going to happen. A good TOC can help guide your
programming decisions and serve as a communication tool for funders and other key stakeholders.
How Is a TOC Different From a Logic Model?
Many people use the two terms interchangeably, but they are actually two different and separate documents.
A TOC shows a causal link between strategies and outcomes. A logic model goes into a bit more detail about
your activities, your inputs, andyouroutcomesbutdoesn’tnecessarilyshowhowoneaffectsanother.
Is There a Specific Format I Should Use?
No. There are different kinds of theories of change and different ways of graphically representing your
program. Some are artistic, using images and pictures. Others are linear, using sets of boxes connected by
arrows. The important thing is to show your intended goals and the strategies you will use to accomplish
them. Wecan’ttellyouwhatformatwillworkbestforyourprogram.Itisbest to look at a variety of examples
to get ideas. Here are a few different ones to give you a sense of the range and styles organizations use:
TheWallaceFoundation’sTOCfortheirphilanthropywork: http://www.wallacefoundation.org/learn-
about-wallace/approach-and-strategy/Pages/our-approach-to-philanthropy.aspx
The Forum forYouthInvestment’sTOCfortheirReadyby21initiative: http://www.readyby21.org/what-
ready-21/our-theory-change
DudleyStreetNeighborhoodInitiative’sTOC: http://www.dsni.org/youth-opportunities-and-
development-0
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What Are Some of the Key Steps in Developing a TOC?
Determining the purpose of a TOC – Before you start developing your TOC,you’llhavetospendalittletime
thinking about how you want to use it. Is it for evaluation purposes? To communicate your program model to
funders, legislators, and board members? As a guide for program leadership and staff? Determining your
purpose will help you decide how to proceed with the next several steps.
Gathering stakeholder input – It is important to involve a variety of key stakeholders in your TOC process. You
may gather input from them individually or in small groups, or you may involve them in a large group TOC
process.
Identifying assumptions – Every afterschool and expanded learning program is built on a set of assumptions
relating to how and why it is operating. Even before you develop your goals, it is a good idea to identify the
assumptionsthatarebuiltintoyourprogram.Thismightincludethingslike“beinginafterschoolprogramming
isbetterfortheyoungpeopleofourschoolthangoinghomeandbeingaloneafterschool”or“youthinour
schoolwhoarefallingbehindwon’tbeabletocatchupwithoutadditionalacademicsupport.”
Developing goals – Having clearly articulated goals is essential when developing a TOC. You have done this as
part of your goal-setting process by using Tool 37.You’llwanttorevisittheseasyoustart working on your TOC.
Outcome mapping (sometimes called backwards mapping) – Developing an outcome map is often part of
developing a TOC. This step involves brainstorming a list of outcomes (which can be short and long term) and
linking them to specific strategies or program elements.
Creating a narrative to accompany your TOC – Ideally,you’llwantsomekindofnarrativetoaccompanyyour
TOC in order to explain what people are seeing. You want your TOC to be understandable without a narrative,
of course, but a paragraph explaining exactly what you hope will happen with your program can be useful
when distributing the TOC to outside audiences.
Where Can I Learn More?
You Can Get There From Here: Using a Theory of Change Approach to Plan Urban Education Reform
James P. Connell and Adena M. Klem of the Institute for Research and Reform in Education (2000), Journal
of Educational and Psychological Consultation, 11(1), 93–120. This article can be accessed online at
http://www.irre.org/sites/default/files/publication_pdfs/jepc_0.pdf. It provides a definition of a TOC and
explains how it is used, what features it should contain, and other relevant information.
Theory of Change: A Practical Tool for Action, Results and Learning
This document, prepared for the Annie E. Casey Foundation in 2004 by Organizational Research Services,
contains a wealth of information about how to develop a theory of change in partnership with your
community and contains several specific exercises to help you with the process. Learn more by visiting
http://www.aecf.org/upload/publicationfiles/cc2977k440.pdf.
Center for Theory of Change
The Center for Theory of Change is a nonprofit organization established to promote quality standards and
recommendations for the development and implementation of a theory of change, with a particular focus
on its use and application in the areas of international development, sustainability, education, human
rights, and social change. Their website contains a variety of information about defining and building a
TOC, which you can access at http://www.theoryofchange.org.
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Logic Model Planning Tool
Directions: As we mention in the text, there are many different ways to create a
logic model and many good resources out there to help you along your way. One
of the best and most comprehensive is the W.K. Kellogg Foundation Logic Model
Development Guide, which can be downloaded from their website
(http://www.wkkf.org). We offer one simplified approach below to get you
started, but feel free to adjust, adapt, and seek out additional resources to
support you as you develop a logic model that suits your program.
Step 1 – Bring Together Your Planning Group
A logic model should be developed in partnership with a strategic group—perhaps your advisory board or a
group of representatives from your key stakeholder groups. It will likely take several meetings to develop your
logic model. Ask people to commit to attending at least two or three meetings of at least two hours and to
reviewing drafts between meetings. This can be a lengthy process, and it is important not to rush.
Step 2 – Determine the Scope of Your Logic Model
Together with your team, decide whether you are creating one logic model for your whole program or one for
each major program goal. Based on this decision, talk about the level of detail you want to include.
Step 3 – Identify Your Components
As we stated in the text, a logic model shows the steps you need to take to make your program goals happen.
It is your picture of how things will change and how you will achieve your intended outcomes. Most logic
models contain five or six main components:
Goals
Objectives or action steps
Inputs
Activities
Outputs (optional)
Outcomes
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Together with your planning team, use the table below to develop a list of things to include under each
component.Don’tworryaboutorderandformatrightnow.Justmakealistundereachcolumn.
Goals
Objectives or
Action Steps
Inputs
Activities
Outputs
Outcomes
You developed
your goals using
Tool 37, so you
shouldn’tneed
to create new
ones. Fill in the
goals from Tool
37 here.
Take these from
your goal-
setting process.
Fill in the steps
you noted in
Tool 37.
These are what
you need to
carry out the
action steps,
including staff,
supplies, and
space.
Don’tforgetto
put your
program theory
here; that is
your most
important input.
These are the
actual activities
staff members
will do with
young people.
These are the
direct results of
a program—
usually the size
or scope of
services.
This is where
your SMART
outcomes from
Tool 38 should
go. You may
want to break
these up into
two columns—
one for long-
term outcomes
(sometimes
called impacts)
and one for
short-term or
intermediate
outcomes.
Example:
To provide a
variety of arts
classes after
school
Partner with
local arts
organizations to
facilitate on-site
arts classes
Local arts
partners
Staff
Art supplies,
messy space,
and
performance
space
Self-portraits
Dance
African
drumming
Final
showcase
150 middle
school youth
served
annually
Participants are
able to talk
about a variety
of art media.
Participants
demonstrate
improved skill in
their chosen
medium.
Step 4 – Develop a Presentation
For simplicity, you can use the grid above to show the progression of your program from goals to outcomes. At
a minimum, you will want to take your lists from the above grid and put them in some kind of logical order so
that it is clear how one component flows into another. Most logic models, however, have some kind of graphic
representation of this progression that uses some combination of shapes and arrows. This can be as simple as
putting arrows between the columns above or as complicated as creating a flowchart with different levels and
types of boxes and arrows. Together with your team, determine whether you want to turn the grid and lists
above into a graphic that shows the relationship of one item to another and how you want to do that.
A couple of key tips to keep in mind:
Remember your audience. Make sure that youaren’tusingabbreviationsorjargonandthatotherscan
understand what you have written.
Keep it simple. A page crowded with boxes and words will overwhelm people. Do your best to simplify
your language and create multiple logic modelsifyousimplycan’tcutback.
Use uniform shapes, line thicknesses, and fonts to avoid visual clutter.
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Step 5 – Gather Feedback
Share the draft logic model with staff, partners, community members, and families. Make sure that what
you have created is clear and that it depicts what you want to depict about your program. Make
adjustments based on feedback.
Step 6 – Revisit and Revise Often
A logic model is not intended to be created once and never used or revised. It should be a living
document—one you update and revise regularly with your team as you make changes, adapt program
elements, or tweak your program goals and intended outcomes. We suggest revisiting the logic model
quarterly (or at least twice a year) to see whether it still makes sense.