<p>Evidence-based public policies consists of using empirical evidence analyzed from scientific methods as a tool for decision making. Interventions in the field of educational psychology are designed to produce positive changes, such as reducing bullying in the educational environment and increasing students achievement. Beyond the need to know whether such changes have been achieved or not, it is necessary to know the mechanisms of the implementation process of these programs, so that the changes are achieved. The relevance of knowing the underlying structures of the process of creation, implementation and continuity of the intervention is presented in this study. To this aim, we propose the use of methodologies that organize interventions in well-designed format and that will be useful to evaluate interventions at any stage of the process and communicate the results successfully: logical framework and theory of change. The use of one of these methodologies in projects/interventions management provides better planning, communication and also enables learning for other initiatives. The logical framework focuses on the expected objectives, while the theory of change in the flow of expected results. Both are useful for understanding the results obtained considering the evaluation of an intervention and can be used in addition.</p>