Sample Logic Model Kindergarten readiness is one of the first indicators of preparedness for academic success. In ABC Elementary, one of our highest poverty schools, the 4K language and literacy assessment indicated significant challenges. Only 60% were proficient in letter recognition, 8% in vocabulary and 53% in phonological awareness. Goal At four elementary schools that offer 4K, students’ language and literacy development will improve. Teachers’ ability to support the social-emotional needs of their 4K students and the quality of their interactions with students will improve. Research/Evidence Activities/Intervention Current or Proposed Outputs Project Outcomes (1-2 years) Outcome Measures and Assessment Tools Out-of-school interventions including afterschool, family engagement, and summer programming, when aligned with in-school assessment and practice, have a greater impact than isolated programs. Increase the amount of instructional time for 4K students by establishing an extended year calendar to include 35 additional days during the summer of 2017 prior to their entry into 5K. Proposed Attendance records. At least 90% of students who attend at least 25 additional days maintain or improve their language and literacy assessment scores. Spring and Summer language and literacy assessment scores (myIGDIs, PALS Pre-K, Teaching Strategies GOLD). DRA2 assessment comparison of 4K students who participated in at least 25 additional days to students who did not. There is growing consensus among researchers and practitioners that children's social-emotional readiness makes unique contributions to their successful transition to and progress through school. However, many children still begin school for the behavioral demands they will encounter in the classroom. Improve children’s kindergarten readiness by addressing their needs. Provide additional teacher professional development by implementing TPOT classroom observation tool. Proposed All 4K teachers at four schools (10 teachers) will participate in a two-day training on development. At least five district staff and teacher mentors will be trained in TPOT. Beginning in 2017, TPOT-trained staff will support teachers and teacher assistants with self-reflection and technical assistance based upon at least three classroom observations. Quality of teacher-child interactions will improve by at least 15% after three classroom observations and subsequent technical assistance. TPOT classroom observation scores for teachers and teacher assistants.
Attachment A: Fiscal Year Logic Model and Project Partners Problem/Issue Goal Strategies and Resources (What intentional actions are needed to reach the goal and implement the program? What resources or investments will be used to implement each strategy?) Activities/Intervention (What does the project or program do to make progress toward goal and/or address the problem?) Current or Proposed Outputs (How do you know you are making progress? Include measurable numbers that reflect implementation progress and progress toward completing activities.) Outcomes (1-2 years) (How do you know you have made significant progress? Include measurable numbers that indicate impact on population being served.) Measures and Assessment Tools (How do you measure your outputs and outcomes? What are your outcomes or measures?) Provide a logic model for current or proposed strategies during FY 2018-19. After completing the Logic Model, respond to Questions 3A(i) and 3A(ii). The Goal should address overall purpose or long-term outcome of the program, with specific reference to the Profile of the SC Graduate (Attachment C) as relevant.