Goal 1: Objectives (Specific, Measurable, Achievable, Realistic, and Time-bound) Activities (what we do to achieve objectives/goals) Inputs/Resources (human, financial, technology, etc… resources needed for activities) Outputs (tangible and direct products of activities that lead to desired outcomes) Outcomes (short-, medium-, and long- term desired results of activities) Indicator/Data Source (indicators we look for to measure implementation, progress and success) 1.1 1.1.1 1.1.2 1.1.3 1.1.1 1.1.2 1.1.3 1.1.1 1.1.2 1.1.3 1.2 1.2.1 1.2.2 1.2.3 1.2.1 1.2.2 1.2.3 1.2.1 1.2.2 1.2.3 1.3 1.3.1 1.3.2 1.3.3 1.3.1 1.3.2 1.3.3 1.3.1 1.3.2 1.3.3 Goal 2:
Objectives (Specific, Measurable, Achievable, Realistic, and Activities (what we do to achieve objectives/goals) Inputs/Resources (human, financial, technology, etc… resources needed for activities) Outputs (tangible and direct products of activities that lead to desired outcomes) Outcomes (short-, medium-, and long- term desired results of activities) Indicator/Data Source (indicators we look for to measure implementation, progress and success) 2.1 2.1.1 2.2.2 2.1.3 2.1.1 2.2.2 2.1.3 2.1.1 2.2.2 2.1.3 2.2 2.2.1 2.2.2 2.2.1 2.2.2 2.2.1 2.2.2 2.3 2.3.1 2.3.2 2.3.1 2.3.2 2.3.1 2.3.2 2.4 2.4.1 2.4.2 2.4.1 2.4.2 2.4.1 2.4.2 Example of a Well-Completed CCLC Project Logic Model Goal 1: To increase academic achievement among regular student attendees on an annual basis.
1.2 – At least 55% of students who attend CCLC for at least 30 days will increase their reading scores by 5% on the Acuity/Scholastic Reading Inventory or DIBELS from October 2016 to spring 2017. 1.2.1 – Students meet with tutors to establish unique literacy and reading goals and a plan to achieve them. 1.2.2 – Students will receive 1:1 individualized academic tutoring in literacy, language arts, and reading. 1.2.3 – Acuity/SRI is administered; progress mapped for each student. teachers/tutors Technology: Read180, etc. Tutoring supplies Daily literacy and language arts tutoring logs updated by tutors. iPad apps utilized for reading and language arts Daily progress made in language arts and reading. Acuity SRI DIBELS Tutoring Logs 1.3 – By October 2017, at least 50% of all regular attendees will be performing at grade level (proficient) in reading as measured by the WESTEST 2. 1.3.1 – Students meet with tutors to establish unique literacy and reading plus a plan to achieve them. 1.3.2 – Students will receive 1:1, individualized academic tutoring in literacy, language arts, and reading. 1.3.3 WESTEST is administered; Human (teacher/tutors) Technology Read 180, etc.) Tutoring supplies Daily Literacy and language arts tutoring logs updated by tutors. iPad apps utilized for reading and language arts WESTEST administered. Evaluation matrices developed as-needed for reading assessment. Daily progress made in language arts and reading. WESTEST 2
results are longitudinally compared to past year’s results per student. 1.4 – At 55% of students who attend for at least 30 days will increase their math scores by a minimum of 5% as measured by Acuity benchmarking from October 2016 to spring 2017. 1.4.1 – Students meet with tutors to establish unique math goals plus a plan to achieve them. 1.4.2 – Students receive daily, 1:1, individualized academic tutoring in math. 1.4.3 – STEAM and PBL embedded into math activities to the extent possible. Human (teacher/tutors) Technology math apps, STEAM-related resources, etc.) STEAM and project-based learning supplies. Daily math tutoring logs updated by tutors. iPad apps utilized for math Acuity benchmarking administered. Evaluation matrices developed as-needed for math assessment. Daily progress made in math homework, quizzes, exams, etc. STEAM and project-based learning activities integrate math and reflect local curriculum. Acuity benchmarking 1.5 By October 2017, at least 45% of all regular attendees will be performing at grade level (proficient) in math as measured by the WESTEST 2. 1.5.1 Students meet with tutors to establish unique math goals plus a plan to achieve them. 1.5.2 Students will receive daily, 1:1, individualized academic tutoring in math. 1.5.3 WESTEST is administered; results are longitudinally compared to past Human (teacher/tutors) Technology math apps, STEAM-related resources, etc.) and learning supplies Daily math tutoring logs updated by tutors. iPad apps utilized for math WESTEST administered. Evaluation matrices developed as-needed for math assessment. Daily progress made in math homework, quizzes, exams, etc. STEAM, tutoring, and project-based learning activities integrate math and reflect local curriculum and instructional strategies. WESTEST 2
year’s results per student. 1.6 By spring 2017, at least 75% of all regular attendees will demonstrate improved homework completion and class participation. (As measured by homework completion matrix, teacher survey, After School Matters survey.) 1.6.1 Students are referred for CCLC support by classroom teachers, parents, and counselors. 1.6.2 CCLC Tutors develop individual progress folders for each student and outline specific unique learning goals based on each student’s needs. 1.6.3 Students will receive 1-2 hours of 1:1 homework assistance from tutors daily at each site, based on need. 1.6.4 Students attend enrichment modules and recreation based on interests 1.6.5 learning and STEAM embedded in after-school Human: all CCLC staff, especially enrichment module leaders Enrichment supplies (arts and crafts, recreation, etc.). Tutoring supplies, including technology. Busing home. Student enrichment interest surveys developed and administered. Results tabulated and shared with CCLC staff. List of potential enrichment module leaders compiled. Communication/outreach with potential enrichment modules documented (email, phone records) Background checks completed. Supplies purchased (receipts = evidence) Enrichment schedules updated. Student engagement matrices developed for classroom teachers to track daily homework completion and participation rates. Surveys developed for classroom teachers. Daily homework completion logs show improvement. Enrichment and recreation modules boost student attendance, interest, engagement, and enthusiasm for learning. Homework completion matrix, class participation survey (teacher completed), After School Matters survey.
lists, brochures, mailings). Electronic medial updated (social mediate, websites). New programs developed and scheduled (instructor contracts, schedule posted via identified venues) Adult literacy rates increase. 2.2 By spring 2017 at least 85% of parents will report that CCLC services are helpful, accessible, conveniently scheduled, and targeted to their needs. 2.2.1 Adult activities are scheduled based on participant feedback on convenience schedules. 2.2.2 Adult services are designated around participant interests and needs. instructors of adult programming, CCLC Director to coordinate and conduct outreach, Site supervision of extended hours at computer labs Pre-and post-surveys developed and to determine of adult interest and Adult at 60% Adult
2.2.3 Surveys and focus groups are designed and administered pre and post-events. and libraries. Financial: purchase of resources, supplies, and consumables need. Existing classes identified, meeting scheduled with staff and partners (meeting minutes, lists) Outreach strategies analyzed and improved to increase attendance (meeting minutes, lists, brochures, mailings). Electronic media updated (social media, websites). increases each quarter. Attendee recommendations contribute to continual improvement. Families report increased school engagement. More parents volunteering at school. More parents attending conferences and school events. More adults completing GEDs and other post-secondary coursework. Adult literacy rates increase. forms