Logic Models Dr. Lenay Dunn, Assistant Director, CST

Center on School Turnaround at WestEd

Type a greeting in the chat area Welcome! Name SEA or RCC Something you hope to gain from today’s webinar Type a greeting in the chat area

State System of Support Learning Network Needs You have questions about how to turn your TOA into a logic model You want to hear from other states about what they are doing for CSI and TSI schools in their state system of support

Discuss how to turn a TOA into a logic model Webinar Agenda Discuss how to turn a TOA into a logic model Discuss the elements of a logic model Follow an example TOA into a logic model Q & A Peer reflection, feedback, and discussion

TOA Logic Model TOA to Logic Model Priorities Inputs Outputs Outcomes Assumptions External Factors TOA Strategies Results

Example SEA District and School Turnaround TOA If SEA supports districts to use a cycle of continuous improvement to turnaround their lowest performing schools…. Then districts will strengthen the district systems of support necessary to continuously improve district and school performance. And student performance in the lowest performing schools will increase.

Example TOA Strategies SEA supports for district continuous improvement Districts targeting their lowest performing schools Districts strengthen their systems of support

Continuous district and school improvement Example TOA Results Continuous district and school improvement Increased student achievement

Visual representation of the program and its desired outcomes Logic Model Visual representation of the program and its desired outcomes Demonstrates the “if-then” relationships between elements of a program Many different models from complicated to simple!

Youth.gov in partnership with National Forum on Youth Violence Prevention Source: http://youth.gov/sites/default/files/forumLogicModel.jpg

Work Group for Community Health and Development at the University of Kansas Source: http://ctb.ku.edu/en/table-of-contents/overview/models-for-community-health-and-development/logic-model-development/example

Work Group for Community Health and Development at the University of Kansas Courtney and Bailey Peters, who are 9 and 11 years old, developed this logic model after their mother, Dorian K. Peters, told them what she had done at work that day. Dorian is on the staff of the Idaho Asthma Coalition and had attended a presentation on logic modeling presented by Ginger Floerchinger-Franks, Injury Prevention Program Manager, Idaho Department of Health & Welfare. Source: http://ctb.ku.edu/en/table-of-contents/overview/models-for-community-health-and-development/logic-model-development/example

Example SEA District and School Turnaround TOA If SEA supports districts to use a cycle of continuous improvement to turnaround their lowest performing schools…. Then districts will strengthen the district systems of support necessary to continuously improve district and school performance. And student performance in the lowest performing schools will increase.

TOA Logic Model TOA to Logic Model Priorities Inputs Outputs Outcomes Assumptions External Factors TOA Strategies Results

Priorities Inputs Outputs Strategies TOA Logic Model TOA to Logic Model Logic Model Priorities Inputs Outputs TOA Strategies

Priorities What are the reasons for the program/approach? What did your needs assessment reveal as key issues? What will be different because of the program/approach?

TOA Strategies to Logic Model Priorities SEA supports for district continuous improvement Districts targeting their lowest performing schools Districts strengthen their systems of support Priorities SEA commitment to continuous improvement LEAs wanted more support to strengthen their systems To improve schools, the SEA must build LEA capacity

What resources does the program have? Inputs What resources does the program have? What is needed to support the program? What is needed to achieve the desired outcomes?

TOA Strategies to Logic Model Inputs SEA supports for district continuous improvement Districts targeting their lowest performing schools Districts strengthen their systems of support Inputs Four SEA staff dedicated to lowest performing districts/schools SEA expertise on continuous improvement methods Federal and state funding Partnerships with Regional Comprehensive Center

Outputs Pt. 1: Strategies & Activities What does the program/approach do? What does the program/approach offer districts and schools?

TOA Strategies to Logic Model Outputs Pt. 1 SEA supports for district continuous improvement Districts targeting their lowest performing schools Districts strengthen their systems of support Outputs: Strategies and Activities SEA workshops on continuous improvement approaches SEA coaching on district systems of support SEA supports on identifying and supporting lowest performing schools

Usually the quantity and/or quality of the activities. Outputs What does the approach create as a result of the activities and strategies? Usually the quantity and/or quality of the activities.

TOA Strategies to Logic Model Outputs Pt. 2 SEA supports for district continuous improvement Districts targeting their lowest performing schools Districts strengthen their systems of support Outputs SEA offers quarterly workshops on continuous improvement approaches SEA coaches 20 districts annually SEA offers five sessions on identifying and supporting lowest performing schools

Logic Model Outcomes Assumptions External Factors TOA Results TOA to Logic Model Logic Model Outcomes Assumptions External Factors TOA Results

Direct Outcomes Long-Changes in proficiency, skill Medium-Changes in behavior Short term-Changes in knowledge, attitude Expected observable and measurable results that may occur directly from the strategies

TOA Results to Logic Model Direct Outcomes Continuous district and school improvement Increased student achievement Direct Outcomes Short Term Increased LEA knowledge of continuous improvement processes Increased LEA knowledge of supports for low performing schools Medium Term Improved LEA systems to support low performing schools Improved LEA policies and processes to support low performing schools Long Term Improved LEA capacity to embed continuous improvement in district systems and supports

Indirect Program Outcomes Influenced by outside factors Contribution to broad goals Longer term Expected observable and measurable results that may occur indirectly from the strategies

TOA Results to Logic Model Indirect Outcomes Continuous district and school improvement Increased student achievement Indirect Outcomes Improved school capacity for continuous improvement Increased student achievement in lowest performing schools

What needs to be in place in order for your program/approach to work? Assumptions What needs to be in place in order for your program/approach to work? What does your approach assume about the system you are trying to change?

Example TOA Assumptions Continuous improvement ensures long term sustainability of efforts Districts can facilitate and support change in schools

External Factors What is out of your control, but could impact the outcome of your program/approach?

Example TOA External Factors LEA and school staff turnover Federal policy State legislative changes

Q & A

Peer Feedback & Learning What has been an early success? What has been a struggle? How have you engaged others across the SEA? How have you incorporated feedback from LEAs and/or schools? How is your TOA helping to guide your efforts to support districts and schools? Where do you need further support? What else would be helpful to you in this process? In developing your TOA for your state system of support:

Learning Network Next Steps Next CoP: SEA supports to LEAs (date TBA) Cumulative learning: from ToA and Logic Models to supporting the work of LEAs Follow-up resources; creating long-term value Look for resources from today’s webinar Closing thoughts from Carlas

Closing: Let Us Hear From You Please complete our survey to give us feedback on the session and help plan future sessions! Thank you!