1. Logic Models
Dr. Lenay Dunn, Assistant Director, CST

2. Center on School Turnaround at WestEd

3. 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

4. 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

5. 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

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

7. 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.

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

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

10. 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!

12. Youth.gov in partnership with National Forum on Youth Violence Prevention
Source:

13. Work Group for Community Health and Development at the University of Kansas
Source:

14. 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:

15. 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.

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

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

18. 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?

19. 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

20. 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?

21. 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

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

23. 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

24. 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.

25. 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

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

27. 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

28. 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

29. 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

30. 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

31. 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?

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

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

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

36. Q & A

37. 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:

38. 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

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