21st CCLC Sustainability Logic Model Lynnette Steinhoff Senior Consultant

21st CCLC Sustainability Logic
Model
Lynnette Steinhoff
Senior Consultant
21st CCLC Office of Community Partners
February 2012
Together We Can
Vision
All students in Colorado will become educated and
productive citizens capable of succeeding in a globally
competitive workforce.
Mission
The mission of CDE is to shape, support, and safeguard a
statewide education system that prepares all students
for success in a globally competitive world.
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Goals
Students
Successful students
Prepare students to thrive in their education and in a globally competitive workforce.
 Ensure every student is on track to graduate postsecondary and workforce ready.
 Increase achievement for all students and close achievement gaps.
 Ensure students graduate ready for success in postsecondary education and the workforce.
 Increase national and international competitiveness for all students.
Great teachers and leaders
Educators
Ensure effective educators for every student and effective leaders
for every school and district.
 Increase and support the effectiveness of all educators.
 Optimize the preparation, retention, and effectiveness of new educators.
 Eliminate the educator equity gap.
Outstanding schools and districts
Schools/
Districts
State
Build the capacity of schools and districts to meet the needs of
Colorado students and their families.
 Increase school and district performance.
 Turnaround the state’s lowest performing districts and schools.
 Foster innovation and expand access to a rich array of high quality school choices for students.
Best education system in the nation
Build the best education system in the nation.
 Lead the nation in policy, innovation, and positive outcomes for students.
 Operate with excellence, efficiency, and effectiveness to become the best SEA in the nation.
 Attract and retain outstanding talent to CDE.
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Driving
Questions
Students
Educators
Schools/
Districts
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What do we want
students, educators,
schools, and districts to
know and be able to do?
How will we
know if
expectations
are met?
How will we respond
when help is needed
and to support
continued growth?
Assessments
•
•
•
•
RTI
PBIS
Targeted interventions
IEPs
Educator quality
standards
Educator
evaluations
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•
Induction
Mentoring
Professional development plans
Remediation plans
Performance
indicators
School and
district
performance
frameworks
• Unified planning
• Priority
• Turnaround
Colorado Academic
Standards
Expanding Student Learning
When we intentionally integrate…

Coherent and rigorous academic standards
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Innovative and engaging learning options
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Supported and effective educators
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Aligned and meaningful assessments
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Statewide and district accountability
We can personalize learning and
ignite the potential of every student.
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Sustainability/Logic Model
Identify Key Elements, Strengths, and Weaknesses
Examples of Key Elements:
1. Partnerships and Community Liason
2.What do you want to keep and what is important?
3. Quality Work versus Busy Work
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Sustainability
 Qualtrics Survey
 21stCCLC
https://unco.us.qualtrics.com/SE/?SID=SV_e3QxsG82zgraS8t
 This survey is designed to create a snapshot of the work that is happening at your site. This survey should be completed by
someone who is very familiar with how the program is being implemented and will take approximately 10-20 minutes. You
will be asked to indicate from a menu of activities (e.g., interventions, services provided), examples of community
partnerships, and program outcomes. Please do not simply copy from the grant/project plan, instead think about what is
actually happening at your site. This information will be used to guide some of our discussions during the site visit.
 Please see handout for technical manual
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Sustainability/Logic Model
 Identify Strengths and Weaknesses
 1. Categorizes areas to start working on.
 2. Keeps simple formatted goals to address.
 3. Addresses areas that have strong participation/support already vs those
that still need to be built.
 4. It provides us with a snapshot of our goals/objectives are so that we can
remain on track. In addition, we can identify areas of weakness so that we
can make adjustments.
 5. what are kind of participation can we expect, what is the committment
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Survey Questions
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21st CCLC
Q0 This survey is designed to create a snapshot of the work that is happening on-site. Please do not look at your grant/project plan when answering the questions, instead think about what
is actually happening on site. The results of this survey will be used to generate conversation about sustainability and to provide technical assistance. Please enter your school
Q1 What is the title of the person who is in charge of the 21st CCLC program at your school?
Q2 Please indicate the resources available to your program. Select all that apply.
• District technology (1)
• Technology consultant (2)
• School administrator (3)
• District administrator (4)
• Educational specialist (5)
• Facilities manager (6)
• Transportation (7)
• Fiscal manager (8)
• Other: (9) ____________________
Q3 Please select any other resources you use for 21st CCLC students. Select all that apply.
• AmeriCorps Volunteers (1)
• Interns from Local universities (2)
• County/School district funds (3)
• McKinney-Vento budget (4)
• Title 1 funding (5)
• Volunteers (6)
• P.S.A. Fundraisers (7)
• Early Childhood programming (8)
• Part A Homeless Set-a-sides (9)
• School district foundation funding (10)
• Other: (11) ____________________
Survey Questions Continued
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Q9 Please indicate team members and partners for your program. Select all that apply.
• Staff (1)
• Advisory (2)
• Volunteers (3)
• Community partners (4)
• Site coordinator (5)
• Project director (6)
• Citizens groups (7)
• Local businesses (8)
• Local universities/colleges (9)
• Other: (10) ____________________
• Other: (11) ____________________
Q10 In thinking about the community features aspect of your program, select the features that represent your community. Select all that apply.
• Rural locations (1)
• Suburban locations (2)
• Urban location (3)
• Interns from local universities (4)
• Community Action Center (e.g. Jeffco Action Center) (5)
• Emergency shelters (6)
• United Way (7)
• Food banks (8)
• Transitional housing programs (9)
• Faith based community resources (10)
• Community foundations (11)
• Child Welfare services (resources and Wraparound services) (12)
• Human services (e.g. Food Stamps, TANF, Medicaid, Workforce, motel vouchers, bus tokens, CCAP) (13)
• Community mental health center (14)
• Accessibility to Section 8 housing (15)
• Colorado Coalition for the homeless (16)
Answering Survey Questions
 Take an inventory of the active partners that are involved in
your grant program
 When reviewing financial information please make sure that
they are a list of current funders and future funders.
 Maximize your logic model by answering questions open and
honestly
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Building a Logic Model
 Please follow along as I go through the steps.
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Step 2: Download the Data
Download the results
Go to View Results
Download Data
Under Representation click “Answers as Labels”
Under Export tags, click “Yes”
Click on the CVS Icon
 Handout will be available to download.
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Sample Logic Model
STAFFING/RESOURCES/PROGRAM SUPPORT
Title person who is in charge: «Q1»
Resources available to your program: «Q2_1» «Q2_2» «Q2_3» «Q2_4» «Q2_5» «Q2_6»
«Q2_7» «Q2_8» «Q2_9» «Q2_9_TEXT»
Other Resources: «Q3_1» «Q3_2» «Q3_3» «Q3_4» «Q3_5» «Q3_6» «Q3_7» «Q3_8» «Q3_9»
«Q3_10» «Q3_11» «Q3_11_TEXT»
Team members that would be considered your internal network: «Q4_1» «Q4_2» «Q4_3»
«Q4_4» «Q4_5» «Q4_6» «Q4_7» «Q4_8» «Q4_8_TEXT»
Support systems that help your program provide educational support OUTSIDE the school
district: «Q5_1» «Q5_2» «Q5_3» «Q5_4» «Q5_5» «Q5_6» «Q5_6_TEXT»
Support systems that help your program provide educational support WITHIN the school
district: «Q6_1» «Q6_2» «Q6_3» «Q6_4» «Q6_5» «Q6_6» «Q6_6_TEXT»
Professional development opportunities available for 21st CCLC: «Q7_1» «Q7_2» «Q7_3»
«Q7_4» «Q7_5» «Q7_6» «Q7_7» «Q7_8» «Q7_9» «Q7_10» «Q7_11» «Q7_12» «Q7_13»
«Q7_14» «Q7_15» «Q7_16» «Q7_17» «Q7_18» «Q7_19» «Q7_20»
COMMUNITY FEATURES
Partners/vendors/collaborators: «Q8»
Team members and partners for your program: «Q9_1» «Q9_2» «Q9_3» «Q9_4» «Q9_5»
«Q9_6» «Q9_7» «Q9_8» «Q9_9» «Q9_10» «Q9_10_TEXT» «Q9_11»«Q9_11_TEXT»
Features that represent your community:«Q10_1» «Q10_2» «Q10_3» «Q10_4» «Q10_5»
«Q10_6» «Q10_7» «Q10_8» «Q10_9» «Q10_10» «Q10_11» «Q10_12» «Q10_13» «Q10_14»
«Q10_15» «Q10_16» «Q10_17» «Q10_18» «Q10_19» «Q10_20» «Q10_21» «Q10_22»
«Q10_23» «Q10_24» «Q10_25» «Q10_25_TEXT»
Community Partners: «Q11_1» «Q11_2» «Q11_3» «Q11_4» «Q11_5» «Q11_6» «Q11_7»
«Q11_8» «Q11_9» «Q11_10» «Q11_11» «Q11_12» «Q11_13» «Q11_13_TEXT»
Top contributors: «Q12»
Colorado Department of Education Partnerships: «Q13_1» «Q13_2» «Q13_3» «Q13_4»
«Q13_5» «Q13_6» «Q13_7» «Q13_8» «Q13_9» «Q13_10» «Q13_11» «Q13_12»
Dropout Prevention and Student Engagement Partnerships: «Q14_1» «Q14_2» «Q14_3»
«Q14_4» «Q14_5»
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ACTIVITIES
Program Activities
Academic Support: «Q15_1» «Q15_2» «Q15_3» «Q15_4» «Q15_5» «Q15_6» «Q15_7» «Q15_8»
«Q15_9» «Q15_9_TEXT» «Q15_10» «Q15_10_TEXT»
Alternate Programming: «Q16_1» «Q16_2» «Q16_3» «Q16_4» «Q16_5» «Q16_5_TEXT»
Parent Engagement Activities: «Q17_1» «Q17_2» «Q17_3» «Q17_4» «Q17_5» «Q17_6» «Q17_7»
«Q17_7_TEXT»
Family Engagement: «Q18_1» «Q18_2» «Q18_3» «Q18_4» «Q18_5» «Q18_6» «Q18_7» «Q18_8»
«Q18_9» «Q18_10» «Q18_11» «Q18_12» «Q18_13» «Q18_14» «Q18_14_TEXT»
Counseling and Mentoring: «Q19_1» «Q19_2» «Q19_3» «Q19_4» «Q19_5» «Q19_6» «Q19_7»
«Q19_8» «Q19_9» «Q19_9_TEXT» «Q19_10» «Q19_10_TEXT»
Transition Programs: «Q20_1» «Q20_2» «Q20_3» «Q20_4» «Q20_5» «Q20_6» «Q20_7» «Q20_8»
«Q20_9» «Q20_10» «Q20_11» «Q20_12» «Q20_13» «Q20_14» «Q20_15» «Q20_16» «Q20_17»
«Q20_17_TEXT»
Activities to ease transition and prevent drop-out: «Q21_1» «Q21_2» «Q21_3» «Q21_4» «Q21_5»
«Q21_5_TEXT»
Services provided to adult community members: «Q22_1» «Q22_2» «Q22_3» «Q22_4» «Q22_5»
«Q22_6» «Q22_6_TEXT» «Q22_7» «Q22_7_TEXT»
Activities to review current policy and practices: «Q23_1» «Q23_2» «Q23_3» «Q23_4» «Q23_5»
«Q23_6» «Q23_6_TEXT»
Activities to assess and enhance school climate: «Q24_1» «Q24_2» «Q24_3» «Q24_4» «Q24_5»
«Q24_6» «Q24_7» «Q24_8» «Q24_8_TEXT»
Data process(es) used to recruit student: «Q25_1» «Q25_2» «Q25_3» «Q25_4» «Q25_5» «Q25_6»
«Q25_7» «Q25_7_TEXT» «Q25_8» «Q25_8_TEXT» «Q25_9» «Q25_9_TEXT»
Sustainability Activities
Funds raising activities: «Q26_1» «Q26_2» «Q26_3» «Q26_4» «Q26_5» «Q26_6» «Q26_7»
«Q26_7_TEXT»
OUTPUTS
OUTCOMES
Outputs Program Activities: «Q27_1» «Q27_2»
«Q27_3» «Q27_4» «Q27_5» «Q27_6» «Q27_7»
«Q27_8» «Q27_9» «Q27_10» «Q27_10_TEXT»
Evidence program activities staff participated
in: «Q28_1» «Q28_2» «Q28_3» «Q28_4»
«Q28_5» «Q28_5_TEXT»
Top one parent outcome: «Q29»
Current Level of Sustainability: «Q30» «Q30_TEXT»
Level of Seeking new Opportunities for Resources
Development and Support: «Q31»
Identification Process of relevant Federal Funding
Sources and the Steps taken to access these
sources: «Q32»
Completed Logic Model
STAFFING/RESOURCES/PROGRAM SUPPORT
Title person who is in charge: Project Director
Resources available to your program: • District technology • Technology
consultant • School administrator • District administrator •
Transportation • Fiscal manager
Other Resources: • Interns from Local universities • County/School
district funds • Title 1 funding
Team members that would be considered your internal network: •
Evaluator • Accounting • Procurement • Information Services • Human
Resources Personnel
Support systems that help your program provide educational support
OUTSIDE the school district: • Access to literacy • Access to food
resources • Phone outreach
Support systems that help your program provide educational support
WITHIN the school district: • Access to 21st CCLC programs for all family
members • Partner with other programs within the district • Community
service collaborations • Other in-district community collaborations:
Professional development opportunities available for 21st CCLC: •
Training on how to identify at-risk youth and what to do about it • ICAP
• Training to teachers and staff on newly developed Transition Toolkit •
Use of data • Coaching and life skills • Planning for more hands on
learning activities • Technology in Education • Career program • Service
learning • STEM
COMMUNITY FEATURES
Partners/vendors/collaborators: Boys and girls Club, YMCA
Team members and partners for your program: • Staff • Advisory •
Volunteers • Community partners • Site coordinator • Project director •
Local businesses • Local universities/colleges
Features that represent your community: • Suburban locations • Interns
from local universities • Food banks • Faith based community resources
• Colorado Coalition for the homeless • Backpack program • Food bank
of the Rockies
Community Partners: • Community collaborations committees • Parks
and recreation • Boys and Girls club • YMCA • Local business partners
Top contributors: Boys and Girls Club City Recreation department
Colorado Department of Education Partnerships: • Title programs •
Language Culture and Equity • Expanded Leaning Opportunities
Dropout Prevention and Student Engagement Partnerships: • Colorado
Graduation Pathways • Expelled and At Risk Student Services • McKinneyVento Homeless Education • School Counselor Corps
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ACTIVITIES
Program Activities
Academic Support: • Small group instruction • Individualized Education Plan •
Tutoring • On-site credit recovery • Embedded Academics • Academic
Enrichment
Alternate Programming: • Extended day
Parent Engagement Activities: • Parent engagement with other non-profits
and school programs • Tutoring • Family Liaisons • Credit retrieval meeting
with registrars to identify students
Family Engagement: • Family dinners and open houses • Focus groups with
feeder school students and families • Program administrator • Complete,
analyze, and present strategies to strengthen parent engagement to school
staff • Parenting classes • Community English classes (e.g. Rosetta Stone) •
Parent engagement with other non-profits and school programs
Counseling and Mentoring: • Service learning • Summer programming •
Clubs • Tutoring
Transition Programs: • Mailings to students and families • Breakfast
program for incoming students • Summer academics for transitioning students
• College visits • Teacher stipends to provide extra supports for struggling
students • Use of the Standards Based System • Core academies • Catch up
classes
Activities to ease transition and prevent drop-out: • Increased summer
programming • Transition program
Services provided to adult community members: • First aid • CPR • Life skills
• Building relationships with children/teenagers
Activities to review current policy and practices: • Analyze policies and
practices at feeder schools • Hire a Program Administrator • Review in
conjunction with feeder schools
Activities to assess and enhance school climate: • Surveys • Focus groups •
PBIS • Posters in schools
Data process(es) used to recruit student: • ACT scores • NWEA • Sports
Eligibility list
Sustainability Activities
Funds raising activities: • Fundraisers • In-kind partners
OUTPUTS
Outputs Program Activities: •
Training attendance sheets • Needs
assessments • Protocol developed
to assist teachers in working with
their most at-risk students •
Transition programming created
Evidence program activities staff
participated in: • Quality indicators
such as participation in training by
CDE experts or other national
experts • Evidence of coordinated
services with other agencies or
community services (e.g. meeting
minutes, sign in sheets, etc) •
Training for teachers/school staff
OUTCOMES
Top one parent outcome: • Increased
capacity to support student learning
Current Level of Sustainability: • 30%
21st CCLC grant
Level of Seeking new Opportunities
for Resources Development and
Support: • Have started initial planning
Identification Process of relevant
Federal Funding Sources and the Steps
taken to access these sources: • Have
begun to implement
Completed Surveys
 Once the surveys have been completed the Logic Models will
be completed in the 21st CCLC Office of Community Partners
and sent back to each Project Director.
 Logic Models can be filed in the evidence box as well as used
for meetings with stakeholders.
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What happens next?
 Once you have completed the survey in Qualtrics the 21st CCLC
team will convert the information into a logic model that you
will be able to use in future conversations with stakeholders.
 Developing an advisory board
 Key Stakeholders
 Benefits of the After School Program
 Parent Engagement
 Service Learning
 “Sell” your program
 Secure Funding
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How to Communicate to
Stakeholders
 Elevator speech
 Team contributions
 Develop a script that anyone on your team can present to
future funders and current funders
 Think about how important your data can be…..
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Timeline for Completion
 Surveys to be completed by Project Directors no later than
March 15th 2013.
 Logic Models will be sent to Project Directors within 30
business days.
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