Goal Development & Measurement

1. Goal Development & Measurement Celeste Sturdevant Reed, PhD University Outreach and Engagement Destination #3 9:30 – 10:45 am, August 24, 2010

2. This presentation is based on: • Your grant proposal to MDE • Your questions

3. If we don’t know where we’re going, any path will get us there.

4. How many of you have seen the proposal you are implementing?

5. A plan implemented as written is a plan doomed to failure!

6. Why do we need to (re)visit our proposal from time to time? • It is our work “contract” with MDE • Someone who didn’t know what is and is not allowable by MDE may have written it • Someone who didn’t know students’ needs as well as the people operating the program may have written it • Something minor or drastic has changed in our school system

7. More or other reasons… • We’ve run the program for at least a year now and know what we need to do to help our students succeed • We’re unhappy with our vendors’ results and want to replace them • We’ve had a monitoring visit from our MDE consultant and they have targeted areas for improvement • We’ve recently met with our local evaluator and the data shows that we need to do more of some things and less of others

8. NOTE: Some changes may need to be approved by MDE • Changes in target populations • Changes in our sites (schools or other locations) • Changes in budget and goals that have been entered in MEGS

9. We can’t expect to change things we’re not working on

10. Grant Proposal – Part D. Project Plan

11. Academic Activities may take several forms: • Homework help (support for homework completion) • Tutoring (remedial instruction for 1-3 students) • Academic enrichment focused on specific subjects • Embedded learning (academic learning occurring within non-academic enrichment)

12. Although academic improvement is federally required, last year 5% of students participated in NO academic activities.

13. One Logic Model Approach ACTIVITIES INPUTS OUTPUTS OUTCOMES • Benefits for People • new knowledge • increased skills • changed attitudes or values • modified behavior • improved condition • altered status • Resources • money • staff • volunteers • equipment & supplies • Constraints • Laws • regulations • Funders, requirements • Products • classes taught • counseling sessions conducted • educational • materials distributed • hours of service delivered • participants served • Services • shelter • training • education • counseling • mentoring Source: United Way of America, 1996

14. Logic Model

15. School, program, and community context PROGRAM IMPLEMENTATION IMMEDIATE OUTCOMES INTERMEDIATE OUTCOMES GOALS Have identified theory of change/goals Utilization of programs Increased academic engagement /skills Improved academic outcomes Curriculum/ activities tied to goals Engagement with staff Increased valuing of education Collaboration with school and community Family support of involvement Increased internal assets Sufficient staffing/ training Linkages within school Improved socio-emotional functioning Improved behavioral outcomes Recruitment/ retention processes Individual and family characteristics

16. School, program, and community context Suspensions & expulsions will each be reduced by 10% per year. Student absenteeism will be reduced by 5% per year. PROGRAM IMPLEMENTATION IMMEDIATE OUTCOMES INTERMEDIATE OUTCOMES GOALS Graduation rates will increase by 10% by 2011 Have identified theory of change/goals Academic enrichment represents at least 40% of the program. Utilization of programs Increased academic engagement Provide academic enrichment for students with learning disabilities. Improved academic outcomes 90% of the students will receive tutoring and homework assistance at least 2 days/wk. Curriculum/ activities tied to goals Engagement with staff Increased valuing of education 48% of regularlyattending students will improve by ½ grade in reading/LA and math grades Sites will host at least 5 projects directly linked with the school curriculum. Collaboration with school and community Family support of involvement Increased academic skills Mastery of new computer software. Increase frequency and enjoyment of independent reading. 75% of participating parents will demonstrate they have learned positive practices to support academic achievement. Sufficient staffing/ training Linkages within school Improved socio-emotional functioning Improved behavioral outcomes Teacher surveys will have a 70% higher satisfaction rate with the academic consultation process. Recruitment/ retention processes Individual and family characteristics Incentives for academic achievement will be established at each site. Academic Logic Model

17. Map out your academic logic model • Start with the GOAL and work back • Show all the academic activities that you’re doing • You may be doing other things with these groups of people, but we’re just focusing on those things you’re doing specifically to improve students’ grades. • You also may be doing nothing in these areas.

18. Activities Initial Outcome GOAL Intermediate Outcome 48% of regularly participating students will improve by ½ grade in reading/language arts & math Students Students’ Parents School-Day Teachers 21st CLC Program Staff/Teachers 21st CLC Program Policies

19. It’s not All Squares BINGO! • Just because there’s an empty square, you don’t have to fill it. • Think back to the purpose of this effort. • Choose links that are most critical to success in this area.

20. To get improvements in academics • Balance homework help with other academics • Embed learning in non-academic activities • Have reasonable proportions of academic activities to non-academic activities

21. Activities that improve reading are different than the activities that improve math • Improved reading grades: • A greater proportion of academic enrichment • A more enjoyable program and supportive staff • Improved math grades • More total hours of attendance • More hours of homework help/tutoring • Greater proportion of any academic activities and arts

22. Grant Proposal – Part D. Project Plan

23. School, program, and community context 90% of students will participate in at least one community involvement activity. Student absenteeism will be reduced by 5% per year. PROGRAM IMPLEMENTATION IMMEDIATE OUTCOMES INTERMEDIATE OUTCOMES GOALS Suspensions & expulsions will each be reduced by 10% per year. Increase students’ sense of empowerment by creating youth councils at each site. Have identified theory of change/goals Utilization of programs Increased academic engagement Improved academic outcomes Curriculum/ activities tied to goals Engagement with staff Increased valuing of education Students will be prepared for their future personally and in the work place. Personal, social & emotional enrichment will be at least 20% of the program. Increase opportunities for family enrichment activities to foster improved family relations. 95% of the students will report feeling valued and respected by staff. Collaboration with school and community Family support of involvement Increased academic skills Students report a reduction in risky behavior such as smoking and alcohol use. Expand students’ learning and developmental experiences by connecting exceptional after school program providers to public school academies. Linkages within school Improved socio-emotional functioning Improved behavioral outcomes Develop social skills of cooperation, empathy, assertiveness, self-control & responsibility. Sufficient staffing/ training Parents & students will perceive the schools as being a community asset beyond its role in academics. Students will decrease their positive attitudes toward violence by 10%. Recruitment/ retention processes Partners effectively model staff and community the skills, attitudes & knowledge expected of the students. Individual and family characteristics Improved Behavior Logic Model Increase the cultural competency of new immigrant students.

24. Which sites have higher rates of retention? Sites with: • Staff who say that they give students opportunities for choice and decision-making • Staff who feel that they are more competent at connecting with students • Safer environments (observed) • Staff-student interactions that promote more active participation and leadership (observed) • Stronger relationships with school-day teachers • Less staff turnover

25. School, program, and community context By the end of the program year, a total of (some number) of students will be enrolled at the 5 sites. PROGRAM IMPLEMENTATION IMMEDIATE OUTCOMES INTERMEDIATE OUTCOMES GOALS Have identified theory of change/goals Utilization of programs Increased academic engagement 95% of the students will report feeling valued and respected by staff. Improved academic outcomes Curriculum/ activities tied to goals Engagement with staff Increased valuing of education A bi-weekly conference will be offered by the site coordinator and scheduled at the parent’s convenience. Provide an array of enjoyable learning experiences not available during the school day. Collaboration with school and community Family support of involvement Increased academic skills Before/After school committees will have identified & initiated a sustainability plan before the end of funds that will ensure the continuation of the program. Each site will partner with a minimum of 8 community-based organizations for programs & services. Linkages within school Improved socio-emotional functioning Improved behavioral outcomes Sufficient staffing/ training A ratio of no more than 15 students to 1 adult will be maintained. Staff, volunteers and teachers will receive at least 10 hours of in-service training per year. Recruitment/ retention processes Individual and family characteristics Program Improvement Logic Model

26. So how do we get the biggest bang for our buck?

27. Ensure your program is designed to meet your goals • Assess objectives and make sure they are designed to meet both federal goals and local needs • Assess activities and see if they are likely to help you meet your objectives • Meaningful academics linked to school day • Balance homework help with other academics • Embedded learning • Reasonable proportions of academics to non-academics

28. Make sure your staff are well-trained • Hiring teachers for academics is good practice • Provide continuous professional development before and during the program year • Staff are better at being warm and supportive than at providing opportunities for decision-making and meaningful learning—and this is a key point for making a difference

29. Connect to the school • Connect to the classroom curricula to give your academic support the biggest bang for the buck • Make connections with the classroom teachers to get more support and referrals for your program • Get ideas from teachers about what activities would be helpful • Better relations may help get better facilities