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Creating a Logic Model Lesson 3: Discerning Key Information on Inputs from Program Design

Creating a Logic Model Lesson 3: Discerning Key Information on Inputs from Program Design. Instructor: Bess A. Rose. Lesson 3 Objective.

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Creating a Logic Model Lesson 3: Discerning Key Information on Inputs from Program Design

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  1. Creating a Logic Model Lesson 3: Discerning Key Information on Inputs from Program Design Instructor: Bess A. Rose

  2. Lesson 3 Objective Given information from sources such as program designers’ web site, program curriculum materials, experts, and research-based materials, participants will analyze information and identify inputs as designed by program creator and experts and theorized in research with 100% accuracy.

  3. Now that we have appropriate sources, we can analyze them to find inputs

  4. Inputs Definition: The methodologies, activities and strategies that comprise a program. Can include resources (funds, staff, materials).

  5. Inputs - Example After-school tutors provide one-on-one assistance in reading that follows research-based best practices, is aligned with classroom instruction, and is tailored to specific, identified student needs based on diagnostic testing.

  6. Analyzing Text Look for: • Who • What • Where • When • How

  7. 21st CCLC Program Description • http://www.ed.gov/programs/21stcclc/index.html • “This program supports the creation of community learning centers that provide academic enrichment opportunities during non-school hours for children, particularly students who attend high-poverty and low-performing schools. The program helps students meet state and local student standards in core academic subjects, such as reading and math; offers students a broad array of enrichment activities that can complement their regular academic programs; and offers literacy and other educational services to the families of participating children.”

  8. What, When, Who “This program supports the creation of community learning centers that provide academic enrichment opportunities during non-school hours for children, particularly students who attend high-poverty and low-performing schools. The program helps students meet state and local student standards in core academic subjects, such as reading and math; offers students a broad array of enrichment activities that can complement their regular academic programs; and offers literacy and other educational services to the families of participating children.”

  9. Look for More Detail • What is a community learning center? • Non-Regulatory Guidance

  10. Definition B-4: What is a community learning center? A community learning center offers academic, artistic, and cultural enrichment opportunities to students and their families during non-school hours (before or after school) or periods when school is not in session (including holidays, weekends or summer recess).

  11. Definition B-4: What is a community learning center? (Cont’d) According to section 4201(b)(1) of the program statute, a community learning center assists students in meeting State and local academic achievement standards in core academic subjects, such as reading and mathematics, by providing the students with opportunities for academic enrichment.

  12. Definition B-4: What is a community learning center? (Cont’d) Centers also provide students with a broad array of other activities – such as drug and violence prevention, counseling, art, music, recreation, technology, and character education programs – during periods when school is not in session. Community learning centers must also serve the families of participating students, e.g., through family literacy programs.

  13. Definition • What is “academic enrichment”? • Does the guidance document define this? • If you have the document electronically, you can use “find” (Ctrl-F in Word and Adobe Acrobat) to locate relevant text

  14. Your Turn • Find a source for your program, such as program designers’ web site, program curriculum materials, experts, and research-based materials • Electronic versions make searching easier! • Analyze text to identify inputs - the methodologies, activities, strategies and resources that comprise the program. • Start to capture the inputs in your logic model diagram

  15. Extension Activities • (1) Continue class activity with further resources on your list and post the results to Kazoo or Facebook. • (2) In your journal, reflect on the extent of agreement or disagreement about inputs across the resources and share your reflections in the discussion on Kazoo or Facebook.

  16. Next Session • Lesson 4: Identifying Program Sites • Monday, July 13 • 1:00 – 2:00 p.m. • Room 839 – Computer Training Room

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