Using Logic Models to Build Strong Magnet Programs

Using Logic Models to Build Strong Magnet Programs U.S. Department of Education Office of Innovation and Improvement Parental Options and Improvement

Using Logic Models to Build Strong Magnet Programs Magnet Schools Assistance Program Technical Assistance Center Elizabeth (Beth) Ford, MSc Manya Walton, Ph.D. Nancy Balow Jennifer Lapointe, Ph.D. This publication was produced in whole or in part with funds from the U.S. Department of Education under contract number: ED-OII-16-C-0025. The views expressed herein do not necessarily represent the position or policy of the U.S. Department of Education (ED) and no official endorsement by ED should be inferred.

U s i n g L o g i c M o d e l s t o B u i l d S t r o n g M a g n e t P r o g r a m s Table of Contents Technical Assistance Overview 4 Introduction 5 Designing a Magnet Program 7 Identifying Your Situation 8 Developing a Magnet Program Theory 10 Understanding Logic Model Theories 10 Identifying a Theory of Change 11 Building a Theory of Action 12 Theory of Action Parts and Sequence 14 Sustaining Your Magnet Program 17 Conclusion 18 Bibliography 19 Appendix A: Sample Logic Models A-1 3

U s i n g L o g i c M o d e l s t o B u i l d S t r o n g M a g n e t P r o g r a m s Technical Assistance Overview This toolkit is the first in a series of technical assistance to help local education agencies and Magnet Schools Assistance Program (MSAP) grantees better design, implement, evaluate, and sustain their magnet programs. Understanding and creating effective logic models is a key part of magnet program design, and is foundational to successful program implementation, evaluation, and sustainability. The next toolkits in the series, Crafting Effective Performance Measures and Managing Magnet Program Implementation Through Detailed Planning, build on the content in this toolkit and show you how to use parts of the logic model to create detailed implementation plans and useful performance measures that help monitor your magnet program s fidelity of implementation and outcomes. The Planning for Sustainability toolkit provides additional guidance on sustaining the magnet program over time. The series is outlined in the graphic below. Figure 1. Technical assistance toolkit series Using Logic Models to Build Strong Magnet Programs Managing Magnet Program Implementation Through Detailed Planning Crafting Effective Performance Measures 4 Planning for Sustainability

U s i n g L o g i c M o d e l s t o B u i l d S t r o n g M a g n e t P r o g r a m s Introduction Designing an MSAP project requires careful planning of your magnet program s purposes, strategies, and outcomes. It also requires clearly conveying this thinking to stakeholders. A logic model can help you think through and explain the connections between program components and expected outcomes. DEFINITION What is a Logic Model? A logic model, also known as a theory of action, is defined in EDGAR as a well-specified conceptual framework that identifies key components of the A logic model can also help to ensure your proposed process, product, strategy, or practice magnet program design is evidence-based (i.e., the active ingredients that are hypothesized that it builds on sound theory, which is to be critical to achieving the relevant outcomes) defined in the Education Department General and describes the relationships among the key Administrative Regulations (EDGAR) as a rationale for the proposed process, product, components and outcomes, theoretically and strategy, or practice that includes a logic model. operationally. This means the logic model should emerge from a review of the research literature, program documentation, past evaluations of your magnet program or other magnet programs in your district, stakeholder feedback, and other relevant information that helps magnet leaders understand what will work in your particular context. A logic model offers a simple graphic representation of a magnet program s theory of action: the reasoning behind why it does what it does. The logic model depicts the current situation of the school district and schools, the resources available, the activities to be conducted, the outputs to be produced, and the outcomes to be realized. You can include a detailed narrative about how the program will work with the graphic. 5

U s i n g L o g i c M o d e l s t o B u i l d S t r o n g M a g n e t P r o g r a m s In general, a logic model can help you to create a common understanding of the assumptions and research underlying a program; check that the desired outcomes will result from the planned strategies and activities; communicate with stakeholders about the program s vision and life cycle; develop a foundation for strategic planning; and create an evaluation plan. Logic model development should begin before the MSAP project starts, and the logic model should be used throughout program implementation. Rather than being created for one-time use, logic models help magnet staff develop the theory that supports the program, the process that will be used to implement the program, and the evaluation measures that will determine success. You may create more than one logic model to represent different levels of implementation (e.g., the magnet school and the district); this will help ensure coherence of the entire magnet project. This guide will introduce you to program theory concepts, show how to develop program theory, detail the steps for creating the logic model, and explain how to use the logic model for program design and sustainability. There are also two appendixes: Appendix A includes sample district and school logic models. Appendix B has templates and tools for designing and developing logic models. 6

Designing a Magnet Program Using a logic model to design a magnet program helps to clearly structure how the program s outcomes connect to its purpose and activities, when the outcomes will be met, and how the outcomes can be measured. By showing the logical links among inputs, activities, outputs, and outcomes, you can demonstrate how the program outcomes will follow from the program plan. This will help potential partners, funders, and other stakeholders understand and support the program. During the magnet program design phase, the logic model can help staff identify the purposes of the program; intended outcomes of the program; effective evidence-based strategies and activities required to meet those outcomes; and time and resources needed to implement those strategies. TIP Logic Model Design Process Decide on a process that works best for your team to develop the logic model. Consider whether you want to First create a written narrative that explains the theory of action before designing the logic model, or Create the logic model first to summarize your thoughts. After deciding on the best process, be sure to create timelines and assign staff to specific tasks to ensure the process is followed and completed by the deadline. A magnet program design may require several aligned logic models to fully represent all program components. For example, the district may have a logic model, and each magnet school may have its own logic model that aligns with the long-term outcomes of the district logic model. Or, to have adequate detail, you can create separate logic models for the main program purposes, such as improving academic achievement or reducing minority group isolation. To do this, follow the steps for creating a logic model separately for each level or component of the program that needs to be represented. Because the logic models should be aligned and share some fundamental parts (e.g., the same theory of change or the same long-term outcomes), the process of developing subsequent logic models should consume less time than developing the first one. Creating a logic model should be a group process because it provides an opportunity for key stakeholders to plan together and achieve a common understanding of program goals and outcomes. One benefit of creating a logic model early is that it helps identify staff and stakeholder assumptions about the magnet program, their ideas about its purposes and goals, and their understanding of the work. 7

Identifying Your Situation Begin designing the magnet program and creating the logic model by identifying your district s or school s situation and related assumptions about how the program should be implemented, who should participate, and what changes should occur. These will establish a foundation for the logic model. The situation statement, also called a problem or context statement, describes the status of the district and/or school. This is not a statement of what the program will do; rather, it is a statement of the need, who the need affects, and why the need should be addressed. This information provides a baseline to help you determine how the situation has changed after program implementation. TIP Applying the Situation and Assumptions Identification Tool Have various stakeholders complete the tool separately to help reveal any differing assumptions and understandings of each stakeholder or stakeholder group. Then, bring everyone together to discuss the tool and complete one together so everyone arrives at the same understanding of the program s Assumptions explain staff and other stakeholder situation and purpose. ideas about how the program should be implemented, the type of participants the program will reach, how participants will learn and change over the course of the program, external factors that may influence the program, and the scale and scope of the program. The assumptions are based on research and past experience. Assumptions should be explicit and have stakeholder consensus before leaders move forward with the logic model process. Assumptions can be discussed in the narrative as part of logic model development, but are not included in the graphic. Table 1 presents an example of how to use the Situation and Assumptions Identification Tool, which appears in appendix B. You may revise the questions to tailor the tool to your district or school context. Discuss the ideas you capture in the tool to get agreement from all staff and stakeholders so that program implementation begins with a shared vision and sense of purpose. It is critical to involve multiple stakeholders (e.g., school administrators, teachers, parents, community members, and partners) in identifying the situation and assumptions. 8

Table 1. Sample of completed Situation and Assumptions Identification Tool Situation Probe What is the current problem? Why is it a problem? Who is impacted? What have we done about it so far? What else can be done? What other considerations exist? Answer The school is low performing and below capacity. The school is not serving students and the community well, and students will not be prepared for college and career. Students, particularly low-income students and students of color. Implemented personalized learning in some classes. Create a cohesive personalized learning initiative and a STEM magnet program. Many initiatives have been tried in the past; we must spend a lot of time getting staff to buy into the magnet program. Assumptions Probe What do we need to learn before we can implement a solution? What can we directly impact? What is outside our control? How will people find our services? How will we find people to serve? What is our number one priority? What skills, knowledge, and resources do we need to implement a solution? What other considerations exist? Answer What the community would like to see in a STEM program and the community s perception of the school. Instruction, marketing materials, staff and student attitudes. With many school choice options around the district, it will be difficult to enroll new students. We must market the school to students outside of the neighborhood so that not only neighborhood students know about and attend the school. To increase student achievement. Non-STEM subject teachers will need to learn about STEM integration. Everyone could use a refresher on personalized learning. MSAP funds are needed to fully implement the program. None at this time. 9

Developing a Magnet Program Theory After you have identified your district and school situations and related assumptions, use that information to develop your magnet program s theory of change and theory of action. Understanding Logic Model Theories A logic model is a graphic representation of the program s theory of action. The theory of action is based on the program s theory of change. Taken together, a theory of change and a theory of action make up the program theory, which serves as the foundation of the logic model and justifies what you display in the logic model. Program theory should be based on evidence. To begin, take these steps: DEFINITION Logic Model Theories Program theory encompasses both the theory of change and theory of action. Theory of change is a research-based statement of how the program will solve the present problem. It does not start with an assumption of what the program will be, but instead helps design the program by explaining how and why change will occur. Theory of action is interchangeable with logic model. It focuses on what the program will do to address the problem and achieve desired outcomes. Review the historical purposes of magnet programs to understand how they apply to meeting your district s mission. Examine research literature to determine how other magnet programs or related initiatives have achieved success, and which magnet program designs may best fit your district and school contexts. Examine past implementation plans and service contracts (e.g., professional development or evaluation service providers) of similar magnet programs. These sources will provide insight into how specific programs were designed and what achieved success in the past. Administer structured interviews, focus groups, or surveys to staff, parents, students, and community members to gather information about how these stakeholders believe the program should operate and what its long-term outcomes should be. 10

Identifying a Theory of Change A theory of change is an evidence-based hypothesis of what will cause the change needed to solve the current problem. While you will invest substantial time in studying the evidence that supports your program s theory of change, the theory itself may be only a few sentences that summarize the program vision and purposes. Some districts may have a districtwide theory of change, or other magnet schools in the district may have already established theories of change. Start with existing theories before creating something new; doing so will help establish continuity and alignment among district programs and provide your staff with a starting point. In addition, it will be easier for stakeholders to demonstrate how the magnet program strengthens the district s wider vision, which EXAMPLE Theory of Change An arts-integrated magnet program with a focus on effective technology use will engage students in learning, will personalize instruction to improve student achievement, and will attract a range of students to create diverse learning environments. To implement the program, instructional staff must receive 50 hours of professional development each school year in cultural competency, theme integration, and technology use. A comprehensive student recruitment plan will help attract the necessary students to reduce racial/ethnic and socioeconomic integration. will help build support among district administrators to sustain the program. Likewise, once you have developed a theory of change for one magnet program, use it as a basis for any future theories of change that will be created. While the logic model graphic typically represents the theory of action, it is also possible to create a graphic of the theory of change to help facilitate understanding. Figure 2 graphically displays an example of a magnet program theory of change. Figure 2. Graphic display of a magnet program theory of change Conditions for change Identified outcome Instruction infused with arts, technology, and personalized learning Comprehensive, targeted student recruitment A racially/ethnically and socioeconomically integrated magnet school with increased student achievement Professional development 11

Even though you will use the theory of change to develop the theory of action, the theory of change will likely still accompany your logic model to show stakeholders the foundation of the magnet program because both theories are useful and complement each other. Presenting the theory of change with the logic model is particularly useful if the same or similar theories of change are used for the district and/or multiple magnet programs since its presence will help readers identify the common foundational elements across programs. Building a Theory of Action Now that you have a theory of change, build on it to develop the theory of action, which describes the actions needed to implement the solutions presented in the theory of change. Remember that theory of action and logic model are interchangeable terms. Therefore, the parts of the theory of action and the logic model are the same. While the logic model summarizes the theory of action in a graphic format, it can also be accompanied by a narrative description. As mentioned previously, you may choose to create either the narrative or the graphic first; the parts you include and the steps you follow will be the same. In the theory of action, you will identify the magnet program s current context; the inputs (resources) needed to implement the program effectively; the activities that will be conducted; the outputs that will be produced by those activities; and the short-, mid-, and long-term outcomes that will result. A useful way to frame the theory of action is to think of it as a series of if then statements that describe the logical flow of the program plan. When laid out in a logic model, the if then statements will flow something like this. Figure 3. Flow of if...then statements in a logic model If we have these inputs then we will be able to do these activities. If we do these activities then we will produce these outputs. If we produce these outputs then these short-term outcomes will follow. If these short-term outcomes occur then these mid-term outcomes will follow. If these mid-term outcomes occur then we will reach our long-term goals. 12

You can see that the logic model simply represents the thought process behind the program plan. While the if then statements do not need to be written, they guide your thinking. Add another layer to these if then statements by using evidence to include a because clause. If then because statements help you explain the connections between the logic model components. The because part of the statement provides the reason the change is expected to happen. If a reason cannot be found for a certain activity, modify or replace it with another that can be justified by evidence. The following examples show how because can be included in your thinking about specific program activities. If we develop robust professional learning communities, the new concepts and practices learned in professional development will be applied in the classroom because studies show that ongoing support after training helps to improve teachers pedagogy. If we select a STEM magnet theme, students will want to attend because community surveys have shown high student interest in STEM subjects. Use this same reasoning to justify the progression of outputs and outcomes in the logic model. For example: EXAMPLE If Then Statements 1. If we have district resources for training, we can train staff on cultural competency. 2. If we have cultural competency training, then all staff will participate in this training. 3. If all staff participate in this training, staff knowledge of cultural competency increases. 4. If staff knowledge of cultural competency increases, cultural competence will be integrated into the magnet theme and all subject areas. 5. If cultural competency is integrated into the magnet theme and all subject areas, we will approach our goal of creating an inclusive school climate. TIP Verifying Logic Although the logic model typically reads from left to right, you can also read it from right to left to verify the logic. You should be able to articulate why each outcome will be met based on the selected activities that will lead to that outcome. If an outcome is not sufficiently justified within the logic model, make adjustments as needed. Analyze the draft logic model both forward and backward from inputs to outcomes and vice versa to make sure the logical flow holds true, and that each component can reasonably be assumed to lead to the next one. If Magnet School C receives 70 applicants from targeted student groups, we will meet the target of enrolling 35 new students from those groups because historical data show that about 50 percent of applicants enroll in the school. If students improve their scores on formative assessments, then their scores on state assessments will likely increase because studies show formative assessment scores are indicators of success on state assessments. 13

Now that you understand theory of action concepts, begin creating one by adding more detail to the theory of change, which includes the broad outcomes you want to achieve and the general strategies needed to attain them. Although your theory of change and theory of action build on the same research, the theory of action should take the best practices discovered by the research and tailor them to your specific magnet school and specific contexts. The theory of action should also describe in detail how you will implement those practices in your program. Theory of Action Parts and Sequence The following section describes the parts of the theory of action and presents the sequence for their development. First, state the context. In a graphic, the context is typically placed in a box at the top or bottom of the logic model to provide the reader with necessary background information. In a written narrative, the context is typically the first paragraph. It is a short summary of the current situation that describes the need, who the need affects, and why the need should be addressed. This information comes from the situation and assumptions you developed before you created the theory of change. Next, identify program outcomes. Outcomes detail the results the program expects to see as a result of the strategies; that is, the changes the program expects to cause. Some outcomes will have been identified in the theory of change. In the theory of action, you will add time frames to the outcomes and detail intermediary steps for meeting the outcomes, so that you have short-, mid-, and long-term outcomes. The first step in adding more detail is to determine how long it will take to achieve those outcomes. While each magnet program can define the time period covered by each outcome category based on the program s individual context, suggested guidelines for the time periods are described below. Short-term outcomes. These are the results the program expects to see within the first year. Short-term outcomes are the ones the program has the most direct control over. These outcomes cover changes in knowledge and perception of the target audiences, such as teachers, students, and families. Mid-term outcomes. These are the outcomes the program has less control over, but wants to see as a result of the short-term outcomes. These outcomes cover behavioral changes that is, what the target audience does with the new knowledge and perceptions they gained earlier in the program. Mid-term outcomes are results the program may expect to see 1 to 3 years after the program begins. Long-term outcomes. These outcomes are outside the direct control of the program and cover how the situation will be changed by the end of the program. Often these outcomes reflect a wider social change the program hopes to see over time, such as integrated schools or improved opportunities for students and families in the community. These outcomes will be achieved approximately 4 to 7 years after the program begins. 14

Once the time frame is determined, identify additional outcomes to those included in the theory of change, and make sure each outcome has a short-, mid-, and long-term component. Make sure that outcomes address all key purposes. Magnet programs will likely have outcomes around key purposes such as racial/ethnic and socioeconomic isolation, instructional methods, theme integration, improved student achievement, professional development, and increased family and community engagement. The outcomes should be reasonable, measureable, and feasible based on the program s specific context and available resources. Define the activities to be conducted. These are the activities that the program will conduct to reach the outcomes. Do not attempt to detail every activity; instead, group activities together: for example, conduct marketing outreach or provide professional development. These activities will serve as the strategies of the implementation plan you will create later. When you create an implementation plan, you will identify specific action steps for implementing the activities listed in the logic model. Work backward from the outcomes to identify the activities that will help your program reach those outcomes. Evidence from the literature will help identify the types of activities most likely to lead to the outcomes you seek, and the scale at which those activities must be implemented. Show that selected activities can be implemented with the resources available, can be implemented in the right dosage at the right time to ensure success, and will lead to the desired outcomes. Select only activities that research or experience have shown likely to be successful: if past magnet strategies have not been successful, identify new methods for achieving the desired outcomes. Specify the inputs and outputs. Inputs. These are the resources available to implement the program. Common inputs include staff, money, equipment, supplies, and in-kind donations. Logic models typically include only resources currently available; however, when the logic model is part of an MSAP grant application, you can include resources that will be available if the program receives funding. Identify what resources will be necessary to implement the activities. Once resources are identified, you may find resource gaps, meaning the current resources do not match what is necessary. Determine whether gaps can be filled by external funding, community partners, or other methods. If gaps remain after these determinations are made, revise any activities that you do not have enough resources to implement fully. Note that if major changes are made to the activities, you may need to revise the timeline for achieving outcomes or the outcomes themselves. Outputs. These products of activities are often measured in amounts of something produced or provided. Go back to the activities you listed to identify what each activity will likely produce. Pay attention to ensure the outputs will be sufficient to lead to the shortterm outcomes. Examples of outputs include marketing materials produced, number of professional development workshops provided, and school websites created. See appendix A for examples of how each part of the logic model should be written. 15

As you create the theory of action, identify potential barriers to successful implementation and indicate how they will be addressed. Determine if barriers can be overcome by expanding program scope (e.g., by acquiring additional resources or partners), minimized by implementing certain activities to manage associated risks, or circumvented rather than eliminated. Explicitly state barriers and develop strategies to meet them to ensure there are no gaps in program theory or implementation. Lastly, realize that this may not be a linear process. As you work through the parts of the logic model and identify potential barriers, scrutinize the interrelationships among components and go back to refine components as needed to perfect the logical flow. Now that you have completed all parts of the theory of action, you have successfully designed your magnet program. Now implementation can begin. The logic model can serve as the basis to develop a detailed implementation plan as well as a measurement framework to help you create effective performance measures. The Managing Magnet Program Implementation Through Detailed Planning and Crafting Effective Performance Measures toolkits provide more information on those steps and on how logic models assist in their development. The next section discusses how to use the logic model for program sustainability. DEFINITION Outputs and Outcomes Outputs and outcomes may seem to overlap, but they are different. As you develop the logic model, keep in mind that an output is a direct result of an activity, while an outcome is something that the program is trying to change. Outputs measure the process of implementing the magnet program. Outcomes measure some change that the magnet program is trying to cause. When determining whether something is an output or an outcome, ask if it is something that is directly produced by an activity, or if it is something (i.e., attitude, knowledge, or behavior) an activity is trying to change. Asking this question can help you place outputs and outcomes in the correct section of the logic model. For example: A magnet school may create a new website (output) that will change prospective parents perception of the school (outcome). A magnet school may deliver five professional development workshops on the magnet theme (output) to improve teachers capacity to deliver the theme (outcome). 16

U s i n g L o g i c M o d e l s t o B u i l d S t r o n g M a g n e t P r o g r a m s Sustaining Your Magnet Program The logic model provides a snapshot of the program in a specific moment of time. To make the logic model a living document, be sure to do the following: Revisit the logic model regularly, perhaps at the end of every school year or when a formative evaluation report is available. Schedule regular reviews with stakeholders to confirm implementation is on track; determine if the logic model needs to be updated based on new information; and modify the logic model as needed. For example, if some short-term outcomes have not been met, refine program activities or go back to activities that were not completed successfully so that those short-term outcomes can still be met. Refining the plan before moving forward will ensure you get back on track to achieve future outcomes. Continue to review research relevant to your program, and integrate any new findings into your program theory. Use information gathered during implementation to inform the next round of program planning and chart the magnet program s future. Determining which strategies should be revised and which can be scaled up will help you ensure long-term program sustainability and help you plan new magnet programs. For additional information on program sustainability, see the Planning for Sustainability toolkit. 17

U s i n g L o g i c M o d e l s t o B u i l d S t r o n g M a g n e t P r o g r a m s Conclusion A logic model can provide a cohesive structure that guides all aspects of the magnet program and helps you create a detailed implementation plan and a measurement framework. It also assists in sustainability planning. An evidence-based logic model is a useful program design tool that can help track fidelity of implementation, determine evaluation strategies, and communicate with stakeholders. Create a logic model as early as possible in the development of the program and continue using and revising it throughout the program s life cycle. 18

Bibliography Every Student Succeeds Act of 2015, 34 C.F.R. 77 (2015), retrieved February 13, 2017, from http://www. ecfr.gov/cgi-bin/text-idx?sid=393301a7cdccca1ea71f18aae51824e7&node=34:1.1.1.1.24&rgn=div5 Funnell, S.C. and Rogers, P.J. (2011). Purposeful Program Theory: Effective Use of Theories of Change and Logic Models. San Francisco, CA: Jossey-Bass. Innovation Network. (n.d.). Logic Model Workbook. Retrieved April 14, 2017, from http://www.pointk.org/ client_docs/file/logic_model_workbook.pdf Knowlton, L.W. and Phillips, C.C. (2013). The Logic Model Guidebook: Better Strategies for Great Results. Los Angeles: SAGE McCawley, P.F. (n.d.). The Logic Model for Planning and Evaluation. Retrieved April 14, 2017, from http:// www.cals.uidaho.edu/edcomm/pdf/cis/cis1097.pdf Shakman, K. (2014). Logic Models to Support Program Design, Implementation and Evaluation. Retrieved April 14, 2017, from http://www.sedl.org/afterschool/iqa/events/webinars/logicmodel_ Workbook_2014.pdf W.K. Kellogg Foundation. (2006). Using Logic Models to Bring Together Planning, Evaluation, and Action: Logic Model Development Guide. Retrieved April 14, 2017, from http://wkkf.org/resource-directory/ resource/2006/02/wk-kellogg-foundation-logic-model-development-guide 19

Appendix A: Sample Logic Models Logic Model Content Example Table A-1 provides an example to show how each part of the logic model should be written. Make sure each item communicates enough information without being too specific. Remember, the logic model is an overview of the program, and space is limited. Table A-1. Examples of how to make your logic model content just right Item Too specific Too general Just right Inputs 1 full-time marketing coordinator, 1 full-time project director, 3 part-time magnet coordinators Staff 2 full-time, 3 part-time staff Activities Create 3 brochures, print 500 copies each Market schools Create marketing materials Outputs Provide 1 workshop on cultural competency, 1 workshop on project-based learning, 1 workshop on STEM Provide professional development Provide professional development on cultural competency, projectbased learning, and STEM Outcomes By October 1, 2019, reduce racial isolation for Black students by 5%. Desegregate schools Reduce minority group isolation for Black students A-1

Logic Model Example: District INPUTS Diverse district staff Knowledge of evidencebased strategies Funding Community, parent, and student support Partnerships with local institutions of higher education Lottery system ACTIVITIES Conduct literature review on culturally responsive instruction Establish system of personalized professional development (PD) Conduct community outreach Develop new marketing materials and website Identify additional partnerships Transition more schools to choice options OUTPUTS District manual on culturally responsive instruction Personalized PD plans for all instructional staff One communitysuperintendent meeting each semester New brochures and website Three additional districtwide partnerships SHORT-TERM OUTCOMES Culturally responsive instruction implemented at 10 pilot schools Instructional staff attend three PD offerings each year Attendance at communityschool meetings increases Awareness of district offerings increases In-kind donations increase MID-TERM OUTCOMES Culturally responsive instruction implemented at all schools Student scores rise on formative tests Community involvement increases Increase in families returning to the district Staff retention rises LONG-TERM OUTCOMES Achievement gaps close Achievement for all students increases on standardized tests Local families elect to stay in the district Vibrant school choice system that all families participate in Long-term community partnerships established CONTEXT The district is becoming increasingly diverse and achievement gaps exist between certain student groups. Cohesive district initiatives are needed to instruct diverse students and increase student achievement. Some parents are leaving the district for private schools or homeschooling due to a poor perception of district performance. Increased parent and community engagement along with targeted marketing will help retain families in the district. In addition, enhanced school choice will help meet families needs so they stay in the district. A-2

Logic Model Example: Magnet School INPUTS Staff knowledge of evidencebased strategies $1.2 million in MSAP funding Community, parent, and student support District resources (funds, lottery system, training, community partnerships) ACTIVITIES Hire magnet coordinator Present about the magnet program to district and community Staff prepare individualized professional development (PD) plans Rebrand school Hold recruitment events Develop STEM cross-curricular projects Train staff on cultural competency OUTPUTS Individual PD plans Completed STEM units New logo, website, and marketing materials Weekly school tours Monthly communityschool nights Cultural competency training attended by all staff SHORT-TERM OUTCOMES Staff knowledge of STEM instruction increases Increased attendance at communityschool nights More prospective parents attend school tours Website traffic increases Community partners identified Staff knowledge of cultural competency increases MID-TERM OUTCOMES Community knowledge of magnet theme increases Increased number of diverse applicants Community volunteer hours increase Improved studentteacher relationships Student scores improve on formative tests Cultural competency and STEM are integrated into all subject areas LONG-TERM OUTCOMES Achievement gaps close Achievement for all students increases on standardized tests Local families elect to attend the school Vibrant school choice system that all families participate in Long-term community partnerships established Inclusive school climate CONTEXT The school is a low-performing school that is becoming a magnet school to meet district priorities of school choice and closing achievement gaps. Many neighborhood families choose not to attend the school, so targeted recruitment and an attractive theme are needed to draw families back to the school. New STEM jobs are growing in the community, so STEM instruction will help prepare students for the STEM workforce. A-3

Magnet Schools Assistance Program Technical Assistance Center 8757 Georgia Avenue, Suite 460 Silver Spring, MD 20910 (866) 997-6727 msapcenter.com