Assignment #4 - Logic Model

Program:  Guided Reading Groups                                                Logic Model

Situation:  Borden School

Inputs		Outputs			Outcomes -- Impact
		Activities	Participation		Short	Medium	Long
·         Teachers ·         EA’s ·         Volunteers ·         Administration ·         Time ·         Money ·         Materials ·         Training		·         Teachers attend professional development opportunities on structured reading groups ·         Training of parent volunteers by teachers ·         Utilize Fountas and Pinnell pre-test data to determine levels / groupings ·         Implementation consists of 30 minutes every second day for guided reading groups ·         Reading materials from: Reading A-Z.com ·         Group leaders employ the 7 comprehension strategies ·         Re-reads are employed to work on fluency (most sections read 3 times) ·         Students are assessed and re-grouped 3 times / year ·         Utilize Fountas and Pinnell post-test data to determine concluding level	·         Grades 1 – 6 ·         ~ 40 students ·         Considering the addition of Kindergarten ·         Considering the addition of local home schooled students		·         ↑ reading comprehension ·         ↑reading fluency ·         ↑ content knowledge ·         ↑ vocabulary	·         ↓ achievement gap ·         ↓ classroom management issues ·         ↑ confidence ·         ↑ academic success in all content areas ·         ↑ contributions to the school learning community ·         ↑ student engagement ·         ↑ number of independent readers ·         ↑ increased partnerships with the school and community		·         ↑ joy of reading and a willingness to pass it on ·         ↑ career opportunities ·         ↑ post-secondary opportunities ·         ↑ societal contributions ·         ↑ Volunteerism within the community

Assumptions:		External Factors:
-       Leaders are making similar instructional choices -       Additional resource materials are being accessed equally		-       Increases / decreases due to home support and additional parental interventions -       Readiness for school when entering Kindergarten

Logic Model Explanation

Inputs:

Borden school invests a great deal of time and energy into its grades 1-6 Guided Reading Program. Our Special Education Teacher oversees this program and spends a large percent of her allotment facilitating the program. All of our K-6 teachers contribute to the program as group leaders and so do all three of the Educational Associates (EA’s) in the school. The school has four parent volunteers that also lead groups. This allows us to offer smaller groups with increased variety in the scaffolded levels. Classroom teachers also contribute the 30 curricular minutes out of their daily schedules every second day. Budget money is allocated towards purchasing the license to download and print materials from A-Z Reading.com. This is how the majority of the reading resources are procured. Money has also been provided for teachers and EA’s to attend workshops and purchase additional professional development reading materials related to reading groups and the use of comprehension strategies.

Outputs:

a)    Activities

The program delivery consists of 75 minutes/week of ability like groupings for reading instruction. At this time, the program is focusing on both reading fluency and comprehension. The program begins with an initial testing of student ability using the Fountas-Pinnell (F-P) standardized assessment tool early in September. A trained Special Education Teacher administers the F-P assessment. The students are then placed in ability-like groupings and assigned a leader. This leader could be a teacher, EA, parent, older student, or an administrator. Baskets are provided to each leader which contain 3-5 books (students are given choices) and a leader’s logbook for recording progress. The program works on fluency by having students re-read passages multiple times. The majority of groups will go over the same material three times. The basket also contains a set of comprehension questions and possible extension activities that can be used to work on deeper understanding. Leaders are encouraged to employ at least one of the seven comprehension strategies / session. Leader training is an ongoing process throughout the program. Students are tested about three times / year to re-assign levels and shuffle leaders. A final assessment using the F-P tool occurs in June.

b)    Participants

The participants currently include all grade 1-6 students in our school (~40).

Outcomes / Impacts:

The outcomes have been subdivided into three areas that are consistent with the child’s development and progression through school and into their adult lives. The short-term goals all focus on targeted and measurable academic components. We would expect to see some immediate growth in each of these categories within the first weeks if the program is successful. The medium range goals will take some time to achieve and they are not as easily measured. These are often the result of continually meeting short-term goals but it should be clear that a true cause-effect relationship cannot be assumed for the medium or long-term goals. The long-term goals represent the wider felt impact of student successes within their community.