Transcript THEORY OF CHANGE - Douglas County School District

LOGIC MODEL
THEORY OF CHANGE
• What is essential for us to achieve our goal?
• Barriers to overcome
• Activities to meet goal
• Evidence of having performed activities
• Results - Outcomes
THEORY OF CHANGE
• Move stakeholders from being passive
collectors and reporters of information to active
users of information for system planning and
delivery – Fullan
• Helps us make better day-to-day decisions
• Requires research to find specific strategies
• Facilitates integrating data with change
LOGIC MODEL
• How is your change plan supposed to work?
• Logic Model = Sequence of events bringing
about behavior changes.
• Organize tasks/activities into:
Short term (2 Months)outcomes
Intermediate (5 Months) outcomes
Long term (8 Months) outcomes
Ranking Activities
First Order Change –
Increased awareness or understanding
Second Order Change –
Trying out the change –
can be uncomfortable
Third Order Change –
Refining skills for changed behavior
Establish a clearly
articulated goal
based on self
assessment
Achieve my goal!
Establish a theory
of change for
myself based on
what I know about
my own learning
strategies.
Adjust my
practices based
on what I am
learning.
Reflect on my new
practices and seek
feedback from
others.
Develop a logical
pathway (logic
model) to achieve
my goal.
Implement the
plan as developed,
DOUGLAS COUNTY SCHOOL SYSTEM
GOAL SETTING – LOGIC MODEL
GOAL:
OUTCOMES
INPUTS
(RESOURCES)
OUTPUT
(Activities)
Short Term (2 Mos.)
Intermediate (5 Mos.) Long Term (8 Mos.)
Artifacts:
Artifacts:
People
Time
Money
Materials
Artifacts:
DOUGLAS COUNTY SCHOOL SYSTEM
GOAL SETTING – LOGIC MODEL
GOAL: Based on our analysis of strengths and challenges, we will support increased student achievement by regularly monitoring
each PLC’s use of data to determine appropriate instructional practices.
OUTCOMES
INPUTS
(RESOURCES)
OUTPUT
Short Term (2 Mos.)
Intermediate (5 Mos.) Long Term (8 Mos.)
People, Time, Money,
Materials
Schedule collaborative
planning time
PLC has targeted at risk students
Principals
Assistant Principals
Collaborative planning time
Feedback System
(iPad Reports)
Data Sources (County
Common Assessments;
Thinkgate; AIMSweb)
Intervention Plan Template
PLC Meeting Template
Data Analysis Sheet
Scope and Sequence
Guide
Attend one PLC
meeting each month for
each PLC
Teachers create PLC by
establishing meeting time,
place and choosing a
facilitator
All PLC members meet
regularly
PLC has informed parents of
student needs
(Activities)
Conference with PLC
members monthly
about interventions
PLC reviews student
achievement
Provide written/verbal
feedback to teachers
PLC determines and discusses
root causes
Determine professional
development needs of
PLC members
Artifacts:
List of PLC members
Record of attendance
Minutes of PLC meetings
Evidence of interventions is in
place
Artifacts:
List of at risk students
Documentation of specific
interventions for each student
Documentation of parent contact
PLC is monitoring the
progress of each student
PLC has created common
informal assessments
PLC is reviewing scope and
sequence to improve
instructional delivery
Transitional discussions are
occurring with vertical PLC’s
within the department
Artifacts:
Data analysis spreadsheet for
all students
Common informal assessments
Minutes of transitional
meeting
Formalized list of at risk
students
Theory of Change
Plan Completion
1. Using your group goal, complete the
Theory of Change Worksheets
2. Transpose team change information to the
sample template in your packet
3. Refer to the completed sample template as
needed.
Establish a clearly
articulated goal
based on self
assessment
Achieve my goal!
Establish a theory
of change for
myself based on
what I know about
my own learning
strategies.
Adjust my practices
based on what I
am learning.
Reflect on my new
practices and seek
feedback from
others.
Develop a logical
pathway (logic
model) to achieve
my goal.
Implement the
plan as developed,