1. DC SCORES: Program Design Logic Model InputsActivities Intermediate Outcomes (12-24 months) Outputs Participants: Students in participating elementary and middle schools, located predominantly in economically disadvantaged areas throughout Washington, DC. Creative Expression: Power of Poetry Curriculum Poetry and music specialists Performance and public speaking opportunities Program-wide special event Human Resources: # Staff # Board members # Volunteers # Professional development opportunities Facilities/ Infrastructure: Access to classrooms and indoor/outdoor space. Human Capital/Program Administration: Selection, retention, training, and support of Staff, Board Members, and Volunteers. Resource development Partnerships Program management Administrative support Fiscal Resources: $ Raised from # funders # In-kind donations $ Raised from # fundraising events Service-Learning: Writing for the Community and Leadership in Action Curricula Community partnerships Service-learning opportunities Program-wide special event Increases in Physical Fitness: Attitude toward physical fitness Cardiovascular fitness Body Mass Index Initial Outcomes (3-12 months) Increased School Engagement: Rates of participation in program Rates of school attendance Improvement in language arts SCORE Corps*: Selection, retention, training, and support of SCORE Corps. Long-Term Outcomes (24-60 months) Increases in Feelings of Self-Worth: Attitude toward self Pride in accomplishments Identify support systems Feeling valued Physical Fitness/Soccer: America SCORES Soccer Manual Soccer specialists Soccer playing opportunities Program-wide special events Communications/Media: # Press releases # Media pieces # Communications pieces Program Activities: # Schools # Programming days # Special events # Students # SCORE Corps Hours of creative expression activities Hours of soccer/physical fitness activities Hours of service-learning activities Increases in Sense of Belonging: Attitude toward program Attitude toward coaches/teammates Feel safe and supported Attitude/feeling of belonging to community Increases in School Engagement: Program attendance Attitude toward attending school Attitude toward language arts Increased Physical Fitness: Attitude toward physical fitness Attitude toward nutrition Cardiovascular fitness Body Mass Index Seek physical fitness outside of program Increased Feelings of Self-Worth: Identification of positive skills and abilities Pride in accomplishments Build relationships with support systems Feeling valued Increased Sense of Belonging: Return to program for another year Peer recruitment Try novel experiences Ownership of program experience Identify skills to contribute to the community Improved Physical Fitness: Knowledge and desire to live a physically healthy lifestyle Avoidance of certain risk factors Continued physical fitness Improved Self-Worth: Demonstrated positive skills and abilities in school Participation in athletic/extracurricular activities Maintain relationships with support systems Feeling valued Improved Sense of Belonging: Active in community/ leadership positions Continued involvement in program Ownership of program experience Demonstrated progress in School Engagement: School attendance Grade promotion Active in language arts opportunities High school graduation Program Assumptions DC SCORES is a citywide afterschool program serving primarily African American and Latino students between the ages of 8 and 15 that live within the most economically disadvantaged areas throughout the District of Columbia. Youth that participate in DC SCORES self-select and receive a combination of creative expression, physical fitness, and service- learning opportunities that would otherwise be unavailable to them. Equipment: Writing supplies Soccer supplies Buses Food *SCORE Corps refers to DC SCORES’ soccer and writing coaches, who are predominantly DC public and public charter school teachers. Designed by Symphonic Strategies, Inc.