1. Fiver Foundation TOC Cari Kupec-do not reproduce without permission

2. What Will Your School’s... look like? Cari Kupec-do not reproduce without permission

3. Creating your school’s “Theory of Change” Vision - Global statement Mission - Supports how the vision will be achieved Action - Steps / Measures taken to address needs and create change or improve culture “Begin with the end in mind.” --Stephen Covey

4. Logic Model Articulates Theory of Change The Logic Model provides a useful framework for program planning. The Logic Model provides a template for describing what resources go into a program (inputs), who will participate, the activities (outputs), and what we hope to achieve (outcomes and impacts). It can also be used to analyze program assumptions and external factors that can influence success.inputsoutputsoutcomes and impacts

5. Logic Model Breakdown LOGIC MODEL IF…THEN Assumptions: Certain resources are needed to operate your program. If you have access to them, then you can use them to accomplish your planned activities. If you accomplish your planned activities, then, you will, it is hoped, deliver the amount of product and/or service that you intended. If you accomplish your planned activities to the extent intended, then your participants will benefit in specific ways. If these benefits to participants are achieved, then certain changes in organizations, communities, or systems might occur under specified conditions.

6. A well developed Logic Model strengthen the case for program investment. Provides a clear understanding of ideas about what you plan to do and why – as well as an organized approach to capturing, documenting, and disseminating program results – enhance the case for investment in your program. Creating a Logic Model during the planning phase requires stakeholders to examine best practice research and practitioner experience to support the strategies and activities selected to achieve the results.

7. Inputs are resources and/or barriers, which potentially enable or limit program effectiveness. Enabling protective factors or resources may include funding, existing organizations, potential collaborating partners, existing organizational or interpersonal networks, staff and volunteers, time, facilities, equipment, and supplies. Limiting risk factors or barriers might include such things as attitudes, lack of resources, policies, laws, regulations, and geography. Usually a NOUN - staff, equipment, money, time.

8. Activities are the processes, techniques, tools, events, technology, and actions of the planned program. These may include products – promotional materials and educational curricula; services – education and training, counseling, or health screening; and infrastructure – structure, relationships, and capacity used to bring about the desired results. Activities describe what the project does with inputs to fulfil its mission. Usually a GERUND a verb in its “-ing” form.

9. Outputs are the direct results of program activities. They are usually described in terms of QUANTITY - the size and/or scope of the services and products delivered or produced by the program. They indicate if a program was delivered to the intended audiences at the intended “dose.” A program output, for example, might be the number of classes taught, meetings held, or materials produced and distributed; program participation rates and demography; or hours of each type of service provided.

10. Outcomes are specific CHANGES in attitudes, behaviors, knowledge, skills, status, or level of functioning expected to result from program activities and which are most often expressed at an individual level. Outcomes involve; individuals, teachers, administrators, support staff, families, community, systemic and organizational changes. Short term outcomes: are the most direct results of activities and outputs, generally achievable in one year. Intermediate outcomes: link a program’s short-term outcomes to long term outcomes or intended program impact over a three year period. Long term: result from the achievement of short and intermediate term outcomes and often take a longer time to achieve.

11. Impacts are organizational, community, and/or system level changes expected to result from program activities, which might include improved conditions, increased capacity, and/or changes in the policy arena. Long term outcome: Result of achievement of the short and intermediate outcomes achieved beyond a three year period.

12. MSAP Logic Model Template Needs / data / symptoms versus problems Mission, vision, values, mandates, resources, collaborators, intended outcomes

13. Let’s take a look at the Fiver Logic Model

14. Time for R&D and Creation of your Logic Model Transform your Theory of Change concept into a Logic Model that will guide the transformation you hope will occur through participation in the Magnet School Assistance Program grant opportunity.

15. Day TWO: Innovation Day “Innovation Day” Purpose: 2016 magnets will finalize research, bring back ideas after school input since day one, and create a “pitch” that will be sold to the panel of judges on Nov 23 rd. This includes: name change, logo, tagline, theme, and a presentation of your project design and change theory. Also, we will be working on budget narrative; the template will be in the Google Share drive. Bring: Quotes for items that will allow you to move your theme forward, mobile devices and a creative mindset! Exit Slip: At the end of the Innovation Day teams will explain what they need for Pitch Day! (technology, props, sound, etc) Team Next Steps: Share everything with your administrators, get feedback, research, formulate ideas, and get prepped for your pitch on Day Three! Facilitators: 2013 and 2016 Magnets, various District Staff in C& I, CTE, ET, PD, HR, Facilities

16. Innovation Day-Day Two Need, Budgets, Theory of Change 200.403 - Factors affecting allowability of costs. Costs must: Be necessary and reasonable Conform to any limitations or exclusions in the grant Be consistent with policies and procedures that apply uniformly to both federally-financed and other activities Not be included as a cost or used to meet cost sharing or matching requirements of any other federally-financed program Be adequately documented Necessary Reasonable Allocable Documented

17. Federal Budget Categories...

18. Quantify your theory of change

19. Pitch your magnet project design to Brevard’s Got Talent Judges Day Three: Pitch Day

20. MSAP 2016 Pitch Day Nov 23 rd, 8:15-4:15 “2016 MSAP Pitch Day” Purpose: 2016 magnets will have 15 minutes to pitch their idea to a panel of “BPS MSAP” judges. The judges will be a variety of district staff members who play key roles in the areas of the academic reform. You will explain your project design, coursework, changes to existing school, link to the budget, professional development, student achievement, logo, name change, theme, etc. Your presentation can take any format….be creative! Judges will ask questions and give feedback Bring: presentation, props, handouts, etc, mobile devices, and information from day one and two. Next Steps: Share everything with your administrators, research and get quotes on budget items, formulate ideas, and get ready for Day Four……more to come after winter break. Facilitators: 2013, 2016 Magnets, Archer, Kupec, Ward https://www.youtube.com/watch?v=p7NUDXjAoKg&feature=youtu.be

21. Discuss a time where you had to alter your work style to meet a diversity need or challenge.

22. Diversity is…