LOGIC MODEL
SCHOOL HOME INTERVENTION PROGRAM |
WHO
Who do we want to impact? Who will benefit?
|
VALUES
What guides our project? What do we value in our work?
|
ASSUMPTIONS
What do we assume contributed to the effectiveness of our program?
|
PROCESS
How do we expect to bring about the intended changes? What are the key activities
that will be carried out?
|
OUTCOMES
What changes do we hope to bring about as a result of the activities? What
do we hope to achieve?
|
IMPACT
What lasting impact do we hope to have?
|
Children & Youth Pre-K to 12th grade (depends on
site) who are not school ready
*behaviorally
*emotionally
*socially
|
Prevention & Early Intervention Services greatest help in the
long run
|
Team approach with teachers, administration, para- professionals,
parents/caregivers |
1:1 with kids=support
Group work
*educational
*coping skills
*social skills
|
Social, emotional, behavioral
well-being & adjustment
Increase academic performance &
time in class
|
Improved graduation rates
|
| Students likely to be referred to special education services |
Kids need to be ready to learn (emotionally
socially
behaviorally)
|
Provides a vital link between the home and the school environments |
Family Interaction
*Support
*Advocacy
*Info & referral
*parent education
|
Family has access to information, support, services
Understanding
child’s needs, improve learning readiness
|
Family functions well |
| School systems |
All students benefit from learning social skills
Social Skills = foundation for pro-social behaviors
|
Universal classroom interventions promote positive social skills for
all |
Classroom involvement – skills training, curriculum, presentations,
etc. |
Reduce Special Ed & EBD referrals
Improved attendance
|
Healthy communities |
