The logic model
Problem: 58% of third graders in the district read below grade level, and summer widens the gap.
| Inputs | Activities | Outputs | Short-term outcomes | Intermediate outcomes | Long-term impact |
|---|---|---|---|---|---|
| 4 part-time reading coaches; program director (0.2 FTE) | Small-group tutoring, 4 mornings a week in summer, 2 afternoons a week in the school year | 150 students served; 2,000+ tutoring sessions | Students gain 1+ reading level | Students read at or near grade level by end of grade 3 | More Harbor Bend children read at grade level, and stay on track in later grades |
| Leveled reader sets; reading journals | Take-home book bags and reading journals | 150 book bags; 120 reader sets in use | Students read more at home | Reading becomes a daily habit | |
| School district classrooms (in-kind); $42,262 grant | Six family reading nights | 6 events; ~240 family members | Parents learn simple ways to read together | Families read together 3+ times a week |
- Every activity has an output you can count and at least one outcome.
- Outcomes move from what people learn, to what they do, to the condition that changes.
- The long-term impact is broader than the program alone can deliver, which is normal: it names the direction.