Assignment Four Project Logic Model R2S

GOAL	OBJECTIVES	ACTIVITIES	OUTPUTS	OUTCOMES	IMPACTS
Statement of the overall purpose of the project	Specific statements of what the project sets out to accomplish	Specific tasks to complete through implementation of the project	Immediate results (direct products of project activities)	Intermediate results (1 to 3 years after project starts)	Long-term results (3 to 10 years after project starts)
To improve reading performance To build and foster student confidence in reading and writing To build background knowledge (curricular outcomes) students are missing in content areas Foster a love of reading for knowledge and enjoyment Teach students the reading - writing connection Teach students that reading and writing are communication tools (to convey messages)	To gain the confidence and skills necessary to work at an independent level in the regular classroom setting For students to improve one grade level equivalent (GLE) in one year (at least) Establish good language habits through modeling  and explicit instruction Students have metacognition, independence and control over their learning Students learn to read well enough to handle the grade level materials they learn at school	Training of teachers in Picture Word Inductive Model (PWIM) Small groups of 15 students (or two working with 28 students) The Read to Succeed program is embedded into the school day as uninterrupted every day for 90 minutes, on top of regular daily Language Arts Systematic approach to instruction Collaboration across classrooms with support staff, resource room teacher, English as an Additional Language teacher and classroom teacher(s) Explicit goals and expectations Sequence of phonemic awareness, systematic phonics, vocabulary, fluency, reading comprehension strategies and comprehension skills implemented daily Writing every day Read Alouds from teacher daily Daily silent reading Word study and word work daily (including classifying)	Monitoring of program and successes based on curriculum Ongoing daily formative assessments Word assessment 3 times during each PWIM cycle Summative assessments three times a year (as students come into the program, January and June)	Students have exited the program and are academically successful in their classrooms Students are able to apply the learned reading and writing strategies to aid in their learning Students read to find new information and for enjoyment Students can read and write at grade level Students have confidence as readers, writers and learners	Competence in reading and writing becomes proficient so that they can function in society as productive democratic citizens An enjoyment of reading for knowledge and pleasure Critical thinking based on reading
Goals and Objectives represent the Strategic Directions of your Project		Activities comprise the Project Work Plan, which should include details for each activity (Who?, What?, When?, Where? How?)	Outputs link directly to project activities; activities are what is done…outputs are the expected results of what is done	Outcomes relate to your objectives; objectives are desired, outcomes are the expected results	Impacts relate to goals; a goal is desired, impacts are the expected end-results