DC SCORES: Program Design Logic Model

1. 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 • Increases in Physical Fitness: • Attitude toward physical fitness • Cardiovascular fitness • Body Mass Index • Increased Physical Fitness: • Attitude toward physical fitness • Attitude toward nutrition • Cardiovascular fitness • Body Mass Index • Seek physical fitness outside of program • Improved Physical Fitness: • Knowledge and desire to live a physically healthy lifestyle • Avoidance of certain risk factors • Continued physical fitness Communications/Media: # Press releases # Media pieces # Communications pieces • Increases in Feelings of Self-Worth: • Attitude toward self • Pride in accomplishments • Identify support systems • Feeling valued • Increased Feelings of Self-Worth: • Identification of positive skills and abilities • Pride in accomplishments • Build relationships with support systems • Feeling valued • Improved Self-Worth: • Demonstrated positive skills and abilities in school • Participation in athletic/extracurricular activities • Maintain relationships with support systems • Feeling valued • Physical Fitness/Soccer: • America SCORES Soccer Manual • Soccer specialists • Soccer playing opportunities • Program-wide special events • SCORE Corps*: • Selection, retention, training, and support of SCORE Corps. Fiscal Resources: $ Raised from # funders # In-kind donations $ Raised from # fundraising events • Equipment: • Writing supplies • Soccer supplies • Buses • Food • 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 • Increases in Sense of Belonging: • Attitude toward program • Attitude toward coaches/teammates • Feel safe and supported • Attitude/feeling of belonging to community • Improved Sense of Belonging: • Active in community/ leadership positions • Continued involvement in program • Ownership of program experience • Service-Learning: • Writing for the Community and Leadership in Action Curricula • Community partnerships • Service-learning opportunities • Program-wide special event 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 • Demonstrated progress in School Engagement: • School attendance • Grade promotion • Active in language arts opportunities • High school graduation • Human Capital/Program Administration: • Selection, retention, training, and support of Staff, Board Members, and Volunteers. • Resource development • Partnerships • Program management • Administrative support • Facilities/ Infrastructure: • Access to classrooms and indoor/outdoor space. • Increases in School Engagement: • Program attendance • Attitude toward attending school • Attitude toward language arts • Increased School Engagement: • Rates of participation in program • Rates of school attendance • Improvement in language arts DC SCORES: Program Design Logic Model Initial Outcomes (3-12 months) Intermediate Outcomes (12-24 months) Long-Term Outcomes (24-60 months) Inputs Activities Outputs 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. *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.