"Ugh, they're making us submit a logic model? What is the point of a logic model anyway?"
"I don't understand all that technical jargon. What am I supposed to put in a logic model?"
These are the thoughts I imagine my clients having when a funder or state department of education requires them to create a logic model ... and rightfully so.
Logic models are often overly complicated, far too technical, and not connected to ACTUAL practice - so it's no wonder that they are not intuitive for people doing "the work" in education.
It doesn't have to be that way though. Let's talk about what a logic model actually is and how it can help your organization.
I found the following definition of a logic model on the Community Tool Box (emphasis added):
“A logic model presents a picture of how your effort or initiative is supposed to work… Effective logic models make an explicit, often visual, statement of the activities that will bring about change and the results you expect to see for the community and its people. A logic model keeps participants in the effort moving in the same direction by providing a common language and point of reference.”
Here's what I love about this definition:
1) It clearly conveys that a logic model is a visualization of how your program operates, and
2) It helps teams see that a logic model can actually streamline their work and make sure everyone is on the same page.
The image below from the CDC is another great way to think about what a logic model can do.
So instead of an annoying task you have to complete for grant funding, think of a logic model as a dynamic map of your program and how you will collaboratively work towards achieving your goal.
Recently, I introduced this new way of thinking to a school district team I'm working with.
I'm designing a data dashboard (learn more here!) for them so that all of their family-serving teams can share data and serve their district's families more efficiently. (I'm really excited about this.)
When we met with each team individually, they were all saying the same things about how they engage with families and what data they already or want to track.
Yet, collectively, they couldn't see the forest for the trees. They didn't know how similarly each team was operating!
Let me be clear: this wasn't because they were not communicating or working together. It's because they didn't have a framework to guide their collective work and show where there was overlap across project teams.
So we got to work. Using Google Slides, we did an interactive work session where the teams brainstormed what they would put in each part of a logic model. Below is a screenshot of their "Activities" brainstorm.
Then we did a virtual "gallery walk" so they could see how much overlap there was. See how many "I do this too" stars there are in the image?
After this, it took no time to put together their ideas into a more traditional logic model format.
If your team is currently struggling with making a logic model, don't be afraid!
Reframing how we think about logic models can go a long way towards making them purposeful, usable tools to make our family engagement work more effective.
When I was a senior in high school, I thought the coolest job would be to serve as a member of Congress.
I was lucky to be part of an amazing course (in a public school, might I add!) called Government and Law-Related Experiences, affectionately known as GALRE.
Our teacher, Doug Martin, a hero of mine, is a Vietnam veteran who continued to serve his country by educating thousands of students about their civic rights and duties, in honor of his friend who didn't make it home from the war.
He taught us to be good citizens, but more importantly, he modeled for us how to be good people and to enjoy life in the process.
We had frequent guest speakers in the course -- GALRE alumni, community leaders, and elected officials on all levels -- who would come talk to us and answer our questions.
We also had to complete "outside experiences," where we immersed ourselves in the local community and political scene. I was canvassing and registering voters before I was old enough to vote myself.
The class culminated in a three-day, whirlwind trip to Washington, DC, where we got to see the federal government operate in real life.
GALRE inspired me to pursue a degree in Political Science and spend my career in service of others and the common good.
As I watched the horrific news of the insurgence of white supremacist domestic terrorists on the nation's Capitol yesterday, I found myself thinking back to our trip to DC, sitting on the steps of the Capitol building with my classmates, imagining working there one day.
More importantly, I keep thinking how safe I felt being with a teacher like Mr. Martin during times of national (9-11 occurred when I was a sophomore) and even personal times of crisis.
That level of security -- that my teachers could help me process what was happening and reassure me that, by learning from history, we would pull through any challenge -- is something I wish for all students.
Mr. Martin was a huge inspiration for me when I became a Social Studies teacher in Baltimore.
I brought in guest speakers, helped my students participate in a civics education competition, and took them on field trips to see where history happened in their local communities. Following the guidance of a veteran teacher at my school, I tried my best to teach my students the "real" version of early U.S. history and impart the lessons I learned from Mr. Martin.
As I watched yesterday's events unfold, I kept thinking about today's generation of students and all the challenges they have faced over the past year.
I worry about the quality of social studies education they are receiving.
Are they receiving the white-washed, textbook version of history that will only perpetuate the bigoted culture that we're seeing on display?
Or are they learning about the suffering and triumph of people from all racial and ethnic groups, the truth about how government has perpetuated inequity, and how they can play a role in making things better?
Worse, are they learning about history at all?
Most of all, I find myself wondering if they have a Mr. Martin in their lives to help them feel safe and make sense of what's tearing our country apart during this scary time.
I may not be a social studies teacher anymore, but the lessons I learned in G.A.L.R.E. and my time in the classroom have informed my work today.
I truly believe that we can all begin chipping away at the ills of our society through our own actions: how we support others, how we engage and empower children and families, and how we ensure that everyone gets what they need to thrive.
To all the social studies (or other!) teachers having difficult conversations with their students today and making them feel safe in an increasingly unstable world, thank you. You are making a difference.
It's the end of the year, when we reflect on the past year and look forward to new beginnings.
I haven't done any rigorous data collection about this, but I think it's fair to assume that most people would rate 2020 as a giant dumpster fire.
So let's take it back to 2019.
Last year was challenging for me in a different way. I had moved to Ohio from Maryland the previous year, and I naively thought that I could transition my business to my new home with relative ease since most of my work was remote.
As it took time for new connections to materialize into new contracts, I knew that things weren't headed in the right direction.
Now, I had a few metrics I used to measure my business:
At the time, those weren't pretty.
However, what was most telling for me was how I FELT.
I was discouraged, uncertain, and anxious. And in terms of my business, I didn't know what to do to make it better.
Certainly, the quantitative data was informing how I was feeling, but the numbers alone did not compel me to act.
I just wanted to feel better! I knew it was time to make a change.
Around that time, I met a new neighbor who specialized in website design and SEO. I heard about a marketing consultant whose approach resonated with me. I saw that the American Evaluation Association's (AEA) conference was featuring a lot of workshops and resources for independent consultants.
I sprang into action. I met with these new specialists, went to the conference, and got to work. And ultimately, I turned my business (and outlook) around.
While there is always room to grow, the numbers I mentioned earlier do reflect the changes I've made to my business. Yet I don't think they show HOW or WHY those changes happened.
From my neighbor, I learned something new and gained hope that some simple strategies could make my website work better for me.
From the marketing consultant, I felt understood and discovered a new way to communicate what I do and why I love it.
From AEA, I gained a large group of new colleagues, friends, and referral partners - but most of all, I felt accepted, validated, and supported.
To me, those feelings and networks are what helped me turn the page in my business - the fuzzy, not easily measurable, qualitative stuff.
Had I not reflected on those things, I might have stayed in my rut.
Maybe you already track your data, and maybe you don't, but if you're getting the feeling that something's not right, think about the qualitative data you can explore to see what's up.
How do your families feel when they interact with you? How do the staff feel? What is the tone of your interactions? How engaged are students in relationships with peers and staff and with their learning?
These things matter.
One thing I'm grateful for from 2020 is that a lot of educators are seeing just how vital family engagement is for student achievement.
So while we're reflecting on this crazy, crazy year, let's take a second to examine how our students, families, and staff FELT and how we helped them feel better.
If that's what we take with us into 2021, then I think we're off to a good start.
I started writing a completely different blog post for this week, but when I read the news this morning, I knew I had to shift gears.
CNN featured a story yesterday called "Teachers and social workers search for students who are 'missing' in the pandemic."
The word "missing" made my heart drop.
It immediately reminded me of this story, of a young girl from Washington, DC named Relisha Rudd. I heard about her story in 2014, and it broke my heart -- at the time, I was a community school coordinator and led our school's charge for attendance and engagement tracking and interventions. Staff from Relisha's school tried to track her down, only to find that a man working at the homeless shelter where she was staying had been impersonating her doctor to the school.
She is still missing to this day.
As a community school coordinator, her story lit a fire under me to do everything I could to make sure that we knew, to the best of our ability, that our kids were safe and able to come to school.
I have thought of Relisha over the years and find the tragedy of her story to be a call to action for schools, districts, and other youth- and family-serving organizations.
How can we make sure that no other students fall through the cracks?
When I read the story this morning about the Robla School District in California doing home visits and trying everything they can to find their students "missing" from online school, I had so many thoughts:
Labeling students as "missing" drives home the gravity of the situation our country is in. Families are truly struggling because of the virus and the economy, but honestly, lacking access to the internet, to stable housing, and to consistent work have been challenges for so many families for so long. The fact that things are only getting worse is upsetting and shows us that we have so much work to do.
Literally going into neighborhoods searching for children is heroic, but also emotionally grueling. I remember the disappointment and worry of having a string of unsuccessful home visits -- you gear yourself up for making a difference, only to find that addresses were incorrect or have changed, or worse -- you just don't know where students and families are living. That is scary, and it is emotionally taxing for educators.
While data tracking can't help us physically locate a family, it can help us focus our efforts where they are needed most. You may have seen that last week, I released a guide for how to Track Your Engagement Data in 4 Simple Steps. I believe strongly that using simple functions in Excel can help educators pinpoint exactly which students and families need additional support -- whether that's with attendance, engagement, or academics.
(I know it can work because I've seen the impact it has had on my own work in schools!)
So in honor of Relisha and in commitment to the well-being and success of students who may be "missing" from online school today, let's get tracking.
To learn more about data tracking, visit my Engage with Excel page or sign up below.
Growing up in New Jersey, the day after Labor Day always marked the start of a new school year ... and the day I finally got to wear the new outfit I had carefully planned and crack open my new, pristine notebooks.
If you couldn't tell, I have always loved the excitement of returning to school.
Unfortunately, for many children, families, and educators, this year felt different.
Some of the usual excitement and jitters have been replaced by trepidation about what to expect from a year like no other.
Concerns about health and safety, academic progress, and schedule juggling have been abundant in my conversations with teachers and the staff and family surveys I have analyzed.
So how will schools and districts know if they are adequately addressing their stakeholders' fears?
Well... they've got to ask them.
Colleagues in a number of recent conversations have been discussing the use of continuous improvement cycles. If you're not familiar with continuous improvement, its hallmark is the Plan-Do-Study-Act (PDSA) Cycle.
Alicia Grunow of the Carnegie Foundation for the Advancement of Teaching explains the PDSA cycle:
More simply put, schools and districts need to:
Then, the cycle starts all over again ... quickly.
We're not talking about huge, multi-year studies here ... This is a relatively quick and simple process!
Make a plan, implement the plan, figure out if the plan worked, and if not, adjust and try again!
With school kicking off, schools and districts have already put a short-term plan in place and are putting it into action.
And this year, short cycles of trial and error are going to be key, as even our modes of schooling could change multiple times throughout the year.
So how can schools and districts get feedback from their stakeholders NOW to see if their plan worked?
Instead of a lengthy formal survey, think of creative ways to ask for feedback:
Asking one or two questions at a time in interactive ways will make it easy for stakeholders of all groups to participate, prevent them from getting tired of surveys, and give you real-time data about how people are feeling.*
*Just make sure the platforms you choose will allow for translation.
Now here's the kicker: once you collect data, you have to complete the cycle ... ACT!
Make it clear for students, families, and staff that you valued their feedback and are going to put it to use ... and tell them how!
Start this crazy school year off right by lifting up the voices of your stakeholders in fun and easy ways and demonstrating that their feedback will guide your next round of planning and action.
What are your creative ideas for hearing from stakeholders? Share them in the comments!
I've written a lot lately (here and here) about WHY tracking your school or organization's data is so critical right now.
As schools begin to reopen, I've heard from educators of so many different configurations for what school is going to look like: some totally virtual, some in person, some in a hybrid model...
That's a lot to keep track of!
It's hard enough to make sure that no child falls through the cracks when school is operating as usual -- now that task seems herculean.
So how can we be sure that we know where each student stands, even if we don't see them every day?
How can we know that we're doing our best to meet their needs (and that we even know what those needs are)?
That, my friends, is where some simple data tracking strategies come in.
Here is one trick to help you assess, at a glance, which students or families need a little more support: conditional formatting in Excel.
Conditional formatting allows you to set criteria to automatically color-code or highlight values that you need to take action on.
You'll see that my (totally fictitious) dataset below is just a typical spreadsheet -- nothing stands out at a glance, and it's hard to see which of these students really needs the most attention.
We can use conditional formatting to visually highlight some of the students who need some support. We can find it by clicking selecting the text we want to format, and then clicking on the circled icon below.
Once you click on the icon, you'll see a drop-down menu pop up with all of the options you have for automatically color-coding your data. I think the easiest way to start is by selecting "New Rule."
In the menu that pops up to manage your rules, you'll set the criteria that will determine what gets color-coded and how you want to code it.
This is where things get fun.
The simplest option is "Classic." I always choose "Format cells that contain" and set either a text or numerical value that I want to highlight. Below is how I highlighted the students whose Quarter 3 grades were below a 70.
And voila! Now you can see, at a glance, the students who were struggling in Quarter 3. No fancy statistical skills needed!
I could also create other rules for my high-performing students or those ones that fell in the middle of the class.
There are TONS of other ways to conditionally format your data -- here are two other examples for the same data that address the whole range of grades.
On the left, you'll see that instead of the Classic mode, I used an Icon Set to do a little traffic light system for the student grades. On the right, I used Data Bars to help me see students' grades on a scale from the lowest to highest score.
With these formatting options, I can see the students that might need some extra support... and it only took a few clicks and a decision about the point at which I'd be concerned about a student.
This is just one strategy of many that can help you quickly and easily to make sure no students are falling through the cracks.
Want to learn more?
None of these work for you? Schedule a free 30-minute consultation with me so we can figure out how to best get your data tracking system started!
When I started my doctoral program at Vanderbilt, I certainly didn't expect to get into a ... heated discussion, shall we say? ... with the professor of my first course.
We were discussing characteristics of effective leaders, and our professor mentioned that the Myers-Briggs Type Indicator, one of the most well-known personality tests, was essentially worthless.
You see, despite its incredible popularity, there is actually no data to show that Myers-Briggs is a valid and reliable assessment -- that it measures what it intends to, and that you'd consistently get the same outcomes if you took it again and again.
Now, I've always been a pretty introspective person, and I (still) love personality tests as a fun way to reflect on how I think, feel, and interact with others. I'd never taken them as a scientific assessment of my psyche, but Myers-Briggs especially had stood out to me as a somewhat revelatory framework for why people interact and act the way they do.
I had always gotten the exact same result when I'd taken the Myers-Briggs (ENFJ, if you're curious), so when my professor started talking about how most people get quite different results each time they take it, and that there was no research to support its utility, part of me was bummed, and part of me was fired up.
I argued (civilly, of course) that I didn't use it as a formal diagnostic tool, but instead as a helpful resource or an interesting way of looking at things. So why should it matter? (Newsflash: It does matter.)
For fun, I recently read The Personality Brokers: The Strange History of Myers-Briggs and the Birth of Personality Testing by Merve Emre. Of course, she confirmed what my professor had said many years ago. However, it reminded me of something I see often in education.
People who are passionate about helping children and families often feel that they KNOW that what they're doing is helping the communities they serve, even without any real data to back it up.
We KNOW that our Family Science Night was a success because there were lots of families there, and everyone enjoyed themselves. We BELIEVE that a teacher is effective because the children love them. We FEEL the impact of an after-school program because, well, it's been in the community forever.
Unfortunately, we can't rely on gut instincts, feelings, and beliefs alone to tell us if something is effective... just like I couldn't make decisions based on only an affinity for Myers-Briggs.
Let me be clear: education, and family engagement in particular, tends to get kind of fuzzy. While we can't rely on intuition, it's also true that we can't rigorously test everything that happens in schools. We need to find a middle ground.
But this isn't just my random interest in personality theory.
When it comes to children and families, we need to make sure that what we're doing to try to help them actually works.
Luckily, it's not that hard to get started. We can begin tracking data, analyzing trends, and ultimately, measuring our impact so that we know we aren't just THINKING that we're changing lives. We actually are.
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Fear. Uncertainty. Frustration. Isolation.
In recent conversations with districts across the country and in analyses of surveys for clients, these words have come up a lot. Families, educators, and community members are feeling a whole lot of unpleasant things as we grapple with how - or if - we can simultaneously facilitate safety and high-quality learning experiences in our nation's schools.
Instead of shopping sprees at Staples (oh, how I wish!), we are experiencing back-to-school season like never before. Reopening plans change so quickly we can't keep up, and districts are scrambling to ensure that the safety protocols can be met and that all students can actually access and benefit from remote learning. My conversations and analyses lately have shown me how palpable and salient these fears and questions are for so many people.
The good news? While no one really knows what will happen with COVID, we do have some ways to alleviate the feelings I listed above. Think about these: Communication. Relationships. Empathy. Engagement.
Let's be honest: we have always needed these things. However, with most districts going fully or partially remote this fall, the role of families in children's education is even more prominent than before. For those of us who have long promoted the critical nature of family and community engagement, we've been saying to ourselves lately, "Now's our time."
It's time for family engagement to be a priority for all educators, community members, and policymakers, not an afterthought. We must lift up the voices of families, truly hear what they have to say, and use their feedback as a key driver for decisions moving forward.
It's time for us to leverage the wealth of resources in our communities to support families who are struggling right now. In my city, I was pleased to see that the City of Columbus and Columbus City Schools have agreed to spend $7 million of the CARES Act funds on providing Chromebooks for every student and wifi hotspots for families who lack internet access.
It's time to embrace partnerships with organizations who can help make learning fun, interactive, and accessible. Here's an example of how one of my favorite local institutions, the Center of Science and Industry (COSI), is facilitating the exploration of science for children in under-resourced communities.
It's time for us to focus our energy and public dollars on practices that have been proven effective and to put systems in place to begin tracking our progress. AttendanceWorks has done a great job of bringing data tracking to the forefront as we work to ensure that all students have an equitable school experience this fall.
More than anything, it's time for us to dismantle barriers created by historical and institutionalized racism and to embrace all children and families as our own. We need to be unafraid to check our privilege, acknowledge racist policies and practices, and work to rectify harm that has been done. If you're not sure where to get started, here is a free training on implicit bias for K-12 educators from the Kirwan Institute on the Study of Race and Ethnicity at Ohio State (I attended an incredibly powerful trainings with them this week.).
As we continue to weather the uncertainty from COVID, we need to remember that we all have the ability to communicate effectively, build meaningful relationships, empathize with others, and engage families in partnership. With these priorities and a plan for how to measure if we're doing them right, we will be able to help all children, families, and communities make the most of this unconventional back-to-school time.
How are institutions and organizations near you embracing engagement during this time?
I love a good spreadsheet. I mean, I really get excited about it. You may have read on the About page how my business evolved from the development of a really fancy spreadsheet. True story. Now I get to help others learn to use Excel to improve their work and watch them get excited about it too.
One positive thing to come out of the pandemic is an increased appetite for online professional development. Recently, I've gotten to connect with old friends and colleagues by providing a three-part Excel workshop series for the Family League of Baltimore. So on top of hanging out with my old network, I've gotten to teach them about all the fun stuff Excel can do. Win-win!
Here's an overview of the series:
Part 1: Excel Basics
A lot of educators just haven't been trained in how to use data. They may be consumers of it, using someone else's spreadsheet to glean information, but often, they just don't know how to utilize Excel's features for themselves. The Excel Basics workshop starts from the top and discusses formatting, functions, and formulas that beginners can use to build their Excel capacity.
Part 2: Creating and Using Templates in Excel
In the engagement world, there is so much to track! This session built on what was covered in the Basics session and walked participants through the process of designing their own customized tracking sheets. We used breakout rooms to discuss how to track different topics, and we walked through some more advanced features and functions to make these tools as automated as possible.
Part 3: Reporting and Visualizing Data in Excel
Data visualization is a hot topic in evaluation right now, and I get why. When you're able to effectively show your data graphically, you can make your results accessible for a much wider audience. In this session, we talked about so many fun parts of Excel - PivotTables, creating charts and tables for reporting, and ... drumroll, please ... creating interactive dashboards! Did you know you can create dashboards like the one below to share with your team?
Here's what some of my past workshop participants had to say about their experience:
Besides my obvious bias towards using Excel for ... well, everything ... I think it is even more important now for schools and districts to be effectively tracking their work. As we navigate through so many unknowns with school reopening, it will be critical to keep an eye on students who are at risk of falling through the cracks.
Good news - Excel can help (and so can I!).
I'd love to bring this workshop series to more places, so if your team could use a bit of an Excel boost, let's talk!
It's easy to feel discouraged and upset when you turn on the news these days. So much is happening to progress the fight for racial equity and justice in this country that even a global pandemic seems to have taken the backseat. The truth is that without a precedent for our current events, we are all making sense of them as they come. We face tremendous uncertainty in the days and months ahead, especially in the education sector. No one knows what school should or will look like when the 2020-2021 year begins in the fall. And that is scary.
But here's why I'm feeling encouraged. Without a doubt, the Black Lives Matter movement is bringing critical and often unheard voices to the forefront. I'm also starting to see this happening in schools, with many districts really lifting up the voices of parents and families as they make decisions for what reopening schools will look like. I've seen multiple districts just this past week sharing surveys with families about reopening. How can we truly serve children and families if we don't know what they fear, what they want, or what they need?
So if your school, organization, or district is trying to imagine what school will look like in August, and you haven't talked to families and students, now's the time to use some simple evaluation strategies to give power to their perspectives. Here are a few tips to get started.
Think about what you really need and want to know from your stakeholders. Make a list of what your team is wondering about or what the impact of proposed plans might be before you draft your survey questions. For example, many districts are considering alternate schedules to accommodate all students in socially distant ways. Here are a few things to think about:
Encourage your survey respondents to commit to an answer. Whenever I take a survey, and I don't really know or care about the answer, I always select the non-committal, middle option. Most people do - it's human nature. However, during this especially important time, we can't risk having a whole bunch of middle of the road responses. Consider using a four-point (instead of a five-point) scale that encourages respondents to indicate if they're feeling negatively or positively about what you're asking. Instead of a neutral/not sure answer choice in the middle, have them choose from a scale like this: Strongly Disagree, Disagree, Agree, or Strongly Agree. Include a "not applicable" option if you feel that's relevant - we don't want to force answers that don't make sense - but this type of scale will give your team a better sense of which way your stakeholders are leaning and help you make more informed decisions.
Make it equitable and accessible. Hopefully it goes without saying that not all students and families can access a survey that is online and only in English. To embrace and reflect the diversity of our nation's school districts, we must try to reach our stakeholders in multiple ways. Of course, an online survey is the easiest way to collect information, and many families can at least access the internet on their phones. However, some families cannot, and to truly understand what your families and students are feeling about reopening, we need to try to reach them as well. Think about mailing surveys or distributing them at food giveaways or other local gathering places. Or, if you're unable to translate the survey into every language spoken in your district, hire a few bilingual staff members or outside interpreters to do brief phone surveys with families whose native language isn't English.
For the most successful reopening possible in the fall, districts need to know what families and students are thinking now. Brief surveys are an easy, cost-effective way to reach a large percentage of your stakeholders. Schools and districts need to think creatively to hear from as many families as they can and make their understanding of student and family needs as inclusive and diverse as possible. You'll be amazed at how much more informative your results can be!
The goal of this blog is to highlight relevant issues that impact students, families, and communities and spark engaging discussions about how to address those issues through evaluation.