Assignment #4 - Program Logic Model

PROJECT LOGIC MODEL:  ASSIGNMENT #4

Assignment 4 is designed to make use of a logic model.  The logic model is meant to lay out the program goals and the impacts of those in the long term.  In addition, it specifies the objectives; what the program plans to accomplish and the results of those objectives. Finally, the logic model pairs the activities used to meet these goals and objectives with the necessary outputs required to make it successful.  This particular program that is being examined is the MUSICAL FUTURES program.  I have chosen to use this program as the Prairie Spirit School Division is looking to use this program as a potential model/program to expand and implement music instruction in more of the rural schools which do not currently have any formal music programs for students. My choice to select this program is to gain some greater understanding of the structure and authenticity of the program, since I am a seasoned traditionally trained/practising music educator of 19 years, I have many questions and inquiries about a program model which deviates so drastically from what I know to be successful and positive for students music education.  I hope that the process will allow me to deviate from my biases and look at the program impartially.   

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)
Musical Futures is a movement to reshape music education driven by teachers for teachers. At its heart is a set of pedagogies that bring non-formal teaching and informal learning approaches into more formal contexts, in an attempt to provide engaging, sustainable and relevant music making activities for all young people. ---------------- *Information taken from http://www.musicalfutures.org	It aims to:  Engage all young people in meaningful, sustainable music activities  Make music learning relevant to all young people, connecting their in-school and out-of-school interests and experiences  Enable young people to experience practical music making, to understand the processes of music making, and to contribute to their overall social, educational and personal development ----------------- *Information taken from http://www.musicalfutures.org	Musical Futures is a series of approaches and models that offer much scope for development, adaptation and personalization in order to meet the needs of individual students. It is unlikely to work in the way it was intended if it is just used as a scheme of work, a quick fix for those difficult music lessons, or as a last resort. Even though in reality all teachers approach Musical Futures slightly differently, at its’ core it asks teachers to:  A variety of non-formal and informal teaching and learning approaches grounded in secure pedagogy  Practical work on instruments/voice, creating authentic musical experiences  Aural learning, that fully integrates listening with practical music making, improvising and composing  Students are motivated and engaged by music they value and that is relevant to them, before moving onto other musical and learning styles  Technique, notation and other forms of written instruction are part of the process but are developed through practical playing  Teachers and practitioners act as facilitators, through showing rather than telling, and through guiding and modelling rather than instructing  Develops skills and confidence in teachers enabling them to deliver high quality MF approaches (*)	Recent independent research indicates that Musical Futures:  Increases student motivation for, and enjoyment of, school music  Engages all students in music participation  Helps students to become more confident with music making and raises self-esteem  Engages previously disinterested pupils  Enables students to develop a wide range of musical and leadership skills  Develops independent learning skills  Improves behaviour, focus and attendance, and has a positive impact on students’ attitudes towards music in school  Improves take-up of students opting to continue with a formal qualification in music  Improves student attainment  Has long-term and sustainable impact on teachers’ practice, and often changes the way they deliver music learning in the classroom -------------------------- *Information taken from http://www.musicalfutures.org	- Increased student enrollment in music instruction - Music experience addresses student interest and needs - Increased confidence in non-musically trained teachers to implement music curriculum - Delivery model of program supports the financial need for more cost effective program delivery - Music education enhances school climate and school community culture in a positive manner	- Program is sustainable in schools over time; factoring changing teaching staff and school demographics. - Program has some measurable strengths/advantages in comparison to a traditional music program model (band, choral, musical theatre) - There is evidence that program has make an impact on student engagement and success.
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

Assignment #3: Evaluation Assessment

Planning a Program Evaluation

MUSICAL FUTURES PROGRAM

Engage Stakeholders

Who should be involved?

Administrators, Teachers, Students, Parents, School Community

How might they be engaged?

All stakeholders will have a participatory role with the evaluation  to enhance future applications and implementation of the program.

Focus the Evaluation

What are you going to evaluate?  Describe program (logic model).

This program evaluation will focus on the Musical Futures Program.  This pedagogical model of music education is being used to expand and implement music programs in schools within the Prairie Spirit School Division.  The hope from the school division is that this framework/model will expand student engagement in meaningful music participation and provide a structure which is more cost effective than more traditional instrumental instruction which currently exists.

What is the purpose of the evaluation?

The intent of the evaluation is to assess whether or not the program delivers what it claims and if it is actually providing authentic quality of music education  for students.  Will the goals of the school division be met by using this program model?

Who will use the evaluation? How will they use it?

Who/users	How will they use the information?
School Division	They will be able to assess the effectiveness of the program by the ratio of student involvement and cost inputs, staff feedback, community feedback, positive results related to student engagement in music (academic/social)
Administrators/School Community	They will be able to assess the effectiveness of the program by the ratio of student involvement and cost inputs, staff feedback, community feedback, positive results related to student engagement in music (academic/social)
Students Parents	Students – will be able to have evidence to advocate for their interests or needs educationally Parents – will be able to make recommendations for future needs of students and families

What questions will the evaluation seek to answer?

Why has this program been selected as the model for music curriculum implementation?

Is this program providing an authentic music curriculum which allows for real life application of music skills?

Has the program increased student enrollment in music instruction?

Is this a successful model for supporting non-musically trained teachers to implement music instruction?

What information do you need to answer the questions?

What I wish to know	Indicators – How will I know it?
What is the program philosophy?	Referencing the program philosophy and identifying how the school division has implemented it.
What makes this a curriculum versus activity? Is the program assessed for successful long term outcomes?	Examination of the program curriculum goals and long term growth/potential.
Does this program meet the music needs of stakeholders?	Examination of the feedback from stakeholders – positive, negative, suggestions for future applications.
Has the program increased student music engagement?	Identification of student enrollment numbers and life span of program in schools, is there an identifiable change in value of music in schools?

When is the evaluation needed?

Since this is a potential NEW program being implemented in the Fall of 2013, it would be helpful to initial assessments now and follow it throughout the implementation during the 2013-14 school year.

What evaluation design will you use?

Scriven - Summative and Formative

Collect the information

What sources of information will you use?

Existing information:	Previous program evaluations
People:	School Administrators, Teachers, Students, Parents, School Community
Pictorial records and observations:	Music activities, lessons, events, school climate observations related to music program

What data collection method(s) will you use?

x	Survey		Document review
x	Interview		Testimonials
x	Observation		Expert panel
	Group techniques		Simulated problems or situations
	Case study		Journal, log, diary
	Tests		Unobtrusive measures
x	Photos, videos		Other (list)

Instrumentation: What is needed to record the information?

Individual Stakeholder Surveys, Interview Questionnaires, Observation Survey,

When will you collect data for each method you’ve chosen?

Method	Before program	During program	Immediately after	Later
Survey	x		x
Observation		x	x	x
Interview		x	x	x

Will a sample be used? 

No	x
Yes		If yes, describe the procedure you will use.

Analyze and Interpret

How will the data be analyzed?

Data analysis methods:	Quantitative and Qualitative date will be tabulated and sorted
Who responsible:	As the program evaluator I will be directly involved with this process

How will the information be interpreted—by whom?

It would be beneficial to bring the information back to the schools/division to hold a focus group to determine how

the information will be used for future application of the program.

What did you learn? What are the limitations?

The ultimate goal is to learn whether or not this type of pedagogical approach to music instruction is meeting the

needs/interests of students and whether or not it diminishes the value/undermines a traditional instrumental music

program.  Limitations to the program evaluation is that it demands long term observation of sustainability of the

Program.

Use the Information

How will the evaluation be communicated and shared?

To whom	When/where/how to present
All stakeholders	Focus group meeting, planning meeting

Next steps?

Does the success or failure of this program affect current music programs already in place which are more traditional in structure and philosophy?

Manage the evaluation                 Standards

x	Human subject’s protection	x	Utility
	Management chart	x	Feasibility
x	Timeline		Propriety
x	Responsibilities		Accuracy
	Budget