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6.1.E. - Page 14 , <br /> Exhibit �. �...�...,.,� ���, �ommunity Schools Logic Model and Data Indicators <br /> INPUTS STRATEGIES DELIVERABLES SHORT-TERM LONG-TERM <br /> OUTCOMES OUTCOMES <br /> Community School Family Engagement Supported and Students receive Students succeed <br /> Coordinator -Education Connected Families supports according to academically <br /> -Leadership their needs Indicator: CST and <br /> Family Engagement -Volunteerism Comprehensive Indicator:demographic CEDLT scores <br /> Specialist Learning Supports information linked to <br /> Extended Learning participation Students and <br /> Funding/Resources Opportunities Integrated Service families are <br /> Delivery (physical, Children are ready to healthier: <br /> Relevant Partners Mental Health/ emotional,social) learn • Socially <br /> Social Services Indicator:participation Indicator:school • Physically <br /> Leadership Support in multiple services attendance • Emotionally <br /> Collaboration Social/Emotional High Quality Students are actively Schools are <br /> Structure Learning Programs involved in learning supportive of youth <br /> and their community and families <br /> Professional Partner Integration Indicator:student <br /> Development into the School Day survey items Communities are <br /> Families are desirable places to <br /> School/Partners connected to schools live <br /> Collaborative <br /> Data and Methods <br /> This report utilizes the Youth Data Archive (YDA), a JGC initiative that links data on individual <br /> students collected by multiple agencies in order to ask and answer questions that would not be possible <br /> to answer by any single agency alone. In this case,we matched data from the following data sources: <br /> • Administrative data from RCSD that includes student demographic information, <br /> achievement, and school attendance; <br /> • Participation records in community school programs collected by the schools and service <br /> providers at the schools; <br /> • Survey data on student motivation and their experiences in school collected by JGC staff for <br /> all middle school students in RCSD; and <br /> • Survey data on students' motivation and experiences in after school programs, collected by <br /> after school program providers at each school (including the City Parks and Recreation <br /> Department, Boys and Girls Club, and Citizen Schools). <br /> The data from the two surveys provide insights into short-term outcomes that link program <br /> participation at community schools to long-term academic outcomes. For both surveys, we focused on <br /> students' sense of being cared for at school because it speaks to the whole-school environment. We also <br /> examined reported feelings of confidence in their abilities and their motivation to learn, though these <br /> are framed as classroom- or program-specific in the surveys. Research nationallyl and locally2 has <br /> 1 Wang,M.-T., &Eccles,J.S. (2011).Adolescent behavioral,emotional, and cognitive engagement trajectories in <br /> school and their differential relations to educational success.Journal of Research on Adolescence, in press. <br /> z Strobel,K. (2010).Practices that promote middle school students'motivation and achievement. Stanford,CA:The <br /> John W. Gardner Center for Youth and Their Communities at Stanford University. <br /> Redwood City Community Schools Evaluation:2010-11 Evaluation Report Page 2 <br />