LOGIC MODEL: EVALUATING THE SIX CORE COMPONENTS OF TAHATIKONHSOTONTIE HEAD START

AND
THE ABORIGINAL HEAD START URBAN AND NORTHER INITIATIVE
PME 802
By: Kerri Smart
February 25, 2015
Program Intensions
(Six Core Components)
Enhancing Aboriginal Culture
and Language

Program Activities and

Resources (Inputs)

Short-term Outcomes:
Indicators (Outputs)

Hire qualified staff

(registered Early Childhood
Educators and/or Teachers)
to teach language and culture
Invite knowledgeable
wisdom keepers/elders to
share stories, ceremonies,
etc.
Use traditional instruments
during song and dance
Conduct ceremonies.
Recite the Thanksgiving
Address daily to give thanks
to all of creation.

Foster life-long learning in

children
Develop school readiness in
following areas: physical,
emotional, social and
spiritual wellbeing as well as
language skills.
Daily large group activities

Providing Education/School
Readiness to Preschool
Children

More traditional language

being learned and used
Knowledge of cultural
aspects of specific ancestral
customs (i.e., traditional
regalia, song and dance,
ceremonies, etc.) made
obvious through talking with
children and families.
Memorizing and reciting the
Thanksgiving Address in
ancestral language.

Longer-term Outcomes:
Indicators (Outputs)

Children can write name

Children can recite and
recognize alphabet
Children can count to at least
20.
Children can use scissors
properly

Increased well-being and

pride of entire community
Increased self-efficacy and
self-determination
Increased self-esteem and
independence
Improved educational
outcomes
Fluency of ancestral
language.
Traditional ceremonies being
practiced regularly.
Better secondary and postsecondary graduation rates
among children who
attended Head Start as
children.
Children feel comfortable
entering Kindergarten after
Head Start
Children are excited to learn
going into Kindergarten
Knowledge of school
readiness activities allow
children to esentially skip

Promoting Good Health

including Thanksgiving
Address, stories, rhymes,
songs, etc.
Daily planning activity
where one teacher asks up to
six children to plan what
they will work on throughout
the day
Daily recall activity where
teacher asks children to
recall what they worked on
throughout the day
Daily small group activity
where children work on
school readiness activities
such as writing, cutting,
ABCs, etc.
Encourage parents and
families to participate in
activities that will promote a
healthy lifestyle
Provide access to health and
nutrition resources for all
children and families
Ensure all children are
immunized according to
provincial standards
Have qualified health
professionals visit on regular
basis
Teach, model and encourage
good hygiene
Access assistance of Elders
to promote good health
Develop and undertake

Children can sing a 3-5 pitch

song

Several family members

participating in health
workshops
Large number of resources
being lent on a regular basis
Less sickness occurring
and/or being spread among
children and families
Children taking interest to
more physical play/activities
than before

this step in Kindergarten and

move on to more challenging
activities to learn.
Children feel confident in
making decisions during
their daily play with others
Improved academic abilities
Increased social intelligence
Overall academic
achievement

More health initiatives being

established around
community
Deceased obesity rate and
diabetes among Aboriginal
people
Overall better health
(physically, emotionally,
mentally and spiritually) and
wellbeing of community

Providing Nutrition

Providing Social Support for

Children and Families

Promoting Parent and Family

Involvement

indoor/outdoor activities that

promotes development and
an active lifestyle
Provide children with
nutrients require to grow and
develop
Meet children nutritional
requirements as per he
Aboriginal Food Guide
Provide children and parents
with opportunities to learn
about/develop nutritious and
healthy eating habits
Provide referrals for
language, speech and
development
Utilize outreach programs
Provide crisis intervention
information
Involve local service
providers in program
Provide community resource
information
Parents will have a
meaningful experience in
planning, developing,
operating and evaluating the
program
Provide opportunity for
family and community to
take part in caring for and
teaching children
Encourage and empower
parents to participate

Decreased number of
children absent due to illness
More children trying/eating
healthy foods

More outreach programs

being accessed by families
and community
Resources being accessed
regularly

Parental and Familial

involvement are regularly
sustained
Parents/Family provides
input/opinions about
program policies, activities,
etc.
Elders and other community
members show interest in
program and come to engage
with children

Children are developing at

healthy rates
Children and families
understand nutrition and its
importance
More families promoting
healthy eating at home

Less aboriginal children with

speech, language and/or
development delays
Overall wellbeing of
community enhanced

Several parents and family

members attend program
each year
Parents/family continuously
provide advice on how to
improve program
Parents express interest in
taking part in
childs/childrens learning