TMC Alternative HS Model

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The Miracle Center Alternative High School Model Based on a Theory of Change Framework !Karla Moon, MSM All Synergistic Solutions, Inc. !

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Narrative !

!The need for TMC to develop a Alternative High School Network was based on the following assumptions, which can be sustained using IYS data: !

Youth living in high-‐risk areas under high-‐poverty conditions are most likely to engage in high-‐risk behaviors such as drug use, violence, and criminal activity while dropping out of school. Youth who have engaged in high-‐risk behaviors need exposure to culturally sensitive comprehensive programs that offer educational advancement, job readiness, leadership development, resiliency skill building, and accessible child care in order to lead successful careers and futures.

To end the cycle of poverty, violence, and drug use in communities of color, youth must focus on education. For high school drop outs, exposure to an alternative high school model in which youth develop quality academic and job readiness skills while learning coping skills, team building skills, and leadership skills via the arts will ultimately enable their future academic success. !TMC’s Alternative High School Network is based on the need to help high school drop-‐outs successfully pursue higher education or employment opportunities. TMC believes that in order for high school drop-‐outs to engage in a fruitful and successful future through higher education and employment, they must receive knowledge in core educational components, they must develop skills in specific concentration areas, they must build leadership, team-‐building, and resiliency skills, and they must develop job readiness skills. For this reason, TMC has developed a comprehensive model that provides youth with all the areas specified above while providing them with childcare and transportation assistance. !The model presented below has been developed using a Theory of Change Framework that focuses on maximizing TMC’s social impact. The program goal has been placed on the top of the model, however this is a bottom up model, which means that the relationships between outcomes and intermediate outcomes have been marked by a solid arrow in a bottom-‐up approach. This means that in order to fulfill the program goal, many pre-‐conditions (in the bottom) must take place. If the pre-‐conditions (broken arrows) are not met, the program goal will not be met. !Furthermore, in order to ensure that all pre-‐conditions are met, it was necessary to develop interventions in each step. !!�

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Interventions � !!!Interventions listed below are illustrated in the model by numbers, thus in order to accomplish a pre-‐condition, the identified intervention must be met. !1. Media Marketing for community at-‐large and partners 2. Strong partner referral process !3. Strong internal information and intake process identifying youth’s individual

needs !4. Strong Enrollment Process and Data Management System !5. Strong eligibility and placement procedure for childcare and transportation !6. Curriculum for Core Educational Components that is based on Standard

National Education Measures !7. Concentration areas defined with a certification component for accreditation 8. Extra-‐curricular activity offerings !9. Service Learning Standards !10. Curriculum for YEP based on evidence-‐based standards !11. Standards for YEP project 12. Standards for Internship !!!!!!!!

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TMC Alternative H.S Model

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! Indicators ! !!Outcome 1: Successful higher education pursuit or employment for High School Drop-‐outs. !

!Outcome 2: Receive core educational components !

Outcome 2: Receive core educational components !

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Indicator Higher Education Enrollment or Employment

Population Program Graduates

Threshold Attended Higher Education for at least one semester or remained employed for at least three months

Indicator Graduation Rates

Population Program Graduate

Threshold Participant received a certificate of completion and GED from program

Indicator Test Scores and Academic Grades

Population Program Participant

Threshold Participant received a passing grade on program tests and academic grades

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!!Outcome 3: Drop-‐outs Build leadership, team-‐building, and resiliency skills !

!Outcome 3: Drop-‐outs Build leadership, team-‐building, and resiliency skills !

!Outcome 4: Job Readiness !

!Outcome 4: Job Readiness !

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Indicator Service Learning Project Grades


Threshold Participant implements a service learning project following specific standards in which a passing grade is received

Indicator Extra-‐Curricular Activity Attendance


Threshold Participant attends 80% of the program, to constitute daily average attendance of 4 out of 5 days of programming

Indicator YEP Grades


Threshold Participant receives a passing grade for each knowledge base concept in YEP program

Indicator YEP Projects


Threshold Participant receives a passing grade on the design and implementation of YEP project

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TMC Alternative HS Model

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