Inputs

1. Adopted: 8/17/2010 Updated: 3/8/2012 Logic Model: Learning To Work, Emma Lazarus High School Developed by New York City Mission Society Department of Quality & Evaluation Outcomes – Impact Short Term Medium Term Long Term Inputs Activities Outputs • # of students in internships • # of internship sites • # of sites visited • # of hours worked • Earned income generated • # assisted in gaining unsub. job • # of Career Seminars/# of hours • # attending • # of students receiving services • # receiving attendance outreach • # receiving home visits • # of Advisories/# of hours • # attending • # of counseling sessions/# of hrs • # attending • # receiving career advisement • # receiving college advisement • # of college applications • # of trips/events • # attending • # receiving tutoring/Regents prep • #of community service events • # attending • # of workshops/# of hours • # attending • # of graduates • # enrolled in continuing ed • # employed • # of staff trainings Recruit and place 75 students into subsidized internships (10+ hours/week) & monitor attendance Provide weekly Career Seminars to interns Monitor all students’ school attendance Provide Advisory group sessions for all students (life skills, leadership, job readiness, college prep, etc.) Provide individual counseling to all students to address issues Provide career advisement for all students as needed Provide college advisement for all students (exploration, application, financial aid, etc.) Organize educational and cultural trips/events for all students (i.e. college visits) Provide/support tutoring/Regents prep Organize community service activities for students Provide school support & enhancement activities Update databases by due dates & maintain complete files Staff Volunteers Time Money Research Materials Equipment Technology Partners Students Interns learn workplace skills on the job Participants understand the importance of attending school regularly Participants develop a renewed sense of confidence and purpose Participants learn work-ready behavior and workplace expectations Participants explore pathways to college and careers and plan for their futures Interns earn money, demonstrate improved work readiness, and build their resumes Participants demonstrate improved school attendance Participants are successful in school classes & Regents tests Participants graduate from high school Participants demonstrate work-ready behavior Participants either attend college or enter the workforce Academic achievement and success increases High school drop out rates decrease and graduation rates increase Post-secondary education enrollment rates increase Educational and economic opportunities improve College and career success increases Problem statement: Students who have recently immigrated to the United States and are English language learners are less likely to succeed in school, graduate high school, and find rewarding employment or educational opportunities after graduation. These students often lack the necessary skills for college and career success.