Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 11 For students, the outcomes chain posits that Connected North Sessions will lead to increased understanding of and interest in the subject matter covered by sessions, increased motivation, and increased student confidence and positive sense of cultural identity (short term outcomes). This in turn is expected to lead to increased attendance, performance, and retention 3 (medium- term outcomes); which are intended to lead to higher graduation rates, the possession of useful skill sets (long-term outcomes), and ultimately increased well-being for both students and their communities (ultimate impacts). For teachers, the outcomes chain posits that Connected North sessions – whether the ones delivered to their students or professional development sessions they take themselves – will lead to improved confidence and feelings of being supported and improved cultural competencies (short-term outcomes); which will in turn lead to increased teacher performance and retention (medium-term outcomes); which will in turn reinforce the student outcomes described above. Although the Program Logic Model includes one feedback loop whereby success on medium- term outcomes (increased student performance, for example) can further reinforce short-term outcomes (increased student interest, for example), the model did not attempt at the outset to clearly outline all of the possible connections among the elements of the outcomes chain. Rather, the chain was meant to outline a general understanding of how the program is expected to effect change, which would be further explored through the evaluative process. Program Implementation Assumptions Connected North documentation provides details on how the program is expected to be designed and delivered to promote maximum effectiveness. These Program Implementation Assumptions (PIAs) are listed below: 1. Sessions provide otherwise unavailable educational opportunities. 2. Sessions are culturally relevant. 3. Sessions are interactive. 4. Sessions are aligned with school curriculum and customizable. 5. Sessions are high quality, meaning the content providers have the appropriate expertise, and deliver accurate and relevant content in a manner that is supportive and engaging for students. 6. Connected North staff provide strong support to teachers whether through finding, selecting, booking, providing supplies for, hosting, and/or following up on sessions as needed. 7. Teachers provide strong support for program implementation by strategically selecting them and otherwise integrating them into broader lesson plans, as well as by supporting their delivery on the day. 8. Teachers have access to appropriate teleconferencing technology that allows the sessions to be delivered as intended (e.g., so that Content providers and students can see, hear, and otherwise interact with each other); as well as reliable internet connectivity that allows the session to proceed with minimal disruption. 3 "Retention" in this context refers to students staying in school as opposed to dropping out.