Logic Model

Program Intentions
Increase in English levels (B2 by
the end of grade 9

Program Activities and Resources

(Inputs)
- Yearly Oxford Exam scheduled
for all students
- Student optional semester
abroad in Canada in grade 9
- Addition of subjects taught in
English
- Support and incentives for
English improvement for nonnative English speaking teachers
- Purchasing textbooks and
teaching materials that comes
from English speaking countries.
- Native English speaking teachers
hired for BC Prep program

ESL department and BC

- Weekly meetings with ESL lead
Preparation department using one teacher and BC Prep lead teacher
curriculum
(Fridays at 12:30pm)
- Yearly training and follow-up
with Academic English Language
Framework: How to Develop
Fluency
- Purchasing of textbooks and
teaching material for use by ESL
and BC Prep

Short-term Outcomes: Indicators

(Outputs)
-Student Oxford results maintain
the same or increase from
previous year
- Increase in student sign-up for
optional semester abroad
experience
- PK-9 art, music, PE, technology,
ethics/religion taught by a
bilingual teacher (more that 50%
of the class taught in English)
- Provide English sessions once a
week for teachers who are
interested (increase number of
participants)
- K-4 books are purchased (Plus
Phonics levels A, B, C and Listen,
Read, and Learn 1-3)
- All teachers from PK-9 are native
English speaking certified
teachers

Are students having increased
exposure and practice of English
throughout their school day?

Long-term Outcomes: Indicators

(Outputs)
- Students obtain a higher level of
English at a younger age as
strategies are implemented
starting in kindergarten
- Non-native English speaking
teachers feel comfortable and
competent to teach their subject
area in English (70% or more of
the time)
- Addition of academic subjects
taught in English (math, science)
- PK-9 BC Prep program has a
sequence of learning material that
work together to build on
previous student learning and
move it forward for that year.





Are Oxford English scores
improving every year? Which
teachers feel more confident and
able to teach their subject areas
the majority of the time in
English?
- Comparison chart of ESL and BC - ESL and BC Prep departments
Prep curriculum learning
are working together to support
outcomes
different but complementary
- First draft of ESL and BC Prep
aspects of the Academic English
joint curriculum
Language Framework: How to
- Teachers set a goal of minimum Develop Fluency
one strategy to implement weekly - ESL and BC Prep departments
in their lessons from Academic
work together under overarching
English Language Framework:
big ideas
How to Develop Fluency. End of

- Collaboration between ESL and

BC Prep grade teachers to work
on integration of
lessons/topics/projects

Engagement and education for

parents

- Implement changes to BC
Program entrance
- Schedule yearly international
university fair at the school
- Escula de Padres (twice a year)
focused on the BC curriculum
expectations, assessment, and
methodologies, Schoology for
parents of grades 3-9

Incorporate open-ended
questions, group work, and selfassessments into lessons.
(Project-based learning)

- Teacher training in using

Teaching for Understanding
Framework (trainer, academic
coordinators, teaching staff)
- BC Prep team collaboration to
make rubrics for observing skills

term meeting to discuss their

successes/challenges with the
strategy

What learning outcomes can the
ESL and BC Prep departments
effectively support each other
with? What learning outcomes
should each department
prioritize?
- Parents hand in
acknowledgement form of BC
Program purpose and
expectations for grades 10-12
- Participation of international
universitys through Skype or at a
local university fair at the school
-Increase in parent attendance at
meetings about the BC Prep
program purpose and
expectations

Has parent knowledge about the
BC Prep program increased?
What aspects are they more
aware of? What aspects do they
still have questions about?
- Teachers incorporate Teaching
for Understanding strategies in
their lessons
- Create department rubrics for
assessing student critical thinking,
group work, and self-assessment
progress

How are the rubrics being used?
What issues are there? How can
we over come those issues?

Are the prioritized strategies of
the Academic English Language
Framework: How to Develop
Fluency being implemented
effectively? Which parts? Why or
not why no?
- Increase in parent use of
resources provided on websites
and Schoology (the websites keep
track of use and teachers can do
follow-up with parents)







How often are parents using the
web recourses provided for
them? For what are they using
the web resources?
- Teacher portfolios of samples of
lessons, projects, assessments
- Student portfolios of skill
development and reflections
created beginning in grade 3.



Which activities and reflections
in the student and teacher
portfolios reflect project-based
learning? What skills are
evident in the samples
presented?