25 Essential Components For Magnet Program Implementation

Practice:

Evaluate implementation to document what you are doing

Key Action:

Document implementation based on your logic model

SAMPLE MATERIAL: 25 Essential Components for Magnet Program Implementation

Purpose:

Reviewing and reflecting on these 25 essential indicators of magnet program implementation can guide your own site-level evaluation process. Doing so may also help you communicate with your evaluator about which indicators you consider essential for successful program implementation.

Source:

District staff, Guilford County Schools, NC, used this table as a quick guide during site visits for evaluating the effectiveness of each magnet school’s program implementation.

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Practice:

Evaluate implementation to document what you are doing

Key Action:

Document implementation based on your logic model

25 Essential Components for Magnet Program Implementation

Involvement

Space

Academics

Communication

Essential Components

Data Source(s)

Magnet theme or focus (MTF) is indicated on school signage

Walk-through observation

MTF is stated when office staff answers calls

Observation: Telephone call

MTF banner is prominently displayed

Walk-through observation

MTF is noted in the school newsletter

Document Analysis

MTF is noted in the PTA/PTSA newsletter

Document Analysis

MTF is stated on the school web site

Web site review

School web site is linked to Guilford County Schools and Magnet Office web sites

Web site review

MTF is incorporated into the school mission statement

Document analysis (School Improvement Plan)

MTF is a target area in the School Improvement Plan

Document analysis (School Improvement Plan)

MTF work done by students is displayed

Walk-through observation

MTF integration/alignment is evident in teaching and learning

Walk-through observation

Students are able to express/articulate the school’s MTF

One-to-one conversations; walk-through observation

Teachers use various seating/classroom configurations and arrangements

Walk-through observation

Teachers use differentiated instruction

Walk-through observation

Teacher understanding of the MTF is evident

One-to-one conversations

Teachers and students use supplemental instruction materials to support the MTF

Walk-through observation

Teachers and students have access to technology to support the MTF

Walk-through observation

Teachers and students use technology to support the MTF

Walk-through observation

Designated staff members teach MTF core, encore, or elective units/classes/courses

Staff roster; daily Schedule; walk-through observation

Teachers have specific area of the campus and facility for MTF activities/lessons

Staff roster; floor Plan/map; walk-through observation

Teachers use specific areas of the campus and facility for MTF activities/lessons

Walk-through observation

School has consistent parent/guardian involvement and support

Document analysis (volunteer logs, etc.);

School has community and business partner involvement

Document analysis (volunteer logs, etc.); walk-through observation

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