Program Logic Model

Theory of change

Youth exposed to structured non- hobbyist arts programming, opportunities and the right resources can develop the resiliency and confidence to support their educational and career trajectory


  • Programs offered during "at-risk" hours of after-school, weekends and school breaks, will decrease risky behavior if youth have access to barrier-free spaces and programs

  • Programs will help youth develop skills-based learning for the 21st century

  • Youth will develop their artistic talent and the skills of their chosen niche, develop leadership skills, a strong work ethic and a professional portfolio that will provide them with a competitive edge


Through our programs youth will;

  • Access resources, leadership and

    professional expertise that will enable them to overcome barriers to participation in the arts

  • Build resilience and resist the stigmas associated with living in the Jane and Finch community

  • Increase their artistic skills and knowledge in the areas of; computer graphics, dance, performing arts, videography and photography




Components Groups of closely related activities in a program



  • Meetings with guidance counselors and teachers, also attending school assemblies
  • Community networking
  • Social media and web presence


  • Toronto District School Board
  • Yorkwoods Public Library
  • Arcturus Realty
  • York University Faculty of Fine

Arts, Design and Dance

  • Casting directors and agents

Program Development & Delivery

  • Hiring qualified and passionate professional art instructors
  • Fund-seeking
  • Curriculum development Art programs and life-skills workshops
  • Just Dance
  • Klick (photography)
  • Design Works (graphic design)
  • workshops
  • 1-day dance intensives

Youth opportunities

  • Hiring youth program workers
  • Volunteer opportunities

Target groups (population of interest)

  • Youth between the ages of 10-18

  • Youth living in the high needs community

Outputs and credible data

Data you currently collect

 •Number of youth registered

• Number of youth attending

• Number of programs

• Number of youth employed

• Number of youth volunteer

• Age

• Community residency

• Program feedback

• Self-reporting of learning and resiliency

Data you need to show

• Number of program youth moving across grades

• Number of youth graduated

• Number of youth in post-secondary


• Number of youth working in the arts

• Number of youth connected through


• Number of youth attending more than 1


• Staff observations of programs and

changes in youth

• Caring adult report

• Youth intake (self-assessment)

Goals of program evaluations


• participation in activities & programs (not sitting around)

• increased self-awareness

• being more open to trying new things

• increased determination

• increased knowledge of career options

• tracking # of youth attending programs outside of school hours

• tracking # of youth in programs throughout the program

• improvement in dance skills & technique

• ability to learn choreography quickly

• memory recall

• knowledge and ability to use photography software (illustrator, photoshop etc.)


• Improved confidence and self-esteem (resiliency)

• Decreased idleness during "at-risk" hours

• Acquisition and/or improvement of art skills

• Technological literacy

Long-term program impacts


What are the hoped for impacts at the individual/community level?

Pursing post-secondary and art career opportunities.

What are the hoped for impacts at the organizational level

• More efficient programming logistics and operations

• Increased partnerships

• Increased number of opportunities for youth

• Increased capacity to engage more youth.

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