Georgia Community Literacy Collaborative
05/04/2026
Agenda
9:00-9:30 Arrival & Welcome9:30 - 9:45 Introductions
9:45 - 10:00 Summary of Georgia Reads Evaluation Findings
10:00 - 10:15 Introduction to Logic Models and Theory of Change
10:15 - 11:30 Backwards Logic Model Puzzle Activity. 11:30 - 12:00 Group Discussion to Generate Visual Logic Model
12:00 - 12:15 Wrap-Up & Next Steps
12:15 - 1:00 Lunch
Introductions
9:30 - 9:45 Introductions
Dr. Sanjuana Carrillo Rodriguez. Professor of Reading and Literacy Education. Bagwell College of Education. Kennesaw State University.
Dr. Melissa DriverAssociate Dean for Curriculum Catalyst & Innovations and Professor of Special Education Bagwell College of Education. Kennesaw State University.
Dr. Juliann Noble-Healy. Research Associate in the Interactive Research Methods Lab (IRML) Bagwell College of Education. Kennesaw State University.
Dr. Iván Jorrín Abellán. Professor of Educational Research & Founder of the Interactive Research Methods Lab (IRML). Bagwell College of Education. Kennesaw State University.
Dr. Megan AdamsProfessor of Reading Education Bagwell College of Education. Kennesaw State University.
9:30 - 9:45 Introductions
Bryttney Bailey Project Coordinator, Georgia Council on Literacy and Georgia Reads
Stacey Lutz, Ed.S Director of Strategic Programs and Evaluations and State Literacy Coach, The Governor's Office of Student Achievement
Dr. Jennie Welch Chief Strategy and Growth Officer, GLISI
Dr. Leslie Hazle Bussey CEO & Executive Director at GLISI
Dr. Lindee Morgan Executive Director, Deal Center
Arianne Weldon Get Georgia Reading Campaign Director
Sadie Krawczyk.GeorgiaForward Managing Director, GeorgiaForward
Irene Munn CEO, The Munn Firm
Akia Lewis Georgia Family Connection Partnership Director of Strategy, Innovation & Engagement & Project Manager
Chan Weeks GeorgiaForward Senior Program Manager, GeorgiaForward
Agenda
Goal of the Workshop
Support the development and alignment of the Georgia Community Literacy Collaborative’s Theory of Change and Logic Model to guide strategy, implementation, and evaluation. Outcome
We will collaboratively develop a visual representation that synthesizes the key components of the logic model supporting the implementation of the Georgia Community Literacy Collaborative’s Theory of Change.
Summary of Georgia Reads Evaluation Findings
9:45 - 10:00 Summary of Georgia Reads Evaluation Findings
Evaluation framework
- Responsive Evaluation (Stake, 2003). Fourth generation evaluation (Guba & Lincoln, 1989), treats evaluation as a negotiated, relational learning process grounded in stakeholder meaning-making rather than objective measurement.
- Aim: Respond to the needs an demands of those invloved in the program rather than measuring (first generation), describing (second generation), or judging them (third genration).
- Methods: Use of qualitative/interpretive methods.
EREM Model
- The Evaluand-Oriented Responsive Evaluation Model (EREM) (Jorrín-Abellán & Stake, 2009) is a framework for helping in the evaluation of programs, innovations, learning and teaching resources, teaching strategies, tools, and institutional/project evaluations.
Why does it matter?
- The Georgia Reads evaluation prioritized community voice, context, and learning. Findings reflect patterns, emergent themes, and an emerging theory of change, rather than rankings.
Jorrín-Abellán, I. M., & Stake, R. E. (2009). Does ubiquitous learning call for ubiquitous forms of formal evaluation?: An evaluand-oriented responsive evaluation model. Ubiquitous Learning, 1(3), 71–82. https://doi.org/10.18848/1835-9795/cgp/v01i03/40240
9:45 - 10:00 Summary of Georgia Reads Evaluation Findings
Evaluation Design
9:45 - 10:00 Summary of Georgia Reads Evaluation Findings
Finding 4: Sustainability Defined Relationally, Not Just Financially
Finding 3: Multiple, Complementary Theories of Change
Finding 2: Partnerships as the Backbone of Literacy Work
Finding 1: Early Childhood as the Dominant Entry Point
Introduction to Logic Models and Theory of Change
10:00 - 10:15 Introduction to Logic Models and Theory of Change
A Theory of Change is a set of assumptions that explains how and why a program is expected to work, linking activities to outcomes through a sequence of causal steps and underlying assumptions (Weiss, 1995) A Theory of Change is a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context, focusing on mapping out the "missing middle" between what a program does (its activities) and the ultimate goals it aims to achieve (Center for Theory of Change, 2025). A logic model translates that theory into a structured, visual representation of the program, outlining inputs → activities → outputs → outcomes → impact.
Backwards Logic Model Puzzle Activity
10:15 - 11:30 Backwards Logic Model Puzzle Activity
Part 1- Background - The context informing the Georgia Community Literacy Collaborative:
- Problem statement
- Current external context
- Future changes to external context (Facilitators)
- Future changes to external context (Barriers)
Part 2- Logic Model Informing the Georgia Community Literacy Collaborative:
- Activities
- Inputs
- Audiences
- Outputs
- Outcomes
- Impacts
10:15 - 11:30 Backwards Logic Model Puzzle Activity
Part 1- Background - The context informing the Georgia Community Literacy Collaborative.
- Problem statement: Describe the issue/issues or inequalities that the Georgia Community Literacy Collaborative is aiming to address.
- Current external context, conditions or forces affecting the work of the Georgia Community Literacy Collaborative.
- Future changes to external context, conditions or forces that would be helpful or ideal (facilitators) for the work of the Georgia Community Literacy Collaborative.
- Future changes to external context, forces or conditions that would be a barrier to the work of the Georgia Community Literacy Collaborative.
10:15 - 11:30 Backwards Logic Model Puzzle Activity
Part 1- Background Working in pairs, please define the context that informs the Georgia Community Literacy Collaborative.
https://tinyurl.com/irml-part1
Bio-Break
10:15 - 11:30 Backwards Logic Model Puzzle Activity
Part 2- Logic Model Informing the Georgia Community Literacy Collaborative.
Barriers: Future changes to external context, forces or conditions that would be a barrier to the work of the Georgia Community Literacy Collaborative.
Problem statement: Describe the issue/issues or inequalities that the Georgia Community Literacy Collaborative is aiming to address.
Current external context, conditions or forces affecting the work of the Georgia Community Literacy Collaborative.
Facilitators: Future changes to external context, conditions or forces that would be helpful or ideal for the work of the Georgia Community Literacy Collaborative.
10:15 - 11:30 Backwards Logic Model Puzzle Activity
Part 2- Logic Model Informing the Georgia Community Literacy Collaborative. In two groups, discuss the following elements of Georgia Community Literacy Collaborative’s Logic Model: a. Activities - The processes, actions, and events through which the collaborative resources achieve the intended outcomes. b. Audiences - The people or groups that the program is designed for. c. Outputs/metrics - They refer to the direct products, services, or activities delivered by a program. d. Outcomes - The broader and long-term changes or benefits resulting from the collaborative. e. Impacts - The overarching, lasting changes that happen as a result of the outcomes.
GROUP A
GROUP B
Group Discussion to Generate Visual Logic Model
11:30 - 12:00 Group Discussion to Generate Visual Logic Model
Causal Pathway (Theory of Change Statement) If Georgia communities are equipped with shared frameworks, data, and sustained technical support, and local leaders align across sectors to implement coordinated literacy strategies, then community systems will function more effectively, leading to improved early literacy outcomes and long-term educational and economic well-being for children and families.
Wrap-Up & Next Steps
12:00 - 12:15 Wrap-Up & Next Steps
- What are immediate next steps?
- The IRML team will share in a week an integrated Logic Model and tentative Theory of Change.
- Who else needs to be involved?
- What is the relevant timeframe to consider?
Lunch
September 23, 2025
Evaluation Goals Assess the extent to which the Georgia Reads initiative fosters collaborative,
community-based literacy ecosystems.
- Evaluate the consistency and depth of equity-oriented and evidence-informed
practices across communities.
- Examine the effectiveness of GeorgiaForward’s convening model in
supporting co-learning and co-design.
- Identify factors that support or hinder the transition from promising practices
to sustainable, system-level change.
- Generate actionable insights to strengthen cross-community learning and
increase visibility of effective strategies.
Finding 1: Early Childhood as the Dominant Entry Point — What We Saw
Most communities began their literacy journeys with the earliest years.
- BCDI–Atlanta centered on culturally responsive home libraries for children birth–8.
- Charlton County and Lamar County responded directly to troubling pre-K readiness data.
- Cobb Collaborative focused on caregiver education and early brain development (0–5).
Early childhood literacy served as the most common, and strategic, starting point.
Georgia Reads is aligned around prevention, not just intervention/remediation.
Finding 4: Sustainability Defined Relationally, Not Just Financially — What We Saw
Communities defined sustainability as what continues, not just what is funded.
- Dooly County emphasized shared responsibility and recurring relationships.
- Charlton County highlighted sustained passion and school–community alignment.
- Believe Greater Dalton framed sustainability as “success breeds success”.
Funding mattered, but relationships mattered more.
Georgia Reads is building resilient literacy systems, not time-limited programs.
Finding 2: Partnerships as the Backbone of Literacy Work — What We Saw
Across the cohort, literacy work began with people, not programs.
- Dooly County reported that partners sought them out rather than needing recruitment.
- Believe Greater Dalton grew from five leaders into a 100+ partner coalition over time.
Across communities, partnerships were intrinsic, not imposed.
Georgia Reads is strengthening collective ownership, not isolated initiatives.
Data Collection
- Activity 1: Origin Story Pair Interviews
- Activity 2: Journey Map Sprint
- Activity 3: Uniqueness Canvas
- Activity 4: Evidence Dot‑Matrix Gallery
- Activity 5 : Sustainability Snapshot Carousel
- Activity 6: Letter for future awardees
Finding 3: Multiple, Complementary Theories of Change — What We Saw
Communities shared goals but differed in how they believe change happens (complimentary Theories of Change). 1. Partnership-driven and data-driven
2. Access & Representation
- BCDI–Atlanta, Charlton, Believe Greater Dalton emphasized books, identity, and environments.
3. Capacity-Building
- Lamar, Dooly, Cobb Collaborative focused on caregivers, educators, and systems.
4. Intensive Intervention
- RISE Augusta, ReadSource, and Believe Greater Dalton delivered structured, high-dosage literacy support.
Each theory targets a different leverage point in the system.
Georgia Reads benefits from diversity of strategy within coherence of purpose.
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Transcript
Georgia Community Literacy Collaborative
05/04/2026
Agenda
9:00-9:30 Arrival & Welcome9:30 - 9:45 Introductions 9:45 - 10:00 Summary of Georgia Reads Evaluation Findings 10:00 - 10:15 Introduction to Logic Models and Theory of Change 10:15 - 11:30 Backwards Logic Model Puzzle Activity. 11:30 - 12:00 Group Discussion to Generate Visual Logic Model 12:00 - 12:15 Wrap-Up & Next Steps 12:15 - 1:00 Lunch
Introductions
9:30 - 9:45 Introductions
Dr. Sanjuana Carrillo Rodriguez. Professor of Reading and Literacy Education. Bagwell College of Education. Kennesaw State University.
Dr. Melissa DriverAssociate Dean for Curriculum Catalyst & Innovations and Professor of Special Education Bagwell College of Education. Kennesaw State University.
Dr. Juliann Noble-Healy. Research Associate in the Interactive Research Methods Lab (IRML) Bagwell College of Education. Kennesaw State University.
Dr. Iván Jorrín Abellán. Professor of Educational Research & Founder of the Interactive Research Methods Lab (IRML). Bagwell College of Education. Kennesaw State University.
Dr. Megan AdamsProfessor of Reading Education Bagwell College of Education. Kennesaw State University.
9:30 - 9:45 Introductions
Bryttney Bailey Project Coordinator, Georgia Council on Literacy and Georgia Reads
Stacey Lutz, Ed.S Director of Strategic Programs and Evaluations and State Literacy Coach, The Governor's Office of Student Achievement
Dr. Jennie Welch Chief Strategy and Growth Officer, GLISI
Dr. Leslie Hazle Bussey CEO & Executive Director at GLISI
Dr. Lindee Morgan Executive Director, Deal Center
Arianne Weldon Get Georgia Reading Campaign Director
Sadie Krawczyk.GeorgiaForward Managing Director, GeorgiaForward
Irene Munn CEO, The Munn Firm
Akia Lewis Georgia Family Connection Partnership Director of Strategy, Innovation & Engagement & Project Manager
Chan Weeks GeorgiaForward Senior Program Manager, GeorgiaForward
Agenda
Goal of the Workshop Support the development and alignment of the Georgia Community Literacy Collaborative’s Theory of Change and Logic Model to guide strategy, implementation, and evaluation. Outcome We will collaboratively develop a visual representation that synthesizes the key components of the logic model supporting the implementation of the Georgia Community Literacy Collaborative’s Theory of Change.
Summary of Georgia Reads Evaluation Findings
9:45 - 10:00 Summary of Georgia Reads Evaluation Findings
Evaluation framework
- Aim: Respond to the needs an demands of those invloved in the program rather than measuring (first generation), describing (second generation), or judging them (third genration).
- Methods: Use of qualitative/interpretive methods.
EREM Model- The Evaluand-Oriented Responsive Evaluation Model (EREM) (Jorrín-Abellán & Stake, 2009) is a framework for helping in the evaluation of programs, innovations, learning and teaching resources, teaching strategies, tools, and institutional/project evaluations.
Why does it matter?Jorrín-Abellán, I. M., & Stake, R. E. (2009). Does ubiquitous learning call for ubiquitous forms of formal evaluation?: An evaluand-oriented responsive evaluation model. Ubiquitous Learning, 1(3), 71–82. https://doi.org/10.18848/1835-9795/cgp/v01i03/40240
9:45 - 10:00 Summary of Georgia Reads Evaluation Findings
Evaluation Design
9:45 - 10:00 Summary of Georgia Reads Evaluation Findings
Finding 4: Sustainability Defined Relationally, Not Just Financially
Finding 3: Multiple, Complementary Theories of Change
Finding 2: Partnerships as the Backbone of Literacy Work
Finding 1: Early Childhood as the Dominant Entry Point
Introduction to Logic Models and Theory of Change
10:00 - 10:15 Introduction to Logic Models and Theory of Change
A Theory of Change is a set of assumptions that explains how and why a program is expected to work, linking activities to outcomes through a sequence of causal steps and underlying assumptions (Weiss, 1995) A Theory of Change is a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context, focusing on mapping out the "missing middle" between what a program does (its activities) and the ultimate goals it aims to achieve (Center for Theory of Change, 2025). A logic model translates that theory into a structured, visual representation of the program, outlining inputs → activities → outputs → outcomes → impact.
Backwards Logic Model Puzzle Activity
10:15 - 11:30 Backwards Logic Model Puzzle Activity
Part 1- Background - The context informing the Georgia Community Literacy Collaborative:
- Problem statement
- Current external context
- Future changes to external context (Facilitators)
- Future changes to external context (Barriers)
Part 2- Logic Model Informing the Georgia Community Literacy Collaborative:10:15 - 11:30 Backwards Logic Model Puzzle Activity
Part 1- Background - The context informing the Georgia Community Literacy Collaborative.
10:15 - 11:30 Backwards Logic Model Puzzle Activity
Part 1- Background Working in pairs, please define the context that informs the Georgia Community Literacy Collaborative.
https://tinyurl.com/irml-part1
Bio-Break
10:15 - 11:30 Backwards Logic Model Puzzle Activity
Part 2- Logic Model Informing the Georgia Community Literacy Collaborative.
Barriers: Future changes to external context, forces or conditions that would be a barrier to the work of the Georgia Community Literacy Collaborative.
Problem statement: Describe the issue/issues or inequalities that the Georgia Community Literacy Collaborative is aiming to address.
Current external context, conditions or forces affecting the work of the Georgia Community Literacy Collaborative.
Facilitators: Future changes to external context, conditions or forces that would be helpful or ideal for the work of the Georgia Community Literacy Collaborative.
10:15 - 11:30 Backwards Logic Model Puzzle Activity
Part 2- Logic Model Informing the Georgia Community Literacy Collaborative. In two groups, discuss the following elements of Georgia Community Literacy Collaborative’s Logic Model: a. Activities - The processes, actions, and events through which the collaborative resources achieve the intended outcomes. b. Audiences - The people or groups that the program is designed for. c. Outputs/metrics - They refer to the direct products, services, or activities delivered by a program. d. Outcomes - The broader and long-term changes or benefits resulting from the collaborative. e. Impacts - The overarching, lasting changes that happen as a result of the outcomes.
GROUP A
GROUP B
Group Discussion to Generate Visual Logic Model
11:30 - 12:00 Group Discussion to Generate Visual Logic Model
Causal Pathway (Theory of Change Statement) If Georgia communities are equipped with shared frameworks, data, and sustained technical support, and local leaders align across sectors to implement coordinated literacy strategies, then community systems will function more effectively, leading to improved early literacy outcomes and long-term educational and economic well-being for children and families.
Wrap-Up & Next Steps
12:00 - 12:15 Wrap-Up & Next Steps
Lunch
September 23, 2025
Evaluation Goals Assess the extent to which the Georgia Reads initiative fosters collaborative, community-based literacy ecosystems.
Finding 1: Early Childhood as the Dominant Entry Point — What We Saw
Most communities began their literacy journeys with the earliest years.
Early childhood literacy served as the most common, and strategic, starting point.
Georgia Reads is aligned around prevention, not just intervention/remediation.
Finding 4: Sustainability Defined Relationally, Not Just Financially — What We Saw
Communities defined sustainability as what continues, not just what is funded.
Funding mattered, but relationships mattered more.
Georgia Reads is building resilient literacy systems, not time-limited programs.
Finding 2: Partnerships as the Backbone of Literacy Work — What We Saw
Across the cohort, literacy work began with people, not programs.
Across communities, partnerships were intrinsic, not imposed.
Georgia Reads is strengthening collective ownership, not isolated initiatives.
Data Collection
Finding 3: Multiple, Complementary Theories of Change — What We Saw
Communities shared goals but differed in how they believe change happens (complimentary Theories of Change). 1. Partnership-driven and data-driven
- All communities.
2. Access & Representation- BCDI–Atlanta, Charlton, Believe Greater Dalton emphasized books, identity, and environments.
3. Capacity-Building- Lamar, Dooly, Cobb Collaborative focused on caregivers, educators, and systems.
4. Intensive InterventionEach theory targets a different leverage point in the system.
Georgia Reads benefits from diversity of strategy within coherence of purpose.