setting goals and achieving outcomes
DESCRIPTION
Setting Goals And Achieving Outcomes. Presented by Terry Tolan and John Roden. Purpose. To give you an opportunity to practice crafting a logic model to use in identifying and measuring your CECC’s outcomes. What is Outcome Measurement?. - PowerPoint PPT PresentationTRANSCRIPT
Setting Goals And Achieving Outcomes
Presented by Terry Tolan and John Roden
Purpose
To give you an opportunity to practice crafting a logic model to
use in identifying and measuring your
CECC’s outcomes.
What is Outcome Measurement?
Outcome Measurement is the regular and systematic measuring of progress toward intended outcomes in order to:• Increase the effectiveness of programs and
services• Communicate the value of those programs and
services
Our Business Model
Children Enter Kindergarten Ready
High Quality Early Learning
Environments
Supportive Families
Access to Data
Participation in STARS
A great early childhood workforce
Families understand child health and
developmental needs
Common Kindergarten
Entry Screener
Scholarships & PD Plans
Families are engaged
Children have access to
appropriate services
Data is shared by early
childhood programs
What CECCs Measure
What we use What we do What we count
Program Outcome Model
What we use What we do What we count
How THEY change!
Program Outcome Model
SIT
UA
TIO
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INP
UT
S
AC
TIV
ITIE
S
OU
TP
UT
S
OUTCOMES
INT
IAL
INT
ER
ME
DIA
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LON
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EXTERNAL INFLUENCES, ENVIRONMENTAL, RELATED PROGRAMS
Outcomes Logic Model – A System of Measurement
Parenting Education Program
1. Parents from 10 families attend the workshops
2. Six group workshops are conducted
3. Parents’ understanding of children’s developmental issues increases
4. Parents provide more age appropriate guidance to children
• INPUTS
• ACTIVITIES
OU
TC
OM
ES
Initial
Intermediate
Intermediate
Long-term
Figuring Out Our Outcomes
• What do we want to be true of participants because of their involvement in the program? What do we want to be able to say about them?
• If we succeed with a participant (or don’t), what has changed (or hasn’t)?
• If we conduct the activity, then what do participants believe, know, have, or do as a result? And what benefit or change follows that?
Program Outcome Criteria for Each Outcome
• Is it reasonable to think the program can influence the outcome in a non-trivial way even though it can’t control it?
• Would measurement of the outcome help identify program successes and pinpoint problems?
• Will the programs various “publics” accept this as a valid outcome of the program?
Outcomes vs. Indicators
Outcome: Benefits for participants• Teens follow proper nutrition and health guidelines
Indicator: The specific information that is tracked to indicate success in achieving the outcome
• Proper weight• Does not smoke• Takes a prenatal vitamin
Only 25% of Children
Enter School Ready
• Planning
• Facilities
• Books
• Printing Costs
• Literacy
Training
Book Distribution
• Demonstration
• Number of
Books Distribu
ted
• Number of
Parents
Attending
Training
• Number of
Brochures
Mailed
OUTCOMES• Gained
Knowledge of
Importance of Reading
• Awareness of
Role/Impact
• Intentionality of
Modeling
• Increase number of
times child read
to daily/week
ly
• Increase number of
parents reading
Children Enter
School Ready
EXTERNAL INFLUENCES, ENVIRONMENTAL, RELATED PROGRAMS
*Linking Parents to GED, Adult Education, and ELL Programming*
Outcomes Logic Model: Parents Reading Daily to Children
• http://www.uiweb.uidaho.edu/extension/LogicModel.pdf
Working Through the Process
• http://www.mad.state.mn.us/survey-guide
• http://www.strengtheningnonprofits.org/resources/guidebooks/MeasuringOutcomes.pdf
• http://www.uiweb.uidaho.edu/extension/LogicModel.pdf
Resources
