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Writing Measurable Title III Objectives and Anticipated Results (i.e., Performance Measures)

Learn to create measurable objectives with quantified outcomes, dates, baseline data, and responsible parties. Understand performance indicators for effective goal setting.

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Writing Measurable Title III Objectives and Anticipated Results (i.e., Performance Measures)

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  1. Writing Measurable Title III Objectives and Anticipated Results (i.e., Performance Measures) Mr. Marcus Bell, Consultant The Dawson Group of Virginia, Inc. Midlothian, VA 23113

  2. Writing Measurable Objectives Each objective should take the form of a single statement. 2

  3. A well written objective contains a . . . 1. QUANTIFIED OUTCOME State in measurable (i.e., numerical) terms the expected end result you seek to achieve. 3

  4. A well written objective contains . . . 2. A DATE Specify the date (month/day/year) that the objective(i.e., projected outcome) will be fulfilled. 4

  5. A well written objective contains . . . 3. QUANTIFIED BASELINE DATA State the previous quantified outcome against which the projected outcome is being measured or compared. 5

  6. Some objectives contain . . . 4. RESPONSIBILITY (Optional) The name of the person or unit that is responsible for implementing the objective

  7. A well written objective also contains . . . Performance Indicators (i.e., Anticipated Results) Each performance indicator should take the form of a single statement. 7

  8. Objectives Must Have Performance Indicators A Performance Indicator (i.e., Anticipated Result) Tells : 1. What observable/quantified outcome(s) and tangible documentation are readily available to substantiate achievement of the projected outcome(s) 2. Evaluation/Assessment Method(s) Used Note: Always know where items of documentation are located.

  9. Writing Measurable Objectives Exercise:What’s wrong with these objectives? EXERCISE AND GROUP SHARING • To design and implement a student retention program by January 15, 2011. • To purchase 10 desktop computers for the Praxis I Laboratory. • To annually improve student outcomes in English 101, mathematics 101 and reading 100.

  10. Objectives Must Have Performance Indicators THE INITIAL PROCESS IN DEVELOPING OBJECTIVES BEGINS WITH A REVIEW OF SEVERAL KEY DOCUMENTS: 1. MOST RECENT INSTITUTIONAL SELF STUDY 2. MOST RECENT REPORT FROM THE ACCREDITATION AGENCY – SACS, North Central, OTHER 3. INSTITUTIONAL LONG RANGE PLAN 4. OTHER PROGRAM ACCREDITATION/EVALUATION REPORTS IN THE DEVELOPMENT OF INSTITUTIONAL GOALS AND OBJECTIVES, THEN THE MOST IMPORTANT AND PRIMARY FACTOR IS PLANNING.

  11. Objectives Must Have Performance Indicators PLANNING - BY DEFINITION IS THE RATIONAL DETERMINATION OF WHERE YOU ARE, WHERE YOU ARE GOING, WHERE YOU WANT TO GO, AND HOW YOU ARE GOING TO GET THERE. Thus, the “where you want to go” becomes the institutional objectives, and the “how you are going to get there’ becomes the personal objectives. However, before you can decide where you want to go, it is necessary to determine where you are, and this ultimately requires a data base from which you can develop viable goals and challenging but ACHIEVEABLE OBJECTIVES FOR YOUR PROGRAM.

  12. COMPREHENSIVE DEVELOPMENT PLAN… Consider each institutional goal individually. Specifically state what is to be accomplished and by when for each goal statement. List results to be accomplished or major activities leading to the results. State the expected results or major activities in measurable terms. Be realistic in terms of available resources. Be realistic but provide challenge and growth. Identify “must” and “want” objectives and weigh them accordingly. Include qualitative as well as quantative results. Put the objective into a time frame. (Institutional objectives are usually put within a fiscal year time frame.) WHY HAVE GOALS? WHAT ARE GOALS?

  13. Objectives Must Have Performance Indicators GOALS ARE… IMPORTANT FOR PLANNING PROVIDE DIRECTIONFOR PROGRAM DEVELOPMENT NECESSARY TO PLAN A COORDINATED EFFORT AMONG SEVERAL COMPONENTS WITHIN AN INSTITUTIONAL SETTING STATE GENERAL PARAMETERS FOR WHAT IS POSSIBLE, FOR WHOM, OR FOR WHAT. A GOAL IS… A BROAD, GENERAL STATEMENT OF INSTITUTIONAL OR PROGRAM INTENT. GOALS ARE NOT TO BE ACHIEVED OR MEASURED WITHIN A SPECIFIC PERIOD OF TIME. GOALS ARE MOVED TOWARD.

  14. Objectives Must Have Performance Indicators • OBJECTIVES ARE IDENTIFIABLE POINTS IN THE PROGRAM OR ACTIVITY WHICH GIVE EVIDENCE OF PROGRESS TOWARDS THE GOAL. • OBJECTIVES ARE WHAT THE PROGRAM OR ACTIVITY IS TO ACCOMPLISH. THEY ALLOW FOR EVALUATION BY INTERNAL SOURCES AS WELL AS OUTSIDE SOURCES. • OBJECTIVES ARE … • SPECIFIC • PROVIDE A BASIS FOR EVALUATION OF WHO, WHEN, WHAT, WHERE, HOW, AND AT WHAT TIME HOW MUCH. • AID IN SELECTION OF APPROPRIATE ACTIVITIES, PERSONNEL, MATERIAL, ETC. • COMMUNICATE CLEARLY WHAT IS TO BE DONE • DESCRIBE OVERT ACTION WHICH CAN BE SEEN, FELT, SMELLED, HEARD, OR TOUCHED UNDER STATED CIRCUMSTANCES OR CONDITIONS ANDSTATED DEGREE OR LEVELS OF ACCOMPLISHMENT BY THE END OF THE PROGRAM

  15. Objectives Must Have Performance Indicators • OBJECTIVES ARE THE PIVOTAL POINT OF THE PROGRAM OR ACTIVITY. EVERYTHING ELSE, e.g., TASKS, DOLLARS, AND TIME ARE BASED UPON THE OBJECTIVES. • PERFORMANCE OBJECTIVE • WHO • BEHAVIOR • CONDITIONS • TIME • PROFICIENCY • MEASUREMENT • AREAS OF BEHAVIOR • COGNITIVE • AFFECTIVE • PSYCHOMOTOR • HEALTH/SOCIAL

  16. Objectives Must Have Performance Indicators THE READING ACADEMY PROGRAM WILL, BY SEPTEMBER 30, 2010, HAVE ASSIGNED TUTORS AND INITIATED INSTRUCTION TO AT LEAST 10% OR 1,822 OF THE ELIGIBLE ADULTS (16 YEARS OR OLDER) AS DETERMINED BY AN ASSESSMENTOF THE ACADEMY DAILY LOG. AN OBJECTIVE IS A SPECIFIC, MEASUREABLE OUTCOME OF YOUR PROGRAM/ACTIVITY. CLEARLY, IF YOU HAVE DEFINED A PROBLEM OR NEED, THEN YOUR OBJECTIVES SHOULD OFFER SOME RELIEF OR SOLUTION OF THE PROBLEM. ONE COMMON PROBLEM WITH MANY PROGRAMS IS A FAILURE TO DISTINGUISH BETWEEN MEANS AND OBJECTIVES. FOR EXAMPLE: “THE PURPOSE OF THIS PROGRAM IS TO ESTABLISH A PEER-GROUP TUTORING PROGRAM FOR POTENTIAL DROP-OUTS IN THE _____ AREA OF ATLANTA, OR “THE OBJECTIVE OF THIS PROGRAM IS TO PROVIDE COUNSELING AND GUIDANCE SERVICES TO HIGH-RISK STUDENTS AT ______ UNIVERSITY.

  17. Objectives Must Have Performance Indicators • EVALUATION • AREAS OF MEASUREMENT • REPORT OBSERVATION • COMPONENTS OF AFFECTIVE MEASURING INSTRUMENTS • STATEMENT RATING SCALE • AN EVALUATION IS… • A MEANS FOR ASSESSING THE COMPLETION OF AN OBJECTIVE(S) TOWARD MEETING A PROGRAM/ACTIVITY GOAL • 1. FORMATIVE EVALUATION • ASSESS STATUS OF MANAGEMENT PLAN AND OPERATIONAL PLAN • IDENTIFY STRENGTHS AND WEAKNESSES OF PROGRAM/ACTIVITY • DETERMINE MAJOR SOURCE OF WEAKNESSES AND STRENGTHS • DEVELOP ALTERNATIVE SOLUTIONS TO PROBLEMS OR MEANS OF • IMPROVEMENT • REVISE PLANS IN ACCORDANCE TO PRIORITIZED ALTERNATIVES • IMPLEMENT CHANGES • 2. SUMMATIVE EVALUATION

  18. THE END

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