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Setting Goals And Achieving Outcomes

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?.

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Setting Goals And Achieving Outcomes

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  1. Setting Goals And Achieving Outcomes Presented by Terry Tolan and John Roden

  2. Purpose To give you an opportunity to practice crafting a logic model to use in identifying and measuring your CECC’s outcomes.

  3. 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

  4. Our Business Model Children Enter Kindergarten Ready High Quality Early Learning Environments Supportive Families Access to Data Common Kindergarten Entry Screener Families understand child health and developmental needs Participation in STARS A great early childhood workforce Families are engaged Children have access to appropriate services Data is shared by early childhood programs Scholarships & PD Plans

  5. What CECCs Measure

  6. Program Outcome Model What we use What we do What we count

  7. Program Outcome Model How THEY change! What we use What we do What we count

  8. Outcomes Logic Model – A System of Measurement SITUATION INPUTS ACTIVITIES OUTPUTS OUTCOMES INTIAL INTERMEDIATE LONG-TERM EXTERNAL INFLUENCES, ENVIRONMENTAL, RELATED PROGRAMS

  9. Parenting Education Program • Parents from 10 families attend the workshops • Six group workshops are conducted • Parents’ understanding of children’s developmental issues increases • Parents provide more age appropriate guidance to children

  10. Long-term OUTCOMES Intermediate Intermediate Initial ACTIVITIES INPUTS

  11. 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?

  12. Program Outcome Criteria for EachOutcome • 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?

  13. 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

  14. Outcomes Logic Model: Parents Reading Daily to Children Only 25% of Children Enter School Ready Planning Facilities Books Printing Costs Literacy Training Book Distribution Demonstration Number of Books Distributed 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/weekly Increase number of parents reading ChildrenEnter School Ready EXTERNAL INFLUENCES, ENVIRONMENTAL, RELATED PROGRAMS *Linking Parents to GED, Adult Education, and ELL Programming* http://www.uiweb.uidaho.edu/extension/LogicModel.pdf

  15. Working Through the Process

  16. 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

  17. Happy Measuring! Terry Tolan 502-782-0200 terry.tolan@ky.gov John Roden 859-623-7233 john.roden@headstart1.org

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