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?

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

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INP

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OU

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OUTCOMES

INT

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INT

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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

Happy Measuring!

Terry Tolan

502-782-0200

terry.tolan@ky.gov

John Roden

859-623-7233 john.roden@headstart1.org