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 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

5. What CECCs Measure

6. What we useWhat we doWhat we count Program Outcome Model

7. What we useWhat we doWhat we count How THEY change! Program Outcome Model

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

9. 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

10. INPUTS ACTIVITIES OUTCOMES Initial Intermediate Long-term

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 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?

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. 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 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

15. Working Through the Process

16. http://www.mad.state.mn.us/survey-guide http://www.strengtheningnonprofits.org/reso urces/guidebooks/MeasuringOutcomes.pdfhttp://www.strengtheningnonprofits.org/reso urces/guidebooks/MeasuringOutcomes.pdf http://www.uiweb.uidaho.edu/extension/Log icModel.pdfhttp://www.uiweb.uidaho.edu/extension/Log icModel.pdf Resources

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