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QRIS National Learning Network Learning Table
Welcome!
S S“Setting the Stage”
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Faculty
Instructors
TechnicalSupport
Garrison KurtzJane Reisman Kasey Langley
Diana Schaack
2
Learning Table Overview
• October 7 (today!)October 7 (today!)
• October 27• December 1• December 1
Proposed Dates:
• January 26• February 23• March 23
3
Technical Supportfor the Learning Table
http://www.qrisnetwork.org
4link to document 1 link to document 2
GoToMeetingParticipant Tools
dClicking here Expands to...Clicking here...
5
Status of OurCurrent Efforts
How would you characterize your state efforts to design aHow would you characterize your state efforts to design a Quality Rating and Improvement System?
z
Most of you are underway with a desire to refine and connect.
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Status of Out Current Efforts
• Does your state's QRIS have well developed data systems toDoes your state s QRIS have well developed data systems to track the following at a program level?
Most of you have a long way to go in implementing data systems to underpin your efforts.
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Ground Rules
• Manage background noise through use of the mute a age bac g ou d o se oug use o e utebuttons *6 switch between mute and talk
• Listen to understand
• Indicate your state and first name when speaking
• See each other as resources
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Our Peer Group
State Partners in QRIS Learning Table
MNND
NY MA
VA
NJ
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Our North Dakota Peers
Learn/Resolve:
ND
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Our Minnesota Peers
Learn/Resolve:
MN
ShShare:
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Our New York Peers
Learn/Resolve:
NY
ShShare:
12
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Our Massachusetts Peers
Learn/Resolve:
MA
ShShare:
13
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Our New Jersey Peers
Learn/Resolve:
NJ
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Our Virginia Peers
Learn/Resolve:
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VA
Share:
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Outcome‐based Planning:
Tools and TermsTools and Terms
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Theory of Change
LOGIC MODEL
Resources Activities Outputs Outcomes Goal(s)
“SO THAT” CHAINConduct Activity 1
So ThatActivity 2 Can Occur
So ThatShort‐term Outcome 1 is Achieved
So ThatLong‐term Outcome 2 is Achieved
So ThatGoal 1 is Achieved
OUTCOME MAP
Strategy Strategy
NARRATIVE AND DIAGRAM OF WORKING ASSUMPTIONS
Narrative statement assumption 1, 2 and 3 Narrative statement showing key
Short‐term (Direct) Outcome
Intermediate
Short‐term (Direct) Outcome
IntermediateRaise your hand if you have seen or been Narrative statement showing key
connections of resources
Key Resource 1
(Direct) Outcome
Long‐term Outcome
(Direct) Outcomeinvolved with a Theory of
Change.
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Key Resource 2
Key Resource 3Goal
link to document
Key Theory of Change Elements
1. A clear expression of the relationships between actions p p(or strategies or activities) and the expected outcomes
Linkage BetweenLinkage BetweenWHAT YOU DO and WHAT YOU CAUSE TO HAPPEN
2. An articulation of the research base, the assumptions, and relevant context that help to explain why those
i d d hactions are expected to produce those outcomes
Participant PollParticipant Poll
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Word Soup
A related set of activities
strategies
loutcomes
strategies
goals
theory of
Short, intermediate or long term changes that can occur among indi id als families
g
outcomesy
changeindividuals, families, communities, organizations or systems
Sizeable, lasting, positive
goalslong‐term impact
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Vantage Point
50,000 feet
PERSPECTIVE
Longer‐termStrategic Framework / Vision
TYPE OF MODELS/TOOLS EXAMPLES
Early Learning Plan
15 000 ‐ 30 000 feet
,Vision
High‐level
Medium‐termTheory of Change / Theory of Action / Outcome Map /
Strategic Framework / Vision(e.g., 5 – 10 years)
y gState Business Plan
Theory of Change and/or Outcome Map
1,000 feet
15,000 30,000 feetStrategy/Program/Initiative
Mid‐air
Annual or Periodic
Action / Outcome Map /Logic Model
(e.g., 2 – 5 years)
Close to
and/or Outcome Map for Professional
Development System
Work Pan for Implementation Action Plan / Budget
(e.g., 1 – 2 years)
Close tothe ground Managing Grants for
Community College
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Sample Outcome Map
21link to document
Sample Outcome Map
22link to document 1 link to document 2
Sample Outcome Map
23link to document 1
Outcomes for Systems Building Efforts
Impact Influence LeverageChanges in Changes in communities, Changes in investments byChanges in conditions and well‐being of individuals
Changes in communities, organizations or systems, including changes in community norms service
Changes in investments by public or private funders
individuals, children and families
community norms, service practices, service environments, policies, regulations etcregulations, etc.
Example:More pregnant
Example:Increased public will to
Example:Private match to public
woman receiveregular pre‐natal care
support high quality early learning programs
funding supporting the development of a kindergarten assessment process
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Brainstorm
What are some examples ofpossible QRIS influence and leverage Outcomes?p g
25link to document 1
Conclusion
• FeedbackFeedback
• Next session:
OCTOBER 27, 2010
10:30 AM Pacific 12:30 PM Central 1:30 PM EasternN A10:30 AM Pacific 12:30 PM Central 1:30 PM Eastern
• Reading and preparation for next session
Thank you for your participation!
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