Keep in mind that outcomes:
- Are the expected results of the grant work made observable and/ or measurable.
- Are selected based on experience and prior research. They must be realistic, grounded and achievable for the grantee. Applicant must be able to describe how the measurable or observable change will be documented, including resources (including financial) that will be applied.
- Are developmental: outcomes reflect what can be reasonably accomplished at a given point in time in light of resources, grantee experience and environmental conditions. Example: An effort to support policy change might have an outcome of getting a study in the hands of policymakers. A later effort would have an outcome of the policy being adopted by a targeted agency.
- Can be expressed qualitatively or quantitatively. The example above is quantitative. Example of a qualitative outcome: Board adoption of policy.
- Are not absolutely guaranteed because they depend on contextual factors and the actions of many groups of individuals.
An important caveat: There is no definitive formula for writing and outcomes. It is not a science; rather, it is an experiential process – a way to learn through doing.
EXAMPLE
Outcome
To develop a pre-math and –science program that will demonstrate how other early childhood education organizations across the nation can teach disadvantaged young children pre-math and –science skills.
Performance Targets
- Milestones
Teachers: By June 2008, 100% of teachers will:
Successfully completed training:
- Design training program
- Develop training materials
- Hold introduction session for program participants
- Hold four training seminars
Demonstrate an adequate level of math/science content knowledge
- Perform content analysis of weekly lesson plans
- Conduct additional training if needed
Demonstrate competence in teaching math/science skills
- Begin classroom observations
- Conduct additional training if needed
Improve the math and science learning centers in their classrooms
- Distribute mini-grants to program participants to purchase math and science materials for their classrooms
Integrate math and science throughout the educational programs
- Hold workshop for math, science and reading teachers
- Perform content analysis of lesson plans
Correctly implement and teach the math/science curriculum
- Develop math and science curriculum
- Monitor, evaluate and observe the use of the curriculum
Children:
90% of the children who will be entering kindergarten in 2008 will internalize age-appropriate math/science concepts as demonstrated by scores on the LAP-R
- Select groups for testing
- Perform assessments
- Publish results
90% of the children who will be entering kindergarten in 2008 will demonstrate significant gains on the TEMA-3
- Select groups for testing
- Perform assessments
- Publish results
By June 2008 there will be a program in place to teach parents how to reinforce classroom learning by working on math/science activities with their children at home.
- Develop program for parents
- Hold workshop for parents
- Survey parents about their experiences and use of the activities
