Download Dynamic Youth Services Through Outcome-based Planning And by Eliza T. Dresang, Melissa Gross, Leslie Edmonds Holt PDF

By Eliza T. Dresang, Melissa Gross, Leslie Edmonds Holt

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In such circumstances, the outcome might not be achieved. The author might have talked about her books on a different theme, or the librarians might have provided resources on a different topic. Librarians visiting a day-care center, shown in table 4-4, might have several desired outcomes, including an emphasis on emergent literacy. But previous conversation with this day-care center’s program planning team, including parents, had focused the librarians on the outcome of interesting children and their parents in coming to the library.

The outcome focus might be on developing a skill such as costume hat making, rather than knowledge of hats, which in turn would affect program planning. Which of these outcomes is chosen should not depend solely on a librarian’s preference but rather on an assessment of participants and their caregiver needs. A wide variety of outcomes might also come from the activity shown in table 4-2. But the decision that it is a Level I activity, completed in a single session, helps determine what can be accomplished within the types of outcomes Table 4-1 Level I: One-Time Activity for a Specific Holiday Level I program description Library plans a Fourth of July celebration.

It clarifies which problems users would like solved. If the reason libraries offer special services to youth is to help young people be successful, then outcomes need to be used to help maximize that impact. The true measure of success for youth service advocates and service providers is the benefit children, their families, and their teachers receive from library services. OBPE is an essential technique for measuring, refining, and maximizing benefits to young users. Three CATE An Outcome-Based Planning and Evaluation Model Project CATE came on the scene at the beginning of a new transition in pro- gram and service evaluation.

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