HPS Process and Outcomes Northland HPS Identifying Outcomes

Goal (G) Impacts (IM) The intended long-term positive result The actual long-term results Outcomes

Planning action Don’t confuse these two as an outcome? Goal Requirements for activities (e.

Activity 1 In your groups, take the 5 examples from our 2015 result of

Group Discussion How many examples fit on the list as outcomes? What further information

Example 1 Before: 75% Māori students achieving below national average in Reading and Maths.

Activity 2 Taking 3 examples from the last activity, decide what outcome each should

Group Discussion What evidence do we need to ensure that we are clearly illustrating

To wrap up… What learnings can we take away from this session? Filling the

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HPS Process and Outcomes Northland HPS

Identifying Outcomes

Goal (G) Impacts (IM) The intended long-term positive result The actual long-term results Outcomes (OC) The intended medium term effects of outputs Outputs (OP) Tangible immediate results products/goods/services - that lead to the achievement of outcomes Activities (A) Day-to-day actions needed to achieve outputs Inputs (IN) Requirements for activities (e. g. staffing, equipment, materials)

Planning action Don’t confuse these two as an outcome? Goal Requirements for activities (e. g. staffing, equipment, materials) Day-to-day actions needed to achieve outputs Immediate results products/goods/servic es - that lead to the achievement of outcomes The intended medium term effects of outputs Impacts Assessment stage Need Inputs Activities Situation and problem analysis Planning what we will do Outputs Outcomes Impacts

Outcomes for 2015

List of Outcomes 2016

Activity 1 In your groups, take the 5 examples from our 2015 result of support table and find where each example would sit on our list of outcome table?

Group Discussion How many examples fit on the list as outcomes? What further information would have been useful to make all of these examples outcomes?

Supporting Evidence of Outcomes

Example 1 Before: 75% Māori students achieving below national average in Reading and Maths. Māori students were also over represented in NZCER survey as reporting their whānau do not feel welcome at school. Action: Engaging target group of Māori parents in learning relationships, based on Mutukaroa and professional learning for teachers (ALi. M) After: Accelerated progress of target group- with 95% of the target group achieving accelerated progress (1 years progress in last 15 weeks in Maths and Literacy) 95% of Māori parents report that they feel welcome and their expertise is valued by the school.

Example 2

Example 3

Activity 2 Taking 3 examples from the last activity, decide what outcome each should have been from the outcome list and then write up your supporting evidence.

Group Discussion What evidence do we need to ensure that we are clearly illustrating that an outcome is being met?

To wrap up… What learnings can we take away from this session? Filling the kete…