Table 1: Co-location and other integration initiatives – Program logic model INPUTS SHORT-TERM OUTCOMES 0-2 YEARS MEDIUM-TERM OUTCOMES 2-3 YEARS LONG-TERM OUTCOMES 3-5 YEARS Financial investment in and integration initiatives sources of funding and resources Staffing Co-location of Co-location of community facilities Integration of Early Childhood Education Centres (ECEC) and school Integration of ECEC, school and community services Integration of primary and secondary schools of secondary schools and Spectrum of and integration approaches e.g. vertical or service S1. Children with developmental needs are identified earlier S2. Increased system capability to identify children with developmental needs M1. The risk of adverse outcomes associated with developmental issues is reduced M2. Children with developmental needs (and their families) receive timely and appropriate support M3. Improved transition for children and young people at key transition points L1. Minimise the financial burden of failing to, or delaying action to address developmental issues on on
S3. Service access barriers are reduced and families and children experience seamless service delivery S4. Shared understandings of professional practice develop across ECEC and schools S5. High quality facilities support improved service and program delivery M4. ECEC/schools deliver effective and coordinated services and programs M5. Children and families experience smoother transitions between ECEC/school settings M6. Increased participation by children and families in ECEC programs and services L2. Children experience improved early cognitive and social development S6. Increased pride in facilities and services S7. Increased engagement between communities and target cohorts, and the learning environment M7. Improved pathways to further education and/or employment for students M8. Improved pathways into learning or employment for disengaged groups L3. Greater aspiration among young people, families and the community S8. Overall use of specialised and shared-use facilities increases (e.g. sports, arts, theatre, libraries) S9. Reduced operating costs associated with facilities M9. Increase in the total community and individual benefit accruing from activities enabled by use of specialised and shared use facilities L4. More effective use of community resources and infrastructure Interview: Using data for monitoring and evaluation in Frankston North ‘I believe that community change is possible but it’s a hard task that requires continuous action if anything is to be achieved,’ said John Culley Principal of Mahogany Rise, one of three schools in the Frankston North extended school service, a successful integration project. ‘We use a data-based approach, based on work which has been undertaken in disadvantaged communities in other parts of the world.
Outcome 4: Effectively use community resources and infrastructure Process Indicators Short-term indicators Medium-term indicators Long-term indicators Education and early childhood activities and services are more accessible to the community Efficiencies are achieved through additional use of facilities Low-cost rates are charged by the services for use of the facilities by external users Increase in usage rates of services Increased service accessibility reported by families and community Increased engagement between communities and the services Increased efficiency experienced by families Reduction in per-student costs associated with operational expenditures Extent of change in use rates and patterns, and relative change in use Improvements in the life-cycle ROI assets Measures Number of hours facilities are rented or shared by community groups Revenue raised from shared use Utilities costs, before and after Maintenance costs Service costs Number of facilities are used by services (and changes over time)