S3. Service access M4. ECEC/schools L2. Children barriers are reduced and deliver effective and experience improved families and children coordinated services early cognitive and experience seamless and programs social development service delivery M5. Children and families S4. Shared understandings experience smoother of professional practice transitions between develop across ECEC and ECEC/school settings schools M6. Increased participation S5. High quality by children and families in facilities support ECEC programs and services S6. Increased pride M7. Improved pathways L3. Greater aspiration among improved service and in facilities and to further education young people, families and the program delivery services and/or employment for community students S7. Increased engagement between communities and target M8. Improved pathways cohorts, and the learning into learning or environment employment for S8. Overall use of specialised and M9. Increase in the total L4. More effective use disengaged groups shared-use facilities increases community and individual benefit of community (e.g. sports, arts, theatre, accruing resources and libraries) from activities enabled by use of infrastructure specialised and shared use S9. Reduced operating facilities costs associated with facilities Interview: Using data for monitoring and evaluation in Frankston North 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 ‘I Principal of Mahogany Rise, one of three schools in the Frankston North extended school service, a successful integration project. use a data-based approach, based on work which has been undertaken in disadvantaged communities in other parts of the world. ‘We
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.
Co-location%20Services%20report%20Evaluation%20Framework.docx