Goal Attainment Scaling:
Measuring and Monitoring Project
Objectives
December 11, 2007
Ella Taylor
Tom Udell
National Consortium on Deaf-Blindness
The Teaching Research Institute
Western Oregon University
Objectives for Webinar
1. Understand what GAS is including
benefits and uses.
2. Understand the steps for developing a
GAS.
3. Understand how to implement a GAS to
track progress.
Let face it my friends, We’re not exactly
rocket scientists.
What is Goal Attainment Scaling
(GAS)
• A tool for tracking and recording the achievement of
project activities.
• Regular use of a GAS across objectives and activities
can be used to determine if
− (a) timelines are being met,
− (b) milestones or bench marks are met on a regular
basis,
− (c) resources need to be reallocated,
− (d) new strategies are needed due to a shift from
an intended outcome, or
− (e) new targets need to be developed with project
officer.
Benefits of GAS
• Monitors improvement and achievement.
• Can be applied to all project outcomes and
activities at any and all stages of
implementation.
• Enables comparison between very different
activities.
• Aligns with OSEP’s Grant Performance Reports.
• Provides proposal reviews a “snapshot” of
targets across all activities.
GAS Scores or Degrees of
Achievement
• Level +2: Much higher than anticipated
outcome.
• Level +1: Higher than anticipated outcome
• Level 0: Met anticipated outcome.
• Level -1: Less than anticipated outcome
• Level -2: Much less that than anticipated
outcome
Comparison between very
different activities.
• Difficult to compare outcomes of…
a. 85%
b. 25
c. December 1st
• Giving a numeric value to each enables comparison…
a. 85% becomes 0
b. 25 becomes -2
c. December 1st becomes +1
Example of GAS
(in back of Handout)
Degree of Achievement
Objectives/Activities
Anticipated Outcomes
Current
-2
-1
0
+1
+2
Objective 4: Implement an array of TA and
personnel training activities to build the capacity of
state and local agencies to meet the needs of
children/youth and their families.
Meet 90% of identified
anticipated outcomes for the
objective’s activities.
80%
85%
90%
95%
100%
4.1 – Implement state-specific TA and training
activities that promote the implementation of IDEA
and the use of evidence-based practices.
80% of states participate in state
specific TA
60%
70%
80%
90%
100%
4.2 – Implement multi-state TA and training
activities that promote the implementation of IDEA
and the use of evidence-based practices.
90% of states participate in 1 or
more Area activities ( Meetings,
Webinars, LISTSERVs)
80%
85%
90%
95%
100%
4.3 – Implement national TA and training activities
that promote the implementation of IDEA and the
use of evidence-based practices.
95% of states participate in two or
more national activities (PDM,
Topical Workshops, Webinars,
FST)
90%
95%
100%
Steps in Developing a GAS
• Step 1: Develop objectives for the project.
• Step 2: Develop activities needed to met or
complete each objective.
• Step 3: Set an anticipated outcome for each
activity.
• Step 4: For each outcome, set targets for
each degree of achievement.
Step 1: Develop objectives for the project.
• Driven by the RFP priorities the project must address.
• Statements describing each aspect of what a project
will do.
• Lead to achieving the project’s overall outcome or
goal.
• Outline accomplishments that are critical for the
project to be considered successful.
• Should be stated in terms of observable performance.
Do I develop degrees of
achievement for objectives?
• Average degree of achievement for
anticipated outcomes.
• Percentage of anticipated outcomes
met.
Step 2: Develop activities needed to meet or
complete each objective.
• Clear and specific language.
• Discrete steps.
• Logically lead to accomplishment of the
objective.
Step 3: Set an anticipated outcome for each
activity.
• Set a standard of quality and/or quantity.
• Stated in observable and measurable terms.
• Acceptable evidence that the activity was
completed.
How do I determine criteria?
• Use previous project data.
• Consider funding level.
• Consider available resources.
• Use project staff experiences.
• Use advisory committee input.
Do I set up the GAS for a
quarterly, annual or 5 year
review?
• Dependents on what decisions you need
to make and what data you need to
make decisions.
• Criteria for anticipated outcomes should
be based on review period.
Step 4: For each outcome, set targets for each
degree of achievement.
• For each identified outcome targets are set for the
degree of achievement scale.
• Level 0: Met anticipated outcome is simply the
criteria set within the outcome.
• Levels -1 and -2 are lower degrees of success or
achievement using the same measurement or criteria
type. Conversely,
• Levels +1 and +2 are higher degrees of achievement
that go beyond what is satisfactory for meeting the
outcome and completing the respective activity.
Implementation
• Summarize and record data.
• Identify degree of achievement.
• Reflection.
• Planning.
Incorporating outcomes into project
activities…
Activity
Needs
Assessment
Beginning:
(Objectives)
Identifying
what needs to
be done and
selecting OPIs
related to the
needs.
(Grant
activities)
PROJECT
GOALS
Evaluation
(Measures &
Outcomes)
End:
Documenting and evaluating your efforts
to determine your effects.
Middle:
(1) Planning and
delivering TA
to meet the
needs.
(2) Planning on
how you will
evaluate effort.
Reporting Example Effort
Language
• Number of TA providers who
received training about goal
attainment scaling (n = 50)
• Number of workshops
conducted focusing on
strategies to improve the use
of goal attainment scales (n =
4)
APR Example Effect Language
• Mean rating of TA providers
reporting increased
knowledge about goal
attainment scales (m = 4.0
(5.0 scale) [APR 40/50]
• Mean rating of TA providers
reporting progress in
implementing strategies to
use goal attainment
scaling (m = 3 (5.0
scale))[APR 30/50)]
APR (ED 524B report) language
Project Objective: Assess the impact of TA & D activities
Performance Measure
Measure
Target
Actual
5
4
Type
Provide 5 workshops on
goal attainment scaling
Project
Explanation of progress:
While four trainings were provided that detailed specific strategies
for increasing the receptive and expressive communication of
students who are deaf-blind, we missed our target by one training due
to a cancellation caused by snow.
APR (ED 524B report) language
Project Objective: Assess the impact of TA & D activities
Performance Measure
Measure Target
Actual
Type
Impact of TA on service
providers measured as an
Project
40/50
46/50
increase in knowledge
Explanation:
All data based on evaluation conducted after delivery of technical assistance. Analysis
is based on calculation of means and percentages using a five-item Likert scale ranging
from either Strongly Disagree(1) to Strongly Agree (5) for change of knowledge or No
Progress (1) to Substantial Progress (5) for change of skill. For purposes of this report,
means were changed to whole numbers by adding 10 (i.e., 4.0/5.0 equals 40/50).
APR (ED 524B report) language
Project Objective: Assess the impact of TA & D activities
Performance Measure
Measure Target
Actual
Type
Impact of TA on TA providers
measured as an increase in
skill/implementation
Project
30/50
29/50
Explanation:
All data based on evaluation conducted after delivery of technical assistance.
Analysis is based on calculation of means and percentages using a five-item
Likert scale ranging from either Strongly Disagree(1) to Strongly Agree (5) for
change of knowledge or No Progress (1) to Substantial Progress (5) for change
of skill. For purposes of this report, means were changed to whole numbers
by adding 10 (i.e., 4.0/5.0 equals 40/50).
Example of GAS
(in back of Handout)
Objectives/Activities
Degree of Achievement
Anticipated Outcomes
+1
Current
-2
-1
0
+2
Increased use of Goal Attainment Scales
across deaf-blind projects
3
4
5
Increased awareness/knowledge of GAS
-2sd
-1sd
m=4.0
+1sd
4.56
+2sd
4.54
N=302
Increased implementation of DB strategies by
service providers
-2sd
-1sd
1.91
m=3.0
+1sd
4.09
+2sd
2.83
N=90
Increased implementation of GAS
50%
100%
80%
N = 302
9.3 - Assess the impact of the technical assistance and dissemination
activities.
a)
Provide 5 workshops on Goal Attainment Scaling.
b) Impact of TA on TA providers measured as an increase in
knowledge about GAS (mean rating of 3.0 or higher on 5.0
scale).
c) Impact of TA on service providers measured as an increase
in skills to address the needs of children/youth with deafblindness (mean rating of 3.0 or higher on 5.0 scale).
d) Percentage of TA providers reporting increased skills to
use GAS.
75%
5