advancing a healthy peel community together!

MEASURABLE RESULTS FOR CLIENTS AND COMMUNITIES

Advancing a Healthy Peel Community Advancing a Healthy Peel Community TOGETHER!TOGETHER!

June 1, 2010June 1, 2010

Janice LovegroveResults Leadership Groupwww.resultsleadership.org


UNDERNEATH EVERYTHING WE ARE,

UNDERNEATH EVERYTHING WE DO,

WE ARE ALL PEOPLE.CONNECTED, INTERDEPENDENT, UNITED.

AND WHEN WE REACH OUT A HAND TO ONE,

WE INFLUENCE THE CONDTION OF ALL.

THAT’S WHAT IT MEANS TO LIVE UNITED.

GIVE. ADVOCATE. VOLUNTEER.

LIVE UNITED™


Goals for the Common Good: The United Way Challenge to America

Closing the Achievement Gap: Dane County, Wisconsin


Few have tried: Framing social goals in measurable terms & mobilizing to “turn curves”. . .

en•ter•prise -

A purposeful undertaking, especially if of some scope, complexity, and risk.

Willingness to try a new line of action, especially if it requires boldness, courage, energy, and effort.


Reality (results) vs. Myths or Pessimism

Aerodynamically, the bumble bee shouldn’t be able to fly, but the bumble bee doesn’t know it, so it goes on flying anyway. . .


Smart plans and actions

Sharing responsibility, accountability, wisdom, resources, leadership, credit,

and risk

Mobilizing, implementing, measuring, nurturing relationships & more all

at the same time.

A stronger “enterprise”…


Healthy Communities…

What is a healthy community?

How would you know it if you saw it?

How might you measure this?


The Peel Community. . .

Who are the “people” in your community?

Are there predictable poorer life opportunities and life outcomes for some groups?

Who are the partners/stakeholders who would join a “movement” for change?


“Leadership springs up at the intersection of personal PASSIONS and public PROBLEMS.”

Barbara Crosby, Author


We can launch a missile to precisely strike a target thousands of miles away, but we

cannot launch a child successfully through

school.

Oscar Arias Sanchez


Using RESULTS-BASED ACCOUNTABILITY to Plan and Take Action . . .

What quality of life conditions are not OK in Peel? Community Goals

How can we measure whether these conditions are improving? Measurable Indicators for Goals

What would it take to “turn the curve”? What Works?

How can Peel partners best lead, collaborate,& invest to “turn the curve”? Action - Investment Plans

How can all partners show progress at the program/strategy level? Results-Based Performance Measurement


Results Based Accountability is made up of two parts:

Population AccountabilityPopulation Accountability

about the well-being of

WHOLE POPULATIONSWHOLE POPULATIONSNeighborhoods – Cities – County

+

Performance AccountabilityPerformance Accountabilityabout the well-being of

CLIENT POPULATIONSCLIENT POPULATIONSCounty Programs – Agency Programs –

Service Systems


Definitions: Language DisciplineP

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ResultCondition of well-being for children, adults, families or communities:

Resilient People, Strong Families, Vibrant Neighborhoods

1. How much did we do? 2. How well did we do it? 3. Is anyone better off? = Customer Results

Three types:

INDICATORMeasure which helps quantify achievement of a result:

Seniors with independent living needs met – Children entering school “ready to learn” – Residents in affordable housing

PERFORMANCE MEASUREMeasure of how well a program, initiative, agency or service system is working.


Eye on thePRIZE!

*Tracking *Watching

*Addressing Success Markers ALL THE TIME!!

Connected & Thriving

Immigrants

MEASURABLE RESULTS FOR CLIENTS AND COMMUNITIES15

PopulationPopulationAccountabilityAccountability

MEASURABLE RESULTS FOR CLIENTS AND COMMUNITIESFPSI/RLG 16

Choosing Population Indicators:

Communication Power

Proxy Power

Data Power

Does the indicator communicate to a broad range of audiences?

Does the indicator say something of central importance about the result?

Does the indicator bring along the data HERD?

Is Quality data available on a timely basis?


Too few. Researchers estimate that:

Only 43% of youth are doing well.

While 22% are having serious difficulty.

SOURCE: Finding Out What Matters for Youth: Testing Key Links in a Community Action Framework for Youth Development

QUANTIFYING THE CHALLENGE: How many young people are ready?


Population & Result: _____________

Indicator

Story behind the baseline

Partners

RBA : Talk to Action

Start at the End

Work Backwards

to Means

Strategies and Performance Measures

What Works

MEASURABLE RESULTS FOR CLIENTS AND COMMUNITIESFPSI/RLG19

The Story Behind the BaselineThe Story Behind the Baseline

Key Factors/Causes? Root Causes: Ask “Why?” 5 times Prioritize – which are most important for

“turning the curve” of trend line? Research agenda?


PartnersPartners

Who are partners who may have a role to play in turning the curve?

Does the story behind the curve suggest any new partners?


Best WEB of

Actions & Strategies Onset & Ongoing


What Works: The WEB…

Program or Service

Multi-Partner Model with Individual “Clients”

Multi-Partner, Multi-Strategy Model

Neighborhood/Place-Based Model

Co-Location – Coordination – Integration

Institution/Systems Policies or Procedures

Resident/Client Engagement

Community “Call to Action” Strategies

And more…


Action PlanAction Plan

Leverage: will likely turn the curve of the baseline?

Feasible: will, talent, resources?

Specific: who, what, when, where, how?

Consistent with values?


Where to Start?(of smartest ideas)

PassionPhilosophy/Values

Partners/Power


Performance Performance MeasuresMeasures


Start with EndsStart with EndsResults Results

IndicatorsIndicators

Performance MeasuresPerformance Measures

How much did we do?How much did we do?

How well did we do it? How well did we do it?

Is anyone better off?Is anyone better off?

Contributionrelationship

Alignmentof measures

Appropriateresponsibility


How much did we do?

Program Performance Measures

How welldid we do it?

Is anyonebetter off?

Quantity Quality

Effe

ct

Effo

rt

# %


How much did we do?

Education

How well did we do it?

Is anyone better off?

Quantity Quality

Effe

ct

E

ffort

Number ofstudents

Student-teacherratio

Number ofhigh schoolgraduates

Percent ofhigh schoolgraduates


What gets measured

gets attention!


One Size Does Not Fit All. . .

Program directors, volunteers, investors, researchers, and UWGLV agree:

Not every program strategy or activity needs the same kind or degree of measurement,

but we should work together to seek data that is most valid and useful for achieving and measuring customer impact.


Emergency Responses Performance Measures

QUANTITY

# served

# on waiting list

# unserved

QUALITY

Responsiveness to customer

Customer treated with dignity

Responsiveness to community partners with referrals

Customer satisfaction

Advocacy efforts on behalf of customer group/issue (e.g., housing, hunger)

IMPACT

Change in Customer’s Situation or Circumstances

(when/if sufficient customer contact/support)


Putting It All Together: Putting It All Together: Some Progress and Lessons Some Progress and Lessons from United Way of the Greater from United Way of the Greater Lehigh Valley, PALehigh Valley, PA


United Way Model for Improving Lives: Two Approaches

create lasting changes in community conditions

Mobilizing communities

support services for individuals and families

to

improve livesthat

DIRECT IMPACT

COMMUNITY IMPACTpeople, time, talent,

relationships, expertise, technology, money, etc.

financial resources of businesses and

employees

of program customers

of community populations


Changing Lives, Changing CommunitiesOur Community Goals

Strong Families in Vital NeighborhoodsStrong Families in Vital Neighborhoods

Children Children Healthy Healthy & Ready & Ready to Learnto Learn

Youth Youth Succeeding Succeeding in Schoolin School

Older Adults Older Adults Aging Aging

SuccessfullySuccessfully

Safety Net ServicesSafety Net Services


Snapshot of Lehigh Valley

Two counties – 580,000 population

Metro IA United Way - $11 M “Campaign” – 38 staff

17 school districts - 200 schools -100,000 students

42 schools in 4 districts identified as “highest need” (based on academic performance/poverty rate)

50% urban students eligible for free/reduced lunch

1,000+ students drop out of high school each year


RBA Investment Plan


Youth Succeeding in School:Community “Indicators” of Success

Critical Points…

3rd Grade Reading Proficiency – foundation for success

Middle School Attendance & Performance - key predictors of staying in school & graduating

Graduation/dropping out – major predictor of self-sufficiency, quality of life, well-being, & success of own children

“Dropping out is not a sudden act, but a gradual process of disengagement.”

The Silent Epidemic, Civic Enterprises, March 2006


Youth Succeeding in School:The Need to Act Now

The Lehigh Valley –

2000 3rd graders below grade level in reading

2500 8th graders not proficient in reading

1000 students dropping out of school


“If in 2014 only 20 or 30 or 40 percent of the country’s poor and minority students are proficient, then we will need to accept that the failure was not an accident and was not inevitable, but was the outcome we chose.”

“Still Left Behind: What It Will Really Take to Close the Education Gap,” The New York Times Magazine, November 24, 2006


8th Grade Students Below Proficient in Reading 3 Urban Districts - Lehigh Valley

05

101520

2530

354045

505560

6570

2001 2002 2003 2004 2005 2006

School Year

% B

elow

Pro

fici

ent

on P

SSA T

est

Allentown

Bethlehem

Easton


Contributionrelationship

Alignmentof measures

Defining Roles

THE LINKAGE Between POPULATION and PERFORMANCE

POPULATION ACCOUNTABILITY

Youth Succeeding in School • % 3rd graders reading on grade level• % MS students proficient in math & reading • % and # students dropping out of school

CUSTOMERRESULTS

Total # of1:1 hours with

students

% parents with “active”

connection to program

# with 10 or less days

absent for year

% with 10 or less days

absent for year

PERFORMANCE ACCOUNTABILITYMiddle School Intensive Mentoring Project

POPULATIONRESULTS


Elementary School (20 programs) $803,232 “Reading recovery”, after-school enrichment,

family literacy/ESOL

Middle School (19 programs) $641,168 Intensive intervention; after-school programs

High School (8 programs) $225,600 Intensive intervention, career mentor-ships, dropout recovery

COMPASS - Community Schools Initiative $320,800

Youth Succeeding in School:


RBA Report Card: 2008-09 Program Investments

QUANTITY FACTORS

How much service did our program grantees deliver?

Total invested dollars: $4,331,238

Total # funded programs reporting results: 88

•Total customers: 57,216 (37%+)

•Total customers (non-safety net): 10,571 (14% +)

•Total customers (safety net only): 46,645 (43% +)

How much effort did we put forth?

RBA Capacity Building w/ Agencies:

•Oct/Nov: 42 programs (374 staff/RBA consultant hours)

•Dec/Jan projections: 30+ programs (240 staff/consultant hours)



QUALITY FACTORS

How well did investments align with 2008-11 customer targets?

Income: 87% low income (seeking high as possible)

Geography: 62% from 7 targeted areas (seeking high as possible)

School Districts: 93% from 5 targeted SD’s (seeking 80%+)

Schools: 31 of 45 (69%) targeted schools w/ students in UW-funded programs



RESULTS: End-Customers

359 of 390 children (92%) in 9 programs met developmental benchmarks

60% 3rd graders (156 of 259) in 5 programs in ASD PSSA reading proficient (vs. 61% of all ASD 3rd graders)

79% youth (189 of 240) in 3 programs earned high school diplomas (111 had dropped out)

94% (768 of 817) income-challenged adults in 6 programs maintained or secured stable housing


RBA Process New Conversations

United Way and Key Stakeholders

United Way and Partner Agencies

Partner Agencies and Customers

Partner Agencies and Boards/Funders

United Way, Partners, and School Districts (Data)


Why Choose UWGLV as Manager of Your Charitable Portfolio?

“Mutual Fund” of high-performing programs and model strategies

Invest in “what works”

Report annually on performance of investments

Assist investment partners to maximize impact

Integrate leadership & dollars with other funders to accelerate and expand improvement in lives


Our program partners weigh in…

Post-Review Meetings and Technical Assistance: Rated satisfactory+ by 90%; Good/VG by 70%

Better Performance Measures Overall: 72% yes; 35% much better

Better Use of Data Overall: 59% yes; 23% much better

(39 of 54 or 72% agencies responding to survey)


Building on 14 Years of School Success Partnerships…

1996: Planning Grant 1st Collaborative 4-year grant + match

1997-2005: Partnerships with 7 school districts (20+ schools) - multiple program/funding entities – to pilot “school success” models 5 Family Centers “Wrap-around” teaming for challenged students School-Wide Positive Behavior Interventions and Supports (PBIS) 40 Developmental Assets Parent Engagement

2005: Regional “launching” Community Schools Conference & first three awards by United Way

2010-15 New Strategic Framework: Expansion – Integration - Evaluation


Theory of Change. . .

Student well-being is necessary to absorb quality education

Schools cannot do it alone – Parents + community partners = more resources + social capital to support students

Community School model = long-term + integrated improvements vs. quick-fix, fragmented programs

Measurable Results:

School Success & Graduation


Community Schools:

CAS Model

Results-Based Accountability

United Way: Community Impact

Model

COMPASSCommunity

Schools

Blending the Best of 3 “Models”. . .


Community Schools:Core Ingredients

School Principal leading the vision and process

Community School Coordinator employed by a Lead Community Organization (Lead Partner)

Site-based Leadership Team

Results-focused, curriculum-integrated plan

Coherent web of partnerships

Building open to all & most of the time


Community School Organizational ModelUnited Way of the

Greater Lehigh Valley

Community Partners for Student Success (COMPASS)

Fountain Hill ES

Bethlehem AreaSchool District

NorthamptonCommunity

CollegeLincoln ES

Center forHumanistic

Change

Central ES

Boys &Girls Club

of Allentown

South Mountain

MS

Communities In Schools of the Lehigh Valley

RooseveltES

Boys &Girls Club

of Allentown

Allentown School DistrictBangor Area School District

Slater Family Network

Calypso ES

Communities In

Schools of the Lehigh Valley

Director of Coaching & Training COMPASS

Director of COMPASS


COMPASS:The Intermediary Catalyst for a “Movement”

Mobilize & support new Community Schools

Strengthen developing Community Schools

Train Community School staff, leaders & teams

Equip community-based organizations to partner effectively with schools

Engage local businesses & corporations in “adopting” schools

Build public/private resource pool to achieve critical mass

Publish annual “report card”: student results & school innovations


Funded by Govt or Foundation

All CS’sProgram

B

PSSA Scores and Graduation/Dropout Rates

Community Strategy/Partners

Headline Performance Measures

Each CS

Student Results

EN

DM

EA

NS

Program A


COMPASS Community Schools RBA Report Card

How much did we do? How well did we do it?

Is anyone better off?

Quantity Quality

Eff

ect

E

ffo

rt 121 after-school programs

1130 students services

198 parent volunteers

203 parents services

(CaES) 3rd grade reading proficiency: 47-64%

(CeES) 3rd grade reading proficiency: 26-54%

(FHES) Only 37 students (5% of 667):discipline refer’s

(CeES) Parent organizers’ effort Mayor adds before/after school safety measures to n’hood

(All schools) # hrs bldg open -1 school by 84%

Parents represent 17% of Leadership Teams

On-site CS evaluations by volunteer/expert teams

54% students after-school programs


Helping change the lives of Chantell and her mom. . .helping make Roosevelt a school where more students succeed!


Youth Success Zone


Partnerships and Collaborations:Making them Work for the Community

AND for the Participants!


COLLABORATION...

“An unnatural act performed by partially consenting adults, usually with the lights on, and usually around a table.”


COLLABORATION...

“A mutually beneficial & well-defined relationship entered into by two or more organizations to achieve results they are more likely to achieve together than alone.”

The Collaborative Handbook, Winer and Ray


Stages of a Collaboration

1. Working Individual-to-Individual to Envision Results

2. Working Individual-to-Organization to Empower Action

3. Working Organization-to-Organization to Ensure Success

4. Working Collaborative to Community to Endow Continuity

The Collaboration Handbook (Winer/Ray)


What would it take?


Trust

Affirmation – Respect – Humility

Member Agility for Different Roles

Convener Capacity & Competence

Capacity Building for Partners

Regular Status Checks – Course Corrections – Communications (“Enterprise + Collaborative/s)


Reframing the Focus in Reframing the Focus in

Performance Performance Accountability:Accountability:

Accountability for Accountability for resultsresults

requires requires

discretion,discretion,

requires requires

trust!trust!

Rethinking Democratic Accountability, Robert D. Behn (Brookings, 1997)


Self Interest Matters…

“Self-interest is the prime mover of people” Saul Alinsky

Taking the time to honor others’ agendas moves the collective agenda along faster.


Partner Benefits to Consider…

Ground level involvement in a courageous “enterprise”

Possibility thinking! Strengths-based thinking!

Link passion to a desired result in a new way

Strengthen core business – explore new strategies

Engage in continuous learning w/ partners: “Win – Win”

Upgrade RBA performance in partnership vs. punitive spirit with funders

Participate in best kind of discipline and questioning: “What would it take?”, “How are we doing?”

Accelerate contributions to healthier Pool Community!!


Cooperation

Coordination

Collaboration

Core Initiation

Partnership Involvement

Mike Winer, 4Results Together

We step out into community impact

partnerships by stepping back to select

our involvement.


Who are the Champions?

“I want to start by asking,

How are our seniors faring this year in Peel?

And, how can we do even better to support each one?”


Successful Community Building Structures

They staff systems change

They stay involved through implementation

They help public and private agencies develop internal capacity…

Rockefeller Foundation, 1997


Are meetings the only way to communicate?


Meetings Matter…

We take action more quickly AND foster energized “spirit”

by planning meetings

and making decisions more

carefully.


A New AGENDA

1. New data (indicators – PM’s – benchmarks)

2. New story behind the curve

3. New partners

4. New information on what works.

5. Changes to action plan and budget

6. Adjourn


Balance, Pace, Renewal Matter

If you have a lot of things to do,

get the nap out of the way first. An 8-

year old


Eye on the Prize

Positive Life Outcomes for

Peel Residents


Smart Web


Strong Spirit & Synergy


Next Step Resources!Next Step Resources!

“Make Hope Real: How Can We Accelerate Change for the Public Good?” (Harwood Institute for Public Innovation)

Goals for the Common Good” and related tools re: Education, Income, Health (UWW) The Collaboration Handbook by Mike Winer/Karen Ray The Ready by 21™ Challenge (Forum for Youth

Investment) The Results Scorecard™ (Results Leadership Group)


Thank you!

advancing a healthy peel community together!

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