getting from here to there: creating roadmaps for
TRANSCRIPT
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Getting from Here to There:
Creating Roadmaps for
Community Change
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Heléne Clark
ActKnowledge
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Sustainable and Real
Community Change
is Daunting
It’s complicated:
Multi-faceted context
Political
Personal
Many factors
Many actors
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What Do We Do (usually)?
Create good programs and keep track of who we
serve?
That can lead to some people getting good services
But, will it lead to lasting change?
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Not necessarily:
For example, we start a mentoring program for youth
But what did we want to accomplish?
• Higher self-esteem?
• Good relationship with adults?
• Better grades?
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What Can We Do?
First, we can be very clear about what we
want to have in our community (or city, or
wherever),
and we can be very clear about all the barriers
that have prevented that from happening so
far.
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GET ORGANIZED!
We need a means to represent and keep-track of a
lot of information. We need to know all the factors
and barriers to change; we need to know how
different sectors and levels of society interact; we
need to know how the many parts of changing a
community work together.
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WHY?
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How Do You Know Which Programs and
Activities Will Get You Where You Want
to Go?
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The Importance of Clear Goals
If we aren’t sure WHERE WE WANT TO GO, our
programs may not get us there!
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So:
Start with the long-term goal you want for
your community
e.g.
School readiness
Good health
Vibrant economy
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But How Do We Get There?
Introduction to
THEORY OF CHANGE(or, how to create road maps that work)
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THEORY OF CHANGE
The set of beliefs that guides thinking about
how and why a complex change process will
unfold…
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You Start with Your Long-Term Goal
And,
Work Backwards
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A good road map (and a good theory
of change) identifies:
Where you want to go
The route you will take to get there
Why certain milestones are necessary steps in the path you will travel
And that is the kind of pathway you need to build to get to where you want to be in your community
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First, you need to know where you
want to go
(and be specific)
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Don’t settle for abstract GOALS
DEFINE THEM!
School Readiness?
For who? What does it mean to be ready?
What does it look like?
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Ask yourself: What would it look
like?
Example:
California Endowment –
Long-term Goal: a “healthy” California
No one gets sick?
A certain longevity?
Quality of life?
Access to good care?
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Then others raised:
What about spiritual health?
And we can’t mean no one ever dies, so we have to
have realistic expectations
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A good way to create your road map is to start with
a well-defined long-term goal and then
work backwards
through
preconditions for getting to your ultimate goal
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Create a PATHWAY to Change
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PRECONDITIONS
What HAS to change if the long-term goal is going
to happen?
This helps you avoid doing things that are good,
but don’t get you where you want to go –
I didn’t drive through Florida to get here from New
York, even though it would have been nice!
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Another example
Long-term Goal:
School Reform
One possible precondition: Parent EngagementSchool
Reform
Parent
Engagement
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Next step: Explain why
Why do you think that parent engagement is a
necessary precondition for reforming schools?
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This process is repeated until you have
all the steps to get you from where
you are to where you want to be
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But, there’s more….
Each step (or precondition) is a goal itself
E.g. – Parent Engagement is a precondition to school reform, AND it is a goal. Because it’s a precondition, it’s an EARLIER goal. You need to reach it before you can have school reform (according to your beliefs)
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And for each goal:
You need to know:
Did I Get There?
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Because:
Your theory depends on meeting each precondition
(That’s what makes it a precondition – it’s
NECESSARY)
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How Will You Know?
EVIDENCE!
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Evidence
Measurable Indicators of Success
What does it look like if the goal is met?
For example
Goal = Academic Achievement
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Goal = Academic Achievement
Possible Indicators:
Reading and Math Test Scores
Grades
Graduation Rates
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For Every Indicator:
What?
For Whom?
How Many?
How Good?
By When?
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Example: Reading Test Scores (the what)
For whom: Fourth-graders
How many: 80%
How good: Read at grade level
By when: One year (or end of after-school
program, or whatever you decide)
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Be Realistic!
If improved reading scores have preconditions that are
beyond your resources to address, then don’t expect all
students to reach the desired level.
If you have an after-school program, but some students are
homeless or have serious health issues, then your Theory
of Change should reflect all the preconditions and identify
the ones YOU can improve.
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Add More Later
Perhaps you can partner with a health provider, or find ways to help parents secure affordable
housing
But for now,
All you can do is an after school program
Start there, and don’t claim more than you can reasonably expect.
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Indicators Help You Decide on
Program Activities
Once you know WHO you are targeting and set
realistic expectations given your resources about
HOW MANY and HOW WELL you can
accomplish the goal, you design program activities
geared to meet that indicator at that level.
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Now, Let’s Look at a Real Theory of
Change for a Very Simple Program
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Children’s Literacy
Family Support Center Takes On Child Literacy Campaign
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Children’s Literacy
Parents Read to Their Children Regularly
Family Support Center Takes On Child Literacy Campaign
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Only ONE
Precondition?
This is only an example!
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Children’s Literacy
Parents Read to Their Children Regularly
Parents have access to
High Quality Books
Family Support Center Takes On Child Literacy Campaign
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Children’s Literacy
Parents Read to Their Children Regularly
Parents Understand Value
of Reading to their
Children
Parents have access to
High Quality Books
Family Support Center Takes On Child Literacy Campaign
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Children’s Literacy
Parents Read to Their Children Regularly
Parents Understand Value
of Reading to their
Children
Parents have access to
High Quality Books
Parents Have Required
Literacy Skills
Family Support Center Takes On Child Literacy Campaign
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Children’s Literacy
Parents Read to Their Children Regularly
Parents Understand Value
of Reading to their
Children
Family Support Center Takes On Child Literacy Campaign
Parents Have Required
Literacy Skills
Parents Have Access to
High Quality Books
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Remember Being Realistic?
Because they only are addressing ONE precondition
for literacy, they SHOULD NOT have a measure
of success that is overblown
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Without addressing school curricula and barriers to
learning, they cannot expect to have all kids
reading perfectly
They can expect that a certain percentage of students
will improve and have to decide on a REALISTIC
TARGET
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Now, explain what makes the
outcomes work:
Justifications and Assumptions
about the Context of your
Community
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JUSTIFICATIONS AND
ASSUMPTIONS
about the context of your
community should explain the
theory and help plan your
interventions
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In other words, why do we believe that if the
preconditions are met, the outcome at the next level
will occur?
How may outcomes interact?
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Context
What are you assuming will also happen or exist that
will allow the precondition to lead to the outcome?
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Are there other conditions that you assume will
be met?
Are there contextual conditions that could limit
success?
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Parents Understand Value
of Reading to Their
Children
Parents Have Required
Literacy Skills
Children’s Literacy
Parents Read to Their Children Regularly
Parents Have Access to
High Quality Books
A B C
D
E
The Justification of why one
outcome would lead to the other
(D) could be research shows
that children who have adults
read to them are better readers.
Justification
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Children’s Literacy
Parents Read to Their Children Regularly
Parents Understand Value
of Reading to Their
Children
Parents Have Access to
High Quality Books
Parents Have Required
Literacy Skills
Interaction Between Outcomes
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D
Parents Understand Value
of Reading to Their
Children
Children’s Literacy is Improved
Parents Read to Their Children Regularly
Parents Have Access to
High Quality Books
Parents Have Required
Literacy Skills
A B C E
Assumption about your
community (E) may be that
parents will have time to read to
their children.Assumption
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Other Possible Assumptions
Non-literate parents will be motivated to attend
literacy classes
The Family Support Center has the capacity to
run the class
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Now that they have the WHAT
(their goals)
They can address the HOW
(programs)
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Specifying Interventions
For every outcome that can only occur if you
do something, specify the intervention
needed
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Children’s Literacy
Parents Read to Their Children Regularly
Parents Understand Value
of Reading to Their
Children
Parents Have Access to
High Quality Books
Parents Have Required
Literacy Skills
Family Support Center Takes On Child Literacy Campaign
1 32
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In this example, the interventions are needed at :
1 2 3
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Intervention
Family Support Centers Implement a Lending
Library
1
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Intervention
Family Support Centers Implement a Reading
Awareness Class
2
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Intervention
Family Support Centers Implement Adult Literacy
Classes
3
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Adding Activities
For each intervention, specify all the activities
needed to carry it out.
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Sample Activities for:
Parents’ current skill level assessed
Assistance provided to parents in need of
transportation
Staff decide on outreach program
Flyers are mailed to all families in
community
2
Intervention
Reading Awareness Classes
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For more complex goals, the road map will be
more complicated, and there may be more building
blocks, but the process of creating it is the same
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Your Roadmap (Theory) Is Good IF:
It reflects your values
It can be supported by research and
“common sense”
It can be traveled (that means, you can do
it!)
It can be measured (there are recognizable
landmarks)
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TOC ADVANTAGES Stakeholders are asked to be clear about
their assumptions
Gaps between steps and outcomes become
evident
Novel solutions may emerge
The initiative is more likely to be effective
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And more……
Evaluations based on a theory carry more
weight
Evaluation plans and criteria are transparent
to everyone
A broader base of knowledge is created
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GET ORGANIZED!(the second meaning)
Getting back to where we started…
There is NO SUBSTITUTE for bringing people
together and doing the ground work to decide what
and how you will create change
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And,
There is no shortcut
THINK IT THROUGH!
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Heléne Clark
ActKnowledge
212-817-1906
365 Fifth Avenue
New York, New York 10016
www.theoryofchange.org