MCH Services Contract FFY2019-2021 Work Plan Meeting

1. MCH Services Contract FFY2019-2021Work Plan Meeting

2. MCH Services Program Martha Smith, MCH Program Manager Martha.Smith@health.mo.gov Amy Bradshaw, SE District Nurse Consultant Amy.Bradshaw@health.mo.gov Leah Vincent, NE District Nurse Consultant Leah.Vincent@health.mo.gov Patsey Dieleman, Eastern District Nurse Consultant Patsey.Dieleman@health.mo.gov Sandy Hong, SW District Nurse Consultant Sandy.Hong@health.mo.gov Nola Martz, NW District Nurse Consultant Nola.Martz@health.mo.gov

3. Life Course Perspective

4. The Life Course Perspective • What is it? • How does it work? • What does it mean for you?Your organization? Your work?

5. What is the Life Course Perspective? A complex interplay of • biological, • behavioral, • psychological, and • social protective and risk factors that contributes to health outcomes across the span of a person’s life.

6. Risk Factors Protective Factors Graphic Concept Adapted from Neal Halfon, UCLA

7. What is the Life Course Perspective? Your Mother’s/Father’s Life Your Life Next Generation Looking at health through a life course perspective hopes to address three key areas: • Your health as an individual • Your health before your conception (i.e. your mom’s health pre-conception) • Your children’s health (intergenerational component).

8. Education Family Support Health Family Neighborhood Services Community Policy Social Welfare Our Health Outcomes are Multi-Factorial Child Graphic Concept Adapted from Neal Halfon, UCLA

9. The Life Course Game: A Simulation Experience

10. Debriefing the Life Course Simulation • What events occurred during the game that you recall? • What comments did you hear as you were playing the game? • What facts were presented in the game about life and health?

11. Reflecting On Your Life… • What events in the game reminded you of something from your own life? • If you were in the lead in the game, how did that make you feel? • If you were falling behind, how did that make you feel? • What song/music comes to mind that describes your experience playing the game?

12. Interpreting and Applying Lessonsfrom the Simulation • What does this game tell us about the complex nature of living in our community? • What learnings or insights that the group has shared so far seem the most critical? The most important to act upon? • What questions did this experience raise for you personally? For the work you do? • What difference will using a life course perspective make in our work?

13. Where Do We Go From Here? • What actions or ideas has this experience triggered for you? • How would you articulate the Life Course Perspective after playing this game? • What would our community/organization look like if we fully incorporated a life course perspective in all of our work? • What are the first steps we must take?

14. LPHA Testimonial • Summary of local Process & Findings • Focused Local Assessment • Community Engagement • Stakeholder Convening & Involvement • Priority Health Issue Determination • Windshield View versus Rearview Mirror View • Where we thought the journey would take us when we started • Where we actually ended up at the end of the journey • Takeaways from the experience

15. WORK PLAN

16. Maternal Child Health Services Contract Work Plan • Selected Priority Health Issue(s) (PHI) • Statement of the Problem • Goal(s) • Evidence-Based Strategies • Spectrum of Prevention (three-year plan) - Influence Policy and Legislation - Change Organizational Practices - Foster Coalitions and Networks - Educate Providers - Promote Community Education - Strengthen Individual Knowledge and Skills

17. MCH Program Priority Health Issue(s)

18. Statement of the Problem • Explains why the situation matters and what is causing it • Statistical data to support PHI focus • Root causes and/or community contributing factors • Discuss Social Determinants of Health in community • Discuss Health Inequities in community • Discuss strengths/weaknesses/gaps in access to care • Unique characteristics of the population • Descriptive elements to tell the story behind the data

19. GOAL(s) • Broad, long-term expected change • The anticipated result which guides actions • The desired result envisioned and planned towards • Commitment to achieve a desired endpoint • Motivation for plan

20. WORK PLAN GOAL(s) • Based on National/State/Local Outcome Measures • Provides direction • Provides clear focus on what is important • Helps provide clarity in decision making • Gives control • Provides motivation for proposing planned activities and outcomes • Gives satisfaction and purpose

21. EVIDENCE-BASED STRATEGY(s) • Strategy • A high level method or plan chosen to bring about a desired future, such as an achievement of a goal or a solution to a problem • A concept or strategy that is derived from or informed by objective evidence—most commonly, educational research or metrics of performance • Includes identifying and arranging resources for their most efficient and effective use • The process is a combination of: • the ends (goals) for which the organization is striving • the means (action, policies) by which it is seeking to get there

22. EVIDENCE-BASED STRATEGIES • Show “how” you will meet your goal • Less specific than an action plan • Give overall direction for activities • Make a difference to reach your goal • Shown to be effective by research • Work Plan Strategies MUST: • Address identified health inequities • Address existing weakness/gaps in access to care

23. EVIDENCE-BASED STRATEGIES

25. OUTCOMES • Specify the measurable improvements that the proposed activities will produce in the situation described in the problem statement • Define the benefits expected during a finite period • Statements of specific, measurable changes within a defined time-frame • Something that happens as a result of an activity or process • Includes appropriate criteria • Assessment • Activities • Evaluation • Measures of achievement

26. SYSTEM OUTCOMES • Reflect changes in the community system • Include evidence of accomplishment • At least one for each PHI in each level of the Spectrum of Prevention • SMART • S – Specific, Significant, Stretching • M – Measurable, Meaningful, Motivational • A – Agreed upon, Attainable, Achievable, Acceptable, Action-oriented • R – Realistic, Relevant, Reasonable, Rewarding, Results-oriented • T – Time-based, Time-bound, Timely, Tangible, Trackable

27. ACTIVITIES • Detailed plan for how you will produce the desired/planned outcomes • Methods, approaches, procedures • Tasks that need to be accomplished within a defined period of time or by a deadline • Should have a defined start and end date or a deadline for completion • Can be broken down into components/assignments • Quantify how much, how many, and by when

28. WORK PLAN ACTIVITIES • At least one for each PHI in each level of the Spectrum of Prevention • At least one for each year • Multifaceted • Lead to the System Outcome(s) for each level of the Spectrum of Prevention • Show progressive growth toward System Outcome(s) • Based on strategies that are evidence-based, field-tested, or validated by expert opinion

29. EVALUATION

30. MCH FFY 2018 Scope of Work Section 5.9 In addition to the targeted national, state, or local outcome measure(s), the Contractor shall identify any additional performance indicator data/measures and establish a process for tracking and monitoring progress and analyzing performance trends. Any additional performance indicator data/measures and the established process for tracking and monitoring progress and analyzing performance trends shall be reported to the MCH Services Program DNC electronically.

31. What is the purpose of the evaluation? • Assess whether the planned activities are proceeding as planned and producing the expected results/outcomes • Gain new knowledge about work plan activities • Improve or fine-tune existing work plan • Determine the effects of a work plan by providing evidence concerning the work plan’s contributions to a long-term goal

32. Why evaluate? • Evaluation can help identify weaknesses in implementation • Provides documentation of progress toward goals/effectiveness/desired outcomes • Justification for continued funding • Ensure effectiveness/efficient use of resources • Increased demand for accountability from funders and to stakeholders • It is one of the Ten Essential Public Health Services!

33. Evaluation Process (SoW Section 5.9) • Review National and State Performance Measures • Establish any additional local performance indicator data/measures • Develop a process for tracking and monitoring progress • Analyze performance trends

34. Sample Evaluation Resources • Logic Models • Evaluation Templates • Written Report/Executive Summary

35. Analyzing your evaluation data • Keep your goals in mind • Consider any limitations of the evaluation (larger sample/event participation, age groups diversity, etc.) • Are there alternate explanations for your results? • How do the results of your campaigns/interventions compare with others who used the same interventions? • Are your results what you expected? If not, why do you think they are different?

36. Use of Evaluation Findings Ultimately, evaluation should provide: • Information that demonstrates effectiveness • Detailed documentation for accountability • Justification for continued funding

37. Sample Evaluation Resource

38. Sample Evaluation Resource

39. References • DHSS Intranet. (n.d.). Retrieved January 2, 2018, from http://clphs.health.mo.gov/lphs/lphainfo.php • Program Performance and Evaluation Office (PPEO). (2012, May 11). Retrieved January 02, 2018, from https://www.cdc.gov/eval/guide/index.htm