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Advancing a Healthy Peel Community TOGETHER!

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  1. Advancing a Healthy Peel Community TOGETHER! June 1, 2010 Janice Lovegrove Results Leadership Group www.resultsleadership.org

  2. 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™

  3. Goals for the Common Good: The United Way Challenge to America Closing the Achievement Gap: Dane County, Wisconsin

  4. 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.

  5. 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. . .

  6. A stronger “enterprise”… Smartplans and actions Sharingresponsibility, accountability, wisdom, resources, leadership, credit, and risk Mobilizing, implementing, measuring, nurturing relationships & more all at the same time.

  7. Healthy Communities… What is a healthy community? How would you know it if you saw it? How might you measure this?

  8. 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?

  9. “Leadership springs up at the intersection of personal PASSIONS and public PROBLEMS.” Barbara Crosby, Author

  10. 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

  11. 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

  12. Results Based Accountability is made up of two parts: Population Accountability about the well-being of WHOLE POPULATIONS Neighborhoods – Cities – County + Performance Accountability about the well-being of CLIENT POPULATIONS County Programs – Agency Programs – Service Systems

  13. Definitions: Language Discipline Result Condition of well-being for children, adults, families or communities: Resilient People, Strong Families, Vibrant Neighborhoods POPULATION ACCOUNTABILITY INDICATOR Measure which helps quantify achievement of a result: Seniors with independent living needs met – Children entering school “ready to learn” – Residents in affordable housing PERFORMANCE MEASURE Measure of how well a program, initiative, agency or service systemis working. PERFORMANCE ACCOUNTABILITY Three types: 1. How much did we do? 2. How well did we do it? 3. Is anyone better off? = Customer Results

  14. Eye on the PRIZE! *Tracking *Watching *Addressing Success Markers ALL THE TIME!! Connected & Thriving Immigrants

  15. PopulationAccountability 15

  16. Choosing Population Indicators: • Communication Power Does the indicator communicate to a broad range of audiences? • Proxy Power Does the indicator say something of central importance about the result? Does the indicator bring along the data HERD? • Data Power Is Quality data available on a timely basis? 16 FPSI/RLG

  17. Too few. Researchers estimate that: Only 43% of youth are doing well. While 22% are having serious difficulty. QUANTIFYING THE CHALLENGE:How many young people are ready? SOURCE: Finding Out What Matters for Youth: Testing Key Links in a Community Action Framework for Youth Development

  18. RBA : Talk to Action Start at the End Population & Result: _____________ Indicator Story behind the baseline Partners What Works Work Backwards to Means Strategies and Performance Measures

  19. The 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? FPSI/RLG 19

  20. Partners • Who are partners who may have a role to play in turning the curve? • Does the story behind the curve suggest any new partners? 20 FPSI/RLG

  21. Best WEB of Actions & Strategies Onset & Ongoing

  22. 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…

  23. Action Plan • Leverage: will likely turn the curve of the baseline? • Feasible: will, talent, resources? • Specific: who, what, when, where, how? • Consistent with values? 23 FPSI/RLG

  24. Where to Start?(of smartest ideas)PassionPhilosophy/ValuesPartners/Power

  25. Performance Measures

  26. Start with Ends • Results • Indicators • Performance Measures • How much did we do? • How well did we do it? • Is anyone better off? Contributionrelationship Alignmentof measures Appropriateresponsibility

  27. Program Performance Measures Quality Quantity How welldid we do it? How much did we do? Effect Effort Is anyonebetter off? # % 27 FPSI/RLG

  28. Education Quality Quantity How well did we do it? How much did we do? Student-teacherratio Number ofstudents Effect Effort Is anyone better off? Number ofhigh schoolgraduates Percent ofhigh schoolgraduates 28 FPSI/RLG

  29. What gets measured gets attention!

  30. 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.

  31. Emergency ResponsesPerformance Measures

  32. Putting It All Together: Some Progress and Lessons from United Way of the Greater Lehigh Valley, PA 32 FPSI/RLG

  33. United Way Model for Improving Lives: Two Approaches people, time, talent, relationships, expertise, technology, money, etc. of community populations create lasting changes in community conditions support services for individuals and families Mobilizing communities  improve lives to that   of program customers financial resources of businesses and employees COMMUNITY IMPACT  DIRECT IMPACT

  34. Changing Lives, Changing CommunitiesOur Community Goals Strong Families in Vital Neighborhoods Children Healthy & Ready to Learn Youth Succeeding in School Older Adults Aging Successfully Safety Net Services

  35. 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

  36. RBA Investment Plan

  37. 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

  38. 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

  39. “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

  40. 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 PERFORMANCE ACCOUNTABILITY Middle School Intensive Mentoring Project POPULATIONRESULTS Contributionrelationship Alignmentof measures % parents with “active” connection to program Total # of1:1 hours with students Defining Roles % with 10 or less days absent for year # with 10 or less days absent for year CUSTOMERRESULTS

  41. Youth Succeeding in School: • 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

  42. 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)

  43. RBA Report Card: 2008-09 Program Investments 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

  44. RBA Report Card: 2008-09 Program Investments 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 securedstable housing

  45. 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)

  46. 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

  47. 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)

  48. 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

  49. 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