Deitre Epps, Partner Results Leadership Group www ... · Deepen their understanding of Results...

FPSI/RLG 1

Deitre Epps, Partner Results Leadership Group www.resultsleadership.org

MEASURABLE RESULTS FOR CLIENTS AND COMMUNITIES

FPSI/RLG 2 MEASURABLE RESULTS FOR CLIENTS AND COMMUNITIES

Your Shared Experiences

• During the last webinar, we invited you to join in the webinar conversation by sharing your experiences with community partnership and other collective impact initiatives.

• Does your community partnership have a clear results statement that aligns multi-sector partners?

• Does your community have a comprehensive community action plan that includes the role and strategies of multiple partners?

Today’s Objectives

By the end of the webinar, participants will:

  Deepen their understanding of Results Based Accountability (RBA) and its

application to the conditions of Collective Impact

  Understand how RBA can be applied to a shared measurement system

•  Distinguishing between population vs. performance data

•  Equity Matters: The Importance of disaggregating the data

  Understand how they can join a Community of Practice engaging in

shared learning for Achieving Measurable Collective Impact with RBA

Today’s Objectives Sharing My Experiences:

  Community Leader

  Results Based Facilitator

  Executive Coach (community / organization leaders)

  Human Services Administrator / Consultant

  Program Evaluator

Learning About our Shared Experiences:

  All Webinar Poll Participants – Australia, Canada, New Zealand,

South Africa, United Kingdom, United States of America

Developing*a*Community*of*Prac5ce**for*RBA*and*Collec5ve*Impact*


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Story behind the baseline

Partners (with a role to play in turning the curve)

What Works

Comprehensive Community Action Plan (with Budget)

Result: All Baltimore City Children Enter Kindergarten Ready to Succeed

Indicator Baseline

How are we doing?

Why?

Help?

Options?

Propose to do?

Turn-the-Curve Thinking™: Talk to Action


Five Conditions of Collective Impact   A Common Agenda

  Shared measurement

  Shred Measurment

  Mutually reinforcing activities

  Continuous communication

  A backbone support organization

1. Starting with ends, working backwards to means

2. Data-driven, transparent decision making

1. Affirm an explicit result statement to express the desired condition of well-being for your community partnership’s work together

2. Co-develop a comprehensive action plan with community-wide strategies and partners to implement the plan

Moving Toward Measurable Collective Impact with Common Agendas


Coming together to collectively define the problem and create a shared vision to solve it. – Collective Impact Forum

Shared Measurement System What’s that?

  Shared Measurement System

agreeing to track progress in the same way,

which allows for continuous improvement

-Collective Impact Forum

Distinguishing �Ends�

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about the well-being of CLIENT POPULATIONS

about the well-being of WHOLE POPULATIONS

Population Accountability

Performance Accountability

For Communities – Cities – Counties – States - Nations

For Programs – Agencies – and Service Systems

1. Distinguish between population measures (indicators) and performance measures

2. Continuous improvement at all levels: population, service system, organization and program

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All North Carolinians are Healthy

Obesity rate

A condition of well-being for children, adults, families or communities.

A measure which helps quantify the achievement of a result.

A measure of how well a program, organization or service system is working.

Language Discipline [ ]

Example Sources of Community (Indicator) Data

  Ready at Five

http://www.readyatfive.org/school-readiness-data/

jurisdictional-readiness-data-2015.html

  Baltimore Neighborhood Indicators Alliance

http://bniajfi.org

  Health Indicator Warehouse

http://www.healthindicators.gov

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Right data for useful feedback?

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Selecting Indicators


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Criteria for

Selecting 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”?

Quality data available on a timely basis.


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Choosing Indicators Worksheet

Result: Children Enter Kindergarten Ready to Succeed

Candidate Indicators Communication Power

Proxy Power

Data Power

H M L Measure 1 Measure 2 Measure 3 Measure 4 Measure 5 Measure 6 Measure 7 Measure 8

HData Development Agenda

H M L H M L

H L H H H


regetting dySource: Maryland State Department of Education

•  82% of children entering kindergarten in school year 2012-2013 are fully school-ready, up from 49% in 2001-2002 – a 33-point or 67% improvement in overall school readiness.

•  Maryland continued to exhibit an overall upward trend and maintained high readiness levels even with the one-point decline from 2011-2012.

Maryland School Readiness (Ready at Five) MMSR, 2012-2013

Note: A “Trendline” denotes the overall upward progression of Maryland’s full school readiness levels.

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Disaggregating Data

Equity Matters


regetting dySource: Maryland State Department of Education

•  76% of Baltimore City’s kindergarten students are fully school-ready in 2013-2014, a 48-point readiness gain from 2001-2002.

•  The City’s kindergarteners are within 7 points of their Maryland peers (83% fully ready) and show greater long-term improvements (48 points compared with a 34 point improvement in the state).

Continued Our Strong Progress (Ready at Five) MMSR, 2013-2014

May 2015

readiness matters!

Baltimore City

regetting dy

Moving from Good to Great Ready for Kindergarten (R4K)

R4K has two components:

•  An Early Learning Assessment measures the progress of learning in young children, 36 months to school age, in seven domains of learning.

•  A Kindergarten Readiness Assessment (KRA) measures school readiness of all incoming kindergarteners in four domains of learning.

regetting dy

Measuring Kindergarten Readiness Kindergarten Readiness Assessment (KRA)

Kindergarteners are assessed as:

•  Demonstrating Readiness  Consistently exhibits the foundational skills and

behaviors that enable a child to fully participate in the kindergarten curriculum.

•  Approaching Readiness  Shows some of the foundational skills and behaviors that

are needed to participate in the kindergarten curriculum.

•  Emerging Readiness  Displays minimal foundational skills and behaviors, which

are needed to meet kindergarten expectations successfully.

regetting dy

Looking At Baltimore City Demographics of Young Children

Population Data U.S. Census, 2013 Children <5 (age 0-4) 41,681 Estimated Children Age 4 8,336

School Enrollment MSDE, School Year 2014-2015 Pre-K Students (4/5-Year-Olds) 4,626

Full-Day Program 100.0% Half-Day Program 0.0%

Percent of 4-Year Olds 55.5%

Kindergarten Students 7,349

Kindergarteners by Ethnicity Kindergarteners by Gender American Indian 0.3% Male 50.6%

Asian 1.0% Female 49.4% African American 78.7% Kindergarteners by Subgroup

Native Hawaiian/Pacific Islander 0.3% Children with Disabilities 7.9% White 9.4% English Language Learners 6.7%

Hispanic 9.7% Free/Reduced Priced Meals 87.4% Two or More Races 0.7%

regetting dy

Meeting Higher Standards KRA, 2014-2015

Baltimore City Results

• 49% of African American kindergarteners and 35% of Hispanic kindergarteners demonstrate this new level of readiness.

• 56% of females demonstrate kindergarten readiness – 15 points higher than their male peers.

Source: Maryland State Department of Education

regetting dy

Examining the Achievement Gaps KRA, 2014-2015

• 87% of kindergarteners or 6,381 children are from low-income households (as indicated by Free and Reduced Price Meal status).

• National studies show that at least half of the educational achievement gaps between poor and non-poor children already exist at kindergarten entry.2

2 Lee, V. and Burkham, D. (2002). Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School. Washington, DC: Economic Policy Institute. www.epinet.org.

46% of children from low-income households are ready for kindergarten, compared with 66% of children from mid- to high-income households.

Source: Maryland State Department of Education

20 pt gap

FPSI/RLG 30

All Maryland Children Enter Kindergarten Ready to Succeed

% Maryland Kindergarteners demonstrating readiness (Note: the assessment tool is not a part of the measure)

A condition of well-being for children, adults, families or communities.

A measure which helps quantify the achievement of a result.

A measure of how well a program, organization or service system is working.

Language Discipline [ ]

31

1. Community Result 2. Indicators 3. Story Behind the Baselines 4. Strategies Programs Program A Program B Program C

Local __________ Federal __________ Businesses _________ Civic __________ Non-profits _________

Program A Performance Measures

Story Behind the Baselines

•  Action Plan & Budget


Performance measure

Population Indicator

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Selecting Performance

Measures


34

Who$are$our$clients?

What$services$do$we$provide$to$those$clients?

What$is$the$desired$impact*of$those$

services$on$those$clients?

How*are*we*doing*at$achieving$

that$desired$impact?

FPSI/RLG 35

How much did

we do?

The Three Kinds of Program Performance Measures

How well did we do

it?

Is anyone better off?

Quantity Quality

E

ffect

Ef

fort

# %


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Selecting Headline Performance Measures

How much did we do? # Clients/customers served

# Activities (by type of activity)


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Selecting Headline Performance Measures

How much did we do? How well did we do it? % Common measures e.g. workload ratio, staff turnover rate, % staff fully trained, unit cost

% Activity-specific measures e.g. % timely intakes, % accreditation standards met


TACS Timelines Attendance Customer Service Completion

Standards

RLG/FSPI

38

Selecting Headline Performance Measures How well did we do it?

Is anyone better off? #/% Skills / Knowledge

(e.g. cognitive, social, physical) #/% Attitude

(e.g. toward language, parenting) #/% Behavior

(e.g. reading to child at home) #/% Circumstances

(e.g. child care, transportation)

How much did we do?


BACKS Behavior Attitude Circumstances

Knowledge Skills

FPSI/RLG 39

Story behind the baseline

Partners (with a role to play in turning the curve)

What Works

Quality Improvement / Action Plan (with Budget)

Program:

Performance Measure Baseline

How are we doing?

Why?

Help?

Options?

Propose to do?

Turn-the-Curve Thinking™: Talk to Action


FPSI/RLG 40

All North Carolinians are Healthy

Community-Wide Strategy/Partners

Program Performance Measures (baselines)

END

M

EAN

S

Client outcomes END

? X

Population Accountability

Performance Accountability

1.  Doing the right things?

2. Doing those things right?


RLG/FPSI 41 MEASURABLE RESULTS FOR CLIENTS AND COMMUNITIES

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44

1. What is the end that we seek?

2. How are we doing?

3. What is the story behind the data?

4. Who are our partners with a role to play?

Management, Budgeting & Strategic Planning

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Program

Accountability

RLG 46

Friedman, Mark. Founder of the Fiscal Policy Studies Institute and author of: Trying Hard Is Not Good Enough (Trafford, 2005) www.resultsaccountability.com; www.raguide.org

Kania, John, and Mark Kramer. �Collective Impact.� Stanford Social Innovation Review (2011)

http://ssireview.org/articles/entry/collective_impact/

Ready At Five, School Readiness Data, Readiness Matters www.readyatfive.org


Acknowledgement Portions of these materials draw upon the work of:

Developing*a*Community*of*Prac5ce*RBA*and*Collec5ve*Impact*

47 MEASURABLE RESULTS FOR CLIENTS AND COMMUNITIES

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Thank You! Deitre Epps

[email protected]

www.resultsleadership.org

Deitre Epps, Partner Results Leadership Group www ... · Deepen their understanding of Results...

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