Organizational Readiness/Logic Model 2. 3 ... - Impact Foundry

Organizational Readiness/Logic Model

April 24, 2019

Table of Contents

Page

1. Organizational Readiness Presentation Slides 1

2. Organizational Readiness Assessment Form 24

3. Diagram for Improvement 40

4. Action Plan 41

5. Logic Model Presentation Slides 43

6. How to Complete Logic Model 52

7. Logic Model Training Sample 57

8. Logic Model Form 58

9. Sample Organizational Budget 59

10. Sample Program Budget 60

11. Sample Nonprofit Budget 61

12. Sample MOU 63

13. Sample Fund Development Plan 66

14. Sample Grant Agreement Letter 70

15. Urban Institute Taxonomy of Outcomes and Sample 74

16. Logic Models 81

Going After grants Ready, Set, Go! ©Linebarger Grantseeking Strategies

April 24,2019

Suzanne Linebarger

❖ Independent Consultant ❖ 27 years experience in various fields of fund

development ❖ Provided professional grantseeking services for 15

years ❖ Raised more than $49 million in grant revenue for

her clients

Today’s Presenter

Today’s Objectives

• Learn what funders look for in an organization.

• Assess your organization’s readiness and begin planning for organizational success.

• Learn how to use a Logic Model for developing effective programs and superior proposals.

Today’s Activities• Conduct in-class assessment of your organization’s readiness to pursue grants - your fundworthiness in the eyes of the grantor.

• Begin developing an action plan to address organizational weaknesses.

• Develop a Logic Model for a program, project, or proposal.

Before We Begin• Ground Rules • Introductions • Individual goals

2

Philanthropic Giving 2017

Why Assess Organizational Readiness?

You have a worthy cause. You have a great project. You have a compelling proposal. The best proposal may still not be funded. Why?

Are you a good investment?

Three Parts to Successful Grantseeking

• Thorough research of foundation or corporate prospect.

• A proposal that is well planned and well written.

• An organization that can produce results.

3

Strategic visioning and planning

Pages 24-39

Do you have nonprofit status?

Documentation

• IRS 501(c)(3) determination letter.

• California Franchise Tax Board Letter.

• Articles of Incorporation.

Red Flags

• Nonprofit status pending.

• Nonprofit status revoked or expired.

4

Written Mission and Vision statements?

Documentation

• Mission statement. • Vision statement. • Service or Treatment

philosophy.

Red Flags

• Red Flags. • Mission and/or vision

statement is vague, rambling, or unclear.

• Does not include positive change.

• Is not inspirational.

When were they created/updated?

Documentation

• Track dates of first mission and vision statements, and all subsequent versions.

Red Flags

• Mission/vision statement is out of step with current community climate.

How were the mission/vision statements created?

Documentation

• Description of the process used for developing the mission and vision statements.

• Who was involved?

Red Flags

• Mission/vision statements developed by the Founder or Executive Director (ED), with little or no input from the Board, staff, or stakeholders.

5

Organizational History?

Documentation

• Written organizational history.

• List of organizational achievements.

Red Flags

• Organization is too new to have history or track record of achievements.

• No institutional continuity to maintain history.

Strategic plan?

Documentation

• Written strategic plan. • Community needs

assessment. • Organizational strengths

and weaknesses. • Goals. • Objectives/Benchmarks. • Timelines. • Strategies.

Red Flags

• No strategic plan. • New strategic plan every

year. • A plan without goals and

measurable objectives. • Strategic plan was

developed by ED or staff.

Governance and Leadership

Board and Executive Staff

6

Board capacity

Documentation• Board list and

affiliations. • Resumes or brief bio of

board members. • Board diversity.

Red Flags• Board members are

friends, family members, or neighbors of ED or Founder.

• Staff are on the Board. • Consumers are not on the

Board. • Board does not have

diversity or skills for governance.

Board training

Documentation

• Board orientation manual.

Red Flags

• No board training or orientation.

Shared Vision for the future?

Documentation• Written strategic plan.

Red Flags• No strategic plan.

• New strategic plan every year.

• A plan without goals and measurable objectives.

• Strategic plan was developed by ED or staff.

7

What is the Board’s Role?

Documentation• Written document of

Board roles and responsibilities.

• Chart of Board committees.

• Conflict of Interest policies.

Red Flags• No written description of

Board roles. • No functioning

committees. • No Conflict of Interest

policy.

Regular Board meetings?

Documentation

• Board minutes, preferably for the past year, with action items recorded.

Red Flags

• Board meets infrequently or irregularly.

• No record of action items.

Organizational Chart?

Documentation• Organizational chart for

Board and Executive Staff.

• Organizational chart for ED and staff.

• Organizational chart showing programs within the agency.

Red Flags• Organizational flow, or

chain of command, is not delineated.

8

Competent Executive Director?Documentation

• Resume demonstrating management expertise and experience.

Red Flags• ED does not work well

with the Board. • ED does not provide

leadership and direction for staff.

• ED works in isolation.

Succession plan?

Documentation• Solid management team. • Board policy re:

recruitment, hiring, and termination of ED.

Red Flags• No succession plan. • Organization is so

dependent on Founder/ED that organization will fail without him/her.

Fiscal Management

9

Organizational budget?

Documentation• Board-approved

organizational budget. • Projected cash flow for 12

months.

Red Flags• Lack of budget. • Lack of board

involvement/oversight of budget.

• Fund development goal is determined by need, not ability to raise funds.

Pages 27-31

Program Budgets?

Documentation• Program budget.

Red Flags• Budget does not total

correctly. • Budget and activities are

not aligned. • Budget is unrealistic.

Fiscal Systems?

Documentation• Written fiscal

management policies. • Separation of functions for

fiscal management. • Internal controls.

Red Flags• No system for reporting

fiscal information. • No controls. • No system for accounts

payable and receivable.

10

Fiscal staff?

Documentation• Resume(s) demonstrates

knowledge of and experience with fiscal practices.

Red Flags• No staff or Board member

with competent accounting skills and knowledge of acceptable financial practices.

Financial documents

Documentation• Monthly financial

statements. • Annual financial

statements, reviewed and approved by Board.

• Audited financial statements.

Red Flags• Lack of financial

documents. • Cash flow problems. • No Board oversight. • Unable to meet reporting

requirements.

Electronic Capability?

Documentation• More funders are

requiring agencies to have the ability to file financial and program reports electronically.

Red Flags• Agency does not have

technical ability to file reports electronically.

11

Program or Service Delivery

Program description?

Documentation• Written program

statement with goals, strategies, and measurable outcomes.

Red Flags• Program description is

unspecific. • Goal is not aligned with

mission. • Strategies (activities) and

outcomes are not aligned.

12

Is there a need?

Documentation• Community needs

assessment. • Needs statement.

Red Flags• Insufficient or no

supporting data. • No consumer input.

Effective services?

Documentation• Internal evaluation. • External evaluation. • Continuous Quality

Improvement Plan.

Red Flags• No tracking or reporting of

performance outcomes. • Outcomes tracking is only

quantitative, not qualitative.

• No consumer input.

Staff Diversity

Documentation• Comparison of staff

diversity to population served.

• # of bilingual staff (and their languages).

• # of former consumers now on staff.

Red Flags• No staff diversity. • Limited or no bilingual

staff, where needed. • Consumers are not

recruited as staff.

13

Collaboration?

Documentation• Collaborative proposals

and/or programs. • Memorandum of

Understanding (MOU) with other agencies.

• List of collaborative partners and roles.

Red Flags• New program or

organization duplicates existing services.

• Multiple agencies provide similar services without coordination.

Pages 32-34

Staffing/human resources

14

Paid Staff?

Documentation• Resumes. • Recruitment policy.

Red Flags• No paid staff. • No recruitment policy.

Size MattersAll Volunteer1-5 Employees6-10 Employees200+

*Data from GrantStation

Grants make up 10% or Less of the Budget

• All Volunteer – 53% • 1-5 Employees – 30% • 6-10 Employees – 20% • 200+ Employees – 57%

*Data from GrantStation

15

HR Policies?

Documentation• Pre-employment

screening practice. • Job descriptions. • Written personnel policies

or employee manual. • Grievance process. • Hire letter or contract.

Red Flags• No employment screening

process. • No job descriptions. • No employee manual. • No employee contracts or

hire letter.

Staff training

Documentation• Training records. • Training documents

(workplace safety, cultural competence, workplace harassment prevention).

Red Flags• No training program. • No record keeping for

trainings.

Licenses/Certifications?

Documentation• Copies of staff licenses

and certifications.

Red Flags• Revoked, suspended, or

expired licenses. • No licensed staff for

services that require it.

16

Staff compensation?

Documentation• Policies and procedures

re: salary ranges, pay, and performance.

Red Flags• Compensation ranges are

too low or too high. • Salary ranges are

arbitrary. • Salaries and benefits are

not defined.

Fund development/marketing

17

Fund development plan?

Documentation• Written fund development

plan. • Diverse revenue streams. • Multiple fund-raising

strategies. • Goals, timelines,

benchmarks, roles, responsibilities.

Red Flags• No fund development

plan. • Plan is dependent on

limited revenue sources. • Plan incorporates

unrealistic fund development strategies or unattainable goals.

• Relies on staff alone.

Pages 35-38

Marketing plan?

Documentation• Similar to the fund

development plan, with goals, strategies, timelines, outcomes, roles.

Red Flags• No marketing plan. • No marketing

resources. • Organization is not well-

known or has image problem.

Case for support?

Documentation• Written case for support.

Red Flags• No case for support. • Case for support does not

include supportive data, goals, realistic strategies.

• Not compelling.

18

Web Site/E-mail?

Documentation• Organizational web site

with contact information, mission/vision, history, Board list.

• Ability to solicit and receive donations online.

• Board and staff can communicate via e-mail.

Red Flags• Organization does not

have technological capacity for web site and/or e-mail.

• Web site has limited information.

• Web site has limited ability.

Marketing materials?

Documentation• Agency/program

brochures. • Newsletter. • Distribution numbers.

Red Flags• No brochures. • No newsletters. • Materials do not include

gift solicitation. • Donors are not listed in

materials. • Organizational

accomplishments are not highlighted.

Diverse funding?

Documentation• Breakdown of sources

of funding ▪ Individuals ▪ Foundations ▪ Corporations ▪ Fees for service ▪ Government

Red Flags• Organization relies on few

funders, such as government contracts, or limited donors.

19

Soliciting other grants?

Documentation• List of foundation

prospects. • Status of grant

solicitations.

Red Flags• No list of foundation

prospects. • No proposals pending. • Foundation prospects are

not based on alignment of giving and geographic focus.

• Organization relies on one foundation for funding.

Successful fund-raising events?

Documentation• Amount raised through

events. • # of donors increased • Net vs. gross

Red Flags• Organization relies on

fund-raising events. • Events are not cost

effective. • Event lost money.

Board and staff giving?

Documentation• Written policy of Board

giving. • Track record of Board

giving. • Track record of staff

giving.

Red Flags• Board does not support

organization financially. • Staff does not support

organization. • Staff feel coerced to give.

20

Fund development committee?

Documentation• List of Fund Development

Committee members and their affiliations.

• Committee is comprised of Board, staff, and volunteers.

Red Flags• No fund development

committee. • Staff or ED are

responsible for fund-raising.

Board/staff fund-raising

Documentation• Board and staff members

are members of Fund Development Committee.

• Board and staff participate in fund-raising efforts.

Red Flags• Fund-raising activities are

delegated to staff or ED. • Perception by board and

staff that it’s “not their job.”

Donor Record-Keeping?

Documentation• Annual report. • List of donors. • Other forms of donor

recognition. • Levels of support.

Red Flags• No donor list. • Donor list is inaccurate –

misspelled names, missing names, wrong level.

21

Donor Acknowledgement Process?

Documentation• Sample donor

acknowledgement letter. • Policy regarding

acknowledgement process and timeliness.

Red Flags• Donors are not

acknowledged. • Thank-you letters are not

timely.

Ability to apply online?

Documentation• Electronic versions of

agency documents, such as Board list, organizational budget, program budget, financial statements, 501(c)(3), 990 form, resumes.

Red Flags• Missing documents • Lack of online registration.

Fund development staff?

Documentation

• Resumes of fund development staff.

• Resumes of fund development volunteers.

Red Flags

• No staff resources. • Staff or volunteers

have limited or no fund development experience.

22

Focus Area 5

Focus Area 6

Focus Area 4

Focus Area 3

Page 40

Action planFocus Area Goal Strategy Needed Resources

Needed

Example: Fund Development/Marketing

Fund Development Plan

Within 3 months, complete fund development plan, including goals, benchmarks, strategies, roles.

Meetings of Board, staff, volunteers. Fund development staff facilitate meetings Fund-raising assessment.

Page 41

Practice

➢Complete Organizational Readiness Assessment

➢ Identify Focus Areas

➢Develop Action Plan to Improve Readiness

23

Getting Ready for Grants – Ready, Set, Go!

R += Required, essential © Linebarger Grantseeking Strategies April 2014

24

Strategic Visioning/ Planning

Rating 1-5

Documentation What Funders Look For Red flags

Do you have nonprofit status?

R 5 IRS determination letter 501(c)(3) California Franchise Tax Board Letter

Proof of 501(c)(3) status. Nonprofit status pending Nonprofit status revoked

Do you have a written mission statement? Vision Statement?

R Mission Statement. Vision Statement

Mission statement is compelling and reflects the purpose and values of the organization, and defines consumers served. Board and staff have shared vision and values for the organization.

Mission and/or vision statements is vague, rambling, or unclear. Does not include positive change. Is not inspirational

When was it written and/or updated?

Track dates of first mission and vision statements, and all subsequent versions.

Mission and vision statements reflect current needs and values.

Mission/vision statements is out of step with current community climate.

Was the Board involved in the development of the mission/vision statement?

Description of the process used for developing the mission/vision statement.

Board and staff have shared goals and vision for the organization.

Mission/vision statements developed by Founder or ED with little or no input from Board, staff and other stakeholders.

Do you have an organizational history?

Written organizational history.

Ability to describe rationale for founding of agency. History of organizational achievements.

Organization may be too new to have history or achievements.



25

Strategic Visioning/ Planning

Rating 1-5


Do you have a strategic plan? R 1 Written strategic plan. A strategic plan developed with input from Board, staff, and consumers. Strategic plan is aligned with the organization’s mission. The plan identifies community needs, organizational strengths and weakness. The plan sets goals and measurable objectives with timelines.

No strategic plan. A new strategic plan every year. A plan that doesn’t include goals and performance indicators.

30 Points Possible Score:



26


Rating 1-5


Do you have a Board? How do you recruit your board? Is your Board recruited based on expertise it can bring to the governance of the organization?

R 3 Board list and affiliations.

Board diversity. Board skills -

Lawyer Accountant Public Relations IT Consumer Business expertise

Board members are friends, family members, or neighbors of the Executive Director or Founder. Staff are on the Board. No representation from consumers.

Do you have board orientation or training?

Board orientation manual. Board members understand their fiduciary, governance, and fund-raising responsibilities.

No board training or orientation.

Do your board and staff have a shared vision for the future of the organization?

R A written strategic plan Planning process involves Board, staff, population served, volunteers and members of the community. Plan sets goals, timelines, and performance indicators to measure achievement of goals.

No strategic plan. A new strategic plan every year. A plan that doesn’t include goals and performance indicators. Strategic plan was developed by ED or staff only.

What is the role of your Board?

Written document of Board roles and responsibilities Chart of Board committees Conflict of interest policies.

Board committees or task groups for fiscal oversight, board recruitment, fund development

No written description of Board roles. No functioning Board committees. No Conflict of Interest policy.



27


Rating 1-5


Does your Board have regularly scheduled meetings?

R Board minutes Board minutes for the past year, with action items recorded.

Board meets infrequently or irregularly. No record of action items.

Do you have an organizational chart?

Organizational charts

Management and reporting chain are delineated. Roles of board, ED, staff, and ad hoc committees are clearly defined.

Organizational flow is not delineated.

Do you have a competent Executive Director?

Resume demonstrating management expertise and experience.

Executive Director understands the mission and structure of the organization. ED works collaboratively with the Board, and provides leadership to staff.

ED does not work well with the Board. ED does not provide leadership and direction for the staff. ED works in isolation.

Is there a succession plan for the Founder/ED?

Solid management team. Board policy re: recruitment, hiring, and termination of ED.

Systems and management team in place can transition to a new leader, should the need arise.

No succession plan. Organization is so dependent on Founder/ED that organization would cease to exist without him/her.




28

Fiscal Management Rating

1-5 Documentation What Funders Look For Red flags

Do you have an organizational budget, approved by the Board?

R 1 Board-approved organizational budget Projected cash flow for 12 months.

Board involvement and oversight in budgeting. Revenue and expenses are realistic. Budget is developed as part of strategic plan and organizational goals. Revenue and expenses are realistic.

Lack of budget. Lack of Board involvement in budget development. Lack of Board oversight of budget. Fund development goal in budget is determined by need, not ability to raise funds.

Do you have program budgets?

R Program budget Program budget can be delineated from organizational budget. Program budget relates directly to program activities.

Budget does not total correctly. Budget and activities are not aligned. Budget is unrealistic.

Do you have fiscal management policies and procedures?

Written fiscal management policies

Accounting procedures manual. Internal controls in place. Separation of functions for fiscal management. Policy on expense reimbursement.

No system for reporting financial information. No system for accounts payable and receivable.

Do you have an accountant or fiscal staff with certification?

Resume demonstrating knowledge of and experience with fiscal practices.

Skilled staff with accounting background and firm understanding of fiscal procedures and legal requirements for nonprofits.

No staff or Board with competent accounting skills and knowledge of acceptable financial practices.



29

Fiscal Management Rating 1-5


Do you have financial statements?

R Monthly financial statements Annual financial statements Audited financial statements

Budget and actuals are close. Cash flow is well managed. Board approves year-end financial statement. Organization is able to fulfill reporting obligations.

Lack of financial documents. Cash flow problems. Unable to meet reporting requirements.

Do you have ability to produce financial reports electronically?

More funders, especially government agencies, require ability to file reports electronically.

Lacks ability to file reports electronically.




30

Program Rating


Do you have written program description(s)?

3 Written program statement with goals, strategies, and measurable outcomes.

Programs are aligned with the organization’s mission, vision, and strategic plan.

Program description is unspecific. Goal is not aligned with mission. Activities and outcomes are not aligned.

Does your organization provide services to meet the needs of the community?

R Needs Assessment Needs Statement

Supporting data Compelling story Consumer input on program development.

Insufficient or no supporting data. No consumer input.

Does your organization provide effective services? How do you evaluate the success of your programs/organization? Do you report program outcome data?

R Internal evaluation External evaluation Continuous Quality Improvement Plan

Performance indicators. System to ensure accountability in meeting performance indicators. Evaluation is used to revise or update strategic plan on annual basis. Evaluation tools.

No tracking or reporting of performance. Outcomes tracking is quantitative only, no qualitative tracking. No consumer input.

Does your staff reflect the diversity of your consumers/community? Bilingual staff? Staff who are former consumers?

Comparison of staff diversity to population served. # of bilingual staff # of former consumers and roles.

Staff diversity at all levels. Bilingual staff, if appropriate. Former consumers as staff

No staff diversity. Limited or no bilingual staff, though needed. Consumers are not recruited as staff.



31

Program Rating 1-5


Do you collaborate with other agencies?

Collaborative proposals and/or programs. Memorandum of Understanding (MOU) with other organizations. List of collaborative partners and their roles.

Collaboration with other agencies to provide effective services to meet the needs of consumers. Services are coordinated and not duplicating other agencies.

New program or organization established that duplicates existing services Multiple agencies provide the same service without coordination. .




32

Staffing/Human Resources Rating


Do you have paid staff? How do you recruit staff?

0 Resumes Recruitment policy

System in place to recruit skilled staff.

No paid staff. No recruitment system.

Do you have human resources policies and procedures?

Pre-employment screening practice. Job descriptions Written personnel policies or employee manual or handbook. Grievance policy. Hire letter or contract.

Written HR policies and procedures. Appropriate screening systems.

No employment screening process. No job descriptions. No employee manual. No employee contracts or hire letter.

Do you have staff training? Training records. Training documents.

Staff orientation training. Training on workplace safety, preventing harassment in the workplace. Organizational environment that supports professional development.

No training program. No record keeping for training program.

Do you have licensed or certified staff?

Copies of staff licenses and certifications.

Staff have the licenses or certifications to provide services.

Revoked, suspended, or expired licenses. Organization provides services that would be best provided by licensed or certified staff, but does not employ such staff.



33

Staffing/Human Resources Rating 1-5


Is staff compensation appropriate?

Policies and procedures re: salary ranges, pay, performance.

Compensation is fair and based on job performance. Compensation includes vacation and sick leave.

Compensation ranges are too low or too high. Salaries and benefits are not defined.




34

Fund Development/ Marketing

Rating 1-5


Do you have a fund development plan?

Written fund development plan

Long-term planning, for financial security of organization. Revenue from diverse sources. Sets goals, timelines, and benchmarks. Incorporates multiple proven fund development strategies. Defines roles and responsibilities for Board, staff and volunteers.

No fund development plan. Plan relies heavily on one or two revenue sources. Plan incorporates unrealistic fund development strategies or unattainable goals.

Do you have a marketing plan?

Written marketing plan, with goals, timelines, activities/strategies, and performance benchmarks.

Similar to fund development plan. Adequate resources are allocated to marketing needs.

No marketing plan. No marketing resources. Organization is not well-known.

Do you have a written case for support?

Written case for support. Compelling Supportive data Reasonable goals Potentially successful strategy

No case for support, or case does not include supportive data, reasonable goals, or realistic strategies.



35


Rating 1-5


Do you have a web site? E-mail?

Organizational web site E-mail addresses for staff and Board.

Web site provides contact information, mission and vision, Board members, program descriptions, and organization history. Web site has ability to solicit and accept donations. Board and staff can communicate via e-mail.

Organization does not have the technological capacity to support web site and/or e-mail. Web site has limited information or limited ability.

Do you have marketing brochures?

Brochures for agency and programs. Brochures for separate organization sites.

Brochures are provided in consumer’s language. Brochures include request for funding.

No written brochure.

Do you have a newsletter? How is it distributed and to whom?

Sample newsletter. Newsletter includes request for funding. Newsletter has wide distribution to stakeholders and potential donors. Newsletter acknowledges donors. Newsletter documents agency achievements.

No newsletter. Newsletter has limited distribution Newsletter does not list donors. Newsletter does not include gift solicitation. Newsletter does not highlight organizational accomplishments.



36


Rating 1-5


Do you have funding from more than one source? What are they?

R Breakdown of sources of funding from individuals, foundations, corporations, and fee-for-service or government sources.

Diverse and sustainable funding.

Organization relies on few funders, such as government contracts, or limited donors.

Have you secured gifts from individuals?

R Percentage of funding from individuals.

Broad support from the community, as evidenced by donations from individuals.

Organization has little support from individuals. Organization does not focus on individual donor development.

Have you secured gifts from corporations?

Percentage of funding from corporations. List of corporate donors, with amounts, years, and purpose of donation, if applicable.

Diverse and sustainable funding

Organization has little or no support from corporations. Board does not have or does not use connections to solicit corporate gifts.

Have you secured foundation grants?

Percentage of funding from foundations. List of foundation grants with amounts, years, and purpose.




37


Rating 1-5


Are you securing grants from other sources?

List of foundation prospects, researched and identified based on giving and geographic focus. Status of grant solicitations.


No list of foundation prospects. No proposals pending. List of foundation prospects is not based on alignment of giving and geographic focus. Organization relies on one foundation for funding.

Have you conducted fund-raising events? Were the events successful?

Amount raised through events. # of donors increased through events. Net vs. gross of events.

Success of fund-raising events demonstrates community interest and support, as well as organizational infrastructure to successful event.

Organization relies on fund-raising events. Events are not cost-effective. Event lost money.

Does your Board give? R Written policy of Board giving.

100% of Board makes personal donation.

Board does not financially support the organization.

Does your staff give? Percentage of staff who give Organizational investment by its own staff. System to solicit staff gifts.

No staff giving Coercive process to encourage staff giving.

Do you have a fund development committee?

List of Fund Development Committee members and their affiliations

Fund development committee comprised of Board, staff, and community volunteers with fund-raising expertise and enthusiasm.

No fund development committee Fund development strategies are driven by staff or ED.



38


Rating 1-5


Are your board and staff committed to raising funds for the organization?

Board and staff are members of Fund Development Committee Board and staff participate in fund-raising efforts.

Board and staff receive training in fund-raising. Board and staff work together to solicit financial support for the organization.

Fund raising activities are delegated to fund development staff. Perception by board and staff that it’s “not their job.”

Do you have a donor record-keeping process?

Annual report. List of donors. Levels of support.

Appropriate public recognition of individual gifts, and foundation and corporate grants.

No donor list. Inaccurate donor list.

Do you have a donor acknowledgment process?

Sample donor acknowledgment letter. Policy re: donor acknowledgment process and timeliness.

Donors are appropriately acknowledged in timely manner.

Donors are not acknowledged. Thank-you letters are not timely.

Do you have ability to apply for grants online?

Electronic versions of Board list, organizational budget, program budget, financial statements, 501(c)(3), 990.

More foundations, corporations, and governments are requiring submission of applications online.

Missing documents. Lack of registration at web site.

Do you have competent fund development staff?

Resumes of fund development staff (or volunteers).

Fund development staff provides support to Board, staff, and volunteers in securing gifts. Fund development staff assist in development of fund development plan.

No staff resources. Staff or volunteers have limited or no fund development experience.

100 Points Possible



39

Score:

Total Points Possible Score

Strategic Visioning/Planning 30

Governance and Leadership 40

Fiscal Management 30

Program 25

Staffing/Human Resources 25

Fund Development/Marketing 100

Total Score 250


R += Required, essential © Linebarger Grantseeking April 2014 40

Diagram for Improvement

Identify up to six focus areas for Organizational improvement. Draw one-way arrows connecting focus areas that are impacting other areas, with arrow pointing to area being impacted.

Focus Area 2

Focus Area 3

Focus Area 4

Focus Area 1

Focus Area 6

Focus Area 5

Iden



Action Plan

Focus Area Goal Strategy/Action Needed to Achieve Change (include timeline)

Resources Needed to Implement Strategy

Example: Fund Development/Marketing

Fund Development Plan Within 3 months, develop fund development plan that includes: Goals Benchmarks Fund-raising strategies Roles and Responsibilities Donor acknowledgement and tracking

Meetings of Board, staff, and volunteers Fund development staff facilitate meetings Assessment of organization’s ability to raise funds.



Focus Area Goal Strategy/Action Needed to

Achieve Change (include timeline)

Resources Needed to Implement Strategy

Logic Model

Getting the Big Picture on One Small Page

Using Logic Models for the Right Start to Developing a Successful Proposal or Program

Page 52

What is a Logic Model?

• Definition:

• A program logic model is a picture of how your program works – the theory and assumptions underlying the program. This model provides a roadmap of your program, highlighting how it is expected to work, what activities need to come before others, and how desired outcomes are achieved.

• - W.K. Kellogg Foundation Evaluation Handbook (1998)

43

❖ Planning your program – activities, staffing, timeline, budget.

❖ Guiding implementation and ensuring fidelity of your program.

❖ Evaluation of your program.

Logic Model

A Logic Model can be used for…

Logic Model

Benefits of a Logic Model

■ Ensures that key elements of your proposal are included, connected, and make sense.

■ Clarifies the program goals and activities for all the program/project team members.

■ Guides your program toward solution-focused results.

Logic Model

44

Logic Model

Logic Model

45

Logic Model

Sample Outline of a Proposal

I. Summary or Overview II. Organizational history or introduction III. Problem or Needs section IV. Program description/methods/activities - what activities, how many and how

often, what staff, where will services be provided, what curriculum will be used V. Goals, outcomes VI. Evaluation VII. Future funding/Sustainability Plan VIII. Attachments, including budget and logic model

Logic Model

■ Assumptions = If this need exists, what can be done to achieve change? If you have the resources, if you provide the activities, what outcomes will result? Can also be the principles or factors guiding program design?

■ Inputs/Resources = What staff will be committed to the program, what facilities, equipment, or curriculum will be needed?

■ Activities/Strategies = What services will be provided, what strategies for change will you implement?

Logic Model

Logic Model Components

46

■ Outputs = How many activities, how often, to how many people?

■ Outcomes = What changes will result from your activities, and how will they be measured?

■ Impacts = What changes resulting from your activities do you anticipate in the long-term?

Logic Model

Logic Model Components

Logic Model PracticeLogic Model

Problem Statement – Nonprofit organizations are lacking the tools to compete successfully for grant funding. Goal – Nonprofit organizations will improve their grantseeking capacity.

Inputs/Resources Activities Outputs Outcomes Impacts

Instructors

Curriculum

Webinar software

Webinar technician

Recruit experienced proposal writers and instructors.

Develop curricula.

Acquire and implement webinar platform.

Present webinars

Record webinars.

Four one-hour webinars, offered 4 times annually, 30 participants.

Curriculum handouts and worksheets

DVD programs of webinar presentations.

• Nonprofit organizations (NPOs) will learn and improve their ability to conduct foundation research.

• NPOs will increase their ability to match proposals to best foundation prospects.

• NPOs will increase their knowledge of successful grantseeking strategies.

NPOs will secure larger grants

NPOs success rate in grantseeking efforts will increase.

Logic Model PracticeLogic Model

Problem Statement – Nonprofit organizations are lacking the tools to compete successfully for grant funding. Goal – Nonprofit organizations will improve their grantseeking capacity.

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Grantseeking Workshop Outcomes• 67% of participants wrote full proposals. • Of the 33% who did not, their organizations were

not ready to pursue grant funding or were unable to find grant opportunities that matched.

• 64% of those who submitted grants were successful.

• Raised more than $5.5 million in grant funding.

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Outcomes• Knowledge, Learning, Attitude • Behavior • Condition or Status • Outreach • Access • Attendance, utilization • Engagement and Satisfaction

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• Improve • Increase • Expand • Reduce • Decrease • Maintain

Clues to Outcomes -

Outputs• What activities, services, or strategies

does the program provide? • How many people are served in each

activity? • How frequently are the services provided? • How many sessions?

Outputs Begin With - • To provide

• To establish

• To create

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Inputs• What staff are needed? • What facilities? • What equipment? • What curriculum? • Volunteers?

Fitting the Logic Model into the Proposal

Logic Model

I. Summary or Overview II. Organizational history or introduction III. Problem or Needs section IV. Program description/methods/activities - what activities, how many and

how often, what staff, where will services be provided, what curriculum will be used

V. Goals, outcomes VI. Evaluation VII. Future funding/Sustainability Plan VIII. Attachments, including budget and logic model

Practice

I. Develop Logic Model for New or Existing Program

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QUESTIONS?

Suzanne Linebarger GrantSeeking Strategies ~ Consulting ~ Training

[email protected]

(916) 485-5077

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HOW TO COMPLETE THE LOGIC MODEL

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Definition: A program logic model is a picture of how your program works – the theory and

assumptions underlying the program. This model provides a roadmap of your program, highlighting how it is expected to work, what activities need to come before others, and how desired outcomes are achieved.

- W.K. Kellogg Foundation Evaluation Handbook (1998) For me, the key words here are “This model provides a roadmap of your

program.” You can also think of it as a verbal flow chart of how your program operates.

In addition to being an excellent tool for organizing your proposal, a logic model can be used to

• Plan your program • Implement your program and keep it on track and • Evaluate your program.

Most proposals require the following components, though not always in this order:

• Summary or Overview • Organizational background or history • Need or problem statement • Program description • Goals or outcomes • Evaluation • Future funding or sustainability • Attachments, including Logic Model, organization charts, board lists, etc.

As you develop your story or proposal, the answers to the “who, what, when,

where, how, and why” questions need to be applied in different sections. The outline here shows the typical order of most proposals. However, this shouldn't be the order of your work on the proposal. As most of us know, you can't write the Summary, which is found at the beginning of the proposal, until you've completed all the rest of the narrative. Similarly, the logic model is often an attachment at the back, if it is required at all, and many people approach it with a low priority. For a superior proposal, it should be the first thing you complete. Developing the components of the logic model are essential in developing key sections of the proposal narrative.

Logic Models as a Team Project

A good logic model is developed as a team, with the following players at the

table:

• Program • Finance • Management • Evaluation


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• Partners • Stakeholders

Every one of the persons representing the above should be participating in the development of the project, program, or proposal. Creating a logic model, and consequently, a proposal, without their input is asking for trouble, and potentially, failure down the road. Start with the Needs Statement. This should be one sentence that identifies the unmet need and the target population/region. Next, draft the Goal Statement. This is more of a long-term projection of the eventual outcome. How will the needs of the target population improve? As discussed in class, the Logic Model is read from left to right. However, it is developed filling in the columns, working from right to left.

Outcomes and Objectives

Many novice writers make the mistake of describing what the organization does without thinking about why they are doing it. It’s better to start with what you plan to achieve, the outcomes, and then describe the activities that will be employed to accomplish those objectives. Outcomes and objectives are solution-focused, something funders want to invest in.

To improve To increase To expand To reduce To decrease To maintain

Sentences that begin with verbs relating to changes in conditions or situations, such as above, are related to outcomes and objectives. Those changes may be in:

Attitude Perceptions Knowledge Skill Behavior Condition Agency Organization Community


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Outcomes will be for a specific group:

Population group Program participant Client Individual Family Neighborhood

Sentences that begin with the following phrases are actually talking about Outputs, or counts, of the Activities or Strategies that are implemented, and are not Outcomes.

To provide To establish To create

Short-term outcomes usually relate to changes in knowledge or access as a result of the activities. Examples: increased knowledge of parenting skills; increased access to health resources; increased awareness of arts programs. Mid-term outcomes usually relate to changes in behaviors. Examples: improved parenting skills; increased utilization of health resources; increased attendance at arts programs. Outcomes are the results of your activities and should be SIMPLE

Specific – stating exactly what will change through your project Immediate – includes the time frame in which the problem will be addressed Measurable – the means by which you demonstrate success Practical – each objective is a real solution to a real problem Logical – each objective leads to achieving the goal Evaluable – the amount of change in condition or situation needed to show that the program is effective.

Outcome statements include the group of people who will experience the change, the condition or situation that will be changed, how much will change, and when it will occur. Examples of Outcomes:

• Parents will increase their knowledge of appropriate child development stages • Children will be safe. • Youth in the Wonder Program will improve confidence.

Now that you have established the outcomes for your program, set indicators.

Indicators are the measure that will quantify the results or success. After developing the


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outcomes, you can then determine or specify what indicators you will use to track the outcomes, how you will collect the information (data collection methods, evaluation tools, outcome measurement tools), and from there, set benchmarks (also known as indicators or objectives) for measuring success. For example, 75% of parents who participate in the program will demonstrate increased knowledge of parenting skills, and 55% will incorporate parenting skills. The long-term outcomes or goals for this example might include that parents will experience less stress, at-risk parents will have reduced involvement with Child Protective Services, fewer children will be placed in Foster Care, children will remain safe, and children will remain with biological parents.

These are often stated by percentages, such as:

% of parents that will demonstrate increased knowledge of appropriate child development stages. % of children placed in safe, stable, and loving families. % of youth in the Wonder Program who will report improved confidence.

Outcomes and indicators should be developed by the team – the proposal writer,

the evaluation staff, and most importantly, the program staff who will be responsible for implementing the program and achieving the proposed outcomes.

The more specific you can be, the better. Once you have determined some benchmarks or objectives tied to the outcomes, then you can move to the Outputs and Activites/Strategies. The specifics there will help determine the numbers for the Inputs/Resources. The numbers in the first three columns (Inputs, Activities, Outputs) will be the start of the program budget narrative.

Activities, Methods, Strategies

The activities or methods that your organization implements, and that you will place in the next column of the logic model, should directly tie to the outcomes that your team establishes for the program. This column lists the actual activities or services to be provided. It should flow logically from the objectives and outcomes. Every activity, every service must be connected to one or more of the objectives. If it doesn’t, there is no reason to be doing it and shouldn’t be included in your proposal.

When completing this column, list the activities in their logical sequence. For example:

• Hire staff • Train staff • Staff conduct assessments • Staff work with clients to develop an individual service plan • Staff coach clients in implementing plan


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• Staff and clients evaluate success in plan, and identify what isn’t working, and revise plan as needed.

• As clients improve, services taper off. • Clients graduate from program, and become independent, successful individuals

contributing to society.

! Outcomes = What and who will change, and how?

! Outputs = How many activities, how often, to how many people?

! Activities/Strategies = What services will be provided, what strategies for

change will you implement?

! Inputs/Resources = What staff will be committed to the program, what facilities, equipment, or curriculum will be needed?

Logic Model resource – W.K. Kellogg Foundation Logic Model Development Guide, http://www.wkkf.org/resource-directory/resource/2006/02/wk-kellogg-foundation-logic-model-development-guide. Outcome and Performance Indicators – Urban Institute Outcome Indicators Project, http://www.urban.org/center/cnp/projects/outcomeindicators.cfm. This site gives outcome examples for 14 different program areas: Adult Education and Family Literacy; Advocacy; Affordable Housing; Assisted Living; Business Assistance; Community Organizing; Emergency Shelter; Employment Training; Health Risk Reduction; Performing Arts; Prisoner Re-Entry; Transitional Housing; Youth Mentoring; Youth Tutoring. For Museum and Library Services, Institute of Museum and Library Services

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Need Statement – Cancer patients and medical professionals are unaware of the benefits of exercise in complementing cancer treatments and long-term survival. Cancer patients and medical professionals lack knowledge of and access to available exercise programs for cancer patients. Agency Goal – Promote healing and improve the quality of life for cancer patients and cancer survivors. Program – Exercise Counseling Program Inputs/Resources Outputs Outcomes - Impact What we invest Activities – what we do Participation – who

we reach Short Term (learning) Medium Term (action) Long Term – Ultimate

Impact (conditions) 2 Personal Trainers certified in Cancer and Exercise specialty.

Provide one-on-one consultations. Sessions are 60 – 90 minutes. Develop individual exercise plans.

300 cancer patients receive exercise consultations annually. 300 cancer patients receive individual exercise plans annually.

Cancer patients learn the benefits of exercise as part of their treatment regimen.

Cancer patients incorporate exercise in their life.

Cancer patients experience improved quality of life. Cancer patients experience better treatment outcomes, including long-term survival.

Conduct follow-up calls.

300 follow-up calls to cancer patients annually.

Cancer patients feel motivated to exercise.

Cancer patients continue with exercise programs.

Link clients to available exercise programs.

120 of referrals to walking program. 90 to home exercise program. 90 referred to gym classes.

Cancer patients access available exercise programs, Sunflower Wellness and others.

Provide information or link to equipment, nutrition, complementary care and other tools for improving health and recovery.

300 are provided information.

Clients learn beneficial nutrition, exercise equipment, and other tools that improve their health and well-being.

Clients apply nutrition, these tools.

Conduct outreach to medical professionals and others involved in cancer treatments. 1 per quarter per staff, total of 8 presentations

50 physicians, Medical professionals Physical therapists Trainers

Medical professionals understand benefits of exercise as part of the treatment. Medical professionals are aware of available exercise resources for their patients.

Medical professionals increase patient referrals to exercise consultations and exercise programs.

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Need Statement – Program – Program Goal: Inputs/Resources Outputs Outcomes - Impact

What we invest Activities – what we do Participation – who we reach

Short Term (learning) Medium Term (action) Long Term – Ultimate Impact (conditions)

MAY AND STANLEY SMITH CHARITABLE TRUSTupdated November 2013

Applicant Name: Fiscal Year Ending:

Sources of Funding $Foundation GrantsCorporate GrantsIndividual Cash DonationsGovernment (specify)MembershipFundraising/Special EventsEarned IncomeIn-Kind DonationsOther (specify)

Total Income 0

Expenses $SalariesBenefitsProfessional/Consultant FeesFundraising ExpensesOccupancy including utilitiesTravelConferencesEquipmentSuppliesIn-Kind DonationsOther (Specify)

Total Expenses 0

Net Income (Loss) 0

ORGANIZATION BUDGET TEMPLATEProvide a budget (income and expenses) for the organization for the fiscal year in which the grant funds will be used.

If you are submitting your own form or editing the template below, include a line for government funding. List $0 if no government funding is received. The Trust defines government funding as all direct or indirect funding received by an organization from government sources, whether in the form of grants; contracts from federal, state, and/or local government agencies, including public school districts and arts councils; or government funds received indirectly through medical or social service reimbursement programs, such as programs administered by Medicaid, Medicare, or a Department of Vocational Rehabilitation.

If the budget is not yet approved, a draft budget is acceptable.

Only include in-kind donations of goods, equipment, rent, or professional services as would be included in your audited financial statements. If volunteers provide significant assistance to your organization in a non-professional capacity, please describe this in a separate note at the bottom of the page.

Reporting in US dollars is preferred; otherwise, identify the local currency represented.

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MAY AND STANLEY SMITH CHARITABLE TRUSTupdated November 2013

Applicant Name:Program / Project Name:

Fiscal Year Ending: Fiscal Year Ending:Enter FY End Date Here Enter FY End Date Here

Sources of Funding $ $Foundation GrantsCorporate GrantsIndividual Cash DonationsGovernment (specify)MembershipFundraising/Special EventsEarned IncomeIn-Kind DonationsGeneral Operating FundsOther (specify)

Total Funding 0 0

Expenses $ $Program Services (specify)

Administrative Services (specify)

In-Kind Donations

Other Expenses (specify)

Total Expenses 0 0

PROGRAM / PROJECT BUDGET TEMPLATEProvide a budget (income and expenses) for the proposed program / project for the fiscal year(s) in which the grant funds will be used.

If you are applying for general operating support, this attachment is not applicable.If the budget is not yet approved, a draft budget is acceptable.

Reporting in US dollars is preferred; otherwise, identify the local currency represented.

If you are submitting your own form, or editing the template below, include a line for government funding. List $0 if no government funding is received. The Trust defines government funding as all direct or indirect funding received by an organization from government sources, whether in the form of grants; contracts from federal, state, and/or local government agencies, including public school districts and arts councils; or government funds received indirectly through medical or social service reimbursement programs, such as programs administered by Medicaid, Medicare, or a Department of Vocational Rehabilitation.Only include in-kind donations of goods, equipment, rent, or professional services as would be included in your audited financial statements. If volunteers provide significant assistance to your organization in a non-professional capacity, please describe this in a separate note at the bottom of the page.

If the proposed project involves multiple years, please include budget information for each applicable year.

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Sample Multi-Program Line Item Budget

Sample Nonprofit Provided by: www.artsfinance.com2024 Budget : Organization SummaryVersion 1.0 FY 2013 FY 2013 FY 2013 Proposed

Actual to date Projected Budget FY 2014 Variance to9 Months End of Year Annual Budget Projection

RevenueSales 1,200 1,535 1,500 1,020 (515) Fee for service 865 1,160 1,350 1,375 215 Contracts 500 632 650 850 218 Individuals 730 982 1,000 1,031 49 Board 250 540 550 600 60 Corporate 1,050 1,300 1,150 1,000 (300) Foundation 950 1,250 1,450 1,650 400 Public Agency 500 500 600 750 250 Fundraisers and events 625 730 900 1,000 270 Endowment 18 18 20 20 2 Interest income 6 7 5 7 - Miscellaneous 2 2 1 1 (1)

Total cash revenue 6,696$ 8,656$ 9,176$ 9,304$ 648$ 7.5%

Total in-kind revenue 15$ 15$ -$ 538$ 523

Total Revenue 6,711$ 8,671$ 9,176$ 9,842$ 1,171$ 13.5%

ExpensesStaff salary and benefits 2,965 3,921 3,890 4,510 589 Occupancy (rent and utilitie 425 565 570 562 (3) Insurance 150 160 162 165 5 Legal, accounting 60 120 100 100 (20) Equipment 55 150 195 250 100 Supplies 105 100 135 98 (2) Printing and copying 95 115 140 100 (15) Telecommunications 115 118 130 120 2 Travel and meetings 325 330 450 425 95 Marketing and advertising 995 1,110 1,300 1,050 (60) Staff training/development 650 750 900 715 (35) Contract services 875 950 1,200 1,200 250 Other - - - - -

Prepared by Nonprofit Works www.nonprofitworks.com

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Sample Multi-Program Line Item Budget

Other - - - - - Other - - - - -

Subtotal cash expenses 6,815$ 8,389$ 9,172$ 9,295$ 906$

Subtotal in-kind expenses 15$ 15$ -$ 538$ -$

Total Expenses 6,830$ 8,404$ 9,172$ 9,833$ 906$

Revenue over Expenses (119)$ 267$ 4$ 10$ 266$

Prepared by Nonprofit Works www.nonprofitworks.com

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Sample Memorandum of Understanding (MOU)

Organization X and State Y Department of Corrections I. Background Organization X is an independent, not-for-profit research organization that provides data to meet the information needs of organizations concerned with public policy issues, community needs, and the quality of life. Organization X locates, develops, and collects information and consults with organizations on the use of data for planning, decisionmaking, and social policy analysis. Organization X does not advocate specific public policies or policy choices. Organization X has begun the process of convening a local Reentry Employment Mapping Group (REMG), which will primarily focus on job access, projected job growth, and employment development policies as they relate to the current reentry population and the projected reentry population. In recent years, the State Y Department of Correction (YDOC) has launched a number of efforts designed to support the successful return of prisoners to State Y communities… Governor Z launched a Statewide Community Safety and Reentry Working Group to provide guidance for the design of a new statewide reentry system focusing on 10 high-impact regions. YDOC’s interests in reentry within City M suggest that the program efforts could benefit from a local analysis of where returning prisoners reside in relation to the risks and assets that exist in their communities. II. Purpose of this Memorandum To describe the mutual goals and responsibilities with regard to the sharing, analysis, and dissemination of YDOC data on returning prisoners and currently incarcerated persons in support of improving outcomes for this population. III. County M Area Reentry Mapping Group (REMG) The REMG will meet regularly over the course of the project to help guide the development of the research tools and analytic models. It will also be one of the vehicles for public policy use of the information generated by the project. To form the REMB, Organization X has convened a diverse set of community stakeholders. At present, representatives from: [list of partners] have agreed to participate in it and we anticipate that other stakeholders will join in the near future.

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IV. Mutual goals Both Organization X and State Y DOC have an interest in better understanding the spatial patterns, relationships, and dynamics of prisoner reentry in County M. This requires the sharing, analysis, mapping, and dissemination of YDOC and local community data to identify concentrations of persons released from prison in relation to existing or prospective employment and social service resources. In furtherance of these goals, both parties agree to make every reasonable effort to fulfill the responsibilities outlined below. V. Parties’ Roles and Responsibilities Organization X shall:

a. Serve as the central entity to submit data requests on behalf of the Reentry Employment Mapping Group, identify data needs and submit requests to YDOC; designate one point of contact who will request data from YDOC, receive data from YDOC (hereinafter “the data”) and share maps and analysis results with YDOC;

b. Review requests for maps and analysis results from REMG members to ensure that the requests are consistent with REMG’s goals of identifying reentry patterns and resource gaps. Requests that are not consistent with these goals will not be pursued.

c. Fulfill requests from REMG members for analysis results; take all necessary and reasonable action by instruction or agreement with its employees, agents, and subcontractors to maintain security confidentiality, non-disclosure, and limitation of use of the data. Employees, agents, or subcontractors of Organization X may use data files to fulfill the purposes and obligations as set forth in this Agreement. Organization X shall not provide, copy, or disclose, directly or indirectly, to any third party any of the data provided by YDOC;

d. Share all maps and analysis results with YDOC at least ten (10) days prior to dissemination by the REMG for the purpose of receiving YDOC clarification on such matters as definitions, nuances or anomalies with the data, as well as input on policy implications; clearly mark as “Draft—Not for Dissemination or Distribution” any maps or analysis results to be shared with the REMG that have not yet been reviewed by YDOC;

e. Incorporate clarifications and input received from YDOC into “final products.” f. Be the owner of analyses based on the data—including research reports, tables,

indexes, maps, charts, and other exhibits that have been shared with YDOC ten (10) days prior to dissemination. Such analyses are the property of Organization X and may be publicly shared or posted on a web site without restriction.

g. Attribute YDOC as data source in all charts, maps, tables and other exhibits that contain any data from the data files or are derived from the data files.

h. Not assign rights or obligations under this Agreement to any third party without the prior written consent of the parties.

YDOC shall:

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a. Designate one point of contact for receiving and fulfilling data requests from Organization X;

b. Provide timely access to the requested data; c. Provide clarification on data definitions and any nuances or anomalies with the

data; d. Advise Organization X on the interpretation, analysis, and policy implications of

the YDOC data; e. Maintain sole authority for use of original case-level data; and f. Review and provide feedback on any maps or analysis results produced by

Organization X within ten (10) days of receipt of those products. VI. Redissemination Data and information furnished by YDOC to Organization X may not be used for any legal documents, such as search warrants, affidavits, or any document that may become public, or redisseminated or used for any purpose other than that for which it was requested, without the written permission of YDOC. VII. Voluntary Disassociation This MOU is a nonbinding agreement that both parties have entered into in good faith. Either party may disassociate from the effort without penalty or liability by so notifying the other in writing. Written notice shall be sent sixty (60) days prior to the disassociation. VIII. Term and Amendment This Memorandum shall be in effect for the period of one year beginning [Date]. Both parties reserve the right to renegotiate this Memorandum upon the mutual consent of the other party. At the conclusion of the one-year period, this Memorandum may be extended by common written consent of both parties. This Memorandum represents the entire understanding of both parties with respect to this partnership. Any modification of this Memorandum must be in writing and signed by the parties.

Signed by: _____________________________________ Date: _______________ Representative, State Y Department of Corrections _____________________________________ Date: _______________ Representative, Organization X

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SAMPLE FUND DEVELOPMENT PLAN

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Purpose – The purpose of the fund development plan is to ensure the fiscal stability of your organization, and support its potential for growth, through diversifying and increasing its funding sources. The proposed plan identifies specific fund-raising goals, strategies, and a timeline for achieving the overall financial goal. I. FINANCIAL GOALS – TBD Income Categories FY 2011 FY 2012

Income Actual FY 2013 Income Projections

% of Total 2013 Income

Government Fees for Service $27,082.00 $26,553.00 Foundations Corporations Individuals/Family Trusts 89,247.04 15,265.15 Service Organizations Federated Campaigns (United Way)

Special Events 1,813.00 Interest Income 15.82 62.94 Other 100.00 TOTAL Income $118,257.86 $41,881.09 II. STRATEGIC GOALS 100% giving by the board. 100% participation by the board in some fundraising task, including cultivation of donors. Establish a Fund Development Committee, comprised of Board members and volunteers. Develop and implement the first annual fund campaign to raise funds in support of the organization’s program development, implementation, and operating costs. Develop plan for recruitment and training of fundraising volunteers. Minimum - ?# of volunteers. Identify and evaluate new donor prospects for personal solicitation. Research, identify, and evaluate potential foundation funders. Submit proposals to targeted foundations.


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Establish and implement donor record-keeping and donor acknowledgment policies and procedures. Establish procedures for reporting to foundation and corporate donors. III. FUNDRAISING STRATEGIES

A. Personal Solicitation Campaign

1. Board Solicitation (Chairs: Board President and ?) Time Frame: # of Prospects: Goal: 100% giving, $ TBD Method: Personal solicitation. Request amounts based on estimated capacity to give. 2. Major Gift Solicitation (Chair: ?, with # team solicitors)

Time Frame: # of Prospects: Goal: $?

B. Special Event(s)

1. Event Name

Time Frame: # of participants: Goal:

Method:

C. Direct Mail Time Frame: # of Prospects: # of Donors: Goal: $?

Method: Newsletters distributed [how frequently] will include gift envelope. Include holiday mailing, no later than Thanksgiving. Announce success of annual campaign in newsletter. Identify donors who have given in the past, but not this year. Send follow-up mail to this target group.

D. Foundation and Corporate Grants

Time Frame: # of Prospects: Goal:$


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Method: Assigned grant writer partners with Board members and program staff to develop proposal material, budgets, research and assess foundation and corporate prospects, and assist Board members and volunteers in the preparation and submission of grant applications.

IV. CULTIVATION STRATEGIES Goals:

1. Add prospects to the donor base, and cultivate them to become supporters and regular donors;

2. Improve relationships with current board members, donors, volunteers to build greater understanding of how they help the organization achieve its mission.

Possible methods: Events such as an Open House, newsletters, annual reports, other publicity or marketing. V. MONITORING THE FUND DEVELOPMENT PLAN AND PROCESS

• The Fund Development Committee will meet x? times a year to review the progress of the plan, identify problems and solutions.

• Development Committee Chair will report on fund development progress at board

meetings.

• Board treasurer, Development Committee Chair, and others will collect and provide financial and statistical data to help evaluate the progress of the plan.

VI. FUND DEVELOPMENT CALENDAR 2013 July August September October November December January


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Annual Campaign Outcome Tracking

Division Goal Year to Date

Losses Net

Corporations Foundations Board Individuals Direct Mail Events Misc Other Final Result Projected Current Year Funding Need

Forecast of Annual Fund Potential

Projected Net Loss or Gain After Fund-Raising

Sample Grant Agreement

The Family Advisor: Grantmaking Issues

Date

Name Address City, State, Zip

Dear _____:

The trustees of The __________ Foundation are pleased to inform you that a grant has been approved in the amount of $_____ for [description of grant].

This letter and its attachments outline the terms and conditions of accepting our grant. Please read all the terms and conditions carefully, sign, and return along with this signed contract letter no later than [date to be returned]. After we receive your signed contract, we will mail you a check within two weeks.

the funds must be used specifically for the designated purpose(s) by [one year from date of grant]. you must submit a written request to us in advance if you wish to change the purpose of the grant or if the funds are not expended within the next 12 months.

Upon signing this contract, your agency states that you agree to notify us if there is any change in your public charity status. In addition, we will request a report on the expenditure of our grant after six months and a final report after one year. When available, please furnish us with a copy of any audited statement of the finances of the project.

This contract also gives the Foundation your permission to use photographs, logos, published/printed information, and any other materials you supply, without further notice, in press releases and/or publications.

Congratulations on this recognition of your important efforts. We look forward to working with you during the coming year.

Sincerely,

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ACCEPTED AND AGREED: ______________________________ Executive Director

--------------------

GENERAL GRANT TERMS, CONDITIONS AND UNDERSTANDINGS

In addition to the specific terms and conditions in the grant award letter dated _____,to which these General Grant Terms, Conditions and Understandings are attached, The __________ Foundation (The Foundation) is awarding this grant to you as the Grantee contingent upon the following:

Tax-Exempt Status:

You are a nonprofit organization currently recognized by the Internal Revenue Service as a public charity described in sections 501(c)(3) and 509(a)(1), (2), or (3) of the Internal Revenue Code of 1986 as amended (the "Code"):

Your tax-exempt status under sections 501(c)(3) and 509(a) of the Code has not changed since the issuance of the IRS determination letter which you provided to The Foundation, and

There is no issue presently pending before any office of the Internal Revenue Service that could result in any proposed changes to your tax-exempt status under Sections 501(c)(3) and 509(a) of the Code.

Expenditure of Funds:

This grant (together with any income earned upon investment of grant funds) is made for the purpose outlined in the grant award letter and may not be expended for any other purpose without The Foundation's prior written approval.

If the grant is intended to support a specific project or to provide general support for a specific period, any portion of the grant unexpended at the completion of the project or the end of the period shall be returned immediately to The Foundation.

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You may not expend any grant funds for any political or lobbying activity or for any purpose other than one specified in section 170(c)(2)(b) of the Code.

No Assignment or Delegation:

You may not assign, or otherwise transfer, your rights or delegate any of your obligations under this grant without prior written approval from The Foundation.

Records and Reports:

You are required to keep a record of all receipts and expenditures relating to this grant and to provide The Foundation with a written report summarizing the project promptly following the end of the period during which you are to use all grant funds. The Foundation may also require interim reports. Your reports should describe your progress in achieving the purposes of the grant and include a detailed accounting of the uses or expenditure of all grant funds. You also agree to provide any other information reasonably requested by The Foundation. If your organization obtains any audited financial statements covering any part of the period of this grant, please provide a copy to The Foundation as well. You are required to keep the financial records with respect to this grant, along with copies of any reports submitted to The Foundation, for at least four years following the year in which all grant funds are fully expended.

Required Notification:

You are required to provide The Foundation with immediate written notification of: (1) any changes in your organization's tax-exempt status; (2) your inability to expend the grant for the purposes described in the grant award letter; or (3) any expenditure from this grant made for any purpose other than those for which the grant was intended.

Reasonable Access for Evaluation:

You will permit The Foundation and its representatives, at its request, to have reasonable access during regular business hours to your files, records, accounts, personnel and clients or other beneficiaries for the purpose of making such financial audits, verifications or program evaluations as The Foundation deems necessary or appropriate concerning this grant award.

Publicity:

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You will allow The Foundation to review and approve they text of any proposed publicity concerning this grant prior to its release. The Foundation may include information regarding this grant, including the amount and purpose of the grant, any photographs you may have provided, your logo or trademark, or other informationn or materials about your organization and its activities, in The Foundation's periodic public reports, newsletters, and news releases.

Right to Modify or Revoke:

The Foundation reserves the right to discontinue, modify or withhold any payments to be made under this grant award or to require a total or partial refund of any grant funds if, in The Foundation's sole discretion, such action is necessary: (1) because you have not fully complied with the terms and conditions of this grant; (2) to protect the purpose and objectives of the grant or any other charitable activities of The Foundation; or (3) to comply with the requirements of any law or regulation applicable to you, of The Foundation or this grant.

If The Foundation does not receive signed copies of its grant award letter and of these general grant terms with in 14 days after the date of The Foundation's grant award letter, this grant may be revoked.

The undersigned certify that they are duly elected and authorized officers of the Grantee and that, as such, are authorized to accept this grant on behalf of the Grantee, to obligate the Grantee to observe all of the terms and conditions placed on this grant, and in connection with this grant to make, execute and deliver on behalf of the Grantee all grant agreements, representations, receipts, reports and other instruments of every kind.

ACCEPTED AND AGREED TO: ______________________________ Organization Name ______________________________ Board Chair (typed/printed) ______________________________ Board Chair (signature)/Date ______________________________ Executive Director (typed/printed) ______________________________ Executive Director (signature)/Date

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The Nonprofit Taxonomy of Outcomes: Creating a Common Language for the Sector

December 2006

WHY A TAXONOMY OF OUTCOMES?

Outcome indicators for various programs often reflect similar program goals. For example, often changes in knowledge, attitudes, behavior, and status or condition of clients/participants and the assessment of various quality-of-service characteristics are sought. If various types of outcomes used across a wide variety of targeted program areas are collected, reviewed for quality, and then categorized into general areas, then the results are likely to be useful to nonprofits providing a wide range of programs not included in the targeted program areas.

Such a taxonomy of outcomes with associated indicators can become a standard framework

that provides guidance and context, helping users learn what they need to know. For example, although much information on program outcomes is available from a web-based key word search, the results are likely to be overwhelming in volume and be very time consuming to review for relevance. And the search results might vary significantly if different key terms were chosen for the search.

A taxonomy, however, can provide a systematic listing enabling a user to select appropriate outcomes and outcome indicators for a program considerably more efficiently. A taxonomy of outcomes can help nonprofits think in a more structured way about how to measure their contributions to society. Over time, this can help them not only better document program effectiveness but also efficiently manage their resources.

DEVELOPING THE NONPROFIT TAXONOMY OF OUTCOMES

The Urban Institute and the Center for What Works have created a draft taxonomy of nonprofit outcomes to provide a resource of candidate quality indicators and assist nonprofits in developing outcome indicators and collecting outcome data.

While there is no shortage of outcomes and their indicators in some program areas, there is no centralized grouping of them or assessment of their quality that could serve as a resource for organizations that wish to develop outcome measurement systems. And because of the vast range of programs in the voluntary sector, major gaps exist in the coverage of indicators that have been developed. The attached taxonomy attempts to provide a way to help reduce this gap – for those programs for which indicators are not yet available

The first step used in developing this taxonomy was to choose a number of specific program areas and then identify program outcomes and indicators already in use and/or recommended. It is often difficult to measure outcomes directly; therefore, many indicators are proxies. For example,

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while tracking the extent to which avoidance of a certain kind of behavior has occurred can be difficult, a client can be tested about the client’s level of knowledge about why someone should avoid that behavior. However, the degree to which increased knowledge leads to the desired change in behavior needs to be known before this increased knowledge can be deemed a “good” indicator of the desired change in behavior. Without documentation that when knowledge increases, a behavioral change follows, a proxy may not be a useful and appropriate indicator of the outcome.

We collected information from a wide range of sources, from national nonprofit umbrella

groups in the US, national accreditation agencies in specific fields, and from national nonprofits with local affiliates. They were assessed with thought about which ones were useful, relevant, and feasible. We also considered outcome indicators that were seldom currently used but appear to be very appropriate for inclusion.

An additional basis for identifying outcomes and outcome indicators is the use of outcome

sequence charts (also called logic models) for the program – indicating what results a program’s activities leads to desired outcomes?

Basic criteria for quality indicators included ones that are: specific – unique, unambiguous; observable – achievable, practical, cost effective to collect, measurable; understandable – comprehensible; relevant – measure important dimension, valid, appropriate, related to program, of significance, predictive, timely; time bound; and reliable – accurate, unbiased, consistent, verifiable.

The most useful taxonomies tend to reflect the manner in which the sector itself organizes,

collects and reports the information. Although essential taxonomic principles of comprehensiveness, mutual exclusivity of elements, and logical consistency must be followed, a grounding is needed in what is actually in use by practitioners and what has worked for the specific program areas. Thus, testing by stakeholders (including nonprofit staff; funders, both public and private; clients, participants, and service users; and even the public, where appropriate) is essential.

Outcomes and indicators were collected for fourteen different program areas to help inform the development of the taxonomy. Lists of quality outcomes and their indicators were selected for program areas ranging from emergency shelter to youth mentoring to health risk reduction programs. The outcomes for the various programs were reviewed for common elements, which then became part of the taxonomy. The development and refinement of the taxonomy will continue to be an iterative process, as outcomes and indicators are collected for even more programs.

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Nonprofit Taxonomy of Outcomes (NPTOO) I. PROGRAM-CENTERED OUTCOMES 1) Reach

a) Outreach Common Indicators: Percent of target constituency enrolled

Percent of target constituency aware of service Participation rate Number of service requests/month

b) Reputation

Common Indicators: Number of favorable reviews/awards Number of community partnerships Percent constituents satisfied/renewing

c) Access

Common Indicators: Percent of target constituents turned away Percent of target constituents reporting significant barriers to entry

Percent of services offered at no charge 2) Participation

a) Attendance/utilization Common Indicators: Acceptance rate Percent of capacity enrolled/registered Percent who enroll for multiple services/offerings Attendance rate Average attendance rate at events Percent of capacity filled at event Number of subscriptions Renewal rate Percent of subscribers who are also donors

b) Commitment/Engagement

Common Indicators: Percent who continue with program past initial experience Percent of participants considered active Percent of constituents utilizing multiple services/offerings Referral rate

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c) Graduation/completion

Common Indicators: Percent who successfully complete program Percent who report immediate needs met Recidivism rate (back into program) Average length of time in program Percent who continue to next level

3) Satisfaction

a) Quality Common Indicators: Number of favorable reviews/awards

Percent reporting improved attitude/feeling Constituent satisfaction rate Referral rate

b) Fulfillment Common Indicators: Percent reporting needs met

Percent of target constituents served Completion rate

II. PARTICIPANT-CENTERED OUTCOMES 1) Knowledge/Learning/Attitude

a) Skills (knowledge, learning) Common Indicators: Percent increase in scores after attending

Percent that believe skills were increased after attending Percent increase in knowledge (before/after program)

b) Attitude

Common Indicators: Percent improvement as reported by parent, teacher, co-worker, other Percent improvement as reported by participant

c) Readiness (qualification)

Common Indicators: Percent feeling well-prepared for a particular task/undertaking Percent meeting minimum qualifications for next level/undertaking

2) Behavior

a) Incidence of bad behavior Common Indicators: Incidence rate

Relapse/recidivism rate Percent reduction in reported behavior frequency

b) Incidence of desirable activity

Common Indicators: Success rate Percent that achieve goal Rate of improvement

c) Maintenance of new behavior

Common Indicators: Number weeks/months/years continued Percent change over time Percent moving to next level/condition/status Percent that do not reenter the program/system

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4) Condition/Status

a) Participant social status Common Indicators: Percent with improved relationships

Percent who graduate Percent who move to next level/condition/status Percent who maintain current level/condition/status Percent who avoid undesirable course of action/behavior

b) Participant economic condition

Common Indicators: Percent who establish career/employment Percent who move to long term housing Percent who maintain safe and permanent housing Percent enrolled in education programs Percent who retain employment Percent with increased earnings

c) Participant health condition

Common Indicators: Percent with reduced incidence of health problem Percent with immediate positive response

Percent that report positive response post-90 days III. COMMUNITY-CENTERED OUTCOMES 1) Policy

a) Awareness/understanding of issue Common Indicators: Percent of target constituents aware of issue

Number of people reached through communications Percent of target constituents taking desirable action

b) Stakeholder support of issue

Common Indicators: Number of stakeholders convened Percent of key stakeholders as partners

c) Influence on legislative agenda Common Indicators: Number of legislative contacts Percent of supporting votes secured Percent of legislators aware of issue 3) Public Health/Safety

a) Risk of threat Common Indicators: Percent of public aware of issue

Percent of public taking precautions Number of options/contingency plans Time spent planning

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4) Civic Participation (to be developed)

a) Increase participation Common Indicators Number of people participating in event

Percent increase in turnout Number of people volunteering

5) Economic (to be developed)

a) Increased opportunities b) Support for economic growth/development c) Economic sustainability

6) Environmental (to be developed)

a) Cleanliness b) Safety c) Aesthetics d) Preservation

7) Social (to be developed)

a) Awareness of an issue b) Incidence of undesirable activity c) Incidence of desirable activity

IV. ORGANIZATION-CENTERED OUTCOMES 1) Financial (to be developed) 2) Management (to be developed) 3) Governance (to be developed)

Last update: 12/2006

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The Urban Institute 2100 M Street, NW Washington, D.C. 20037 (202) 833-7200 Candidate Outcome Indicators: Performing Arts Program Implementing an outcome monitoring process enables organizations to track progress in achieving the program’s mission. With this information, program managers can better develop budgets, allocate resources and improve their services. This document includes the following suggestions for starting or improving outcome measurement efforts: 1. Outcome sequence chart – Identifies key outcomes presented in the sequence that are normally

expected to occur. The chart illustrates how one outcome leads to the next and identifies specific indicators that might be used to track each outcome. Intermediate outcomes tend to be on the left, and end (or final) outcomes are on the right. The program description at the top of the chart is meant to encompass a range of similar programs.

2. Candidate outcome indicators – Lists outcomes and associated indicators as a starting point for deciding which outcomes to track. They were chosen based on a review of the program area and consultation with program experts. Only outcome indicators are included (not physical outputs, such as number of classes held; not efficiency, such as cost per counseling session; and not organization issues, such as success in fundraising or staffing). The focus is on program beneficiaries (clients, customers, citizens, participants) and what has been accomplished for them. A data source or collection procedure is suggested for each indicator.

Suggestions and Limitations for Use of the Materials

x� Involve others in deciding which outcomes and indicators to track. Obtain input from staff, board members, and clients. As an early step, prepare your own version of an outcome sequence chart–one that you believe fits the needs of your program.

x� Review the project report for additional ideas on relevant indicators and additional resources: Building a Common Framework to Measure Nonprofit Performance.

x� Tabulate the outcome information by various categories of clients to see if outcomes are different for different clients (e.g., gender, age group, income level, handicap level, and race/ethnicity). Use that information to help better target your efforts.

x� Start with a small number of the indicators, especially if you have had only very little experience with such data collection and have very limited resources. Add more outcomes and indicators to the performance measurement system later, as you find that information is likely to be useful.

x� Outcome information seldom, if ever, tells why the outcomes have occurred. Many internal and external factors can contribute to any outcome. Instead, use the outcome data to identify what works well and what does not. Use the data to determine for which categories of clients your procedures and policies are working well and for which they are not working well. To the extent that the program is not working as well as expected, then attempt to find out the reasons. This investigation process leads to continuous learning and program improvement.

The Center for What Works 3074 West Palmer Boulevard Chicago, Illinois 60647 (773) 398-8858

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Adult Education and Family Literacy Program Description To enable adults to acquire the basic skills necessary to function in today’s society so that they can benefit from the completion of secondary school, enhanced family life, attaining citizenship and participating in job training and retraining programs. Outcome Sequence Chart Intermediate Outcomes End Outcomes Indicators

Satisfaction with program services is an outcome that occurs within almost every program area, yet does not necessarily have a sequential placement. The indicator may be: Number and percent of program participants satisfied with adult education training and services.

Sources Consulted: Sustainable Measures (http://www.sustainablemeasures.com); National Reporting System for Adult Education Implementation Guidelines (Division of Adult Education and Literacy, Office of Vocational Education, USDOE) 2000; Kids Count Data Book: 2003 (Annie E. Casey Foundation); America's Children: Key National Indicators of Well-Being (Annual) (Federal Interagency Forum on Child and Family Statistics), 2000.

Increased enrollment in adult education and literacy programs

Improved program completion by program participants

Improved education or achievement gain

Increased placement in postsecondary education

Improved employment entry or retention.

Increased parental involvement in children’s education

Reduction in public assistance

Increased number of participants who attain citizenship goals

1. Number of participants who enroll in adult education program.

2. Number and percent of participants who completed the program.

6. Number and percent of participants who complete or advance at least one educational level. 7. Average number of educational levels advanced per program participant. 8. Number and percent of participants who receive a secondary school diploma or GED.

9. Number and percent of participants who enroll in postsecondary education or occupational skills training program.

3-5. Number and percent of parent participants who (a) regularly help children with their school work, (b) attend parent meetings or school activities, (c) read to their children daily.

14. Number and percent of participants (who upon program entry were enrolled in TANF) whose grant is reduced or eliminated due to employment or increased income.

10-11. Number and percent of participants who (a) obtain a job within 3 months of program completion, or (b) remain employed 12 months after program completion.

12-13. Number and percent of participants who pass citizenship exam. Number and percent of participants (who at time of enrollment are not registered to vote) who register to vote or vote for the first time.

Participant satisfaction

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ADULT EDUCATION AND FAMILY LITERACYProgram Description: To enable adults to acquire the basic skills necessary to function in today's society so that they can

benefit from the completion of secondary school, improved employment opportunities, enhanced family life, attaining citizenship, through participation in adult education services and programs.

Common Outcome Program Specific Outcome

Indicator Data Collection Strategy

Notes Outcome Stage

1 Increased Participation/Attendance

Increased enrollment in adult education and literacy programs.

Number of participants who enrolled in adult education program.

Program records Intermediate

2 Increase Graduation/Completion Rate

Improved program completion by program participants.

Number and percent of participants who completed the program.

Program records Intermediate

3 Increased Incidence of Desirable Activity or Condition

Increased parental involvement in children's education.

Number and percent of adult participants who regularly help children with their school work .

Follow-up survey of participants.

This is a secondary indicator, particularly for programs focused on family literacy.

Intermediate



Number and percent of adult participants who attend parent meetings or attend school activities.



Intermediate



Number and percent of adult participants who read to their children daily.



Intermediate

6 Client Gain Skills/ Knowledge

Education improvement or gain.

Number and percent of program participants who complete or advance at least one educational level.

Program records Intermediate/End


Improved education or achievement gain.

Average number of educational levels advanced per program participant.

Program records Intermediate/End


Improved education or achievement gain.

Number and percent of program participants who receive a secondary school diploma or GED.

Program records; follow-up survey of participants.

End


Increased placement in postsecondary education.

Number and percent of program participants who enroll in postsecondary education or occupational skills training program.


This indicator is intended to track progress of participants in between receipt of high school diploma and entry into employment.

End

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ADULT EDUCATION AND FAMILY LITERACYProgram Description: To enable adults to acquire the basic skills necessary to function in today's society so that they can

benefit from the completion of secondary school, improved employment opportunities, enhanced family life, attaining citizenship, through participation in adult education services and programs.


Indicator Data Collection Strategy

Notes Outcome Stage

10 Create Jobs/Employment Opportunities


Number and percent of program participants who obtain a job within 3 months of program completion.

Follow-up survey of participants; Unemployment insurance or wage records.

End

11 Create Jobs/Employment Opportunities


Number and percent of program participants who remain employed 12 months after program completion.

Follow-up survey of participants; Unemployment insurance or wage records.

End

12 Increase Incidence of Desirable Activity or Condition

Increased number of participants who attain citizenship goals.

Number and percent of participants who pass citizenship exam.


This indicator is likely to be limited to programs or participants for whom this was stated as a program goal.

End


Increased number of participants who attain citizenship goals.

Number and percent of participants (who at time of enrollment are not registered to vote) who: (a) register to vote, or (b) vote for the first time.


This is a secondary indicator, particularly for programs or participants focused on citizenship attainment.

End


Reduction in public assistance.

Number and percent of participants (who upon program entry were enrolled in TANF) whose grant is reduced or eliminated due to employment or increased income.

Follow-up survey of participants; data matching to welfare records.

End

Sources Consulted:Sustainable Measures (http://www.sustainablemeasures.com)National Reporting System for Adult Education Implementation Guidelines

(Division of Adult Education and Literacy, Office of Vocational Education, USDOE) 2000.Kids Count Data Book: 2003 (Annie E. Casey Foundation).America's Children: Key National Indicators of Well-Being (Annual) (Federal Interagency Forum on Child and Family Statistics), 2000.

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Employment Training/Workforce Development Program Description Program Description: To increase sustainable employment and self-sufficiency by providing professional development, job training, and access to employment. This program area does not include community college programs.

Outcomes Sequence Chart Intermediate Outcomes End Outcomes Indicators

Satisfaction with program services is an outcome that occurs within almost every program area, yet does not necessarily have a sequential placement. The indicator may be: Number and percent of clients satisfied with services of employment training courses/organization.

Sources Consulted: Center for Employment Training, US Department of Labor Employment and Training Administration, 2003 performance report, Chicago Jobs Council, Youth Job Center of Evanston, STRIVE National

Increased earnings

Increased self -sufficiency

15. Average hourly wage of clients who became employed after training.

Increased employment options

Increased job placement

Increased skills

13. Number and percent of clients in same job after X months of being placed.

3. Number and percent of clients passing job skill competency exams or assessments, on initial attempt after completing course.

7. Number of job offers per client within the first 3 months of program completion.

11. Number and percent of population type X placed in jobs.

8. Number and percent of clients who accept a job offer.

Increased sustainable employment/ retention

17. Number and percent of clients who attain economic stability within 12 months, 2 years of training.

Clients enroll in the program

1. Number and percent of clients enrolling for the training program.

Client satisfaction

2. Number and percent of clients still enrolled after the first week of training. 4. Number of

supplemental support hours spent per client (on coaching, counseling).

6. Number of job interviews per client.

9. Number of employer partners; percent of employer partners offering jobs to clients.

16. Number and percent of clients receiving health care benefits, as part of their wage package.

10 Number of repeat hires by employer partners.

12. Number and percent of clients placed in X jobs.

14. Number and percent of clients still working after 12 months.

Program completion

5. Number and percent of clients who complete the training.

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EMPLOYMENT TRAINING/WORKFORCE DEVELOPMENTProgram Description:


Indicator Data Collection Strategy Note Outcome Stage

1 Increased Access to Services


Number and percent of clients enrolling for the training program

Internal program records Intermediate

2 Increased Participation/ Attendance


Number and percent of clients still enrolled after the first week of training

Internal program records Intermediate

3 Build Skills/ Knowledge Increased skills Percent of clients passing job skill competency exams on initial attempt after completing course

Internal program records See Note #1 Intermediate

4 Build Skills/ Knowledge Increased skills Number of supplemental support hours utilized per client (on coaching, counseling)

Internal program records See Note #1 Intermediate

5 Program Completion Increase program completion rate

Number and percent of clients who complete the training

Internal program records

6 Increased Employment Increased employment options

Number of job interviews per client Internal program records/Survey of clients

Intermediate

7 Increased Employment Increased employment Options

Number of job offers per client within the first 3 months of program completion

Survey of clients Intermediate


Number and percent of clients who accept a job offer

Survey of clients Intermediate


Number of employer partners; percent of employer partners offering jobs to clients

Survey of clients See Note #2 Intermediate


Number of repeat hires by employer partners

Intermediate

11 Increased Employment Increased job placement Number and percent of population type X placed in jobs

Survey of clients See Note #3 Intermediate

12 Increased Employment Increased job placement Percent of clients placed in X jobs Survey of clients after program completion

Intermediate

13 Increased Employment Increased sustainable employment/retention

Number and percent of clients in same job after X months of being placed

Survey of clients after program completion

See Note #4 Intermediate/End

14 Increased Employment Increased sustainable employment/retention

Percent of past clients still working after 12 months

Survey of clients employed after program completion

See Note #5 Intermediate/End

15 Economically Empower Individuals

Increased earnings Average hourly wage of clients who became employed after training


End


Increased earnings Number and percent of clients receiving health care benefits, as part of their wage package


End

To increase sustainable employment and self-sufficiency by providing professional development, job training, and access to employment. This program area does not include community college programs.

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EMPLOYMENT TRAINING/WORKFORCE DEVELOPMENTProgram Description:


Indicator Data Collection Strategy Note Outcome Stage

To increase sustainable employment and self-sufficiency by providing professional development, job training, and access to employment. This program area does not include community college programs.


Increased self-sufficiency Number and percent of clients who attain economic stability within 12 months, 2 years of training


See Note #6 End

Client Satisfaction Client satisfaction Number and percent of clients reporting being satisfied with the services of employment training courses/organization


Client Satisfaction Client satisfaction Number and percent of clients reporting being satisfied with the job at X months


Client Satisfaction Client satisfaction Number and percent of clients attributing the training to their ability to find work


Sources Consulted: Center for Employment Training, US Department of Labor Employment and Training Administration, 2003 performance report, Chicago Jobs Council, Youth Job Center of Evanston, STRIVE National

Note #6: Economic stability is defined as the ability to support themselves and family without government subsidy. This may also be defined as the ability to open and maintain a savings account, rather than living from paycheck to paycheck.

Note #3: Population types may include: minority groups, ex-offenders, low income bracket, low-skilled, low-education level, limited prior work experience.

Note #5: The graduates may be in different jobs during the time period

Note #1: Note: Hard skills are testable skills (eg) math skills, factory assembly skills etc. Soft skills are job readiness or transferable skills. Supplemental support is generally related to soft skills.

Note #2: Employer partners are typically local businesses or organizations that the workforce development program has a relationship with. The relationship will depend on the organization, but may include site visits to gain an understanding of the job skills needed, so the program can offer clients the appropriate set of skills to both obtain a job with the partner organization and to retain it.

Note #4: The time-frame for X months may be 1, 3, 6, 12, depending on the tracking system and the funder requirements.

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Performing Arts Program Description To increase arts appreciation and social bonds in the community, these organizations provide either communal or specific performing arts programs in music, theater, and dance. This program area includes both institutional value and social value. This program area does not include arts education or visual arts.

Outcomes Sequence Chart Intermediate Outcomes End Outcomes

Indicators

Satisfaction with program services is an outcome that occurs within almost every program area, yet does not necessarily have a sequential placement. The indicator may be: Percent of audience (by population type) reporting being very satisfied with their performing arts experience.

Sources Consulted: Community Foundations, America's Children: Key National Indicators of Well-Being (Annual) (Federal Interagency Forum on Child and Family Statistics), 2000; Audit Commission and Improvement and Development Agency's Library of Local Performance Indicators, 2003; National Endowment for the Arts: FY 2004 Performance Plan, 200; Gifts of the Muse: Reframing the Debate about the Benefits of the Arts, 2004, Chicago Community Trust

Increased awareness of arts programs and activities

OUTPUT Arts programs are produced and promoted

Increased knowledge

Increased appreciation for the arts

8. Number and percent of individuals (population type X) attending arts performances at least once per month; Average attendance at events (by type of event).

Increased attendance

7. Number and percent of favorable critic reviews/awards given by the media (or peers).

Arts program receives external recognition

Increased access to diverse audience

10-11. Number of subscriptions and renewed subscriptions as a percent of total sales.

9. Percent of facility capacity filled per performance.

5. Number and percent of community (by population type) who report that they believe the particular performing art is sensitive to their culture.

1. Number and percent of community aware of performing arts opportunities.

2-4.Number and percent of community reporting that performances are too costly, too hard to reach or inaccessible for disabled people.

13. Number and percent of audience (by population type) who report gaining increased knowledge of local culture as a result of attendance/ program.

14-15. Number and percent of audience/community residents (by population type) a) reporting increased appreciation of arts from the programs/ performances b) deciding to pursue additional arts programs after performance.

12. Percent of subscribers who are donors.

Increased social bonds in community

Increased communal meaning/ understanding

Enriched life experience

Audience satisfaction

17. Number of outside programs/services offered by arts group.

18. Number of community organization partnerships; number of non-ticketed performances offered.

6. Number of free tickets provided. 16. Number and percent of audience reporting enhanced/enriched attitude, feeling, after arts performance.

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Program Description:

Common Outcomes Program Specific Outcome Indicator Data Collection Strategy

Note Outcome Stage

1 Increased Awareness Increased awareness of arts programs and activities

Number and percent of community aware of the particular performing arts opportunities.

Citizen survey See Note #1 Intermediate



Number and percent of community reporting that performances are too costly.

Audience survey after performance

See Note #2 Intermediate



Number and percent of community reporting that performances are too hard to reach.

Citizen survey Intermediate



Number and percent of community reporting that performances are inaccessible for disabled people.

Citizen survey Intermediate



Number and percent of community (by population type) who report that they believe the particular performing art is sensitive to their culture.

Citizen survey See Note #2 Intermediate



Number of free tickets provided. Reviews or press and other media/venue Records

Intermediate

7 Positive Benefit as a Result of Program

Achieve external recognition Number and percent of favorable critic reviews/awards given by the media (or peers).

Reviews or press and other media/venue Records

Intermediate


Increased attendance Number and percent of individuals (population type X) attending arts performances at least once per month; and/or average attendence at events (by type of event).

Survey of citizens/audience/ ticket stub count

See Note #2See Note #3

Intermediate


Increased attendance Percent of facility capacity filled per performance.

Ticket stub count See Note #3 Intermediate


Increased attendance Number of subscriptions (seasonal, series, or annual)

Survey of clients/audience



Increased attendance Number and percent of renwed subscription as a percent of total sales

Survey of clients/audience



Increased attendance Percent of subscribers who are donors Organizational records


13 Build Skills/ Knowledge Increased knowledge Number and percent of audience (by population type) who report gaining increased knowledge of local culture as a result of attendance/ program.



PERFORMING ARTSTo increase arts appreciation and social bonds in the community, these organizations provide either communal or specific performing arts programs in music, theater, and dance. This program area includes both institutional value and social value. This program area does not include arts education or visual arts.

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Program Description:

Common Outcomes Program Specific Outcome Indicator Data Collection Strategy

Note Outcome Stage

PERFORMING ARTSTo increase arts appreciation and social bonds in the community, these organizations provide either communal or specific performing arts programs in music, theater, and dance. This program area includes both institutional value and social value. This program area does not include arts education or visual arts.

14 Develop Understanding about an Issue/ Topic

Increased appreciation for arts Number and percent of audience/community residents (by population type) reporting increased appreciation of arts from the programs/performances.

Audience survey after performance /citizen survey



Increased appreciation for arts Number and percent of audience (population type X) deciding to pursue additional arts programs after performance


See Note #2 Intermediate/ End


Enriched life experience Number and percent of audience reporting enhanced/enriched attitude, feeling, after arts performance


Intermediate/ End


Increased social bonds in community

Number of outside programs/services offered by arts group

Survey of community residents

End


Increased community meaning/understanding

Number of community organization partnerships; number of non-ticketed performances

Organizational records

End

Client Satisfaction Audience satisfaction Percent of audience (by population type) reporting being very satisfied with their performing arts experience

Note #1: Note that if a survey is conducted this permits obtaining considerable info on many aspects of a program -- information likely to be of particular operational value to the program.

Note #2: Population types may be defined as demographic groups including but not limited to age, race or gender. It may also include distance traveled and from which specific geographic area. It may also include disabled individuals to assess access.

Sources Consulted: Community Foundations, America's Children: Key National Indicators of Well-Being (Annual) (Federal Interagency Forum on Child and

Note #4: While it is important to recognize these end outcomes as important, they are unlikely to be measured in a practical way by the program.

Family Statistics), 2000; Audit Commission and Improvement and Development Agency's Library of Local Performance Indicators, 2003; National Endowment for the Arts: FY 2004 Performance Plan, 200; Gifts of the Muse: Reframing the Debate about the Benefits of the Arts, 2004, Chicago Community Trust

Note #3: Attendance Outcome should be understood as including increased participation: broadening, diversifying, and deepening the engagement

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