1. 1 Welcome! Building Assets of People, Families and Communities “What Do Outcomes Have to do with It?” Jessie Ball duPont Fund October 28-30, 2008

2. 22 Purpose and Performance Measures for Today Purpose To offer a framework and techniques for using outcomes to ensure people are better off To offer a framework and techniques for using outcomes to ensure people are better off Performance measures (for presenter) Participants will Participants will understand the difference between program level performance and community level outcomes, and how they relate understand the difference between program level performance and community level outcomes, and how they relate Increase skills in using data Increase skills in using data Learn a technique for wide-spread community and partner engagement Learn a technique for wide-spread community and partner engagement

3. 33 Various Outcome Models Balanced Scorecard Outcome Funding Framework Scales and Ladders Logic Model Results Mapping Our Own Hybrid

4. 4 What is an Outcome Framework? An Outcome Framework is a focused way of thinking and taking action that starts with ends (defining the change you want to make) and works backwards to means (developing powerful strategies to bring about the change).

5. 5 5 Why Use an Outcome Framework? 1. To take action in a simple, step-by-step way to to improve the well-being of populations of children, individuals or families. 2. Brings people together on what they care about - the well-being for children, families, and communities. 3. Provides a common framework for human services, government, funders and communities to work in partnership. 4. Uses data (numbers and story) to direct action and to direct action and to know whether conditions are getting better. to know whether conditions are getting better.

6. 66 For Today …. Drawing from Results Based Accountability

7. 7 7 Results Based Accountability Common Language Using same definitions and terms Common Sense Results first, simple, useful, minimal paper Common Ground What the community wants for children and families

8. 8 Accountability is … “ A relationship between person or groups where one is responsible to another for something important.” Mark Friedman, Trying Hard is Not Good Enough Common Language

9. 99 A belief about what accountability means … “It matters if we succeed or fail. It matters if things get better or worse.” Mark Friedman Trying Hard is Not Good Enough

10. 10 What do you believe? 1. Why do you believe that it matters if things get better or worse for people in your community with respect to: 1. Having housing that is affordable ? 2. Having sufficient assets to meet monthly bills, send their children to college or live comfortably in old age? 3. Having financial literacy skills to use the banking, saving, tax benefit and other economic structures in our society? 4. Having policies in place that support asset- building for all citizens?

11. 11 Two Profoundly Different Populations Customer Population Community Populations Specific group in a program Whole group in a geographic area (in programs and not in programs) Adults in Financial Literacy 101 All adults in Duval County

12. 12 An Outcome Statement = Statement = Whole Group of People (Community Population) + Geographic Area + Desired Outcome Community Populations and Outcomes

13. 13 Example: All adults in Duval County are financially literate Outcome Statement = Statement of Statement of what’s important what’s important for a community for a community population population Whole Group of People (Community Population) + For a specific population of people All people over 21 years of age Geographic Area + In a specific geographic area In Duval County Desired Outcome Condition of well-being Financially literate

14. 14 Placer County, California OUTCOMES for CHILDREN SAFE HEALTHY AT HOME IN SCHOOL OUT OF TROUBLE

15. 15 New Mexico Children’s Cabinet Outcomes for Children Birth to Five 1. All children birth to five will be physically and mentally HEALTHY. 2. All children birth to five will be SAFE and SUPPORTED. 3. All children birth to five will LEARN the skills they need to to support their individual goals. 4. All children birth to five will be able to TRANSITION to school successfully. 5. All children birth to five and their families are valued and their active participation promoted in their COMMUNITIES.

16. 16 Vermont ● Families, youth and individuals are engaged in and contribute to their community’s decisions and activities. ● Pregnant women and young children thrive. ● Children Ready for School ● Children Succeed in School ● Children live in stable, supported families ● Youth choose healthy behaviors ● Youth successfully transition to adulthood ● Adults lead healthy and productive lives. ● Elders and people with disabilities live with dignity and independence in settings they prefer. ● Communities provide safety and support for families and individuals.

17. 17 Every Child Matters – Children Act Outcomes for Children and Young People Being Healthy : enjoying good physical and mental health and living a healthy lifestyle. Staying Safe : being protected from harm and neglect and growing up able to look after themselves. Enjoying and Achieving : getting the most out of life and developing broad skills for adulthood. Making a Positive Contribution : to the community and to society and not engaging in anti-social or offending behaviour. Economic Well-being : overcoming socio-economic disadvantages to achieve their full potential in life.

18. 18 Outcome Outcome Statement = Statement = Making Progress = Whole Population of People (Community Population) + Geographic Area + Desired Outcome Indicator

19. 19 Example: All adults in Duval County are financially literate Outcome Outcome Statement = Statement = Whole Population of People (Community Population) + For a specific population of people All people over 21 years of age Geographic Area + In a specific geographic area In Duval County Desired Outcome Condition of well-being Financially literate Making Progress = Indicator Measure Rate of savings Making Progress = Indicator Measure Rate of savings

20. 20 GeorgiaSan Mateo, CA Dayton, OHSanta Cruz, CA REPORT CARDS

21. 21

22. 22 What are the Steps to Taking Action? What are the Steps to Taking Action?

23. 2323 Seven Common Sense Questions of Population Accountability 1. Who are we concerned about? (Population) 2. What quality of life conditions do we want for the population? (Outcomes) 3. What would these conditions look like? How could we measure these conditions? (Indicators) 4. How are we doing on these measures? (Trendline data) What do we know about the story behind the trendlines? 5. Who are the partners who can contribute to the work? (Partners) 6. How do we know if strategies are powerful enough to change the trendline? (Evidence/ best or promising practices) 7. What are we proposing to do? (Taking action)

24. 24 Working Through the Seven Population Accountability Questions

25. 25 25 1. Who are we concerned about? PopulationsChildrenYouthFamiliesCommunitiesPlacesNeighborhoodCityCountyStateUSA

26. 26 26 2. What quality of life conditions do we want for a specific population? want for a specific population? (Outcomes) (Outcomes)  For children and/or youth?  For families?  For residents?  For our community (all people) ?

27. 27 27 3. What do these conditions look like? How could we measure them? (Indicators) 3. What do these conditions look like? How could we measure them? (Indicators)  Examples:  Rate of savings  Percent of people in housing for 12 consecutive months  Choosing indicators 1. Does it represent the work we are doing? 2. Is it easily communicated? 3. Is good data available now?

28. 28 28 4. How are we doing on these indicators? What factors are pushing the trendline up or down? Trendlines have two parts: History History Forecast and Forecast Trendline ? Better ? Same ? Worse

29. 29 29 5. Who are the partners that can contribute the work for better results?  Who can contribute?  Who is needed at the “table”?  Who can we recruit now to move the work forward?

30. 30 30 Only partners taking action together can change population indicators

31. 31 6. How do you know a strategy is powerful enough to change the trendline?   Reach – Would it reach the residents, children and families we care about?   Sufficient Numbers – Would it have the level of scale to reach a sufficient number of families to impact the trendline?   Probability of success – Does it have “good enough” evidence that we can expect success?   Fits in our community – Will residents value it and support it?   Capacity – Do we have the knowledge, partnerships and structure to carry it off?   Resources – Do we have or can get the resources needed?

32. 32 32 7. What action are we going to take? 7. What action are we going to take?  What are the actions?  Who will do what?  How can we align our actions?  When will we take the actions?  How do we know we are making a difference?

33. 33 1 population 1 result 1 indicator Discuss how we’re doing 2 partners 2 what works ideas (1 nc/lc) Discuss how to implement 20 Minute Exercise 1. What population are we concerned about? (e.g. U.S. population) 2. What condition(s) do we want for this population? (Americans are free of cancer.) 3. How could we measure these conditions? ( (e.g. cancer rates) 4. How are we doing on the most important of these measures? (baseline history) 5. Who are the partners with a role to play in doing better? 6. What works – what would it take – to do better? (What is our role?) 7. What do we propose to do? POPULATION ACCOUNTABILITY

34. 34 Two Profoundly Different Populations Customer Population Community Populations Specific group in a program Whole group in a geographic area (in programs and not in programs) # of children in Gilbert MS All children ages 6-18 in Duval County reading at grade level

35. 3535 Performance Accountability for a Customer Population is … An approach to help us better see the link between our work and our performance, and the achievement of the people we serve in our programs. An approach to help us better see the link between our work and our performance, and the achievement of the people we serve in our programs.

36. 36 Performance Accountability = Organizational Boundary + Customers + Performance

37. 37Definitions Performance Accountability = Performance Accountability = Link between the work and performance of a particular unit, and the achievement of people it serves. Organizational Boundary + A specific unit such as a program, project, agency, department, etc. Customers+ People in a specific unit, program, agency, etc. Performance How well a program (etc.) is delivering service and whether customers are better off.

38. 38Definitions Performance Accountability = Performance Accountability = Link between the work and performance of a particular unit, and the achievement of people it serves. Making Progress Organizational Boundary + A specific unit such as a program, project, agency, department, etc. Customers+ People in a specific unit, program, agency, etc. Performance How well a program (etc.) is delivering service and whether customers are better off. Performance Measure Specific measure of how well a program (etc.) is delivering service and whether customers are better off.

39. 39 Examples: Customers Performance Accountability = Performance Accountability = Link between the work and performance of a particular unit, and the achievement of people it serves. Making Progress Organizational Boundary + A specific unit such as a program, project, agency, department, etc. Workforce Development Program Customers+ People in a specific unit, program, agency, etc. Men and women over age 18 Performance How well a program (etc.) is delivering service and whether customers are better off. Maintain continuous employment Performance Measure Specific measure of how well a program (etc.) is delivering service and whether customers are better off. Maintain employment for 13 months

40. 40 Examples: Program Performance Accountability = Performance Accountability = Link between the work and performance of a particular unit, and the achievement of people it serves. Making Progress Organizational Boundary + A specific unit such as a program, project, agency, department, etc. Workforce Development Program Customers+ People in a specific unit, program, agency, etc. Men and women over age 18 Performance How well a program (etc.) is delivering service and whether customers are better off. Timeliness Performance Measure Specific measure of how well a program (etc.) is delivering service and whether customers are better off. Placement made within 30 days of entering program

41. 4141 Performance Measures Answer Three Questions Performance Measures Answer Three Questions 1. What did we do? (Quantity) 2.How well did we do it? (Quality) 3.Who is better off? (Impact)

42. 4242 HOW MUCH WE DID? 1. How many did we serve? (customers )  # of individuals  # of staff  # of families  # of children 2. How many activities did we provide?  # of sessions held  # of events

43. 43 43 HOW WELL DID WE DO? Quality of Effort (TASCS) Quality of Effort (TASCS) 1. Are our efforts Timely? % of referrals completed in 24 hours 2. What are the completion or Attendance rates? % new workers completing training 3. Are our customers Satisfied? % of employers satisfied with job hires 4. What are the Costs per unit? $400 per jobs skills training session held 5. What are professional or organizational Standards? Worker to Coaches ratio (10 to 1)

44. 44 IS ANYONE BETTER OFF? What difference did we make? (BACKS) 1. What changes in Behaviors? (#/% of participants who report to work on time) 2.What changes in Attitudes? (#/% of participants who value seeking a degree) 3.What changes in Circumstances? (#/% of participants who have Employer supported Health Insurance at placement) S 4. What changes occurred in Knowledge & Skills? (#/% of participants who have job advancement)

45. 45 Example: Financial Literacy Class How much did we do? (Quantity) # participating in the class How well did we do it? (Quality) % satisfied with the program Who is better off? (Impact) #/% who maintain a balanced budget for 6 months

46. 46 How Performance Measures Fit Together How Much How Well Better Off

47. 47 How hard did we try? Is anyone better off? Program Performance Measures Effort Effect

48. 48 How Much Did we do? ( # ) How Well Did we do it? ( % ) QuantityQuality Performance Measures

49. 49 Performance Measures Quality of EffortQuantity of Effort Quantity of Effect Quality of Effect HOW MUCH?HOW WELL? Quantity Quality Effort Effect IS ANYONE BETTER OFF?

50. 5050 How much service did we deliver? # Performance Measures How well did we deliver it? % How much change / effect did we produce? # What quality of change / effect did we produce? % Quantity Quality Effect Effort Output Input What ways – Better off

51. 51 How much did we do? Asset Development Policy Program How well did we do it? Is anyone better off? QuantityQuality Effect Effort # of policies proposed % of policies enacted through legislation or Executive Order # of organizations changing or initiating new practices; expanding or starting programs; or increasing funding % of organizations initiating or expanding practices, programs or funding

52. 52 52 How much did we do? Performance Measures Are NOT Equal How well did we do it? Is anyone better off? Least Important 2 nd Most Important 3 rd Most Important Most Important

53. 53 What are the Steps to Taking Action? What are the Steps to Taking Action?

54. 54 7 Questions of Performance Accountability 1.Who are our customers? 2.How can we measure if our customers are better off? 3.How can we measure if we deliver our services well? 4.How are we doing on these measures? the trendline – better, worse or the same? the trendline – better, worse or the same? what is the story behind the trendline data? what is the story behind the trendline data? 5.Who are the partners? 6.What works to improve progress for our customers? 7.What actions are we going to take?

55. 5555 1. Who are our customers? We can have one or more customers such as:  People work in our offices  Government agencies  Partners  Funders It is important to be clear about clarifying who is the customer and what is the program. It is important to be clear about clarifying who is the customer and what is the program.

56. 56 2. How can we measure if we are making a difference? Ways in which our Customers are better off B = Behavior A = Attitudes/Opinions C = Circumstances K = Knowledge S = Skills

57. 57 3. How can we measure if we deliver our services well? Identify common or program specific measures such as : Timeliness Timeliness Attendance Attendance Satisfaction Satisfaction Costs per unit Costs per unit Standards Standards (TASCS) (TASCS)

58. 58 58 4. How are we doing on these measures? What factors are pushing the trendline up & down? Trendlines have two parts: History History Forecast and Forecast Trendline ? Better ? Same ? Worse

59. 59 5. Who are the partners?  Who are partners that can contribute?  Who can we recruit now to move the work forward?

60. 6060 6. What works to do better to improve the performance measure?  What do we think would be effective to make a difference – to improve the identified “ better off ” or “ how well ” performance measure?  What do we know from research, best and promising practices or our experiences?  Why do we think that these strategies are powerful enough to make an impact?

61. 61 7. What actions are we going to take?  What actions are we going to take?  Who is going to do what?  What is the timeline?  When will we collect the data, review the data to track whether the actions are working?

62. 62 Three Points of Fit between Population and Performance Accountability

63. 63 The Connection of Population & Performance Accountability Results Indicators Strategies Performance Measures Population Performance

64. 64 Contribution relationship Alignment of measures Appropriate responsibility THE LINKAGE Between POPULATION and PERFORMANCE POPULATION ACCOUNTABILITY Healthy Births Rate of low birth-weight babies Children Ready for School Percent fully ready per K-entry assessment Self-sufficient Families Percent of parents earning a living wage CUSTOMER RESULTS # persons receiving training Unit cost per person trained # who get living wage jobs % who get living wage jobs PERFORMANCE ACCOUNTABILITY POPULATION RESULTS Job Training Program

65. 65

66. 66 Resources Mark Friedman’s Fiscal Policy Studies Institute www.resultsaccountability.com www.raguide.org www.raguide.orgwww.raguide.org