Slide 1 Developing an Outcomes-Focused SPIL: Three Easy Steps Module 1 A series of online workshops for SILCs Facilitated by: Mike Hendricks, Ph.D. Slide 2 Who am I? • Consultant in program outcomes and evaluation • Worked closely with Independent Living Research Utilization (ILRU) and the National Council on Independent Living (NCIL) for the past 5 years • Developed training, TA materials (ILRU website) • Given several webinars and in-person trainings • Worked with the NCIL Outcome Measures Task Force Slide 3 Overview of These Video Modules • 4 modules, covering the entire process • Each lasts about 40 minutes • Roughly the same format for each module: - I explain some concepts and examples - You apply the material to your own SILC-?Together we review your first attempt - You improve your first effort • We recommend you work in a group Slide 4 Module #1 • Introduction • A state’s “total IL program” • An “outcome” • A “logic model” Slide 5 State Plan for Independent Living • To receive federal funding for the State Independent Living Services (SILS) program and the Centers for Independent Living (CIL) program, states are required by section 704 of the Rehabilitation Act of 1973 as amended to submit a State Plan for Independent Living (SPIL) every three years. • The purpose of this plan is to describe how the state’s IL network of independent living programs and services will meet the IL needs of persons with disabilities in the state. Slide 6 State Plan for Independent Living, cont’d. • The plan must address how federal, state, and other funds will be used within the state to develop and maintain an IL program. • Part I of the plan is a series of assurances based on legal and regulatory provisions governing the SILS and CIL programs. • In Part II, the state describes its IL objectives, services, activities, financial plans, and operational details. These four training modules will help you with Part II. Slide 7 Content of These Modules Has Been Vetted and Approved by RSA We want to be very clear about what we mean • The federal agency with oversight of the independent living program, the Rehabilitation Services Administration (RSA), has approved the content of these modules • RSA agrees these are good suggestions • However, RSA does NOT require you to do what we’re suggesting • So, these are ideas for you to consider Slide 8 An Important Caveat • States are different—in lots of ways • There’s no one way to develop a SPIL • Do what works for YOUR state • However, we’ve given this a lot of thought • So, please—consider our ideas seriously Slide 9 Three Key Terms We All Need to Use in the Same Way 1. A state’s “total IL program” 2. An “outcome” 3. A “logic model” Slide 10 Three Key Terms We All Need to Use in the Same Way 1. A state’s “total IL program” 2. An “outcome” 3. A “logic model” Slide 11 A State's Total IL Program Image of Series of three concentric circles: innermost circle is dark gray and has word "Consumers" in it; next circle out is light gray and has words "SILC," "DSUs", and "CILs" in it; outermost circle is white and has the words "Other state agencies", "Schools", "Local Agencies", "Other public and private entities", "Service clubs", and "Councils" in it. Slide 12 The Core IL Network • Consists of - the state’s Centers for Independent Living (CILs) - the Statewide Independent Living Council (SILC) - the Designated State Unit(s) (DSU(s)) • Is most significantly impacted by the content of the SPIL financially. • Carries the imperative responsibility for maintaining a cooperative and productive working relationship in drafting and implementing the SPIL. Slide 13 Three Key Terms We All Need to Use in the Same Way 1. A state’s “total IL program” 2. An “outcome” 3. A “logic model” Slide 14 “The Way the World Used To Be” Box with Inputs, Box with Activities, Box with Outputs • Resources your program uses - money - staff & staff time - volunteers & volunteer time - facilities - equipment & supplies • What your program does with its inputs - feeding and sheltering homeless families - providing job training - educating teachers about signs of child abuse - counseling pregnant women • How much work your program does - # of classes taught - # of counseling sessions conducted - # of educational materials distributed - # of hours of service delivered - # of participants served Slide 15 “The Way the World Is Now” Image of Box with the word Inputs, Image of Box with the word Activities, image of Box with the word Outputs, Image of Person with Outcomes • Resources your program uses - money - staff & staff time - volunteers & volunteer time - facilities - equipment & supplies • What your program does with its inputs - feeding and sheltering homeless families - providing job training - educating teachers about signs of child abuse - counseling pregnant women • How much work your program does - # of classes taught - # of counseling sessions conducted - # of educational materials distributed - # of hours of service delivered- # of participants served • Changes in individuals, families, organizations, or communities - new knowledge - increased skills - changed attitudes or values - modified behavior - improved condition - altered status Slide 16 Examples of Generic Service Outcomes • High-risk teenagers show healthy attitudes about young parenthood • Seniors have new knowledge about mental health and aging • Homeless individuals display adequate job search skills • Patients follow medical advice (behavior) Slide 17 Examples of IL Outcomes • Independent living services operate efficiently • Individuals currently residing in institutions transition successfully into community settings • Members of the IL network are effective at community organizing • Persons with disabilities have the capacities to participate and choose • Transportation options are accessible to persons with disabilities Slide 18 Why Focus on Outcomes? • Why not focus on inputs, activities, or outputs? • Not good enough anymore; there is a growing national emphasis on results • Start from where you want to end up—what you want to achieve—then figure out the steps to get there • Like programming a GPS for a trip—your final destination determines how you’ll get there • RSA requires that we focus on outcomes Slide 19 Three Key Terms We All Need to Use in the Same Way 1. A state’s “total IL program” 2. An “outcome” 3. A “logic model” Slide 20 “The Way the World Is Now” Image of Box with the word Inputs, Image of Box with the word Activities, image of Box with the word Outputs, Image of Person with Outcomes • Resources your program uses - money - staff & staff time - volunteers & volunteer time - facilities - equipment & supplies • What your program does with its inputs - feeding and sheltering homeless families - providing job training - educating teachers about signs of child abuse - counseling pregnant women • How much work your program does - # of classes taught - # of counseling sessions conducted - # of educational materials distributed - # of hours of service delivered - # of participants served • Changes in individuals, families, organizations, or communities - new knowledge - increased skills - changed attitudes or values - modified behavior - improved condition - altered status Slide 21 Inputs Through Outcomes: The Conceptual Chain Image of a Series of arrows starting at bottom: Inputs, Activities, Outputs, Initial Outcomes, Intermediate Outcomes, and Longer-term Outcomes Slides 22 through 30 Logic Model for an Non-IL Program Images of the Logic Model for a Non-IL Program with one box at the top: 1) Overweight kids (OKs) weigh less. Two boxes pointing up to the one box: 1) OKs are eating healthier foods; 2) OKs are exercising more. Three boxes pointing to the box containing OKs are eating healther foods: 1) OKs want to eat healthier foods; 2) OKs know which foods are healthier; 3) OKs have access to healthier foods. Three boxes pointing to the one box OKs are exercising more: 1) OKs want to exercise more; 2) OKs have easy opportunities to exercise; 3) OKs have consistent exercise partners. Slide 31 • RSA has special terms to describe these three levels of outcomes: - Top-level, highest outcome = “Mission” - Intermediate outcomes = “Goals” - First-level, initial outcomes = “Objectives” Slides 32 through 39 Logic Model for an Non-IL Program Images of the Logic Model for a Non-IL Program with one box at the top: 1) Overweight kids (OKs) weigh less. Two boxes pointing up to the one box: 1) OKs are eating healthier foods; 2) OKs are exercising more. Three boxes pointing to the box containing OKs are eating healther foods: 1) OKs want to eat healthier foods; 2) OKs know which foods are healthier; 3) OKs have access to healthier foods. Three boxes pointing to the one box OKs are exercising more: 1) OKs want to exercise more; 2) OKs have easy opportunities to exercise; 3) OKs have consistent exercise partners. One box 1) Motivating activities pointing to OKs want to each healthier foods. One box 1) Educating Activities pointing to OKs know which foods are healthier. One box 1) Providing activities pointing to OKs have access to healthier foods. One box 1) Motivating activities pointing to OKs want to exercise more. One box 1) Providing Activities pointing to OKs have easy opportunities. One box 1) Matching activities pointing to OKs have consistent exercise partners. Slide 40 Objectives vs. Activities? Objectives = Changes you want to result among persons’ lives or institutions; how the world will be different because of the activities (action steps) that are done. Activities = What will be done to achieve these desired results or outcomes; the actions that will be conducted with the available resources to change the world. Slide 41 Logic Model for an Non-IL Program Images of the Logic Model for a Non-IL Program with one box at the top: 1) Overweight kids (OKs) weigh less. Two boxes pointing up to the one box: 1) OKs are eating healthier foods; 2) OKs are exercising more. Three boxes pointing to the box containing OKs are eating healther foods: 1) OKs want to eat healthier foods; 2) OKs know which foods are healthier; 3) OKs have access to healthier foods. Three boxes pointing to the one box OKs are exercising more: 1) OKs want to exercise more; 2) OKs have easy opportunities to exercise; 3) OKs have consistent exercise partners. One box 1) Motivating activities pointing to OKs want to each healthier foods. One box 1) Educating Activities pointing to OKs know which foods are healthier. One box 1) Providing activities pointing to OKs have access to healthier foods. One box 1) Motivating activities pointing to OKs want to exercise more. One box 1) Providing Activities pointing to OKs have easy opportunities. One box 1) Matching activities pointing to OKs have consistent exercise partners. Slide 42 Activities->Outcomes: A Chain of Influence Image of Activities (arrow pointing right) Outcomes: A Chain of Influence Four hotizontal boxes, starting at bottom: 1) IF...these activities, then arrow pointing up 2) THEN...this outcome, then arrow, 3) THEN...this outcome, then up arrow, 4) THEN...this outcome Slide 43 Logic Model for an Non-IL Program Images of the Logic Model for a Non-IL Program with one box at the top: 1) Overweight kids (OKs) weigh less. Two boxes pointing up to the one box: 1) OKs are eating healthier foods; 2) OKs are exercising more. Three boxes pointing to the box containing OKs are eating healther foods: 1) OKs want to eat healthier foods; 2) OKs know which foods are healthier; 3) OKs have access to healthier foods. Three boxes pointing to the one box OKs are exercising more: 1) OKs want to exercise more; 2) OKs have easy opportunities to exercise; 3) OKs have consistent exercise partners. One box 1) Motivating activities pointing to OKs want to each healthier foods. One box 1) Educating Activities pointing to OKs know which foods are healthier. One box 1) Providing activities pointing to OKs have access to healthier foods. One box 1) Motivating activities pointing to OKs want to exercise more. One box 1) Providing Activities pointing to OKs have easy opportunities. One box 1) Matching activities pointing to OKs have consistent exercise partners. Slide 44 Seven (7) Reasons to Develop a Logic Model 1. Start a discussion about the program’s overall Mission 2. Make the program’s logic (or “theory”) very explicit and succinct 3. Create a shared vision of the program 4. Orient and train staff 5. Explain the program to potential consumers 6. Describe the program to funders and other stakeholders 7. Negotiate fair accountability for the program Slide 45 Now It’s Your Turn • Stop this video • Individually, jot down anything that stood out for you as you watched this module • Discuss as a group what you saw individually and collectively • Jot down your questions, so you can watch for the answers in future modules • Turn this video back on Slide 46 SILC-NET Attribution • Support for development of this program was provided by the U.S. Department of Education, Rehabilitation Services Administration under grant number H132B120001. No official endorsement of the Department of Education should be inferred. Permission is granted for duplication of any portion of this PowerPoint presentation, providing that the following credit is given to the project: Developed as part of the SILC-NET, a project of the IL- NET, an ILRU/NCIL/APRIL National Training and Technical Assistance Program.