Slide 1 Developing an Outcomes-Focused SPIL: Three Easy Steps Module 2 A series of online workshops for SILCs Facilitated by: Mike Hendricks, Ph.D. Slide 2 Review of Module #1 • A state’s “total IL program” • An “outcome” • A “logic model” Slide 3 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 4 “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 5 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 6 Three Easy Steps • Decide what you want to achieve – Mission, goals, objectives, partial logic model • Turn generalities into specifics – Measurable indicators, geographic scope, target performance level after three years, target progress between now and year three • Develop an action strategy to achieve each Objective – Necessary activities, lead organization, key partners, resources needed, funding sources Slide 7 Three Easy Steps • Decide what you want to achieve – Mission, goals, objectives, partial logic model • Turn generalities into specifics – Measurable indicators, geographic scope, target performance level after three years, target progress between now and year three • Develop an action strategy to achieve each Objective – Necessary activities, lead organization, key partners, resources needed, funding sources Slide 8 Module #2 Decide what you want to achieve: • Mission • Goals • Objectives • Partial logic model Slide 9 We’ll Use Nevona’s SPIL as an Example Image of a Highlighted map of Arizona with "Nevona" located between the two states. Slide 10 Decide what you want to achieve A. State your Mission - But whose mission? Your state’s total IL program. - Nevona’s Mission is “Persons with disabilities (PWDs) participate as fully as they like in community activities” - Your Mission will be different - Wording can help—we suggest you… -– Start with your target group –- Follow with a present-tense (not future) verb –- End however makes sense Slide 11 Image of a box with "Persons with disabilities (PWDs) participate as fully as they like in community activities" • Don’t shortchange your Mission—obviously it’s important • But don’t obsess over it, either • In some ways, it’s more a political statement than a planning tool, and other levels of outcomes are more important for your SPIL. Slide 12 Add Your Goals Below Your Mission B. Develop your Goals (next row down) - Goals are desired outcomes one level below your Mission - The outcomes that need to be achieved first, in order for your Mission to be achieved - Outcome “stepping stones” on the way to your Mission - IF we achieve these Goals, THEN we will achieve our Mission Slide 13 Activities-Outcomes: A Chain of Influence Image of Activities (arrow pointing right) Outcomes: A Chain of Influence Four horizontal 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 Slides 14 through 19 Nevona's Goals Image of seven horizontal boxes, starting at the top: 1) Persons with disabilities (PWDs) participate as fully as they like in community activities; 2) PWDs self-advocate for their needs; 3) IL network members are highly capable organizations; 4) Key decision makers are sensitive to the needs of PWDs; 5) Sufficient resources are available and stable for IL services; 6) Persons previously underserved and underrepresented have more presence and power in the IL network; 7) PWDs in institutions transition successfully into community settings. Slide 20 Nevona's Mission and Goals Image of seven horizontal boxes, starting at the top: 1) Persons with disabilities (PWDs) participate as fully as they like in community activities; 2) PWDs self-advocate for their needs; 3) IL network members are highly capable organizations; 4) Key decision makers are sensitive to the needs of PWDs; 5) Sufficient resources are available and stable for IL services; 6) Persons previously underserved and underrepresented have more presence and power in the IL network; 7) PWDs in institutions transition successfully into community settings. • Nevona’s logic is: IF we can achieve these six Goals, THEN we will achieve our Mission • Your Goals will be different, but wording is still important: - Start with your target group - Follow with a present-tense verb - End however makes sense Slide 21 Add Your Objectives Below Your Goals C. Define your Objectives (next row down) - Typically can’t achieve Goals in 3 years - Make progress, yes; fully achieve, probably not - Need another level of outcomes below Goals…. these are called Objectives - What outcomes need to be achieved first, in order for your Goals to be achieved? - This is the key level of outcomes for both planning and evaluating your SPIL Slide 22 Activities-Outcomes: A Chain of Influence Image of Activities (arrow pointing right) Outcomes: A Chain of Influence Four hotizontal boxes, starting at bottom: 1) THEN...this outcome, then arrow pointing up 2) THEN...these outcomes then arrow, 3) THEN...these outcomes, then up arrow, 4) IF...these activities Slides 23 through 28 Two Objectives Below Nevona's First Goal Image of eleven horizontal boxes, starting at the top: 1) Persons with disabilities (PWDs) participate as fully as they like in community activities. Second row of boxes 2) PWDs self-advocate for their needs; 3) IL network members are highly capable organizations; 4) Key decision makers are sensitive to the needs of PWDs; 5) Sufficient resources are available and stable for IL services; 6) Persons previously underserved and underrepresented have more presence and power in the IL network; 7) PWDs in institutions transition successfully into community settings. Third row of boxes 8)Network members use modern management; 9) Historically offered services are retooled to maximize dwindling resources; 10) Network members undertake entrepreneurial activities and partnerships with other networks and organizations; 11) Those network members "in need" receive help to enhance their capabilities. Slide 29 Some Actual Objectives From Real SPILs Examples: Seven boxes that read: 1) IL network key partners collaborate to provide delivery of services; 2) PWDs can access transportation; 3) Formerly underserved populations are served; 4) PWDs register to vote; 5) PWDs have increased employment opportunities; 6) Youth are prepared for leadership roles in our state; 7) Policy makers financially support the IL network. Slide 30 How Many Objectives for Each Goal? Image of thirteen horizontal boxes, starting at the top: 1) Persons with disabilities (PWDs) participate as fully as they like in community activities; 2) PWDs self-advocate for their needs; 3) IL network members are highly capable organizations; 4) Key decision makers are sensitive to the needs of PWDs; 5) Sufficient resources are available and stable for IL services; 6) Persons previously underserved and underrepresented have more presence and power in the IL network; 7) PWDs in institutions transition successfully into community settings; boxes 8 through 13) The proper number of objectives Nevona’s logic is: IF we can achieve all of our Objectives, THEN we will achieve our six Goals and therefore achieve our Mission Your Objectives will be different—-not too many, please (one SPIL had 37) Slide 31 Now It's Your Turn • Stop this video • Create your state’s (partial) logic model • As in our example, include your Mission, all your Goals, and your Objectives under one of your Goals (under only one Goal, not all your Goals) • Work together on this, until you have a product all of you are comfortable with • Turn this video back on Slide 32 Let's Review Your Partial Logic Model • Is it logical? - Looking up, up - Looking down - Looking sideways, sideways • Did you avoid the most common cow pies? - Mix up Objectives and Activities? - Include both an Objective and an Activity? - Include more than one concept in an outcome? - Aim Objectives too high for a 3-year period? Slide 33 Is Your Logic Logical? 1. As you work your way up, do the IF-THEN connections always seem reasonable? Slide 34 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 35 Is Your Logic Logical? 1. As you work your way up, do the IF-THEN connections always seem reasonable? 2. As you work your way up, is the question “Why?” always answered right above each box? Slide 36 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 37 Is Your Logic Logical? 1. As you work your way up, do the IF-THEN connections always seem reasonable? 2. As you work your way up, is the question “Why?” always answered right above each box? 3. As you work your way down, is the question “How?” always answered right below each box? Slide 38 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 39 Is Your Logic Logical? 1. As you work your way up, do the IF-THEN connections always seem reasonable? 2. As you work your way up, is the question “Why?” always answered right above each box? 3. As you work your way down, is the question “How?” always answered right below each box? 4. As you look sideways, is the question “Is this necessary?” always answered “Yes?” Slide 40 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 41 Is Your Logic Logical? 1. As you work your way up, do the IF-THEN connections always seem reasonable? 2. As you work your way up, is the question “Why?” always answered right above each box? 3. As you work your way down, is the question “How?” always answered right below each box? 4. As you look sideways, is the question “Is this necessary?” always answered “Yes?” 5. As you look sideways, is the question “What else is needed?” always answered “Nothing else?” Slide 42 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 43 Is Your Logic Logical? 1. As you work your way up, do the IF-THEN connections always seem reasonable? 2. As you work your way up, is the question “Why?” always answered right above each box? 3. As you work your way down, is the question “How?” always answered right below each box? 4. As you look sideways, is the question “Is this necessary?” always answered “Yes?” 5. As you look sideways, is the question “What else is needed?” always answered “Nothing else?” Slide 44 These are Five Very Useful Questions Image of Oval with "Outcome" in middle. Arrow points up with Why? Arrow points to right with What else?. Arrow points down with How? Slide 45 Four Objectives Below Nevona's Second Goal Image of eleven horizontal boxes, starting at the top: 1) Persons with disabilities (PWDs) participate as fully as they like in community activities. Second row of boxes 2) PWDs self-advocate for their needs; 3) IL network members are highly capable organizations; 4) Key decision makers are sensitive to the needs of PWDs; 5) Sufficient resources are available and stable for IL services; 6) Persons previously underserved and underrepresented have more presence and power in the IL network; 7) PWDs in institutions transition successfully into community settings. Third row of boxes 8)Network members use modern management; 9) Historically offered services are retooled to maximize dwindling resources; 10) Network members undertake entrepreneurial activities and partnerships with other networks and organizations; 11) Those network members "in need" receive help to enhance their capabilities. Slide 46 Did You Make Sure NOT To... 1. Mix up Objectives and Activities? (A very common confusion in past SPILs) 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 47 Objectives? ...or Activities? • “A working group will propose a more equitable funding formula….” • “Support a statewide, non-partisan Disability Voter Rights Network….” • “Provide information and referral assistance….” • “Designate funds for the purposes of….” • “The SILC will host a meeting, inviting RSA, to….” • “Provide four $30,000 capacity-building grant opportunities….” • (Many, many more….) Slide 48 Did You Make Sure NOT To... 2. Include both an Objective and an Activity? • “Persons with disabilities are able to remain in their homes….through the provision of person-centered and coordinated home and community-based services.” Slide 49 Did You Make Sure NOT To... 3. Include more than one concept in an outcome? • Local and statewide barriers to Independent Living are identified and systems advocacy strategies are implemented. • Improved capacity and quality of community- based long-term supports. • The needs of persons with disabilities are identified and addressed. Slide 50 Did You Make Sure NOT To... 4. Aim Objectives too high for a 3-year period? - “[Nevonans] with disabilities have access to safe, affordable, and accessible transportation options throughout Nevona.” Slide 51 Your Turn--One More Time • Stop this video • As a group, review your logic model: - Is your logic solid throughout? - Did you avoid the most common cow pies? • Revise your logic model based on this review • Congratulate yourselves on learning Step 1! Slide 52 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.