Slide 1 Developing an Outcomes-Focused SPIL: Three Easy Steps Module 4 A series of online workshops for SILCs Facilitated by: Mike Hendricks, Ph.D. Slide 2 Review of Module #3 • Measurable indicators • Geographic scope • Target performance level after three years • Target progress between now and year three Slide 3 Turn Generalities Into Specifics Image of a Table: 1 Header) Specific Objectives, Measurable Indicator, Geographic Scope, Target Performance Level for Year 3, Target Progress Between Now and Year 3; 2) Row one under Specific Objective, Those network members "in need" receive help to enhance their capabilities; 3) Row one under Measurable Indicator, number and percentage of network members officially designated as being "in need" that had at least one in-person or telephone consultation with an assigned "successful mentor" organization in the network during at least eight of the 12 months of the past fiscal year; 4) Row one under Geographic Scope, Statewide, but only selected network members; 5) Row one under Target Performance Level for Year 3, Year Three equals 80 percent; 6) Row one under Target Progress Between Now and Year Three, Now equals 30 percent, Year One equals fifty percent, Year Two equals seventy percent; 7) Row two through five under Specific Objective, Objective... Slide 4 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 5 Module #4 Develop an action strategy to achieve each Objective: • Necessary activities • Lead organization • Key partners • Resources needed • Funding sources Slide 6 Develop an action strategy to achieve each of your Objectives • Now you know exactly what you want to achieve—very specifically • But how are you going to achieve each Objective? • This is your Action Strategy—it has five (5) parts • Add this information to your SPIL Planning Table (Action Strategy) Slide 7 SPIL Planning Table-(Action Strategy) Image of Table: 1 Header) Specific Objectives, Necessary Activities, Lead Organization, Key Partners, Resources Needed, Funding Sources; 2) Row one through five under Specific Objectives, Objective... Slide 8 Start With Your Activities A. Determine the Activities needed to achieve each Objective - What your total state IL program will actually do to achieve your Objectives: “-ing” words such as training, surveying, disseminating, etc. - One or more Activities for each Objective - These Activities will obviously be different for each different Objective - Display these Activities right under each Objective on your logic model Slide 9 Logic Model for a 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. Three boxes pointing to the six boxes above, Motivating activities, Educating Activities, Providing Activities. Slide 10 Objectives vs. Activities? •Objectives equal 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 equal What will be done to achieve those desired results or outcomes; the actions that will be conducted with the available resources to change the world. Slide 11 What Activities Are Needed Here? 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. Three boxes pointing to the six boxes above, Motivating activities, Educating Activities, Providing Activities. One box pointing to OKs have easy opportunities to exercise, Activities. Slide 12 Indicators for a Non-IL Program Image of a table: 1 Header) Objective for Overweight Kids Program, Possible Measurable Indicators for this Objective; 2) First Row, Overweight kids (OKs) have easy opportunities to exercise, number and percentage of OKs whose school offers them a physical exercise (PE) class at least three days per week; 3) Row Two under Possible Measurable Indicators for this Objective, number and percentage of OKs who have a free or low-cost recreation facility of some sort (gym, playground, park, pool, outdoor course, etc.) within one mile of their home; 4) Row three under Possible Measurable Indicators for this Objective, number and percentage of OKs who have a functioning piece of aerobic exercise equipment in their home. Slide 13 So, It's Important to Remember... •Obviously the Activities depend on the Objective •But since an Objective is just a "nice concept" until you specify an indicator... •Your Activities really depend on the indicator of that Objective, right? •For example... Slide 14 Image of a table: 1 Header) Objective for Overweight Kids Program, Possible Measurable Indicators (Definitions) of this Objective, Possible Activities Necessary to Achieve Each Objective/Indicator; 2) First Row under Objective for Overweight Kids Program, Overweight kids (OKs) have easy opportunities to exercise; 3) First row under Possible Measurable Indicators (Definitions) of this Objective, number and percentage of OKs whose school offers a physical exercise (PE) class at least three days per week; 4) Row two under Possible Measurable Indicators Definitions of this Objective, number and percentage of OKs who have a free or low-cost recreation facility of some sort (gym, playground, park, pool, outdoor course, etc.) within one mile of their home; 5) Row three under Possible Measurable Indicators Definitions of this Objective, number and percentage of OKs who have a functioning piece of aerobic exercise equipment in their home; 6) Row four under Possible Measurable Indicators Definitions of this Objective, number and percentage of OKs whose parents are willing to let them briskly in the streets/roads outside their home; 7) First row under Possible Activities Necessary to Achieve Each Objective/Indicator, -Encouraging the school board to adopt PE into the curriculum, -Helping each school to offer PE, -question mark; 8) Second row under Possible Activities Necessary to Achieve Each Objective/Indicator, -Encouraging the relevant government and private decision makers to open enough recreation facilities, -question mark; 9) Third row under Possible Activities Necessary to Achieve Each Objective/Indicator, -Gaining permission of select parents, -Providing equipment to select homes, -question mark; 10) Fourth row under Possible Activities Necessary to Achieve Each Objective/Indicator, -Encouraging parents to allow walking, -Asking police for more security, -question mark. Slide 15 Remember Our Sample IL Objective? 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 16 What Activities Are Needed Here? Image of twelve 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. 12) Activities... Slide 17 We Identified Two Possible Indicators Image of a table: 1 Header) SPIL Objectives, Possible Measurable Indicators; 2) First Row, Those network members "in need" receive help to enhance their capabilities, Number and percentage of network members officially designated as being "in need" that receive at least 10 hours of TA from a designated outside TA contractor during at least eight of the 12 months of the past fiscal year. 3) Second Row under Possible Measurable Indicator, number and percentage of network members officially designated as abeing "in need" that experience at least one in-person or telephone consultation with an assigned "successful mentor" organization in the network during at least eight of the twelve months of the past fiscal year. 4) Third Row under Possible Measurable Indicators, Other Possibilities? 5) Fourth Row under Possible Measurable Indicators, Other Possibilities? Slide 18 Our Activities Depend On Our Indicator Image of a table: 1 Header) Objective for Overweight Kids Program, Possible Measurable Indicators (Definitions) of this Objective, Possible Activities Necessary to Achieve Each Objective/Indicator; 2) First Row under Objective for Overweight Kids Program, Overweight kids (OKs) have easy opportunities to exercise; 3) First row under Possible Measurable Indicators (Definitions) of this Objective, number and percentage of OKs whose school offers a physical exercise (PE) class at least three days per week; 4) Row two under Possible Measurable Indicators Definitions of this Objective, number and percentage of OKs who have a free or low-cost recreation facility of some sort (gym, playground, park, pool, outdoor course, etc.) within one mile of their home; 5) Row three under Possible Measurable Indicators Definitions of this Objective, number and percentage of OKs who have a functioning piece of aerobic exercise equipment in their home; 6) Row four under Possible Measurable Indicators Definitions of this Objective, number and percentage of OKs whose parents are willing to let them briskly in the streets/roads outside their home; 7) First row under Possible Activities Necessary to Achieve Each Objective/Indicator, -Encouraging the school board to adopt PE into the curriculum, -Helping each school to offer PE, -question mark; 8) Second row under Possible Activities Necessary to Achieve Each Objective/Indicator, -Encouraging the relevant government and private decision makers to open enough recreation facilities, -question mark; 9) Third row under Possible Activities Necessary to Achieve Each Objective/Indicator, -Gaining permission of select parents, -Providing equipment to select homes, -question mark; 10) Fourth row under Possible Activities Necessary to Achieve Each Objective/Indicator, -Encouraging parents to allow walking, -Asking police for more security, -question mark. Slide 19 Key Quote: "Indicators Determine Activities" Image of a table: 1 Header) Objective for Overweight Kids Program, Possible Measurable Indicators (Definitions) of this Objective, Possible Activities Necessary to Achieve Each Objective/Indicator; 2) First Row under Objective for Overweight Kids Program, Overweight kids (OKs) have easy opportunities to exercise; 3) First row under Possible Measurable Indicators (Definitions) of this Objective, number and percentage of OKs whose school offers a physical exercise (PE) class at least three days per week; 4) Row two under Possible Measurable Indicators Definitions of this Objective, number and percentage of OKs who have a free or low-cost recreation facility of some sort (gym, playground, park, pool, outdoor course, etc.) within one mile of their home; 5) Row three under Possible Measurable Indicators Definitions of this Objective, number and percentage of OKs who have a functioning piece of aerobic exercise equipment in their home; 6) Row four under Possible Measurable Indicators Definitions of this Objective, number and percentage of OKs whose parents are willing to let them briskly in the streets/roads outside their home; 7) First row under Possible Activities Necessary to Achieve Each Objective/Indicator, -Encouraging the school board to adopt PE into the curriculum, -Helping each school to offer PE, -question mark; 8) Second row under Possible Activities Necessary to Achieve Each Objective/Indicator, -Encouraging the relevant government and private decision makers to open enough recreation facilities, -question mark; 9) Third row under Possible Activities Necessary to Achieve Each Objective/Indicator, -Gaining permission of select parents, -Providing equipment to select homes, -question mark; 10) Fourth row under Possible Activities Necessary to Achieve Each Objective/Indicator, -Encouraging parents to allow walking, -Asking police for more security, -question mark. Slide 20 Examples of Actual IL Activities • Funding various organizations • Providing technical assistance • Administering a survey • Matching different groups • Hiring a contractor • Collaborating with other agencies • Training different groups of people • Testifying before various groups • Providing direct services to individuals • Developing new tools • Organizing consumers • Many, many others... Slide 21 Add the Lead Organization Image of a 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. • Important for the buck to stop some ONE place • CILs, DSU(s), or SILC might usually be the lead • But maybe not always? Slide 22 Add Key Partners and Resources Needed C. Agree on key partners for each Objective – Other organizations may need to be involved, too – Important to plan from the beginning D. Document the resources needed to achieve each Objective – Generally in dollar terms – As closely as possible, but may not be perfect Slide 23 Add Funding Sources E. Clarify funding sources – Part B? Part C? Chapter 2—Older Blind? Other sources of funds? Slide 24 Let's Put It All Together-Action Strategy Image of Table: 1 Header) Specific Objectives, Necessary Activities, Lead Organization, Key Partners, Resources Needed, Funding Sources; 2) Row one under SPecific Objectives, Those network members "in needs" receive help to enhance their capabilities; 3) Rows two and three under Specific Objectives, Objective... Slide 25 Necessary Activities Image of Table: 1 Header) Specific Objectives, Necessary Activities, Lead Organization, Key Partners, Resources Needed, Funding Sources; 2) Row one under SPecific Objectives, Those network members "in needs" receive help to enhance their capabilities; 3) Rows two and three under Specific Objectives, Objective...; 4) Row one under Necessary Activities, -Designating "in need" Network members, -Recruiting mentor organization, -Matching "in need" members with mentors, -Encouraging "in need" members to consult with their mentors, -Monitoring mentors' consultations, -question mark. Slide 26 Lead Organization Image of Table: 1 Header) Specific Objectives, Necessary Activities, Lead Organization, Key Partners, Resources Needed, Funding Sources; 2) Row one under SPecific Objectives, Those network members "in needs" receive help to enhance their capabilities; 3) Rows two and three under Specific Objectives, Objective...; 4) Row one under Necessary Activities, -Designating "in need" Network members, -Recruiting mentor organization, -Matching "in need" members with mentors, -Encouraging "in need" members to consult with their mentors, -Monitoring mentors' consultations, -question mark; 5) Row one under Lead Organization, Contractor*. Slide 27 Key Partners Image of Table: 1 Header) Specific Objectives, Necessary Activities, Lead Organization, Key Partners, Resources Needed, Funding Sources; 2) Row one under SPecific Objectives, Those network members "in needs" receive help to enhance their capabilities; 3) Rows two and three under Specific Objectives, Objective...; 4) Row one under Necessary Activities, -Designating "in need" Network members, -Recruiting mentor organization, -Matching "in need" members with mentors, -Encouraging "in need" members to consult with their mentors, -Monitoring mentors' consultations, -question mark; 5) Row one under Lead Organization, Contractor*; 6) Row one under Key Partners, SILC, CIL, DSU. Slide 28 Resources Needed Image of Table: 1 Header) Specific Objectives, Necessary Activities, Lead Organization, Key Partners, Resources Needed, Funding Sources; 2) Row one under SPecific Objectives, Those network members "in needs" receive help to enhance their capabilities; 3) Rows two and three under Specific Objectives, Objective...; 4) Row one under Necessary Activities, -Designating "in need" Network members, -Recruiting mentor organization, -Matching "in need" members with mentors, -Encouraging "in need" members to consult with their mentors, -Monitoring mentors' consultations, -question mark; 5) Row one under Lead Organization, Contractor*; 6) Row one under Key Partners, SILC, CIL, DSU; 7) Row one under Resources, $15,000. Slide 29 Funding Sources Image of Table: 1 Header) Specific Objectives, Necessary Activities, Lead Organization, Key Partners, Resources Needed, Funding Sources; 2) Row one under SPecific Objectives, Those network members "in needs" receive help to enhance their capabilities; 3) Rows two and three under Specific Objectives, Objective...; 4) Row one under Necessary Activities, -Designating "in need" Network members, -Recruiting mentor organization, -Matching "in need" members with mentors, -Encouraging "in need" members to consult with their mentors, -Monitoring mentors' consultations, -question mark; 5) Row one under Lead Organization, Contractor*; 6) Row one under Key Partners, SILC, CIL, DSU; 7) Row one under Resources, $15,000; 8) Row one under Funding Sources, Part B. Slide 30 Now It's Your Turn • Stop this video • Use the same 2-3 Objectives you used for the previous exercise • Just as you did before, write these 2-3 Objectives in column 1 of your SPIL Planning Table (Action Strategy) • For each Objective, fill in columns 2-6: – Necessary activities – Lead organization – Key partner(s) – Needed resources – Funding source • Work together on this, until you have a product all of you are comfortable with • Turn this video back on Slide 31 Let's Review Your Action Strategy • As a group, review your Action Strategy: - Necessary activities - Lead organization - Key partner(s) - Resources needed - Funding source Slide 32 Are Your Activities The Right Ones? • Is each of your activities tied to improving a specific Objective (and especially a specific indicator of that Objective)? • What makes you think that doing that particular activity will improve that particular indicator? • Does any activity try to do more than it’s designed to do (e.g., improve another Objective or even a Goal)? • Is each of your activities absolutely necessary? • Are there any activities you forgot to include? Slide 33 Is Your Lead Organization the Right One? • Have you considered all possibilities, not just the traditional “Big Three” of CILs, DSU(s), and SILC? • Have you systematically thought about the advantages and disadvantages of each possibility? • Is the “best” organization committed to doing all the work that will be needed? • Does the preferred organization work well with the other members of the IL network? Slide 34 Have You Involved All Key Partners? • Have you thought carefully about whether partners are even needed and, if so, in order to accomplish what particular tasks? • Have you considered all possibilities, not just the traditional “Big Three” of SILC, DSU(s), and CILs? • Have you systematically thought about the advantages and disadvantages of each possibility? • Would the “best” partners work effectively on their own and with the lead organization? Slide 35 Do You Know the Resources Needed? • Have you done any of these activities before and, if so, do you know how much each costs on a per unit basis? • If not, can you get cost estimates from experts in your state, in other states, at ILRU, etc.? • Are you comfortable that these general cost estimates will apply in your particular situation? • Have you deliberately tried to identify some possible unexpected costs for each activity? Slide 36 Have You Identified the Funding Sources? Are funds likely to be available through. . . • Part B? • Part C? • Chapter 2—Older Blind? • Title I, Innovation & Expansion? • Social Security Reimbursement? • State funds (if appropriated)? • Other Public and Private Funds? (Remember that a good working relationship among the core IL Network partners is essential to ensuring appropriate and equitable identification of funding options.) Slide 37 Your Turn-One More Time • Stop this video • As a group, review your Action Strategy: - Necessary activities - Lead organization - Key partner(s) - Resources needed - Funding source • Improve your Action Strategy based on this review • Congratulate yourselves on learning Step 3! • Turn this video back on for one final action Slide 38 Let's Create the Full SPIL Planning Table • Add together your Specifics (from Module 3) and your Action Strategy (from Module 4) • The combined table will describe exactly which Objectives you’re trying to achieve (Specifics) ...and also exactly how you’re going to achieve each one (Action Strategy) • Simply put together the two tables you’ve already developed Slide 39 Full SPIL Planning Table Image of Table: 1 Header) Specific Objectives, Specifics of Each Objective-Measurable Indicators, Specifics of Each Objective-Geographic Scope, Specifics of Each Objective-Target Performance Level for Year Three, Specifics of Each Objective-Target Progress Between Now and Year Three, Action Strategy for Achieving Each Objective-Necessary Activities, Action Strategy for Achieving Each Objective-Lead Organization, Action Strategy for Achieving Each Objective-Key Partners, Action Strategy for Achieving Each Objective-Resources Needed, Action Strategy for Achieving Each Objective-Funding Sources; 2) Row one under SPecific Objectives, Those network members "in needs" receive help to enhance their capabilities; 3) Rows two and three under Specific Objectives, Objective...; 4) Row one under Necessary Activities, -Designating "in need" Network members, -Recruiting mentor organization, -Matching "in need" members with mentors, -Encouraging "in need" members to consult with their mentors, -Monitoring mentors' consultations, -question mark; 5) Row one under Lead Organization, Contractor*; 6) Row one under Key Partners, SILC, CIL, DSU; 7) Row one under Resources, $15,000; 8) Row one under Funding Sources, Part B. Slide 40 Our Advice About Your Logic Model and SPIL Planning Table 1. These two tools will help you polish your SPIL. 2. However, at this time, RSA’s online MIS system cannot accept logic models or tables directly. 3. Our advice: - Create a logic model and SPIL Planning Table for your own benefit (and for your audiences). - Cut and paste your Mission and Goals into RSA’s section 1.1. - Cut and paste your Objectives, Indicators, and Activities into RSA’s section 1.2A. Slide 41 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.