Designing Effective Action for Change · Output Results. Outcome Results. Assessment. How do you...
Transcript of Designing Effective Action for Change · Output Results. Outcome Results. Assessment. How do you...
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PROGRAM ALIGNMENTMaking sure the
services you provide will lead to the
change you want to see!
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Learning Objectives
1. The definition and importance of “program alignment”
2. How to accurately identify and quantify the community problem you are tackling
3. How to make sure your resources and services address the need or problem you have defined
4. Understanding program performance (outputs & outcomes)
5. What “theories of change” and “logic models” are and how they can help you address the need or problem you have defined
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1. What is Program Alignment?
The process of ensuring that ALL aspects of your program – resources, services (interventions) – address the specific community needs you have
identified and will result in the outcomes you want to achieve.
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Why is Program Alignment Important?
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Community Problem or
NeedWhat’s wrong?
Services (Intervention)How will you fix the problem?
ResourcesWhat resources are available to
help you address the problem?
Performance Measures(Results)
What actually happened?
Output Results
Outcome Results
AssessmentHow do you
know what you achieved?
Assessment of Outputs
Assessment of Outcomes
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2. Identifying the Community
Problem or Need
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Identify the Community Problem or Need
The gap between “what we say we want” and “what we see we have”
Community Problem or Need
What’s wrong?
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Quantify the Nature or Scope of
“The Gap”
Use data to quantify:
The nature of the gap – who or what is affected?
The scope of the gap – how severe, longstanding, or pervasive is the problem?
Causes: Why the problem exists?
Not just a “gut feeling”
Not just the lack of services you are providing
Community Problem or Need
What’s wrong?
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Need: Get Specific!
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Data: the number of elementary students who scored below grade level on curriculum-based tests or state assessments of reading proficiency
General Need Statement: Too many children in the area do not read well
Specific Need Statement: 45% of low-income 3rdgraders at Riverton Elementary read below grade level, as indicated by performance on standardized reading tests
Community Problem or Need
What’s wrong?
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3. Providing Services and Utilizing Resources to
Address a Community Need
How to make sure your resources and services address the need or problem.
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Identify the Resources Available to Address the Need or Problem
What resources can you tap into?
• Staff, AmeriCorps Members
• Materials (curricula or instructional materials)
• Equipment or supplies (technology, computers, etc.)
• Professional development (training and coaching)
• Community partners for service or referrals
Community Problem or
NeedWhat’s wrong?
ResourcesWhat resources are available to
help you address the problem?
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Your Planned Services (Your Intervention)
Activities designed to solve the problem and produce the intended outcome
The “action link” between your objectives and your results
Community Problem or
NeedWhat’s wrong?
Services (Intervention)How will you fix the problem?
ResourcesWhat
resources are available to
help you address the problem?
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Design, Select, or ReviewYour Planned Services
(Your Intervention)
Services should address defined needs and be likely to help you achieve your objectives.
How do you know your intervention will be effective?
How do you know it will work with your proposed target population?
Community Problem or
NeedWhat’s wrong?
Services (Intervention)How will you
fix the problem?
ResourcesWhat
resources are available to
help you address the problem?
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Define Your Services (Your Intervention)
Given your resources, what will your intervention look like?
Who will you serve?
What will the frequency, intensity and duration of your services be?
Services (Intervention)How will you
fix the problem?
ResourcesWhat
resources are available to help you address the problem?
Community Problem or
NeedWhat’s wrong?
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Service/Intervention Example
Provide tutoring to 30 low-income 3rd grade students who scored below proficiency levels on state standardized tests last spring.
Provided by trained AmeriCorps members Occurs one-on-one or in small groups of three
to five students One hour 2x/week for nine months Focused on five “building blocks” of literacy
skills Includes integrated reading, writing, and
verbal communication activities
Services (Intervention)How will you fix the problem?
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4. UnderstandingProgram Performance
(Outputs & Outcomes)
Using outputs and outcomes to determine program performance
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How will you know if and when you’ve achieved your objectives?
Provided the level of service you projected?
Made the change you intended to make?
Assessment: Monitoring Progress toward Output and Outcome Objectives
Services (Intervention)How will you
fix the problem?
AssessmentHow do you know what
you achieved?
ResourcesWhat
resources are available to
help you address the problem?
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Performance Measures/Results
Services (Intervention)How will you
fix the problem?
Performance Measures(Results)
What actually happened?
AssessmentHow do you know what
you achieved?
Community Problem or
NeedWhat’s wrong?
o Assessment helps determine whether or not you’ve achieved your objectives (did you get the results you intended?).
o These output and outcome results are also called “Performance Measures”.
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Get Specific!
Output
Vague: Provide tutoring to students who need it
Specific: Provide tutoring to 30 low-income students identified as below grade level
Outcome
Vague: Improve reading proficiency for students
Specific: Among students served, at least 80% will meet or exceed 3rd- grade proficiency benchmarks
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Examples of Output
# of Students Tutored
# of Adults who Received Job Training
# of Veterans Engaged in Community
Service
# of Acres of Land to be Restored
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Examples of Outcome
Attitude/Belief
Knowledge or Skill
Behavior Condition
80% of students who participate in afterschool programming will indicate they are more interested in school
75% of students who receive tutoring in math will have achieved grade-level proficiency in algebra by the end of their 8th grade year
25 additional students each quarter will attend school every day
At least 70% of the 100 acres to be restored will be replanted with rapid-growth saplings.
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5. Putting it All Together
The Theory of Change and the Logic Model
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The Theory of Change andthe Logic Model
Theory of Change:
An idea about how and why a set of activities will lead to a desired change in a given context or situation.
Logic Model:
The roadmap that illustrates your Theory of Change and shows how your services (intervention) will create the change you are looking to see.
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Everyday Life Example
Theory of Change: Patient has a strep throat (problem) Patient wants to get rid of the strep as quickly
as possible (outcome objective)
Doctor gives patient antibiotics (service or intervention)
Patient has another strep test (assessment) Patient’s strep is gone (outcome result)
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Logic Model:
Community Problem or
Need:Strep throat identified by
strep test
Services (Intervention)Provide a ten-day course of
antibiotics, 500 mg, 2x/day
ResourcesAccess to a
doctorAvailability of
antibiotics
Performance Measures/
Results
Output Results:
One patient treated
Outcome Results:
Strep eliminated
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Project Resources Core Project Components
Evidence of Project
Implementation and Participation
Evidence of Change
INPUTS ACTIVITIES OUTPUTS OUTCOMES
Short-Term Medium-Term Long-Term
What we invest(# and type of AmeriCorps members)
What we doDirect productsfrom program
activities
Changes in knowledge,
skills attitudes, opinions
Changes in behavior that
result from participants’
new knowledge
Meaningful changes,
often conditions or status in life
Logic Model for CNCS(Specific to CNCS Grant Applications)
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How to Read a CNCS-Style Logic Model
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Review of Learning Objectives
1. The definition and importance of “program alignment”
2. How to accurately identify and quantify the community problem you are tackling
3. How to make sure your resources and services address the need or problem you have defined
4. How to measure program performance using “outputs” and “outcomes”
5. What “theories of change” and “logic models” are and how they can help you address the need or problem you have defined
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Summary of Key Points
Program Alignment
Community Problem or need
Objectives: Output and Outcome
Services (Interventions)
Output and Outcome
Theory of Change
Logic Model
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Reflection Questions
What data exist to document the extent or severity of this problem in your community?
Why does the problem exist?
Can you provide data to show that the problem exists?
What evidence exists to document that the proposed intervention (specific activities delivered at the dosage described) is an effective way to solve the problem?
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Thank You!
Please use the following linkto complete the survey: https://www.surveymonkey.com/r/WSCFeedbackSurvey
https://www.surveymonkey.com/r/WSCFeedbackSurvey
PROGRAM ALIGNMENT�Learning Objectives1. What is Program Alignment?Why is Program Alignment Important?2. Identifying the Community �Problem or NeedIdentify the Community Problem or NeedQuantify the Nature or Scope of�“The Gap”Need: Get Specific!3. Providing Services and Utilizing Resources to Address a Community NeedIdentify the Resources Available to Address the Need or ProblemYour Planned Services �(Your Intervention)Design, Select, or Review�Your Planned Services�(Your Intervention)Define Your Services �(Your Intervention)Service/Intervention Example4. Understanding�Program Performance�(Outputs & Outcomes)Assessment: Monitoring Progress toward Output and Outcome Objectives�Performance Measures/ResultsGet Specific!Examples of OutputExamples of Outcome5. Putting it All Together�The Theory of Change and�the Logic ModelEveryday Life ExampleLogic Model for CNCS�(Specific to CNCS Grant Applications)How to Read a CNCS-Style Logic ModelReview of Learning ObjectivesSummary of Key PointsReflection Questions Thank You!