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Achieving Equity with Results-Based
Accountability™
Webinar
July 13, 2016
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Our Performance Improvement Experts workside-by-side with public sector professionals to
Achieving Equity with Results-Based
Accountability™
Webinar
July 13, 2016
Simran NoorVice President, Policy & ProgramsCenter for Social InclusionSNoor@thecsi.org
Dan DuncanSenior Consultant Clear Impactdab@clearimpact.com
Presenters
• What Sector do you represent?• Government• Nonprofit• Education• Other
• How familiar are you with RBA• Very familiar and using it• Some knowledge• Not at all familiar
• Are you currently engaged in Racial Equity work?• Yes• No
Poll
Pinellas County School District – The Consequences of Not Using a Racial Equity
Lens
Pinellas County School District – The
Consequences of Not Using a Racial Equity
Lens
In 2007 the School Board abandoned desegregation
• Adopted a “neighborhood schools” system that kept students
close to home.
• It was de-facto segregation.
Results:
• In just eight years, Pinellas County School Board members
turned five schools in the county’s black neighborhoods into
some of the worst in Florida.
• Eight in 10 students fail reading, according to state
standardized test scores. Nine in 10 fail math.
In 1971, the School Board desegregated countywide.
• They adopted rules that barred any school from being more than
30 percent black.
• They bused students across the county to meet the quota.
• They installed new magnet programs to encourage voluntary
integration.
• Results:
• Black students at the schools had posted gains on
standardized tests in three of the four previous years.
• None of the schools was ranked lower than a C.
Pinellas County School District – The Consequences of Not Using a Racial Equity Lens
Pinellas County School District – The Consequences of Not Using a Racial Equity Lens
The Results of
paying attention
to
disaggregated
data.
A disciplined way of thinking and taking action
that communities can use to improve the lives of
children, youth, families and the community as a
whole.
It can also be used to improve the performance
of programs, agencies and service systems.
Developed by Mark Friedman, detailed in his
book Trying Hard is Not Good Enough.
What is Results-Based Accountability (RBA)?
COMMON LANGUAGE…COMMON SENSE…COMMON GROUND
A Process Framework
• RBA is a framework that offers a disciplined way of thinking and taking action that:• communities can use to make more
equitable the conditions of well-being for children, youth, families and the whole community, and
• leaders can use to improve the quality and effectiveness of programs, agencies, policies and service systems.
Not Just Compliance
Why RBA ?
Two Key Principles for Achieving Measurable Impact
1. Starting with ends, working backwards to means
2. Data-driven, transparent decision-making
2 Kinds of Accountability
• Population- or Community-Level Quality of Life
• (Results & Indicators)
• Performance- or Program-Level
• (Performance Measures)
3 Kinds of Performance Measures
• How much did we do?
• How well did we do it?
• Is anyone better off?
7 Questions From Ends to Means
• Turn the Curve Thinking
RBA in a
Nutshell 2 – 3 – 7
2 Kinds of Accountability
• Population- or Community-Level Quality of Life
• (Results & Indicators)
• Performance- or Program-Level
• (Performance Measures)
3 Kinds of Performance Measures
• How much did we do?
• How well did we do it?
• Is anyone better off?
7 Questions From Ends to Means
• Turn the Curve Thinking
RBA in a
Nutshell 2 – 3 – 7
2 Levels of Accountability
R
I
P
PM
Results
Perf Measures
Programs
Indicators
Population Accountability
• All people in our city• All children in our county• All Families in our state• People in the Eastern US
About the well being of whole populations
Performance AccountabilityAbout the well being of those that we are able to reach
• Program participants• Visitors• Service recipients
R ResultA safe community
All Youth succeed in school
A condition of well being for a given population
In Common Language – the community will understand
I Indicator
Result: All children in our community succeed in school
Indicators:
• High School graduation rate
• % of students performing at grade level or above
• Overall attendance rate
A measure that helps
quantify the achievement
of a result
Can be Approximate
• Populations Level Indicators are collected from community level data:• Census
• State Department of Education
• State Health Department
• County Health Department
• Other Sources?
• Indicators are not collected from agency/program/client data
Population Indicators
Results-Based AccountabilityWho is Responsible:
Distinction between population-level and
program-level measures
Population-Level Measures(i.e. how many people in the county go a whole day
without eating a meal)
Program-Level Measures (i.e. how many people Meals on Wheels feeds on a daily
basis)
• Program managers are accountable
• The whole community is accountable
Contribution
relationship –
Not cause and
effect
Alignment
of measures
Defining Roles
POPULATION ACCOUNTABILITY
Youth Succeeding in School
•% 3rd graders reading on grade level
•% MS students proficient in math & reading
•% and # students dropping out of school
CUSTOMER
RESULTS
Total # of
1:1 hours with
students
% parents with
“active”
connection to
program
# with 10
or less days
absent for year
% with 10
or less days
absent for year
PERFORMANCE ACCOUNTABILITYMiddle School Intensive Mentoring Project
POPULATION RESULTS
THE LINKAGE Between
POPULATION and
PERFORMANCE
Contribution
relationship –
Not cause and
effect
Alignment
of measures
Defining Roles
POPULATION ACCOUNTABILITY
Youth Succeeding in School
•% 3rd graders reading on grade level
•% MS students proficient in math & reading
•% and # students dropping out of school
CUSTOMER
RESULTS
POPULATION RESULTS
THE LINKAGE Between POPULATION and PERFORMANCE
Interagency Collaboration
No-Cost/Low Cost
Place-based workPolicy Changes
Collective Impact
2 Kinds of Accountability
• Population- or Community-Level Quality of Life
• (Results & Indicators)
• Performance- or Program-Level
• (Performance Measures)
3 Kinds of Performance Measures
• How much did we do?
• How well did we do it?
• Is anyone better off?
7 Questions From Ends to Means
• Turn the Curve Thinking
RBA in a
Nutshell 2 – 3 – 7
PERFORMANCE ACCOUNTABILITY –Programs, Activities, Strategies
Performance Measurers• How much did we do?• How well did we do it?• Is anyone better off?
Data to make the mid-course adjustments necessary for continuous improvement
FPSI/RLG 29
Selecting Headline Performance Measures
How much did we do?
# Clients/customers served
# Activities
(by type of activity)
Selecting Headline Performance Measures
How much did we do?How well did we do it?
% Common measures
e.g. workload ratio, staff
turnover rate, % staff fully
trained, unit cost, customer
satisfaction
% Activity-specific measures
e.g. % timely intakes, %
accreditation standards met,
retention rate
Selecting Headline Performance Measures
How well did we do it?
Is anyone better off?
#/% Skills / Knowledge(e.g. cognitive, social, physical)
#/% Attitude
(e.g. toward language, parenting)
#/% Behavior(e.g. reading to child at home)
#/% Circumstances(e.g. child care, transportation)
How much did we do?
FPSI/RLG 32
How much did we do?
Health Plan or Practice
How well did we do it?
Is anyone better off?
Number of
patients
treated
Percent of
patients treated
in less than
1 hour
Quantity Quality
Eff
ect
Eff
ort
#
children
fully
immunized
%
children
fully
immunized
FPSI/RLG 33
How much did we do?
Education
How well did we do it?
Is anyone better off?
Quantity Quality
Eff
ect
Eff
ort
Number of
students
Student-teacher
ratio
Number of
high school
graduates
Percent of
high school
graduates
Performance Measurement
MatrixHow much did we do?
# of Customers Served
# Activities
How productive are we?
How well did we do it?
% Customer Satisfaction
% Retention Rates
% Following Protocols
Are we doing things right?
Is Anyone Better off?
# Skills / Knowledge
# Attitude / Opinion
# Behavior
# Condition/Circumstance
% Skills / Knowledge
% Attitude / Opinion
% Behavior
% Condition/Circumstance
Are we doing the right things?
Quantity Quality
Effo
rt
Effe
ct
2 Kinds of Accountability
• Population- or Community-Level Quality of Life
• (Results & Indicators)
• Performance- or Program-Level
• (Performance Measures)
3 Kinds of Performance Measures
• How much did we do?
• How well did we do it?
• Is anyone better off?
7 Questions From Ends to Means
• Turn the Curve Thinking
RBA in a
Nutshell 2 – 3 – 7
The RBA Framework – 7 Population Accountability Questions
1. What are the quality of life conditions we want for the children, adults, and families in our community?
2. What would these conditions look like if we could see them?
3. How can we measure these conditions?
4. How are we doing on the most important of these measures?
5. Who are the partners that have a role to play in doing better?
6. What works to do better, including no-cost and low-cost ideas?
7. What do we propose to do?
The RBA Framework - 7 Performance Accountability Questions
1. Who are our customers?
2. How can we measure if our customers are better off?
3. How can we measure if we are delivering services well?
4. How are we doing on the most important of these measures?
5. Who are our partners that have a role to play in doing better?
6. What works to do better, including no-cost and low-cost ideas?
7. What do we propose to do?
Turn the Curve Thinking™ - Putting it
All Together
1. Begin with the end in mind and work backwards to means
2. Use data to inform decision-making that ultimately impacts populationand performance accountability
Turning the Curve in a nutshell:
How is it done?
RBA Turn the Curve Template
Results-Based Decision
Making: Talk to Action
RBA Turn the Curve Template
What is the Result We are Trying to Achieve?
A result is a condition of well being for children, adults, families, or communities
(stated in plain language).
Our North Star
Performance Measurement
MatrixHow much did we do?
# of Customers Served
# Activities
How productive?
How well did we do it?
Customer Satisfaction
Retention Rates
Following Protocols
Are we doing things right?
Is Anyone Better off?
# Skills / Knowledge
# Attitude / Opinion
# Behavior
# Circumstance/Conditiion
% Skills / Knowledge
% Attitude / Opinion
% Behavior
% Circumstance/Condition
Are we doing the right things?
Quantity Quality
Effo
rt
Effe
ct
RBA Turn the Curve Template
It takes a variety of strategies to turn the curve – beyond
the delivery of services. (low-cost citizen action, media
support, public policy, etc.)
Goal: Turn the Curve
RBA – Turning the Curve
RBA – Turning the Curve
Population-Level Indicator
Programs, Partners and Strategies
MADD
MADD – Turned the Curve
RBA Turn the Curve Template
The Story Behind the Baseline
Root Causes (ask “Why?” five times)
Positive and negative
Prioritize – which are the most important
to address to “turn the curve” of the
baseline?
Research agenda?
Force Field Analysis
Factors Contributing?
Factors Restricting?
Force Field Analysis – Factors impacting - Turning the Curve
51
Factors Contributing?
1.
2.
3.
4.
5.
6.
Factors Restricting?
1.
2.
3.
4.
5.
6.
Your Result: _____________________
RBA Turn the Curve Template
Who are partners who may have a role to play
in turning the curve?
Does the story behind the curve suggest any
new partners?
Is the community engaged as participants in
the process?
Specific names or organizations and/or people
Partners
RBA Turn the Curve Template
What Works
Options for actions to “turn the
curve”?
Research-based?
Policy Changes?
Low-cost/no-cost?
Off-the-wall ideas?
Research agenda?
RBA Turn the Curve Template
FPSI/RLG
Action Plan
Leverage: will turn the curve of the
baseline?
Feasible (a.k.a. “reach”)?
Specific: who, what, when, where,
how?
Consistent with values?
Operationalizing the 7 questions
Results-Based Decision
Making: Talk to Action
Turn the Curve
Thinking
RBA, the Clear Impact Scorecard, and the Power of
Disaggregating Data for Greater Racial
Equity
Racial Equity & Inclusion – The Foundation of Effective Collective Impact
Applying a racial equity lens is not a separate principle of collective impact. It is not an add-on to the work that can be applied as needed.
A commitment to furthering racial equity should be the foundation of each of the collective impact conditions.
To apply a racial equity & inclusion lens data must be disaggregated by race, gender, age, class, location, etc. to develop effective strategies that ensure no one is left behind.
In addition, the only way to truly understand the story behind the data is to engage with community members about their lived experiences.
Disaggregation of data (or the unintended consequences of stopping at “all”)
Whose lives are you looking to impact?
Unless data is disaggregated by race, ethnicity, poverty, gender, etc. your efforts may be wasted
Data Through the Aggregated Lens
Turn the Curve Thinking through the Aggregated Lens
Data Through the Disaggregated Lens
White
Asian
All children
Hispanic
Black
Turn the Curve Thinking through the Disaggregated Lens
Turn the Curve Thinking Through the Disaggregated Lens
Questions
A national network of government working to achieve racial equity and advance opportunities for all. Supporting jurisdictions at the forefront Expanding jurisdictions – in 30 states and more than 100 cities – all levels of
government Providing tools and resources to put theory into action
Government Alliance on Race and Equity
Center for Social Inclusion
The Center for Social Inclusion’s mission is to catalyze grassroots community, government, and other institutions to dismantle structural racial inequity.
Field Building
Policy Development
Organizational Change
Communication
Addressing Racial Equity
Standard Methods
• Limited Recognition of the historical and
cultural context
• Focus on individuals’ actions. Behaviors,
and attitudes
• Intervene only on the under-advantaged
side of inequality
• Privileged status of whiteness remains
the unquestioned standard of comparison
• Seeks short term or immediate impacts
Structural Methods
• Rooted in historical and cultural understanding
• Target the effects of interacting systems and
institutions
• Under-advantaged and over-advantaged are
both open to question and intervention
• Challenge the privileged status of whiteness
• Seek to eliminate the root causes of the inequity
over the long term
National effective practice
Normalize
• A shared analysis and definitions
• Urgency / prioritize
Organize
• Internal infrastructure
• Partnerships
Operationalize
• Racial equity tools
• Data to develop strategies and drive results
Visualize
Of the $120 billion in home loans underwritten by the federal government between 1933 and 1962, what percentage went to white homeowners?
A. 45 percent
B. 64 percent
C. 75 percent
D. 88 percent
E. 98 percent
Quiz Question
Answer: 98%
• Beginning in the 1930s and 1940s, the federal government created programs that subsidized low-cost home loans, opening up home ownership to millions of Americans for the first time.
• However, government underwriters introduced a national appraisal system tying loan eligibility and property value to race, inventing "redlining”
Today, the net worth of the average white family is how much compared to the average black family?
A. Eight times as much
B. Three times as much
C. Twice as much
D. Half as much
E. The same
Quiz Question
Answer: A- 8 times more
• Even at the same income levels, whites still have, on average, twice as much wealth as nonwhites.
• Much of this difference is due to the different rates of home ownership and the different values of homes in white and black neighborhoods.
• Wealth is passed down through generations– helping finance your children's education, helping them through hard times, or helping with the down payment of their own home.
• Economists estimate 50-80% of one’s lifetime wealth accumulation can be traced to this head start.
Three key facts
1) Race is a construct and is not biologically determined. Race is a modern idea.
2) Policy drives the social construction of race and has contributed to changing ideas and definitions of race over time.
3) We did not choose this system but we have a responsibility to address it
Values and realities
• All men are created equal
• With liberty and justice for all
• Government of the people, by the people, for the people, shall not perish from the earth
History of government and race
Government explicitly creates and maintains
racial inequity.
Initially explicit
Discrimination illegal, but “race-neutral”
policies and practices perpetuate inequity.
Became implicit
Proactive policies, practices and
procedures that advance racial equity.
Government for racial equity
Racial inequity in the U.S.
From infant mortality to life expectancy, race predicts how well you will do…
Equity? Equality?What’s the difference?
How We Think
Humans need meaning.
• Individual meaning
• Collective meaning
Only 2% of emotional cognition is available consciously
Racial bias tends to reside in the unconscious network We unconsciously think about race even when we do not explicitly discuss it.
The Unconscious Mind
Schemas: the “frames” through which our brains help us understand and navigate the world:
1. Sort into categories
2. Create associations
3. Fill in the gaps
Bias
The evaluation of one group and its members relative to another.
Source: Unconscious (Implicit) Bias and Health Disparities: Where Do We Go from Here?
We all carry bias. Acting on bias can be discriminatory and create negative outcomes for particular groups.
Explicit biasExpressed directly
Aware of bias / operates consciously
Example – Sign in the window of an apartment building – “we don’t rent to
_____”
Implicit biasExpressed indirectly
Unaware of bias / operates sub-consciously
Example – a property manager doing more criminal background checks on
African Americans than whites.
What to do with bias?
• Suppressing or denying biased thoughts can actually increase prejudice rather than eradicate it.
• Openly acknowledging and challenging biases allows us to develop strategic interventions.
Individual racism:• Pre-judgment, bias, or discrimination by an individual based on race.
structural
institutional
individual
Institutional racism:• Policies, practices and procedures that work
better for white people than for people of color, often unintentionally or inadvertently.
Structural racism:• A history and current reality of institutional
racism across all institutions, combining to create a system that negatively impacts communities of color.
Racial equity is when 1) race no longer is a determinant of life outcomes and 2) in addressing racial inequity directly, we improve outcomes for everyone, including White people
Racial equity is both our process and the outcome we seek to achieve. It is an inclusive approach to transform structures towards access, justice, self-determination, redistribution, and sharing of power and resources.
Racial equity
Structures are a part of our lives:
“Structural Racism” points to multiple institutions
The ways our public and private institutions interact to produce barriers to opportunity and racial disparities.
Intent to discriminate is irrelevant
Structures just do what they do, often invisibly, and reinforce disinvestment and disparities.
What We Mean by Structural Racial Inequity:
Race in governmental policiesFederal Housing Administration
Location of city facilities
Streetlighting
Questions
Examples of RBA & Racial Equity Work –GARE Jurisdictions
Briefing Paper Two of
Energy DemocracyFebruary 2012
DANE COUNTY WISCONSIN Racial Equity Analysis
& Recommendations
Analysis and Recommendations
• Current status of racial equity
• Key performance measures and community indicators
• Key areas for improvement
• Short and long term next steps
• Process and plan to measure progress
Measuring impact
What do you want to influence in the community?
• Community indicators
How do you impact community conditions?
• Actions (with timeline and accountability)
How do you measure your own success?
• Performance measures
County of Fairfax, Virginia
Presenters: Marlon Murphy & Deborah Gutierrez
96
The health and human services system works to collectively improve efforts in several key result areas: connected individuals, economic self-sufficiency, healthy people, positive living for older adults and persons with disabilities, successful children and youth and sustainable housing.
A dynamic health and human services tool that: Facilitates continuous dialogue and improvement in outcomes for all residents served. Provides a basis to engage the community in working together to achieve measurable results. Informs decision-makers about the results of public investments. Demonstrates accountability to residents for the public investment in health and human services. Enables staff to document and monitor the impact of programs and services.
Report Card
The Fairfax County Health and Human Services System
COMMUNITY ENGAGEMENT
ACCESSIBLE RESOURCES
EDUCATIONAL ATTAINMENT
STABLE EMPLOYMENT
ECONOMIC INDEPENDENCE
FINANCIAL RESILIENCE
MENTAL & PHYSICAL HEALTH
PROTECTION & WELL-BEING
SUPPORTIVE RELATIONSHIPS
PROTECTION AGAINST HEALTH THREATS
ABILITY TO LIVE, WORK, AND PLAY
QUALITY OF LIFE
HEALTHY START IN LIFE
SCHOOL READINESS
ACADEMIC SUCCESS
SAFE, AFFORDABLE, AND ACCESSIBLE HOUSING
HOMELESSNESS PREVENTION
The Fairfax County Health and Human Services System
The Report Card is designed to…
Track the impact of HHS in serving its customers.
Communicate HHS goals and guide future resource investments.
Engage the community and stakeholders in a structured process to collectively improve the impact of HHS.
Shift the conversation:
Tell a story behind the numbers that:
Communicates information about factors that impact results. Informs decisions about actions to take to improve results –
repeating what works and changing what doesn’t work. Demonstrates true success and performance accountability.
to results - how people are better off
from what is being done
Numbers Story Action
RBA Applied in Fairfax County Juvenile And Domestic Relations General District Court (JDRC)
• JDRC applied RBA in FY 2013 in response to Fairfax County Human Services system effort regarding improved performance measures
• 21 programs were tasked to create their own individual RBA Plan
JDRC Departments & Programs
Adult Probation Boys Probation House
Mediation
Juvenile Probation Foundations Victim Services
Juvenile Intake Juvenile Detention Volunteer Services
Domestic Relations Intake
Shelter Care II Safe Havens
Parole Supervised ReleaseServices
Family Counseling
Community Service Program
Transitional Living Program
Evening Reporting Center
Post Dispositional Program
Intensive Supervision Empower Program
RBA at the JDRC Program Level• RBA Plan for Juvenile Intake • RBA Plan for Post Dispositional Program
RBA Plan for Juvenile Intake
RBA Plan for Post Dispositional Program
City of Dubuque Clear Impact Scorecard
Dubuque Scorecard – Equity Result and Indicators
Dubuque Scorecard - Equity Programs and Performance Measures
Job Candidates
Data is rolled up from each department into the Master Scorecard
Staff
Data is rolled up from each department into the Master
Scorecard
New Hires
Data is rolled up from each department into the Master
Scorecard
Data is rolled up from each department into the Master
Scorecard
Data is rolled up from each department into the Master
Scorecard
Data is rolled up from each department into the Master Scorecard
Tracking Key Disaggregated Data City-Wide by Department & Race
Turn the Curve Thinking Using Key Disaggregated Data City-Wide by Department & Race
Tracking Key Disaggregated Data by Individual Department & Race
Turn the Curve Thinking Using Key Disaggregated Data Individual Department & Race
Questions
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Contact Information:
Dan Duncan, Senior Consultant Clear Impact512.788.8646
dan@clearimpact.com
Thank You! Simran NoorVice President, Policy &
Programs
Center for Social Inclusion
t: 212-248-2785-x1459
f: 212-248-6409
SNoor@thecsi.orgwww.centerforsocialinclusion.org
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