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Boston | Geneva | Mumbai | San Francisco | Seattle | Washington FSG.ORG
Improving Outcomes for Children and Youth through Collective Impact
February 15, 2012
National League of Cities Webinar
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© 2011 FSG
Today’s Webinar
Concepts and Elements of Collective Impact
Examples from NLC Members
Questions and Answers
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© 2011 FSG
FSG and NLC Presenters
• Jeff Kutash, Managing Director, Head of Education & Youth Practice, FSG
• Emily Gorin, Senior Consultant, FSG
• Douglas Scarboro, Executive Director, Office of Talent and Human Capital and Education Liaison to the Mayor, City of Memphis, TN
• Sid Sidorowicz, Strategic Advisor, Office for Education, City of Seattle, WA
© 2011 FSG4
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4 © 2011 FSG
FSG Overview
• Nonprofit consulting firm specializing in strategy, evaluation and research with offices in Boston, Seattle, San Francisco, DC, Geneva, and Mumbai
• Partner with foundations, corporations, nonprofits, and governments to develop more effective solutions to the world’s most challenging issues
• Recognized thought leader in social impact, philanthropy and corporate social responsibility
• Staff of 95 full-time professionals with passion and experience to solve social problems
• Advancing Collective Impact via publications, conferences, speaking engagements, client projects
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© 2011 FSG
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Actors In the New York Juvenile Justice System
Source: FSG interviews and analysis; State of NY Juvenile Justice Advisory Group, “State of NY, 2009–2011: Three-Year Comprehensive State Plan for the JJ and Delinquency Prevention Formula Grant Program.”
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There Are Several Types of Problems
Source: Adapted from “Getting to Maybe”
Simple Complicated
Baking a Cake Sending a Rocket to the Moon
Social sector treats problems as simple or complicated
Complex
Rehabilitating a
Youth
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Traditional Approaches Not Solving Our Toughest – Often Complex – Challenges
• Funders select individual grantees
• Organizations work separately and compete
• Evaluation attempts to isolate a particular organization’s impact
• Large scale change is assumed to depend on scaling organizations
• Corporate and government sectors are often disconnected from foundations and nonprofits
IsolatedImpact
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Imagine a Different Approach – Multiple Players Working Together to Solve Complex Issues
• All working toward the same goal and measuring the same things
• Cross-sector alignment with government, nonprofit, philanthropic and corporate sectors as partners
• Organizations actively coordinating their action and sharing lessons learned
Isolated Impact Collective Impact
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Achieving Large-Scale Change through Collective Impact Involves Five Key Elements
Common Agenda• Common understanding of the problem • Shared vision for change
Shared Measurement• Collecting data and measuring results• Focus on performance management• Shared accountability
Mutually Reinforcing Activities
• Differentiated approaches• Willingness to adapt individual activities• Coordination through joint plan of action
Continuous Communication
• Consistent and open communication• Focus on building trust
Backbone Support • Separate organization(s) with staff• Resources and skills to convene and
coordinate participating organizationsSource: Channeling Change: Making Collective Impact Work, 2012; FSG Interviews
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The Collective Impact Approach Can Apply to Solving Many Complex Social Issues
Education Healthcare
Economic DevelopmentYouth Development
Homelessness
Community Development
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A Champion, Funding, and Urgency for Change Are All Key to Launching a Collective Impact Initiative
Influential Champion
Financial Resources
Urgency for Change
$
• Commands respect and engages cross-sector leaders
• Focused on solving problem but allows participants to figure out answers for themselves
• Committed funding partners• Sustained funding for at least 2-3 years• Pays for needed infrastructure and planning
• Critical problem in the community• Frustration with existing approaches• Multiple actors calling for change• Engaged funders and policy makers
Source: Channeling Change: Making Collective Impact Work, 2012; FSG Interviews
© 2011 FSG13
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Collective Impact Efforts Tend to Develop Over Three Key Phases
Phase IIOrganize for Impact
Phase IIISustain Action and Impact
Develop group; structure
communication and decision making
Map the landscape and use data to
make case
Facilitate community outreach
Create infrastructure/ backbone and
processes Facilitate and refine
Analyze baseline data to ID key
issues and gaps
Components for Success
Create common agenda (common goals, strategy)
Engage community, build public will
Establish shared metrics, indicators,
measurement approach
Support implementation;
alignment to goal/strategies
Continue engagement, conduct advocacy
Collect/track/report progress; process to
learn and improve
Phase IInitiate Action
Governance &Infrastructure
Strategic Planning
Community Involvement
Evaluation &Improvement
Source: Channeling Change: Making Collective Impact Work, 2012; FSG Interviews
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Backbone Organizations Require a Unique Skill-Set to Support Collective Impact Efforts
*These skills can exist within a single organization or within another organization in the effort.
• Have high credibility
• Seen as neutral convener
• Have dedicated staff
• Build key relationships
• Frame issues
• Create a sense of urgency
• Promote learning
• Balance inclusivity vs. expediency
Highlights of Successful Backbones
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Successful Backbone Organizations Tend to Manage Six Key Functions
Function Description
Strategic
Coherence
Oversee strategic direction Analyze landscape, identify gaps
Data
Management
Collect, house, analyze, and disseminate data Manage process of defining and refining common indicators
Facilitation Manage meetings and logistics Act as neutral arbiter between players, as necessary
Communica-
tions
Identify communication strategy to reach stakeholders Manage frequency, content, and delivery of messages
Community
Outreach
Support meaningful cross-sector community engagement Help develop policy agenda and coordinate advocacy
Funding
Coordinate grant writing among initiative partners Seek and manage new grants Possible: Re-grant, serve as fiscal agent
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Many Types of Organizations Can Serve as Backbones
Types of Backbones Examples
Funders
New Nonprofit
Existing Nonprofit
Government Agency or School District
Shared Across Multiple Organizations
Steering Committee
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Mutually Reinforcing Activities
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• Programs working on the same activity measure results on the same criteria
• Use Six Sigma to improve performance across organizations
• Vision: Improving educational outcomes for all children in the Cincinnati, Northern Kentucky region from “cradle to career”
• Networks have met regularly for more than five years
• Use web-based tools, such as Google Groups
• Strive is an independent nonprofit: 8 staff, $1.5M annual budget
• Strive supports technology, facilitation and communications
• 300 organizations work on 5 key points in the education pipeline
• Use evidence-based strategies
Common Agenda1
Shared Measurement2
Continuous Communication
4Backbone Support
Organization
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Strive Is an Education Collaborative in Cincinnati That Is a Best-in-Class Example of Collective Impact
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• Developed strategies and action steps for system governance/coordination, service continuum, shared data, accountability
• Prioritize activities to pursue in the near-term
• Key system-wide outcomes tracked across organizations, specific indicators by strategy
• Aggregate, system-wide data and outcomes made public
Shared Measurement2
• Routine updates to and from state and local actors
• Regular meetings of steering group and work groups
Continuous Communication
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• Strategic Planning Action Committee (SPAC) and supporting staff oversee implementation
• Workgroups launched in data use and continuum
Backbone Support Organization
5Mutually Reinforcing Activities
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The New York Juvenile Justice System Uses Collective Impact to Improve Public Safety and Youth Outcomes
• Vision: Improving public safety and youth outcomes in communities across the state
Common Agenda1
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Appendix
The Community Center for Education Results Is Also Pursuing a Collective Impact Approach to Education in Seattle
Unacceptable achievement gaps for low income students and children of color, as well as low achievement rates from cradle to college and career in South Seattle and South King County
“Road Map Project”: new initiative aimed at dramatic improvement in student achievement – cradle through college/career in South Seattle, South King County
Goal: “to double the number of students in South King County and South Seattle on track to graduate from college or earn career credential by 2020
Working groups are coordinating action in 4 areas (10-12 cross sector people per group):
• Early learning
• Kindergarten to 12th grade
• Post secondary success
• Community Support
Shared set of indicators measuring progress towards: (1) healthy and ready for Kindergarten, (2) supported and successful in school, (3) graduate from high school --college and career-ready, (4) earn a college degree or career credential
The Community Center for Education Results is the “backbone” organization for this effort,providing dedicated staff to support the initiative
Solution and Goal
Backbone(s)
Implementation
Collective Impact Need
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Appendix
The Roadmap Participants Have Agreed on One Framework and One Set of Success Measures
Healthy and ready for
Kindergarten
Supported and successful in
school
Graduate from high school --college and career-ready
Earn a college degree or career
credential
• % students proficient in 3rd grade reading
• % students proficient in 4th grade math
• % 9th graders who pass end of course algebra exam
• % students motivated and engaged to succeed in school
• % students who are not triggering all three Early Warning indicators
• % parents who believe a college degree is important and actively support their child’s education
• % students graduating high school meeting proposed Washington State graduation requirements
• % students who take SAT/ACT and/or take a community college placement test in high school
• % high school graduates who take developmental education courses in college
• % students who earn a post-secondary credential by age 26
• % students who enroll in postsecondary education
• % students who persist year to year
• % children meeting kindergarten readiness standards
• % children accessing comprehensive medical and dental care
• % eligible children enrolled in evidence-based early learning programs
Readiness AttainmentAchievement
© 2011 FSG21
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21 © 2011 FSG
Collective Impact Requires Four Big Mindset Shifts
• Adaptive vs. Technical Solutions
• Silver Buckshot vs. Silver Bullets
• Credibility vs. Credit
• Coordination vs. Competition
Strategy + Process + Trust
Context
© 2011 FSG22
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City-Based Efforts that Involve Municipal Government Have Unique Considerations
Geographic scope (city vs. county vs. region)
Role of policy makers / elected officials and the need for a policy agenda
Backbone organization or staff within government
Use of political capital and convening power to promote and support collective impact
Silos / funding streams that need to be aligned
Opportunity to catalyze and / or fund efforts
Sample Considerations
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© 2011 FSG
Thank You for Joining Us Today!
To talk more with FSG about Collective Impact:
• Jeff Kutash, Managing Director [email protected]
• Emily Malenfant, Senior Consultant– [email protected]
Collective Impact resources available on FSG’s website: http://
fsg.org/KnowledgeExchange/FSGApproach/CollectiveImpact.aspx
Targets 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19Children meeting age level expectations on WaKIDS 65% 69% 72% 75% 79% 82% 85%
3rd graders meeting MSP reading standard 79% 79% 80% 81% 82% 84% 85%
4th graders meeting MSP math standard 65% 65% 66% 68% 70% 72% 74%
5th graders meeting MSP science standard 64% 65% 66% 68% 71% 74% 78%
6th graders meeting MSP reading standard78% 79% 80% 82% 83% 84% 86%
7th graders meeting MSP math standard 67% 69% 71% 73% 75% 76% 78%
8th graders meeting MSP science standard 71% 72% 73% 74% 75% 76% 77%
Students passing EOC math 2 test 70% 71% 72% 73% 75% 78% 80%9th graders promoting on time to 10th grade
89% 90% 91% 92% 92% 93% 94%
Students graduating on time 75% 78% 80% 82% 85% 87% 90%Students graduating with HECB requirements for entry into college
63% 65% 66% 68% 70% 72% 73%
Students completing CTE course of study before graduation *
TBD TBD TBD TBD TBD TBD TBD
SPS graduates enrolling in post-secondary education
68% 69% 69% 70% 71% 72% 72%
SPS graduates not taking remedial courses in college
66% 68% 69% 71% 72% 74% 75%
SPS graduates continuously enrolled in college for one year
74% 75% 77% 79% 81% 82% 84%
Steering Committee
• Develop a plan focused on the fundamentals
• Prioritize strategies
• Establish public/private sector alignment
• Ground plan in best practices, facts and research
• Incorporate broad base of community input (MFF based on voices of more than 3000 people)
• Be innovative, but build on existing assets and momentum
Improving Outcomes for Children and Youth through Collective Impact
PeopleFirst Partnership
February 15, 2012
Steering Committee
• Develop a plan focused on the fundamentals
• Prioritize strategies
• Establish public/private sector alignment
• Ground plan in best practices, facts and research
• Incorporate broad base of community input (MFF based on voices of more than 3000 people)
• Be innovative, but build on existing assets and momentum
PeopleFirst Partnership Mission: Grow, attract and retain talent in Memphis/Shelby County.
Core Activities:• Identify and prioritize actionable, measurable initiatives with game-
changing impact on key performance metrics. • Encourage collaboration among partners and stakeholders.• Advocate for local and state policy reform and public/private sector
investment that advances our agenda.• Monitor implementation progress using reliable, measurable
information • Communicate results to the community.
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Steering Committee
• Develop a plan focused on the fundamentals
• Prioritize strategies
• Establish public/private sector alignment
• Ground plan in best practices, facts and research
• Incorporate broad base of community input (MFF based on voices of more than 3000 people)
• Be innovative, but build on existing assets and momentum
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18-Member
Memphis Fast Forward Steering Committee
Co-chairs:Gary Shorb, Methodist Health Care
A C Wharton, Jr., Mayor, City of Memphis
Mark H. Luttrell, Jr., Mayor, Shelby County
Government EfficiencyMayor A C Wharton, Jr.
Mayor Mark H. Luttrell, Jr.
Co-chairs
Operation Safe CommunityBill Gibbons, Director
TN Dept. of Safety & Homeland Security
Chairman
Memphis Shelby Growth Alliance
Dr. Bill Evans, Director & CEO St. Jude Children’s Research Hospital
Chairman
PeopleFirst PartnershipGary Shorb, President & CEO
Methodist LeBonheur Healthcare
Chairman
Growth Alliance Board
Crime Commission Board
PeopleFirst PartnershipBoard
The PeopleFirst Partnership drives the Education and Talent agenda of Memphis Fast Forward.
Steering Committee
• Develop a plan focused on the fundamentals
• Prioritize strategies
• Establish public/private sector alignment
• Ground plan in best practices, facts and research
• Incorporate broad base of community input (MFF based on voices of more than 3000 people)
• Be innovative, but build on existing assets and momentum
Identifying our priority initiatives.
In 2010 a Planning Council identified Key metrics, 4 Goals, 10 Strategies and a proposed set of priority initiatives for our starting point.
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• Chairman -- Kriner Cash, Superintendent, Memphis City Schools
• John Aitkin, Superintendent, Shelby County Schools • Sandra Allen, Director, Le Bonheur Center for Children
and Parents • Kenya Bradshaw, Director, Stand for Children • Julie Coffey, Shelby County Office of Early Childhood and
Youth • Reid Dulberger, VP of MemphisED Administration, Greater
Memphis Chamber • Nate Essex, President, Southwest Tennessee Community
College • Desi Franklin, Executive Director, Workforce Investment
Network
• Robert Lipscomb, City of Memphis Housing and Community Development
• Michelle Fowlkes, Operation Safe Community/Memphis Shelby Crime Commission
• John Moore, President and CEO, Greater Memphis Chamber
• Shirley Raines, President, The University of Memphis • Roland Raynor, Director, Tennessee Technology Center
Memphis• Douglas Scarboro, Executive Director, City of Memphis
Office of Talent and Human Capital• Blair Taylor, President, Memphis Tomorrow• Regina Walker, Sr. Vice President, The United Way of the
Mid-South• Fenton Wright, Director, Shalom Project
Steering Committee
• Develop a plan focused on the fundamentals
• Prioritize strategies
• Establish public/private sector alignment
• Ground plan in best practices, facts and research
• Incorporate broad base of community input (MFF based on voices of more than 3000 people)
• Be innovative, but build on existing assets and momentum
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Strategy One: PreNatal Health and Early Parenting.
Initiative : Early Success Coalition
Strategy Two: High-Quality Early Learning.
Initiative: Advocacy for Public Pre-K
Strategy Three: Great Teachers and Leaders.
Initiative: MCS Teacher Effectiveness and Leadership Effectiveness Initiative
Initiative: SCS Tennessee Educator Acceleration Model
Strategy Four: Instructional Reform and Higher Standards.
Initiative: MCS & SCS - implement national common core standards, new student assessments, increased instructional rigor aligned with new standards
Strategy Five: Student Supports: Academic, Health and Mental Health
Initiative: MCS & SCS - improve data systems to flag struggling students and connect them to appropriate interventionsInitiative: Teen Pregnancy Prevention
Strategy Six: Parent Involvement.
Initiative: In development
Strategy Seven: Post-Secondary Preparation in Middle and High School.
Initiative: MCS & SCS Expand use of ACT’s EPAS system beginning in middle school
Strategy Eight: Post-Secondary Completion.
Initiative: Southwest Tennessee Community College Completion Initiative
Initiative: University of Memphis Completion Initiative
Initiative: Partial Completers Initiative –In development
Initiative: Student Financial Aid
Strategy Nine: Career Pathways.
Initiatives: In development
Strategy Ten: Talent Outreach and Engagement.
Initiatives: In development
Goal C. Adults earn certifications and college degrees that prepare for local careers
Goal B. Youth graduate high school “college ready” Goal D. Talent is attracted to and retained in M/SC
Goal A. Children enter kindergarten “ready to learn”
4 Goals, 10 Strategies and potential initiatives.
PeopleFirst Partnership will dedicate an upcoming Board meeting to review and consideration of key K-12 efforts that should be included in the new unified system. We will provide our conclusions to the transition commission and unified board, as well as make sure our agenda is informed by their thinking.
Steering Committee
• Develop a plan focused on the fundamentals
• Prioritize strategies
• Establish public/private sector alignment
• Ground plan in best practices, facts and research
• Incorporate broad base of community input (MFF based on voices of more than 3000 people)
• Be innovative, but build on existing assets and momentum
Key Metrics
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Metric Current Baseline Benchmark
Percentage kindergarten ready (KRI score ≥ 70 in math and reading)
MCS in 2011: 44% English, 54% Math
No Benchmark
Percentage college ready (composite ACT score ≥ 19)
MCS: 4% in 2011SCS: 28% in 2011
25% in US in 2011
High School graduation rate MCS: 70% in 2010 SCS: 96.3% in 2010
90% TN Target
Percentage adults with post-secondary degrees; special emphasis on 25-34 year olds
SC: 28.2% in 2010 (All adults over 25)
US: 28.2% in 2010 (All adults over 25)
College Board Target for US: 55% of 25-34 year olds by 2025
Steering Committee
• Develop a plan focused on the fundamentals
• Prioritize strategies
• Establish public/private sector alignment
• Ground plan in best practices, facts and research
• Incorporate broad base of community input (MFF based on voices of more than 3000 people)
• Be innovative, but build on existing assets and momentum
Criteria for considering adoption of priority initiatives.
• Major “game-changing” impact on one of our four goals, metrics.
• Research-informed rationale for success.
• Leadership controls the necessary resources to effectively oversee implementation OR If the effort is steered by a collaborative, it has clearly established roles and accountabilities as part of formal agreements or MOUs
• Action plan for 2012 with realistic objectives and metrics.
• Leverages existing resources for greater achievement (e.g. new partnerships, new methods, redirecting resources to new priorities)
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