1. Learning Together: Data Driven Collaboration Liz Weaver Vice President Tamarack – An Institute for Community Engagement www.tamarackcommunity.ca liz@tamarackcommunity.ca

2. My Biography

4. Why Data?

5. Themes for the Workshop Setting the Context: The Collaboration Continuum Data driving Collaborative Change Collective Impact through Shared Measurement Building a Learning and Change Agenda

6. Think Pair Share Why is it important that I am at this workshop today?

7. Trust Turf Loose Tight CompeteCo-exist Communicate CooperateCoordinateCollaborateIntegrate Competition for clients, resources, partners, public attention. No systematic connection between agencies. Inter-agency information sharing (e.g. networking). As needed, often informal, interaction, on discrete activities or projects. Organizatio ns systematical ly adjust and align work with each other for greater outcomes. Longer term interaction based on shared mission, goals; shared decision- makers and resources. Fully integrated programs, planning, funding. The Collaboration Continuum 7

8. Table Discussion: Collaboration Continuum How could you use the Collaboration Continuum with your community partners? What surprised you about the Collaboration Continuum?

9. Thinking about Data: Framing the Collaborative Challenge Increased understanding of the issue your are trying to tackle: – Population: Who is impacted? – Demographics: Which demographic groups are most impacted? – Services: What services are already being provided? – Funders: Which funders are interested in the issue and what outcomes are they seeking? – Other Issues to consider?

10. Thinking About Data: Mapping your Community Consider the Community Context: Where is the issue most prevalent? Are there geographical boundaries? Where are the services located or are there a lack of services? Ie. Food deserts Where are the collaborative partners located? What are their spheres of influence?

11. A Tool – The Poverty Matrix Currently above the poverty line but vulnerable At Risk Working full or part time but with poverty level wages Working Poor Temporarily out of work with limited income Temporarily Unemployed Out of work frequently or persistently Persistently Unemployed Unable to earn income, reliant on other forms of income Dependent Poor Struggles with low income,lack of housing and other basic supports Homeless

12. Demographic Groups Young People 10-24 years of age Recent Immigrants Arrive in Canada within last 5 years Seniors 65 years or older Other demographic groups

13. Uses of the Poverty Matrix Develop a Statistical Profile of the breadth and depth of poverty in each segment to understand trends and priority areas Carry out ‘root cause’ analysis and run poverty simulation for each segment to better understand the cause and experience of poverty Develop customized strategies for each segment and/or common strategies that work across all segments Sensitize people to embrace the varied nature of poverty in the community Poverty Matrix

14. Activity Why is demographic mapping important to collaborative efforts? How could the Poverty Matrix be adapted to an issue that your collaborative is working on? What challenges do you see?

15. Collective Impact

16. Shared Measurement Identify key measures that capture critical outcomes. Establish systems for gathering and analyzing measures. Create opportunities for “making-sense” of changes in indicators.

17. Collaboration in Cincinnati Educational Achievement Homelessness STRIVE in Cincinnati Over three hundred educational organizations, human service groups, government agencies and philanthropies and private businesses. Shared agreement on 15 key milestones and 72 measures along a student road-map of success. A strong back-bone organization supporting a variety of “networks” supporting each key milestone. Measureable progress in most key indicators in recent years.

19. Strive Partnership Goals: Working together along the educational continuum to drive better results in education so that every child… Is prepared for school Is supported inside and outside of school Succeeds academically Enrolls in some form of postsecondary education Graduates and enters a career Results: 10% increase in graduation rates in Cincinnati since 2003; 16% increase in college enrollment rate in Covington, KY since 2004

20. Thinking About Shared Measurement Process: # of people/orgs at table, # of community presentations, articles, etc Progress: # of programs, # of new initiatives, etc Policy: policy changes in own or other organizations, new investments, gov. policy changes Population : # of people moved out of poverty, # of high school graduates, # of low birth weight babies Shared Measurement

21. Who is collecting the data? Will they share the data? How effective is the data source? What data do we have to collect? What resources will we need? Does this measure actually move us on our collective impact agenda?

22. There Are a Number of “Tips and Tricks” to Bear in Mind When Developing Shared Measures Overview of Shared Measurement Collecting and Presenting Data Set specific and time-bound goals and report progress relative to targets Include data on whole populations (vs. a sample) where possible Use numbers as well as percentages to make goals more tangible Identifying Indicators Limit “top-level” indicators to a manageable number (~15), with additional contributing indicators if needed Establish a set of criteria to guide the identification and prioritization of potential indicators Leveraging Existing Efforts and Expertise Form a voluntary team of data experts to advise on the design, development, and deployment of a shared measurement system Develop a crosswalk of what partners are already measuring Consider leveraging existing indicators adopted by relevant efforts at the local, provincial, or federal level

23. Learning Together: Lessons from Vibrant Communities Action Learning Experiment involving 13 cities across Canada with multi-sector roundtables focused on reducing poverty

24. Moving the Needle: 4 Keys 4. Encourage community learning 3. Pursue comprehensive strategies 2. Foster collaboration 1. Understand the nature of complex problems

25. Key #1: Understand the Nature of Complex Problems Complex problems are not just more complicated than other problems; they are different in kind. It isn’t the number of elements they involve but the dynamic relationship among those elements. Can’t break them down into their component parts and solve individually. New attitudes and practices are needed that enable a wide range of participants, each involved with different parts of the problem, to continuously adjust and re-adjust how they affect one another through the decisions and actions they take.

26. Key #2: Foster collaboration Bring all parts of the system to the table – Sectors (business, government, non-profits) – Spheres (education, employment, child care) – Levels (people experiencing the problem, top decision-makers and people in the middle)

27. Engaging Partners Restore a sense of possibility – High aspiration – New ideas Develop convenor organizations – specialized institutional capacity Engage through peers and through ‘bridge persons’

28. “Comprehensive community initiatives emerged in response to accumulating evidence that services meant to improve the life prospects of the poor were often proving ineffective – at least in part because they were so fragmented. They rejected the tendency to address issues such as poverty, employment, health, crime, education and housing in isolation from one another. Instead, they endorsed the idea that multiple and interrelated problems require multiple and interrelated solutions.” -Lisbeth Schorr Common Purpose Key # 3: Develop comprehensive strategies

29. Danger of getting bogged down trying to be fully comprehensive from the outset Key elements of a plan 1.High aspiration 2.Specific mid-range targets 3.Conceptual framework – what and how 4.Starting point strategies

30. Key #4: Promote a learning orientation Pan-Canadian learning community – Inter-community learning – Tele-learning sessions with expert resource people – Coaching support – Research – Documentation Learning-oriented evaluation

31. Changes in public policy Changes in service and support systems Changes in material resources Changes in community-level assets Policy and Systems Change Convening capacity Multisectoral leadership Collaboration Community awareness Community Capacity Building Personal assets Physical assets Social assets Human assets Financial assets Individual and Household Assets

33. Inspired Learning Report Created a common language about the issue Connected groups to evaluation as a learning experience Brought additional resources and connections Surfaced issues and opportunities Leveraged policy change across partners

34. Additional Resources and Tools Vibrant Communities: www.vibrantcommunities.ca www.vibrantcommunities.ca Tamarack Communities Collaborating: www.tamarackcci.ca www.tamarackcci.ca Seeking Community: www.seekingcommunity.ca www.seekingcommunity.ca