pathways to excellence workshop · winners of the nonprofit excellence awards will ... define and...

Pathways to Excellence Workshop

Excellence in Managing for Results

January 30, 2015 9:30 AM – 11:30 AM

Baruch College School of Public Affairs 135 East 22nd Street, Room 301, New York, NY

Moderator: Laurel Molloy, Founder & Chief Consultant, Innovations Quantified Panelists: Chitra Aiyar, Executive Director, Sadie Nash Leadership Project Alan Mucatel, Executive Director, Leake & Watts Building a culture of learning is one of the most important steps in establishing an organization-wide focus on results. How do you ensure that your staff and board members are clear about what impact the organization is trying to make? How do you engage frontline staff and program participants in setting organizational goals? Learn how managing for results can focus your organization on what is important about your work and the difference it makes. In this session, winners of the Nonprofit Excellence Awards will identify strategies to effectively manage for results. Agenda 9:35 AM – 9:40 AM Welcome 9:40 AM – 9:55 AM Moderator and Panelist Introductions 9:55 AM – 10:00 AM Pre-Discussion Exercise 10:00 AM – 10:40 AM Panel Discussion on Best Practices 10:40 AM – 11:05 AM Practical Exercise 11:05 AM – 11:25 AM Q & A 11:25 AM – 11:30 AM Wrap Up Table of Contents Organizational Profiles of Winning Organizations … ................................................ 2-3 Tips & Strategies from Workshop Panelists ........................................................... 4-5 Planning Exercises ............................................................................................... 6-7 Resources ............................................................................................................. 8

Eight Key Areas of Nonprofit Excellence: 8-year Summary ........................... 9-32 Additional Resources .............................................................................. 33-60

Pathways to Excellence: Managing for Results

ORGANIZATIONAL PROFILE Leake & Watts 2014 Gold Prize Winner for Overall Management Excellence Founded as an orphanage in 1831, Leake & Watts continues to provide support today to over 8,000 children, adults and families each day so they can achieve success tomorrow through a wide variety of early childhood, child welfare, developmental disabilities, special education, and juvenile justice programs. Five years ago, Leake & Watts was operating with a multi-million dollar deficit and 80% of all its programs were in Corrective Action. Today, it operates with a surplus, has had clean audits for the past five years, and is routinely cited for its excellent program practices and outcomes. This remarkable turnaround is the result of implementing a robust set of management practices, including establishing an agency-wide culture focused on results and building systems that leadership could turn to for data to help guide the organization. For example, Leake & Watts developed and employed a set of 39 separate Performance Effectiveness Indicators (PEIs) for measuring outcomes that go far beyond those prescribed by funders or required by government contracts. This extensive, interlocking system of PEIs helps measure and understand the full impact of the organization’s work in every program and across the agency as a whole. A strong collaboration among the Board of Directors, Executive Director, and staff involved being transparent about what they were doing and holding people accountable. Leake & Watts’ Board and leadership understand that they must continually work to improve their service delivery and infrastructure to meet the ever-changing needs of the communities they support. Their strategic plan was developed with this in mind and ensures that management’s focus is on mission-related and organizational results. Leake & Watts hired a Chief Strategy Officer (CSO) to lead its efforts in achieving the goals of the strategic plan. With the support of the CSO, all staff remains actively involved in the implementation of the strategic plan and achievement of its goals. Leake & Watts established rigorous Quality Assurance (QA) procedures, and involves the QA Department all levels to ensure that programs remain mission-focused and that outcomes are consistently measured. A Risk Management Committee continually examines trends in the industry to ensure that the organization is addressing all potential challenges that have the necessary procedures and protocols in place. Examples of Excellence Identified by the 2014 Selection Committee: Strong use of strategic plan and data to drive results and ensure goals are met

o Hired Chief Strategy Officer to lead efforts in achieving strategic plan goals Implemented a Mission Effectiveness Plan that ensures consistent mission-driven action Created Performance Effectiveness Indicators (PEIs) in each program area to measure and understand impact

across the organization o Developed 39 individual PEIs, outcomes measurements, beyond those required by funders

Develop programs based on community need and mission alignment Identifies emerging trends in community/industry through a Risk Management Committee Considers staff and persons supported input into strategic plan as well as annual assessment to inform goals Created interdepartmental matrix to fine-tune and improve internal referral process for needed services Turns program challenges into opportunities to learn and improve programming overall

2


ORGANIZATIONAL PROFILE Sadie Nash Leadership Project 2010 Gold Prize Winner for Overall Management Excellence Sadie Nash Leadership Project (SNLP) was founded in 2001 to promote leadership and activism among young women. SNLP provides a dynamic and intensive learning experience that centers on the achievements of young women, the use of role models, service-based learning, community organizing, and independent social justice projects. The program is designed to strengthen, empower, and equip young women as agents of change in their lives and in the world. By increasing the participation of women in social, political, and economic decision-making, SNLP seeks to question and redefine the nature of leadership and to promote perspectives and practices that are cooperative, accountable, ethical and effective. While still a relatively small organization, SNLP has a strong track record of evaluation and regular and intensive reflection. Since its first program in 2002, SNLP has been committed to rigorous program evaluation, to involving constituents in evaluation and to using results to further its mission. SNLP offer its participants the opportunity to define and articulate their own needs and contribute to program design and evaluations. That is a critical step in effective leadership and personal development. As early as 2003, SNLP hired a professional evaluator to do a comprehensive quantitative and qualitative evaluation of its cornerstone leadership program. Since then, SNLP has received monetary and technical assistance grants to enhance its evaluation capacity, demonstrating its seriousness about that aspect of management. After a professionally-led overhaul of its evaluation strategy and instruments, SNLP defined and measured outcomes (changes in and benefits to young women) in six specific areas: leadership development, self-esteem, skill building, education and career options, community building, and social justice awareness. All evaluation processes were moved online for greater facility for the young women and to produce more retrievable data. Results from these evaluations are written up in reports and reviewed and processed by staff at regular intervals to assess program effectiveness and make changes where necessary in planning for the next year. The online outcome surveys are augmented with other evaluation strategies, including informal feedback sessions, program staff check-ins, and focus groups. SNLP focuses on “diagonal growth,” a concept referring to dual goals of horizontal growth, increase in both numbers and reach in order to be as democratic and broad reaching as possible; with vertical growth, increase in depth of impact on individual participant and/or length of time she spends in program. The concept of the shark (sharks die if they stop moving) serves as a guide and reminder to be always evolving, thinking about and acting on how to do better, how to deepen impact but expand reach, and how to avoid becoming complacent over success. In this way, SNLP is a stable youth leadership development model that is flexible and responsive to results and need. Examples of Excellence Identified by the 2010 Selection Committee: When considering any project, asks itself if the project is on mission and will it inform existing programming?

Entrepreneurial without losing sight of program goals; well-managed growth that is part of a strategic plan based on evaluation of hard data, with appropriate focus on replication and sustainability

Strong immediate and interim results; committed to formal evaluation of programs (including use of outside consultants); good structure for tracking short-term outcomes

Tracks universal indicators in youth development: refined notions of leadership, civic awareness, social justice issues, college achievement/graduation, self-esteem, and critical thinking

Valuable learning from outcomes; modified programs based on collected data

Established concrete measures related to management: fundraising systems, constituency leadership, Board diversity, and retention rates

3


STRATEGIES TO IMPROVE YOUR FUNDRAISING PRACTICES Tips from the Workshop Panelists

Leake & Watts

Start with the very basic questions: o Why do we do what we do? o What are we getting paid to do?

Peel away the jargon of the field and the deliverables expected by contracts. Get folks to answer the questions without thinking about compliance. Answer the question as if you were explaining what your organization did while sitting with your family at the dining table. Use everyday language in your answer. Then begin to ask what would be measure(s) and sub-measures of your success in doing what you do.

Bring everyone along for the ride and tie it all together:

Involve all staff, the Board and other stakeholders in the discussion, tailored to the audience, in identifying the key focus of the organization. Tie it all back to agency mission and values.

Four Characteristics of an Organization Focused on Results:

o Transparent - Everyone knows what we are doing and why o Thinks sustainable - There are systems and reporting in place to make sure we are doing what

we said we would do o Ensures accountability - the persons responsible are identified and there are expectations around

reporting o A capacity to learn - Acknowledge what didn't go well and take what we learn and apply it

elsewhere

Sadie Nash Leadership Project Grounding in values and principles

Define values and principles, and create rituals and opportunities for regular reflection and discussion. Reflecting on these principles at each staff member’s orientation, at seasonal trainings, and at retreats ensures that all staff remain engaged with organizational values and that they inform important programmatic decisions and debates.

Templates are your friend!

Create standardized and reader-friendly templates to allow for consistent reporting even when we have new staff, seasonal staff, or turnover in staff. Also encourage efficiency in reporting under deadlines and facilitates sharing amongst staff, board, and other stakeholders.

Transparency

Share evaluations in advance with faculty so they are aware of expectations and best practices. Share results with partnership sites for their own knowledge (and reporting to funders) and with faculty members as much as possible.

Schedule for success

Plan in advance to ensure survey completion (and analysis) as part of the programming cycle. Don’t assume this can be all done on the last day! We use online surveys with built in analysis and use two class sessions to complete them. In-house, we plan to complete surveys after culminating events and reflections (1 day actions, final projects etc…) but before program close-outs such as stipends, certificates, and final celebrations.

Don’t get too complacent!

If the evaluations are consistently positive, it might be time to add some new questions or evaluation techniques to find areas that might still need improvement

4


Outcome Measurement 101

Why is it important to understand and measure your outcomes?

Because it will help you: - Understand whether your efforts are making a difference - Communicate about your value and impact to stakeholders - Make informed decisions - Secure support (funding, staff, volunteers, partners, Board members, etc.)

Glossary of Key Terms

‐ Outcome Measurement - The regular, systematic tracking of the extent to which your target audience experiences the intended program benefits. (as defined by the United Way).

‐ Logic Model - A visual tool that illustrates the logic of your program - how your resources (the inputs) will be used to provide specific services (the activities / outputs) to your target audience, and how those individuals will benefit from their involvement (the outcomes).

‐ Need Statement - A description of your program’s target audience(s), and what they and/or the larger community is currently lacking that your program will aim to address.

‐ Inputs - The resources your organization needs to deliver a program. Best if conveyed as nouns.

‐ Activities - The actions taken by an organization to deliver a program, or what your program does with its inputs. Best if conveyed as verbs. (Not to be confused with pre-program activities, which are the early-stage efforts taken to secure or prepare inputs.)

‐ Outputs -The direct products of your program’s activities. Best if conveyed as numbers or percentages.

‐ Outcomes - How the targets of your services will change or benefit as a result of their exposure to your program. Best if conveyed as changes in access/exposure, knowledge, skill, attitude, behavior, or overall condition.

‐ Outcome Indicators - The specific items of data that are tracked to measure whether a program’s outcomes have been achieved.

4 Basic Steps to Meaningful & Manageable Outcome Measurement (M.M.O.M.)

You know the saying, Mom's always right? Well, it applies in outcome measurement as well... except in this case, it’s "M.M.O.M." - as in Meaningful and Manageable Outcome Measurement. Here are four basic steps to ensure your measurement efforts are both meaningful and manageable:

1) Develop A Sound Program Plan – aligned with your mission and constituent need 2) Choose What You're Going to Track Wisely – start by tracking only a few key things, then add 3) Keep Your Data Collection Simple – incorporate existing mechanisms whenever possible 4) Plan to Use (& Then Actually Use!) Your Findings – it’s the whole point of the process!

As you move through these steps, remember the key to M.M.O.M.’s heart: KISS – Keep It Simple, Strategically! Ask yourself, "Is this really something we can feasibly do?" If the answer is, "I'm not sure," then find a way to pare it down. You’ll be much more likely to do it, and therefore much better off in the long run. (Prepared by Laurel Molloy: www.InnovationsQuantified.com)

5


PLANNING EXERCISE

Exercise #1: Clarify Your Key Program Components

Answer the following questions with one particular existing program in mind. 1) Target(s) of Your Intervention: Who do you hope will change or benefit as a result of your program’s efforts, and why? In Section A, specify those with whom you work directly, and what needs they have that you’re seeking to address. In Section B, list anyone else who you hope will benefit from your work, but with whom you don’t work directly, and their related needs.

A. Those With Whom We Work Directly & Their Need(s):

B. Others We Hope Will Benefit, but With Whom We Don’t Work Directly & Their Need(s):

2) Outcomes: How do you hope these “targets” will be better off as a result of your work? Provide up to four (4) statements framed in a WHO-HOW format (with the “WHO” being those you listed in Question #1, and the “HOW” being how they are likely to change or benefit as a result of your efforts). 3) Activities: What does your organization do to try to influence the changes outlined in Question #2? In other words, what specific actions does your organization take with these constituents in an attempt to create change?

6


Exercise #2: Organizational Alignment & Outcome Measurement

Answer the questions below, and then share what you wrote with the person seated next to you.

4) Are the other staff members within your organization clear about the outcomes listed in Question #2? If no, why not? If yes, was there a formal process used to ensure this was the case? 5) How, if at all, do you currently review/use the information you’re collecting about the results of this program, individually and as a staff? 6) What driving forces (e.g., funders, organizational leadership), if any, are pushing you towards tracking outcomes? 7) What is your organization’s mission? Do the outcomes outlined in Question #2 align with your mission? If no, why not? If yes, was there a formal process used to ensure this was the case? 8) What mechanisms, if any, do you currently have in place to track whether the outcomes outlined in Question #2 are happening? Are these used regularly? Have you run into any challenges developing or utilizing them?

Exercise #3: Next Steps Based on the previous exercises and panel discussion and Q&A, list three (3) steps that you can take to help your organization become more outcome-focused when you leave here today. 1) 2) 3)

7


RESOURCES In Packet: NPCC, “Winning Management Practices in Eight Key Areas of Nonprofit Excellence by the 26 Winners of the Nonprofit Excellence Awards,” updated January, 2015.

Leake & Watts, “Mission Effectiveness Follow Up Staff Meetings on Living Our Mission and Values.”

Leake & Watts, “Strategic Plan September 2011 – October 2014 Final Report.”

Sadie Nash Leadership Project, “Values and Philosophies.”

Sadie Nash Leadership Project, “Survey Questions.”

Sadie Nash Leadership Project, “Classroom Observation Form.”

Sadie Nash Leadership Project, “End-of-Year Report Template.”

Nonprofit Coordinating Committee of New York, The Rensselaerville Institute. “Managing for Results, Crafting Ambitious Targets and Useful Milestones.”

Other Resources: Innovations Quantified, http://www.innovationsquantified.com/

The Rensselaerville Institute, http://www.rinstitute.org/

Center for Theory of Change, “What is Theory of Change.” http://www.theoryofchange.org/what-is-theory-of-change/

Fiscal Policy Studies Institute, “What is Results-Based Accountability? http://resultsaccountability.com/about/what-is-results-based-accountability/

“All Washed Up,” YouTube, VitalSmarts Video, Uploaded September 21, 2009 (Fourteen-year-old scientist Hyrum Grenny cracks the code on how to get kids to wash their hands, and in doing so, exposes insightful strategies for influencing behavior change.) https://www.youtube.com/watch?v=osUwukXSd0k

TABSmc, “Who’s Got The Monkey,” April 2010. http://tabsmc.com/system/resources/0000/0033/Who_s_Got_The_Monkey___April_2010.pdf

Ask A Manager, http://www.askamanager.org/

The Management Center, http://www.managementcenter.org/

Green, Alison, and Jerry Hauser. Managing to Change the World the Nonprofit Manager's Guide to Getting Results. 2nd ed. San Francisco: Jossey-Bass, 2012. Print.

Community Resource Exchange. www.crenyc.org

Support Center for Nonprofit Management. www.supportcenteronline.org/

Hatry, P. H., Morley, E., Vinson, E. (2001). “Outcome Measurement in Nonprofit Organizations,” Independent Sector and The Urban Institute. w.iyi.org/resources/mentor/pdf/Outcome_Measurement.pdf

8

Pathways to Excellence

Winning Management Practices in Eight Key Areas of Nonprofit Excellence by the 26 Winners of the Nonprofit Excellence Awards

Introduction Managing nonprofit organizations is increasingly complicated. Today’s successful nonprofit must regularly demonstrate progress toward its mission, balance its books, comply with a staggering number of regulatory requirements, recruit, motivate and manage a strong staff and board of directors, raise money, communicate the organization’s “story”, be culturally competent, manage new information technology, and demonstrate transparency, effectiveness and accountability to donors and the public. Hundreds of thousands of articles, books, seminars and web-based resources touch on nonprofit management, a relatively new field. Many focus narrowly on reducing bad practices and avoiding or correcting problems. But, good management rarely results from only trying to avoid failure. It requires focusing on key performance criteria that have been shown to produce great results. Despite an over-abundance of information, it has been hard to make sense of what really matters. So, how can today’s nonprofit managers and leaders, as well as their donors, regulators and the general public, identify the key ingredients to nonprofit management excellence — the kinds of practices around which there is consensus and that can serve as practical examples for others to follow? The following examples of excellent policies and practices can be helpful. They are the actual management practices and strategies used by 26 organizations that have won the Nonprofit Excellence Awards during the program’s first eight years. They are organized around key components of the Awards program’s seminal document, Eight Key Areas of Nonprofit Excellence, developed in 2006 and continuously updated by surveying the many standards of excellence and rating schemes for nonprofit management throughout the U.S. and identifying core elements around which there is widespread agreement. The eight core areas identified in this document, and the concrete examples of management strategies that follow from them, are not offered as an all-inclusive, one-size-fits-all blueprint, and they certainly should not be viewed as a checklist of all that is excellent in running nonprofit organizations. But, given the size and enormous diversity of the nonprofit sector, and the evolving state of the art and science of management, this list is a start. We expect the list to expand and change over time as we all further define excellence. NOTE: The examples below of best management practices by winners of the Nonprofit Excellence Awards are organized according to the categories in the Eight Key Areas of Nonprofit Excellence, the program’s core document. Material in italics

(preceded by a solid bullet •) is from the document itself, describing recommended practices. Examples that follow (preceded by a hollow bullet ), are actual management strategies identified by the Awards Selection Committee as practiced by one or more winning nonprofit organizations. Each organization is identified by its initials; a full key to these is provided on page 32.

Produced By: Sponsored By:

9

1. Overall Management Focus on Results • A well-defined mission statement guides organizational decision-making and practice. • Program and organizational results are regularly achieved, tracked, evaluated and reported in light of

targeted outcomes. • Management structure supports mission, with top leadership guiding continuing progress in achieving

mission. • A solid grasp of major opportunities and challenges facing the organization leads to focused planning and

action (e.g., through a strategic plan) to meet challenges and regularly achieve results. • Innovative and entrepreneurial approaches are evident in management strategies. • Expert consultants and technical assistance are used when needed to strengthen management operations. • Impact is sustained over time and, where appropriate, scaled up. • The organization regularly uses reflective learning to address mistakes.

o New grants must serve strategic plan and mission (GSS, BW) o Mergers selected on basis of fit with mission (GSS)

o Intense middle management training during mergers keeps mission focus (GSS) o Sustained impact rooted in achieving targets (GSS) o Multiple feedback systems (GSS) o Advocacy work monitored for results; progress toward short-term advocacy milestones constantly tracked and

assessed (FUREE, WITNESS) o Quantitative (measurable) outcome indicators used to track clients progress (CUCS) o Progress reports shared weekly with clients (CUCS) o Data from reporting system used for ongoing quality improvement (CUCS) o Effective program models adapted to new situations (CUCS) o Performance Dashboard developed with participation of staff, board, funders and partners; all staff

departments report on Dashboard results (WITNESS) o Performance Dashboard metrics posted on website to assess progress twice a year and achieve a high level of

transparency (WITNESS) o Regular planning and evaluation cycles (e.g., plan 3 years ahead, evaluation every 6 months) (WITNESS)

o Progress on annual and 3-year work plans with core partners evaluated regularly (WITNESS) o Research data used to improve performance targets and milestones (WITNESS) o DARCI (Decision, Accountable, Responsible, Consultant, Informed) system establishes responsibility and

accountability for all key projects (WITNESS) o Strong accountability led to expansion of primary mission-related goals (e.g., opening a charter school and

expanding summer programming) (HRBI) o Constant, ongoing tracking of “critical indicators of success” engages all levels of organization from board to

line staff, with weekly reporting to senior management on predetermined goals and outcomes, monthly manager “Dashboard Reports” to Executive Director (HRBI)

o Leadership informs board of progress with a “Box Score” (balanced scorecard) that measures performance across functional areas and progress towards established goals (HRBI)

o Tracking tools include monthly tracking for staff, quarterly summaries for board, bi-annual Management Report to all key stakeholders and annual Report Card for each board member (HRBI)

o Engage in strategic planning with multiple stakeholders every 3 to 5 years to revisit the organization’s direction and define goals (HRBI)

o Monitoring of the strategic plan includes not only progress on goals but also an assessment of readiness to achieve subsequent steps (HRBI)

o Thematic names (e.g., baseball) create a strong connection between the organization’s mission, goals, annual performance and strategic plan (HRBI)

o Web-based, data-driven outcomes tracking system used to follow progress of all program participants and allow parent/teacher access (ICA)

o Program alumni tracked to assess long-term results (ICA) o Track improvements in patient health outcomes (IFH)

10

o Management compares organizational goals to results on a monthly basis by monitoring productivity, finance, fundraising, and clinical quality (IFH)

o Identify systems and management strategies needed to meet key organizational objectives (Groundwork) o Metrics track individual and family participation across programs to strengthen retention and growth in

number of students served (Groundwork) o Strong partnership among staff in finance, program management and Board to achieve organizational goals

(VERA) o Strong use of strategic plans to guide activities; regular steps taken to measure impact; strong tracking of

program metrics (GLWD, LW) o Data and database used to strategize and manage program change and growth; strong department level focus

on metrics and monthly dashboard provide regular overviews of results (GLWD) o Track demographic changes in communities served and adapt accordingly (GLWD, BW) o Track indicators of impact, including improvements in communities and issues (NYLPI) o Track types of engagement by partner firms, including tracking client referrals (NYLPI) o Created a Pro Bono Advisory Council to increase commitment by partnering firms (NYLPI) o When considering a new program, ask if it is consistent with mission (SNLP, CV) o Well-managed growth is part of a strategic plan with appropriate focus on replication and sustainability

(SNLP, RNY) o Committed to formal evaluation of programs (including use of outside consultants); tracks universal indicators

in youth development (SNLP) o Create strong structure for tracking short-term outcomes by regularly collecting data through surveys and

convening of focus groups (SNLP) o Develop and track concrete measures related to management: fundraising systems; constituency leadership;

and board diversity (SNLP) o Modify programs based on collected data (e.g., low attendance and retention rate in afterschool program

prompted two new program strategies and modified approach to recruitment and cultivation) (SNLP) o Develop “train-the-trainer” approach to replicate program model (SNLP) o “Total Quality Management” system compares goals to results on a monthly basis by monitoring productivity,

finance, fundraising, and clinical quality (IFH) o Data and surveys used to help identify problems and develop programs (CHASI) o Collect best practices in mission-relevant areas and use them to guide practices (HA) o Productivity guide used for staff to develop monthly goals based on job description and mission (HA) o Monthly meetings review successes and challenges, ensuring strategic prioritization, collaboration, and cross-

pollination of best practices (HA) o Program managers create program plans, identify indicators, and think about potential partners for the next 3-5

years (CH) o Program plans enable setting goals/targets and regular review of targets creates an environment of continuous

improvement (CH) o Continuous data-based review of mission relevance – “management by measurement” (ODFMC) o Electronic health records and dashboard provide data that help management focus on advancing the mission

(ODFMC) o Management strategies as reflected in the strategic priorities are aligned with the mission (ODFMC) o Productivity goals and objectives are predicated on best practices, benchmark data, constant review of

productivity, feedback loops and clinical outcomes (ODFMC) o Performance Improvement Committee reviews clinical performance “report cards” and outcomes summaries

measuring clinicians’ productivity (ODFMC) o Developed a formal theory of change that is consistent across all programs (RHI) o Emphasize client participation in planning and evaluation processes; design these processes to be as much

learning experiences as they are means for measurement and improvement (RHI) o Staff observation and feedback and community feedback process leads to changes within the organization

(RHI)

11

o Service indicators and performance targets in contracts and grants used to measure program-specific results; goals and targets identified by the board assess overall organizational performance, ensuring connection to mission (BW)

o Assess relevance of potential foundation grants or government RFPs, including indicators of mission alignment, fit with current programs, impact on infrastructure, and nature of funding (BW)

o Assess true cost of proposed or existing programs and impact on overall operations and administrative infrastructure (human resources, finances, etc.) (BW)

o Implemented a peer review process that enables programs to conduct internal audits of case files and other client records (BW)

o Dedicate staff members to quality assurance (e.g., quality control analysts for case management programs, director of organizational excellence, or director of metrics) (BW, HRBI, CSH)

o Hold an annual staff meeting to review accomplishments and new goals (BW) o Clear mission translates into management plans around specific lines of business (e.g., identifying successful

program models; advocating with government to create such models; assisting local governments and providers in implementing such models; and funding successful programs) (CSH)

o Multi-year strategic planning is integrated into tactical planning (e.g., team and individual workplans, budgets, etc.) (CSH)

o Implement a Measuring Success Program: extensive, interlocking systems used to manage for results across many different program categories and operational areas (CSH)

o Community Scorecard used to inform new organizational directions by assessing community need and potential of organization to add value in communities with unmet needs (CSH)

o Test assumptions and make decisions based on metrics (CSH) o Financial metrics used to inform strategic goals (CSH) o Mission drives programs, strategic direction and board/management decision-making (CV) o Mission reviewed regularly (e.g., biannually) by the board to ensure that work and direction are aligned with

mission (CV) o Quality Improvement unit includes staff from all levels of organization; tracks and collects data to inform

practice and improve programs and performance (CV, LW) o Annual satisfaction surveys conducted among staff and clients, leading to improvements in services provided

and client communication (CV) o Use researched service models with proven track records of success to inform interventions (CV) o Admission and discharge data used to analyze trends about who the organization is serving and where

participants go after they leave the organization; trends used to modify services offered (CV) o Dedicated Outcomes Committee ensures that all programs set measurable goals; regularly reviews process and

outcome results and asks questions of staff (CV) o Program-related outcomes are compared to industry data and attempt to quantify social impact (CV) o “Social Impact” section of quarterly newsletter features outcomes of a different program in each issue (CV) o Development of strategic plan factors in industry trends and data, client survey results, performance measures,

and audits (CV) o Retreat attended by staff, volunteers and clients held to brainstorm what is working and what can be improved

(CV) o Implemented a Mission Effectiveness Plan that ensures consistent mission-driven action (LW) o Created Performance Effectiveness Indicators (PEIs) in each program area to measure and understand impact

across the organization (LW) o Developed 39 individual PEIs, outcomes measurements, beyond those required by funders; outcomes

measurement drives organizational success (LW) o Develop programs based on community need and mission alignment (LW) o Identifies emerging trends in community/industry through a Risk Management Committee (LW) o Considers staff and persons supported input into strategic plan as well as annual assessment to inform goals (LW) o Created interdepartmental matrix to fine-tune and improve internal referral process for needed services (LW) o Proactively identify industry trends and engage board and colleagues in preparation (LW, CSH) o Effective use of consultants to complete the team; created long-term financial model for expansion; defined

program goals and metrics (RNY)

12

o Use staff performance evaluations to refine program metrics (RNY) o Conduct regular internal review and assessment of both big picture and day-to-day organizational details; track

data to show how “on mission” the organization is (RNY) o Frequently evaluates where the organization could be better; commitment to continuous learning (RNY, LW) o Use “teach back” sessions as a way of reinforcing shared outcomes across departments (RNY) o Developed extensive and integrated systems to set goals that are aligned with mission, assess progress towards

those goals, and make course corrections based on the data (GW) o Used strategic planning process to focus the organization’s mission and program array and to identify

strategies for improving program outcomes, including terminating/transferring to ensure strategic alignment and moving toward a common set of agency-wide goals for a core target population (GW)

o Invested in Solution-Based Casework (SBC) and training for staff (cross-departmental); created certification process for case planners and supervisors (GW)

o Program Performance and Planning Team/Board Program Performance Committee meet 2x each year for 8-9 hours to review performance, develop plans for improvement and set targets for the following year (GW)

o Launched coaching initiative to help program managers use performance data to inform program solutions (GW) o Involved entire organization, from Board to frontline staff to move from a siloed operation to an integrated

organization through management and evaluation systems (GW) o All levels of management review performance data, discuss ways to improve performance, and make

necessary adjustments (GW) o Created Direct Practice Roundtable to allow senior managers to hear directly from staff on challenges or

obstacles to meeting mission and vision (GW)

2. Governance Structure That Moves the Organization Forward • Top Board leadership continually supports efforts to improve achievement of mission and monitors

progress toward planned results. • Board members are effectively involved in critical roles – policy oversight, leveraging resources, assuring

accountability, publicly representing the organization – and expectations are understood and performed by board members and committees; percent of board who contribute financially is high.

• Board minutes and other key documents are created, circulated and retained in accordance with document retention requirements.

• Board regularly monitors and evaluates the performance of the CEO. • Individual member and overall Board performance is evaluated regularly. • Board leadership assures organization-wide accountability, transparency, effectiveness and ethical

behavior, including compliance with appropriate legal and professional guidelines and regulations, such as a Conflict of Interest Policy and a Whistleblower Policy.

• Board receives and reviews quarterly reviews, event materials, Executive Director’s report and development report.

• New Board candidates receive a recruitment prospectus and site visits.

o Board of Directors receives a quarterly review, event materials, Executive Director’s report (compilation of weekly program reports) and development report, resulting in an engaged Board that feels prepared to discuss the organization in a fundraising context (Groundwork)

o All new Board candidates receive a recruitment prospectus and site visits (Groundwork) o At the end of year appeal, board members receive report cards, each board member suggests 25 names of

potential candidates (Groundwork) o Board is actively engaged in steering major decision-making, including weighing risks for the future of the

organization as to not dilute the franchise (HRBI, CSH) o Board report cards used to track and evaluate each Board member’s involvement and fulfillment of a specific

set of roles and responsibilities, and to improve Board performance and engagement (HRBI, BW) o Conducts annual 360˚ Board performance reviews (HRBI) o Executive Director and senior development staff meet with Board members individually to discuss yearly

contributions (HRBI) o Maintains 100% Board member giving (HRBI, Groundwork, GLWD, NYLPI, LW, RNY)

13

o Has a formal succession plan: terms, evaluation, recruitment; regular skill-set assessment (GLWD, HRBI, SNLP, CV)

o As ambassadors of the organization, Board members regularly visit programs and strengthen their connection to the mission (HRBI, BW, LW)

o Board recruitment is strategic, based on a gap analysis, the future direction of the organization, and strategic positioning (HRBI, CSH)

o Established a policy of considering Board prospects with prior involvement with the organization as a means of evaluating the candidate’s leadership strengths and gauging his/her “fit” with the organization’s culture (HRBI)

o Has a strong Board leadership development process and accountable committee structure (GLWD) o Require Board members to rank the organization as their #1 or #2 charity in terms of personal giving (GLWD) o Engage board members rolling off as special affinity group (GLWD, SFF) o Assess Board members annually based on job descriptions with explicit goal of organizational effectiveness

(GLWD) o Board committee structure serves as a “farm” or “feeder” system for potential Board leaders (GSS, SNLP, CSH) o Provides a Board orientation manual and site visits (GSS) o Allows a transition year for incoming Board Chair (GSS, SFF) o Maintains high level of Board involvement in its budget process (NYLPI) o Uses board members to leverage resources, such as pro bono legal support and outside counsel (NYLPI, BW) o Board members are available to staff for consultation, advice, and open dialogue (NYLPI) o Improve quality of the Board as a whole by focusing on non-engaged members at the margins and being more

explicit about expectations (NYLPI) o Expectations, roles and responsibilities for Board members are written (NYLPI, WITNESS) o Governance Committee reviews expectations with all board candidates (NYLPI) o Carefully monitor participation and financial contributions of all Board members (NYLPI) o Board structures are designed to ensure stability when changes occur; board mentors and self-assessments

used to enhance performance (SNLP) o Diverse Board composition and structure (SNLP) o New Board candidates meet with at least two existing Board members during recruitment process, and review

schedules and commitments (SNLP) o Dropped term limits for Board members, focusing instead on regular Board member performance reviews (SNLP) o Integrate constituents into organizational leadership (e.g., full voting members on Board, staff positions) (SNLP) o Potential Board members tasked to recruit 5 new members every 6 months (FUREE) o Each Board member leads an advocacy/organizing campaign (FUREE) o Ranking system assesses leadership potential/checklist system monitors development (FUREE) o Community-based Board (ICA) o Board has 3 full-day meetings per year, allowing for comprehensive evaluation of progress and adherence to

mission (HA) o Trustees are seen as volunteers; Board participates in conducting tours, hosting events, leveraging donated

technology and getting pro bono assistance (HA) o Trustees dedicate a retreat to evaluating the head of school’s progress toward realization of the mission;

incorporates survey results from families, trustees, and parents; summary shared with staff to guide annual goal setting (HA)

o 40% of private revenue generated by the Board and President’s Council (SFF) o Affinity groups used as feeder groups for the Board: President’s Council, Legal Advisory Council, Associates

Committee and Mothers’ Council (SFF) o Board Chair discusses goals for fundraising, committee participation, and volunteer requirements with every

Board member and conducts an annual assessment (CH) o Board members submit annual give/get expectations based on performance assessments from the previous

year (CH) o Established a Foundation (fundraising) Board to address challenges created by Operating Board’s federal

requirements (ODFMC) o Board recruitment strategy includes roundtable discussion groups and town hall meetings within the

communities served (ODFMC)

14

o Annual Board retreat held to examine financial and operational needs, share perspectives and establish priorities (ODFMC)

o Invest in formal Board training to increase Board effectiveness (ODFMC) o Appoint a seasoned mentor to each new Board member to ensure that he/she receives ongoing Board training,

assistance throughout his/her first years of service, and opportunities to share expertise (ODFMC) o While strategically recruiting Board members for their expertise in specific areas, also focus on maintaining a

diverse Board (e.g., 91% from surrounding area, 45% are African American and Latino, and 64% with experience in youth development) (RHI)

o Board pledge form at the start of the year holds Board members accountable to personal goals for giving, getting, and participating in Board committees; form is revisited mid-year and at year-end (RHI)

o Board is trained in fundraising practices and implemented monthly Fundraising Committee meetings to meet the needs of the organization and growth approved in the budget (RHI)

o As part of the organization’s succession planning, Board and staff created a “bird’s eye view” calendar, outlining the annual lifecycle of the organization in a daily, weekly, monthly, and quarterly basis from the perspective of Board, programs and management responsibilities (RHI)

o Board Program Committee works with staff to assess viability of programs: financial feasibility of new programs as well as sustainability of existing ones (BW, GW)

o Visiting Committee enables board members to visit program sites before some board meetings (BW) o Strong integration of board committees with staff; board members attend agency events and staff meetings; a

true dialogue exists (BW) o Board’s internal evaluation process reviews finances, assesses program performance, reviews administrative

operations based on goals set by executive director and senior staff, and includes formal reviews from external parties (program and financial audits) (BW)

o Executive director’s performance reviewed annually (BW) o Organization asks funders to make board nominee referrals (BW) o Biannual board retreats are dedicated to organization’s strategic positioning; one meeting per year is combined

with a staff retreat (CSH) o Board contributes to organization’s fund development efforts beyond 100% personal giving (CSH) o Taskforce created to review governance practices (e.g., revamping of Development Committee) (CSH) o Compensation Committee conducts a dedicated and rigorous CEO review process (CV) o Nominating Committee maintains a list of skills needed on the board, and regularly reviews individual board

member performance, focusing on contributions, meeting attendance and committee participation (CV) o Formal board succession policy added a second vice-chair position to ensure stability and continuity (CV) o “Junior board,” called the Leadership Council, helps attract younger donors and additional corporate support;

intentionally cultivates future leaders, providing a pathway to the board (each leader has a board mentor) (CV) o Board serves as a brain trust: critical, engaged, reflective, and thinking with staff on how to evolve the

organization (CV) o Utilize ad-hoc committees to address specific needs that arise (LW) o Clearly define job descriptions, fundraising responsibilities, and committee membership expectations for

board members (LW) o Invite a guest speaker from a featured program to every board meeting (LW) o Board assesses Executive Director’s performance each year (LW) o Board engages in annual self-assessment; Governance Committee reviews results and addresses performance

gaps accordingly(LW) o Align recruitment efforts with governance needs and strategic priorities (LW) o Assign board members to two distinct committees – one quantitative, one qualitative (LW) o Proactively recruiting new board members through formal and informal means, and cultivating current and

future board leaders in anticipation of 25% turnover from long time members in the next few years (LW) o Developed a formal contingency plan that ensures the organization is able to temporarily fill critical positions

with pre-identified staff and is fully prepared to continue operations and assure excellence service (LW) o Created Associate Executive Director position to ensure a succession plan for the Executive Director; filled

the position with a candidate able to step in for the Executive Director at a moment’s notice (LW) o Board has written job descriptions with detailed expectations of time, expertise, attendance at events and

15

Board meetings, participation with constituency and fundraising (RNY) o Executive Director meets annually with individual Board members to review goals, fundraising

responsibilities, involvement, and fundraising prospects (RNY) o Individual Board members set annual goals that are tracked (RNY)

o Board Chair and Executive Director meet monthly to discuss programs and progress on goals (RNY) o Young Executives Board of 70 past and current rowers (RNY) o Succession planning: created list of Executive Director’s key functions with specific assignments of which

staff can provide back up for them (RNY) o Weekly management team meetings ensure transfer of historical, institutional knowledge (RNY)

o Senior staff rotate attending board meetings to give them leadership exposure (RNY) o Create projects that allow senior staff and board to work together without the involvement of the Executive

Director (RNY) o Structure board meeting minutes as action templates to encourage accountability (RNY) o Board Chair collects reports from all CEO direct reports as part of annual 360 performance review; results in a

report measuring performance against specific goals established at the start of the year (GW) o Board manages tension between financial incentives and outcomes incentives for children served (GW) o Board Development Committee split into workgroups focused on foundation support, corporate support,

volunteers and branding (GW)

3. Strong, Transparent and Accountable Financial Management • Clear processes are in place for creating, approving and reviewing the annual budget at the Board and

senior level. • There is regular accountability in the form of management tracking and reporting of budget performance

and cash flow to the Board, appropriate Board committees, regulatory bodies, supporters and/or other key stakeholders.

• Key financial milestones and targets are regularly monitored and met. • If the organization is of sufficient size to complete an annual audit, the audit is prepared by qualified

outside accountants and reviewed by a separate audit committee of the board in a timely fashion. • Appropriate internal controls are in place to assure integrity, accuracy and transparency in all financial

dealings by the organization and to prevent fraud and waste. • The organization’s federal Form 990 is complete, accurate, reviewed by senior management and board

leadership, and publicly available. • Local, state and federal required forms and reports (e.g., IRS Form 990, NYS CHAR 500, etc.) are filed as

required and are complete, accurate, reviewed frequently by senior management and board leadership, and publicly available.

• Adequate cash reserves protect the organization against contingencies and risk. • Annual operating and capital budgets are informed by its strategic plan, program goals and Board-directed

initiatives • Budget planning strives for modest surplus at year end.

o Constant financial information flows to staff and Board, allowing early course corrections (GSS, IFH, GLWD) o Train program directors to read financial reports (GSS) o Demonstrate strong financial health: solid balance sheet; liquid cash reserves; 3-6 months working capital (HRBI) o Use “bottom-up” budgeting (HRBI) o Involve staff at all levels of the organization in discussions about budget reductions in order to improve “buy

in” for austerity measures (HRBI) o Board actively involved in designing a financial disaster policy that is thoughtful, relevant and incorporates

big-picture strategies (HRBI) o Monthly variance reports showing spending against budgets and available resources through year-end

provided to program managers to assist with budget implementation (HRBI) o Monthly Finance Committee review of financial statements showing performance versus budget, performance

versus prior year and a forecast to year-end (HRBI) o Implement strong policies and control measures; maintain strong cash reserves and a line of credit (CHASI)

16

o All staff are familiarized with the budget and receive timely information; use contingency budgets (CHASI) o Demonstrate strong financial health despite significant growth; take financial risks, but manage them well (IFH) o “Six-Point Plan” guides cash flow when finances are stressed, taking into account adjustments to: (1) accounts

receivable, (2) staffing, (3) contracts, (4) fundraising, (5) vendors, and (6) productivity (IFH) o Use strategic plan to guide the budgeting process (NYC) o Set campaign goals and regularly secure new funding sources (NYC) o Use monthly contingency “triggers” with percentage projections (NYC) o Sophisticated cost-cutting preserves core services; bottom-up contingency plans show worst case scenario

budgets with bottom line savings and 12-14 month cash-flow projections (Groundwork) o Maintain healthy balance sheet and use agency-wide real-time budgeting (VERA) o Proactively responded to economic crisis: instituted furloughs and enrolled in NY Dept. of Labor’s Shared

Work Program to save money; limited layoffs; promoted continuity with reduced hours; and, provided staff opportunities to get additional financial assistance (VERA)

o Leverage resources to have high-impact with relatively small budget (NEDAP, RNY) o Annual operating and capital budgets are informed by its strategic plan, program goals and Board-directed

initiatives (GLWD) o Budget planning strives for modest surplus at year end (GLWD, CSH) o In response to financial downturn, asked staff to reduce expenses; did not fill some staff vacancies; engaged

staff in a process designed to re-engineer functions to increase efficiency and cost effectiveness while fulfilling mission (GLWD)

o Board and Finance Committee receive extensive reports one month prior to quarterly meetings (GLWD) o Finances are transparent across all levels of the organization (SNLP) o Budget focuses on enhanced financial stability but also aims for growth (NYLPI) o Focused on balancing budget after cuts, while preserving mission integrity (NYLPI) o Achieve a surplus every year; end each year with nearly 6 months’ cash on hand (HA) o Strategic planning committee monitors financial position and budget revisions against actual spending;

provides long-term financial goals and planning guide for future growth and sustainability (HA) o Uses a financial manual created with help from a consulting firm working closely with staff in response to a

financial audit, demonstrating willingness to engage with professional consultants (SFF) o Strong scenario planning built into a fluid budgeting process, resulting in good dialogue between finance staff,

Executive Director and Board (SFF) o Staff and Board leadership have strong grasp on liquidity/unrestricted funds (SFF) o Organization-wide and program-specific financial information is included in quarterly dashboard and a mid-

year reforecast is used to create the budget template for the following year (CH) o 3-5 year program plans are tied to the budget model; program results tie back to revenues, and results tie back

to budget (CH) o Budget development is guided by 5-year strategic plan with consideration of provider productivity levels,

payer mix, and revenue sources (ODFMC) o Pay close attention to key opportunities in the organization’s field (e.g., healthcare) to leverage resources and

other supports (ODFMC) o Monthly cash flow reporting (ODFMC) o Board Finance Committee developed a worksheet to help predict income for the coming year (RHI) o Quarterly cash flow projection is created at the beginning of the year, and when cash flow is a concern, a bi-

weekly cash flow report is created (RHI) o Increased budget to support staff at the senior level in an effort to prepare for the future transition of the

Founding Executive Director (RHI) o Despite being a small organization, create a financial policies handbook that outlines separation of duties,

functional expense policies, system of checks and balances, payroll approval process, etc. (RHI, RNY) o Plan ahead for funding streams that are expected to end (RHI) o Board understands its responsibility for the organization’s financial health and, at each board meeting,

discusses how much risk the organization can take on (RHI) o Budget development considers 3-year revenue and expenditure patterns and takes a bottom-up approach (BW)

17

o Carefully monitor all programs; those running deficits for 3 consecutive months receive particular attention, ensuring timely corrective action (BW)

o Strong analysis of RFPs, assessing potential impact on finances and on staff resources (BW) o Generate and build reserves despite constraints of public funding (BW) o Executive team-developed strategic “guidelines and principles” used in budget development process (CSH) o Budget process does not occur in a silo, but in conjunction and synched with annual work plan process (CSH) o Ensure that budgets for all regional offices align with organization’s strategic plan (CSH) o Recognize that demands are greater than budget; have regions make a case for additional funds (CSH) o Everyone is involved in the budget process – everyone “owns it” (CSH) o Focus on break-even budgeting (e.g., balance projects that are profitable with others that are of strategic

importance but difficult to fundraise for) (CSH) o Aggressively manage balance sheet to ensure long-term health and stability: reduce costs of carrying loan

funds, and manages the cost of capital (CSH) o Allow for mid-budget course corrections due to changes in investments and lending activity (CSH) o Assess risk associated with new projects, discounting projected returns according to risk (CSH) o Institute an “innovation fund” to underwrite worthy projects that are not otherwise funded (CSH) o Budget dashboard reviewed monthly to control costs and identify problems early in the budget year (CV) o Budget dashboard includes year-to-date comparisons, projection scenarios, contingencies and risks (CV) o Risk management dashboard quickly reviews risks and progress towards mitigating them (CV) o Finance staff goes out and meets with program staff; recognize the importance of relationships with internal

and external audiences (CV) o Proactively manage finances to address preventive maintenance issues on campus and with facilities (CV, GSS) o Created ad hoc Debt Finance Committee to restructure long-term debt (LW) o Budgets are in line with the strategic plan (LW, NYC) o Program Directors meet with CFO and Executive Director as part of budget process (LW) o Closely monitor census and programs running a deficit to ensure timely corrective action (LW) o Engaged a consultant to help “non-finance” board members understand financial statements and meet

fiduciary responsibility (LW) o Instituted centralized purchasing process as a cost savings measure (LW) o Quality Assurance Department focused on improving system of financial oversight (LW) o 7 months of liquid reserves (RNY) o Committed to becoming more self-sufficient; focus on earned income revenue streams (RNY, CSH) o Board Finance Committee periodically trains current and new board members with no finance background to

encourage fiduciary responsibility (RNY) o Involve direct practice leadership in creating and monitoring budget, leading to accountability throughout the

organization (GW) o Have two rounds of face-to-face discussions to ensure budget requests are fully aligned with latest program

priorities and strategic plan (GW) o Run monthly snapshot reports to supplement quarterly reports (GW)

4. Inclusive, Diverse and Responsive Organizational Practices

• Staff is diverse and represents the community(ies) or population(s) served, as appropriate to the organization’s mission.

• Inclusive service, outreach and hiring policies and practices are integrated into the organization’s structure, leadership and governance policies and practices.

• The organization has a written diversity policy. • The organization regularly demonstrates and improves its cultural competence in relating to clients or

constituents, volunteers, staff and other key stakeholders. • The organization regularly assesses and responds to emerging needs and communities. • The organization is demonstrably committed to diversity with measurable results.

o Initiated new programs, modified mission and changed name in response to new needs demonstrated in

community (CHASI)

18

o Actively seek client feedback (CHASI) o Conduct strong outreach to target communities and maintain diverse staff that speaks multiple languages (CHASI) o Actively maintain relationships with community partners and remain true to unpopular research-based

program in order to continue serving key constituencies (CHASI) o Function as culturally-based, close-knit community (ICA) o Respond to economic stress on community through programming (ICA) o Use metrics that track individual and family participation across programs to strengthen retention and growth

in the number of students served (Groundwork) o Identify emerging issues and work with groups on the ground to effectively and ethically engage

neighborhoods (NEDAP) o Analyze new complexity of needs among client population; revise model based on constituent needs and

customer satisfaction assessment (e.g., expanded mission to serve people with all life-altering illnesses and added illness-specific programming) (GLWD)

o Engage clients in advocacy (GLWD) o Enhanced its Client Activity Tracking System to include program changes (GLWD) o Restructured the organization to deliver maximum service (NYLPI) o Continually focus on efficacy of programs, e.g., reorganizing intake systems, clarifying case selection criteria

and process, creating new fact sheets to empower clients, and developing a sign language video (NYLPI) o Proactively reach out to clients; implement a structured intake process where each team assesses each client’s

goal, and staff have the autonomy to make decisions; seek to enable clients to communicate their issues in a way that will result in change (NYLPI)

o Jointly litigate with pro bono partners; collaborate with community organizations to advocate for legislative change in state laws (NYLPI)

o Realize that expanded programs at new sites need community-based leadership to make them sustainable e.g., hired a part-time site director who focused on strengthening community relationships) (SNLP, HRBI)

o Deliberately and systematically launched program expansion; set benchmarks and sought institutional partner (SNLP)

o Tracking system used to identify program youth who have gone on to various leadership positions (SNLP) o Explicitly-identified strategies used to expand organizational resources and capacity; very responsive to

differences in communities served (SNLP) o Demonstrably committed to diversity with measurable results (WITNESS) o Emphasis on developing diverse staff, leaders and skills at all organizational levels (WITNESS) o Team Performance inventories and retreats organized for broad, honest staff feedback (WITNESS) o Strong focus on diversity and cultural competency; 65% staff of color; 30% senior management; has a Cultural

Competency Committee, and strong, ethical client codes (CUCS) o Progress reports shared with clients on a weekly basis (CUCS) o Collaborate with other agencies and public authorities to tackle hard issues (CUCS, CSH) o Broadly and deeply engage the communities he organization serves (FUREE) o Culturally-based management and communications strategies guide program development (e.g., African

discussion circles called mbongis) (ICA) o Strong client (parent) engagement through parent committees focused on hiring, admissions, outreach, and

fundraising (HA) o Impressive diversity in socioeconomic status and race among students and staff (HA) o Broad staff and volunteer language capacity allows for translation and interpretation for legal services,

extensive availability of foreign language outreach materials, and CBO/community outreach in monolingual communities (SFF)

o Diverse groups of constituents are represented on a Food Council (CH) o Hire people who represent the neighborhoods served (CH) o Ensure a culturally competent organization by going beyond diversity training and engaging a trained

consultant to administer individual cultural competence “inventories” and provide each staff member with reports noting strengths, challenges and action steps (HRBI)

o Develop new programs to respond to emerging needs in the community (e.g., social work staff launched a gay/straight alliance to support the organization’s LGBTQ population) (HRBI)

19

o Diversity and cultural competency are core values and inform governance, Board composition, staff recruitment and other aspects of the organization (ODFMC)

o Tuned in to community needs – proactive in listening and seeking input (ODFMC) o Clear pipeline and thorough, targeted practices for recruiting from the community, using appropriate models

from the private sector (ODFMC) o Recognize that meeting community needs is measured not only by clinical results but also by attention to

patients’ perceived needs, customer service and health literacy (ODFMC) o Emergent needs determined through client surveys (ODFMC) o Annual assessments of cultural competency included in staff reviews (ODFMC) o Concerted effort to address clients’ needs through training, feedback and management focus on diversity,

language and culture (ODFMC) o Stay open on most holidays to increase access to programs and services (ODFMC) o Policy of hiring and training from the community ensures that the organization is responsive to community

needs (e.g., 96% of staff are from the local community) (RHI) o Program goals are dependent on diversity and hiring within the community (e.g., hiring local teens directly

addresses unemployment in the community) (RHI) o Staff demographics strongly aligned with service population (BW) o All staff provided with annual cultural competency training (BW) o Translation tool in website allows visitors to read in 50 different languages (BW) o Regularly tracks changing demographics in all service areas (BW) o Cultural preferences factored in food service, resulting in increased program attendance (BW) o Annual Community Scorecard assesses and responds to community needs (CSH) o Annual State of the Industry Survey used to learn about the needs of the supportive housing industry; findings

used to create new programs and tailor existing models to local needs (CSH) o Defined recruitment policies and practices to support diversity and cultural competency (CSH) o Actively pursue opportunities to subcontract with minority/women business enterprises (CSH) o Established core value related to cultural competency: “We value diversity and celebrate its power to enrich us

all” (CV) o Prospective employees go through organizational values training program (CV) o Recruit prospective employees who reflect client population by advertising in newspapers that serve

minorities, conducting job fairs in minority communities, and providing recruitment incentives for staff (CV) o Undoing Racism Committee ensures all staff are treated fairly and equally (CV) o LGBTQ Committee is devoted to ensuring that the organization is a safe place for staff and clients regardless

of sexual orientation (CV) o Community Advisory Committee keeps community informed of issues, advocates for the organization in the

community, and advises management on community concerns and issues (CV) o Hold focus groups to see what different constituents are thinking and incorporate their ideas; responsive to

community needs (CV) o Language Committee audits and develops terminology to describe constituents and work (commitment to

cultural sensitivity); staff trained on new language expectations (LW) o Staff profile reflects community served (LW) o Thoughtful approach to working with partners and creating relationships with local elected officials and other

community leaders who represent target audiences (LW) o Attend neighborhood organization meetings to assess and prioritize community needs (LW) o Agency-wide Undoing Racism Workgroup creating a mandate and statement regarding institutional racism

that ties back to organization’s core values (LW) o Support bilingual hiring by providing a salary addition for new hires that speak a language clients require

(LW) o Hold regular diversity trainings, including focus on disability and LGBTQIA (sensitivity training) (RNY) o Bi-annual caregiver/parent meetings to discuss concerns and new programs (RNY)

o Interpreters available at these meetings (RNY) o Multilingual staff (seven languages) (RNY) o New staff receive cultural competency training focused on celebrating and supporting differences (RNY)

20

o Program graduates hired whenever possible (RNY) o Para-Rowing Committee advises the organization on how to meet the needs of rowers with disabilities and

informs workshop offerings (RNY) o Reserve 80% of program spots for low-income public school youth; 20% for youth from any socio-economic

bracket – model achieves economic diversity among participants (RNY) o Parent liaison enhances communication between parents and staff (RNY) o Obtain feedback on emerging community needs from three Advisory Councils for youth, birth parents, and

foster parents (GW) o Held conversations with all directors in the organization to address diversity at senior levels and to formulate

practices for internal advancement (GW) o Recruit in local communities and population of program participants to ensure that staff’s ethnic diversity

matches that of the service population (GW)

5. Enlightened Use of Human Resources • Recruitment, on-boarding, engagement, evaluation and retention of staff reflect the organization’s mission

and recognize the importance and changing expectations, availability and needs of staff and volunteers. • Staff and volunteers reflect the diversity of the community(ies) and population(s) served. • The organization continually works to provide a safe and healthy work environment, protecting clients,

employees and volunteers from harm, including regular efforts to ensure standards of prudent care. • The organization has written personnel policies that are communicated to staff, reviewed at the Board level,

and include job descriptions for each position and annual performance reviews. • Staff have the necessary education, experience and certifications to perform their duties well. • Professional development opportunities, either internal or external, are available to staff. • Salaries and volunteer compensation are within the range of community norms, reflect appropriate skills,

performance and job status, and are within federal and state legal bounds regulating excessive compensation, utilizing industry-based surveys of salaries and benefits for comparable positions.

• The organization has employee Whistleblower and Conflict of Interest policies in place to protect confidential employee reporting of suspected fraud and material conflicts of interest.

• There is a relatively high level of staff retention. • The organization has mechanisms, including succession plans, to manage transitions in key leadership

positions. • Employee performance reviews are tailored to each position, are linked to broader organizational and

program (mission-related) goals and outcomes for which employees are held accountable, and employees are regularly recognized when these are met.

• The organization creates “stretch assignments” and employs a “growth pipeline” to retain talented staff by providing them with increasing supervisory responsibilities.

o Use a sophisticated, results-driven employee evaluation process (Groundwork) o Staff participate in board presentations, are invited to speak on panels and attend conferences; senior leaders

engage in key strategic issues through weekly senior leadership meetings, strategic planning, and analysis of funding opportunities (Groundwork)

o Use a check-list system to monitor leadership development (FUREE) o Executive Director personally orients all new staff with organizational manual, vision/values statement,

strategic plan (GSS) o 360° staff/peer feedback at leadership retreat (GSS) o Celebrated the Year of Supervision as a means of engaging all staff in related trainings, book clubs and other

activities (GSS) o Agency-wide ethics policies created by standing Ethics Committee included in Employee Handbook (GSS) o Supervisor/supervisee handbook (GSS) o Use clear job descriptions and requirements with gradually increasing managerial responsibilities to groom

and recruit senior managers (CHASI) o Conduct a Management Boot Camp for emerging talent (CHASI) o Provide internal training and individual coaching for new supervisors (CHASI)

21

o Use Volunteer Engagement Scale tool to track volunteer progress (NYC) o Encourage cross fertilization around functions at all levels of the organization (NYC) o Make performance-based promotions (NYC) o Invest in staff by providing strong benefits, multi-level learning environment, and professional development

(VERA) o Concrete internal learning opportunities are made available for staff and Board (trainings, discussion groups,

peer-to-peer exchange) (VERA) o Share executive leadership through its strategy of co-directors (NEDAP) o Engage staff across program areas in devising organizational responses (NEDAP) o Staff professional development and performance reviews are linked to strategic plan (GLWD) o Strongly focus on volunteer engagement (e.g., volunteers can connect their work to final products and

organizational outcomes), leading to an excellent volunteer retention rate (GLWD) o Encourage pro bono partners to deepen engagement by serving on boards (NYLPI) o Leverage outside legal resources; engage lawyers from private firms as co-counsel in litigation, and recruit pro

bono lawyers to provide legal services to community organizations (NYLPI) o Encourage innovative and entrepreneurial behavior to advance mission; distribute leadership responsibilities

(NYLPI) o Offer professional development opportunities through mentoring of administrative staff (NYLPI) o Leadership roles are used to deliberately groom staff, Board members and student participants, creating a

mission-driven training model (SNLP) o Staff satisfaction is central to success; staff members are assigned roles that provide opportunities to develop

professionally, embodying concept of “diagonal growth” (SNLP) o Management approach is normally collaborative, but becomes hierarchical when needed (SNLP) o Strong quality assurance focuses on part-time staff supervision and training (SNLP) o Innovative succession planning at management level; uses co-program director model (SNLP) o Balance longevity and consistency of senior management team with commitment to leadership development

among existing staff (IFH) o Entrepreneurial leadership constantly strives to lead in health-care and management (IFH) o Produce an annual Human Resources Report to Board (CUCS) o Develop staff via “Fellows” program; host graduate students in education administration for year-long

internships; leverages skill of broad base of volunteers (HA) o Anonymous evaluations of head of school demonstrate open, honest and collaborative atmosphere (HA) o Each department has its own handbook; performance is measured against mission-focused job descriptions,

incorporating expectations from handbook (HA) o Volunteerism identified as a strategic priority, leading to the creating of a staffed Volunteer Program,

embedded in the Development Department (SFF) o Conducted large-scale compensation study to ensure that salaries were competitive in the marketplace, and

regularly reviews compensation to ensure both internal and external equity (SFF) o Highly sophisticated use of 2,000+ volunteers allows carefully matching volunteers’ abilities and interests to

agency needs (SFF) o Uses Specific, Measureable, Attainable, Realistic, Time-bound (SMART) goals; each employee partners with

his/her supervisor to identify 4 goals plus a professional development objective, all tying into larger departmental and organizational objectives (CH)

o Align performance evaluations across departments in advance of merit-based raises to promote parity and staff development through merit-based performance management system (CH)

o Split HR department into two branches: HR (administrative focus) and Talent Development (focus on staff support and professional development) (HRBI)

o Quarterly talent reviews conducted by leadership team to identify and discuss “high potential” and “high performing” staff who may be targeted for future leadership roles (HRBI)

o Annual performance evaluation process uses a “360” approach, in which each employee receives feedback from self, supervisor, direct reports and peers from inside and outside his/her department (HRBI)

o Staff job descriptions are keyed in to organizational needs; staff goals and expectations are aligned with organizational goals and outcomes (HRBI)

22

o Hire with future needs in mind to ensure the organization is staffed appropriately for expansion and growth (HRBI)

o Contingency planning for multiple staff positions and selected upper-level management – focused on developing “benches” for all management positions (HRBI)

o Design staff development plans according to possible succession scenarios (HRBI) o Promote staff unity and cohesiveness through weekly “What’s Going On” meetings where all staff have an

opportunity to discuss important coals and activities for the week (HRBI) o Collaborate with other organizations to establish industry best practice models for prescreening applicants,

onboarding staff and rewarding staff effectively (ODFMC) o Use annual staff effectiveness plan, informed by employee feedback (satisfaction survey, exit interviews,

orientation evaluations and employee evaluations) to establish HR and staff development priorities; plan presented to and approved by dedicated Board Human Resources Committee that focuses on staff needs (ODFMC)

o Use employee turnover data and metrics on staff effectiveness to improve HR practices and guide HR decisions (ODFMC)

o Invite staff to monthly Board meetings and encourages them to interact directly with the board (ODFMC) o Partner with local college that trains students and sources future employees; offers generous tuition

reimbursement for training to support students in building their careers (ODFMC) o Program participants evaluate group facilitators twice each year; feedback and suggestions are used to improve

program and staff performance (RHI) o Management hiring, training and program decisions are tightly connected with mission-based theory of change

(RHI) o Extensive training, supervision and support of staff has a direct impact on the surrounding community and the

organization’s mission (RHI) o Offer staff trainings based on needs identified during staff reviews (RHI) o Evaluate staff twice each year (RHI) o Developed novel professional development matrix outlining growth opportunities in six employment areas (RHI) o HR policies are intentionally flexible to accommodate life situations of employees who would not otherwise

be able to maintain employment (RHI) o Executive Director conducts orientation breakfast for employees every two months, acculturating them to the

organization, belief in the mission, and important personnel practices (BW) o Bi-weekly newsletter for staff (BW) o New hires evaluated after 6 months, annual performance reviews thereafter (BW, LW) o Training Director facilitates in-house training, and coordinates external training (BW) o Offer extensive training and professional development opportunities (e.g., including programs at Baruch and

Columbia, mandatory ethics and cultural competency training, IT workshops, and training to help staff pass MSW license exam) (BW)

o Use exit interviews and trend analysis of what is said in exit interviews (BW) o Planning around leadership transition emphasizes transparency and communication (BW) o Strong emphasis on healthy work-life balance (CSH) o Invest in staff development to build skills tied to strategic plan goals (CSH) o Impressive 9-Box Performance Potential Matrix evaluates employee’s current performance and future

potential (CSH) o Senior staff undergoes training in feedback and accountability to ensure performance and staff accountability

(CSH) o Cross-training for staff provided via monthly knowledge-sharing calls (CSH) o Perform careful succession planning for all positions critical for the achievement of strategic goals, including

cultivation of internal candidates (CSH) o Feedback obtained through annual staff surveys used to improve practices and address skill gaps (CSH) o Peer review lunches allow staff to improve communications skills and allow staff across the country to

connect and learn about their colleagues’ work (CSH) o Cascading goals approach ensures strong, clearly communicated links between job descriptions, annual

workplans, team workplans, and strategic goals (CSH)

23

o Culture is set at CEO level but permeates the entire organization (CSH) o Staff performance is evaluated formally against individual workplans during performance reviews twice each

year (CSH) o Conduct extensive workforce planning to make sure it has the capacity (at board and staff levels) to meet

future goals (CSH) o Offer staff an extensive menu of professional development opportunities, including in-service trainings, online

training platforms, outside conferences, coaching, feedback, and guest speakers (CV) o Scholarships available for study in related fields (CV) o All new hires participate in 10-day training (CV) o Employee handbook available in English and Spanish (CV) o Created a Junior Executive Program to develop emerging leaders (CV) o Annual performance reviews include professional goals, development plans and salary increases tied to

performance; skills surveys identify employees’ best function(s) (CV) o Strong internal promotion rate (CV) o Every qualified internal candidate is given an interview, and if not selected for promotion, also given feedback

(CV) o Formal succession policy reviewed annually by the Executive Team and board (CV) o Both long- and short-term succession plans for CEO, as well as every VP and manager (CV) o Strong culture of valuing employees: provide affordable staff housing; offer Shooting Star program to

recognize exemplary performance (CEO sends personal Thank You note; recognized in newsletter); coordinate CEO luncheons with staff (CV)

o Checklist for managers of new programs – Project Implementation Team (PIT) – to optimize time and resources (CV)

o Uses annual employee survey results to inform new employee initiatives and policy changes (LW) o Created an Employee Referral System with a bonus for staff that refer new employees who stay for at least a

year (LW) o Mission-driven service training provided for all staff; included as part of new employee onboarding (LW) o Conducted agency-wide assessment of training needs; new trainings were introduced; trainings tailored to

specific jobs/programs were offered (LW) o Provides Management Training for managers and supervisors agency-wide (LW) o Senior Management team participates in a leadership diagnostic to identify strengths and weaknesses (LW) o Competency-based (tied to core values) performance evaluations with 100% participation (LW) o Offer tuition reimbursement and salary increases for employees who receive higher education degrees (LW) o Recognize employees annually with awards based on organization’s core values (LW) o Implemented Universal Team Meetings: opportunity for entire staff to celebrate accomplishments and receive

updates from senior management (LW) o Coaching model includes bi-weekly 1-to-1 supervision for all employees across the agency with training for

supervisors (LW) o Introduced competency-based hiring process that relies on behavior-based interviewing (LW) o Performance reviews based on program and organizational goals, including development of personal goals (LW) o Performance evaluations revised to reflect core values (LW) o On-boarding process includes 5 training modules tailored to particular positions Revisit elements of staff

orientation regularly throughout the year (RNY) o Review job descriptions each year (RNY) o Strategic use of volunteers to augment staff and reduce student to staff ratio (RNY) o Staff provide volunteers with one-on-one orientation (RNY) o Establish staff training/professional development plan, including coaching roundtables, speaker series, and

weekly program meetings; and a budget for external professional development (RNY) o Provide professionalism training for recent graduate hires (RNY) o All staff receive bi-annual reviews, including self-assessment and feedback from supervisor regarding staff

norms and program and organizational goals related to position (RNY) o Twice a year staff provides anonymous feedback on their supervisors (RNY) o Established staff norms, values and guidelines for internal and external communications (RNY)

24

o Incentivize staff with meaningful merit-based bonuses (GW) o Provide in-house training on various topics; training modules available live and online (GW) o Focus on leadership development at all levels and identifying development opportunities for staff so that they

can transition into key management roles should the need/opportunity arise (e.g., launched a Leadership Academy to provide intensive leadership training to supervisors and directors) (GW)

o Pre-screening process facilitates efficiency and timeliness of hiring (GW) o Emphasize internal promotions by posting job openings internally first and conducting internal career fairs (GW) o Use staff satisfaction survey results to make adjustments to benefits offered (GW) o Recognize foster parents as part of core team (GW) o Align job descriptions and performance reviews with program outcomes and case management strategy (GW) o Recognize staff achievements in internal newsletter; annual recognition event to honor length of service and

outstanding contributions (GW) o Provide free counseling and legal support through an Employee Assistance Program (GW) o Accommodate staff members pursuing degrees; offer scholarships (GW)

6. Appropriate and Reliable Information Technology (IT) Systems • Organization complies with all regulations and industry standards relating to the types of data it collects,

transmits and stores (e.g., health care information under HIPAA, credit card information, etc.). • The organization regularly uses reliable information technology systems that provide timely, accurate and

relevant information to facilitate workflow, track its data, and increase efficiency and effectiveness in accomplishing its mission.

• The organization successfully manages information with regard to confidentiality, safety, accuracy, integrity, reliability, cost effectiveness, and legal compliance, including the necessary safeguards against systems breach and data loss.

• The organization invests in technology resources that are deemed appropriate to enhance and streamline its ability to achieve its mission (e.g., computer networking, remote access strategies, etc.).

• Designated staff has the expertise to effectively support the organization’s technology goals and operations and assures that all electronic files are backed up regularly; technology hardware and software are regularly assessed, updated and standardized.

• The organization has in place an effective disaster preparedness and disaster recovery plan that assures business continuity and defines the process by which the technology infrastructure would be rebuilt in the event of a catastrophic occurrence.

• The organization provides staff and volunteers with ongoing IT training relevant to their work. • The organization monitors and adopts new technology that has the potential to enhance its ability to fulfill

its mission. • The organization engages in technology planning that is integrated into short- and long-term strategic and

operational goals, and establishes goals for the information system’s physical growth and future expenditures.

o Medical records technology allows efficient care, constant improvements in patient outcomes, and improved clinical performance (IFH)

o Health Information Technology used by patients and staff improves communication during and between medical visits (IFH)

o Online Progress Notes Reporting System tracks student progress and allows parent/teacher access (ICA) o Website used for volunteer recognition (NYLPI) o Developed a series of innovative, custom-built legal and clinical databases (SFF) o Has an IT Advisory Council comprised of Board, staff, and corporate partners (CH) o Integrate technology into the work and management of the organization (ODFMC) o Prioritize staff training to ensure proper use of technology (ODFMC) o Employee information – manuals and benefits – are available on shared drive at all times (ODFMC) o Innovative implementation of IT systems to monitor and evaluate program, financial and operations data

(ODFMC) o Free wireless internet access available to local community; helps with jobs communication and learning about

25

stakeholders (RHI) o Strategic planning committee for technology maps organization’s future IT needs (BW) o Full time computer instructor trains staff in software applications and also trains clients (BW) o Department heads and caseworkers in the field equipped with smart phones to remain in constant contact

(BW) o Provide full IT orientation for new employees (CSH) o Use video conferencing across national organization with regional offices (CSH) o Cloud-based platform allows staff to input and access data immediately (CSH) o Launched a training portal for staff, including training records and a library of training videos (CV) o Detailed IT policy protects clients, consumers, and staff (CV) o Internet-ready laptops or netbooks and cell phones provided to all staff working in the field (CV) o Places emphasis and investment in technology (part of strategic plan) (LW) o Management Information Systems Team dedicated to updating hardware and software across 22 sites (LW) o Developed in-house client information system (LW) o Launched an in-house Help Desk to assist staff with IT issues (LW, GW) o Technology Planning Committee ensures that staff have access to technology and are appropriately trained

(LW) o Technology team works closely with management and the strategic plan priorities to ensure effective service

delivery (LW) o Implemented Alert Now System to send mass updates to staff (LW) o Use Salesforce to capture data from disparate systems, run customized reports on critical organizational

metrics, track participant progress, identify trends and forecast future program requirements (RNY) o Constant Contact used to track communications with constituency (RNY) o Google Drive used for file sharing (RNY) o Dual wi-fi networks for staff and guests (RNY) o Use a single database to facilitate data collection, tracking, and reporting across all programs (GW) o Microsoft Outlook add-in allows appointment reminders and progress notes to be entered through the calendar

interface and are logged in the database automatically (GW) o Chief Information Officer meets with division Vice Presidents, HR, and Program Performance Planning Team

to determine needs (GW) o Maintain a rolling IT strategic plan (GW) o Conduct an annual security audit (GW) o Developed an IT policy manual on security procedures (GW) o Transitioned to Office 365 to guarantee access to email during/after a disaster (GW) o IT Team provides training to staff (GW)

7. Regular and Effective Communications and Use of Communications Technology

• Communications plan and processes assure regular presentation of accurate information to and reception of information from various publics (donors, volunteers, key constituencies and stakeholders, general public), including strategies to protect consumer privacy and confidentiality.

• Communications plan and practices are strategically integrated and central to all organizational planning and assure accurate and ethical communication of the organization’s mission, vision, values and activities.

• Communications plan and practices regularly assess the organization’s market relate to competitors and its clients’ needs and satisfaction.

• The organization actively and effectively “brands” itself and “tells its story.” • The organization promotes understanding of and familiarity with the brand by all employees, Board

members and volunteers. • The organization implements standards for its messages and graphics that assure coherence in the

organization’s fonts, colors, logos, etc., in accordance with a communications plan and stated guidelines. • The organization provides release forms and opt-out practices, ensuring that clients, consumers and donors

do not receive unwanted public exposure. • The organization establishes regular formal and informal strategies for gathering feedback on services

from target audiences, and identifies how this input will be considered and incorporated as appropriate.

26

• The organization actively engages a range of key stakeholders and other audiences, considering their preferred methods of communication.

• Internal communications motivate, inform, and counsel employees. • The organization maintains a website or web presences that provides information about its mission,

programs, finances, management and governing board; updates website content with information about current developments.

• The organization maintains an intentional use of social media as appropriate. • The organization makes information available to the public as required by federal and state law (e.g., most

recent Form 990, annual report, etc.)

o Share program models widely in the organization’s field (CUCS) o Use well-defined, well-integrated communication strategies and develop communications materials for all

stakeholders (bi-annual youth-written newsletter; management report; monthly email “blasts”) (HRBI) o Leverage public service announcements, videos and taxi advertising (HRBI) o Effectively leverage celebrities to reinforce brand recognition (HRBI) o Provide staff training and have policies in place to ensure consistent use of the organization’s brand and style

(HRBI) o Brand identity is strong in all messaging and communication both internally and externally (HRBI) o Mindful of telling the story of the community without exploiting it (HRBI, RNY) o Use culturally-based management and communications strategies; culture of accountability to constituency

with various mechanisms ensuring that community voices participate in decision making (ICA) o Communications capitalize on in-kind advertising from media partners and buyers (NYC) o An annual Communications Plan is part of overall strategic plan with goals and metrics for each level (NYC) o Demonstrate a good understanding of multiple constituencies with communication goals and strategies for

core groups: residents, employees, Board, school principals, nonprofit community and funders (Groundwork) o Communications efforts tied to and have produced concrete results (Groundwork) o Demonstrate a sophisticated relationship between communications and program staff; identify different

audiences for each project and track monthly communications impact (VERA) o Spins off projects, including written “Independence Agreements” that spell out specific benchmarks that new

501(c)(3)s are expected to accomplish; created a very thoughtful Spin-Off Toolkit for others to learn from (VERA)

o Conduct strong tracking and testing of communications (NEDAP) o Commit significant resources to communications at both Board and staff levels; maintain a strong Board

Communications Committee with members from advertising and marketing sectors (GLWD) o Communications are a key component of strategic plan and target specific stakeholder audiences (GLWD) o Formal and informal methods of assessing both external and internal communications include sound use of

metrics to gauge effectiveness (GLWD) o Broadened public awareness of expanded mission and brand through special initiatives (e.g., “The World’s

Largest Potluck”) (GLWD) o Uses Facebook as a hub; uses media to tell its story; internal newsletter is published every 2 weeks (GLWD) o Focuses on organizational effectiveness; moved website tasks from Information Technology to

Communications function (GLWD) o Make events informative as well as fun in hopes of engaging more ongoing supporters (GLWD) o Communications are used as tools for advancing advocacy; successfully links communications function with

activities critical to mission (NYLPI) o Use communications in multiple ways to advance program outcomes and enhance staff roles as thought

leaders in their fields of expertise (NYLPI) o Invest in communications practices that have seen results in increased media coverage and general visibility

(NYLPI) o Make good use of a diverse range of media (events, video, social media) as vehicles for branding (SNLP) o Communicates its story and brand well; all communications are mission-focused; deliberately focuses on

positive stories about its participants, young women, emphasizing strengths and leadership (SNLP) o Actively engage a range of audiences: alumnae, past board members, all stakeholders (SNLP)

27

o Communication plan regularly shapes communications strategies (IFC, ICA) o Conducts bilingual (Spanish-English) member-to-member communications; hosts an annual bilingual

convention (FUREE) o Produces a quarterly member-written newsletter (FUREE) o Members trained to represent the organization in media and with public officials (FUREE) o Youth trained as community advocates (FUREE; RHI) o Strong evidence of branding consistency across the organization with focus on providing real-time window

into the school; developed a View Book which has multiple audiences with organizational management practices included (HA)

o A multi-stakeholder Communications Committee helps drive strategy; parents, volunteers, head of school, development director, communications director, and trustees all represented on the committee (HA)

o Strong constituent outreach in the form of “affinity groups”; good approach to generating involvement and cultivating donors (SFF)

o Strong practices measure external and internal communications; feedback used to identify needs in communities served; partnered with local businesses and other community organizations to address those needs (CH)

o Excellent knowledge of how community receives information (ODFMC) o Use multi-channel communications (word of mouth, online patient portal, voice and text messages, social

media, print, etc.) to reach 11 different market segments (ODFMC) o Increased investment in communications has led to a growing number of clients and improved communication

with current clients (ODFMC) o Conducted a communications study, including focus groups with multiple stakeholders, that led to the creation

of a tagline (“Expert Care Delivered with Respect”) that informs all development messages and materials (ODFMC)

o Staff-wide training program on communications strategies (ODFMC) o Multi-channel communications are frequent, vivid and effective in reaching donors and other constituencies

(RHI) o Regularly uses storytelling to communicate with donors (RHI) o Effectively integrate social media, press and publicity with Board Fundraising Committee’s work plan (RHI) o Include program participants in site visits with funders, gives them speaking roles at events, and involves them

in program design and planning (RHI) o Mindful that some corporate sponsorships may not lead to sustainable results for the organization (RHI) o Strong internal communication with staff, including bi-weekly e-newsletter and printed memoranda distributed

with paystubs (BW) o Actively communicate mission to staff members, especially during orientation of new hires (BW) o Collected a series of stories and produced a video that tells the story of all services provided to commemorate

milestone anniversary (BW) o Successfully renamed and rebranded to reflect core values (BW) o Internal “branding police officer” enforces branding guidelines (BW) o Outside firm assessed organization’s communications strategies (CSH) o Communications team guided by an annual work-planning process tied to strategic plan (CSH) o Staff trained and provided with a brand book to ensure continuity and consistency in messaging and

communications (CSH) o Deliberate use of brand ambassadors (CSH) o Solicit feedback from stakeholders – communication goes two ways (CSH) o Very deliberate in analyzing communications, using data (CSH) o Employ a local communications strategy with stakeholders on the ground (CSH) o Conduct quarterly community advisory meetings (CV) o A “listening organization”: use mail, email, phone surveys and focus groups to solicit feedback on

communications efforts; feedback used to improve communications practices (CV) o Conducted a communications audit to review all marketing materials and ensure use of a consistent voice,

message, and brand (CV) o Communications not just relegated to communications staff; everyone—staff and board—is involved (CV)

28

o Developed a Results Card to communicate social impact; results are profiled in newsletter, website, and annual report (CV)

o Annual communications plan created by Institutional Advancement Committee and approved by the Board; plan directly tied to programmatic and development efforts, and ensures consistent messaging and branding in multiple communications channels (LW)

o Expertise in crisis communications; focus on transparency (LW) o Assess and prioritize community needs through two-way communications, including a Parent Committee (LW) o Keep staff informed via agency-wide Quarterly Employee Newsletter (LW) o Actively engage a range of audiences, including alumni and past Board members (RNY) o Targeted, multimedia approach to communicate with constituency, including newsletter, social media, and

blogs (RNY) o Develop a Communications Plan for each event (RNY) o Embed brand identity in all fundraising efforts (RNY) o Solicit feedback from constituency through annual survey (RNY) o Staff meet weekly to determine and assign social media opportunities and outreach for the week (RNY) o Track social media metrics weekly (RNY) o Program information available in Spanish on the website (RNY) o Conduct routine satisfaction surveys for staff and foster parents (GW) o Focused attention on communicating client stories through multiple channels (GW) o Consistent brand management across media (GW) o Branding workgroup within Board Development Committee (GW) o President & CEO tweets for the organization on a regular basis (GW) o Use staff newsletter and intranet announcements for internal communications (GW) o Privacy policy, including social media policy, is posted on website (GW) o Maintain a calendar of events to coordinate news and events to be covered and featured (GW)

Communications Technology o Tools include: monthly e-newsletter with mission driven content, intranet for greater communication between

part-time and full-time staff, weekly blogs updated minimum of twice per week, Facebook and Twitter for young professional events and newsletter releases, Flickr and YouTube for sharing its story visually, using filmed student performances, pictures from events, etc. (Groundwork)

o Use technology to track volunteer communications (GLWD) o Effectively use electronic media thoroughly to reach volunteer and general audiences (NYC) o Web site design serves multiple constituencies; maintains accountability and transparency through Funder

Portal, which allows grantmakers access to financials and Board minutes (ICA) o Interactive websites respond to changing environment, opportunities and communication

technologies (WITNESS) o New cloud-based platform, “Schoology,” enables parents and students to easily access all files and

information needed (HA) o Use website increasingly as an educational tool (e.g., live streaming and issue-specific podcasts directly

related to mission, as well as to promote other advocacy campaigns) (SFF) o Relies heavily on technology for internal communications (e.g., online staff newsletter) (ODFMC) o Updated website to include client-generated content (RHI) o Use website to deliver services, both internally (as a tool for internal referrals) and externally (as a resource for

people seeking information) (BW) o Revamped internal website (intranet) to be a resource for staff, including relevant forms and a calendar of

events (LW)

8. Effective, Ethical Fundraising and Resource Development • The organization complies with all local, state, and federal laws and regulations concerning fundraising

practices. • Fundraising policies and activities are ethical, effective, regularly reviewed by the Board and accountable

to donors.

29

• Board and CEO are familiar with the Association of Fundraising Professionals’ (AFP) Code of Ethical Principles and Standards of Practice and ensure that fundraising professionals acting on behalf of the organization adhere to them (e.g., organization cannot compensate by commission; cost ration – how much organization spends to raise each dollar – is consistent with guidelines, etc.).

• Resource development planning is multi-year, monitored regularly, and closely linked to fundraising practice.

• Fundraising revenue streams are as diverse as possible in an effort to strengthen the organization’s sustainability, and lessen the impact of a potential loss of significant funding from any one source. Diversification may include a variety of sources (grants, sponsorships, etc.), revenues (foundations, individuals, government, corporations, etc.), solicitors, advocates, and donor levels.

• Board assumes overall responsibility for raising sufficient funds to meet the organization’s budgeted objectives, 100% of Board members give annually to the organization to the best of their ability or in accordance with a written board giving policy.

• Fundraising communications include clear, accurate, honest information about the organization and its activities.

• Clearly stated policies for gifts accepted, gift alignment with mission and gift management, assuring compliance with mission and no harm to the organization

• The organization expends funds responsibly, ensures donated funds are dispersed according to donor wishes and requirements, and regularly communicates with donors regarding its activities, making such information available through multiple outlets.

• The organization proactively engages and nurtures year-round donor relationships and reinforces value of contributions to donors.

• The organization maintains fundraising records and data systems appropriate to its size and capacity that enable accurate and transparent use of donor funds, donor preferences, interests, and giving history, while maintaining and respecting appropriate levels of donor confidentiality.

o Proposed grants must jibe with strategic plan and mission (GSS, BW) o Maintain 100% Board member giving and fundraising participation (HRBI; Groundwork; GLWD, NYLPI,

LW, RNY) o Track donor retention and growth (HRBI, RNY) o Strategic shift away from a campaign fundraising model to a major gifts model to combat donor fatigue and

improve the efficiency of development staff (HRBI) o Diverse and balanced funding sources; no single donor or funding source represents more than 5% of the

organization’s annual operating revenue (HRBI) o Assure accountability and transparency through a Funder Portal, allowing grantmakers access to financial and

Board minutes (ICA) o Use a disciplined approach to new program development, piloting new programs with organization’s own

unrestricted funding before soliciting other support (NYC) o Launched a capital/expansion campaign ($20 to $30 million) during financial downturn because need had

expanded greatly (GLWD) o Diversified its revenue streams, reducing reliance on one or two funding sources (GLWD) o Conduct a large volume of low-cost special events that generate individual donors (SNLP) o Use a methodical approach to developing partnerships, including grassroots events (SNLP) o Cultivate individual donors with an affinity group strategy (SNLP) o Attract and cultivate diverse donor segments (SNLP) o Board heavily involved: 50% of major donors referred by board (HA) o Development Department is able to track the origins of donor referrals and how donors come to Sanctuary

(SFF) o Program managers conduct regular check-in meetings to discuss strategies and produce quarterly reports that

inspire development managers to develop better proposals (CH) o Engage in systems testing(e.g., testing donor letters and detailed analysis of direct marketing; same rigor is

applied to messages designed to have program impact for fundraising) (CH) o Established a separate Foundation for private fundraising (ODFMC)

30

o Foundation Board members are actively engaged in fundraising, establishing goals and contributing through recruiting donors (ODFMC)

o Engage donors through a volunteer program that also serves as a pipeline for Board leadership (ODFMC) o Monthly meetings of Fundraising Committee around an annual work plan and concrete organizational goals

(RHI) o Individual fundraising from community served (RHI) o Annual fundraiser capitalizes on changes in the local context and serves as a window for future donors (RHI) o Each element of annual fundraiser is maximized to create mission-related opportunities for program

participants and to achieve organizational goals (RHI) o Staff works together: development office meets regularly with program staff, and finance staff also intricately

involved with mission-driven work (BW) o Strategic about fundraising: only seek funding that is clearly related to mission (BW) o Creative and innovative strategic thinking (e.g., decisions made relative to specific projects, markets,

audiences, etc.) (CSH) o Fund Development team guided by a fundraising plan developed annually to ensure that work and goals are

driven by mission, strategic goals, and budget (CSH) o Develop a 3-year revenue model as a roadmap for funding new strategic goals (CSH) o Shift to a centralized fund development approach (e.g., headquarters leads fundraising efforts for the entire

organization), resulting in improved consistency of messaging and outreach to foundations and other funders (CSH)

o Fundraising strategy calls for diversification of resources and financial opportunities, financial flexibility, and identifying what is important (CSH)

o Advancement Department and Development Committee set annual fundraising goals to be achieved through multiple fundraising strategies (annual appeal, special events, grant proposals, major gifts, and planned giving) (CV)

o Understand that fundraising is about engagement (e.g., CEO takes donors on tours, gets staff involved; uses organization’s story and history to engage donors) (CV)

o Send interim reports to foundations, whether required or not (CV) o Founding member of a planned giving collaboration designed to help set up and run planned giving programs

more effectively; collaboration has allowed participating agencies to share expertise, time and resources (CV) o All staff involved in fundraising efforts (e.g., Employee Giving Campaign and staff-initiated fundraising

activities) (LW) o Lowered cost of dollar raised from special events by 50% (LW) o Created Volunteer Manager position to grow volunteer corps and engage corporate partners to provide

program support and bolster fundraising (LW) o Board leverages resources to increase funding and develop partnerships (RNY) o 80% of program spots reserved for low-income youth; 20% for youth from any socio-economic bracket –

model helps meet earned income goals (RNY) o Young Executives Board; members commit to helping with fundraising, outreach and obtaining in-kind

support (RNY) o Develop an outreach plan at the beginning of the year for existing donors; map out deliberate, multiple touch

points for each (RNY) o Personalize outreach and cultivation plans throughout the year for new donors (RNY) o Use limited resources wisely; pull together free and low cost resources to grow (RNY) o Diversified development plan addresses all potential audiences (GW) o Monthly meeting among the development team, President & CEO, members of Program Performance and

Planning Team to ensure strategic goals are met (GW) o Developed four workgroups within the Development Committee to work with staff on foundation support,

corporate support, volunteers, and branding (GW)

31

26 Winning Organizations 2007 - 2014

BronxWorks (BW), 2013 Winner

Center for Urban Community Services (CUCS), 2007 Winner

City Harvest (CH), 2011 Winner

Community Health Action of Staten Island (CHASI), 2008 Winner

CSH, 2013 Winner

Families United for Racial and Economic Equality (FUREE), 2007 Winner

God’s Love We Deliver (GLWD), 2010 Winner

Good Shepherd Services (GSS), 2007 Winner

Graham Windham (GW), 2014 Winner

Groundwork, Inc (Groundwork), 2009 Winner

Harlem Academy (HA), 2011 Winner

Harlem RBI (HRBI), 2009 and 2012 Winner

Ifetayo Cultural Arts (ICA), 2008 Winner

Institute for Family Health (IFH), 2008 Winner

Leake & Watts (LW), 2014 Winner

Neighborhood Economic Development Advocacy Project (NEDAP), 2009 Winner

New York Cares (NYC), 2009 Winner

New York Lawyers for the Public Interest (NYLPI), 2010 Winner

Open Door Family Medical Centers (ODFMC), 2012 Winner

Red Hook Initiative (RHI), 2012 Winner

Row New York (RNY), 2014 Winner

Sadie Nash Leadership Project (SNLP), 2010 Winner

Sanctuary for Families (SFF), 2011 Winner

The Children’s Village (CV), 2013 Winner

Vera Institute of Justice (VERA), 2009 Winner

WITNESS, 2007 Winner

32

of 2 Revised 11/2014

Mission Effectiveness Follow‐Up

Staff Meetings on Living Our Mission and Values

Program/Department: ______ _________

Date of staff meeting: ______# of attendees: _________ out of total staff of ________

After a discussion of program successes based on persons supported, the program champion will ask if there are any

barriers to effectively carrying out our mission and values.

Issues raised by staff as barriers to success/adherence to values:

1.

2.

4.

Action Plan

Item # Corrective action to be taken Who By When

Status of Corrective Actions Identified in Previous Meetings:

Issue Corrective Action Taken Positive Outcome? Any follow‐ needed

33

of 2 Revised 11/2014

Additional comments/issues/follow‐up:

_________________________________________________________________________________________________ _________________________________________________________________________________________________ Program Champion: Signature: _________________________________________ Date:__________________________________

34

1 August 20, 2014

Leake & Watts Strategic Plan

September 2011 – October 2014 Final Report

1. Goal: Grow, develop and market programs and services, consistent with mission, in a manner

that contributes to a competitive advantage and strengthens the agency and its image. Achieved

Objective # 1: Achieve full program utilization

In the past 3 years we have achieved full program utilization in our group residences serving adults with IDD. We have opened two IRAs. We have incrementally increased the census in our RTC and have improved the management of census in the Mother/Child program.

Objective #2: Develop new programs to meet community needs

We have successfully won contracts for and developed a number of new programs to meet community need including: Parent Child Home, Non Secure and Limited Secure Placement programs, Evidence Based Preventive Services and Foster Boarding Home programs, Seabury Day Care Program, HeadStart program became a direct grantee, an Early HeadStart program, Children’s Learning Center and a program to support unaccompanied migrant children.

Underway but not Complete Objective #1: Achieve full program utilization

We are in process of getting approval for our 7th classroom in Brownell. Objective #3: Actively seek opportunities for mergers and acquisitions that appropriately fit with agency’s competencies and core services

We have begun and continue to formally explore opportunities to develop strategic alliances and partnerships.

Objective #4: Create brand identification and image in the community that conveys the agency’s work and draws interest and support.

Despite improved relationships with the communities where our programs reside we have identified strengthening community partnerships and the need for a branding/marketing initiative in our next strategic plan.

2. Goal: Develop and expand base of external resources to support growth, innovation and

quality Significant Progress

Objective #1: Expand fundraising base by increasing the number of donors, the dollar amount raised by each donor, and engaging new partners to raise $1.3 million/year

Through an array of efforts over the past 3 years our annual fundraising has grown from $900,000 to $1.1 million and we have received a pledge for $1.5 million in capital funding.

Achieved

35

2 August 20, 2014

Objective #2:

Created an expanding volunteer presence in every program Significantly achieved

Objective #3: Engaged mentors to target to the specific instructional, vocational or emotional needs of teens

We have created a mentoring program in the Residential Treatment Center and developing mentoring in several other programs serving teens.

3. Goal: Ensure the agency’s financial viability to support excellence in service Completed

Refinanced DASNY bonds freeing assets and creating a more sustainable liability Substantially achieved

Developed and implemented an annual process to evaluate each program’s fiscal viability, quality, changing needs, competitiveness and regulatory requirements to determine continuation based on reasonable and valid assumptions.

Established a program-by-program contingency plan with concrete responses to realistic critical scenarios to be reviewed and updated annually.

Developed & implemented quarterly review process to ensure rate maintenance and maximization

Significantly achieved

Decreased core debt obligations Underway

Developing systems of oversight to ensure effective billing, proper service documentation, and efficient revenue collection

4. Goal: Ensure that all programs are of the highest quality, state-of-the-art, audit ready, and

designed to meet the changing needs of persons served so that they can attain desired outcomes Achieved

Created systems that ensure that we are audit ready and able to demonstrate ability to meet or exceed standards in an increasingly regulated environment.

Developed a comprehensive internal auditing system, including unannounced reviews.

Developed a review process of significant incidents in the human service/educational sector to ensure that agency policies, practices and procedures are adjusted as needed.

Developed performance effectiveness indicators that measure impact of our work and our qualitative outcome measures.

Developed an annual review of the characteristics of the population of people we are supporting to determine program adjustments as needed.

Developed staff training department that is responsive to program needs and is developing staff skills and competencies.

Successfully changed our marketing to referral sources for the Biondi School and RTC programs.

36

3 August 20, 2014

Hired a substance abuse services coordinator for Residential Services. Significantly Achieved

The RTC and the Biondi School have developed more employment and vocational opportunities for residents and students.

Created centralized Behavioral Health Department to foster cross-divisional collaboration on best practices and continued clinical services development.

Unsuccessful

We did not develop a substance abuse resource available to all programs.

While improving food services and quality across programs we need additional work in centralizing nutritional support.

We have not yet obtained SED approval for changes requested in the Biondi School approval letter. (in process)

We have not significantly advanced computer literacy throughout all of our programming.

We have not significantly advanced persons supported employment programs and opportunities.

5. Goal: Maintain and improve facilities and equipment to ensure program safety, efficiency,

effectiveness and growth Substantially achieved

Established and implemented an agency wide process for review use and condition of vehicles, and identify future transportation needs

Developed unused property for program use: o Campus is nearly fully utilized with the expansion of the RTC and the development of

the Unaccompanied Migrant Children program. o Developed IRAs in Hurst and Glover properties.

Manida Residence has been renovated for the Non Secure Placement program in support of the Missouri Service Model Approach.

Children’s Learning Center is moving to newly renovated location by Fall 2014.

Preventive Services space has been renovated to reflect new evidence based & home based models

Underway

Development of 233rd DD group residence into two 3 bed IRAs is in development in accordance with CMS community definition.

Unsuccessful

School Expansion and relocation of child welfare programs in Williamsbridge

Development of Hopewell Cottage DD group residence is stalled.

The development of annual replacement and IT maintenance plan with adequate resources to support it was stalled.

6. Goal: Further develop and maintain a qualified and motivated workforce that will sustain highest quality services

37

4 August 20, 2014

Significantly Achieved

We have maximized employee compensation through rate maximization and budgeting process to ensure that we meet or exceed compensation offered by similar agencies.

We have optimized staff development throughout the agency. New Employee Orientation has been revamped. Management training has been expanded and improved. We have developed train the trainer expertise in crisis intervention techniques for the following programs: RTC, Biondi, UMC, Woodfield, NSP, and LSP. In DD Services, two employees are in the certification process for the new PROMOTE curriculum, scheduled to roll out in 2015. In addition, we have developed train the trainer expertise in First Aid/CPR/AED, OCFS Mandated Reporter training and Family Connections, one of the new Preventive Service evidence-based programs. The Training Department with DD leadership have developed a direct service curriculum.

Steady improvement in ensuring and/or maintaining certification in all our education programs.

Created academic partnerships with several local colleges including a college that offers onsite undergraduate course work.

Actively support ongoing education of staff via compensation of field instructors, employee tuition support and in Ames a relationship with Quality Stars that provides $15000 in employee scholarships.

Reorganized HR department to enhance recruitment and onboarding process

We have considered outsourcing of Payroll, fleet management & Desktop support. All opportunities considered were not cost effective.

Developed and implementing a competency based performance evaluation.

Developed and implementing a competency based hiring practice.

Developed and implemented a supervisory coaching model.

Developed and implemented a Mission Effectiveness program that reinforces our core values and enables staff to celebrate successes and identify barriers to operationalizing the mission.

Incentivized foster parent recruitment.

Incentivized employee recruitment.

38

SADIE NASH LEADERSHIP PROJECT Our Values & Philosophy

The culture of SNLP is rooted in four major concepts: leadership, feminism and social justice, teaching and learning, and community. We support the culture and community of Sadie Nash by developing and facilitating rituals, routines, and habits of mind that support the principles outlined below, as well as through intentional role-modeling and rigorous programming. We understand that the concepts below are ideals: they take time to learn and we need to be patient with ourselves and each other in this process. Nonetheless, we are committed to actualizing these values in our work every day. We define our values and philosophies as follows: LEADERSHIP

Challenges the status quo

Is accountable, cooperative, ethical, and effective

Balances individual responsibility with collective needs

Believes that young women can effect change NOW and in the future

Expands concepts and definitions of leadership to include non-traditional models

Aspires to make choices & decisions that are as transparent and non-hierarchical as possible

Believes that barriers to leadership are rooted in structural injustices and inequalities rather than personal deficiencies SOCIAL JUSTICE & FEMINISM:

Is rooted in an asset-based philosophy that young people can succeed because of (not in spite of) who they are

Demands and seeks the right to equality for all people regardless of their race, gender, sexual orientation, education, class, nationality, immigration status, abilities, age, and/or any other aspect of their identity

Allows for self-identification and self-determination of young women’s present and future identities

Models anti-oppressive practices, behaviors and leadership styles

Believes that the theories and practices of feminism vary and encourages every woman to define her own relationship to feminism

Is rooted in a belief in the power, and potential, of women, community, and sisterhood

Is committed to challenging the internalized, interpersonal, institutional, and ideological oppression

As staff constantly examining ourselves and acknowledging our own power, identity and privilege, and how that could affect our work. TEACHING & LEARNING

Sets a standard of intellectual rigor & high expectations for both ourselves & the students

Understands that we are all “in process” and challenges us to move forward

Teaches to the multiple intelligences of all people

Values students as experts about their own lives

Believes that learning should be challenging, engaging, relevant and fun.

Encourages debate and diversity of opinion

Exposes our students to new experiences, opportunities, and resources COMMUNITY:

Creates a safe space where everyone feels respected for who they are and feels free to be themselves

Encourages all members of the community to leave their comfort zone—risk & dialogue are honored and respected

Requires a commitment to resolving conflict respectfully, responsibly, and creatively

Demands thoughtfulness and respect in how we speak about our colleagues, our participants, and their communities

Interrupts and questions oppressive behaviors and language

Honors emotions as information & knowledge

Establishes and maintains clear boundaries between adults and young women to sustain healthy relationships

No comments on appearance–positive or negative—especially in groups

Requires that all students must be treated equitably

39

Welcome to Our Survey! Dear Nashers,

Congratulations on completing an amazing term with the Sadie Nash Leadership Project. We want to hear directly from you - and we will use your insights and feedback to improve the program. This survey is anonymous and we hope you will be totally honest. Thank you for taking the time to fill out this survey.

What borough do you live in? ________________ How old are you? __________ What is your racial/ethnic background? o Black (African-American, African, Afro-Carribbean, etc.) o Asian (Asian-American, Indian, Bengali, Chinese,

Filipino, Japanese, Korean, etc.) o Latina/Hispanic (Mexican, Puerto Rican, Dominican,

Cuban, etc.) o Native American/American Indian or Alaskan Native o Native Hawaiian or Other Pacific Islander o White o Multiracial o Other: _____________________________ Leadership How much do you agree with the following statements? Because of participating in this class/group, I now: 1. Have expanded my perception of who leaders

can be: o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

2. Feel more confident in my leadership:

o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

3. Am more able to speak up for what I believe in

even if it is unpopular to do so o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

4. Feel I can make a difference on issues I care about


5. Have further identified my unique leadership

strengths o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

6. Take more initiative


Social and Political Awareness How much do you agree with the following statements? Because of participating in this class/group, I now: 7. Have an increased awareness of social justice

issues o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

8. Have an increased motivation to fight for social

justice o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

40

9. Am more aware of individuals and organizations working on social justice issues


10. Am better able to make connections between

social justice issues and personal life experiences


Expanded Career and Life Options How much do you agree with the following statements? Because of participating in this class/group, I now: 11. Feel more positive about my future


12. Feel more inspired to attend college o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

13. Am more aware of how to plan for, and apply

to, college o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

14. Have gained skills that are helpful for future

employment/education o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

Community How much do you agree with the following statements? Because of participating in this class/group, I now: 15. Feel a sense of sisterhood


16. Have developed a positive relationships with my

teacher o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

17. Better understand the value of safe space


18. Better understand how to build community


Social and Emotional Growth How much do you agree with the following statements? Because of participating in this class/group, I now: 19. Feel more confident


20. Am better able to resolve conflicts


41

21. Have identified several healthy ways to handle my stress


22. Am more able to see my strengths and abilities


Intellectual Competency How much do you agree with the following statements? Because of participating in this class/group, I now: 23. Have improved my problem solving skills


24. Am more willing to push myself out of my

comfort zone o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

25. Question more what people/media/teachers tell

me o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

26. Have improved my listening skills


27. Am better able to express my ideas verbally o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

28. Am better able to express myself through

writing o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

29. Am better able to complete tasks and projects


30. Am better able to work within a group


31. Am better able to work with people who are

different or think differently than me o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

32. Speak out more in class


33. Feel more positive about school


42

34. Am better able to see different perspectives on an issue


35. Think about all my options before I make a life

decision o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

36. Am more aware of how to build healthy

relationships with others o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

37. Am more aware of people and/or organizations

that I can reach out to if I need help or support o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

38. Believe close relationships with other women

are valuable o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

39. Am more aware of issues facing young women

like me o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

40. Am more aware of what feminism means and why it is important


41. Am more educated around sexuality, sexual

health, and safer sex o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

42. Am more critical of the way the media portrays

young women o Strongly Agree o Agree o Somewhat Agree o Disagree o Strongly Disagree

43. How have you grown as a leader through this program?

44. What has been the most valuable lesson you have learned?

45. What did you gain from being part of this community?

46. What did your teacher do well? How could they improve the class?

47. Other Comments?

43

Classroom Observation Form

Name of Teacher: _____________________________ Site: _________________________________________________ Date of Observation: ___________________________ Observed by: __________________________________________

Criteria Excellent Good Needs Improvement

Not Applicable

Teacher Preparation and Organization

Teacher reviewed agenda with students

Teacher had all materials prepared and at the ready before class began

Teacher started class on time

Each activity seamlessly led into the next and built upon it

The dean has been involved in planning and facilitating

Comments:

Criteria Excellent Good Needs

Improvement Not Applicable

Teacher Rapport, Attitude, and Energy

Teacher is warm, open, and accessible to students and deans

Teacher interacted with students and deans respectfully

Teacher role models active listening

Teacher processed emotional responses from students in a manner that validated feelings and encouraged dialogue

Teacher refrained from making comments about student appearance

Comments:


Not Applicable

Lesson and Pedagogy

Teacher’s lesson was activity‐based and relevant

Teacher had high expectations for students and lesson

Students seemed interested and engaged in lesson

Every student was encouraged to contribute to class discussions

Teacher engaged students in critical analysis and reflection

The teacher shares power and responsibility with the dean

Comments:


Not Applicable

Teacher Professionalism

Teacher is confident and professional when interacting with youth, SNLP staff and site supervisors

Teacher sets clear boundaries with youth

Teacher submits attendance and documentation on time

Teacher follows up on administrative matters promptly

Teacher is punctual and regularly attends staff meetings and trainings

Teacher is rarely absent or late to teach class

44

Comments:



Classroom Management

Teacher sets behavioral expectations with students and follows them consistently

Teacher addresses conflicts calmly and respectfully through individual conversations

Classroom rules and norms are stated as “do’s” rather than “don’ts” or “no’s”

Teacher regularly uses less restrictive policies to manage behaviors (non‐verbals, proximity, etc…) before proceeding to more restrictive procedures

Comments:



Classroom Environment

Teacher creates a safe space for students to offer their opinions and make comments

Youth are respectful of one another

Teacher is willing to address oppressive behavior or language

Teacher and youth have learned, use, and correctly pronounce each others’ names

The classroom seems welcoming, safe, and fun

Comments:

Debrief Guiding Questions:

1. What were your objectives for the session? Do you feel that your objectives were met? Please explain.

2. What do you think went well today?

3. What do you think could have been improved?

4. Next Steps: Where will your group go from here?

45

NAME OF PROGRAM

YEAR

DASHBOARD: Enrollment number: What is the final and accurate number of students actually enrolled in the program? For SUMMER, please include how many students, deans, and faculty APPLIED versus how many were accepted. Retention Percentage: How many students originally enrolled in the beginning, and how many did we retain till the end of program? Average Daily/Weekly Attendance: This should be average daily attendance for SUMMER programs, and average weekly for YEAR‐LONG programs. For ELLA can be average monthly attendance at retreats. Demographics: Race breakdown Age breakdown Borough/ward breakdown Income breakdown Important dates: Please list the start date and end date of program. Please list final celebration dates, action, any special events (parent nights, bonding trips, open houses, family orientation, college trips, etc…) KEY ACCOMPLISHMENTS: Survey Results: Please list the major statistics from your surveys (in any category but ideally with some representation from almost all categories) Top Quotes: Please list 5‐7 quotes (from survey and/or focus groups)

46

ATTACHMENTS:

Please also attach:

a) A few solid photos from your class/year/final event b) For summer, please attach short bios of the deans c) For ELLA please attach a short bio of the fellows and projects d) For summer, please attach the final summer schedule for your site including the final leader list e) For partnership, please attach the final schedule of confirmed partnerships for each semester

(day, time, location, teacher, site, and population served etc…) f) Please document brief bullet points on lessons learned and specific improvements planned for

next cycle g) Please identify and write up a short anecdote (a paragraph) demonstrating impact of program

on a participant.

47

pathways to excellence workshop · winners of the nonprofit excellence awards will ... define and...

Documents