It’s good to be back home after some exciting site visits! Eric, Liz and Steve spent last week in the southwestern corner of Minnesota in Pipestone and Rock Counties. Leah joined them on Thursday to finish off the week in Nobles County.

Our site visits with the DHS Waiver Review Project are never dull, but we had some especially memorable moments last week. The first few days were full of delicious food from the Magnolia Steak House in Luverne, Minnesota. The restaurant will soon be celebrating its 70th birthday and we can certainly see why! We liked the food so much we dined there two nights in a row; a rare honor on the DHS waiver review. On Tuesday evening, Eric visited the nearby Blue Mounds State Park and saw bison firsthand.

On Wednesday night, we spent some quality bonding time in our hotel hallway after the severe weather sirens went off in Worthington, Minnesota. After the warnings had passed, we enjoyed a relaxing dinner in downtown Worthington. While our Worthington visit got off to a shaky start weather-wise, we certainly enjoyed ourselves for the rest of our time there. Thursday marked the start of the 2008 U.S. Windsurfing Nationals at the Worthington Windsurfing Regatta. Over lunch, we watched the windsurfers and enjoyed some lunch with the crowd of spectators. The weather was gorgeous and it was such a fun break to watch the windsurfers. We’ve included a picture of Eric, Liz and Steve enjoying the windsurfing festival.

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Chicago Opera Theater's Opera for All program brings professional performers into K-12 Chicago classrooms for a rigorous opera experience tied to the Theater's premier performance of the season. This year, Chicago Opera Theater is debuting a new opera called A Flowering Tree. Each class learned about the opera itself, as well as musical concepts, culture and the arts and the history and context of opera as an art form. Each class has a culminating performance -- with student responsibilities including writing, performing, directing, and set and costume design.

One high school class recently performed Pirates of Penzance, one of Leah's favorite operas as a kid. We've had the pleasure of working with the Opera for All program to design an evaluation that helped to better define the program's goals and outcomes.

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I often listen to the radio while writing and was startled to hear two clients in the news today.

We will be starting work with Suburban Ramsey Family Collaborative next week to conduct an evaluation of their Safe Schools/Healthy Students initiative. One of the schools is featured today as a favorite teacher has been called up for active duty in Iraq.

Another one of our clients, the Department of Corrections, was also featured -- guards at Stillwater just discovered an underground tunnel intended to be used for an escape.

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From our Participant Primer series, you'll learn about what it is like to be a participant in interviews, focus groups, observations, or program/administrative data collection.

A common practice at the Improve Group is to also include participants in the design of our research and evaluation work. We like to hear from community members, people who attend programs, and staff:

1) what they hope to learn from an evaluation
2) what is the best method for collecting data
3) any logistical issues we should be aware of in collecting data
4) how they would like to receive information or reports about the evaluation and its results

Recently, I traveled to Mo Ranch near Hunt, Texas to meet with Hispanic Scholarship Fund staff and Peer Counselors (Peer Counselors are college students who are matched with high school students for mentoring and to share information about college). The purpose of the meeting was to ask the group of 19 young adults about their evaluation questions and what they hope to gain by being Peer Counselors. We had a great discussion that will help us as we develop surveys and focus groups for the evaluation.

In my drive from San Antonio to Hunt, TX, I was startled to come across Stonehenge (see below).

A quick Internet search led me to the following amusing articles in Roadside America and Texas Twisted.

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Many of our clients have done previous strategic planning or evaluation projects, and are familiar with external consultants. Their previous experience sometimes lead them to expect to be somewhat removed from the project, with the consultant completing tasks independently.

At the Improve Group, we tend to take a more developmental role to strategic planning and evaluation -- forming a "learning community" partnership with our clients. We also encourage our clients to engage others - program participants or students, elected officials, people with common interests, etc. -- in their process.

For some organizations, a somewhat formal public relations process can be helpful. For example, in our work with Austin (MN) public schools, we engaged students, teachers, parents, administrators and community members to establish a vision and set goals for their community. The district supported this process through press releases and frequent communication. A recent article in the Rochester Post-Bulletin describing the results so far of the effort is one example; previous articles invited people to complete a survey and participate in community meetings. The result was a participation rate higher than we've seen in comparable projects.

Doing a google search for "strategic planning press release" or "evaluation press release" turns up mostly the findings or results of a project. What has made our work with Austin so unique is that they engaged their local media throughout the process. Their goals in doing so were to:

(1) Increase participation in the strategic planning process
(2) Ensure that everyone who chose to do so had an opportunity to learn about the process
(3) Keep people informed as the process evolves
(4) Ensure that no one is surprised with the results because there have been summaries at multiple stages

The press may not always be a good tool. In Austin, the District had a good sense about what sources of information people used and how to access each of them. They included web- and radio-announcements in their strategy. In some communities we work with, there is uncertainty about which media outlets people access the most, or media are so saturated that it is cost-prohibitive to reach more than a small fraction of the population. In those cases, it is important to be targeted with your approach, using media outlets to access populations that would otherwise not participate.

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In previous blogs I've mentioned our work for the MN Department of Human Services evaluating the Home and Community Based waiver programs (see The fun of data collection, Thank you for visiting us!, and Technology possibilities and barriers among others). One of the great aspects of the project is visiting and learning about communities across Minnesota (you can see a list of completed reviews here, and several others are in process). Last week, four of our staff (Leah, Eric, Elizabeth and Collin) traveled to southwestern Minnesota to visit Lincoln, Lyon, Murray and Yellow Medicine counties. Not only did we enjoy beautiful (if windy) sunny days during our trip, but I had the chance to visit my grandparent's house (see the picture) and my uncle, Lyon County Judge George Harrelson.

Traveling for work can be challenging (long days on the road, being away from home and family), but our staff have found some ways to make it enjoyable.

First, since we tend to travel in a group, we have introduced some rituals. At least once during our trip we make an evening outing to Dairy Queen, and have fun comparing each one we visit.

Second, we find ways to act as tourists even though we are traveling on business. Liz has a book of sites to see in Minnesota, and we get to some out-of-the-way places. We also try to visit local restaurants as much as possible and ask the program staff for recommendations.

Third, while we work long days, we also have downtime during each visit, including walks (if it is nice out) or visits to casinos (which have the best accommodations in some communities).

Even though we are glad to get home after each trip, our staff have really enjoyed our travels around the state (and country).

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Several of the arts educators we work with have mentioned over the years that No Child Left Behind (NCLB) was the first time the arts were recognized as one of five core subject areas (including in a recent interview of Perpich Center for Arts Education's Mike Hiatt). However, in a review of NCLB documents from the U.S. Department of Education, very few list core subject areas, and when they do, there are more than five core areas listed. The documents that refer to core academic ares indicate subjects in which teachers must be qualified, and these include English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.

Furthermore, some documents from the U.S. Department of Education suggest that the artse are viewed more as an enhancement than as a core subject. These include a letter from the Acting Assistant Secretary Ronald Tomalis, in which all arts activities not considered to be "the music" or "the arts" class are considered enhancements. This allows flexibility for schools in providing the arts (including bringing in artists as paraprofessionals into the classroom, the model used by another of our clients, Performing Arts Workshop), but also leads to challenges in truly integrating the arts as a core academic area.

A final weakness is that of the core subjects, only reading and math have assessment requirements, with science to be added in the coming year. States are required to test students in reading and math, and also subject themselves to peer review around reading and math implementation.

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For my Master’s thesis in the Department of Geography at the University of Minnesota and with the help of an Independent Research Grant from the Improve Group, I conducted a study on the accessibility of healthy amenities, primarily healthy food, in the city of Minneapolis. This study examined one aspect of how the built environment can potentially impact health. I mapped the amenities against different neighborhood demographic, economic, and crime characteristics. The maps reveal significant disparities in access to several of the healthy amenities (healthy food, large grocery stores, exercise facilities, and large parks) for neighborhoods that are predominantly minority, have low socioeconomic indicators, and high rates of violent crime. For example, this particular map depicts the near dearth of exercise facilities for south central and North Minneapolis especially when compared to southwest Minneapolis. These patterns can be found in large urban areas across the United States.

While the findings are meaningful on their own, I have decided to take the study one step further. I have acquired Hennepin County SHAPE survey data which details health indicators of the county’s residents. I plan to conduct a spatial and statistical analysis of my findings from my previous research and lifestyle-related health indicators such as Body Mass Index, diet, level of physical activity, and prevalence of type 2 diabetes for Minneapolis residents. As I move forward with my research, I have learned that obesity and diet related illnesses are complex and identifying causal relationships is very difficult. However, due to persistent racial and economic segregation in large urban areas, including Minneapolis, understanding how access to healthy amenities can potentially impact health is critical.

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Strategic planning has been used by public and non-profit organizations for decades. Planning has both its adherents and its detractors--those who feel it is a useful exercise find that it helps to set direction and keep varied interest groups focused on issues important to the key mission. Others find it nearly impossible to create plans that anticipate all possible future scenarios, and particularly that monitoring progress falls to the wayside as day-to-day reality sets in.

Recent research by Prof. Ralph Jasparro found that school districts experienced many benefits when undergoing strategic planning; in particular, leaders (both administrators and elected officials) had a clear sense of direction and communication was improved across groups (students, parents, teachers, administrators and community members). The broader and more meaningful the involvement of these groups (what the Prof. Jasparro terms "ownership"), the more committed were those responsible for implementing strategies. In a sense, they invited more accountability into their districts by involving more people in setting and monitoring priorities.

Over the next few months we will be working with Austin Public Schools on a strategic planning initiative. Administrators and leaders have been enthusiastic about the opportunity to engage their community through a survey, meetings and workshops. They are conscious that their community is diverse, and want to provide ample opportunities for students, parents, teachers, community members and local organizations to get involved, so have planned many opportunities to do so. In addition, they are using an extensive media campaign to let people know how they can get involved. A recent article by Superintendent Raskin invites questions and explains that the process is important for helping the district plan, and dream, for the future.

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A recent article in Planning, the magazine of the American Planning Association, talks about how local communities are responding to rapid population growth. In Florida (where I lived for several months), school enrollment increases by nearly 50,000 students each year. To keep up with demand, districts increasingly built large schools on vacant plots of land at the edge of neighborhoods, rather than integrating schools into neighborhoods--56 new schools were built in Florida in 2000 alone.

A 2002 law required closer coordination between school districts and county planners. The results have so far been limited; coordination is evidenced by a single document signed by each party that a school site is acceptable. However, increasing constraints on public investments may force more coordinaion, as in the case of shared school site and rec center facilities (sharing fields and a gym, for example).

It will be interesting to watch whether increasing requirements for collaboration will result in actual collaborative advantage; in other words, districts and planners finding ways to accomplish their goals more efficiently and with better results than if they were working independently.

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I had the chance to spend Friday with the Board and Staff of the National Youth Leadership Council. The full-day retreat helped prepare the organization for a new strategic plan; we had a lively discussion about the mission and vision of the organization. Those present expressed hearfelt commitment to the shared values of serving youth and building just, socially conscious communities through youth action and leadership.

NYLC is integrating traditional and new tacticts to build a movement for youth service, including broadcasting their annual conference on Second Life for the first time. I recently blogged about Second Life and its potential for evaluation and planning; I am anxious to hear how the format worked for both users and conveners.

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Dr. Don Helmstetter, Superintendent of Spring Lake Park District 16, was recently named Minnesota's Superintendent of the Year by the Minnesota Association of School Administrators. In our work with District 16 to evaluate their Safe Schools/Healthy Students initiative and now in kicking off our evaluation of their Small Learning Communities grant, we have been greatly impressed with the commitment and creativity of their staff. This has very much reflected Dr. Helmstetter's leadership.

Congratulations!

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The Girl Scout Research Institute (GSRI) has a new quarterly newsletter that highlights their original research and compiles research summaries from across the country about girls, their health and development.

This season's issue features The New Normal: What Girls Say About Healthy Living. This original research study found that girls associate healthy with "looking normal", a clear indicator of the importance of peers for girls aged 11-17.

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A recent story on Marketplace/NPR caught my attention. Prof. Joel Fleishman of Duke University finds fault with foundations in his most recent book The Foundation: A Great American Secret; How Private Wealth is Changing the World. He says that he studied dozens of foundations including the size of the sector, but very few publish results in a way that can help either non-profits or other foundations learn and become more effective.

This is an interesting aspect of the issue recently addressed in the New York Times magazine by economist Peter Singer, who argued for a sliding scale of giving with those with the most means giving the highest proportion of their wealth away. He too noted the limited accountability built into private donations, and that perhaps a taxation system with a more widely distributed decision-making power was necessary. It is an interesting argument; how do you encourage people to do good, if you take the definition of good out of their control?

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The 23rd National Home and Community Based Services Conference will take place from Sept. 30-Oct. 3 in Albuquerque, New Mexico.

We had a chance to present findings from our Waiver Review Project at the 2006 conference in Minneapolis; the presentation is available at the National Association for State Units on Aging website. If you are interested in sharing new tools used in serving individuals who receive long-term care services, we found the offerings very engaging and broad.

Also recently, we received a call for paper proposals from the American Evaluation Association. Marian presented a paper on cross-site evaluation at the 2006 conference, and was very inspired to learn new theories in participatory and developmental evaluation. The conference, Nov. 5-7 in Baltimore, has an emphasis on evaluation and learning.

One final conference to note is the American Planning Association's 99th National Planning Conference, April 14-18 in Philadelphia. I have attended this conference twice, and greatly enjoyed the offerings. One of the highlights each year are the mobile workshops, where local communities get to showcase some of their special projects.

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Clients often ask us how they can be sure they are getting the "true" answer to their research questions. This question comes up when developing a survey, reviewing participant files, or even recruiting for a focus group. The answer comes down to both sampling strategy and sample size. You want to structure both the strategy and the size so that (1) you are including the people most likely to have the information you need; (2) you are respecting the variety of ideas and information that exists within a group; (3) you are balancing costs with need for valid information; and (4) you are realistic about what you can learn from the group.

A sample strategy is the method you use to select people or documents who will provide you with information. The sampling strategy can vary greatly depending on the situation. Some situations call for a random or stratified random sampling strategy. In these cases, a random formula is applied to all potential respondents, or subsets of respondents. We use this strategy in our work with the Department of Human Services, in which we obtain a random sample of participants in each of six programs.

You can also use a targeted sampling strategy, in which you specifically recruit people you think best suited to provide you with the information you need. For example, in our work for the United Jewish Fund and Council, we are trying to reach two specific groups (families with young children and people who are not very involved in the Jewish community) to explore new outreach ideas and need for childcare. Because this group will be self-identified, we are asking people to recommend friends and relatives to participate and then asking them to identify others as well (we are calling this a "drill-down" sampling strategy). We will supplement this with some random selection from a phone list.

Once your strategy is identified for your project, you should begin to think about the size of the sample. For this you want to take into account the confidence level you hope to achieve and the type of information you are collecting. The confidence level tells you how sure you can be that the responses are the "true" responses, within a percentage basis. So, if your confidence level is 95% (the most commonly used in social science research), you can be 95% sure that your responses are accurate. You can only use confidence levels to help determine sample sizes in randomly selected groups; it doesn't make sense to be confident about your results if you specifically selected respondents for targeted characteristics.

When working with a targeted group, you should use different methods for gaining confidence about your results. One way is to directly ask respondents how representative they feel they are of the general population as a whole. If you ask this question repeatedly to several different respondents, you can begin to assess how well your respondents match the population at large.

Some resources on sampling size, strategies and calculators can be found on the Internet:

University of Florida Extension
Vanderbilt University
Harvard University

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For the past eight months, we have been working closely with the Minnesota Department of Human Services (DHS) to review Medicaid-funded programs in all of Minnesota's counties and health plans. There are six Home and Community Based Services programs in each county, and they allow individuals with long-term needs to be served in their homes or other residential setting rather than a nursing home.

Reports from eight of our reviews to-date are available on-line, along with a short description of the review process and of each instrument we use.

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Thursday and Friday both Deborah and Leah were lucky enough to attend a conference in Washington DC for recipients of the Arts Education Model Development and Dissemination (AEMDD) and Professional Development in Arts Education (PDAE) grants. There were amazing presentations; one of the most striking issues that kept coming up is how do you live, work and do business creatively when you are a school district operating under tremendous pressures and constraints. FAIR school, here in Minnesota, was featured in a video demonstrating its arts/social studies/science infusion project.

We got to have some fun while in Washington - we ate with family at the beautiful B. Smith restaurant in Central Station. Pictures to be posted soon!

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In April, the Improve Group will be presenting on two topics at the national American Educational Research Association conference. The first is about how evaluation can support students, parents and program participants to become more active in shaping the organizations that serve them. The second presentation will examine the role of censorship in evaluation work. I hope our readers who will be attending the conference will come see us!

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Around the country, rates of incarceration for girls are accelerating. In 2004, the U.S. Department of Justice reported that the involvement of girls in the juvenile justice system increased sharply in the past two decades, by 83% between 1985 and 2000, compared to the 34% increase involving males.

Some researchers have begun noticing a correlation between girls' sexual victimization and their involvement in the criminal justice system. This link is often associated with coping behavior used by girls, such as running away, drug use, and prostitution for economic survival, which leads them to involvement in the juvenile justice system.

In our work with the Girl Scouts, we have learned of several local communities that are serving incarcerated girls with ages ranging from 8-20. Talking to program managers and direct service staff, the link between sexual violence and juvenile delinquency is increasingly clear; girls in the system, based on anecdotal evidence, have higher rates of victimization than the much publicized 1:3 ratio in the general population.

Although we can't report any specific results of our Girl Scouts USA Project Anti-Violence Education evaluation yet, this is an issue we are continuing to explore, think about, and hope to find ways to impact positively.

Resources:

Siegel, Jane and Linda Williams (2003). The relationship between child sexual abuse and female delinquency. Journal of Research in Crime & Delinquency, 40(1), 71-94.
Simkins, Sandra and Sarah Katz (2002). Criminalizing Abused Girls. Violence Against Women, 8(12), 1474-1499.
U.S. Department of Justice (2004). Juvenile Court Statistics 2000. Washington, DC: Office of Juvenile Justice and Delinquency Prevention.

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In our work with Girl Scouts USA to evaluate the Uniquely ME! initiative (funded primarily by the Unilever/Dove Self-esteem fund) we will have the opportunity to learn about girls self-esteem and body image, and record a number of their stories on video.

A DOVE video highlights why this issue is so important; with unrealistic standards of beauty promoted through intense media saturation, girls express on-going confusion about what healthy body images are. A report from Girl Scouts shows that girls think that being healthy has more to do with appearing “normal” and feeling accepted than maintaining good diet and exercise habits.

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This week, you may have had trouble getting in contact with us. Several staff were attending two conferences this week: the Common Ground for Common Good conference in St. Paul, a joint conference between the Minnesota Council of Nonprofits and Minnesota Council of Foundations, and the Age & DIsability Odyssey Conference, a state and national conference for organizations serving people with disabilities and the elderly.

At the Odyssey Conference, we presented our HCBS waiver review work in collaboration with the Minnesota Department of Human Services. Attending were staff from counties around Minnesota and other human service agencies around the country interested in our process for evaluating implementation and outcomes for these complex programs. We enjoyed hearing about other efforts to make sure program participants are achieving both social and health outcomes while staying in the community vs. institutional settings.

At the Common Ground conference, we learned about volunteer program efforts and the need to have better data to both manage volunteers and plan for how best to tap their talent and energy.

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One of the things we are increasingly using to make our work easier is preset styles in Microsoft products. If you use either Microsoft Word or Excel (or any other Office product, for that matter) you can create templates with the formatting in them. Even without any text or information in your document, you can create a style to show how you want the body of your text to look, how headers should look how pages should break before or after sections, and how spacing on your page should work. A good primer on styles can be found here. Setting up styles ahead of time has saved us a lot of time in document formatting.

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(From Leah):

My kids love the Minnesota Children's museum. We ran into a friend there who picked up passes at a St. Paul library. Since then, I learned that most libraries in the Metro area carry passes to several community attactions, including some places I've been planning to get to like the Mill City Museum and the Walker. For more information on how to check out museum adventure passes at your library, visit the Metropolitan Library Service Agency.

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One thing that we truly value at the Improve Group is getting to know our clients on both professional and personal levels. What better way to do this than by “vacationing” together! The Minnesota Department of Human Services project will be taking us to all of the state’s 87 counties and we see this as an opportunity to soak up the local environment. We stop at every tourism office and it has been a joy learning what each county has to offer.

After our recent two-day site visit in Faribault and Martin Counties, the Department of Human Services and Improve Group team was ready for some fun before heading home. Faribault County staff let us know that Blue Earth’s famous Jolly Green Giant statue was a must-see and it was conveniently located next to a Dairy Queen. Stay tuned to see where our travels take us next!

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An interesting debate is going on on the website of the magazine Education Week. The debate is about where foundation money would be best invested. Although the debate is specifically about the Bill and Melinda Gates Foundation, it seems like it could be reframed as:

If you had basically unlimited resources (or, more specifically, over a billion dollars to spend each year), what would you do to build the best possible educational system for our children?

The answers range from restructuring the system, to researching and developing model programs, to broader implementation of specific standards-based initiatives. It's a question people have been debating at least since I was in elementary school in the 70's and 80's, and usually starting from the assumption that schools need to be fixed.

One group taking a different approach is the Center on Education Policy, which describes itself as independent advocate for public schools. Last year they published a report titled Do You Know the Latest Good News in Education? compiling a number of statistics showing positive trends in public education.

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Last spring, several Improve Group staff attended the "Every Girl, Everywhere" event of the Girl Scout Council of Greater Minneapolis. I've worked with a lot of programs that serve youth and always enjoy the chance to hear directly from kids. At the event, several girls shared their experiences, including a young woman in college who learned so much from her experience that she is already volunteering to co-lead a troop with her former troop leader, another young woman who found the Girl Scouts was the best way for her to have a comfortable place to be herself. Both stories were incredibly moving and really demonstrated how non-profits can fill a void for young people who are trying to figure out where they fit in. The Executive Director reported that this event was very successful, and the teary eyes in the room (including mine) probably were one reason.

The Girl Scouts sends out homemade thank-you notes that are really delightful!

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Why is there a picture of Leah Goldstein Moses with Tom DeCaigny? This picture, from Lisbon, Portugal, was taken during the World Conference on Arts Education. Leah and Tom presented the Improve Group's evaluation results of the Performing Arts Workshop's Artists-in-Schools program. Amazingly, we heard that around the world arts educators face similar challenges: making the case for the arts to policy makers; forced competition for resources with other disciplines such as math and language arts; and a general fear/anxiety around the arts for educators. We also heard extremely exciting ways that arts educators are meeting these challenges, like developing radio dramas in Cameroon and building video literacy in Australia.

We left the conference very excited about finding new ways the performing arts can be used to improve academic outcomes, enhance critical thinking, and support pro-social behavior in the classroom. The Office of Innovation and Improvement at the U.S. Department of Education has made over 60 awards in its Arts Education Model Development and Dissemination program; resources developed through this program promoting arts education can be found here.

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