Communicating Impact

Elizabeth Coke Haller

School Health Team Leader
Program Development and Services Branch
Division of Adolescent and School Health
 Documenting Impact of DASH
Funded Projects
Outputs Short-Term Intermediate
Effects/Outcomes Effects/Outcomes
Funded Partner Effective policies Reduced risk behaviors,
Activities and practices increased protective
implemented behaviors

Process Evaluation School-Level Youth Risk Behavior

(Indicators for School Impact Measures Survey
Health Programs) (School Health Profiles)

Communicating Impact (Success Stories)

 Communicating the Impact

Communicating Impact (Success Stories)

• Concisely and effectively describe

successes in Outputs, Short-Term
Effects/Outcomes, or Intermediate
Effects/Outcomes
• Generate critical support for DASH-Funded
programs that improve the health of young
people
Activity 1 - Communicating Success
In your State Team:
• Select a REPORTER and RECORDER
• Discuss the following questions at your table
– How have you communicated with decision
makers?
– What strategies have been the most effective for
you in reaching this audience?
– What are the lessons you would share with
someone about communicating successes with a
decision maker?
• Be prepared to share your answers with the
large group
Fish Is Fish
A Story

(Lionni, 1970)
Insert Fish Birds
• Insert Fish Cows
• Insert Fish People
 Fish Is Fish

• What made this story meaningful?

• What do you believe was our intent in
telling you this story?
• How do you think this story relates to
communicating impact?
 What is a Success Story?

• A detailed and objective account about

action and behavior relating exactly
how something was used, what results
were achieved, and what specific
factors enabled or interfered with
success.

• The Success Case Method, Robert O. Brinkerhoff

 Communicating Impact

The Participants will:

• Articulate the purpose and uses of
Success Stories in their state and
nationally.
• Critique key criteria for a Success Story
and how they link to Indicators and
SLIMs.
• Explore next steps to be taken in
developing effective Success Stories.
Purpose of Communicating Impact

• Share program impact in a clear and

compelling manner
• Show how DASH funding has made
a difference for agencies, schools
and individuals
• Provide a tool for agencies and
schools to use when advocating for
their program
 Activity 2 –
Uses of Communicating Impact
In your State Team:
• Select a REPORTER and RECORDER
• Discuss at your table:
– What are some ways to Communicate
Impact?
– What are some ways you can use Success
Stories to help Communicate Impact?
• Be prepared to share examples with the full
group
 Uses of Success Stories to
Communicate Impact
• Provides a context and meaning
• Accountability
• Advocacy tool
• Responds to legislative inquires
• Teaching tool
 Communicating Impact

The Participants will:

• Articulate the purpose and uses of
Success Stories in their state and
nationally.
• Critique key criteria for a Success
Story and how they link to Indicators
and SLIMs.
• Explore next steps to be taken in
developing effective Success Stories.
 Group Activity 3 -
Critique Key Criteria for a
Success Story

Move to Your Fish Group

 Criteria Contributing to an
Effective Success Story
• Linked to DASH Funding
• Linked to compelling data – draws local
link between changes and benefits for
young people
• Uses lay language
• Does not overstate the facts
Activity 3 — Critique Key Criteria

In your Fish Group:

Select a REPORTER and RECORDER
• Using the key criteria, critique the three
stories. Record which criteria, if any, are
missing
• Discuss the following 5 questions and
record your answers
• Agree on key learnings – be prepared to
share
Activity 3 – Critique Key Criteria

• In addition to the key criteria provided,

– What would make these stories compelling,
strong and effective?
– What is missing?
– How would you fill the gaps in the stories?
– What are the challenges of creating success
stories?
– Other than key criteria, what would
strengthen these stories to have an impact
on decision makers?
Activity 3 – Processing Key Criteria

What were your key

learnings?
 Take A
Breather!

Return to Your State Team Table

 Activity 4 -
Where Do Stories Come From?
In your State Team:
• Select a REPORTER and RECORDER
• Think about the following at your table, record your
answers
– How might your team use Indicators to identify
stories?
– How might your team use SLIMs to identify stories?
– Where else can stories come from?
– How can you tap into district/school level contacts to
identify stories?
 Communicating Impact

The Participants will:

• Articulate the purpose and uses of
Success Stories in their state and
nationally.
• Critique key criteria for a Success Story
and how they link to Indicators and
SLIMs.
• Explore next steps to be taken in
developing effective Success Stories.
 Here Is Our Plan!
Success Story Next Steps
CDC will:
• Identify volunteers for external workgroup during
the next funding cycle
• Host sessions at Funded Partners meeting
• Finalize criteria based on feedback received
here and at Funded Partners
• Develop tools to facilitate identification and
further development of stories
• Explore potential of an online collection system
 Here Is Our Plan!
This Is How You Can Help

• Experiment and tinker with story writing

• Share story writing efforts
• Communicate openly with us
• Share ideas, new concepts, etc. the
process is still under development
• Remember - the more you do it, the
easier it gets!
Questions & Comments