Education Writing assignment

Theory of Change and Logic Model

Student ABC

Nova Southeastern University

Mission: To provide a community residence and a full range of services for local children with developmental disabilities, enabling families to keep their children nearby while ensuring an optimal living environment for every member of the family.

IF

( Build partnerships between agency, families & state ) ( Hire and train staff ) ( Utilize research data ) ( Obtain funding from state )

( Provide service coordination & support to consumers & families ) P

( Develop residence for community ID/DD children )

( Currently placed o ut of county or state )

( Select residents and move in; rostered, trained staff provides caretaking )

( Family is relieved of the expense and hardship of care-taking )

( Community Wait List ) ( Emergency Wait List ) THEN

( Olmstead Vineland List (institutions) ) ( Children are cared for in a safe, supportive environment by trained, rostered staff. ) ( Family members enjoy improved quality of life, greater peace of mind and a more stable home life. ) ( Family income rises due to reduced expenses and grea ter availability of hours for em ployment ) ( Children are part of, and participate in, local community life and family events )

Narrative: Theory of Change

This model was developed to show how the development of a community residence for children can lead to significant positive change in the lives of families and their children with developmental disabilities. The overall goal is to allow parents to place their children in local community residences, staffed and maintained by a non-profit agency, which would give parents the “best of both worlds”: relief of the hardship & expense of care-taking, while keeping the children within the local community to preserve the closeness of family (both physically and regarding interpersonal relationships).

If a thorough needs assessment is done, the research data will aide in developing a residence designed with the specific needs of families in the county who seek residential placements for their children. By pooling ideas and resources through partnerships with state agencies and families, private non-profits can build community residences that will optimize federal and state monies allocated for disability assistance in a way that leads to a better quality of life for all family members, both with and without disabilities.

The current obstacle is an inability to obtain funding (the current problem in this state), both for the agency and for the individual consumers. Even with the funding to build a residence, other problems can flow from an inadequate budget, particularly the ability to hire enough service coordinators and direct care staff. Service coordinators who have heavy caseloads are not able to provide adequate time and assistance to the families and consumers who rely on their assistance. Direct care staff who are scheduled for too many hours, or who are required to supervise an unreasonable number of individuals on a shift, experience frequent burnout. This results in high turnover, impacting both the immediate physical care of consumers as well as impeding their ability to develop lasting positive relationships with those who are charged with their care. The importance of good pay, benefits, and a supportive administration are vital to maintaining productive staff members.

Inadequate funding for consumers through the Community Waiver program can potentially reduce the quality of medical care, as well as limit their budgets for food, clothing, personal needs and social activities. Children who are deficient in basic personal and medical care will be less likely to make meaningful progress in achieving self-care skills and in their education. Ultimately, parents may feel they have no choice but to continue with home care in such a situation. This would defeat the desired outcomes for out-of-home care for both children and their families.

With continued advocacy and legal action (to counter non-compliance by the state), it is hoped that programs such as this one will soon be able to receive funding and move forward.

RUNNING HEAD: THEORY OF CHANGE & LOGIC MODEL

THEORY OF CHANGE & LOGIC MODEL

Program Logic Model

Narrative: Logic Model

For children with developmental disabilities who live in Passaic County, NJ, the options for residential placement are very limited; unfortunately, there are no community residences within this large county of 165 square miles. Families must choose between home care, accepting a placement far from home, or, for children who are currently placed in large state developmental centers (institutions), keeping them in their current placement. At this time, New Jersey has no funding to develop any new community residences for children, family reimbursement money and respite hours have been reduced due to budget constraints.

For some families, care-taking is an overwhelming hardship; they are faced with providing constant supervision and assistance with inadequate human and financial resources. In homes with children who exhibit behaviors dangerous to themselves or others, the individual who is supervising cannot lose focus or turn away, even for a minute. This heavy responsibility limits the available hours for employment for the care-taking adults, reducing income; extra costs associated with care-taking further deplete family funds. Some children require the use of medical or adaptive equipment, requiring adult assistance and supervision; others are totally dependent upon a care-taker for feeding, dressing, bathing and toileting. The impact on family life can be detrimental to the well-being and interpersonal relationships of everyone in the family. If one or more care-taker is ill or disabled, the situation is even more difficult.

The development of group homes specifically for children within the county would be beneficial for both the children with disabilities and their families. Families could maintain close relationships with their children and spend time with them frequently, while being relieved of the hardship and expense of care-taking. Children would receive care from trained staff, scheduled in such a way as to avoid burnout and allow for optimal job performance. Children could participate, with or without their families, in local activities and events; they could enjoy public parks, playgrounds and pools (as per level of need) with neighbors and friends. Families would receive support and services arranged by the Service Coordinator, including counseling, support groups, educational programs, sibshops, and reimbursement for related expenses. Best of all, children could enjoy less pressured, more positive relationships with their families, while receiving an optimal level of care and supervision close to home. Ultimately, the design is such that consumers will be set on a smooth path for their eventual transition to adult services.

Personal experience in service coordination, resource development, residence management and advocacy was used to develop the logic model, as follows:

1. For the long-term outcome “Moving a child with ID/DD into a local community residence enables parents to increase income, due to fewer caretaking expenses and more hours available for employment”, these assumptions must be met for the outcome to be achievable:

A. Funding must be available to agencies to develop community residences.

B. The child must be registered with the Division of Developmental Disabilities and approved for residential placement.

C. The child will be selected from either the Community Wait List, Emergency Placement List, Olmstead/Vineland List, or from an out of county/state placement.

D. The child will be added to the Community Waiver to cover expenses.

2. For the long-term outcome “Children live with peers in a safe, supportive environment, cared for by trained, rostered staff”, the following assumptions must be met for the outcome to be achievable:

A. The above assumptions must be met.

B. The children selected for the residence must be generally compatible and within a specified age and developmental range.

C. The residence must be handicapped-accessible and include all optimal safety features.

D. Staff must be trained specifically to work with ID/DD children, and be scheduled in such a way as to avoid burnout to promote staff satisfaction and optimal job performance.

3. For the long-term outcome “Children are part of, and participate in, their local community”, the following assumptions must be met for the outcome to be achievable:

A. The criteria for the above assumptions must be met.

B. The Service Coordinator must meet with the family to explore ideas for inclusion (i.e., outings to local events and recreational areas, shopping, meeting neighbors), and include these in the child’s Essential Life Plan (ELP) and Individual Service Plan (ISP).

C. The staff person responsible for scheduling activities must take into account the directives of the ISP as well as the wishes of the child and family regarding community inclusion.

4. For the long-term outcome “Family members enjoy improved quality of life, greater peace of mind, and calmer home environment”, the following conditions must be met for the outcome to be achievable:

A. The criteria for the first two outcomes must be met.

B. The Service Coordinator must assist the family in arranging for requisite services (i.e., counseling, sibshops, support groups, educational programs, or advocacy).

Indicators

Outcome 1: Moving a child with ID/DD into a local community residence enables parents to increase income, due to fewer caretaking expenses and more hours available for employment.

Indicator: Employment (if previously unemployed), full-time employment (if previously employed only part-time), and/or increased wages.

Population: Parents of child with ID/DD

Threshold: Increased employment and/or wages should take place within the following year. Service Coordinator will note progress in monthly reports.

Outcome 2: Children live with peers in a safe, supportive environment, cared for by trained, rostered staff.

Indicators:

a) Children who live in the residence are within a selected age range and ability.

b) The residence meets all state and agency standards for health and safety, with very few mishaps

(accidents due to carelessness, elopements, injuries due to poor design or neglected repairs

within the house).

c) Staff are carefully selected and trained according to state and agency protocols, and

are scheduled in such a way as to avoid burnout to promote optimal job performance.

Population: Consumers (residents)

Thresholds:

a) House Manager maintains records showing monthly fire drills, proper maintenance of fire extinguishers, safe temperature for hot water heater, regular home inspections, repairs, and housekeeping. State auditors will examine records and premises annually.

b) Staff members are given written warnings for accidents or situations resulting from carelessness or error. Staff members who have received three written notices for violation are dismissed.

c) House manager ensures that staff are scheduled for manageable blocks of time, and that the consumer to staff ratio is kept at 2:1 (unless a child needs 1:1 supervision).

d) Positive feedback from consumers, family members and staff members, both in team and individual meetings with manager.

Outcome 3: Children are part of, and participate in, their local community.

Indicator: Regularly scheduled activities, trips, interaction with neighbors and friends.

Population: Consumers

Threshold: Community involvement, including use of local facilities, event participation, shopping or other outings, and social interaction takes place in accordance with ISP and ELP, documented in monthly reports.

Outcome 4: Family members enjoy improved quality of life, greater peace of mind, and calmer home environment.

Indicator: Ongoing discussions with Service Coordinator, residence staff, and agency personnel reflect positive changes at home for family.

Population: Family of ID/DD consumer

Threshold:

a) Attendance 90% of the time for scheduled therapy sessions, classes, or event.

b) Ending therapy due to reaching set goals, or completion of parent education course.

c) Monthly reports by Service Coordinator document positive changes.