CHANGESUSTAINING NEIGHBORHOOD

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THE POWER OF RESIDENT LEADERSHIP,SOCIAL NET WORKS, AND COMMUNIT YMOBILIZATION

Making Connections: an initiative of The Annie E. Casey Foundation

ABOUT THE AUTHOR: Nilofer Ahsan has been involved with policy and practice in children and familyissues for over 15 years. Currently a Senior Associate at the Center for the Study of Social Policy,she is working to develop innovative practice models in: early care and education, child abuse andneglect prevention, parent/resident leadership and social networks. As the co-director of theFRIENDS National Resource Center she supported states’ implementation of child abuse andneglect prevention legislation and worked with family support initiatives in over 20 states to improveprogram practice and develop evaluation/assessment strategies. She has authored many handbooksand tools for family support practitioners. In 1998, Nilofer was one of 24 young leaders selected toreceive a Next Generation Leadership Fellowship by the Rockefeller Foundation. She was a finalistfor a White House Fellowship in 1999. Nilofer has been active with a number of organizationsdoing social change work both domestically and internationally as a worker, an organizer, a boardmember or an advisor. She has a Masters in Public Policy from the University of Chicago.

THE ANNIE E. CASEY FOUNDATION is a private charitable organization dedicated to helping build betterfutures for disadvantaged children in the United States. It was established in 1948 by Jim Casey,one of the founders of UPS, and his siblings, who named the Foundation in honor of their mother.The primary mission of the Foundation is to foster public policies, human-service reforms, andcommunity supports that more effectively meet the needs of today’s vulnerable children and families.In pursuit of this goal, the Foundation makes grants that help states, cities, and neighborhoodsfashion more innovative, cost-effective responses to these needs. The Foundation offers technicalassistance to Making Connections sites through its Technical Assistance Resource Center (TARC).For more information, visit the Foundation’s website at www.aecf.org.

THE CENTER FOR THE STUDY OF SOCIAL POLICY is a Washington, DC-based organization that providespublic policy analysis and technical assistance to states and communities. The Center’s work isconcentrated in the areas of family and children’s services, income supports, neighborhood-basedservices, education reform, family support, community decision-making and human resourcesinnovations. This guide was prepared by the Center as part of their overall management of theFoundation’s Technical Assistance Resource Center. TARC makes technical assistance availableto Making Connections sites to assure that site leaders have access to the best possible ideas,expertise, evidence-based practice, and peer learning. For more information, visit www.cssp.org.

To download a pdf of this guide, please visit www.aecf.org/mcguides.aspx.©2008, The Annie E. Casey Foundation, Baltimore, Maryland

Introduction

The basics

What does Authentic Demand look like?

The magic is in the mix of strategies

Getting going: Authentic Demand strategies

Measuring Authentic Demand

Real life lessons

Looking ahead

Technical assistance for Authentic Demand

Appendix: Technical Assistance Resources Available to Sites

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TABLE OF CONTENTS

ACKNOWLEDGEMENTS

In the fall of 2006, at a cross-site Resident Leadership Network convening, our Executive Vice PresidentRalph Smith was asked by one of the resident leaders: “What do you look for to know that the residentengagement work in the sites is successful?” He answered saying that he looks for what he calls “AuthenticDemand”—resident voices at decision-making tables, with competence and confidence to participate fully inthe deliberations and who understand that they are connected to constituencies in their neighborhoods towhom they are accountable. Since that time, I have had the privilege of working with a team of peoplecomprised of staff, consultants, and partners in the Making Connections sites to further develop our AuthenticDemand approach to place-based, two-generation, family strengthening and neighborhood transformationwork. Building on work we began in 2004 with strengthening positive social networks, developing residentleadership, and mobilizing communities, we began to see the combined power in connecting across whatwere then separate bodies of work, both in the Foundation and in the sites. As there is no blueprint for thiswork, we began and continue to “learn by/while doing,” developing this critical component of communityengagement work conceptually and practically, between and among Foundation staff, consultants, and sites.

Thanks to all individuals who have helped in the writing, reviewing and editing of this document. An extraspecial thanks first to Nilofer Ahsan who served as our primary writer and steady project manager early on.Special thanks to Dee Gillespie for working with Nilofer to capture the initial site stories. Second, thanks tomembers of the national Authentic Demand team—Mary Achatz, Ben Butler, Phyllis Brunson, Bob Hoffman,Darryn Jones, and Rachel McIntosh. Thanks also to our consultants current and past—William Traynor, AlmaCouvertie, Mike Kromrey, Lois Smidt, David Arizmendi, Rosa Briceno, Bill Link, and Terri Bailey. Thanks toBahia Akerele, Malik Jordan, and Malka Jampol. Thanks as well to Donna Stark and Caroline Gaston forthe exemplary contributions of the resident leadership body of work. Thanks to Will Fay, Audrey Zekonis,Kathryn Hunt, and Kathryn Shagas for editing and shaping this document into its final form. Thanks to FrankFarrow, Bill Shepardson, and Juanita Gallion for all your consistent support and championing.

A special thank you to the REAL (Resident Engagement, Action, and Leadership) Coordinators who serve asthe primary champions of the Authentic Demand work on the ground (and our constant reality check at theFoundation), and the resident leaders across all of our Casey places who live this work on a daily basis andinspire us all to make it our business to “make change happen.” And a final nod to Garland Yates whothrough the Community Mobilization for Action and Results (CMAR) work he led while at the CaseyFoundation and the tireless, wise sage that he continues to be, made true believers of us all.

Audrey JordanThe Annie E. Casey Foundation

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INTRODUCTION

Poverty and unemployment aren’tspread evenly across cities orregions, but rather are concentratedin disinvested urban neighborhoodsand rural communities around thecountry. These communities arehome to the nation’s most vulnera-ble children and families. Despitesome signs of improvement ineconomic conditions for families inthe United States, persistent andwidening gaps in income, employ-ment, assets, and school successexist. Many families remain cut offfrom the opportunities and supportsthey need to succeed as parentsand in the workforce.

WHAT IS MAKING CONNECTIONS?

Making Connections, an initiative of the Casey Foundation, works toimprove the lives and prospects offamilies and children living in someof America’s toughest neighbor-hoods. Common sense tells us thatchildren do better when their fami-lies are strong and that families dobetter when they live in communi-ties that help them succeed. MakingConnections works to increasefamily income and assets; ensurethat young children have what theyneed to do well in school; and pro-mote strong resident leadership,civic participation, social networks,and community mobilization. It isour belief that improvements in allof these areas—income, educa-tion, and community connections—can add up to a better life forfamilies in some of America’s mostdistressed communities. MakingConnections was launched in 1999in ten sites around the country toput our ideas to work.

MAKING CONNECTIONS GUIDES

This guide is one of four that theFoundation’s Technical AssistanceResource Center has prepared thatreflect what we have learned fromthis initiative and the amazingpeople who have led it. We offerthe guides in the hope that youmight find something useful andinspiring that will encourage youjoin us and will aid your ownefforts. You may also want to take a look at the other three online guides at www.aecf.org/mcguides.aspx:

• Starting Early, Starting Right:Children Healthy and Prepared to Succeed in School

• Building Family Wealth: Earn It, Keep It, Grow It

• Connecting People to Jobs:Neighborhood WorkforcePipelines

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Sustaining Neighborhood Change:The Power of Resident Leadership,Social Networks, and CommunityMobilization is designed to help you—neighborhood residents, serviceagencies, community organizations,local foundations, nonprofit groups,and policymakers—make the mostof your investments of time andresources in the work of Making Con-nections. This guide documents someof the research, lessons, and bestpractices from our unfolding work inMaking Connections neighborhoods.

A foundation-led initiative alonecannot generate enough interest,investment, and momentum to pro-duce real and sustainable results forchildren and families living in toughneighborhoods. Money, programs,and interventions alone will not getus there. The key ingredient ofsuccess is whether the people wholive, work, and worship in toughneighborhoods believe that betterresults for families and communitiesare possible and whether they arecommitted to pursuing those results.Residents themselves, along withtheir allies, must be the drivers ofchange: they have to own it, demandit, and work for it. People who liveand work in tough neighborhoodsare uniquely positioned to tap intoexisting networks of families andfriends to assess needs, get theword out, and mobilize others.Their perspectives and knowledgeof local needs, conditions, and his-tory are critical to shaping effectivestrategies and the evaluation meth-ods by which progress is measured.Without their meaningful involve-ment and leadership, efforts toachieve deep and lasting results arealmost certain to fall short.

When residents enjoy strong, posi-tive social networks; are trainedand supported to lead; and aremobilized to reach for results onbehalf of their families and commu-nities, they possess the capacity toraise their voices and make authen-tic demands for change. We call theindividual and community capacityto define, articulate, and work forresults Authentic Demand, a phrasethat Ralph Smith, executive vicepresident of the Annie E. CaseyFoundation, uses to describe one offour essential parts of any success-ful approach to community change(the others are leadership, alignedstakeholders, and resources).

No single strategy can developgenuine community engagement in,and leadership of, a broad-basedagenda to improve results forchildren and families. Instead,cultivating and supporting Authentic Demand involves a mix of approaches, including:

• Leadership strategies that offertraining to residents and otherpartners in strategic planning,data analysis, policy advocacy,and other skills.

• Strong social networks that buildrelationships and reciprocalexchange among residents andbetween residents and communitypartners.

• Community organizing effortsthat mobilize community mem-bers to take action to achievebetter outcomes for children,families and neighborhoods.

• The kind of civic participationthat enables residents to holdelected officials and serviceproviders accountable throughvoting, local forums, communityresearch, and policy advocacy.

Finally, Authentic Demand is notseparate or different from theMaking Connections work thatcreates sustainable workforceresults, ensures that children areready for school, and helps familiesaccumulate assets. AuthenticDemand gives that work power andsustainability, and embeds it in aframework of support that ensuresthat it is utilized and has impact.

What follows is a description of thecrucial role neighborhood residentsare playing in our communitychange effort; ways to cultivate,support and measure residentinvolvement and leadership; andexamples of Authentic Demandstrategies from Making Connectionssites. The appendix providesadditional information about thetechnical assistance available toMaking Connections communities.

THE BASICS

Authentic Demand is evident whenresidents and their partners:

• Believe that better results for chil-dren, families, and neighborhoodsare possible and are committedto pursuing those results.

• Have a sense of personal powerto improve conditions and cir-cumstances for their own familiesand the broader community.

• Use that power to exert pressureon systems and agencies onbehalf of the results they seek.

• Have the skill, will, and opportu-nity to lead, influence, and/orengage issues that matter to themand their community.

• Hold themselves and othersaccountable for achieving results.

When residents and other commu-nity members are authenticallyengaged in civic participation, socialnetwork, community mobilization,and leadership opportunities, theyare able to influence a broad rangeof efforts, including:

PLANNING AND SERVICE DESIGN

Residents are the experts on issuesin their neighborhood. Any commu-nity change initiative that doesn’tinvolve them in planning and designwill lack crucial information. Thebest new program will sit empty if itis not located where residents feelcomfortable. Communities aremore likely to embrace and supportprograms developed in partnershipwith residents, in contrast to pro-grams created in a vacuum andimposed from the outside. Embed-ding Authentic Demand strategies

in community change efforts createsan infrastructure to engage largenumbers of residents quickly andmeaningfully in planning anddesign, as well as implementationand management processes.

OUTREACH, INFORMATION SHARING

AND ENGAGEMENT

Often community residents are thebest positioned to get othersinvolved in a community changeeffort, or in specific activities andservices. They can build on theirexisting relationships to reach fami-lies that might be less trusting offormal communication channels,and can provide information in away that families readily recognize.In many areas of communitychange, engaging the families onemost wants to reach can be a keychallenge. In the area of assets, theFoundation has focused on increas-ing Earned Income Tax Credit(EITC) participation in sites. Nationalestimates are that only 25 percentof all eligible individuals apply forthe EITC. Mary Herbers from the

Center for Economic Progress, akey EITC program partner, estimatesthat 60 percent of the center’s EITCfilers in Chicago come through thedoor because of word of mouth.Word of mouth is particularlyimportant in the Latino communitywhere most outreach is donethrough informal channels. Manysites have used Authentic Demandstrategies to build a cadre of resi-dents who provide outreach andrecruitment around specific resultsareas. This type of neighborhoodmessenger strategy is being usednot only around EITC campaigns,but also to link families to qualityearly childhood supports, to engagefamilies in saving programs, and toconnect families to other key serv-ices and supports.

RETENTION

Another key area where a numberof social change efforts struggle is

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WHAT DOES AUTHENTIC DEMAND

LOOK LIKE?

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recruitment and retention. Familieswhose lives are filled with stress andchaos can find it challenging to stayinvolved in activities that take placeover a period of time, such as aparent education class or a jobtraining program. The intentionaluse of Authentic Demand strategiescan help to keep these families stayconnected and can enhance theirstability as they engage in efforts toimprove their lives.

RESIDENT-LED SERVICES AND ACTIVITIES

Many Making Connections sitesoffer paid staff positions andstipends for residents to take part inthe work of the initiative. Such com-munity hiring requires investments intraining and support, and oftencombines leadership training, task-specific training, and ongoing pro-fessional development. Communityhiring builds a cadre of serviceproviders who understand the needsand priorities of the families thatthey are trying to reach. Residentstaff can provide services and activ-ities in an environment that buildson the strengths of peer-linkages,mentoring, mutual assistance, andpeer advocacy. Resident-led servicesand activities bridge the distancebetween service provider andrecipient, using parity and sharedexperiences to break down barriersand support change.

DEVELOPING INFORMAL SUPPORTS

FOR CHILDREN AND FAMILIES

Informal supports are an importanttool that all families—but mostespecially low-income families—use to maintain stability in a crisisand meet day-to-day goals. Muchof the recent work on familybalance sheets shows that if yousubtract market costs of child care,

transportation, housing, and otherneeded supports, low-incomefamilies are simply not makingenough to get by. Families makeit by depending on neighbors,friends, relatives, and supportiveothers to help out with child care,to offer a ride when the car breaksdown, to provide a loan so that therent check can get paid. For manyfamilies these informal supports area key resource for averting a crisisthat could impact their ability tokeep a job, keep coming to a jobtraining program, or get a child toa Head Start or child care programevery morning. The more difficultto observe but no less importantbenefit of informal supports, espe-cially for people living in such toughand discouraging circumstances, isthe significant channel of self-esteem and confidence-building,and the belief—the hope—in newpossibilities that comes throughexperiencing these supports.

At Beyond Welfare, a social net-works intermediary organization inAmes, Iowa, regular communitydinners often end with a closingcircle where individuals make “I have” or “I need” statements.These are opportunities in support-ive, non-judgmental environmentsfor individuals to either give some-thing away—“I have a bunch ofwork clothes that I am getting ridof”—or ask for something—“Ineed a ride to a job interview I amgoing to this week.” If a requestcan’t be met by someone in thecircle, network weavers will workwithin the broader Beyond Welfarenetwork to help meet the request.

Such exchanges do more thanprovide clothes, transportation,child care, and other help to

low-income families in underservedneighborhoods. They also cultivateself-reliance, confidence, and hopefor people in tough and discourag-ing circumstances.

SHIFTING THE WAY SERVICES ARE

PROVIDED WITHIN THE COMMUNITY

Authentic Demand strategies canhelp assure that social services, job training, education, and otherservices are respectful of andresponsive to community needs.They seek to change systems ofaccountability at the individual,community, and systems levels inways that achieve and sustain betteroutcomes in the well-being of chil-dren, families, and neighborhoods.

Even the most entrenched systems,and old ways of doing business inlow-income neighborhoods canchange when those who live, work,and worship in a community sharea common identity, work together toimprove neighborhood conditions,and influence elected officials toalign policies and practices withtheir goal. When Authentic Demandstrategies are used to create thiskind of an environment, servicesystems become more effective andinclusive through broad-basedparticipation and accountability.

Authentic Demand strategies candevelop and expand the range ofskills and capacities within commu-nities to learn what’s working andwhat isn’t. They can help a neigh-borhood build the vision andalliances needed to improve con-ditions and outcomes for children,families, and neighborhoods.

Strengthening the number, diversity,and skills of community members totake leadership roles, promotepositive social networks, supportcommunity organizing, andincrease their civic participation allare important in their own right.Making Connections takes thatwork a step further by helpingcommunities braid those strategiestogether to produce more durableand powerful results for vulnerablechildren and families living in areasof concentrated poverty. Whatmatters most is the accessibilityand range of opportunities andchoices available to shape andparticipate in a powerful andtransformative communitychange agenda.

Working with sites and some of thenation’s leading community-buildingpractitioners, the Foundation in2007 developed a new way to lookat how these elements of AuthenticDemand support and reinforceeach other—much like the individ-ual cells of a honeycomb. We’relearning that the magic is in the mixof these strategies—creating anopportunity-rich environment andnew ways of doing business with thepower to transform tough neighbor-hoods into places where childrenand families thrive.

The framework for Making Connec-tions concept of Authentic Demandis depicted as a honeycomb, withthe main types of Authentic Demandactivity represented as the cells ofthe honeycomb. There is no singledoor into, or right way to imple-ment, the Authentic Demandhoneycomb. Each element of theAuthentic Demand honeycombrepresents a different way for

residents and other communitymembers to engage in achievingresults, sustaining progress, andbuilding community capacity forchange.

On the ground, this might look likea civic participation effort thatempowers and motivates residentsto give voice to issues they careabout and participate in electoralpolitics, and which is also stronglysupported by community organizingefforts to hold public officialsaccountable once they have beenelected.

Sites’ efforts might further includeongoing support for expanding anddiversifying community leadershipand ensuring that residents areequal partners at tables whereagendas are set and decisionsprofoundly affecting them are made.And the role and importance ofsocial networks can be amplifiedin Making Connections sites asmembers form alliances acrosstraditional boundaries and take onleadership positions and support

community organizing and civicparticipation efforts.

You might also see more and moreresidents serving as trusted messen-gers in their neighborhoods, shar-ing information and connectingfamilies to a range of resources,supports, and opportunities.Membership networks increase insize and effectiveness. Key stake-holders in faith- and community-based organizations, businesses,local philanthropy, and governmentpartner with residents and carrytheir voices into their diverse andpowerful professional and personalnetworks. Resident leadershipcourses might become institutional-ized at community colleges, andcommunity mobilization efforts leadto important changes in policy andpractice. Throughout this guide, weprovide some examples of how thiswork is taking shape in the MakingConnections sites.

There are seven elements ofAuthentic Demand that are impor-tant to consider and incorporate

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THE MAGIC IS IN THE MIX OF STRATEGIES

COMMUNITYORGANIZING

RESIDENTLEADERSHIP

CIVIC PARTICIPATION

SOCIALNETWORKS

Seats at the Table Voice

AccountabilityReciprocity

Learning/skills/ capacities

Identity

AUTHENTIC DEMAND HONEYCOMB

when building a community effort.They are:

• Voice: Those within the commu-nity have and take opportunitiesto make their needs, desires, andopinions known. Communitymembers participate as equals inenvironments where decisionsaffecting the community arebeing made.

• Accountability: Communitymembers are at decision-makingtables representative of andaccountable to the larger com-munity. There is a demandenvironment, where the make-upof services, resources, andopportunities is determined bythe needs and desires of those inthe community, rather than whatorganizations have available.

• Learning, skills, and capacity:Community members have anopportunity to participate in lead-ership training, mentoring, orother skill-building opportunitiesthat enhance their effectivenessand confidence at decision-making tables. Community mem-bers have an understanding andawareness of opportunities toengage effectively in civic life.

• Identity: Community membersfeel a sense of belonging to thelarger community. The communityidentity is inclusive and repre-sentative of the diversity of thecommunity. The different culturalgroups within the community arerepresented and embraced withinthis larger identity.

• Reciprocity: There are ways forall members to contribute to thecommunity. There is an under-standing that all communitymembers have gifts, and effortsare made to tap these gifts. Thereis a norm of participation and ofaction within the community.

• Choice: There are options forcommunity members to engageand contribute to change efforts,and those options connect to theneeds and desires of communitymembers. The change environ-ment is flexible and adaptive, sothat it can keep pace with thechanging needs and interests ofcommunity members.

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Authentic Demand strategies havebeen a part of Making Connectionssince the start of the initiative. Earlyon, most sites used some sort ofcommunity engagement or informa-tion-gathering process to ensurethat their work was grounded in theneeds and interests of communitymembers. Almost all sites haveengaged residents in some way inthe governance process for theinitiative. And most sites havedeveloped or worked with leader-ship training programs for residentleaders within the community.

Over time, a number of strategieshave proven to have the power orpotential to really move a changeagenda, and are being used acrosssites. These include:

NEIGHBORHOOD MESSENGERS

Many sites engage a small group ofcommunity residents to connect thebroader community to the work ofMaking Connections. There areTrusted Advocates in Seattle/WhiteCenter, Neighborhood Partners inIndianapolis, Community Builders inOakland, MoneyWorks Messengersin Louisville. Generally, these indi-viduals had a trusted role and astrong network of relationshipswithin the community before the ini-

tiative started. Engaging them aspartners has allowed the initiative toreach deeply into the communityquickly. The work of these individu-als also covers a broad range ofimportant functions:

• Outreach and engagement. Inmost sites, these individuals serveas outreach workers, helping toconnect community residents notonly to the key strategies andprograms, but also to other com-munity resources and supports.

• Peer education. Often theseindividuals have specific trainingin the initiative’s core resultsareas, and provide peer educa-tion and information to commu-nity members on issues such asthe Earned Income Tax Credit,school readiness, or other corestrategies.

• Identifying community needs andconcerns. Because of theirtrusted role and pre-existing rela-tionships, these individuals canhelp to ensure that the initiative isinformed by the needs, concerns,and preferences of communitymembers. This is done informallyin some sites and formally inothers. For example, in WhiteCenter, Trusted Advocates

regularly organize communitymeetings to engage the broadercommunity in conversationsabout the strategic direction ofthe initiative.

• Network Weavers. In a numberof sites, such as Oakland andLouisville, these individuals areasked to play a specific role inbuilding social networks withinthe community by directlyengaging isolated residents andconnecting them to others.

• Representation. Because theseindividuals are community resi-dents and deeply connected tospecific constituencies within thecommunity, they are often askedto represent the perspectives of the community in decision-making processes.

• Organizing. In a few sites, theseindividuals also receive specifictraining and support to play anorganizing role within the com-munity. Their organizing activitiesinclude educating and mobilizingresidents around a specific issue,and leading campaigns.

Generally, these individuals receivestipends for their work with the ini-tiative, and are engaged in theirneighborhood messenger role lessthan full time. They are networkedwith one another, so that they canlearn from each other’s experience,work together, and receive training,resources, and support from acommunity organization hired tomanage their work.

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GETTING GOING: AUTHENTIC DEMAND STRATEGIES

This year is like a new beginning in my life—I not only consider

it an opportunity, I consider it a blessing. I’ve had opportunity to

reach out to people and have them reach back. I’ve had oppor-

tunity to learn and it has really enriched my life. I’ve been giv-

ing all this information to people—and I’ve been learning.

— Resident Organizing Coordinator, Louisville

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LEADERSHIP TRAINING PROGRAMS

Leadership training programs helpresident leaders to build their skillsand capacities so that they mayengage others, sit at decision-making tables as equals, and leadchange efforts within their commu-nities. At some point, each site hasstarted or supported a leadershiptraining program. Many sitesactually support multiple programs,some homegrown, and some fromMaking Connections—such asResident Leadership and Facilitation(RLF) training—or other establishedprograms. (More information onRLF training follows on page 11.)Some programs are exclusive toresident leaders, while others com-bine training for both resident andcivic leaders. Most resident leader-ship training efforts use a structuredapproach and an establishedcurriculum to build the leadershipskills, competencies, and knowl-edge shown to help residentsparticipate in decision-making asequals with other stakeholders.

Because they are very participatory,the programs create many opportu-nities for residents to get to knoweach other and build connectionsand social networks. They also tendto have an action component orpracticum: participants receivesmall grants and work together todevelop and implement projects intheir neighborhoods.

SOCIAL NETWORKS

A number of sites are intentionallytrying to build social networkingstrategies into their MakingConnections work. These strategieshelp to apply the resource sharing,psychological, and communitybenefits of social networking to acommunity-change agenda. Thesesocial networking strategies oftenserve as a portal that will:

• Engage a broad range of resi-dents in fun activities, to reachthose who might not be ready toengage more formally.

• Strengthen, support, and expandexisting networks of reciprocalexchange that support the well-being and stability of families inthe neighborhood.

• Create or strengthen the trustedrelationships that supportinformation flow and forgeconnections between residents,community partners, and otherstakeholders.

• Strengthen the community bybuilding and supporting relation-ships that can be leveraged forchange.

STRENGTHENING THE CIVIC

INFRASTRUCTURE

A number of sites are utilizingstrategies that connect residentswithin the community to existingcivic infrastructure. These civicinstitutions include block clubs,neighborhood associations, andcommunity-planning bodies. Often,they were part of the civic infra-structure of the city or neighbor-hood before Making Connectionsstarted. What Making Connectionssites focus on is:

• Reinvigorating weakened civicinstitutions in the targetedneighborhoods.

• Ensuring that community residentshave seats at the table within theexisting civic infrastructure.

Building on the existing civic struc-tures is an important strategy forsites. It allows them to connectcommunity residents to a decision-making and influence infrastructurethat already has resources and anoperating infrastructure, and is

likely to have continuity andsustainability after the MakingConnections initiative has ended.

SMALL GRANTS PROGRAMS

Small grants programs provideresidents with the funds needed tocarry out neighborhood-basedfamily-strengthening projects in theircommunity. These grants empowerresidents to turn their vision of theneighborhood into reality. Everyattempt is made to eliminatebarriers typically associated withfoundation and public sector grant-making. Application processes arestreamlined to make them quick,easy, and uncomplicated. Theapplication design takes intoaccount issues such as literacy andlanguage skills to create an appli-cation process that is truly open toall. Grants are often quite small(sometimes only a few hundred dol-lars) and are available to individualresidents and informal groups thatmight not have 501(c)(3) status.

Often, these grants are awarded foractivities or events that help buildsocial capital in the neighborhood;including community celebrations,peer networking or mentoringefforts, community cleanups,cultural-sharing activities, and inter-generational storytelling. Smallgrants programs:

• Give interested residents anopportunity to pursue andsupport their own vision forchange by helping to build lead-ership and ownership in the com-munity change process.

• Put in place concrete community-building activities that areresident-run and organized.

In a number of sites, small grantsprograms are explicitly connectedto other Authentic Demand strate-gies. For example, sites haveprovided mini-grant opportunitiesfor residents graduating from theirleadership training programs. Thisprovides these individuals with aconcrete opportunity to apply theirnew skills. Some small grant pro-grams are managed and run byresident leaders, again providing acapacity-building opportunity forthese leaders while ensuring thatthe selected projects are responsiveto community needs and priorities.Other sites provide guidance or aremore likely to fund grants that willhelp get to results in the MakingConnections core areas—assets,family economic success, andchildren healthy and prepared forsuccess in school.

FAMILY CIRCLES

Family circles create opportunitiesfor residents to discuss communityissues and identify ideas for makinga difference. A family circle(adapted from the study circlesmodel) brings together a group offive to 15 adults or teens to discusshow to build a strong neighbor-hood that benefits children andfamilies. During four weekly, two-hour sessions, participants learnfrom each other and work togetherto create common-sense solutionsto common challenges. Throughdialogue, residents build a sense ofshared understanding and owner-ship of issues. They create connec-tions with each other, and then acttogether to strengthen their com-munity and its families.

PUBLIC FORUMS

An initiative like Making Connec-tions can serve as an importantconvener for public forums. Publicforums provide an important oppor-tunity to engage a broad group ofcommunity stakeholders around aspecific set of issues. By creating aspace for dialogue on issues, publicforums help to educate and buildawareness, serve as a forum for

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Resident Leadership &

Facilitation (RLF) training is a

leadership development and

local capacity-building strategy

developed by the Annie E. Casey

Foundation. It is the product of

collaboration between Casey’s

Leadership Development Unit

and its Technical Assistance

Resource Center. RLF training is

designed to assist resident lead-

ers to acquire/strengthen their

skills in leading successful meet-

ings that result in actions for

strengthening children, families,

neighborhoods, and communi-

ties. The primary focus of RLF is

facilitation skills. However,

throughout the training, activities

and practices emphasize how the

key skills can also be applied to

chairing meetings and acting as

a constructive participant in a

group decision-making process.

Every site has participated in

both beginning-level and

advanced-level RLF training and

seven of the sites have multiple

residents trained to serve as

RLF coaches—providing training

and follow-up support to other

residents themselves.

debate and consensus building,and offer those who are often shutout of the decision-making processan opportunity to have a voice.

POLITICAL ENGAGEMENT

While Making Connections sites donot engage in political or electoraladvocacy, a number of sites haveadopted a strategic focus on help-ing residents understand andengage with the political process.These strategies don’t mobilizeresidents to vote a particular way,or support a particular candidate,but rather to understand the struc-ture of the political process andhow it can be used to influence thecommunity decision-making process.

COMMUNITY ORGANIZING

In some ways community organizinghas been one of the more challeng-ing areas around which AuthenticDemand sites develop strategies.The nature of the Making Connec-tions initiative demands closecollaboration among communityresidents, community-based organi-zations, political leadership, busi-nesses, developers, and others thathave a stake in the community. Thiscan make traditional organizingtechniques somewhat challenging.

As sites move forward, however,and face the challenges of gentrifi-cation and major structural changeat the local level, they are findingthat organizing techniques andstrategies play a crucial role inensuring that the residents of thecommunity, and those most in need of support, get an equal andfair opportunity to participate incommunity-change efforts.

AUTHENTIC DEMAND IN GOVERNANCE

One of the key areas to buildAuthentic Demand is the gover-nance process for the initiativeitself. Governance structures varyfrom site to site, according to thedevelopmental curve of the initia-tive. Early on, more broad-basedefforts were used to engage arange of residents in setting thegoals and results for the initiative.As the transition to Local Manage-ment Entities (LMEs) moved for-ward, the importance of engagingresidents both in the selection of theLME and in the ongoing oversightof LME work has proved important.

MAPPING THE LANDSCAPE

Sites can take several steps todevelop their Authentic Demandlearning agendas and evaluation

plans. Tools developed by ResidentEngagement in Action and Leader-ship coordinators can be used to:

• Map existing approaches andactivities.

• Develop or refine pathways thatlink approaches and activities tolong-term goals and outcomes.

• Identify outcomes and indicators.

• Document strategic activities,structure, and process.

These tools provide some generalguidelines for developing anevaluation plan and using the data to inform the work and trackcommunity change.

In order to create and track aneffective change agenda, sites havebegun to map their approachesand activities using the honeycombtool to guide the discussion. Initialefforts are focusing on mappingstrategies and activities by form orapproach, such as resident leader-ship, social networks, communityorganizing, and civic participation.Sites can also sort by result area,such as work and earnings, assets,

When Neighborhood Grants for Growth was started, I applied for a grant to do a cultural festival. We had

15 different people coming together to do the planning. That was where I started being involved in the

neighborhood. I got tired of hearing the same people say, “We’ve tried to do classes for the Latinos and

they’re not interested.” I felt that they felt that the Latinos weren’t contributing. I know Latinos and if they

are asked to give they’ll give. I straight away went to the businesses and asked them to get involved. Just

about every one of them turned out and gave something. Planning that festival was my way of saying

we’re here and we’re willing to give. — Neighborhood Grants for Growth recipient, Des Moines

children’s health, and schoolreadiness.1

Mapping in these ways servesmultiple purposes for communitypractitioners and evaluators.

• Mapping by approach or formprovides snapshots of the demandenvironment that, over time, canbe expanded or amended toshow changes in the number andrange of strategies and activitiesunderway. The snapshots canalso be expanded to track levelsof participation and the diversityof participants.

• Mapping by result area providessnapshots that show howAuthentic Demand strategies andactivities are directed towardspecific improvements in policy,practice, or outcomes.

Both mapping exercises provideopportunities to identify strengths,gaps, and areas where technicalassistance or other capacity-build-ing may be needed. The exercisesalso provide information that can

help determine where to focus ini-tial evaluation and learning effortsand resources. Once these deci-sions are made, sites can situateselected strategies and activities intoa theory or pathway of changeframework.

DEVELOPING OR REFINING A PATHWAY

OF CHANGE

Authentic Demand is complex, andthere are many moving parts andstakeholders. There is a need to befocused, but also a need to adjustto new information or changingconditions affecting the community.For these reasons, evaluators andpractitioners must be deliberate informulating, and clear in articulat-ing, the questions they hope toanswer in the short and long term.These questions will determine thekinds of data needed to addresslocal learning needs and linkcapacity-building activities toimproved well-being for children,families, and neighborhoods.

An operational theory of howAuthentic Demand strategies and

activities are expected to contributeto sustainable results and accounta-bility will provide the framework toguide the work, to develop alearning agenda (the questions toanswer along the way), and toidentify the most useful and relevantmeasures and data collectionmethods to monitor progresstoward achievement.

Four qualities of an operationaltheory or pathway of change are:2

• The theory is plausible. The activ-ities and pathways are definedwith sufficient clarity that a rea-sonable person can see how theyare linked to short-term objec-tives, short-term objectives arelinked to intermediate-term objec-tives, and intermediate objectivesare linked to achievement oflong-term outcomes and goals.

• The theory is feasible. The com-munity has the resources, skills,and capacities needed to imple-ment existing or proposed activi-ties that are necessary to achieveinterim objectives and outcomes.

• The theory is testable. Success isdefined with enough specificitythat progress can be recognized,and the indicators for each out-come are sufficiently clear thatevaluators and practitioners candevelop focused and useful plansto measure and document them.For this reason, it’s important thatthe local evaluator or evaluationteam participate in the mappingand theory-building process.

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We wanted to establish networks with residents and knew

that just knowing who they were individually doesn’t con-

tribute to community-building—when residents identify

issues together and come up with strategies to address

those issues is where you build community. Site Team

Member, Making Connections Milwaukee

1 Other useful ways to map might include: function (e.g., skill/capacity-building, representation, community outreach, policy/advocacy); and investment(e.g., small grants to residents or resident groups and/or capacity-building grants to community-based organizations to support alignment of policies andpractices with the goals of Authentic Demand.)

2 Andrea Anderson, The Community Builder’s Approach to Theory of Change: a Practical Guide to Theory Development, NY: The Aspen Institute, n.d.

• The theory is communicable. Itcan be and is converted into asimple and clear message aboutwhat’s to be accomplished, who’sinvolved, and what activities areunderway. The message shouldbe accessible to diverse audi-ences, should be memorable so it can be repeated throughoutdiverse networks at the commu-nity and systems levels, andshould include contact or otherinformation for those who want tolearn more or become involved.For this reason, it’s important to

include a local communicationsspecialist in the process.

Development of a theory or path-way of change involves a processcalled backward mapping for eachoutcome. It’s a useful tool for eval-uators and practitioners, since iturges being intentional and clearabout the way that approaches andactivities are linked conceptuallyand in practice to long-term out-comes and goals. Experience hasshown that this process itself can bea valuable tool for creating ashared vision that individuals and

organizations in communities canuse to focus and coordinate theirwork, monitor progress, and sustainmotivation to move off comfortableplateaus along the way to longer-term objectives and outcomes. Itworks best when facilitated bysomeone who understands back-wards mapping and theory ofchange methodology, and who isfamiliar with Making Connectionsand the site’s history and approachto the work. External technicalassistance is available to assist siteswith this, with the aim of developingthese skills and capacities locally.

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The Pathway of Change3 graphicpresents a visual template of thecomponents of a theory or pathwayof change. Development beginswith a statement of the overallvision or goal. This is followed bydefinition of long-term success.These are specific statements ofoutcomes and the indicators thatwill be used for measurements. Thisis followed by a series of interimoutcomes and indicators thatdefine success along the way. Theseare sometimes called preconditions,since they define what must occurbefore the work can move to thenext level. These are also specificstatements of the indicators to beused for measurements. These willinclude indicators of influence andprocess, as well as changes in well-being of children, families, and/orneighborhoods. Strategic activitiesdescribe the practical steps to takein order to change conditions andachieve specific outcomes. Theydescribe what the individuals andgroups or organizations within thecommunity, and, where appropriate,

systems partners outside the com-munity, will do. The lines connectingactivities to preconditions andoutcomes are the processes thatdescribe what is being done andhow the work is being organized in

order to affect change in norms,behaviors, and relationships at theindividual, community, and systemslevels; to influence policy andpractice; and to sustain a results-based focus.

> > >

> > >

> > >

PR

OC

ES

SE

S

P R O C E S S E S

P

RO

CE

SS

ES

LONG-TERM SUCCESS

Strategic Activities

Strategic Activities

Strategic Activities

Preconditions

Preconditions

Preconditions

Outcomes & Indicators

Outcomes & Indicators

Outcomes & Indicators

PATHWAY OF CHANGE

3 Andrea Anderson, The Community Builder’s Approach to Theory of Change: a Practical Guideto Theory Development, NY: The Aspen Institute, n.d.

The specificity of results, goals, indicators, and performance measures of a particular community or neighborhoodis an important part of the Authentic Demand approach. Without the ability to define results, the local ownershipthat is central to the Authentic Demand approach cannot happen.

VOICE

ACC OUNTABIL IT Y

LEARNIN G, SKILL S, & C APACIT Y

IDENTIT Y

RECIPROCIT Y

C HOICE

A U T H E N T I C D E M A N DE L E M E N T

• Increase in number of residents voting• Increase in number of community members who feel that they can shape decision-

making in their community• Key wins around resident-identified priorities• More residents sitting on boards of local community-based organization or

community or systems change efforts• More community organizations and change efforts have formal and informal ways

to engage residents in decision-making

• Number of public forums for accountability between leaders and constituents• Percentage of the community that feels well represented by existing leaders• Size of constituency that leaders can mobilize for an event, action, or a campaign• Concrete evidence of service and system responsiveness to consumer/user feed-

back, needs, and desires

• Number of resident leaders and number of community partners completing leadershiptraining

• Greater number of grassroots resident-led organizations• Increased stability of grassroots resident-led organizations

– Increased budget size– Increased staff size

• Increase in number of residents who feel they can understand and influence the civicdecision-making process

• Increase in number and percentage of community members reporting strongattachment to the community or network

• Increase in number and percentage of community members or networksparticipating in voluntary community change activities

• Greater diversity and representativeness of residents participating in communitychange efforts and public forums

• Increased participation in community change activities – More residents involved– Increased number of hours by residents

• Increase in number of social connections between residents• Increase in resources available through informal, neighbor-to-neighbor channels• Increase in dollars donated for local philanthropy

• Greater knowledge and awareness of local efforts to improve outcomes forchildren and families

• Increase in the number of ways that community members can engage in thechange process

R E S U L T S

SEVEN ELEMENTS OF AUTHENTIC DEMAND

MEASURING AUTHENTIC DEMAND

Advancing better ways to measureand assess what Authentic Demandlooks like on the ground whencommunity members are trulyengaged in a result-focused, resi-dent-centered change agenda is acritical part of the Foundation’sAuthentic Demand framework.Absent sound indicators and crite-ria, it will be difficult to developstrategies for and secure investmentin this core capacity for durablecommunity change.

Assessing Authentic Demand is notonly about measuring what resi-dents and community partners do,but also what they get. This includesjob placements, opportunities toadvance skills and increase income,as well as access to free tax prepa-ration, child care, and transporta-tion. Similarly, there are benefitsaccruing at the community level.More children are reading at gradelevel. Perceptions within and outsidethe community may change.Neighborhoods are now seen as

good places to raise children, opennew businesses, recruit employees,or offer competitive and fair marketfinancial products. Service providersbenefit from more effective andefficient outreach and retention,and better results.

The Authentic Demand frameworkalso pays attention to assessing theless tangible but no less importanttransformative benefits of genuineengagement for residents and theirfamilies. These include the positivesocial impact of parents engaged intheir children’s schools, youth vol-unteering in their neighborhoods,the social capital that’s generatedwhen neighbors share resourceswith each other, and the increase inservice delivery and effectivenesswhen government and social agen-cies view families as customers orpartners, not clients.

DATA AS A TOOL IN THE COMMUNITY

CHANGE PROCESS

In all community change initiatives,there are tensions that arise assome actors place emphasis on themeasurement or documentation ofhard results, while others wish tomeasure processes and processoutcomes. For some, the mostimportant outcomes to track arethose that measure or documentchanges in the well-being of chil-dren, families, and neighborhoods;for example, positive changes inemployment and income, assetaccumulation, children’s health andsuccess in school. For others, themost important focus of communitychange is the development of skills,capacities, and relationships thatare the basis for implementingactivities and tracking changes incivic engagement, systems ofaccountability, and influence.

Authentic Demand describes abundle of approaches, processes,and outcomes that are essential toachieving both results and sustain-ability. Process documentation is atool or set of tools that communitiescan use to un-bundle and definethese approaches. Process docu-mentation allows communities toexamine approaches, ask questions,study their effectiveness, and peri-odically re-bundle their approachesto acknowledge the increasinglycomplex relationships within andacross community organizations,systems, outcomes, and results.

Typically, this is an iterative andreflective process. Some initialframing data are collected toaddress a particular aspect of thework; community partners reviewthe data and ask questions that

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urge follow-up inquiries and so on.Over time, communities can beginto put the puzzle pieces togetherand raise higher-order questionsabout community-level efficacy andthe systems of accountability theyare putting in place.

There are many places that sitescan begin approaching this deliber-ately and purposefully, and themapping and theory-of-changeexercises provide a basis for gener-ating process questions. MakingConnections has identified severalpotential starting points that arecommon across the sites. Thesemay provide a basis for developingand using tools in a cross-site peerlearning exchange. The followingare two examples of starting points.

Mapping resident representationat the community and systemslevels. Most simply, this mightinclude a directory or spreadsheetthat summarizes:

1. Key tables at the community, city,and county levels where deci-sions that affect neighborhoodresidents are made.

2. Name of the community repre-sentatives at each table.

3. Functions of the tables, particu-larly the outcomes they seek toaffect or influence.

4. How constituencies aredefined—e.g., by geography,population, or subpopulationgroups.

This snapshot of representation canbe used by the community to beginthe assessment. It can be used, for

example, to identify gaps wherecommunity voice is missing at thetable, and to stimulate debate onwhich type of participation is best.These sorts of discussions will raisequestions about leadership transi-tion and constituencies—that is,how leaders take information fromthe tables back to neighborhoodresidents so they can weigh in withresident perspectives, experiences,and insights. They also inform therelationships of community-basedorganizations to systems-leveldecision-making processes, amongothers that will inform the nextgeneration of strategy developmentand data collection activities.

Mapping strategic networks.As noted in an earlier section of this guide, all sites have developeda cadre of committed and hard-working residents who providecommunity outreach and recruitresidents to a range of services andsupports. Although they go by dif-ferent names—Trusted Advocates,ambassadors, and messengers—their key functions are similar.Typically, they carry out their workon a one-to-one basis or with smallgroups. And as the work grows, so do the demands on outreachworkers’ time, limiting the numberof contacts and connections theycan make.

Networks are a very scalable formof representation and informationflow in communities, which do notsacrifice the importance of personalcontact and relationships. For thisreason, a number of sites areexploring how network principlesand practice can be applied toimprove the level, quality, and flow

of information, inspiration, andsupport throughout the community.

As these approaches are imple-mented, there is a need to look atthe process; to assess the structureof the network, what the valuepropositions are, how informationflows, what the members do, thegoals of the network, and how theyare linked to local theories ofchange and to outcomes. It’s alsoimportant to try and assessapproaches to managing the net-work in a way that supportscreativity and initiative amongmembers but is not so loose thatit lacks definition or value.

There is an array of evaluation anddiagnostic tools available to helpsites, including GeographicalInformation System (GIS) mappingto show geographic clusters of net-works or outreach activities, andspecialized software that can visuallydisplay the relationships, or flow ofinformation or other resources,among individuals and networks,organizations, and systems, usingdata collected from surveys ofmembers. These tools are fairlysimple for small groups to use andimplement but can be fairly laborintensive when the number of actorsis large. They are useful for testingassumptions about the effectivenessand reach of strategies, and theycan also inform the next generationof strategy development and datacollection activities.

PUTTING IT ALL TOGETHER: DEVELOP-ING A PLAN FOR COLLECTING AND

USING DATA

Once sites have identified the keyoutcomes and indicators they wantto use to track progress, and the

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processes they want to monitor, thenext step is to develop a data col-lection plan. Evaluators may wantto take the lead on drafting a plan,but it’s critical that the plan be dis-cussed with residents and other keystakeholders to ensure that it meetstheir learning and evaluation needs,and that implementation, particu-larly if it involves them, is feasibleand practical.

To complete a data collection plan,teams must answer the followingquestions for each outcome/indicator:

• What outcomes, indicators, andprocesses are most important?Just as the work is iterative, basedon community learning andchanges in condition or context,the evaluation plans need flexibil-ity to adjust accordingly. For thisreason (and to focus the plan-ning), it is suggested that theinitial evaluation plan focus onthe two anchor points—the longterm (that to which communitypartners are committed), and theshort term (what’s importantnow). The evaluation plan shouldbe routinely revisited to assess its usefulness and relevance tothe work.

• What is the sampling plan? Toanswer this question, the teammust be clear about who or whatthe indicator is targeting. In thecase of outcome indicators, thismeans defining who the commu-nity expects to reach or engageas a result of its activities. Thiscould be a particular segment ofthe population, a particularnumber of people who voluntarilybecame engaged, a particular

organization or set of organiza-tions, external actors, and so on.In the case of process documen-tation, this could be a particularset of community organizations orsystems partners, resident leaders,network members, network man-agers or weavers, or key commu-nity meetings and events.

• What are the existing sources ofdata? Are these sources adequateto meet the learning and evalua-tion goals? What modifications oradditional sources of informationare needed? What interview pro-tocol and other data collectioninstruments might the communityneed to create? How are othersites handling this? Is there valuein developing common instru-ments that all sites can use oradapt? Who will be responsiblefor seeing that this gets done?

• What methods will be used tocollect data? There are a rangeof methods of data collection.Decisions must be made to deter-mine which are most appropriateto answer the learning and evalu-ation questions, and whether themethods are feasible. Are theresufficient human, technical, andfinancial resources to implementthem? These include: individual,organizational, or group surveys(in-person, phone, web-based);administrative data (AmericanCommunity Survey data, programrecords); focus groups; GIS map-ping; network analysis; observa-tions; and document review.

• What training, technical assis-tance, or support will be neededto develop and implement the

data collection strategies? Who isresponsible for identifying thisassistance or support locallyand/or contacting the evaluationliaison to identify these needs andsee that they are addressed?

• Who will collect the data?Evaluators may be responsible forcollecting some of the data, but amain part of the job will entailtraining, monitoring, and support-ing others in its collection. Theseothers could include residentleaders, network weavers, organi-zational partners, diarists, com-munications specialists, andothers. To make this happen,expectations must be reasonable,given competing demands ontime; roles and procedures mustbe clearly defined and agreed to;and time and attention must bededicated to communicationsand relationship-building.

• What is the timeline for collectingdata? Given all that is going onin the sites, experience has shownthat without a timeline, imple-mentation of data collectionplans can too easily fall off theradar. This is especially true in theearly stages, before the value ofthe data to the site and commu-nity partners has been demon-strated. Certain forms of datashould be shared routinely forpurposes of reflection. Othersneed accountability timelines toensure that the team is fulfillingits commitment to communitypartners and the initiative. Thismeans someone, or some group,must be responsible for makingsure that all trains are running on time and, when there are

problems, that these are sharedwith community partners in orderto reach resolution.

• How will the data be analyzedand interpreted? Who will beresponsible for seeing that what-ever data are collected areprocessed and used? Answers tothese questions will likely varyacross sites. Evaluation specialistscan do a lot of the nitty-grittybackground work; running analy-ses, constructing tables, and writ-ing briefs. However, it’s criticalthat community partners engagein the interpretation of the data—its meaning; what it says aboutthe effectiveness of their strategiesand activities; what else theywould like to know about; andhow the data may be used forpurposes of testing assumptions,learning and improvement, advo-cacy/influence, accountability,and celebration. The capacity ofthe community to use data inthese ways, and to incorporatethe data into the routine of doingbusiness, should be supported,nurtured, and honored at everystep along the way.

• How will the data be inte-grated—across methods andstrategies, and over time?Authentic Demand seeks tochange the community environ-ment by creating a wide range ofopportunities for those who live,work, and worship there. It seeksto develop ties among residents,to encourage active participationin efforts to achieve individualand collective goals, and toleverage external resources. Asthe examples throughout theguide show, in any given commu-nity this is occurring in multiplevenues, through a variety ofapproaches, to achieve multipleends. Evaluation also seeks todemonstrate the linkages betweenAuthentic Demand, developmentof sustainable accountability sys-tems, and measurable improve-ment in well-being for children,families, and neighborhoods. Thisrequires another level of theory-building, analysis, and perhapsdata collection. Each site shouldconsider who or what groupmight best carry this out locally,

and participate in regularlyscheduled cross-site phone meet-ings with national evaluators toplan these tasks.

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REAL LIFE LESSONS

Each Making Connections site hascome up with Authentic Demandstrategies that work for the commu-nity and that reflect local strengths,realities, and needs. The MakingConnections work is focused aroundfour strategies: strengtheningresident leadership, promotingpositive social networks, increas-ing civic participation, and mobi-lizing communities for results.Each works in its own way, based onlocal needs. Here are some waysthese strategies play out successfullyin different sites.

STRENGTHENING RESIDENT LEADERSHIP

Resident leaders worked withMaking Connections Milwaukeepartners to design the Institute forResident Leaders (IRL), developingthe curriculum, reviewing applica-tions for admission, and recruitingpotential students. Since 2006,more than 200 residents havegraduated from the Institute, and italready has a thriving alumni net-work. It serves as a pathway forsome graduates into job and asset-building opportunities; while othersgo on to take up leadership posi-tions in local organizations, boards,and commissions. IRL graduateshave played a key role in Milwau-kee’s work to connect families totrusted, reliable financial education,credit repair, home-ownership, andother programsThe IRL also sup-ports a network of block clubs,study circles, and civic forumsfocused on connecting residents inthe initiative neighborhoods to jobs,supports, and ways to take actionon community issues, such asincreasing supports for men andwomen returning to the communityfrom prison.

In San Antonio, some 1,200 resi-dents received training in 2006through the Community LeadershipDevelopment Collaborative (CLDC),which was developed by MakingConnections with local colleges anduniversities, youth developmentprograms, and faith-based organi-zations. The collaborative is able totrain unprecedented numbers ofresidents because it has coordi-nated and strengthened the city’spreviously fragmented array ofleadership development programs.In recent years, special attentionhas been given to training residentleaders in the three city councildistricts that serve the initiative’sneighborhoods on San Antonio’sWest Side—nearly 170 participatedin the CLDC last year and areemerging as important advocatesfor changes in city funding, policy,and service delivery.

In Providence, more than 160residents have graduated from theResident Leadership Institute, alocally developed resident leader-ship program, and many have gone on to participate in more than 50 neighborhood dialogues oncombating predatory lending, theimportance of parent involvement inlocal schools, strategies to increasefamily earnings and assets, andother issues. Graduates also havechampioned and helped implementkey site strategies, such as Play andLearn groups that are helping some60 parents serve as their children’sfirst teachers, and the formation ofa 150-member Family, Friend, andNeighbor child care provider net-work that provides access to earlychildhood education resources aswell as financial education andasset-building programs.

All Making Connections sites areusing the Resident Leadership andFacilitation (RLF) program, devel-oped by the Foundation’s Leader-ship Development Unit, to trainresidents in data analysis, results-based strategic planning, andmeeting facilitation. To date, morethan 450 residents have completedintroductory and advanced RLFtraining, and Des Moines,Indianapolis, Louisville, and SanAntonio are partnering with localcommunity colleges to developdegree and certificate programs inresident leadership, some of whichare based on the RLF model.

PROMOTING POSITIVE SOCIAL

NETWORKS

Membership in Louisville’s MakingConnections Network increased to2,600 in 2008. Launched in 2005,the Network allows residents in thefour initiative neighborhoods to stayconnected to each other throughNetwork Nights—which draw up to60 families per month—and earnconcrete rewards as Network mem-bers, including discounts from localretailers, free bus fare and admis-sion to local events. In addition, theNetwork connects residents to siteworkforce, asset-building, and earlygrade success strategies.

Oakland’s San AntonioNeighborhood Network (SANN),which was launched in 2006,increased its membership to 400residents during 2007. SANNopened an office in the Lower SanAntonio neighborhood (the MakingConnections neighborhood) thathelps refer residents to leadershipopportunities as well as communitysupports and services. SANN alsoserves as a platform for connecting

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residents with site strategies to helpfamilies increase assets and ensurechildren are healthy and preparedto succeed in school. For example,Garfield Elementary School isworking with SANN to recruit ateam of part-time parent tutors tohelp children during the transitionfrom kindergarten and throughoutthe primary grades.

Making Connections Denver ishelping six community serviceagencies, including TemporaryAssistance for Needy Families(TANF) contractors, use a socialnetwork strategy to help highlyvulnerable families achieve self-sufficiency. An initial group of 15single mothers is getting intensivesupport from peers who have madesuccessful transitions from TANF towork, as well as help from casemanagers—retrained as coaches—to solve problems, stay on the job,and make good decisions. As theseefforts are successful, participatingTANF contractors will expand socialnetwork strategies to the more than300 families they serve. This willhelp change business as usual asagencies are encouraged to treatthose they work with as networkmembers and participants, notclients.

INCREASING CIVIC PARTICIPATION

In Seattle/White Center, the teamof ethically diverse resident leadersknown as Trusted Advocates isworking to better connect residentsto civic life. They created work-groups and public forums designedto increase awareness of the needfor elected decision-making bodiesto better represent White Center’scultural and ethnic diversity. As aresult, Trusted Advocates have been

elected to the Highline SchoolDistrict Board, and residents havebeen elected to the Highline Unin-corporated Advisory Council, thegoverning body for White Center.

In Indianapolis, residents leadersare helping the city and the LocalInitiatives Support Corporation rollout the Greater IndianapolisNeighborhoods Initiative, which isusing a range of strategies fromMaking Connections—includingdata gathering and analysis, andresults-based strategic planning—to help residents lead communityredevelopment and revitalizationefforts within six low- to moderate-income neighborhoods across thecity. Residents also led efforts tocreate new schools in the MakingConnections Indianapolis neighbor-hoods. In Martindale Brightwood,for example, residents helped designa community school that offersneighborhood families a range ofcommunity supports and services.

MOBILIZING COMMUNITIES FOR

RESULTS

Through its partnership with MetroOrganizations for People (MOP),Making Connections Denver sup-ports strong community mobilizationefforts both in the initiative neigh-borhoods and citywide. Theseinclude a successful drive in 2006to pass a city ballot initiative thatprovides universal preschool forDenver’s four-year-olds, and reformsin the public school funding formu-las that dedicate more revenue tostudents in the Making Connectionsand other low-income neighbor-hoods. Making Connections Denveralso has helped analyze initiativecross-site and MOP survey data todocument lack of child health

insurance among near-poor fami-lies who don’t qualify for state andfederally funded programs. MOP isusing the data for a campaign toexpand eligibility requirements forthe State Children’s Health Insur-ance Program (S-CHIP). One resultof this effort is passage by the statelegislature of a new law requiringthat all children on Medicaid andS-CHIP have a continuous andcomprehensive plan of medical care.

Making Connections Providencesupported community mobilizationefforts that led to city approval of afirst source hiring ordinance, whichrequires that one-third of all munic-ipal jobs go to residents living inthe Making Connections Southsideneighborhood. In addition, theordinance requires that 15 percentof those jobs be set aside forpeople of color, as well as 37percent for men and women whohave been involved in the criminaljustice system. Making ConnectionsProvidence supported data-drivenadvocacy training for residentleaders and community groupswho helped lead the campaign.

Resident leaders from Frog Hollow,one of the Making ConnectionsHartford neighborhoods, wereasked by the city’s asset-buildingcoalition to help increase thenumber of people from their neigh-borhood who filed for the EarnedIncome Tax Credit (EITC). Theyworked with a range of employers,banks, and community groups tocreate a campaign to boost partici-pation for the 2007 tax season.Results of these efforts are impres-sive. The number of filers from FrogHollow jumped 23 percent—from195 in 2006 to 240 in 2007, andthe number of residents who filed

for the EITC increased from 80 to 127. This is particularlynotable given that the averageEITC refund in Frog Hollowtotaled $1,544 for 2007, andtotal returns to the neighbor-hood exceed $600,000 thisyear.

Data from the MakingConnections cross-site surveyalso helped spur a successfulcommunity mobilization effortin Des Moines to reducemedical debt among low- tomoderate-income families. AMid-Iowa Organizing Strategy—a coalition of 23 churchesand congregations in DesMoines—used survey data,that showed medical debt wasa significant burden for one out ofevery three families interviewed, tonegotiate with area health careinstitutions on why families withouthealth insurance were paying morefor medical treatment than thosewho are insured. The talks resultedin two hospitals increasing assis-tance to low-income patients bymore than $6 million last year.

Below are stories from two MakingConnections sites that illustratesome of the ways Authentic Demandcan result in positive change in low-income neighborhoods.

LOUISVILLE, KENTUCKY

Before Making Connections began,Louisville partners emphasized theimportance of thriving families andvibrant neighborhoods and madeinvestments consistent with thosevalues. Three community organiza-tions fostered an awareness of theimportance of strong neighbor

hoods and resident-driven commu-nity change through leadershiptraining courses and grants toneighborhood organizations. Inaddition to these local initiatives,a government merger between theCity of Louisville and JeffersonCounty provided an opportunity topartner with the public sector as itreinvented itself. Making Connec-tions built a strong relationship witha mayoral candidate committed torevitalizing Louisville’s urban neigh-borhoods. This individual hadserved three mayoral terms, andafter the merger he was electedLouisville’s first metro mayor.

From this starting point, MakingConnections Louisville (MCL) resi-dents and partners set out to builda web of opportunities and connec-tions for families. This new type oforganizing, called NetworkOrganizing, combines communityorganizing and network theory, andreflects the following principles:

• Lead to follow, follow to lead.

• Make change together.

• Connect families to one anotherand to opportunities.

They envisioned a multifunctionalnetwork of residents and families,community-based organizations,faith-based institutions, neighbor-hood businesses, government agen-cies, and other stakeholders. Fromthis starting point, MCL has createda network that generates synergyfor community transformation. InLouisville, the Network is the organ-izing principle, rather than a strat-egy. Through the Network, residentsand partners accept and shareresponsibility to achieve definedresults for children and families.The results are the “what” and theNetwork is the “how.”

Enacting the principles of NetworkOrganizing requires all partners toadopt a new way of doing business.

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Residents lead and own the changeprocess, represented by a myriad ofinterconnected activities, projects,programs, and collaborations. Tomaintain the Network, residentswork together to create and takeadvantage of valuable resourcesand opportunities. In addition, resi-dents receive leadership trainingand take on leadership roles withinthe Network. Stakeholders andpartners collaborate in new ways,adopting a precise focus on resultsand a greater accountability to thecommunity.

Authentic Demand strategies inLouisville are designed to engageresidents in the Network. In July2005, MCL launched the MakingConnections Network with the intro-duction of a Network membershipcard, to tangibly connect families in the Smoketown, Shelby Park,Phoenix Hill, and California neigh-borhoods to opportunities and toone another. The Network Cardrewards participation in MakingConnections activities with Networkgear, discounts from local retailersand service providers. The NetworkCard builds the brand identity ofthe Making Connections Networkand critical partners, expands thebase of residents and partners whoare part of MCL, and educates theMCL Team and partners about theopportunities that work for the com-munity. MCL organizes regularevents to promote and strengthenthe Network’s connections, includ-ing an annual celebration gatheringthat draws about 200, and monthlyNetwork Nites events where between30–40 families socialize and enjoya meal together and learn aboutopportunities to connect to Networkactivities and supports.

By the end of 2006, 2,200 com-munity members had joined theNetwork through the entry pointthat best suited their needs. MCLemploys Resident OrganizingCoordinators, School ReadinessAmbassadors, and Money WorksMessengers. Each of these individu-als is a neighborhood messengerfocused on a different result area.Resident Organizing Coordinators(ROCs) assist in developing residentleadership, facilitate meetings, andact as liaisons between the com-munity and government bodies,neighborhood organizations, andcommunity associations. SchoolReadiness Ambassadors (SRAs)intentionally connect neighborhoods,early care environments, and theschools. Money Works Messengers(MWMs) are a renewable corps ofresident leaders who are preparedto lead MCL’s wealth-buildingmovement. Over the course of 12months, MWMs develop their ownleadership and core financial skillsand learn effective ways to shareinformation about financial oppor-tunities. Resident leaders employedas ROCs, SRAs, and MWMs arecross-trained across results areas tobroaden their reach throughout thecommunity and improve their abilityto link network members who enterat different points.

In Louisville, the NeighborhoodInstitute reinforces the principle thatactive and connected neighbors areprepared to hold both the publicsector and the private sectoraccountable to residents. Once aweek for 13 weeks, existing andemerging leaders attend seminarsto enhance their skills, knowledge,interconnectedness, and resource-fulness. The sessions include smallgroup work, full group discussion,

guest speakers and presenters, andother forms of learning and instruc-tion. Topics include ManagingNeighborhood and Grass RootsOrganizations, How to Get PeopleInvolved (and Keep Them Involved),Neighborhoods and Government,Dealing with Public and ElectedOfficials, Development and Planningand Zoning, Building Consensus,Managing and Resolving Conflict,Resources and Partners, Neighbor-hood Plans, and Strategic Plans.

Louisville’s SRAs intentionally con-nect neighborhoods, early careenvironments, and the schools.SRAs provide informal and peer-based outreach and family support,helping parents and children pre-pare for school entry. SRAs conductinformal home visits, meeting withindividual parents, grandparents,and neighborhood residents caringfor young children. During thesevisits, they share information andmaterials and connect parents tosupports and services, such as earlylearning/literacy home-basedstrategies, prenatal care, qualityearly care options, and preschools.SRAs also meet with schools,churches, child care centers, andhomes and service agencies, shar-ing information to help partnerstailor services to meet parents’ andchildren’s needs. Through theserelationships, SRAs effectively navi-gate, understand, and translate inall three environments, ensuring aseamless transition from early careto school.

MCL is also using its community-wide Network as a tool for engag-ing and supporting residentsentering its jobs pipeline. To date,52 Network members have beenconnected through the jobs pipeline

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to employment opportunities atNorton Healthcare and UPS.

And, with support from the federalEnvironmental Protection Agency,the Center for Neighborhoods andthe University of Louisville broughtresidents, developers, and localgovernment together to effectivelyaddress the many abandonedindustrial properties within the Cali-fornia neighborhood. Seventeenresidents participated in the pro-gram, which included workshops onstandards and legislation, models ofbrownfields redevelopment, neigh-borhood industry history, connectingto other players and stakeholderswithin the community, and formingrelationships across sectors. Programparticipants play a central role indetermining next steps, includingmaking recommendations for thetask force that will directly influencefuture development.

SEATTLE/WHITE CENTER, WASHINGTON

Making Connections Seattle targetstwo communities, White Center andBoulevard Park, which are known inthe region for their diversity. Peopleof color make up approximately42 percent of the population, rep-resenting no less than 15 ethnicgroups. Recent immigrants make upapproximately one-quarter of thepopulation. While the influx ofimmigrants and refugees and highpoverty rates contribute to tensionswithin and between communities,ethnic and cultural ties createcohesive social networks. For exam-ple, many refugee groups haveorganized grassroots mutual aidassociations, providing importantservices and resources. The associ-ations generate dialogue, surfacecommunity concerns, and identify

and develop grassroots leaders. InWhite Center and Boulevard Park,these pre-existing social networksformed the foundation for MakingConnections.

New partnerships between service-providing and ethnically-basedorganizations rest firmly on afoundation of grassroots leadershipand the neighborhood-based infrastructure. In 2006, the partnerscommitted to realizing “the NewNormal.” The New Normal describesa community change process thatresults in:

• A new way of doing businessbased on values, mutual valida-tion, authentic partnerships, andaccountability between residentsand institutions.

• Realization of racial equity, withfamilies of color confidently andeffectively controlling their collec-tive and individual destinies.

• Families and residents are con-nected to something bigger thanthemselves.

• A learning environment thatrecognizes community assets andmobilizes those assets to imple-ment and document new bestpractices.

Making Connections Seattlesupports Authentic Demand andpromotes the New Normal at alllevels of the initiative. Residents col-laborate with community partners tomake the decisions that determinethe initiative’s direction. In addition,they serve on workgroups thatdesign and monitor strategies ineach result area. Finally, residentsplay a direct role in implementing

strategies; drawing on social net-works to connect families to serv-ices and resources. Throughout theinitiative, residents collaborate with partners to strengthen existingsocial networks and residentleadership.

In immigrant and refugee commu-nities, deep divisions often compli-cate mainstream organizing andleadership development efforts.Rather than relying on traditionalorganizing models, MakingConnections Seattle identifies andsupports local leaders who haveearned the trust of multiple factionswithin and outside the community.These individuals serve as TrustedAdvocates and are at the heart ofall of Making Connections Seattle’sAuthentic Demand strategies.

The Trusted Advocate strategyengages and works with the recog-nized leadership within the variouscultural communities in the neigh-borhood. Trusted Advocates are aclose-knit cadre of leaders who:strengthen social supports; organizecommunity members to communi-cate with schools, service providers,and other organizations; facilitatecommunity involvement in advocacyactivities; build the communities’knowledge of issues that affectthem; and solicit input and help toensure that resident voices informthe Making Connections process.In addition to these goals, TrustedAdvocates serve as bilingualfacilitators, convene communitymeetings, share data, and connectpeople to needed services and withpolicymakers and funders.

The White Center/Boulevard Parkneighborhood created a civicengagement workgroup whose

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charge was to connect residentleaders in the political institutionsthat affect their lives. TrustedAdvocates helped to develop andprovide local workshops on civicengagement and engaged theirlocal communities in a dialogue onthe importance of representation onelected decision-making bodies.This focus has spurred significantpolitical activism within the commu-nity. Two Trusted Advocates haverun for and won seats on the localschool board and three local resi-dents have run for and won seatson North Highline UnincorporatedAdvisory Council for White Centerand Boulevard Park. This advisorycommittee informed a crucialdecision about whether the areawould remain unincorporated orget annexed into the City of Seattle/City of Burien.

The neighborhood asked a ResidentLeadership Council to play a cen-tral role in assessing communityneeds and assets, setting priorities,and designing and implementingstrategies. Building on the ResidentLeadership Council and communitymeetings in 2001, Trusted Advocatesand partners developed strategygroups to focus on the resultsareas of work and earnings, schoolsuccess, safe streets and neighbor-hoods, strong families, and civicengagement. A Trusted Advocateand community partner co-chaireach work group. In 2006, TrustedAdvocates collaborated withMaking Connections Seattle part-ners to produce a CommunityInvestment Plan to guide partners’and Foundation investments.Trusted Advocates shaped theplanning process and set priorities.As Making Connections Seattletransitioned to local sustainability,

Trusted Advocates played a centralrole in all decisions. The WhiteCenter Community DevelopmentAssociation (CDA), Making Connec-tions Seattle’s Local ManagementEntity, has incorporated TrustedAdvocates and Boulevard Park resi-dents into its governance structure.The Advocates are working withWhite Center CDA staff members todevelop a plan to expand and sus-tain the Trusted Advocates strategy.In addition, they have discussedstaff roles for Trusted Advocates,further integrating them into theorganization. Trusted Advocates areworking closely with White CenterCDA to develop a neighborhoodplan that uses a social networkapproach to address the needs ofmulti-ethnic small businesses.

White Center Trusted Advocatesalso led a community conversationto define school readiness. TrustedAdvocates did one-on-one out-reach and convened small discus-sion groups of 6–12 parents,ultimately gathering perspectivesfrom more than 120 parents onwhat school readiness might meanand what the barriers to schoolreadiness might be. Parents whoparticipated in these discussiongroups were invited to continuetheir involvement by recruiting otherparents, providing training on theissue, or taking direct action in thecommunity. Trusted Advocates alsoheld similar conversations with localschools, Head Start programs, andday care programs. The conversa-tions served as a starting point for amultipoint school readiness strategy.

White Center/Boulevard Park’sFamily Connections approach usesschool readiness as an entry pointto work holistically with 60–90

families of children entering kinder-garten and 100 families servedthrough early learning programs.Trusted Advocates enroll families,establishing a trusting relationshipand connecting families with arange of services to address identi-fied issues. While working with indi-vidual families, Trusted Advocatesalso build and strengthen socialnetworks among cohort familiesand within the broader community.

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LOOKING AHEAD

It was only in 2006 that MakingConnections began to convene sitesto support peer learning and strat-egy development around AuthenticDemand. Annie E. CaseyFoundation staff and site represen-tatives have collaboratively devel-oped and refined the honeycombmodel for Authentic Demand. Theyhave worked together to identifyways existing site work currentlyreflects the honeycomb structure,and how it could be adapted todeepen the Authentic Demand workin each site.

Sites have learned a lot from thework that has been done to date.While all sites are doing some workin the area of Authentic Demand,they are not always covering allfour segments of the honeycomb.Civic engagement and communityorganizing appear to be the seg-ments where site work is the weak-est and where more work could bedone to improve the integration of new strategies into the sites’current work. A key mechanism forfurther development of AuthenticDemand capacity in sites is the peer

exchange of the Resident Engage-ment in Action and LeadershipCoordinators network, supported bya national team of Casey staff andconsultants. This support comesthrough monthly conference calls,occasional face-to-face convenings,and a team website—all of whichfacilitate mutual exchange ofinsights, problem-solving, tools,and resources between and amongsites and the Foundation.

There is work to be done to betteralign strategies and build connec-tions and synergy across the cells ofthe honeycomb. For example, if asite is using social networking as astrategy to engage a broad rangeof residents, how are they identify-ing potential leaders within thesenetworks and building their capacityto play a more active role in com-munity change? Is there specifictraining or support they can givethese individuals so that they canplay a supportive role in communityorganizing and civic engagementwork?

There is also work to be done to tiethe specific Authentic Demandstrategies to the work in Workforce,Assets, and Children Healthy andPrepared for Success in School(CHAPSS) programs. While much

interesting and innovative work isbeing done, more intentional con-nections are needed. Truly connect-ing Authentic Demand strategies tothe strategies being used to createresults in Workforce, Assets, andCHAPSS requires an intentionaleffort to provide coordinated techni-cal assistance to help sites blendAuthentic Demand strategies withstrategies in the other areas.

• In 2007, the Foundation broughtAuthentic Demand technicalassistance providers together withproviders working with sites onsupporting CHAPSS. This yieldedbetter integration of AuthenticDemand and CHAPSS strategies.

• A 2006 paper described waysAuthentic Demand strategiescould support work in Workforceand Assets. This paper provided avaluable resource for sites thatare interested in a more focusedconnection between AuthenticDemand strategies and their workin these areas.

Measuring change in an area suchas Authentic Demand is challeng-ing. The Authentic Demand frame-work encompasses several differenttypes of activities—each with theirown individual pathways to change.More challenging is the fact thatAuthentic Demand as a construct isabout changes in individual andcommunity behavior that are oftendifficult to quantify and measure.

Yet measuring and demonstratingchange in an area such asAuthentic Demand—while moredifficult than in areas that are moreeasily measured quantitatively—iscrucial. Those working on jobs orschool success rarely get challenged

to demonstrate why their successesare meaningful. Increases in socialnetworks, resident leadership, civicengagement, or community organ-izing, on the other hand, are oftenchallenged with the need to provethat these boost results in otherareas. Significant further investmentis needed to support the AuthenticDemand work.

Making Connections is still learningmuch from, and with, sites abouthow best to develop a frameworkfor Authentic Demand that bothreflects the complexity of work onthe ground and is simple enough toserve as a useful communicationtool.

• Foundation staff and consultantshave been working to develop anumber of learning tools that cansupport evaluation and learningin the area of Authentic Demand.A number of these tools are indraft form and ready to bepiloted with sites interested inpartnering in the developmentprocess. It is hoped that this part-nership will yield a strong set oftools that all sites can use.

• The Foundation has long sup-ported the development of LocalLearning Partnerships in eachMaking Connections site. Thesenon-traditional coalitions bringresidents who seek communitydata together with data providersand analysts. These partnershipsensure that information is avail-able to support community-baseddecision-making. Local LearningPartnerships are ideally wherelearning, evaluation, data analy-sis, and Authentic Demand cometogether. One focus of future

work is to engage Local LearningPartnerships more fully in theAuthentic Demand work.

• Often the on-the-ground practi-tioners who are working onAuthentic Demand feel isolatedand alone. Bringing these individ-uals together across sites not onlyenergizes them, but creates a richand productive venue for cross-site learning. Making Connectionscapitalizes on this energy andexcitement by working across sitesto create a long-term learningagenda and structure for sharedlearning.

The Foundation offers a range oftechnical assistance, and technicalassistance providers, to help sites,including:

• Facilitation of theory-building andbackwards mapping of outcomes.

• Selection or development of indi-cators that can be used to trackperformance and measure out-comes.

• Evaluation planning; includingsampling, identification of datasources and appropriate methodsto answer evaluation questions;development of data collectioninstruments; data collection; andanalysis, interpretation, and useof the findings.

• Qualitative analysis and methodsfor triangulating qualitativeprocess data with quantitativemeasures of performance andoutcomes.

• Data management.

• Reporting.

• Training and support in the use ofspecialized software packages,including network analysis, GISmapping, Atlas, and others.

Finally, Making Connections hasdeveloped a routine schedule ofphone conferences where evalua-tors and community members par-ticipate in discussions aboutmeasurement and documentation,share and create tools, and learnabout and make the case forAuthentic Demand.

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TECHNICAL ASSISTANCE FOR

AUTHENTIC DEMANDTechnical assistance is available tohelp sites—individually and collec-tively—develop plans and buildlocal capacity for collecting andusing data.

Technical assistance includes a vari-ety of resources connected to eachof the individual portfolios thatmake up the Authentic Demandhoneycomb—resident leadership,social networks, community organ-izing, and civic participation. TheAuthentic Demand technical assis-tance providers may individuallyhave a stronger background andexperience in a particular strand ofAuthentic Demand, but each iscommitted to and versed in thecomplete Authentic Demand frame.Their charge is not only to supportsites in developing a particularstrategy, but to help sites to thinkholistically about supporting thatstrategy through all of the strands ofAuthentic Demand, and how it linksto the Making Connections resultsareas. This results in technical assis-tance which, while targeted andfocused to a site’s specific needs,helps sites deepen the power andeffectiveness of the work. Sites aresupported in the development ofmodels and approaches that buildon the intersection of all aspects ofthe Authentic Demand framework.The following are the key areas oftechnical assistance.

AUTHENTIC DEMAND MAPPING

Authentic Demand mapping pro-vides a supported opportunity to:

• Review its existing work aroundresident leadership, social net-works, community organizing, andcivic participation—and identifykey opportunities to weave these

strands to work together in a waythat is mutually reinforcing.

• Map existing work to the strandsof Authentic Demand to identifyareas of strength and gaps.

• Identify key results for the site’sAuthentic Demand work.

• Prioritize key opportunities toenhance the site’s AuthenticDemand work.

• Focus on how Authentic Demandstrategies can support achieve-ment of results in Workforce,Assets, and CHAPSS.

• Assist with developing a technicalassistance plan to support thesite’s Authentic Demand work.

STRENGTHENING POSITIVE SOCIAL

NETWORKS AND NETWORK

ORGANIZING

Technical assistance and learningexchanges are provided byLawrence Community Works, Inc.(LCW), an exemplary membershipnetwork organization in Lawrence,Massachusetts. LCW serves as theprimary capacity-building partnerfor Casey places and others bysharing their experience, demon-strated success, and knowledge intranslating social network principles,into powerful, results-orientedpractice. Casey places engage withLCW through peer exchanges andlearning forums in Lawrence; aswell, LCW provides limited one-on-one consultation with sites whenneeded. These kinds of peerexchanges with exemplary practi-tioners from across the country(also occasionally with BeyondWelfare in Ames, Iowa, and LUPE inMcAllen, Texas) have proved most

helpful for sites to experience thepower of social network practice inparticular, and to adapt their learn-ing for application to their own sitework.

For more information, please visitthese websites:

LCW website: www.lcworks.orgBeyond Welfare website:www.beyondwelfare.orgLUPE website: www.lupenet.org

RESIDENT LEADERSHIP AND

FACILITATION TRAINING

Resident Leadership and Facilitationworkshops are two-day trainingopportunities for current and poten-tial community and resident leadersin strategic planning, data use,meeting facilitation, and other skills.Sessions offer basic and advancedtraining, and can be modified foryouth participants.

NATIONAL AND LOCAL RESIDENT

LEADERSHIP CONVENINGS

The Casey Leadership DevelopmentUnit sponsors the ResidentLeadership Network, which bringsparticipants from the MakingConnections sites, and other com-munities where the Foundationworks, together for peer learningand support on a regular basis.Several sites are working with theLeadership Development Unit tocreate similar networks for skill-building and information-sharing atthe local level.

RESIDENT LEADERSHIP CERTIFICATE

PROGRAM

Several Making Connections sitesare working with communitycolleges to develop certificate andfor-credit programs in resident

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leadership. The curricula areexpected to include major elementsof the Resident Leadership andFacilitation training and othercomponents proposed by residentleaders, other community members,and college faculty and staff.

COMMUNITY DECISION-MAKING

Community decision-making is aprocess by which a local communityassumes responsibility for develop-ing and implementing a broadlysupported plan of action to achievedesired results. These strategieshelp create an open and transpar-ent structure of accountability forcommunity members and partnersas they work to strengthen familiesand communities. The Center forthe Study of Social Policy, whichworks closely with the Casey Foun-dation on Making Connections andother initiatives, has developed afull array of tools and resources tosupport the local design and devel-opment of local decision-making.

CUSTOMER SATISFACTION

This work, also supported by theCenter for the Study of Social Policy,

encourages resident-consumers topartner with organizations in theirneighborhood and use customerfeedback strategies to improve thequality of local financial, retail, andnonprofit goods and services. Asinformed consumers, residents areempowered to push for higher-quality and more responsive servicedelivery in their neighborhoods.

COMMUNITY ORGANIZING SUPPORT

Community organizing efforts withinthe Authentic Demand frameworkfocus on creating resident-ledstructures and processes that buildlong-term alliances among multiplepartners for community change.This focus helps assure that organ-izing strategies achieve long-termpolicy and system changes.

Technical assistance in support ofcommunity organizing helps sitesexplore how these strategies buildsupport for achieving results, andhelps strengthen other parts of theAuthentic Demand framework—such as promotion of positive socialnetworks, increased civic participa-tion, and active resident leadership.

TIME DOLLAR

Technical assistance from thenational Time Dollar Institute helpssites learn how to connect residentsto each other in reciprocal, mutu-ally beneficial relationships thatbuild on their strengths, talents, andskills. The Time Dollar approachis based on the belief that everymember of a community has some-thing to offer, and that each com-munity has the capacity to poolthese resources for its own socialand economic abundance. TimeDollar programs encourage resi-dents to contribute and exchange arange goods and services, includinghome maintenance, child care,school supplies, and groceries.

For more information, please visit:

TimeBanks USA, Inc. website:www.timebanks.org

SOCIAL NETWORK MAPPING

Social network software helpscommunities map the structure andinterconnections of existing net-works. Network mapping is animportant tool for understandinghow existing networks are structuredand operate within the community,developing an action plan for net-work-building and quantifying theimpact of network-building efforts.

Social network mapping technicalassistance includes workshops,training, and ongoing support onusing Smart Networks mappingsoftware to develop an action planfor enhancing existing networks.

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APPENDIX: TECHNICAL ASSISTANCERESOURCES AVAILABLE TO SITES

THE AUTHENTIC DEMAND TECHNICAL

ASSISTANCE APPROACH

Technical assistance available tosites in the developing AuthenticDemand portfolio includes a varietyof resources connected to each ofthe individual portfolios that makeup the Authentic Demand honey-comb—resident leadership, socialnetworks, community organizing,and civic participation. This resultsin technical assistance which, whiletargeted and focused to a site’sspecific needs, helps sites deepenthe power and effectiveness of thework. Sites are supported in thedevelopment of models andapproaches that build on the inter-section of all aspects of the Authen-tic Demand framework. For example:

• While specific technical assistanceis available around narrowaspects of the Authentic Demandwork—for example support fora site that wants to more fullydevelop its organizing work orwork on network development—sites are encouraged to think ofthe Authentic Demand workholistically and will be supporteddeveloping models and approachesthat build on the intersection ofall aspects of the AuthenticDemand framework.

• In general the Authentic Demandwork is best supported by a com-munity-of-practice approach. Thisinvolves bringing together groups

of practitioners to share, create,and implement knowledge. Whatunifies these approaches are:

—Practitioner-to-practitionersharing.

—The creation of communitiesto help process learning andsupport implementation ofknowledge.

—The creation of a commonpractice framework throughthe sharing of resources,tools, stories, and experi-ences.

SPECIFIC TECHNICAL ASSISTANCE

AVAILABLE

Networking of REAL Coordinators Starting in 2007, the Foundationhas regularly brought together inperson and by phone, a set of indi-viduals called Resident Engagementin Action and Leadership (REAL)coordinators. These individualshave a variety of official titles at thesite level, but generally are respon-sible for coordinating the AuthenticDemand work within sites. Theregular meetings have served as animportant focus for informationexchange:

• First and foremost, REAL coordi-nators are able to learn fromeach other, share strategies andbuild a supportive network acrosssites.

• Second, they are able to hearfrom Foundation staff aboutthings that would directly impacttheir work.

• Finally, they were able to informthe work of Foundation staff andconsultants to ensure that it wasresponsive to the needs of resi-dents in sites.

Through these dialogues, REALcoordinators played a key role indeveloping the Authentic Demandframework, and have served as keyinformants in the development ofthe Authentic Demand technicalassistance strategies. At regularintervals, REAL coordinators werebrought together with AuthenticDemand technical assistanceproviders in a two-way informationexchange that both served to informthe work of REAL coordinators onthe ground, and to ground the workof technical assistance providers insite experience. The Foundation willcontinue to support the REAL coor-dinator network. For more informa-tion contact Rachel McIntosh at(410) 223-2917 or e-mail rmcintosh@aecf.org.

Authentic Demand MappingAuthentic Demand mapping pro-vides a supported opportunity forthe site to:

• Review its existing work aroundresident leadership, social net-

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For more information on the technical assistance available for sites to use in developing Authentic Demand,

please visit the Annie E. Casey Foundation’s website at www.aecf.org/mcguides.aspx

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works, community organizing,and civic participation—andidentify key opportunities toweave these strands of worktogether in a way that is mutuallyreinforcing.

• Map existing work to the strandsof Authentic Demand to identifyareas of strength and gaps.

• Identify key results for the site’sAuthentic Demand work.

• Prioritize key opportunities toenhance the site’s AuthenticDemand work.

• Focus on how Authentic Demandstrategies can support achieve-ment of results in Workforce,Assets, and CHAPSS (ChildrenHealthy and Prepared to Succeedin School).

• Assistance with developing atechnical assistance plan to sup-port the site’s Authentic Demandwork.

Authentic Demand mapping is akey entryway to developing a sup-portive technical assistance relation-ship with the Authentic Demandteam. In 2007, every site had theopportunity to work with a memberof the Authentic Demand team onAuthentic Demand mapping. Gener-ally the process takes between fourto six hours. To participate effec-tively, sites should convene a teamthat includes:

• The site coordinator.

• Resident leaders.

• Individuals working closely oncivic engagement, community

organizing, resident leadership,or social networks within the site.

• Representatives from the site’sWorkforce, Assets and CHAPSSwork.

• Local Learning Partnershiprepresentatives.

Social Networks ImmersionsThe social networks team has beenusing a process called immersionas a form of intensive practitioner-to-practitioner learning and sharingwithin sites. Immersion describes aprocess where an individual orgroup spends an extended andintensive period of time in an activ-ity in order to learn or becomeproficient at something. It is not anevent, but rather a process of inter-action, exchange, and preparationthat occurs over a period of time.There is no one way to conduct animmersion; rather, it must be con-structed around the unique needsof the participants AND around thestage of development of their prac-tice. The social networks team hasused immersion as a key learningprocess because it reflects many ofthe social networks principles:

• At its heart, immersion is aboutrelationship-building.

• The immersion process is basedon reciprocity: both seasonedand new practitioners should havelearning goals, and are expectedto share their experiences.

• The immersion process isdesigned to mirror the flexibleand demand-driven environmentof social networks. By thoughtfullyobserving and participating inpractice, key questions such as

“How would this need to beadapted for my environment?” or“What am I observing about whatworks and what doesn’t aboutthis structure?” rise to the surface.These drive the TechnicalAssistance agenda.

The social networks team has con-ducted a very successful immersion,where staff from LawrenceCommunity Works (LCW)—a socialnetworks partner organization—came to Denver and observed andworked with the staff from six localnonprofits which were interested ininfusing social networks into theirwork. In addition, two other socialnetworks partners—Beyond Welfareand LUPE (La Union del PuebloEntero) have structured processesfor creating an immersion experi-ence for sites that would like tocome and visit their programs.A number of tools have been devel-oped to provide overall structureand framing for the immersionprocess; capture the learning thatoccurs along the way; and providesupport and guidance for boththe TA providers and the site on theeffective use of immersion. Theimmersion process is expensive andintensive. Structuring and paying foran immersion generally depends ona partnership between the site itself,the social networks team, and Tech-nical Assistance Resource Center.

Lawrence CommunityWorksLawrence, MassachusettsCommunityWorks is a nonprofitcommunity development corpora-tion working to transform andrevitalize the physical, economic,and social landscape of Lawrence.They do this with a growing networkof residents and stakeholders,who are:

• Engaged in building family andcommunity assets.

• Providing each other with caringand mutual support.

• Building leadership and civicengagement skills.

• Engaging in collective action forpositive growth and change inLawrence.

For the past four years, LCW hasserved as a primary learningpartner and technical assistanceprovider for Casey places interestedin adapting social network/mem-bership principles and practice.LCW continues to be a nationalleader in the practice of socialnetwork-building and networkorganizing.

For more information, visit theirwebsite at www.lcworks.org.

Resident Leadership FacilitationResident Leadership and Facilitationworkshops are two-day trainingopportunities for residents who arecurrently resident leaders, or havebeen identified by others as poten-tial leaders. There are four work-shops in this series—RLF 101(basic); RLF 201 (advanced); RLFTrain the Trainer, which preparesresidents who have shown a highlevel of skill in 101 and 201 tobecome RLF workshop coaches in

their own communities; and RLF forYouth, a modified version targetedto youth ages 15–20. RLFs havebeen provided by a diverse team ofnational coaches and a residentcoach from another site.

By mid-May, 2007, every MakingConnections site had been providedwith at least two 101s and two201s, and seven of the sites had atleast three residents who had beentrained to be RLF coaches. RLF ismoving into a new phase in whichRLF workshops will be led by theselocal resident leaders. A nationalcoach attends RLF workshops, ledby local coaches, to assist the localcoaches with their final preparationthe day before a workshop andconsult with them during breaks inthe workshop.

Resident leaders who are graduatesof RLF have increased skills andknowledge in meeting design,meeting facilitation, planning, effec-tive meeting participation, listening,handling the difficult dynamics thatarise in many community meetings;and gain increased confidence.They are valuable assets to MCsites as leaders, planners, and asvoices expressing community needsand ideas.

Resident Leadership and Facilitationwas created and is supported andmanaged by the Casey LeadershipDevelopment Unit, and is also

supported by the Center for theStudy of Social Policy.

Local Resident LeadershipLearning ConveningsThe Casey Leadership DevelopmentUnit is offering support and guid-ance to MC sites that wish to createlocal counterparts to the nationalResident Leadership Network.

These convenings have a uniquename in each site and are plannedand led by a Design Team of resi-dent leaders, and are supported bylocal MC site staff and a consultantfrom the Leadership DevelopmentUnit. They are one- to two-dayevents that include skill-building,information-sharing, and relation-ship-building activities, all led bylocal resident leaders. Each targets30–40 local resident leaders orpotential leaders.

These events assist local sites to:

• Recruit more residents into theactivities and work of MakingConnections.

• Enhance the skills and knowledgeof a growing body of residentleaders.

• Strengthen relationships betweencommunity residents.

• Provide resident leaders withadditional opportunities to

Technical assistance available to sites in the developing Authentic Demand portfolio includes a

variety of resources connected to each of the individual portfolios that make up the Authentic

Demand honeycomb—resident leadership, social networks, community organizing and civic

participation. Each of the Authentic Demand technical assistance providers, though having a

stronger background and experience in one of the particular strands of Authentic Demand, is

committed and versed in the whole Authentic Demand frame.

deepen, strengthen, and deploytheir talents.

• Bring staff, residents, and partnerstogether to discover opportunitiesand advocate for investments inresident leadership.

Each site develops additional spe-cific results that it desires from itslocal convening.

A consultant from Casey’s LDUprovides both on-site and off-siteconsultation and guidance to theplanning and preparation process.

Sites may access more informationabout this activity by contacting theLDU Manager for this program,Caroline Gaston, at cgaston@att.net.

Resident Leadership CertificateProgramThe Casey Leadership DevelopmentUnit is offering support and guid-ance to MC sites that wish to workwith a local college-level institutionto develop a certificate or for-creditprogram in Resident Leadership.

Planning is led by committees thatare structured differently at eachsite, but always include residentleaders and college administrators,and, in some cases, representativesof community-based organizations,business leaders, neighborhoodassociation leaders, and represen-tatives of city government. Thecurricula include major elements ofthe RLF curriculum, and other com-ponents proposed by planningcommittee members and collegefaculty and staff. A consultant fromCasey’s LDU provides both on-siteand off-site consultation andguidance to the planning and

preparation process. Resident lead-ers who are graduates of RLF willhave opportunities to be co-teachersin these college programs.

This work is expected to be ofbenefit to sites by:

• Expanding the number of skilledand knowledgeable residentleaders.

• Strengthening the leadership skillsof residents who are involved inthe planning process and/or whoserve as co-teachers for theclasses.

• Exposing many residents tocollege campuses and highereducation learning opportunities.

• Helping residents to strengthentheir resumes and have credible,marketable evidence of theirknowledge and skills.

• Having a pool of resident leaderswith the skills, knowledge andconfidence that enables them tobe more effective leaders andcontributors at decision-makingtables.

Each site is developing additionalspecific results that it desires fromthis program.

Sites may access more informationabout this activity by contacting the LDU Manager for this program, Caroline Gaston, atcgaston@att.net.

Community Decision-MakingCommunity decision-making is aprocess by which a local communityassumes responsibility for develop-ing and implementing a broadlysupported plan of action to achievedesired results. Community decision-making processes help to create anopen and transparent structure ofaccountability for community mem-bers and partners to guide localefforts to strengthen families andcommunities, and to define andcontinuously monitor those resultsthat will improve the community’soverall quality of life. Technicalassistance available on the

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community decision-making processcan help sites to:

• Design a process and structurethat responds to the community’sagenda to strengthen families;

• Conduct a diagnostic assessmentof existing structures and processto be more effective, and deter-mine what’s working (or not).

• Create a strengths-based plan ofaction to improve upon existingsuccess, and expand communityinvolvement and diversity andownership.

• Assess the environment, authority,policies, and resources needed to fulfill the community decision-makers scope of work anddesired results.

• Develop an appropriate commu-nity decision-making process thataligns goals with structures andbuilds upon what already exists inthe community.

• Define the appropriate role ofstaff to support communitydecision-makers without control-ling the process.

• Review the lessons learned andcharacteristics of effective

community decision-makingprocesses.

• Troubleshoot problems withcommunity boards or decision-making structures.

CSSP has developed a full array oftools and resources to support thedesign and development of localdecision-making. For more informa-tion, contact Phyllis R. Brunson at(202) 371-1565 or via e-mail:phyllis.brunson@cssp.org.

Customer SatisfactionThe Customer Satisfaction body of work applies the basic self-correcting structures from for-profitmarket and demand approaches toefforts aimed at transforming vul-nerable communities and empower-ing resident-consumers. This workencourages resident-consumers topartner with organizations in theirneighborhoods to utilize consumerfeedback strategies as opportunitiesto improve service quality andservice outcomes. It also providesresident-consumers with a con-sumer advocacy component thatprovides comparative analyses offeedback from resident-consumerson goods and services that may beof interest to them, such as bankingservices, or grocery stores, or familysupport centers, etc. Once resi-dents view themselves as informed

consumers, they use their power toshape the marketplace by commu-nicating their preferences and stan-dards to organizations that deliverservices in their neighborhoods.

The Customer Satisfaction work isdesigned to:

• Improve responsiveness andeffectiveness of service providersin the neighborhood;

• Link regular customer feedback toquality service improvement plans;

• Change the power balancebetween customers in poor andvulnerable neighborhoods andthe organizations, agencies, andtheir workers that provide services;

• Promote a consumer base that ismore informed and ready to takeaction in their neighborhoodsand communities.

Sites wanting technical assistancein the area of customer satisfactionwill receive support to develop aroad map on:

• Conducting research on qualityservices.

• Educating consumers about theirrights and what to expect fromservice providers.

• Organizing and mobilizingconsumers to participate inservice quality improvements.

• Where possible, developingeffective partnerships with serviceproviders who want to improvecustomer experiences.

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For more information about theCustomer Satisfaction work, pleasecontact Phyllis R. Brunson at theCenter for the Study of SocialPolicy, (202) 371-1565 or via e-mail at phyllis.brunson@cssp.org.

Community Organizing SupportCommunity organizing efforts withinthe Authentic Demand frameworkfocus on:

• Creating an organizing structureand process that is community-led rather than organizer-led.

• Organizing within the context oflong-term relationships (both pre-existing and to-be-built) not onlybetween those who are part oforganizing efforts, but betweenthose and their larger base in thecommunity; and even betweenthose and their targets.

• Ensuring that organizing effortsare connected not only to short-term wins, but also long-termpolicy and systems change.

The technical assistance in the areaof organizing has a two-partstructure:

• Convening sites that are usingorganizing as a key strategy.This shared session helps sitesto explore:

—What is organizing within anAuthentic Demand frame-work?

—How does this type of organ-izing help support movementtoward Making Connectionscore results?

—Connecting sites in a peer TAsession about the implicationsof the above for organizing insites.

—Developing action plans forsites to strengthen their organ-izing work; enhance its inte-gration with the other strandsof Authentic Demand; andfocus its impact towardMaking Connections coreresults areas.

• Individual technical assistancework will then support sites thatwant help implementing theiraction plans.

Our lead partner in learning aboutand adopting the principles andpractices of community organizingwithin a community change initia-tive is Mike Kromrey, ExecutiveDirector of Metro Organizations forPeople (MOP) in Denver, Colorado.For more information contact Mikeat www.mopdenver.org.

Time DollarsThe work of the Time Banks USAInc. Institute addresses one of themajor problems in MakingConnections sites and other Caseyplaces: the importance of betterconnecting residents to each otherin reciprocal, mutually beneficialrelationships. Several MakingConnections sites are now usingTime Dollars as an intrinsicallylogical and simple means to formnetworks of support that build onthe strengths, talents, and skills ofresidents. The Time Dollarapproach is based on the beliefthat every member of a communityis a valuable resource (not just a“giver” or a “receiver”) and that

each community has the capacityto pool these resources for its ownsocial and economic abundance.Time Dollars are a medium ofexchange designed to recognizeand validate the work of neighborshelping neighbors, by creating aneconomy that allows residents toearn one Time Dollar for each hourof service contributed to anotherneighbor or to the neighborhood.Earned dollars can be used in anumber of ways, including receivingservices from another neighbor orpurchasing goods such as schoolsupplies, food, and clothing.

The Time Dollar Institute is availableto provide the following support forMaking Connections sites:

• Training and workshops on theTime Dollar approach.

• Support in the development anduse of software to track exchangesunder the Time Dollars model.

• Ongoing consultation andsupport for a Time DollarCoordinator with sites.

For more information, contact Time Banks USA Inc. atwww.timebanks.org.

Social Network Mapping andWeavingNetwork mapping and weavinguses social network software to helpcommunities visually map out thestructure and interconnections ofexisting networks. Network mappingis an important tool for:

• Understanding how existing net-works are structured and operatewithin the community.

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• Developing an action plan fornetwork-building and weaving(enhancing connectivity andresource flow within networks).

• Quantifying the impact of net-work-building efforts.

Technical assistance is available tosites, including:

• Interactive workshops for up to50 people to introduce them tothe concepts of network mappingand weaving, and engage themin mapping key networks in theircommunity.

• Training and ongoing support onusing Smart Networks networkmapping software to map anddevelop an action plan forenhancing existing networks.

• Ongoing consultation andsupport for community groupsworking on mapping, analyzing,and enhancing networks.

For more information about SmartNetworks, contact June Holly atwww.networkweaving.com.

Available Tools, Documents, andResourcesThere are a number of tools, docu-ments, and resources that are avail-able to sites to support their work inAuthentic Demand. The resourcesfall into the following areas:

• Tools produced by the Founda-tion. These include guidancedocuments, point-of-view papers,and supportive materials pro-duced by the various Foundationunits that have been supportingthe Authentic Demand work.

• Tools produced by sites. Duringtheir implementation work, anumber of sites have producedtools and resources that may be helpful to others trying toimplement Authentic Demandstrategies. While the bibliographydoes not include an exhaustivelist of each of these tools, it doescontain descriptions of key toolsthat have been used and testedand are ready to share.

• Tools produced by intermediarypartners. These descriptions areof tools produced by community-based organizations whose fieldpractice served as a model forsome of the Authentic Demandstrategies. While these tools weredeveloped for specific commu-nity-based contexts, there is muchto be learned from thinking aboutways they can be adapted forother communities and contexts.

• Tools produced by the field.These include documents andresources that have been pro-duced by other practitioners inthe field, that may help to buildunderstanding or support imple-mentation of Authentic Demandstrategies.

• Meetings with Movement is aresource for conducting meetingsthat MOVE groups to take actionswhich produce results becausethey are engaging, they have afocus, they seek ownership andparticipation both in the processand in the results of the meetings.Meetings with Movement areintended to support MakingConnections (and other commu-nity change initiatives) efforts toground their work on Authentic

Demand by using meeting struc-tures that:

—Equalize power amongdiverse participants.

—Build relationships as well asknowledge.

—Engage different learning styles.

Contact Audrey Jordan atajordan@aecf.org or 410.223.2952for more information.

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Editing: Kathryn Hunt, Audrey Zekonis / Design & Production: Kathryn Shagas Design / Photography: Susie Fitzhugh, Carol Highsmith, Paula Lerner

The Annie E. Casey Foundation

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Baltimore, MD 21202

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Center for the Study of Social Policy