Community Plan Implementation Training - SDRG Plan Implementation Training... · High-fidelity implementation Center for Substance Abuse Prevention. (2002). Finding the balance: Program

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Participant’s Guide

Next Steps

Community PlanImplementationTraining

Communities That Care

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Module 5 Table of Contents

Module 5 ......................................................................... 5—3

We are here. ................................................................... 5—4

Module 5 goal................................................................. 5—5

Objectives ....................................................................... 5—6

Implementing the Communities That Care system ........ 5—7

Work group roles in Phase Five ..................................... 5—8

Next steps....................................................................... 5—9

Activity: Potential Task Forces Worksheet...................... 5—10

Developing a work plan.................................................. 5—11

Activity: Work Plan.......................................................... 5—12

Developing a time line .................................................... 5—13

Activity: Time Line........................................................... 5—14

Long-term tasks.............................................................. 5—15

Thought for the day ........................................................ 5—16

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Module 5

Potential Task Forces Worksheet

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Risk- and Protective-Factor

Assessment work group

Resources Assessmentand Evaluation

work group

Community Outreachand Public Relations

work group

Funding work group

Community BoardMaintenance work group

Youth Involvement work group

Task force(s) Responsibilities

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Work Plan

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Barriers/issues to resolve

Resources needed

By when?Who willcomplete?

Task

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Appendix 1:

Further Reading


Further Reading

Appendix 1

Prevention scienceCatalano, R. F., & Hawkins, J. D. (1996). The social

development model: A theory of antisocial behavior. In J. D. Hawkins (Ed.), Delinquency and crime: Currenttheories (pp. 149-197). New York: Cambridge University Press.

Hawkins, J. D. (1999). Preventing crime and violencethrough Communities That Care. European Journal onCriminal Policy and Research, 7, 443-458.

Hawkins, J. D., Arthur, M. A., & Catalano, R. F. (1995).Building a Safer Society: Strategic Approaches toCrime Prevention. In Tonry, M. H., & Farrington, D. P.(Eds.), Building a safer society: Strategic approaches tocrime prevention (pp. 343-427). Chicago: University ofChicago Press.

Hawkins, J. D., Catalano, R. F., & Miller, J. Y. (1992). Riskand protective factors for alcohol and other drugproblems in adolescence and early adulthood:Implications for substance abuse prevention.Psychological Bulletin, 112 (1), 64-105.

Pollard, J. A., Hawkins, J. D., & Arthur, M. A. (1999). Riskand protection: Are both necessary to understanddiverse behavioral outcomes in adolescence? SocialWork Research, 23 (3), 145-158.

Budgets and fundingBauer, D. G. (1999). The “how to” grants manual.

Phoenix, AZ: The American Council of Education andthe Oryx Press.

Dropkin, M., & LaTouche, B. (1998). The budget buildingbook for nonprofits. San Francisco: Jossey-Bass.

The Finance Project. (2002, April). Sustainingcomprehensive community initiatives. (FinancingStrategy Brief). Author.

Friedman, M. (1996, September). A strategy map for results-based budgeting. Washington, D.C.: TheFinance Project.

Friedman, M. (n.d.). The results and performanceaccountability implementation guide. Retrieved October8, 2002, from: http://www.raguide.org

Miner, L., Miner, J., & Griffith, J. (1998). Proposal planning &writing. Phoenix, AZ: The Oryx Press.

Nagy, J. Developing a plan for financial sustainability.(2003, January). In The Community Toolbox (chap. 42).

Retrieved February 19, 2003, from:http://ctb.ku.edu/tools/EN/Sub_section_main_1297.htm

Newacheck, P. W., Halfon, N., Brindis, C. D., & Hughes, D. C. (1998). Evaluating community efforts todecategorize and integrate financing of children’shealth services. [Electronic Version.] The MilbankQuarterly, 76 (2). Retrieved October 8, 2002, from:http://www.milbank.org/quarterly/762feat.html

Office of Family Assistance. (n.d.) Helping families achieve self-sufficiency: A guide on funding services for children and families through the TANF program.Retrieved October 15, 2002, from:http://www.acf.dhss.gov/programs/ofa

The Robert Wood Johnson Foundation. (1997, October).Improving child health services: Removing categoricalbarriers to care. (National Program Report). Princeton,NJ: Author. Retrieved October 8, 2002, from:http://www.rwjf.org/reports/npreports/ichse.htm

Rust, B. (1999, Spring). Decat in the hat: Iowa’s successful first step toward devolving resources,responsibility and accountability for child and familyoutcomes. AdvoCasey. The Annie E. CaseyFoundation. Retrieved October 8, 2002, from:http://www.aecf.org/publications/advocasey/decat/

Safe and drug-free schools program. (2002, August).Retrieved October 15, 2002, from:http://www.ed.gov/offices/OESE/SDFS/

Watson, S. (2000). Informed consent: Advice for state andlocal leaders on implementing results-based decisionmaking. Retrieved August 20, 2002, from The FinanceProject Web site:www.financeproject.org/informed_consent.htm

High-fidelity implementationCenter for Substance Abuse Prevention. (2002). Finding

the balance: Program fidelity and adaptation insubstance abuse prevention. Author.

Ensuring program success. (2001, October). BlueprintsNews, 2 (3).

The importance of implementation fidelity. (2001, March).Blueprints News, 2 (1).

Mihalic, S., Fagan, A., Irwin, K., Ballard., D., & Elliot, D.(2002, August). Blueprints for violence preventionreplications: Factors for implementation success.Blueprints for Violence Prevention.

Further Reading


EvaluationBuilding a successful prevention program, step 7:

Evaluation. (2002, October 30). Retrieved February21, 2003, from Western Regional Center for theApplication of Prevention Technologies Web site:http://www.unr.edu/westcapt/bestpractices/eval.htm

Hampton, C. (n.d.). Developing an evaluation plan. In The Community Toolbox (chap. 36, section 5).Retrieved August 19, 2002, from:http://ctb.lsi.ukans.edu/tools/EN/sub_section_main_1352.htm

Lynskey, M., & Sussman, S. (2001). Pilot studies. In S.Sussman (Ed.), Handbook of program developmentfor health behavior research & practice (pp. 391-417).Thousand Oaks, CA: Sage Publications.

McNamara, C. (1999). Basic guide to program evaluation. Management Assistance Program forNonprofits. Retrieved August 22, 2002, from: http://www.mapnp.org/library/evaluatn/fnl_eval.htm

Milstein, B., & Wetterhall, S. (n.d.). A framework forprogram evaluation: A gateway to tools. In TheCommunity Toolbox (chap. 36, section 1). RetrievedAugust 19, 2002, from:http://ctb.lsi.ukans.edu/tools/EN/sub_section_main_1338.htm

Watson, S. (n.d.) Using results to improve the lives ofchildren and families: A guide for public-private child care partnerships. The Child Care Partnership Project.

Other resourcesAchieving outcomes: A practitioner’s guide to effective

prevention. (2002 Conference Edition). DHHS,SAMHSA, CSAP.

Cohen, A., Kibel, B., & Steward, K. (1997). Guidelines and benchmarks for prevention programming.(DHHS Publication No. (SMA) 95-3033). NationalCenter for the Advancement of Prevention.

Getting to outcomes—Volume I. (June 2000). SAMSHA, CSAP, NCAP.

Perry, C. (1999). Creating health behavior change.Thousand Oaks, CA: Sage Publications.

Appendix 1

Notes


Appendix 2:

Communities That CareMilestones and Benchmarks

Milestones and Benchmarks

Appendix 2

Phase One: Getting Started

Milestones Benchmarks

Organize the community to begin theCommunities That Care process.

Designate a single point of contact to act as a catalyst for the process.

Identify a Champion (a community leader) to guide the process.

Inventory existing community services addressing youth and family issues.

Identify a lead agency committed to supporting the project.

Secure a Coordinator/Facilitator (to work at least half time).

Form a core work group to activate the process.

Develop a roster of Key Leaders to involve in the process.

Prepare an initial work plan and time line for getting started.

Identify and secure the resources needed to get started.

Define the scope of the prevention effort.

Define key aspects:

Define the community to be organized.

Identify the health and behavior issues to be addressed.

Agree on what is involved in the “prevention” response.

Identify legislative/funding supports or constraints.

Agree on the Community Board’s role.

Begin to define how the Community Board will operate in the community.

Summarize issues related to the key aspects.

Develop an action plan to address outstanding issues related to the key aspects.

Investigate community readiness issues.

Ensure agreement on issues to be addressed.

Ensure that community members have a common definition of “prevention.”

Ensure that the community values collaboration.

Ensure that community-wide support exists for a risk- and protection-focused, data-driven, research-based, outcome-focused prevention approach.

Obtain school district support for the Communities That Care Youth Survey. Administer the survey as early as possible.

Plan for coordination among existing initiatives and planning efforts.

Identify community stakeholders.

Identify other community readiness issues.


Identify community readiness issues.

Analyze and address communityreadiness issues, or develop a plan for addressing them.

The community is ready to move to Phase Two: Organizing,Introducing, Involving.

Analyze outstanding community readiness issues.

Address “show-stopper” issues (critical to moving forward).

Develop an action plan for addressing outstanding communityreadiness issues.

Develop a work plan for moving to Phase Two: Organizing, Introducing, Involving.

Identify and secure the resources needed for Phase Two.




Appendix 2

Phase Two: Organizing, Introducing, Involving

Engage Key Leaders (positional and informal).

Develop a Community Board tofacilitate assessment, prioritization,selection, implementation and evaluation of tested, effectiveprograms, policies and practices.

Hold the Key Leader Orientation.

Obtain formal Key Leader commitment.

Identify the role of Key Leaders.

Identify a Key Leader Board (a core group of Key Leaders).

Develop a plan for communication between the Community Board and Key Leaders.

Solicit Key Leader input on potential Community Board members.

Obtain necessary memoranda of agreement or joint-operatingagreements from relevant stakeholder groups.

Identify and recruit a diverse, representational group of potentialCommunity Board members.

Hold the Community Board Orientation.

Ensure that Community Board members understand their roles and responsibilities.

Establish an organizational structure (including leadership roles andcommittee and/or work-group structures).

Define the Community Board’s relationship with other coalitions and collaboratives.

Develop a formal method of communication among theCoordinator/Facilitator, Community Board members and theKey Leader Board.

Ensure the development and approval of an initial work plan and timeline for implementation by stakeholders.

Develop a documentation mechanism for the Communities That Care process.


Educate and involve the community in the Communities That Care process.

Develop a vision statement with input from Key Leaders, the Community Board and community members. Share thestatement with community members.

Inform community members of the Communities That Care process.

Develop mechanisms for involving community members.

Create a plan for involving youth.

Ensure that the Community Board has developed a process for ongoing communication with the community.

Develop an orientation mechanism for new Key Leaders and Community Board members.

The community is ready to move to Phase Three: Developing a Community Profile.

Create an initial work plan and time line for Phase Three: Developing a Community Profile.

Identify and secure the resources needed for Phase Three.





Appendix 2

Phase Three: Developing a Community Profile

The Community Board has the capacity to conduct a community assessment and prioritization.

Collect community assessmentinformation and prepare it for prioritization.

Create a Risk- and Protective-Factor Assessment work group to conduct data collection and analysis.

Hold the Community Assessment Training.

Ensure that the work group has the appropriate skills and expertise.

Develop a work plan and time line for data collection and analysis.

Identify and secure the resources needed for the assessment process.

Prioritize populations or geographic areas for preventive action, based on risk- and protective-factor data.


Ensure that the Communities That Care Youth Surveyhas been conducted.

Collect archival data as needed to supplement the Communities That Care Youth Survey.

Prepare the Communities That Care Youth Survey and archival data for prioritization.

Identify populations with high levels of risk and low levels of protection.

Identify geographic areas with high levels of risk and low levels of protection.

Identify priority risk and protective factors.

Decide who will be involved in the prioritization process.

Identify priority risk and protective factors.

Brief Key Leaders on the community assessment results.

Prepare and distribute the Community Assessment Report.

Conduct a resources assessment and gaps analysis.

The community is ready to move to Phase Four: Creating a Community Action Plan.


Create a Resources Assessment and Evaluation work group toconduct the resources assessment and gaps analysis.

Involve service providers and other youth service agencies in the resources assessment.

Hold the Community Resources Assessment Training.

Identify and assess existing policies, programs and practices that address the priority risk and protective factors.

Identify gaps in services.

Brief Key Leaders on the resources assessment and gaps analysis results.

Prepare and distribute the Resources Assessment Report.

Develop an initial work plan and time line for Phase Four: Creating a Community Action Plan.

Identify and secure the resources needed for Phase Four.




Appendix 2

Phase Four: Creating a Community Action Plan

The Community Board has thecapacity to create a focusedCommunity Action Plan.

Hold the Community Planning Training.

Ensure that the Community Board has the necessary skills and expertiseto support plan development.

Engage all stakeholders whose support is required to implement the plan.

Create appropriate work groups to support plan development.

Develop a work plan and time line for plan creation.

Identify and secure the resources needed for plan development.

Specify the desired outcomes of the plan, based on thecommunity assessment data.

Select tested, effective programs,policies and practices to address priority risk and protective factorsand fill gaps.


Specify desired outcomes (long-term goals) for youth development.

Specify desired outcomes for risk and protective factors.

Specify the population or geographic area to be addressed.

Investigate tested, effective programs, policies and practices for each priority risk and protective factor.

Involve Key Leaders, Community Board members, service providers,youth and community members in selecting tested, effective programs,policies or practices.

Select tested, effective programs, policies or practices for each priorityrisk and protective factor.

Engage organizations, agencies or groups to be involved inimplementing each new program, policy or practice; obtain theircommitment to implementation.

Identify desired participant and implementation outcomes for eachprogram, policy or practice.

Develop preliminary tasks, a time line and a budget for each newprogram, policy or practice.

Identify training and/or technical assistance needed for each newprogram, policy or practice.

Identify the resources needed to implement each new program, policy or practice.

Identify potential funding sources and allocation strategies for eachprogram, policy or practice.

Involve youth in implementation planning as appropriate.

Develop implementation plans for each program, policy or practice selected.

Develop an evaluation plan.

Develop a written Community Action Plan.

The community is ready to move to Phase Five: Implementing and Evaluating the Community Action Plan.


Develop a work plan and time line for the collection of problem-behavior, risk-factor and protective-factor data from participants every year, to measure progress toward thedesired outcomes. Consider using the Communities That Care YouthSurvey to measure progress.

Develop a work plan and time line for the collection of participantand implementation outcome data for each new program, policy or practice.

Ensure that Key Leaders, Community Board members andcommunity members endorse the plan.

Distribute the plan throughout the community.

Develop an initial work plan and time line for Phase Five:Implementing and Evaluating the Community Action Plan.

Identify and secure the resources needed for Phase Five.




Appendix 2

Specify the role of the Key LeaderBoard, Community Board andstakeholder groups in implementing and evaluating the plan.

Clarify plan-implementation roles and responsibilities for individual Key Leaders, Community Board members and service providers.

Develop collaborative agreements with implementing organizations and providers.

Hold the Community Plan Implementation Training.

Ensure that the Community Board has the necessary skills and expertise to support plan implementation and evaluation.

Develop appropriate committees or work groups to support plan implementation and evaluation.

Engage and orient new Key Leaders, Community Board members and stakeholders to the Communities That Care process.

Establish partnerships with outside evaluators as needed.

Implementers of new programs,policies or practices have thenecessary skills, expertise andresources to implement with fidelity.

Implement new programs, policies and practices with fidelity.

Phase Five: Implementing and Evaluating the Community Action Plan


Ensure that implementers have received the necessary training and technical assistance.

Ensure that funding has been acquired to support the implementation of each new program, policy or practice.

Ensure that implementers have the necessary skills and tools to measure implementation fidelity.

Ensure that the program, policy or practice reaches the targeted population.

Ensure that the program, policy or practice includes sufficient timing,intensity and duration to achieve the desired results.

Ensure that the program, policy or practice achieves the desired participant and implementation outcomes.

Measure participant and implementation outcomes.

Collect baseline, mid- and post-project evaluation data.

Refine programs, policies and practices based on the data.

Share and celebrate observedimprovements in risk and protective factors and child and adolescent well-being.

Conduct program-level evaluations at least annually.

Conduct community-levelassessments at least every two years.


Ensure that the Key Leader Board and Community Board review theplan every year.

Ensure that the assessment of risk factors, protective factors and problem behaviors is reviewed at least every two years.Readministration of the Communities That Care Youth Survey, for example, can assist this review.

Refine the plan based on the assessment results.

Share community and program-level evaluation results with the Community Board, the Key Leader Board and community members at least annually.

Share community-level evaluation results after readministration of the Communities That Care Youth Survey.



Appendix 2

Notes


Appendix 3:

Building Support forFunding Strategies

Building Support for Funding Strategies

Appendix 3

Gather evidence.Use your community assessment data to show thatdespite the resources being spent in the community,priority risk factors and problem behaviors aren’t beingfully addressed. Resources assessment data can showgaps and overlap of services, demonstrating theinefficiency of the current allocation system.

Highlight benefits.Show how the proposed change will help yourcommunity achieve its vision for youth effectively andefficiently. For example, many communities haverealized cost savings by switching to results-basedbudgeting. These savings can be reinvested in thecommunity to help sustain your prevention efforts.

Collect success stories.Collect success stories from other states orcommunities that have made similar changes. Manystates and communities are moving toward results-based budgeting and/or decategorization with muchsuccess, in terms of both outcomes and cost savings.The Further Reading section in Appendix 1 of your guidelists examples and sources for more information.

Anticipate objections.You’re bound to encounter some resistance from someKey Leaders, agency staff and other stakeholders. Try toanticipate why stakeholders may be resistant to theproposed change, and consider how you can addresstheir concerns as you develop your case.

Here are some possible concerns Key Leaders andagency staff may have:

“This is a political battle I’m not willing to take on.”

Key Leaders may be concerned about potentialcontroversy surrounding decategorization. You may beable to address these concerns by:

• showing that there is a political trend towarddecategorization and/or accountability in your state

• highlighting the potential political gains of creatingan efficient and effective funding system to supportthe Communities That Care effort.

“I’m worried my program is going to be cut in favorof a tested, effective program at another agency.”

Agency staff may worry that a program they are involvedin will be eliminated as a result of realigning funds. Youcan try to address these concerns by:

• emphasizing the purpose of the changes (toprevent youth problem behaviors and promotepositive youth development efficientlyand effectively)

• pointing out that agency staff may be selected tohelp implement the new tested, effective programsidentified in the Community Action Plan.

“The new system will take too long to implement.We need funding now!”

Full decategorization may take time. However, thatdoesn’t mean your community should abandon theidea. To address this concern, show that if yourcommunity can achieve this level of change, it will beeasier to keep the Communities That Care effortsustainable over the long term. Flexible funding streamswill allow you to reallocate resources based onchanging community priorities. Consider proposinginterim funding strategies so the community can moveforward and implement the Community Action Planwithout too much delay.

Making the case for changeIn order to build support among Key Leaders and agency staff for the fund alignment strategies you chooseto implement, you’ll need to prepare a strong case. Here are some guidelines for developing your case forreallocating resources.

Activity Communities That Care

Anticipating Objections

DirectionsCan you think of any other objections or reasons for resistance you might encounter from Key Leaders, agencystaff or other stakeholders? At the next meeting of the Funding work group, brainstorm other possible objectionsstakeholders may have to your proposed strategies, and plan how to address them.

Possible Objection Counter-Argument

Appendix 3

Notes

Appendix 4:

Planning for Community-LevelAssessments


Planning for Community-Level Assessments

Appendix 4

Community-level assessmentsAs your Communities That Care effort moves forward,you should assess community-level outcomes everytwo years. Remember, your community-leveloutcomes include risk- and protective-factoroutcomes, as well as behavior outcomes. You’ll beable to use the results of your community-levelassessments to:

• mark progress toward your community vision

• celebrate success

• identify changing priorities

• select new tested, effective prevention strategiesto address changing priorities

• assist in resource allocation decisions.

Data sourcesTwo helpful sources of data for your communityassessment include the Communities That Care YouthSurvey and archival data. You may have used one orboth of these during your first community assessment,conducted in Phase Three.

The Communities That Care Youth Survey provides a comprehensive, efficient and accurate assessmentof risk factors, protective factors and problembehaviors. The survey assesses nearly all of the riskfactors, protective factors and problem behaviorsrecognized in the Communities That Care framework.Survey data may also be a more reliable source thanarchival data for some information. For example, you could use arrest rates for domestic violence as a measure of family conflict. However, this archivaldata may understate the extent of the problem, sincesome cases of domestic violence go unreported to the police.

Archival data is best used to fill gaps in the survey and provide further support for the priorities identified through the survey. This is because there are some things—such as economic deprivation—thatthe Communities That Care Youth Survey does not measure.

Having the most current and complete set of datapossible gives your community a clear picture of itsneeds and strengths.



Conducting the surveyThe following steps must be taken to successfullyadminister the Communities That Care Youth Survey:

• Secure support for the survey as soon as you can in order to make the administration as smooth as possible.

• Secure permission from the superintendent and other school officials to conduct the survey.

• Secure building-level permission to conduct the survey.

• Mail consent forms to parents.*

• Arrange for administration of the survey.

• Administer the survey.

• Distribute the survey report to appropriateCommunity Board work group members and otherindividuals involved in the evaluation process.

* Laws regarding consent and confidentialityvary. For example, some areas require activeconsent while others permit passive consent.It is your responsibility to get qualified legaladvice and comply with all applicable federal,state and local requirements regardingconsent and the confidentiality of data.

Appendix 4


Introduce yourself.

• Provide your name.

• Identify for whom you work.

• Explain that you are involved in the CommunitiesThat Care project and are part of the data collection team.

Explain the project.

• Briefly explain the Communities That Careprevention-planning system:

The Communities That Care system is a way for ourcommunity to promote the healthy development ofchildren and youth and prevent problem behaviors,including substance abuse, delinquency, teenpregnancy, dropping out of school and violence.Our Community Board was established in[month/year] and includes representatives from [law enforcement, schools, social services, the faith community, parents, youth, the business community, local government, other].

Note: If a representative from the agency ororganization is involved in the Communities ThatCare process, let the person know. (For example,“The Superintendent of Schools, Dr. Smith, is a part of our Communities That Care project.”)

• Briefly explain the purpose of your Communities That Care initiative:

The purpose of the Communities That Caresystem is to mobilize all of the stakeholders in our community to identify the risk factors that arehighest for our young people and the protectivefactors that are lowest. We then select priorities thatwe can address by enhancing our current resourcesand filling gaps with tested, effective programs and strategies.

• Explain the purpose of the Risk- and Protective-Factor Assessment work group:

The Risk- and Protective-Factor Assessment workgroup is charged with collecting data on the risk andprotective factors in our community. We will use thisdata to recommend how we should focus ourprevention efforts in the community.

Explain specifically what you need.

• Explain what data you are assigned to collect.Remember, if you are using the Communities ThatCare Youth Survey, you only need to collect archivaldata for those risk factors the survey does notmeasure. However, you may also want to collectdata that will further support the priorities identifiedthrough the survey.

• Confirm that the agency/organization houses the data.

If yes, continue.

If no, see if the person can direct you to the right source.

Explain confidentiality.

• Clarify your purpose and how the data will be used.

• Explain that this is a public health project and that you do not want the names or identities of any individuals. The risk-factor assessment ismeasuring the community levels of risk factors and will not compromise the confidentiality of any individual.

Ask for any background information about the data.

Conclude.

• Confirm how the copies of the data will be sent.

• Invite the person to attend the next meeting.

• Thank the person for his or her support.

• Upon receiving the data, send a thank-you letter.

Archival data indicators and sourcesOn the following pages you’ll find tables that show:

• archival indicators for the risk factors andproblem behaviors that can be validlymeasured with archival data (remember,protective factors cannot be measured byarchival data)

• local and national data sources for each indicator.

Contacting archival data source holdersAs you collect archival data, you may need to request access to data housed by an agency or organization. Below is a guide for initiating contact with someone at that agency or organization.



*Some national sources, such as data from the U.S. Census, may also include state or local data.

Tobacco sales outlets State alcohol and tobacco control board

State or local tax collector

Other:

Statistical Abstract of the United States(U.S. Census Bureau)

Alcohol sales outlets Liquor control board

State tax collector

Other:

Statistical Abstract of the United States (U.S. Census Bureau)

New home construction Local homebuilders’ association

Chamber of Commerce

City or county planner’s office

Other:


Rental residential properties Real estate offices or board

Other:


Net migration rate State and Metropolitan Area Data Book

USA CountiesTM

Other:


Indicator Possible Local Source(s) National Source(s)*

Transitions and Mobility

Availability of Drugs


Appendix 4

Low Neighborhood Attachment and Community Disorganization

Population voting in presidential elections

Population voting in congressional elections

Prisoners in state and federal correctional facilities

County elections office

Other:

State criminal justice agencies

State and Metropolitan Area Data Book

Other:



Sourcebook of Criminal Justice Statistics

Extreme Economic Deprivation

Temporary Assistance to Needy Families (TANF)

State or local welfare agencies

Other:


Unemployment State and Metropolitan Area Data Book

Other:


Free and reduced lunch programs State and Metropolitan Area Data Book

Local school districts

Other:

U.S. Department of Agriculture

Food stamp recipients State and Metropolitan Area Data Book

State welfare agencies

Other:


Adults without high school diplomas


Other:


Single-parent family households USA CountiesTM

Other:


Indicator Possible Local Source(s) National Source(s)



Babies born affected by alcohol or other drugs

State or county health departments

Other:

National Center for Health Statistics (Centers for Disease Control)

Favorable Parental Attitudes and Involvement in the Problem Behavior

Family History of the Problem Behavior

Family Management Problems

Family Conflict


Domestic violence arrests State or local law enforcement agencies

Other:


Divorce USA CountiesTM

Other:

Adults in alcohol or other treatment programs

State alcohol and other drugtreatment agencies

Local treatment providers

Other:

Substance Abuse & Mental Health ServicesAdministration (SAMHSA)

Children living outside the family State or local social services agencies

Other:

U.S. Census Bureau (Families and Living Arrangements)

Children living in foster care State or local social services agencies

Other:

U.S. Department of Health and Human Services (Children’s Bureau)



Appendix 4

Event drop-outs(Students who dropped out in a single year)

School districts

State educational agencies

Other:


Personal and property crimearrests, ages 10-14

State or local law enforcement agencies

Other:


Status drop-outs(People ages 16-24 who have not completed high school andare not enrolled)

School district

Other:


Drop-outs prior to ninth grade Local school district

Other:

Digest of Educational Statistics(National Center for Educational Statistics)

Alcohol or other drug arrests,ages 10-14


Other:


Vandalism arrests, ages 10-14 State or local law enforcement agencies

Other:


Lack of Commitment to School

Early Initiation of the Problem Behavior




Alcohol-related traffic fatalities State or local law enforcement agencies


Other:


Juvenile alcohol-related arrests State or local law enforcement agencies

Other:


Adult drug-related arrests State or local law enforcement agencies

Other:


Juvenile drug-related arrests State or local law enforcement agencies

Other:


Arrests for driving under the influence


Other:


Adult alcohol-related arrests State or local law enforcement agencies

Other:


Substance use during pregnancy County health dept.

Other:


Substance Use



Appendix 4

Adult arrests for violent crimes State or local law enforcement agencies

Other:


Juvenile arrests for violent crimes State or local law enforcement agencies

Other:


Birthrate among juveniles County and state health depts.

Other:


Event drop-outs

Status drop-outs

(See sources under “Lack ofCommitment to School”)

Juvenile arrests for property crimes


Other:


Adult arrests for property crimes State or local law enforcement agencies

Other:


Juvenile arrests for curfewviolation, vandalism anddisorderly conduct


Other:


Adolescent pregnancies (ages 10 to 17)

County and state health depts.

Other:



Homicides State or local law enforcement agencies

Other:


Violence

Teen Pregnancy

School Drop-Out

Delinquency




National sources

Substance Abuse and Mental Health Services Administration

www.samhsa.gov/oas/dasis.htm

Treatment Episode Data Set (TEDS):

• Adults in treatment programs

U.S. Census BureauFamilies and Living Arrangementswww.census.gov/population/www/socdemo/hh-fam.html

• Children living outside the family

U.S. Department of Agriculture

Food and Nutrition Servicewww.fns.usda.gov/pd/cnpmain.htm

• Free and Reduced School Lunch Program

U.S. Department of Health and Human Services

Children’s Bureau Adoption and Foster Care Analysis and Reporting Systemwww.acf.dhhs.gov/programs/cb/dis/afcars/

Child Welfare Statistics:

• Children living in foster care

State- and county-level sources

Guide to Statistical Abstracts

U.S. Census Bureauwww.census.gov/statab/www/stateabs.html

Provides links to state data sources.

Kids Count™

A project of the Annie E. Casey Foundationwww.aecf.org/kidscount

Contains national and state-level data on a range of indicators related to the status of children.


U.S. Census Bureauwww.census.gov/statab/www/smadb.html

Includes data on a range of social and economicindicators by state and select metropolitan areas.

USA Counties™

U.S. Census Bureauhttp://www.census.gov/statab/www/county.html

Select the state, then the county and table from the pull-down menus.

Finding archival data on the InternetSome of the archival data you’ll need to collect are available on the Internet.Below is a list of helpful Internet sources for local and national data.

Appendix 4

Notes

Appendix 5:

Keeping the Community Engaged


Appendix 5


Recruiting and orienting new Community Board membersCommunity Board membership is a long-termcommitment. However, board membership will fluctuateover the life of your Communities That Care effort.

As your effort moves forward, the Community BoardMaintenance work group will need to periodically recruitand orient new Community Board members.

It may be a good idea to have terms or rotatingschedules for Community Board members after theirinitial commitment period is over. This will help ensure that only a few new members are brought on board at any given time.

Identifying new membersTo be effective, your Community Board must representyour community’s many stakeholder groups—such aslaw enforcement, business and education. Furthermore,the board as a whole must possess a wide array of skills.

Your recruiting efforts should focus on filling gaps inyour Community Board’s stakeholder representationand skills. The worksheets on the following pages aredesigned to help you keep track of your currentCommunity Board membership and identify individualsto recruit.

Recruiting methods• Letters, e-mail and phone calls are efficient

methods for contacting prospective CommunityBoard members. A letter detailing the scope andgoals of the Communities That Care effort caneducate prospective Community Board membersand motivate them to get involved.

• Informational events, such as communitybreakfasts, can provide an opportunity to educatecommunity members about your Communities ThatCare effort and recruit new board members.

• Inviting a prospective Community Board member toattend a formal meeting of the Community Boardcan bring the effort to life for him or her.

Orienting new membersNew Community Board members will need orientation in:

• the prevention-science research base

• the Communities That Care process

• tasks specific to the work group the new member joins

• the Community Board’s key activities andaccomplishments to date.

As you prepare to recruit new board members, you’llneed to decide:

• how you will orient new members—for example,you might distribute copies of Investing in YourCommunity’s Youth: An Introduction to theCommunities That Care System and also offersessions with current board members.

• how often you will provide orientation—for example,you might orient individual members as they arerecruited, or you might hold a larger session afterseveral new members are recruited.



Government

Law enforcement

Business

Education

Faith communities

Social services

Racial/cultural/ethnic

Neighborhood

Other

Current members Potential members Who will recruit?

Appendix 5


Administration

Advertising/marketing

Analyzing/evaluatingdata

Board development

Collaboration building

Communityoutreach/involvement

Cultural competence

Data analysis

Database/graphing(MIS/GIS)

Potentialmember(s)

Who will recruit?Current member(s)with skill

Expertise/skill



Data collection

Evaluation

Fiscal management/budgeting

Grant writing/fund-raising

Group facilitation

Implementation/follow-up

Interviewing/surveying

Legislation/codes/policy

Media relations

Potentialmember(s)


Expertise/skill

Appendix 5


Mediation/negotiation

Policy analysis

Presentations/speaking (one-on-

one/groups)

Prevention strategies

Public relations

Research

Strategic planning

Systems reform

Teaching/training/orientation

Potentialmember(s)


Expertise/skill



Translation

Word processing

Working withcity/county/state

government

Youth involvement

Potentialmember(s)


Expertise/skill


Appendix 5

• Reports, such as the Community AssessmentReport, can provide detailed information about theeffort and the community.

• Press releases to local media outlets can highlightspecific achievements.

• Newsletters published by the Community Boardcan focus on the effort’s progress andachievements. Newsletters can also featuresuccess stories submitted by program providersand community members.

• A Web site can track the day-to-day or month-to-month progress of the effort.

• Open Community Board meetings or other publicforums can keep community members informedand involved.

• Community events, such as picnics or familymovie nights, can feature informal presentationsby Community Board members. Board membersmight also offer more formal presentations atlibraries, schools or town offices.

Timing communicationYou may want to report progress:

• on a regular basis (e.g., monthly or quarterly)

• when specific milestones, outcomes or activitiesare achieved or completed.

If your community uses several methods ofcommunication, you might make a different decisionabout timing for each.

For example, you might want to supplement a quarterlynewsletter with press releases that are sent to localmedia outlets as evaluation results become available.

Developing a public relations planThe Community Outreach and Public Relations work group is responsible for keepingcommunity members informed about the progress of your Communities That Care effort. In Phase Five, the work group should develop a public relations plan to update communitymembers with information about:

• funding issues

• implementation plans and progress

• evaluation results

• other milestones, outcomes and events.

The public relations plan should specify:

• the methods the work group will use to communicate information to community members

• how often the work group will communicate information to community members.

Communication methods

Appendix 6:

Glossary


Glossary

Appendix 6

Adolescent problem behaviors

Five behaviors—substance abuse, delinquency, teenpregnancy, school drop-out and violence—predictedby risk factors and addressed by the CommunitiesThat Care system.

Benchmark

A specific step or action the Community Board cantake to help achieve a milestone.

Bonding

A strong relationship between a young person and hisor her family, school or community, or between ayoung person and an adult who promotes healthybeliefs and clear standards for behavior.

Champion

A Key Leader responsible for advocating, supportingand guiding the Communities That Care effort.

Collaborative agreement

A written agreement between collaborating agenciesthat establishes the shared goals and objectives, keyresponsibilities and key activities of the collaborative.

Community Board

The group representing the community’s diversestakeholders that is responsible for carrying out theCommunities That Care process.

Comparison Group

An evaluation design that compares two or moregroups of participants, each assigned a differentprogram, and then measures the results each programyields. The results from one group are then comparedto the other to help determine effectiveness.

Coordinator/Facilitator

A paid staff member who provides support for theCommunity Board.

Decategorization

The creation of blended, flexible funding streams byremoving categorical restrictions on fund allocation.

Domain

A social institution that influences behavior. TheCommunities That Care research base identifies riskfactors in four domains: community, family, school,and peer and individual.

High-fidelity implementation

The process of implementing tested, effectiveprograms according to the original design.

Implementation evaluation

The process of evaluating the implementation oftested, effective programs to ensure thatimplementation outcomes are met and that theprogram is implemented with fidelity.

Implementation outcomes

Measures of program fidelity that define the ways in which a program, policy or practice will be implemented.

Indicated/selective/universal

Target populations for youth-development andprevention resources.

• A resource with an indicated target populationserves youth who are already engaging in problem behaviors.

• A resource with a selective target populationserves youth who are at an elevated risk forproblem behaviors.

• A resource with a universal target populationserves all youth in a community.

Key Leaders

The influential individuals in the various sectors of acommunity—including mayors and other governmentofficials, school superintendents and principals, leadlaw enforcement officials and religious or culturalleaders—who control resources, impact policy andinfluence public opinion.

Milestone

A specific goal the Community Board should achieve when implementing the Communities That Care system.

Opportunities, skills and recognition

Conditions necessary for youth to develop strong bonds to families, schools and communitiesand to adults who promote healthy beliefs and clear standards.

Glossary


Outcome-based budgeting

An approach to budgeting that aligns funds withdesired outcomes.

Outcome-focused planning

A planning strategy that involves identifying a long-term vision and then defining measurable, achievablesteps toward the vision.

Participant outcomes

Changes in program participants’ knowledge,attitudes, skills or behavior.

Participant-outcome evaluation

The process of evaluating participant outcomes toensure that a tested, effective program is having thedesired effects.

Pre- and post-test design

A common method for measuring changes in programparticipants’ knowledge, attitudes, skills or behavior.Pre- and post-test designs measure participantoutcomes by comparing data collected before theimplementation of a program to data collected afterthe implementation of a program.

Prevention science

A field of research that studies the prevention ofadolescent problem behaviors.

Protective factor

A condition that buffers young people’s exposure to risk. Protective factors promote positive youth development.

Public health approach

A comprehensive, community-wide approach to publichealth problems that involves: 1) defining the problem,2) identifying the risk and protective factors that predictthe problem, 3) identifying interventions to addressthose predictors, and 4) implementing and evaluatingthe interventions.

Risk factor

A condition in the environment or within individuals thatincreases the likelihood that youth will engage in oneor more of the five adolescent problem behaviors.

Stakeholder

Any group or community member who has a stake inhealthy futures for the community’s youth.

Social Development Strategy

A research-based and tested model that organizesknown protective factors into a guiding framework forbuilding positive futures for children.

Tested, effective prevention strategies

Programs, policies and practices that have beenproven in well-controlled studies to reduce risk factors,enhance protective factors and improve behavior.

Appendix 6

Notes

Documents

Community Plan Implementation Training - SDRG Plan Implementation Training... · High-fidelity implementation Center for Substance Abuse Prevention. (2002). Finding the balance: Program