Transcript Document

Community Planning Training
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Community Planning Training
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Community Planning Training
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• Public health approach
• Demonstrated predictors:
— Risk factors
— Protective factors organized by the
Social Development Strategy (SDS)
• Tested, effective prevention strategies
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• Exist in all areas of influence
• Predict multiple
problem behaviors
• Exist throughout development
• Have consistent effects
across races, cultures and
socioeconomic status
• Can be buffered by
protective factors
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Programs, policies or practices
that have demonstrated
effectiveness in:
• reducing specific
risk factors and enhancing
protective factors
• reducing problem behaviors.
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Community Planning Training
• Create
community-level
outcomes.
• Select programs,
policies and
practices.
• Investigate
potential
programs,
policies and
practices.
• Create programlevel outcomes.
• Plan to evaluate.
• Create a written
Community
Action Plan.
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•
Build on the results of the community assessment
– Address priority risk factors
– Build on community strengths and resources
– Address resource gaps, issues and barriers
•
Achieve community-level outcomes
•
Use research on effective prevention strategies
to guide selection and implementation of
programs, policies and practices
•
Engage the community and Key Leaders in
planning and evaluation.
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• Incorporating tested, effective strategies into
existing services
• Expanding existing tested, effective programs,
policies and practices
• Implementing new tested, effective prevention
programs, policies
and practices
• Systems-change strategies.
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The Community Board will learn
how to develop outcome-focused
prevention plans.
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1. Behavior outcome
to change
2. Indicator used to
measure the outcome
3. Baseline data
4. How much change,
by when
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1. To decrease alcohol and other drug use…
2. …as measured by 8th-grade students
reporting alcohol use within the last 30
days on the Communities That Care Youth
Survey…
3. …from the current baseline of 22%
of 8th graders…
4. …to 15% of 8th graders by 2006.
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To decrease alcohol and other drug use as
measured by 8th-grade students reporting use
of alcohol within the last 30 days on the
Communities That Care Youth Survey from
the current baseline of 22% to 15% by 2006.
Current baseline: 22% of 8th graders
Desired outcome by 2006: 15% of 8th graders
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To decrease family management problems as
measured by 8th-grade students reporting
poor family discipline on the Communities
That Care Youth Survey from the current
baseline risk-factor scale score of 55 to below
the normative database score of 50 by 2006.
Current baseline: risk-factor scale score of 55
Desired outcome by 2006: below normative
database score of 50
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To increase bonding to family as measured by 10th
graders reporting family attachment on the
Communities That Care Youth Survey from the
current baseline protective-factor scale score of 41
to above the normative database score of 50 by
2006.
Current baseline: protective-factor scale
score of 41
Desired outcome by 2006: above normative
database score of 50
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• Conduct the Youth Survey
every year.
• Readministration of the
survey can give a clear
picture of changes in risk
and protective factors.
• Collect archival data every
2 to 3 years.
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• Know the data to
be collected.
• Know who is responsible
for data collection.
• Know how outcomes
will be reported.
• Determine what
resources will be needed
for future assessments.
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Community Planning Training
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Participants will know how
to use Communities That
Care Prevention Strategies:
A Research Guide To What
Works to select tested,
effective prevention
strategies that address their
community’s priority risk
and protective factors.
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Beginning section
• Table of contents
• Risk factor grid by program
• Overview of the process
• Overview of the guide
Body of guide
• Focus areas
• Strategies
• Programs
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• What type of modification or expansion
is required?
• What level of support exists from the program
providers for modification or expansion?
• Are there any special requirements?
• What are the costs of modification
or expansion?
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• Risk and protective
factors addressed
• How and with whom the
program was conducted
• Target population
• Program evaluation
• Results
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• Implementation costs
• Resources, skills
and time issues
• Social and political issues
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•
•
•
•
•
•
Staff costs
Training costs
Supplies and materials
Equipment and facilities
Administration
Outside training and
technical assistance
• Substitutes or
staff replacements
• Transportation
• Costs over time
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• Resources—how they will
affect selected programs,
policies and practices
• Skills—credentials
and experience
• Timing—when
implementation steps
will take place
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• Community events
that raise new issues
• Public sentiment
• Budget crises
• New governments
• Recent immigration
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Participants will learn
how to develop participant
and implementation
outcomes in preparation for
implementing and evaluating
their selected programs,
policies and practices.
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• Decrease in
problem behaviors
• Increase in
protective
factors
• Decrease in
risk factors
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• Changes in
participant
knowledge,
attitudes, skills or
behavior
• Program
implementation
fidelity
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• Participant outcomes
measure the changes
a program produces.
• Implementation outcomes
measure the process
by which a program
produces desired changes.
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• Knowledge
• Attitudes
• Skills
• Behavior
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This home visitation program will provide parent
education on infant development and health
care, and improve parental skills related to
caretaking and parent/child interaction.
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• Significantly increase parents’ knowledge
of appropriate infant health-care practices
as measured by pre- and post-tests.
• Significantly increase
parents’ caretaking
and interaction skills,
as measured by
pre- and post-test
observations of
parents and infants.
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• Who the program will be delivered by
• When the program will be delivered,
including how often and how long
• Where the program will be delivered
• How the program will be delivered
• Number of people to be affected by
the program
• Who your target audience will be.
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• Universal–available to all
• Selective–targeted to
include those exposed
to specific risk factors
• Indicated–targeted to
include those who have
initiated involvement in
problem behaviors
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• Trained professionals will provide,
weekly over a 24-month period, two hours
of home-based parent education, based on
the program manual, to at least 30% of
the community’s teen mothers.
• Trained professionals will provide,
over a three-week period, six
classroom-based parent-training sessions, using
role-playing with feedback, to 60%
of the community’s parents.
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• Fidelity
• Funding
• Recruitment
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• Funding sources
• Current funding
opportunities
• Funding tips
and techniques
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The goal of this module
is to introduce participants
to program-level evaluation.
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Evaluation helps you:
• monitor implementation fidelity
• monitor progress toward outcomes
• identify problems with program
design or selection
• demonstrate achievements
• determine cost-effectiveness.
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• What do you
want to evaluate?
• What is the purpose
of your evaluation?
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• Community Board members
• Key Leaders
• Program implementers
and site administrators
• Media
• Local interest groups
• Other community members
• Sources of funding
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• Monitor implementation fidelity.
• Identify and correct
implementation problems
before they result in
program failure.
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• Measure the
program’s impact
on participant
knowledge, skills,
attitudes or behavior.
• Monitor progress toward the
community’s vision.
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• Observation
• Interviews
• Questionnaires
• Records
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•The nature of
the evaluation
•Who will be doing
the evaluation
•Resources needed for
the evaluation.
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Participants will know
how to identify potential
systems-change strategies
to be included in the
Community Action Plan.
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• help with implementation
of programs, policies
and/or practices
• address resource gaps
and issues.
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• laws and policies
• communication methods
• current programs
• ways organizations and
people are used
• funding sources and
funding streams
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• manage responsibility
• include more agencies
and individuals
• ensure that a sustainable
community change takes place.
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To prepare participants
to develop and distribute
a Community Action Plan.
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It is a comprehensive report that will:
• summarize the results of the
Community Assessment
Report and the Resources
Assessment Report
• present outcomes and
selected programs
• describe preliminary
implementation and
evaluation plans.
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1. Identify target audiences and uses.
2. Determine content and format.
3. Determine who will write the plan.
4. Submit draft for
Key Leader approval.
5. Distribute
to stakeholders.
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• To gain approval and support of
Key Leaders and Community Board Members
• To engage leaders and members of
priority areas and populations
• To raise the general public’s awareness of
community strengths and challenges
• To show agencies in your community
where they fit in the process
• To help the implementation of programs,
policies and practices
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• Cover page
• Executive summary
• Introduction
• Body
• Conclusions
and recommendations
• Appendices
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Key Leaders
Approval and buy-in
Executive summary
General public
Awareness
Press release/
press conference
(highlights)
Community Board
Community
Implementation
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Detailed information
Service providers
Implementation and
evaluation, funding
and grant proposals
Detailed information
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Key Leaders
– Executive summary
– Briefing
Community members
– Media relations
– Community forums
Service providers
and other agencies
– Community forums
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• Determine target audience.
• Determine the content and format.
• Prepare the plan.
• Present results to Key Leaders.
• Distribute the plan to other target audiences.
• Plan media relations and community events.
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Community Planning Training
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Identify the next steps
in the Communities
That Care process.
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• Secure funding.
• Implement tested, effective programs
with fidelity.
• Complete evaluations.
• Plan for Community Board maintenance.
• Maintain public relations efforts.
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• Finalize systems-change strategies,
and community-level and
program-level outcomes.
• Complete program
investigation and selection.
• Address preliminary
evaluation plans.
• Prepare and distribute
the Community Action Plan.
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Community Planning Training
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