community planning training - sdrg planning training... · 2008-02-29 · during phase one: getting...

Mod

ule

8

Communities That Care

Trainer’s Guide(60 minutes)

Next Steps

CommunityPlanningTraining

8—2

Slides for Module 8

Module 8 ......................................................................... 8-1

We are here. ................................................................... 8-2

Module 8 goal................................................................. 8-3

Objectives ....................................................................... 8-4

First-year time line .......................................................... 8-5

Phase Five: Implementing and Evaluating

the Community Action Plan ........................................ 8-6

Who should attend the

Community Plan Implementation Training? ................ 8-7

Next steps....................................................................... 8-8

Activity: Developing a work plan .................................... 8-9

Activity: Developing a time line ...................................... 8-10

Thought for the day ........................................................ 8-11

Mouse-Click Icon(for a computer-based presentation)The mouse-click icon shows you what information will come up on theslide when you click. (Some slides use several clicks.)

Notes

Slide 8-1

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In this last module, you’ll develop and agree on a final work plan forcompleting the Community Action Plan and transitioning to Phase Five:Implementing and Evaluating the Community Action Plan. It is importantto keep in mind that changes or additions to this plan may be necessaryas you move forward.

Review the slide.

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Module 8

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Review the goal.

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Review the objectives.

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Slide 8-4

Module 8

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To help you visualize how the steps of your work plan will fit into the overallCommunities That Care process, let’s review the first-year time line. Remember,these time frames are approximate—the actual time line will vary fromcommunity to community.

Review the slide.

During Phase One: Getting Started, some of your community leaders used theTools for Community Leaders guidebook to lay the foundation for your effort.

Phase Two: Organizing, Introducing, Involving featured the Key LeaderOrientation and the Community Board Orientation. These training events led to the formation of the Key Leader Board, the Community Board and thework groups.

Phase Three: Developing a Community Profile included the CommunityAssessment Training and the Community Resources Assessment Training.These events prepared board members to write the Community AssessmentReport and the Resources Assessment Report.

In Phase Four: Creating a Community Action Plan, you’re using the results of theCommunity Assessment Report and Resources Assessment Report to guideyour development of a Community Action Plan.

During Phase Five: Implementing and Evaluating the Community Action Plan,Community Board members will attend the Community Plan ImplementationTraining. The goal of this training is to ensure that the Community Board has theskills and resources necessary to implement the Community Action Plan andsustain the Communities That Care effort.

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Objective 1: Explain the tasks involved in Phase Five: Implementing and Evaluating theCommunity Action Plan.Phase Five is “where the rubber meets the road.” After months of collecting and analyzing data, preparing reports anddeveloping plans, you’ll be ready to take the next steps toward your community’s vision. The Community Plan ImplementationTraining will prepare board members to complete Phase Five’s major tasks.

Review each item as you click it onto the screen.

At the Community Plan Implementation Training, you’ll learn strategies for funding the Community Action Plan.

Securing adequate funding to implement and maintain tested, effective programs and to sustain the

Community Board’s activities will be critical as your effort moves forward.

High-fidelity implementation means implementing programs according to their original design to ensure their

effectiveness. The Community Plan Implementation Training will help you ensure high-fidelity implementation,

including making plans for selecting and training implementers, and monitoring implementation to

ensure fidelity.

As we’ve discussed, your Community Action Plan should describe desired community-level and

program-level outcomes. Your plan should also specify evaluation methods so you can monitor the

effectiveness of programs, policies and practices. At the Community Plan Implementation Training, you’ll

learn about evaluation responsibilities and how to use the results to improve your Community Action Plan.

Remember, serving on the Community Board is a long-term commitment. The continued existence, activity

and oversight of your board is vital to your Communities That Care effort.

It’s likely that you’ve been involved in public relations activities throughout the Communities That Care

process. During Phase Five, your public relations efforts will be especially important to maintain support

for the Community Action Plan and for the new programs, policies and practices working in your community.

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Module 8

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Objective 1: Explain the tasks involved in Phase Five:Implementing and Evaluating the Community Action Plan.It will be important to ensure that the right people attend the Community PlanImplementation Training.

Review the slide.

• Members of the Funding work group will prepare to develop an effectivefunding plan and budget to support the Community Action Plan. Work-group members will learn about:

• strategies for aligning existing funds with the Community Action Plan

• grant writing and other strategies for raising new funds to fill gaps.

• The training will prepare members of the Resources Assessment andEvaluation work group to conduct evaluations of implementation andparticipant outcomes. Through implementation evaluation, the ResourcesAssessment and Evaluation work group will oversee and ensure high-fidelity implementation of your chosen programs.

• Representatives from agencies involved in plan or program implementationwill learn about strategies for high-fidelity implementation. Agencyrepresentatives will also help develop strategies for coordination.

• If you will be using outside evaluators, they can learn more about theprograms they will evaluate. They can also offer valuable advice fordeveloping an evaluation plan.

• All of the board members present at this Community Planning Trainingshould also plan to attend.

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Objective 2: Develop and agree on a final work plan andtime line for transitioning to Phase Five.There are several steps you’ll need to take after today’s session to help yourcommunity prepare for Phase Five.

Review the slide.

• As you finalize your systems-change strategies and your community-leveland program-level outcomes, you may want to get input from KeyLeaders and community members.

• As you finalize your selection of tested, effective programs, policies andpractices, you’ll need to complete the Implementation Costs andResources, Skills and Time Issues worksheets from Module 3. You’ll alsoneed to discuss political and social issues regarding implementation withKey Leaders, service agencies, schools and community members.

• Your Community Action Plan will need to include details regarding howyou will conduct evaluations in Phase Five. These should include thenature of the evaluation for each program and how much the evaluationwill cost.

If your community will be working with an outside evaluator, you shouldplan to identify that evaluator before Phase Five so that he or she canattend the Community Plan Implementation Training. Be sure to completethe Assessing the Need for an Evaluator worksheet from Module 5.

• Of course, the major step you’ll take following this training will be to writeyour Community Action Plan.

Notes

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Module 8

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Notes

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Objective 2: Develop and agree on a final work plan andtime line for transitioning to Phase Five.Now we’ll take a few minutes to put the work plan together.

NOTE: Before beginning the activity, ask participants to set a preliminarydate for the Community Plan Implementation Training. Ask participants tokeep this date in mind as they set deadlines for the work plan.

Activity: Developing a work planTime: 25 minutes

Instructions:

Ask for a volunteer to serve as recorder. Explain that he or she will create master copies of the work plan and time line. Later, these will bephotocopied and distributed to the group. If needed, provide extra copies ofthe worksheet.

1. As a group, brainstorm actions necessary for completing theCommunity Action Plan and transitioning to Phase Five. Be sureparticipants include the actions discussed on the previous pages, as appropriate. Have the recorder list the actions on the Work Plan worksheet.

2. As a group, determine who will complete each action (actions may beassigned to individuals or groups). Then, ask the group to set adeadline for each action. Have the recorder list this information on theWork Plan.

3. Discuss the remaining columns on the worksheet. For each action,identify necessary resources and any barriers or issues to address.Finalize decisions and have the recorder list the information on themaster copy.

Activity

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Work Plan

Barriers/issuesto resolveResources neededBy when?Who will

complete?Action

Objective 2: Develop and agree on a final work plan andtime line for transitioning to Phase Five.

Activity: Developing a time lineTime: 15 minutes

Instructions:

As a group, create a time line for the major actions and events leading up to and including the Community Plan Implementation Training. Have the recorder use the Next Steps: Community Planning Time Lineworksheet to create a master copy, which will be photocopied anddistributed to the group.

Tell participants that they do not need to include all of the actions identifiedin the work plan. The time line should include key actions such ascompleting and distributing the Community Action Plan. Participants shouldalso list and set dates for:

• the Community Plan Implementation Training

• the next Community Board meeting

• conferences and community events

• other key Community Board activities.

Remind participants that some actions and events may require moreresearch before they can be fully planned, and that this time line may requirerevision as the community moves forward.

Notes

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Activity

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Community Planning Time Line

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Wrap-upThank participants for their hard work.

Confirm important next steps, including the date of the next training.

Ask participants to complete a Day Two Training Evaluation form. Remind participants that they can find a copy of the form in the pocket ofthe Participant’s Guide.

Notes

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Module 8

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Appendix 1:

References


Cohen, A., Kibel, B. & Stewart, K. (1997). Guidelines and benchmarks for prevention programming. Retrieved August 22, 2002, from http://www.dmhas.state.ct.us/sig/pdf/GuidelinesBenchmarks.pdf

CSAP. (2002). Achieving Outcomes: A Practitioner’s Guide to Effective Prevention. Author.

Fawcett, S. B., Francisco, V. T., Paine-Andrews, A. & Schultz, J. (n.d.). Working together for healthier communities: A framework for collaboration among community partnerships, support organizations, and funders. Retrieved October 31, 2002, from http://ctb.lsi.ukans.edu/tools/EN/sub_section_main_1381.htm

The Finance Project. (2002). Sustaining comprehensive community initiatives: Key elements for success. Retrieved August 22, 2002, from http://www.financeproject.org/Sustaining.pdf

Guidelines for balancing program fidelity/adaptation.(2002, September 13). Retrieved December 6, 2002, from Western Regional Center for the Application of Prevention Technologies Web site: http://www.open.org/~westcapt/fidelity.htm

Hawkins, J. D. & Nederhood, B. (1987). Handbook for evaluating drug and alcohol prevention programs: Staff/team evaluation of prevention programs (STEPP). Rockville, MD: U.S. Department of Health and Human Services, Public Health Service: Alcohol, DrugAbuse, and Mental Health Administration.

How to build your program logic model. (2002, October 29). Retrieved December 6, 2002, from Western Regional Center for the Application of Prevention Technologies Web site: http://www.open.org/~westcapt/ev3a4.htm

How to plan your evaluation. (2002, December 20). Retrieved December 21, 2002, from Western RegionalCenter for the Application of Prevention Technologies Web site: http://www.open.org/~westcapt/ev4b2a.htm

Kollock, P. (1998). Social dilemmas: The anatomy of cooperation [Electronic version]. Annual Review of Sociology, 24 (1), 183-215.

McNamara, C. (1999). Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources. Management Assistance Program for Nonprofits. Retrieved August 22, 2002, from http://www.mapnp.org/library/evaluatn/outcomes.htm

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

McNamara, C. (2000). Guidelines and framework for designing basic logic model. Management Assistance Program for Nonprofits. Retrieved August 22, 2002, from http://www.mapnp.org/library/evaluatn/lgc_mdl.htm

Office of Juvenile Justice and Delinquency Prevention (2000). 1999 report to Congress: Title V incentive grants for local delinquency prevention programs.Retrieved November 15, 2002, from http://www.ncjrs.org/html/ojjdp/ojjdp99report_to_congress/

Rabinowitz, P. (n.d.) Choosing Evaluators. Retrieved March 3, 2003, from The Community Toolbox Web site at: http://ctb.ku.edu/tools/EN/sub_sections_main1351.htm

Stodder, J. (1998). Experimental moralities: Ethics in classroom experiments [Electronic version]. The Journal of Economic Education, 29 (2), 127-139.

Taylor-Powell, E., Steele, S. & Douglah, M. (1996). Planning a program evaluation. Retrieved August 22, 2002, from University of Wisconsin—Extension Web site: http://cf.uwex.edu/ces/pubs/pdf/G3658_1.pdf

United Way of America. (1999, April). Achieving and measuring community outcomes: Challenges, issues, some approaches. Retrieved August 22, 2002, from http://national.unitedway.org/outcomes/files/cmtyout1.pdf

Valente, T. W. (2002). Evaluating health promotion programs. New York: Oxford University Press.

Watson, S. (n.d.). Using results to improve the lives of children and families: A guide for public-private child care partnerships. The Child Care Partnership Project: U.S. Department of Health and Human Services Administration for Children and Families Child Care Bureau.

Young, D. (2000, May). Outcome-based planning and evaluation: What are they and why should I care? Rehabilitation Review, 11 (5), Article 0500. Retrieved August 22, 2002, fromhttp://www.vrri.org/rhb0500.htm

References

Module # Appendix AAppendix 1


Appendix 2:

Communities That CareMilestones and Benchmarks


Phase One: Getting Started

Appendix 2

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.

Milestones and Benchmarks



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 CareYouth 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 toPhase 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.

Inc.



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 CareYouth Survey.

Appendix 2

Notes

community planning training - sdrg planning training... · 2008-02-29 · during phase one: getting...

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