Community Planning Training

Community Planning Training 1-1

1-<#>1-3Community Planning Training 1-2


• Public health approach

• Demonstrated predictors:

— Risk factors

— Protective factors organized by the Social Development Strategy (SDS)

• Tested, effective prevention strategies


• 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


Programs, policies or practices that have demonstrated effectiveness in:

• reducing specific risk factors and enhancing protective factors

• reducing problem behaviors.



• Create community-level outcomes.

• Investigate potential programs, policies and practices.

• Select programs, policies and practices.

• Create program-level outcomes.

• Plan to evaluate.• Create a written

Community Action Plan.

• 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.


• 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.




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 data4. How much change,

by when


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.


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


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 55Desired outcome by 2006: below normative database score of 50


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 41Desired outcome by 2006: above normative database score of 50


• 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.


• 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.



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.


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


• 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?


• Risk and protective factors addressed

• How and with whom the program was conducted

• Target population• Program evaluation• Results


• Implementation costs

• Resources, skills and time issues

• Social and political issues


• Staff costs• Training costs• Supplies and materials• Equipment and facilities• Administration• Outside training and

technical assistance• Substitutes or

staff replacements• Transportation• Costs over time


• Resources—how they will affect selected programs, policies and practices

• Skills—credentials and experience

• Timing—when implementation steps will take place


• Community events that raise new issues

• Public sentiment• Budget crises• New governments• Recent immigration



Participants will learn how to develop participant and implementation outcomes in preparation for implementing and evaluatingtheir selected programs,policies and practices.

• Increase in protective factors

• Decrease in risk factors

• Decrease inproblem behaviors • Changes in

participant knowledge, attitudes, skills or behavior

• Program implementation fidelity



• Participant outcomes measure the changes a program produces.

• Implementation outcomes measure the process by which a program produces desired changes.


• Knowledge

• Attitudes

• Skills

• Behavior


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.


• Significantly increase parents’ knowledgeof appropriate infant health-care practicesas 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.


• 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.


• Universal –available to all

• Selective –targeted to include those exposedto specific risk factors

• Indicated –targeted to include those who have initiated involvement in problem behaviors


• Trained professionals will provide, weekly over a 24-month period, two hours of home-based parent education, based onthe 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.

• Fidelity

• Funding

• Recruitment



• Funding sources

• Current funding opportunities

• Funding tips and techniques



The goal of this module is to introduce participants to program-level evaluation.


Evaluation helps you:• monitor implementation fidelity• monitor progress toward outcomes• identify problems with program

design or selection• demonstrate achievements• determine cost-effectiveness.


• What do you want to evaluate?

• What is the purpose of your evaluation?


• Community Board members• Key Leaders• Program implementers

and site administrators• Media• Local interest groups• Other community members• Sources of funding


• Monitor implementation fidelity.

• Identify and correct implementation problems before they result in program failure.

• Measure the program’s impact on participant knowledge, skills, attitudes or behavior.

• Monitor progress toward the community’s vision.


• Observation• Interviews• Questionnaires• Records


• The nature of the evaluation

• Who will be doing the evaluation

• Resources needed for the evaluation.




Participants will know how to identify potential systems-change strategies to be included in the Community Action Plan.


• help with implementation of programs, policies and/or practices

• address resource gaps and issues.


• laws and policies• communication methods• current programs• ways organizations and

people are used• funding sources and

funding streams


• manage responsibility• include more agencies

and individuals• ensure that a sustainable

community change takes place.

Community Planning Training 7-1Community Planning Training 7-1

To prepare participantsto develop and distribute a Community Action Plan.



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.


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.


• 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


• Cover page

• Executive summary

• Introduction

• Body

• Conclusions and recommendations

• Appendices


Key Leaders Executive summaryApproval and buy-in

General public Awareness Press release/press conference (highlights)

Community Board CommunityImplementationPlanning Training

Detailed information

Service providers Implementation and evaluation, funding and grant proposals

Detailed information


Key Leaders– Executive summary– Briefing

Community members– Media relations– Community forums

Service providers and other agencies

– Community forums


• 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.



Identify the next steps in the Communities That Care process.


• Secure funding.

• Implement tested, effective programs with fidelity.

• Complete evaluations.

• Plan for Community Board maintenance.

• Maintain public relations efforts.


• 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.


Community Planning Training

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