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Community Mobilization for Prevention Online Guide

STAGE FOUR: PLANNING

Introduction

"If you don't know where you're going,
you might wind up someplace else."
~Yogi Berra

1. Provides the opportunity for different people and groups to work together for the good of the community.
2. Helps to educate others on the need for prevention.
3. Fosters discussion on how to bring about meaningful and lasting change.
4. Allows for the development of creative and effective approaches to addressing priority areas of concern.
5. Contributes to the development of a coordinated, community-based prevention system.
6. Helps to energize the community for action because they know what they are going to do and how they are going to do it.

Achieving the outcomes listed for this stage will help you to develop your community prevention plan.

The commentary provided is organized according to the outcomes desired for this stage of the mobilization process. Suggestions, tools and activities are provided to help you achieve success.

To download specific tools, worksheets, surveys, etc., click on the toolbox icon when you see it. It's that easy!

Go to Stage 4 Table of Contents

Stage 4: Planning

Outcomes List

Outcome 1: Those involved in the development of the prevention plan have been identified and engaged.

Outcome 2:  Goals have been developed, and corresponding long-term outcomes have been determined.

Outcome 3:  Objectives have been developed, and corresponding intermediate outcomes have been determined.

Outcome 4:  Appropriate evidence-based strategies and specific programs, principles and practices related to priority areas have been selected.

Outcome 5: Immediate outcomes for selected programs, principles and practices have been determined.

Outcome 6: An evaluation plan has been developed.

Outcome 7:  The group has developed and committed to action plans for implementation.

Outcome 8: A comprehensive, user-friendly document organizing all of the planning information has been completed.

Outcome 9: The plan has been shared with the community.

Go to Stage 4 Table of Contents

Stage 4: Planning

Outcome 1

Outcome 1:  Those involved in the development of the prevention plan have been identified and engaged.

In the previous stages of mobilizing your community, you identified the physical boundaries of your community, or where you will be focusing your prevention efforts. You also identified the population you will be targeting through the implementation of your prevention plan. Given this, one of the first considerations for planning is to be sure that you have the appropriate people involved in the process. To ensure support, buy-in and ownership from the community, it is important to have diverse representation and participation from the community throughout the planning process. In order to achieve this, take some time to discuss how you will include different segments of your community, especially if they are not already represented within your group. Consideration should be given to:

1. Geographic, cultural, ethnic and socioeconomic diversity
2. Different age groups
3. Relevant community agencies and/or governmental departments
4. Relevant community organizations, especially those with a similar focus
5. Formal and informal community leaders
6. Community stakeholders

The following questions may help you to focus your discussion:

1. Who has experience in the field of prevention? (Note: A review of your assessment of community resources to identify people and programs might be helpful.)
2. Who might have an interest in becoming a partner with you in your prevention efforts?
3. Who (your target population) is this prevention work going to help?
4. Who will benefit from the changes you make in the community?
5. Who has experience in community-wide planning?
   
   

The worksheet Community Prevention Planning Process will help you determine who should be invited to participate in your planning process.

After you have identified the individuals and/or groups who will be invited to be a part of the planning process, it is now time to engage them. In both Stage One: Initiating and Stage Two: Readiness, ideas on how to contact different members and segments of the community were presented. At this fourth stage, Planning, some of the same information and tools can be used for determining how you will involve those you have identified as potential participants in your planning process.

Identifying and Understanding Your Stakeholders

The next step to take in your planning process is to hold the initial planning meeting. At this first meeting, it would probably benefit the group if you presented the big picture of planning to ensure that everyone has a sense of where the group is headed and what it will take to get there. Here is a picture of how the planning process fits, before and after, with the other aspects of community mobilization.

Planning for Prevention

Another thing to do at this initial meeting is decide on the kind of planning process you will use. This is important because it will help you stay organized and focused on the task at hand.

The Monthly Project Planning Sheet can be used by those involved in the planning. They may help with organization and completing tasks in a timely manner.

Many communities have found it difficult to have the entire group be involved in every aspect of the planning. The process can become cumbersome and drawn out if everyone is asked to give their input on each detail of the plan as it is developed. In order to avoid this kind of a situation, the group might consider other ways to accomplish the work that needs to take place. Here are a couple suggestions:

1. Form committees out of the larger group, including those people you have invited to be a part of the planning process, with each one focusing on a different aspect of the plan. Membership in the various committees can be based on areas of interest or expertise. Each committee then reports back to the larger group on the planning work they have done. Modifications and adjustments are then made according to the feedback provided.
   
2. Appoint a planning group from within the larger group. These people can then systematically incorporate the other individuals or groups who were invited into the planning process when their input and knowledge is most appropriate and helpful. The planning group then reports back to the larger group on a regular basis.

Whatever process you decide on, it is vital that you keep the lines of communication open between those involved in the planning. This will help you to avoid duplication of effort, save time and help you to be more strategic in how you develop the plan in order to obtain your desired outcomes.

It is also vital that those involved in the planning follow through with assigned tasks between meetings, so that you are able to keep the process moving. Too often, groups don't make good use of their time when they get together because they have not done the work needed to keep the planning on track. Appointing an individual (from inside or outside of your group) to oversee and coordinate the process is a good way to ensure that everyone is focused and productive.

You might want to review the rest of the outcomes in this stage in order to get a better idea of how individuals and groups participating in the planning can come into the process at the appropriate time and be utilized in the most efficient manner.

	The Planning Process: Who, What and Where is a tool to help you organize how and when different individuals and/or groups can be brought into the planning process. (Remember, not everyone needs to be involved in everything!)
	Next Steps is another tool for keeping track of your planning tasks, assignments and timelines.

This may seem like a lot of effort– planning to plan–but your up-front effort pays off as you move further into the planning process. Remember the words of Tariq Siddique: If you are failing to plan, you are planning to fail.

Ready to Move On?

Did you:

1. Invite individuals and/or agencies providing services in the priority areas to participate in the planning process?
2. Invite community leaders and/or decision makers to participate in the planning process?
3. Invite representatives of the priority/target population to participate in the planning process?
4. Schedule and hold an initial planning meeting?
5. Select a planning process to guide you?

Go to Stage 4 Table of Contents

Stage 4: Planning

Outcome 2

Outcome 2:  Goals have been developed, and corresponding long-term outcomes have been determined.

It is now time to begin developing the specifics of your prevention plan. The place to start is with the development of your goals and how they will be measured. If you need to, go back and review the Planning for Prevention tool to see how the goals fit with the overall development of your prevention plan.

What is a goal?

A goal is a broad, general statement describing what you will achieve. It is a statement about what you are planning to change.

Why is it important to have goals?

It is important to have goals because they are statements that describe the desired future conditions you want to see happen in your community. Goals identify what change you want to bring about; they are your long-term, planned-for results. Achieving your goals should bring you closer to achieving your vision.

How do you write goals?

As a starting point for writing your goals, review your vision and mission statements. Remember that your vision statement, developed in Stage 2: Readiness, is foundational for your planning efforts. It actually drives the process of planning because it holds out before you what you want your community to look like in the future. It answers the question, What are you committed to?Your mission statement conveys the what, how and why of your group's work. It answers the question, What is your business? 

Now, as a group, take some time to talk about what you want to see happen in your community related to your priority area(s) of focus and your target population. This can take the form of a dialogue, or you may want to use a brainstorm process to encourage input from all members of the group. Whatever you choose to do, most likely you will need to prioritize and select the changes you most want to see happen in order to keep the scope of your prevention efforts manageable and doable.

	Brainstorming is a review of the basic rules and resources needed for a successful brainstorming session.
	Prioritizing describes the steps that follow a brain-storming session for the purpose of identifying priorities.

Once you have gotten input and prioritized what you want to accomplish, it is time to put your goals in writing! The following questions will help you organize your thoughts and words:

1. Do the goals fit with your vision and mission statements?
2. Are the goal statements clearly related to your priority areas?
3. Are the goal statements concise and easy to understand?
4. Will you be able to achieve your goals?
5. Are the goal statements measurable?

Here is an example:

How do you measure whether or not you have achieved your goals?

In order to measure the achievement of your goals, you have to determine your long-term outcomes. These are sometimes referred to as community-level outcomes, because they describe the broad level of change you are working to bring about.

What is an outcome?

An outcome is an identified result, a measurable change or an accomplishment. It is a condition you want to achieve. Outcomes can be immediate, intermediate or long-term.

Why is it important to have long-term outcomes?

It is important to have long-term outcomes because they are key measures of your effectiveness and the impact you have made at the community level. They tell you whether or not you have reached your goals.

How do I write long-term outcomes?

To writeyour long-term outcomes, start by looking at each of your goals.Next, review the assessment data related to your priority area(s) of focus and your goals. This will help you decide which indicators to use as measures for your long-term outcomes. This could include archival, survey and other data you have, such as information gathered from focus groups.

Note: The initial data you collected in your community assessment are considered your baseline measures because they tell you where you are now and help you to determine where you want to be in the future.

Using the data you have available, and input from those involved in the planning process, it is now time to write your long-term outcomes. The following information should be included:

1. What you want to change, i.e., a specific behavior
2. The indicator data you are using for your measure
3. How much change you want to have happen
4. By when, i.e., a period of time

With your long-term goals and outcome measures in mind, you are firmly anchored in the planning process and ready to be more specific about how you will get there.

Ready to Move On?

Did you:

1. Review the vision and mission statements?
2. Review the assessment data related to your priority areas?
3. Share and identify desired future conditions?
4. Write achievable, measurable goal statements reflecting the desired future conditions?
5. Determine long-term outcomes based on your goal statements?

Go to Stage 4 Table of Contents

Stage 4: Planning

Outcome 3

Outcome 3:  Objectives have been developed, and corresponding intermediate outcomes have been determined.

The next step in your planning process is to identify how you will go about achieving your goals. This is done by writing objectives and related intermediate outcomes. If you need to, go back and review the Planning for Prevention tool to see how the objectives fit with your goals and the overall development of your prevention plan.

What is an objective?

An objective is a specific statement of what you intend to do in order to achieve your goals. It identifies the behavioral change you want see in your target population. An objective describes the specific results or effects of a program's activities that must be achieved in pursuing the program's ultimate goals.

Why is it important to have objectives?

It is important to have objectives because they help you narrow down where you will focus your efforts; they identify the specifics of what needs to happen for you to accomplish your goals.

How do you write objectives?

To write your objectives, start with a review your goals and long-term outcomes. You will also want to think about similar types of questions you asked when writing your goals.

1. Are your objectives directly related to your goals?
2. Are your objectives clear and specific?
3. Will you be able to measure your objectives?
4. Will you be able to achieve your objectives?
5. Do your objectives indicate a time frame that is reasonable?

Continue by looking at each goal separately, as well as the long-term outcomes you identified, and use a group process to discuss or brainstorm possible objectives that must be accomplished if you are going to achieve your goals. You will need two or three objectives for each goal.

How do you measure whether or not you have achieved your objectives?

In order to measure the achievement of your objectives, you have to determine your intermediate outcomes. These outcomes describe a specific level of accomplishment.

Why is it important to have intermediate outcomes?

It is important to have intermediate outcomes because they show whether or not you have made changes that will move you closer to achieving your goals. These outcomes help you demonstrate that progress is being made.

How do you write intermediate outcomes?

First, review the goals and long-term outcomes you developed. This will provide direction for writing your objectives and the corresponding intermediate outcomes.

Next, review the data you collected for your community assessment and determine which indicators you will use to measure the achievement of your objectives. (Remember, this initial data you collected in assessing your needs is considered your baseline data.)

Then, using the data you have available, and input from those involved in the planning process, write your intermediate outcomes. Be sure to include the following information:

1. What you want to change, i.e., a specific behavior
2. The indicator data you are using for your measure
3. How much change you want to have happen
4. By when, i.e., a period of time

Include the baseline data and source for current and future reference. This can be written at the end of the outcome statement.

Objectives and intermediate outcome measures are important as signals that you are on the right track toward the change you want to see. Once established, they lead you to your next set of more immediate actions.

Ready to Move On?

Did you:

1. Review the long-term outcomes and goals?
2. Write achievable, measurable objectives that will move you toward your long-term goals?
3. Determine intermediate outcomes based on your objectives?

Go to Stage 4 Table of Contents

Stage 4: Planning

Outcome 4

Outcome 4:  Appropriate evidence-based strategies and specific programs, principles and practices related to priority areas have been selected.

So far in your mobilization process you have identified a concern you want to address, written your vision and mission statements, assessed needs and resources, prioritized your area(s) of focus and written goals and objectives. It is now time to turn your attention to selecting strategies, programs, principles and practices you will implement in order to achieve your objectives and your goals.

What is a strategy?

A strategy is a targeted approach to achieving stated objectives and goals.

What is a program?

A program is a set of activities that has clearly stated goals from which all activities – as well as specific, observable and measurable outcomes – are derived.

What is an evidence-based strategy or program?

An evidence-based strategy or program is one that has been shown to be effective in preventing negative behaviors and/or building healthy supports for individuals and the community.

How do you find out about these evidence-based strategies and programs?

To find out about these strategies and programs, you will have to take the time to gather information, to investigate, and to research your options. You can start by looking at some basic information about types of prevention strategies and programs.

CSAP Strategies

The Center for Substance Abuse Prevention (CSAP) has identified six prevention strategies that are shown to be effective. These strategies include (Substance Abuse Prevention, 1993):

Information Dissemination
This strategy provides awareness and knowledge of the nature and extent of alcohol, tobacco and drug use, abuse and addiction and their effects on individuals, families and communities. It also provides knowledge and awareness of available prevention programs and services. Information dissemination is characterized by one-way communication from the source to the audience, with limited contact between the two. Examples of activities conducted and methods used for this strategy include (but are not limited to) the following: (i) Clearinghouse/information resource center(s); (ii) Resource directories; (iii) Media campaigns; (iv) Brochures; (v) Radio/TV public service announcements; (vi) Speaking engagements; (vii) Health fairs/health promotion; and (viii) Information lines.

Education

This strategy involves two-way communication and is distinguished from the Information Dissemination strategy by the fact that interaction between the educator/facilitator and the participants is the basis of its activities. Activities under this strategy aim to affect critical life and social skills, including decision-making, refusal skills, critical analysis (e.g. of media messages) and systematic judgment abilities. Examples of activities conducted and methods used for this strategy include (but are not limited to) the following: (i) Classroom and/or small group sessions (all ages); (ii) Parenting and family management classes; (iii) Peer leader/helper programs; (iv) Education programs for youth groups; and (v) Children of substance abusers groups.

Alternatives

This strategyprovides for the participation of target populations in activities that exclude alcohol, tobacco and other drug use. The assumption is that constructive and healthy activities offset the attraction to, or otherwise meet the needs usually filled by alcohol, tobacco and other drugs and would, therefore, minimize or obviate resort to the latter. Examples of activities conducted and methods used for this strategy include (but are not limited to) the following: (i) Drug free dances and parties; (ii) Youth/adult leadership activities; (iii) Community drop-in centers; and (iv) Community service activities.

Problem Identification and Referral

This strategy aims at identification of those who have indulged in illegal/age-inappropriate use of tobacco or alcohol and those individuals who have indulged in the first use of illicit drugs in order to assess if their behavior can be reversed through education. It should be noted, however, that this strategydoes not include any activity designed to determine if a person is in need of treatment. Examples of activities conducted and methods used for this strategy include (but are not limited to) the following: (i) Employee assistance programs; (ii) Student assistance programs; and (iii) Driving while under the influence/driving while intoxicated education programs.

Community-Based Process

This strategy aims to enhance the ability of the community to more effectively provide prevention and treatment services for alcohol, tobacco and drug abuse disorders. Activities in this strategy include organizing, planning, enhancing efficiency and effectiveness of services implementation, inter-agency collaboration, coalition building and networking. Examples of activities conducted and methods used for this strategy include (but are not limited to) the following: (i) Community and volunteer training, e.g., neighborhood action training, training of key people in the system, staff/officials training; (ii) Systematic planning; (iii) Multi-agency coordination and collaboration; (iv) Accessing services and funding; and (v) Community team-building.

Environmental

This strategy establishes or changes written and unwritten community standards, codes and attitudes, thereby influencing incidence and prevalence of the abuse of alcohol, tobacco and other drugs used in the general population. This strategy is divided into two subcategories to permit distinction between activities which center on legal and regulatory initiatives and those which relate to the service and action-oriented initiatives. Examples of activities conducted and methods used for this strategyshall include (but not be limited to) the following: (i) promoting the establishment and review of alcohol, tobacco and drug use policies in schools; (ii) technical assistance to communities to maximize local enforcement procedures governing availability and distribution of alcohol, tobacco and other drug use; (iii) modifying alcohol and tobacco advertising practices; and (iv) product pricing strategies.

IOM Categories and Programs

In 1994, the Institute of Medicine (IOM) introduced a new framework for classifying substance abuse prevention strategies and programs by dividing them into three classifications: universal, selective and indicated. Definitions of each type are presented below (National Institute of Drug Abuse, 1997, pp. 10-15).

Universal prevention strategies address the entire population (national, local community, school, neighborhood), with messages and programs aimed at preventing or delaying the abuse of alcohol, tobacco, and other drugs. For example, it would include the general population and subgroups such as pregnant women, children, adolescents, and the elderly. The mission of universal prevention is to deter the onset of substance abuse by providing all individuals the information and skills necessary to prevent the problem. All members of the population share the same general risk for substance abuse, although the risk may vary greatly among individuals. Universal prevention programs are delivered to large groups without any prior screening for substance abuse risk. The entire population is assessed as at-risk for substance abuse and capable of benefiting from prevention programs.

Selective prevention strategies target subsets of the total population that are deemed to be at risk for substance abuse by virtue of their membership in a particular population segment—for example, children of adult alcoholics, dropouts, or students who are failing academically. Risk groups may be identified on the basis of biological, psychological, social, or environmental risk factors known to be associated with substance abuse (IOM 1994), and targeted subgroups may be defined by age, gender, family history, place of residence such as high drug-use or low-income neighborhoods, and victimization by physical and/or sexual abuse. Selective prevention targets the entire subgroup regardless of the degree of risk of any individual within the group. One individual in the subgroup may not be at personal risk for substance abuse, while another person in the same subgroup may be abusing substances. The selective prevention program is presented to the entire subgroup because the subgroup as a whole is at higher risk for substance abuse than the general population. An individual's personal risk is not specifically assessed or identified and is based solely on a presumption given his or her membership in the at-risk subgroup.

Indicated prevention strategies are designed to prevent the onset of substance abuse in individuals who do not meet DSM-IV criteria for addiction, but who are showing early danger signs, such as falling grades and consumption of alcohol and other gateway drugs. The mission of indicated prevention is to identify individuals who are exhibiting early signs of substance abuse and other problem behaviors associated with substance abuse and to target them with special programs. Indicated prevention approaches are used for individuals who may or may not be abusing substances, but exhibit risk factors that increase their chances of developing a drug abuse problem. Indicated prevention programs address risk factors associated with the individual, such as conduct disorders, and alienation from parents, school, and positive peer groups. Less emphasis is placed on assessing or addressing environmental influences, such as community values. The aim of indicated prevention programs is not only the reduction in first-time substance abuse, but also reduction in the length of time the signs continue, delay of onset of substance abuse, and/or reduction in the severity of substance abuse. Individuals can be referred to indicated prevention programs by parents, teachers, school counselors, school nurses, youth workers, friends, or the courts. Young people may volunteer to participate in indicated prevention programs.

Some other useful definitions come from the Western Center for the Application of Prevention Technology's web site (Western Center, no date):

Guiding principles are recommendations on how to create effective prevention programs. When a community already has a prevention program or strategy in place, the guiding principles can be used to gauge the program's potential effectiveness. They can also be used to design an innovative program/strategy when none of the best practices are appropriate to the community's needs.

Best practices are those strategies, programs, activities, or approaches which have been shown through research and evaluation to be effective at preventing and/or delaying substance abuse.

 
Best practices are those strategies and programs which are deemed research-based by scientists and researchers at:

1. National Institute for Drug Abuse (NIDA),
2. Center for Substance Abuse Prevention (CSAP),
3. National Center for the Advancement of Prevention (NCAP),
4. Office of Juvenile Justice and Delinquency Prevention (OJJDP), and
5. Centers for Disease Control and Prevention (CDC).

Promising practices are programs and strategies that have some quantitative ata showing positive outcomes in delaying substance abuse over a period of time, but do not have enough research or replication to support generalizable outcomes.

The Substance Abuse and Mental Health Services Administration's National Registry of Effective Prevention Programs (NREP) reviews programs to determine whether they are promising or effective, and shares the information through a web site and a variety of publications. NREP (2002) defines effective programs as well-implemented, well-evaluated programs that produce consistently positive pattern of results (across domains and/or replications).
 

Access to more detailed information on Guiding Principles, Best Practices, Promising Practices and Effective Prevention Programs can be found at these web sites:

1. Center for Substance Abuse Prevention (CSAP)

1. Science-Based Prevention Programs and Principles 2002:  Effective Substance Abuse and Mental Health Programs for Every Community.

This CSAP publication highlights programs and principles that have been extensively researched and found to be effective. To access the publication online, you can click on the title above, or you can go to the National Clearinghouse for Alcohol and Drug Information (NCADI) web site (listed) to find this and many other useful publications.

1. Safe and Drug-Free Schools Program

The Safe and Drug-Free Schools Program is the Federal government's primary vehicle for reducing drug, alcohol and tobacco use, and violence, through education and prevention activities in our nation's schools. This site provides information about SFDS, news updates, related publications, model programs, grants, research, and links to related sites.

1. Office of National Drug Control Policy (ONDCP)

The ONDCP site (above) provides an evidence-based list of 15 basic principles recognized by the federal agencies for Education, Justice and Health and Human Services for successful prevention programming.

What else should be considered before making decisions on what to include in our plan?

Every community is different and has different needs and resources. Therefore, when thinking about the strategies and programs you will choose to implement, you want to be sure they fit who you are; that they will be appropriate and effective. Your strategies and programs should help you achieve your goals and objectives and contribute to a comprehensive prevention plan that, when implemented, will bring about positive, long-lasting change.  

Factors to consider before you make any decisions:

          People, Funding, Facilities, Equipment, Supplies

Cultural relevancy…

          Program, Language, Norms, Acceptance

          Readiness, Values, Support, Needs

How do you know which evidence-based strategies and programs to select for your community?

Asking the following questions will assist you in the process of selecting evidence-based strategies and programs.    

1. Will this strategy or program:
2. Be effective for our priority area of focus identified through our community assessment of needs and resources?
3. Bring about the change we want to see in our community?
4. Help us meet our goals?
5. Help us accomplish our objectives?
6. Work in our community?
7. Address the needs of our target population?
8. Be culturally relevant?
9. Be appropriate for the age groups we plan to target?
10. Be supported by community leaders and stakeholders?
11. Fit with the rest of our plan? Will it help to create a synergy that contributes to the overall success of the plan?
12. Be possible with the current resources we have or future resources we will be able to access?
    
    

Click here for a worksheet that will help you with your Selecting Your Prevention Strategies

Selecting realistic, tailored strategies to meet your community's specific needs increases the likelihood of success in your change efforts. It is also important to be clear about what initial changes you want to see from these strategies. That is your next step.

Ready to Move On?

Did you:

1. Examine evidence-based strategies and specific programs, principles and practices related to the priority areas?
2. Determine whether the strategies, programs, principles and practices being considered related directly to the goals, objectives and priority/target populations?
3. Consider the cultural relevance?
4. Consider fidelity issues and determine any necessary adaptations.
5. Consider the potential impact(s) including desired results and unintended consequences?
6. Assess the group's and community's capacity for successful implementation?
7. Make a best fit choice(s) for your community?

References

National Institute of Drug Abuse. (1997). Drug abuse prevention: What works. Bethesda, MD: Author.

National Registry of Effective Programs. (2002). Scoring procedure and definitions. In Nominate your program! Share your success! Retrieved October 22, 2003, from http://modelprograms.samhsa.gov/template.cfm?page=nreppscore

Substance Abuse Prevention and Treatment Block Grants, 58 Fed. Reg. 17062 (March 31, 1993) (to be codified at 45 CFR Part 96). Retrieved November 11, 2003, from Federal Register, Vol. 58, No. 60, § 96.125 Primary prevention, available at: http://libraries.ou.edu/eresources/LORA

Western Center for the Application of Prevention Technologies. (No date). Step 6: Guiding principles and best practices. In Building a successful prevention program.Retrieved October 21, 2003, from http://www.unr.edu/westcapt/bestpractices/bestprac.htm

Go to Stage 4 Table of Contents












Stage 4: Planning

Outcome 5

Outcome 5:  Immediate outcomes for selected programs, principles and practices have been determined.

What are immediate outcomes?

Immediate outcomes are short-term indicators of success regarding implementation of strategies and programs.Immediate outcomes are also changes in knowledge, attitudes, skills and behaviors brought about as a result of participation in a strategy or program that was delivered.

Why is it important to have immediate outcomes?

Immediate outcomes give you information about two things:

YOUR PROCESS

How well you did with implementation – This has to do with whether or not you implemented your strategy or program as intended, and if you didn't, why it happened the way it did. For example, did you expand the age group of participants to boost attendance or not hold as many sessions as the curriculum suggests?

YOUR PARTICIPANTS

Whether or not what you are doing is working– This has to do with changes that happen in the lives of the participants because they were a part of your strategy or program, e.g., an increase in decision making skills or changed perceptions about the harmful effects of alcohol use.

How do you write immediate outcomes?

When you reviewed the strategies and programs you selected, you probably came across the proven results identified by the developer of the strategy or program. You should have also found information on various components, such as the audience, the timeline and the target areas addressed.

Participant Outcomes 

1. Decide what you want to have change in your participants; this includes participants' skills, knowledge, attitudes and/or behavior.
2. Determine how you will measure the change; these are called the outcome measures, the indicators of success.
3. Decide how much change you want to see in your participants; this is what you desire to have happen with your participants.
4. Determine the amount of time this change will take; this is related to the timeframe of your strategy or program.
5. Now write your immediate outcomes; be sure that they are achievable and measurable.

Include the baseline data and source for current and future reference. This can be written at the end of the outcome statement.

Process Outcomes

1. Decide what you want to measure regarding implementation of your strategy or program; this includes services delivered.
2. Determine how you will measure your implementation; these are called process measures such as number of sessions, target population, levels of participation, staff used.
3. Decide what you want to take place with your implementation; this is what you desire to have happen in how your strategy or program is delivered.
4. Determine the amount of time your implementation will take; this is related to the timeframe of your strategy or program.
5. Now write your immediate outcomes, be sure that they are achievable and measurable.

Include the baseline data and source for current and future reference. This can be written at the end of the outcome statement.

As you make these strategic decisions, the next steps are becoming clearer and easier to determine. Soon it will be time for action.  First, however, finalizing an evaluation plan is critical.

Ready to Move On?

Did you:

1. Review and consider the immediate outcomes identified by the researcher(s)/author(s) of the selected programs, principles and practices?
2. Determine immediate outcomes reflecting the desired future conditions identified by the group?
3. Write immediate outcome statements that are achievable and measurable?

Go to Stage 4 Table of Contents

Stage 4: Planning

Outcome 6

Outcome 6:  An evaluation plan has been developed.

Now that you have written your goals, objectives, strategies and actions, it is time to consider how you will determine if you are achieving the results you seek. It is time to develop a plan for how you will collect and analyze data related to the outcomes you have written. Before you go any further, take another look at the visual representation of the overall planning process, including implementation and evaluation.

What is evaluation?

A structured process used to collect and analyze data in order to answer two primary questions: (1) Is what we're doing working? and (2) If not, why not? 

Why is evaluation important?

Evaluation is important because it helps you to:

1. make informed decisions on future actions
2. be accountable to others
3. know if you achieved the outcomes you identified
4. know what should be changed or remain the same and why
5. improve what you are doing
6. determine if you are bringing about the change you desire for your community
7. access resources
8. increase your capacity to collect and use relevant data

Overall, evaluation will help you to step back and think about, or take a look at, what you are doing through the implementation of your prevention plan.

Why is it important to have an evaluation plan?

Having a well thought out evaluation plan can keep you on track for how and when you will engage in evaluation activities and who will be involved with this aspect of the prevention effort. Having an evaluation plan and carrying it out can help you to see the progress you have made.

What should be considered in developing an evaluation plan?

Flora et al. (1999) suggest consideration of several questions to help you put together an evaluation plan. What follows is an adaptation of their document, Creating a Measurement Plan.

(Note: Because you have already written your long-term, intermediate and immediate outcomes, as well as your participant and process outcomes, you will have already answered several of the questions being asked!)

1. What are the most important indicators of our goals, objectives and actions?
2. What are the measures related to these indicators?
3. What are the baseline measures we will use?
4. What are our units of measure?
5. Where will we get the information we need?
6. How will we get the information we need?
7. Who will collect the information we need?
8. Will we need to pay someone to collect this information?                                                 
   Yes ___ No ___     If yes, how much per hour? _______
9. How many hours will it take? _____        
10. When will the information be collected?
11. How will we measure progress from the baseline measures?
    
    

Click here to download a copy of the above tool, Considerations for Creating an Evaluation Plan

The National Crime Prevention Council (NCPC) has put together evaluation recommendations, called Seven Keys to Evaluating Your Crime Prevention Event—Does Your Program Work? While NCPC's focus is crime prevention, the principles apply to substance abuse prevention as well. To access this document, click on the link below or go to NCPC home page (www.ncpc.org) and enter Seven Keys where it says search our site.

Seven Keys to Evaluation
 

Evaluation is a great opportunity for learning whether what you thought would occur has actually occurred. It will both confirm your theories and allow you to know when and how to change course if necessary to ensure success.
 

Ready to Move On?

Did you:

1. Review the long-term, intermediate and immediate outcomes previously identified?
2. Determine what will be measured?
3. Determine the methods of measurement to be used?
4. Determine the timelines for gathering, analyzing, interpreting and reporting the data?
5. Determine who will be involved in performing the evaluation?
6. Assess the community's and group's capacity for successful implementation of the evaluation plan and determine who will be involved in the process?
7. Finalize the evaluation plan to be implemented?

References

Flora, C.B., M. Kinsley, V. Luther, M. Wall, S. Odell, S. Ratner, & Topolsky, J. (1999). Outcomes and measurements—Creating a measurement plan. In Measuring community success and sustainability. (RRD 180). Ames, IA: North Central Regional Center for Rural Development. Available online at http://www.ncrcrd.iastate.edu/Community_Success/about.html

Go to Stage 4 Table of Contents

Stage 4: Planning

Outcome 7

Outcome 7:  The group has developed and committed to action plans for implementation.

Now that you have a pretty clear picture of where you are headed based on your goals and objectives and the implementation of your selected strategies, programs, principles and practices, it is time to identify the actions that will move you toward achieving your long-term, intermediate and immediate outcomes. You have identified WHAT you are going to implement, now you need to identify HOW you are going to do it.

How do you write an action plan?

Here is a process you can use to write your action plan:

1. Look at each of the strategies and programs you plan to implement.
2. Determine which of the strategies and programs you will do first. (Keep in mind that some strategies and programs need action sooner than others, because of their importance or the momentum they will create when you move to implementation.)
3. Review your goals and long-term outcomes.
   Review your objectives and intermediate outcomes.
   Review your selected strategies and programs and immediate outcomes.
4. Discuss what needs to happen for you to attain your long-term, intermediate and immediate outcomes.
5. Determine who needs to be involved and what support you need?
6. Identify—step-by-step—the specific actions, or tasks, it will take.

What needs to go in the action plan?

For each of the actions you have identified, determine the following to include in your plan:

1. Who will be responsible for carrying out the action
2. When the action will take place
3. Where the action will take place
4. What resources you need
5. How you will measure, or know, the action was accomplished

Developing an Action Planning worksheet

The more specific you can be with your action plan, the easier it will be to implement. Set yourself up for success!

Ready to Move On? 

Did you:

1. Review goals, objectives, strategies and chosen evidence-based policies, programs, and practices to be implemented?
   

Did you answer the questions:

1. What actions will take place?
2. Who is responsible?
3. What is the timeline?
4. What resources are needed?
5. What measures will be used to determine progress?

Go to Stage 4 Table of Contents

Stage 4: Planning

Outcome 8

Outcome 8:  A comprehensive, user-friendly document organizing all of the planning information has been completed.

By this point in your planning process, you have done a huge amount of work!

Prevention plans often include the following sections:

1. Table of Contents
2. Introduction
3. Executive Summary
4. Vision and Mission Statements
5. Group History and Accomplishments
6. Priority Area(s) of Focus
7. Goals and Objectives
8. Strategies and Evidence-Based Programs, Principles and Practices
9. Action Plans
10. Evaluation Plan
11. Appendices

Before you make multiple copies of your prevention plan, you may want to have a few members of the community or a group review how you have put the plan together. Ask for their feedback on whether or not they understand the plan and if they consider it to be user-friendly. Be open to the feedback and, if needed and appropriate, make revisions. Keep in mind that your plan should be seen as a living document, not one that is set in stone, because communities aren't perfect and the people who live in them aren't perfect. Once you begin implementation, there might be some changes that need to happen due to a variety of circumstances, such as fewer resources being available than you anticipated. But don't be discouraged, you have done a lot of good work that is helping you to move closer to where you want to be in the future.

You now have a prevention plan that will bring you closer

to reaching your vision and the changes

you desire for your community.

You've worked hard…

Don't forget to Celebrate!!!

Ready to Move On?

Did you include in your document the:

1. Community description, vision and mission statements?
2. Long-term, intermediate, and immediate outcomes?
3. Selected strategies?
4. Selected evidence-based policies, programs, and practices?
5. Plan for evaluation?
6. Action plans?
   

Go to Stage 4 Table of Contents

COMMENTARY

Stage 4: Planning

Outcome 9

Outcome 9:  The plan has been shared with the community.

Getting the plan out into the community will increase the level of community buy-in, bolster your effectiveness with implementation and provide an opportunity for others to support or join you in your prevention efforts. The process of sharing the plan with the community can happen in a variety of different ways:

1. Hold a community meeting to review the contents of the plan and distribute copies to those who request one at the end of the meeting.
2. Have the individuals who were invited into the planning process assist with distribution of the plan to people they work with, other groups they are a part of, etc.
3. Have members of your group take copies of the plan to key persons in the community who are not currently working with you, but would have an interest in what you are planning to
4. do. If possible, it's helpful to make an appointment ahead of time. Face-to-face conversation is always beneficial!
   
    

You can use the Distribution of Community Prevention Plan worksheet to help you track who has received a copy of the plan.

As you continue to keep the community informed, you create opportunities for community support and involvement. Make sure to capitalize on them.

Ready to Move On?

Did you:

1. Identify who will receive copies of the planning document?
2. Determine appropriate method(s) and timing of distribution?
3. Follow through on distribution of the community prevention plan?

Go to Stage 4 Table of Contents

Stage 4: Planning

Self Check List

Use the self-check below to assess progress through this stage of the mobilization process.

Outcome 1: Those involved in the development of the prevention plan have been identified and engaged. 

Did you:

1. Invite individuals and/or agencies providing services in the priority areas to participate in the planning process?
2. Invite community leaders and/or decision makers to participate in the planning process?
3. Invite representatives of the priority/target population to participate in the planning process?
4. Schedule and hold an initial planning meeting?
5. Select a planning process to guide you?

Outcome 2: Goals have been developed, and corresponding long-term outcomes have been determined.

Did you:

1. Review the vision and mission statements?
2. Review the assessment data related to your priority areas?
3. Share and identify desired future conditions?
4. Write achievable, measurable goal statements reflecting the desired future conditions?
5. Determine long-term outcomes based on your goal statements?

Outcome 3: Objectives have been developed, and corresponding intermediate outcomes have been determined.

Did you:

1. Review the long-term outcomes and goals?
2. Write achievable, measurable objectives that will move you toward your long-term goals?
3. Determine intermediate outcomes based on your objectives?

Outcome 4: Appropriate evidence-based strategies and specific programs, principles and practicesrelated to priority areas have been selected.

Did you:

1. Examine evidence-based strategies and specific programs, principles and practices related to the priority areas?
2. Determine whether the strategies, programs, principles and practices being considered related directly to the goals, objectives and priority/target populations?
3. Consider the cultural relevance?
4. Consider fidelity issues and determine any necessary adaptations.
5. Consider the potential impact(s) including desired results and unintended consequences?
6. Assess the group's and community's capacity for successful implementation?
7. Make a best fit choice(s) for your community?

Outcome 5: Immediate outcomes for selected programs, principles and practices have been determined.

Did you:

1. Review and consider the immediate outcomes identified by the researcher(s)/author(s) of the selected programs, principles and practices?
2. Determine immediate outcomes reflecting the desired future conditions identified by the group?
3. Write immediate outcome statements that are achievable and measurable?

Outcome 6: An evaluation plan has been developed.

Did you:

1. Review the long-term, intermediate and immediate outcomes previously identified?
2. Determine what will be measured?
3. Determine the methods of measurement to be used?
4. Determine the timelines for gathering, analyzing, interpreting and reporting the data?
5. Determine who will be involved in performing the evaluation?
6. Assess the community's and group's capacity for successful implementation of the evaluation plan and determine who will be involved in the process?
7. Finalize the evaluation plan to be implemented?

Outcome 7: The group has developed and committed to action plans for implementation.

Did you:

1. Review goals, objectives, strategies and chosen evidence-based policies, programs, and practices to be implemented?
2. Did you answer the questions:
3. What actions will take place?
4. Who is responsible?
5. What is the timeline?
6. What resources are needed?
7. What measures will be used to determine progress?

Outcome 8: A comprehensive, user-friendly document organizing all of the planning information has been completed.

Did you include in your document the:

1. Community description, vision and mission statements?
2. Long-term, intermediate, and immediate outcomes?
3. Selected strategies?
4. Selected evidence-based policies, programs, and practices?
5. Plan for evaluation?
6. Action plans?

Outcome 9: The plan has been shared with the community.

Did you:

1. Identify who will receive copies of the planning document?
2. Determine appropriate method(s) and timing of distribution?
3. Follow through on distribution of the community prevention plan?
   
   

Go to Stage 4 Table of Contents

Stage 4: Planning

Share Your Planning Stories

Everyone has a story.

See how your story could help other communities.

So much can be learned from the experiences of others—both the successes and the challenges. We have included this section called Stories for each stage of the mobilization process. In it you will see real stories from real communities—maybe even your own. Have you had success or perhaps faced a challenge that could inform or even inspire others? Are you willing to share your valuable experience and insights? If so, we would like to share your experience with our online community.

Send us a brief description (approximately 200 to 600 words) of your group's experience, indicating the stage of mobilization at the top, along with your name, organization and location as you would like it to be listed. Please include a mailing address, phone number and e-mail address (optional) where you can be reached if we have questions or need more information.

You can help other communities facing the challenges of mobilizing for prevention. Send your story today!

Send or e-mail your stories to:
Joan Liebman, Colorado State Liaison
c/o Brenda Powell
CSAP's Southwest Center for the
  Application of Prevention Technologies
The University of Oklahoma
555 E. Constitution Avenue
Suite 219
Norman, OK 73072

E-mail:  Joanie Liemban

Go to Stage 4 Table of Contents

Stage 4: Planning

Brainstorming

Brainstorming

Brainstorming is one technique or type of group process you can use to generate ideas. Here are some suggestions for a successful brainstorming session:

Tips

1. Limit the time for the brainstorming session, and make sure everyone is aware of the amount of time set aside for the process.
2. Post the question at the top of a newsprint pad, chalk- or grease board for all to see.
3. Ask an assigned recorder or note taker to post ideas under the question as they are generated.
4. Designate a timekeeper to inform the group when they have three minutes left.
5. Designate a gatekeeper to monitor the process to ensure the brainstorming rules are followed.

Rules

1. Everyone is encouraged to share their ideas.
2. Creativity is valued and encouraged.
3. Piggybacking on previous ideas is allowed and encouraged.
4. Questions are asked for clarification purposes only.
5. Every idea is documented.
6. Ideas are not evaluated or discussed.
7. Repetition is okay.
8. Periods of silence are okay.
9. Quantity is encouraged.
   
   
   

This tool authored by: Joan Liebman,
CSAP's Southwest Center for the Application of Prevention Technologies,
College of Continuing Education, The University of Oklahoma, Norman, OK, 2003.

Go to Stage 4 Table of Contents

Stage 4: Planning

Prioritizing

PRIORITIZING

Prioritizing is your next step after your brainstorming and clarifying session. The clarifying session clears up any misunderstandings among the group members of what has been brainstormed and posted, and provides the opportunity to clump like ideas together. If same ideas are clumped, the revised brainstorm list is posted on a fresh newsprint page. Now you are ready to prioritize. One way to prioritize is to follow this process.

PROCESS 

1. Decide how many choices are to be initially selected from your brainstorming list. Do you want the top three, four, six, etc?
2. Group members individually rank order their preferences and select their top three, four, etc., (whatever number you decided on in step one) choices and post these individually on separate pieces of paper.
3. Group members individually assign points to their individually recorded top choices. The last choice receives 1 point, the 2nd to last choice receives 2 points, the 3rd to last choice receives 3 points, and so on. The highest number of points should match the total number of choices you decided on in step one.
4. A recorder notes the point values given for each entry on the newsprint next to each idea and totals each idea.
5. If one idea has a large majority of points, members can focus on developing consensus at this time.
6. If values are somewhat equal among the choices, prioritizing needs to be repeated by returning to step one with each member ranking from a smaller sample (for example, choosing their top two choices from the top six that emerged in step five).

RANKING CRITERIA

1. Need Consider need, but not exclusively–remember to consider your group's/community's capacity and level of readiness. You don't want to set your group up to fail.
2. Enthusiasm – Are you personally excited and want to work on this?
3. Ease/Success – What is the likelihood you can make a difference and be successful?
4. Visibility – Will this give the group positive visibility in order to catch the attention of others and assist in building the group's credibility?
    

This tool authored by: Joan Liebman,
CSAP's Southwest Center for the Application of Prevention Technologies,
College of Continuing Education, The University of Oklahoma, Norman, OK, 2003.

Continue On to STAGE 5