Colorado Partners for Sustainable Change. Strategic Planning Workbook

Transcription

1 Colorado Partners for Sustainable Change Strategic Planning Workbook Third in a six-part series Part 1: Getting Started Part 2: Needs Assessment Part 3: Strategic Planning Part 4: Implementation Part 5: Evaluation Part 6: Sustainability 1

2 Strategic Planning What Is a Strategic Plan? Strategic planning is both a process and a plan. It is a data-driven plan that guides prevention work in a community. Well-designed plans include the following: 1. A process that is data-driven, community-based and ongoing 2. Identified goals, strategies, and specific action steps for implementation 3. Contain a mix of evidence-based programs, policies and practices to affect community level change 4. A focus on improving and strengthening the prevention infrastructure already in place, and building on the resources and capacities that already exist within the community. This workbook outlines the steps for developing a strategic plan and includes templates, sample plans and helpful tips. Communities that engage in strategic planning process should already have a coalition in place and have completed a thorough needs assessment. See the Getting Started and Needs Assessment workbooks for guidance on these initial steps. Why should you develop a strategic plan? 1. Identifies or clarifies target population and domain 2. Helps select evidence-based strategies using data 3. Builds consensus and buy-in among participants for implementation Using the Workbook Each section of this Workbook is organized in the same format. You will see the following headings in each section: Actions: Provides an overview of work to consider, or goals to obtain, when going through a strategic planning process. Tools: These can be followed step by step or can be used as a standalone for a specific topic to support your existing coalition 2 Acknowledgements "This document was prepared under Contract number IHM ADA with the Colorado Department of Human Services (CDHS) Division of Behavioral Health. The publication was made possible by Grant Number #6 U79 SP11181 from the HHS Center for Substance Abuse Prevention (CSAP), Substance Abuse and Mental Health Services Administration (SAMHSA)'s Strategic Prevention Framework State Incentive Cooperative Agreements Grant administered by the Community Prevention section of the CDHS Division of Behavioral Health. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the HHS Center for Substance Abuse Prevention (CSAP), Substance Abuse and Mental Health Services Administration (SAMHSA) or the CDHS Division of Behavioral Health."

3 Workbook Sections Strategy I: Prepare to Plan Action: 1. Identify and gain commitment from key stakeholders to participate 2. Develop and/or confirm shared mission and vision statements 3. Develop an agenda and timeframe for the strategic planning process 4. Provide pre-meeting information Tools: Meeting Checklist Sample Agenda Strategy II: Develop the Strategic Plan Action: 1. Convene the strategic planning session 2. Review needs assessment and data 3. Develop problem statement 4. Develop a logic model based on the problem statement 5. Identify goals based on the data 6. Develop strategies, action steps, outcomes, timelines and responsible parties for each strategy 7. Address the sustainability and cultural responsiveness of each goal Tools: Words and Definitions Handout Logic Model Toolkit Overview Choosing Evidence-Based Strategies Toolkit Overview Strategic Plan Sample Strategy III: Share The Plan Action: 1. Develop key talking points for the plan 2. Develop a list of groups and leaders to present Tools: Audience Communication and Best Fit Types of Communications and Reports 3

4 Strategy I: Prepare to Plan Actions in this Section 1. Identify and gain commitment from key stakeholders to participate 2. Develop and/or confirm shared mission and vision statements 3. Develop an agenda and timeframe for the strategic planning process 4. Provide pre-meeting information Tools in this Section Strategic Planning Session Meeting checklist Strategic Planning Session Sample agenda Tips for Success: Make sure stakeholders are familiar with the needs assessment results Set realistic timeframes and agendas It may be helpful to have a facilitator that is not a stakeholder 4

5 Strategic Planning Session Meeting Checklist Send out agenda to attendees prior to meeting Invite outside facilitator if needed Prepare copies of mission/vision if they already exist Bring a copy of your needs assessment report Bring copies of a strategic plan template Ensure meeting room has internet connectivity to search from evidence-based strategies 5

6 Strategic Planning Session Sample Agenda Note that this agenda can be done in a full day retreat format or over the course of 2-3 shorter meetings Session Outcomes o Identified mission, vision, goals and strategies for XYZ coalition I. Introductions (10 min) Check in on outcomes for day Words and terms of strategic planning II. Clarifying Vision and Mission (60 min) Write a shared vision for this coalition Develop a mission statement III. Identifying Needs (60-90 min) Review of Needs Assessment Develop Problem Statement based on the data IV. Developing 3-5 Goals (60-90 min) Identify 3-5 shared goals for the coalition based on the problem statement Discussion o Are these a good fit for this community? o Are they achievable over the next 3-5 years? V. Strategies to Achieve the Goals (40-60 min) Choose evidence-based strategies discussion Develop strategies for each goal Group votes or agrees via consensus to adopt strategies VI. Action Steps (45-60 min) Develop month action steps, outputs, timeframes and responsible parties for each strategy VII. Wrapping Up (20 min) Review accomplishments Next steps for completing and/or finalizing strategic plan Evaluate the process 6

7 Strategy II: Develop the Strategic Plan Actions in this Section 1. Convene the strategic planning session 2. Review needs assessment and data 3. Develop problem statement 4. Develop a logic model based on the problem statement 5. Identify goals based on the data 6. Develop strategies, action steps, outcomes, timelines and responsible parties for each strategy 7. Address the sustainability and cultural responsiveness of each goal Tools in this Section Strategic Planning Words and Definitions Handout Logic Model Toolkit Overview* Choosing Evidence-Based Strategies Toolkit Overview* Strategic Plan Sample Strategic Plan Template *These represent detailed documents that may be found at following link: Tips for Success: Depending on preference, the strategic plan or the logic model can be developed first in the sequence Try to keep goals and outcomes realistic and measureable Using evidence-based strategies will also provide information on intended outcomes and evaluation methods 7

8 Strategic Planning Words and Definitions Handout In general, strategic plans cover a three-five year timeframe and include the following components: mission, vision, goals, strategies, action steps, timeframes and responsible parties. When engaging in a strategic planning process, it is helpful to define these words and terms so everyone is on the same page. Vision = A simple, inspiring statement of the future. The vision statement should reflect the coalitions shared dream of what the community will look like when the mission has been achieved. For example: A community free of alcohol and drug abuse. Mission = A short written statement describing the purpose of the coalition or organization. The mission statement provides direction and guides the day-to-day work of the initiative. For example: Our mission is to reduce and prevent substance use among youth in the community. Goal = A statement of what you want. A goal states the intent and purpose that supports the coalition s vision and mission. For example: To delay the onset of underage drinking in our community. Strategy = A statement of what you will do to achieve your goal. Strategies describe the specific approaches you will use to achieve your goals. For example: Implement evidence-based prevention education curriculum at the elementary school or, Use a social marketing campaign to educate and engage parents of middle school youth. Action Steps = The concrete steps that will be taken to achieve the strategy. Action steps should be sequential and easy to measure through the outputs. These measurable steps make the strategic plan a usable, working document. Coordinators and coalitions can track their progress by reviewing the strategic plan at monthly meetings. Outputs = The tangible results of the action steps. Outputs can be tracked and documented through process evaluation methods. Target Date and Person Responsible = The details of when the action step will take place and who is responsible to make sure this happens. Sustainability = Brief paragraph addressing how this goal will be sustained in future years and/or once current funding streams end. Cultural Responsiveness = Description of what steps have been taken to ensure the goal is responsive the to specific culture in the community. Cultural responsiveness extends beyond ethnicity and this section should include other elements of the community culture. 8

9 9 Logic Model Toolkit Overview The Logic Model Toolkit is designed to help communities and organizations go through the process of creating a logic model. This toolkit will cover the following key areas in depth: Introduction Definition of a Logic Model Components of a Logic Model Creating A Logic Model Putting the Logic Model to Use This toolkit also contains logic model templates and examples to help with this process. Below we included a condensed example of a logic model and important considerations to take into account when creating one. Please refer to the full Logic Model Toolkit found at the link: EXAMPLE GOAL 1: Increase the number of underage youth who choose not to drink Strategy 1: Implement evidence-based prevention curriculum in elementary schools Action Steps Outputs Target Date Person(s) Responsible 1. Gain agreement from school administration for prevention curriculum -Signed MOA with School District October 2009 Prevention Coordinator Coalition representative School Personnel 2. Choose and purchase appropriate evidence-based curriculum 3. Train staff to implement curriculum 4. Implement curriculum with all elementary students -Curriculum and all associated materials purchased -One teacher per grade trained in curriculum - Students complete full 6 week curriculum - Students complete pre and post tests December 2009 February 2010 End of school year 2010 Curriculum workgroup comprised of district reps and prevention coordinator Coordinator School Personnel School Personnel Students Coordinator Sustainability XYZ school district has agreed, as written in the MOA, to adopt the prevention curriculum and take fiscal responsibility for training and materials at the end of three years. The two others school districts in our county have not yet committed to implementing prevention curriculum but have indicated they might be willing to get on board if they see positive results. Cultural Responsiveness The prevention coalition has been responsive to the school culture by not being prescriptive with a pre-selected curriculum. Instead, a workgroup will be formed that includes district representatives and is supported by the prevention coordinator. This helps ensure that the schools decide which evidence-based curriculum best suits them. In addition, the coalition has committed funds to provide Spanish language curriculum to meet the needs of our significant immigrant population.

10 Choosing Evidence-Based Approaches Toolkit Overview To help communities and organizations with evidence-based approaches we have created the Choosing Evidence-Based Approaches Toolkit and PowerPoint. Listed below are the main sections found in the toolkit. For this comprehensive process please download the Choosing Evidence-Based Approaches Toolkit and PowerPoint from the RPC website at Toolkit sections A: Utilize Needs Assessment Results B: Conduct Gaps Analyses C: Know the Criteria of Evidence-Based D: Search for Approaches (Evidence-Based Programs, Policies, Practices Website Links) E: Establish Fit Choosing evidence based approaches. What does it mean? The program, policy or practice must meet at least one of these 3 criteria: 1. Federal Lists or Registries: appears on at least one federal government approved list of programs or website (e.g., Nat l Registry of Effective Programs - NREPP, Dept. of Ed., Dept. of Justice) 2. Peer-reviewed Journals: has appeared in a peer-reviewed journal and has demonstrated effectiveness 3. Documented Effectiveness: documentation is provided that the program, policy or practice is evidenced-based (comprehensive evaluation report with pre-post, literature review, comparison group, and positive findings) *Please refer to the link listed below for the entire Choosing Evidence-Based Strategies Toolkit: 10

11 SAMPLE STRATEGIC PLAN Issue/Problem Statement In Colorado County, our data clearly and consistently indicates several issues. First, it indicates that there is a significant level of alcohol use by use underage youth in the public school district and at the State College (SC). Second, it indicates that parents in the community appear to not be fully aware of their children s and other students behaviors. Finally, the data shows that there is a strong perceived need for increasing community awareness and involvement in addressing the issues of alcohol and drug abuse, as well as a high level of optimism that such efforts can make a positive difference. If viewed from a cause and consumption perspective, it would appear that ease of access, low perceived risk, and community tolerance for underage alcohol use are all contributing factors which impact consumption indicators of high rates of underage drinking and high rates of binge drinking among students. This is further supported by data that shows the county Liquor License Rates at almost four times that of the state. That means there are 116 licenses for a population of just over 14,000. From our Community Readiness Assessments we understand that knowledge and awareness around underage drinking issues is low. Therefore, a primary goal derived directly from our Level of Readiness scores is to raise awareness with concrete ideas of ways to address the issue. The inclusion of community-specific information has been pivotal in this process. Our Resource Assessment shows that there are moderate levels of funding for prevention throughout the community. From a gaps analysis perspective, we see that although prevention programming exists, there are age ranges where it is lacking and, in general, the efforts need to be made more cohesive and comprehensive. For example, while evidence-based programs are used in some settings, it is not seamless across all grades. We have had good initial success with moving Strengthening Families to a younger age cohort and beginning implementation of Project Alert with the middle school ages. Another limitation has been the lack of a consistent presence and means for communicating about prevention. Last year, the county coalition, the school district and the Police Department, partnered to pilot a District Prevention Liaison position. This position was successful in providing a more direct prevention presence in the schools and allowed everyone to accomplish more of our school and youth based goals. As a result we see this as a promising strategy to further develop. The following goals were developed in 2007 from on our data, assessments and understanding of the culture of this community and are still relevant a year later. The community environment of Colorado County does not reflect awareness of the level of underage drinking, its causes, and the consequences. We intend to continue to increase the knowledge base of the community through research-based strategies that include information dissemination, prevention education, and environmental approaches. Specifically, we will continue to address three specific goals. First, we seek to increase awareness throughout the county. Second, we want to provide comprehensive prevention education from birth to 21. Finally, we want to decrease underage access to alcohol. 11

12 This plan strives to increase awareness and to impact change of both individual behaviors and community norms in relation to underage drinking. Each goal takes into account existing resources and integrates changes or new approaches within these established programs, policies or practices whenever possible. For example, while we understand that there is a direct correlation between retail access and alcohol related problems, including underage drinking, we do not yet have the community readiness to successfully target this strategy. In addition, we have strong anecdotal information that suggests social access is the larger issue in our community. The three goal areas are consistent with the data collected, fit within the evidence-based Six Prevention Strategies, and best address the needs and culture of our community. Please note that while our overarching goals have not changed since our initial Strategic Plan, our objectives and action steps have been revised. Through the process of implementation we have had a number of successes and we have also learned a great deal that allows us to be more clear in our focus. The coalition spent May and June 2008 reviewing the initial goals and objectives. In this process they noted completed steps, unmet objectives, and objectives that no longer are applicable and should be revised or deleted. The coalition also identified new objectives and action steps appropriate to our second year of implementation. All of this work, as well as input on the structure of the document, resulted in the revised Goals and Objectives below. In order to provide historical perspective and track our accomplishments to date, our initial Goals and Objectives can be found in Appendix A at the end of this plan. This is both a plan and a working document that guides the coalition s efforts. GOAL 1 - INCREASE AWARENESS OF DEGREE OF UNDERAGE DRINKING IN COLORADO COUNTY OBJECTIVE A - Continue targeted social marketing campaign 1. Continue with print and internet media, presentations and targeted outreach to parents of 4 th - 8 th graders 2. Use Now is the Time campaign to promote perception and behavior change of talking to children as early as 4 th grade about not using alcohol and drugs 3. Continue to make campaign materials available in Spanish 4. Provide parents with tips and resources to increase understanding of the local situation, understand the value of delaying onset of use, talking with their kids, and general prevention knowledge 5. Identify 3-4 venues specific to parents of this age group and deliver presentations providing local data, information on parents as major influence and making Ongoing June 09 Ongoing June 09 Ongoing June 09 Ongoing June 09 Fall/Winter Coordinator and -Graphic Designer -Coalition -See above -See above -See above See above 12

13 explicit that the goal is to get parents to talk to their kids early and often about alcohol and drug use 6. Increase focus on critical shift in awareness and access to alcohol that occurs between 6th and 7th grade through sharing of local data as well as data on age of first use which incorporates tips for addressing concerns, What to do if. 7. Engage interested parents from target group and work with them to develop strategies for more active participation from parents --- such as neighborhood block parties and information sharing Ongoing June 09 Summer 08- Ongoing - See above - Coordinator - Coalition members - Parents OBJECTIVE B Provide outreach to entire Colorado County Community 1. Continue Speakers Bureau and target 20 presentations over next year throughout the community. Use presentations to increase awareness and to make specific requests for action 2. Continue to maintain and update project website as central resource on local prevention Ongoing-June 09 Ongoing-June 09 -County Speakers Bureau -Coordinator and -Coordinator and 3. Continue newspaper ads, quarterly Prevention Times and selected sponsorships at recreational and community events 4. Investigate options for radio underwriting and advertising as well as free PSAs on local college, and public radio stations 5. Collaborate with other Prevention projects to develop a shared Tag Line and/or logo to brand prevention and promote unified local prevention efforts Ongoing-June 09 Summer 08 Summer 08 -Coordinator and - Coalition -Coordinator - Coordinator - Coalition partners - Graphic Designer OBJECTIVE C- Provide direct outreach to community youth 1. Develop and hire Prevention Education Coordinator position to work in local school district and State College 2. Provide awareness building at local schools School Year -Prevention Education including: meetings with students to discuss HKCS Coordinator (PEC) 13 Hired by August 08 -Coordinator -Hiring subgroup -SC and local school designated supervisors

14 results, e-chug online assessments, and youth-driven projects 3. Investigate feasibility of voluntary incentive program for high school students to encourage refraining from underage use (ex. Ski Pass Program) 4. Provide prevention presence at all local schools with middle-high school students 5. Provide awareness building at SC including: e-chug and etoke online assessments, follow up on CORE survey results with students, Welcome activities and programming for orientation, coordination of National Awareness Weeks (Fall and Spring) on campus, work with Safe Rides as venue for raising awareness 6. Work with community and faith-based youth programs to provide prevention resources, offer onsite presentations to youth and support increasing awareness within the existing program formats 7. Work with youth to develop and deliver Youth to Youth presentations Rationale for Selected Prevention Strategies Summer/Fall 08 Fall 08 School Year Ongoing-June 09 Fall/Winter School Supervisor --PEC - Coalition subgroup --PEC -PEC -SC Supervisor -Other SC campus groups -Coordinator and -PEC -Youth Cultural Responsiveness The Coalition worked closely with the multicultural community to find effective ways to reach the Spanish speaking population. This included creating Spanish language materials, working with the multicultural resource office to reach our target population and engaging in creative approaches to increasing awareness (sponsoring the multicultural soccer team). In a neighboring town, we have modified our outreach to best suit the culture of that community. For example, we have found we have much greater response when we go where the people are, giving presentations at existing meetings and events versus holding our own Town Hall. We have also initiated satellite coalition meetings in that town to reach interested parties who can t make the drive to attend our regular coalition meetings. All of these approaches and strategies will be continued over the next year. Community Readiness Level -- The strategies outlined continue to be appropriate to our community readiness level which indicates raising awareness with concrete ideas and ways to address the issue, increasing information dissemination through presentation and media, and incorporation of local data. Sustainability Over the last year the coalition has worked to develop its logo and identity with the help of a graphic artist. As a result, we now have a thorough portfolio of materials that will allow us to continue our media campaign in a cost-effective manner. We continue to promote our website as our central resource as this is the most affordable way to provide resources and is easily accessible. Our Prevention Times is a collaborative effort and the cost will be shared by other partners in future publications. 14

15 GOAL 2 - PROVIDE COMPREHENSIVE, EVIDENCE BASED PREVENTION EDUCATION FROM BIRTH TO 21 OBJECTIVE A - Provide education opportunities for parents of young children ACTION STEPS TIMEFRAM E RESPONSIBLE 1. Research and identify appropriate education materials for parents. Investigate data-driven resources including SAMHSA and Leadership to Keep Children Alcohol Free Ongoing -Coalition Subgroup -Coordinator -Early Childhood Professionals 2. Work with Early Childhood Council (ECC) as main point of contact to partner with existing programs to integrate presentations into agendas and curricula, including but not limited to birthing classes, Nurturing Parenting Program, WIC, Nurse Family Partnership, private providers of these services Ongoing- June 09 -Coordinator -ECC -EC programs and professionals as identified OBJECTIVE B - Implement research-based curriculum for K Work with curriculum sub-committee review and evaluate current instructional practices to identify gaps and needed resources for prevention of substance abuse 2. Continue to meet with administrators and school personnel to share updates on prevention work as well as to engage in collaborative efforts to promote prevention education 3. Continue to partner with and support Health Teams Fall 08- Ongoing Fall 08- Ongoing Fall 08- Ongoing -District representatives -Coordinator -OMNI personnel -PEC -PEC 5. Convene subgroup to brainstorm ways to utilize existing activities at all district middle and high schools to promote prevention education on. This includes, but it not limited to, Red Ribbon week, Project Alert, Culture of Caring in CB 6. SC students provide TIPS training annually to high school students local communities Summer 08 Winter PEC -Students -Coalition Subgroup -PEC -Student Liaisons -TIPS Trainers 8. Implement Project Alert at all district Middle Schools 15 School Year Resource Officer - District Personnel -PEC

16 OBJECTIVE C - Provide SC students with prevention education opportunities 1. Incoming freshman participate in Orientation prevention education, including but not limited to summer orientation, week of welcome 2. Collaborate with the Office of Residence Life to develop and coordinate prevention/educational programming for residence halls and campus apartments 3. Support the formation and sustainability of Unwasted State Rationale for Selected Prevention Strategies Aug 08 Summer/Fall 08 Summer/Fall 08 -SC representatives -PEC -PEC -SC Office of Res. Life -PEC -SC Supervisor Cultural Responsiveness We have learned a great deal over the last year about what does and does not work when looking at comprehensive curriculum in the schools. As a result, we have redesigned our timelines to allow for a process which will allow time for school personnel to be more fully involved in all aspects of the research, identification and implementation of prevention education. In addition, our pilot Prevention Education Liaison position at the school district demonstrated the value of having someone directly located in the schools. We are expanding that position this year. Community Readiness Level -- The strategies outlined above are appropriate to our community readiness level which indicates there are programs and practices in place throughout the county, but that the effort is not as cohesive or coordinated as it could be to achieve full impact. Sustainability This goal highlights the noteworthy level of collaboration in this community which bodes well for sustainability. The Prevention Education Coordinator position is a collaborative funding effort of the coalition, the Police Department (PDD Grant) and the local school district CDE grant. In addition its supervision is a partnership of the school district and SC. While it is not expected that the district and college will undertake the funding of this position, it is hoped that through a consistent prevention presence, higher levels of education and awareness will be integrated in the schools and on campus. GOAL 3 DECREASE UNDERAGE ACCESS TO ALCOHOL OBJECTIVE A - Gather more information on how access is occurring 1. Conduct focus groups with high school and/or middle school age students to learn more about why knowledge and access increases between 6 th and 7 th grades. Partner with Tobacco on focus groups 16 Summer/Fall 08 - Coordinator and - Student Liaisons - STEPP Coordinator 2. Conduct focus groups with high school age Summer/Fall -See above

17 students to gather anecdotal information on means of access 3. Utilize information from focus groups to develop further strategies to achieve this goal 08 Winter/Spring 08 -See Above OBJECTIVE B - Address issue of Social Access 1. Continue to partner with the Good Neighbor Program, a peer to peer project, to provide information to off campus college students so they understand the liability when serving underage drinkers as well as the community consequences, particularly as it relates to high school students 2. Educate parents about legal and liability issues associated with serving alcohol to minors via outreach presentations, print and internet media 3. Use media campaign to encourage parents and adults to prevent social access Summer/Fall 08 Fall/Winter Fall 08- Ongoing -Coordinator -SC Personnel -Coordinator and -Speakers Bureau -Coalition OBJECTIVE C - Support implementation of community level policies and procedures 1. Provide TIPS training opportunities to restaurants and bars, SC Students and local high school students School Year Trained TIPS instructors 2. Work with local law enforcement to collaboratively investigate ways to help decrease underage access Rationale for Selected Prevention Strategies Fall/Winter 08 - PEC -Coordinator and -Law Enforcement -Coalition Cultural Responsiveness The data illuminates specific target ages where access to alcohol increases and highlights additional questions about exactly how youth are gaining access. For this reason, further investigation is appropriate. It also indicates the need to utilize existing avenues to educate people on the risk and liability associated with serving underage youth. Community Readiness Level This strategy is another form of increasing awareness and this is appropriate to our community readiness level. We understand from our work looking at intervening variables worksheets that retail access may well be a contributing variable. Yet our community 17

18 readiness suggests we need time to increase awareness, concern and buy-in before we pursue stronger strategies related to retail access. Sustainability This goal is labor intensive but cost efficient and sustainability is ensured by working with existing programs and opportunities. GOAL 4 FOSTER CONTINUED PARTICIPATION AND SUCCESS OF THE COLORADO COUNTY COALITION OBJECTIVE A- Improve representation of identified groups 1. Work with Multicultural and immigrant groups to engage multicultural population in project work 2. Schedule specific meeting every 6 weeks to encourage and support prevention efforts in neighboring town 3. Annually review current governance structure of coalition and address areas for development, including leadership structure and encouraging input from all members 4. Annually assess success and satisfaction of coalition through completion of Coalition Assessment tool Rationale for Selected Prevention Strategies Ongoing-June 09 June Summer/Fall 08 Fall 08 -Coordinator -Multi Cultural Representatives -Coordinator -Coalition members from neighboring town -Coordinator and -Coalition -Coordinator and -Coalition Cultural Responsiveness This goal is a direct response to the culture of Colorado County. It addresses the challenge of building coalition participation when the two primary population centers are separated by 30 miles. It also addresses the increasing role that the Spanish speaking community is playing throughout the area. Community Readiness Level -- The strategies outlined continue to be appropriate to our community readiness level. Sustainability This coalition goal is designed to enhance and ensure sustainability of our efforts to date. The coalition has demonstrated a high level of commitment since its inception and investing in opportunities for growth within the membership and its process are pivotal to longer-term sustainability. 18

19 GOAL 5 - CREATE SUSTAINABILITY OF COALITION AND PREVENTION EFFORTS OBJECTIVE A Develop structure at SC that supports greater communication and participation in peer education groups 1. Research effective methods for advising healthrelated peer education groups on smaller campuses; make recommendations June 08 January 09 -BACCHUS Consultant 2. Create a plan to empower students in order to sustain membership and leadership in health-focused peer education groups with end result of increased recruitment and retention 3. Partner with SC representative and provide funding to attend 2008 National Conference for Peer Education Advisors Summer/Fall 08 June 08 - BACCHUS Consultant - SC Representative - Coordinator - BACCHUS Consultant - SC representative OBJECTIVE B Develop Evaluation Plan to track success of implementation 1. Track all process evaluation via CLI as well as directly in Strategic Plan 2. Identify and track questions in HKCS, CORE, Parent and Community Surveys which provide indicator data directly related to project goals 3. Develop Evaluation Report to be included with comprehensive strategic plan. This report will clearly address implementation successes and challenges as supported by the data 4. Annually revise Strategic Plan Goals, Objectives and Implementation based on data and evaluation Ongoing-June 09 Summer 08 Fall/Winter Spring 09 - and Coordinator -Evaluation Subgroup - and Director -Evaluation Subgroup -Coordinator and - Evaluation Subgroup -Coordinator and -Coalition OBJECTIVE C Develop and pursue plan for sustainability 1. Pursue grant funding to carry the project beyond Ongoing-June -Coordinator and CPP grant 2. Work with Fiscal Agent to discuss long-term fit of the project with the County and to further Summer/Fall 08 -Director - County Manager

20 conversations about the place for Prevention in the county structure 3. Provide coalition with forum on sustainability Fall/Winter Director HHS - Other Prevention projects - ADAD Liaison - OMNI RPC Rationale for Selected Prevention Strategies Cultural Responsiveness This goal looks at finding ways to ensure the project and/or its work will continue beyond the CPP funding. It is inherently responsive to the culture of the community. Community Readiness Level -- The strategies outlined continue to be appropriate to our community readiness level. Sustainability The efforts of the project have had some initial successes and we are interested in continuing with implementation strategies in the years to come. This goal is focused on evaluation, long-term commitment of key stakeholders and securing long-term funding as a means for sustainability. 20

21 Issue/Problem Statement GOAL 1 OBJECTIVE A- STRATEGIC PLAN TEMPLATE Rationale for Selected Prevention Strategies GOAL 2 - OBJECTIVE A OBJECTIVE B OBJECTIVE C Rationale for Selected Prevention Strategies: 21

22 Strategy III: Share the Plan Actions in this Section 1. Develop key talking points for the plan. 2. Develop list of potential groups and leaders to present the plan to. Tools in this Section Report Type and Best Audience Fit Types of Communication and Reports Tips for Success: Keep your presentation brief and to the point to make sure time is available for discussion. Train a few coalition members to present the plan so that it can be disseminated widely 22

23 Report Type and Audience Best Fit Technical reports: This is a detailed report on a single issue, such as a small study on one or two sample groups. It can be given at a staff meeting or as part of a larger report. Best for: funding agencies, program administrators, advisory committees Executive summary: A few pages, usually at the beginning or end of a longer report, which outlines a study's major findings and recommendations. Best for: funding agencies, program administrators, board members and trustees, program staff, advisory committees, political bodies, program service providers (technicians, teachers, etc.) Technical professional paper: A detailed article that summarizes information for a scientific, or other technical, audience. It usually contains information about what is done, how to do it, what worked and what did not work, and why. Best for: program administrators, advisory committees, organizations interested in program content Popular article: An article written with the target audience of the medium in mind. Some magazines and papers target specific populations. It normally contains more information than a press release, but focuses on two or three quick points. Best for: program administrators, board members and trustees, program staff, political bodies, community groups, current clients, potential clients, program service providers, organizations interested in program content News release and/or press conference: A gathering with the media done for the purpose of releasing specific information. Best for: program administrators, the media, wide distribution of simplified information Public meeting: A gathering that's open to the general public where more general evaluation findings are released in a clear, simple manner, usually with some time set aside for open discussion. Best for: community groups, current clients, the media Media appearance: Different from a press release in that this incorporates some sort of staged event--for example, a local author doing a public reading to highlight awareness about a study on adult literacy. 23

24 Best for: current clients, the media Staff workshop: A more interactive, working presentation for your group or coalition's staff and volunteers. Best for: program administrators, program staff, program service providers Brochures/posters: Brief, simply-worded printed materials that can be distributed and mailed to various outlets in the community. Needs to focus on one quick point. Best for: potential clients Memo: A short letter circulated internally among program staff. Best for: program administrators, program staff, program service providers Personal discussion: Sitting down face-to-face to discuss evaluation findings with an individual or small group. Best for: funding agencies, program administrators, program staff, program service providers *Source: the Work Group for Community Health and Development at the University of Kansas: The Community Tool Box: 24

25 Types of Communications and Reports 1 Evaluation report: A detailed report of an evaluation s methods and findings Executive summary: A few pages, usually located at the beginning of a longer report, that outlines a study s major findings and recommendations Annual report: A focused report that compiles major achievements for all programs, either written or presented orally Success story: A one or two page description of a program s successes used to promote a program and tell its story Impact statement: A short paragraph that highlights impact the difference the program has made Elevator story: A quick, concise message that clearly communicates your story and can be relayed in the time the elevator travels between floors New release: A brief, newsworthy piece or interaction to release specific information Media appearance: A release of newsworthy information that usually includes a staged event, such as a launch of a new community level tool Public meeting: A gathering that is open to the public where evaluation findings are presented in a clear, simple manner, usually with time set aside for open discussion Personal discussion: A face-to-face interaction to discuss evaluation findings with an individual or small group Newsletter: A brief, simply-worded publication that can be distributed or mailed to various outlets Published article: An article written for a particular journal with a target audience in mind Visual report: A visual presentation of specific information, with minimal use of written words Word of mouth: A compelling story that will naturally travel from person to person in a community 1 Adapted from University of Wisconsin, Extension Office 25