Training of Coordinators

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Coordinate and support the efforts of the Key
Leader Board and Community Board through Phases
Three, Four and Five of the Communities That
Care effort.
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• Participants will be able to
• Carry out the responsibilities of the
  Coordinator through Phase Three.
• Carry out the responsibilities of the
  Coordinator through Phase Four.
• Carry out the responsibilities of the
  Coordinator through Phase Five.

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• Community Assessment Training (CAT)
• Community Resources Assessment Training (CRAT)

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• The goal of the Community Assessment Training is
  to build the Community Boards capacity to
  conduct a community risk- and protective-factor
  assessment.

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• The Communities That Care Youth Survey
• Archival data

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• Getting supportfor the survey early on is
  important.

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• Develop a focus for planning.
• Establish baseline data and expected outcomes.
• Conduct public relations and outreach.
• Support fund development.

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• Was developed from solid research
• Uses valid and reliable measures
• Is valid across gender and age groups
• Is valid across racial and ethnic groups.

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• Section 1 The Survey
• Introduction
• Summary of results
• Survey methodology
• Demographic profile

TABLE OF CONTEN
Section 1 The Survey.
Introduction
Summary of Results..
Survey Methodology
. Demographic Profile of Surveyed
Youth.
Section 2 Risk and Protective Factors
Introduction
Overall Results
Grade-Level Results
Protective Factors
Risk Factors

Section 3 Alcohol, Tobacco and Other Drug
Use.. Measurement
.. Overall Results
Grade-Level Results
...
Section 4 Other Antisocial Behaviors..
Introduction.
Overall Results
. Grade-Level Results.
..
References....
Appendix A Other Resources....
Web Sites..
Prevention Planning
Grade-Level Results.
Appendix B Additional Prevention Planning
Data. Introduction
Age of Onset
Risk of Harm

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• Section 2 Risk and Protective Factors
• Section 3 Alcohol, Tobacco and Other Drug Use
• Section 4 Other Antisocial Behaviors
• References
• Appendices

TABLE OF CONTEN
Section 1 The Survey.
Introduction
Summary of Results..
Survey Methodology
. Demographic Profile of Surveyed
Youth.
Section 2 Risk and Protective Factors
Introduction
Overall Results
Grade-Level Results
Protective Factors
Risk Factors

Section 3 Alcohol, Tobacco and Other Drug
Use.. Measurement
.. Overall Results
Grade-Level Results
..
Section 4 Other Antisocial Behaviors..
. Introduction.
. Overall Results.
Grade-Level Results.

References....
Appendix A Other Resources.....
Web Sites...
Prevention Planning ..
Grade-Level Results
Appendix B Additional Prevention Planning
Data. Introduction
Age of Onset .
Risk of Harm.

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• Introduction
• Overall results
• Grade-level results
• Protective factors
• Risk factors

TABLE OF CONTEN
Section 1 The Survey.
Introduction
Summary of Results..
Survey Methodology
. Demographic Profile of Surveyed
Youth.
Section 2 Risk and Protective Factors
Introduction
Overall Results
Grade-Level Results
Protective Factors
Risk Factors

Section 3 Alcohol, Tobacco and Other Drug
Use.. Measurement
. Overall Results
Grade-Level Results
..
Section 4 Other Antisocial Behaviors..
. Introduction.
. Overall Results.
. Grade-Level Results.
.
References.....
Appendix A Other Resources.....
Web Sites..
Prevention Planning .
Grade-Level Results
Appendix B Additional Prevention Planning
Data. Introduction
Age of Onset .
Risk of Harm.

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• 50Normative score
• Risk factors the lower the better
• Protective factors the higher the better

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Community Rewards for Prosocial
Involvement Family Attachment Family
Opportunities for Prosocial Involvement Family
Rewards for Prosocial Involvement School
Opportunities for Prosocial Involvement School
Rewards for Prosocial Involvement Religiosity Soci
al Skills Belief in Moral Order Average
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• Measurement
• Overall results
• Grade-level results compared
• across grade levels
• with Monitoring the Future.

TABLE OF CONTEN
Section 1 The Survey.
Introduction
Summary of Results..
Survey Methodology
. Demographic Profile of Surveyed
Youth.
Section 2 Risk and Protective Factors
Introduction
Overall Results
Grade-Level Results
Protective Factors
Risk Factors

Section 3 Alcohol, Tobacco and Other Drug
Use.. Measurement
. Overall Results
Grade-Level Results
..
Section 4 Other Antisocial Behaviors..
. Introduction.
.. Overall Results
. Grade-Level Results.

References....
Appendix A Other Resources.....
Web Sites..
Prevention Planning .
Grade-Level Results
Appendix B Additional Prevention Planning
Data. Introduction
Age of Onset
Risk of Harm

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• Violence
• Delinquency

TABLE OF CONTEN
Section 1 The Survey.
Introduction
Summary of Results..
Survey Methodology
. Demographic Profile of Surveyed
Youth.
Section 2 Risk and Protective Factors
Introduction
Overall Results
Grade-Level Results
Protective Factors
Risk Factors

Section 3 Alcohol, Tobacco and Other Drug
Use.. Measurement
.. Overall Results
Grade-Level Results
..
Section 4 Other Antisocial Behaviors..
Introduction.
Overall Results
Grade-Level Results
References....
Appendix A Other Resources....
Web Sites.
Prevention Planning
Grade-Level Results
Appendix B Additional Prevention Planning
Data Introduction
Age of Onset
Risk of Harm..

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• Turn to the Survey Review Worksheet in your
  Participants Guide.
• Answer the questions on the Survey Review
  Worksheet using the Anytown County Youth
  Survey Report.
• After ten minutes, share your answers.

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• Some sites where archival data can be found
  include
• National Center for Health Statistics
• U.S. Census Bureaus Statistical Abstract of
  the United States
• Substance Abuse and Mental Health Services
  Administration

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The Data Manager ensures that the priority
risk- and protective-factor data and archival
data information are compiled for writing the
Community Assessment Report.
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• The report
• highlights the priorities and strengths
  identified in the assessment process
• serves as a resource document for communicating
  the assessment results to different stakeholders.

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• Distribute the report to Key Leaders and/or the
  Community Board for them to
• offer suggestions for fine-tuning the report
• prepare for the publics response to the
  assessment.

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The goal of the Community Resources Assessment
Training is to help the Community Board identify
and collect relevant and useful information
about the communitys current prevention effort.
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• Your responsibility is to collect a variety of
  guides and directories that identify the
  communitys current resources.

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• Form groups based on similar geographical
  locations.
• Brainstorm specific resources in your
  communities.
• List where these resources can be found.
• After ten minutes, share answers.

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• Distributing the survey may be done by
• mailing the survey, or sending it by e-mail
• having board members conduct survey interviews
• finding the information on a resources Web
  site.

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• CRAT participants analyze survey results in
  order to identify
• tested, effective resources currently serving
  the community
• gaps in community resources
• issues and barriers related to resource delivery
  and access
• ways to expand tested, effective resources to
  better address the communitys priority risk and
  protective factors.

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• Distribute a draft of the report to Key Leaders
  and/or the Community Board for final approval
  before releasing it to the general public.
• Distribute the information in a format
  appropriate for each target audience.

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• the community vision
• outcomes
• tested, effective programs to address priority
  risk factors

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• The Coordinator
• uses the newsprint copy to create a typed master
  copy of the Strategic Planning Worksheet
• distributes copies to participants after the
  training.

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• For example, an effective evaluation can help
• determine if a program is having the desired
  effects
• identify problems with program design or
  selection
• inform the community about progress being made
• demonstrate the success of prevention efforts to
  funders
• determine if the programs results are worth the
  cost.

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• An expert evaluator can help
• select an evaluation design
• develop valid, reliable evaluation measures
• analyze statistical information
• determine why desired outcomes were not
  achieved, and find solutions.

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• The Community Action Plan is the end result of
  the work done in CPT.

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• Confirm all milestones and benchmarks through
  Phase Four have been met.
• Provide the Community Action Plan to Community
  Plan Implementation Training(CPIT) participants
  and the trainer.
• Invite the Community Board Chair to open the
  CPIT.
• Invite the evaluation expert to the CPIT.
• Complete the Implementing Agencies Matrix
  worksheet.

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• CPIT participants
• develop strategies for funding the Community
  Action Plan
• cover steps to ensure high-fidelity
  implementation
• make further evaluation plans
• develop a work plan and confirm steps for moving
  forward with implementation.

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• CPIT represents the final step for a community
  before
• programs, policies and practices identified in
  Phase Four are implemented
• evaluation of the results can begin.

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• List each program, policy or practice identified
  in the Community Action Plan.
• List each agency that will be involved in
  implementing the Community Action Plan.
• For each program, check off which agencies will
  be involved in implementing it.

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• The following worksheets are used in CPIT
• The Collaborative Agreement Worksheet
• The Agency Resources Allocation Worksheet,
  Maximizing Agency Resources Worksheet and
  Coordinating Resources Worksheet
• The Readiness for Decategorization Worksheet
• The Meeting Planning Worksheet
• The Training Planning Worksheet
• The Evaluation Planning Worksheet
• The Potential Task Forces Worksheet

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• Future community assessments may reveal new
  priorities for the community to focus on. In
  other words, the process is cyclical.

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• What is the goal of the Community Assessment
  Training? What document will be the result of
  this training?
• What is the goal of the Community Resources
  Assessment Training? What document will be the
  result of this training?
• What does the Community Action Plan report?

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• Developing effective skills and techniques that
  a Coordinator can use
• in meetings
• when collecting and cataloging information.

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