Phase 3 User Guide: Developing a Community Profile. Evidence2Success

Transcription

1 Phase 3 User Guide: Developing a Community Profile Evidence2Success REV. OCTOBER

2 Evidence2Success Phase 3 User Guide: Developing a Community Profile Contents I. Executive Summary 3 II. Introduction 4 III. Role of the Data Partner 7 IV. Race Equity 7 V. Community Assessment Workshop 8 VI. Relevant Milestones and Benchmarks 10 VII. Content Matrix 13 VIII. Overview of Program Implementation Workshop 19 IX. Community Resources Assessment Workshop 20 X. Relevant Milestone and Benchmarks 21 XI. Fund Mapping and Resources Assessment 22 XII. Content Matrix 23 2

3 Executive Summary The Evidence2Success framework was created to improve children s well-being and reduce racial disparities. Local data, system practice changes and strategic financing help communities increase their focus on prevention and early intervention. This guide is for coordinators leading their community boards through Phase 3. It may also be used by the data partner, who is often a co-facilitator of the three workshops of this phase: The Community Assessment Workshop: In this two-session workshop, the data workgroup uses data from the Youth Experience Survey and administrative sources to create a data portrait of the well-being of the community s youth and to identify priority outcomes and risk and protective factors to focus on in the action plan (to be drafted in Phase 4). The Overview of Program Implementation Workshop: This workshop, which also has an express version, gives the community board, workgroups and public system staff an overview of the vital considerations behind the implementation of tested, effective programs. This overview is intended to provide context for the decisions that need to be made during program selection and planning. The Community Resources Assessment Workshop: In this three-session workshop, the resources assessment workgroup uses the Blueprints database to identify tested, effective programs that are well suited to the community s needs and characteristics and that address the priority outcomes and risk and protective factors. This process dovetails closely with fund mapping, so the coordinator and finance lead need to keep in close touch with regular check-ins about progress. The data partner will be able to assist with both processes. The data and resources assessment workgroups are the usual participants of first and third workshops. They will be doing preparation and research to help the community board to (1) select appropriate tested, effective programs in Phase 4 and (2) implement them (with the participating public systems) in Phase 5. These workshops are based on Communities That Care (CTC) workshops. As in Phase 2, the facilitator should use the content matrices in this guide to identify the Evidence2Success additions to and changes from the CTC materials. The second workshop is original to Evidence2Success. All the materials for it are available on the Evidence2Success website. Program selection and implementation planning provide unique opportunities to address systemic issues of racial inequity. The Foundation provides tools and a step-by-step approach that dovetail well with the Evidence2Success process. Please refer to them regularly and bring the questions into your discussions. 3

4 Introduction Evidence2Success is a framework for improving the well-being and development of children and youth and reducing racial disparities. Evidence2Success brings together public systems, schools, neighborhoods and elected officials to invest in tested, effective programs that promote wellbeing. Local data, system practice changes and strategic financing help Evidence2Success communities to invest more effectively in their young people by increasing the community s focus on prevention and early intervention. This user guide is for Evidence2Success coordinators who are leading their community boards through the work of Phase 3. This phase, Develop a Community Profile, is organized around three workshops: The Community Assessment Workshop The Overview of Program Implementation Workshop The Community Resources Assessment Workshop Despite the similarity of their names, the first and third workshops build capacity for two very different types of assessment. In the Community Assessment Workshop, the data workgroup assesses outcomes and levels of risk and protection in the community s youth. In the Community Resources Assessment Workshop, the resources assessment workgroup identifies programs and services already available in the community to address priority outcomes, risk factors and protective factors and assesses their reach and the strength of the evidence behind them. This process informs and is informed by the strategic financing process. The two assessments together make up the community profile that gives this phase its name. Before the Community Resources Assessment Workshop comes the Overview of Program Implementation Workshop. This workshop introduces the concepts underlying success with tested, effective programs, such as fidelity and quality of implementation. An understanding of these concepts provides a strong basis for resources assessment and later work. For example, understanding these factors can help your coalition get a sense of how difficult a program is to implement, which in turn has a bearing on how well suited it is to your community s particular circumstances. FROM DATA TO PROGRAMS Most of the work thus far has involved engaging and orienting stakeholders and working with data: The board, which was convened and oriented in Phase 2, is now fully operative, with workgroups that have been set up to take on specialized areas of work. Fund mapping is underway. The Youth Experience Survey (or a similar survey) has been administered. Now, in Phase 3, survey data and administrative data are brought together and examined carefully to identify the needs of the community s youth. This is done in the Community Assessment 4

5 Workshop, which leads to consensus around a set of priorities. The priorities consist of two to three outcomes and three to five risk or protective factors to be addressed in the community through programming decisions made in Phase 4. Does this mean it is time to select tested, effective programs for your community? Not quite; but creating the conditions for successful implementation of your tested effective programs starts now indeed, it is already underway. Factors critical to the eventual success of program implementation need to be established, and many variables need to be considered. It is helpful throughout this process for all of your coalition members to keep in mind the underlying principles of successful program implementation. The Overview of Program Implementation Workshop introduces these principles and provides a preview of the tools to be used to plan and implement tested, effective programs. It should be used with your data or program workgroup. Be sure to include your data partner as a facilitator or a participant. A shorter version called the Program Implementation Express training contains much of the same content and should be used with your community board and your finance workgroup. Later, in Phase 4, more detail will be added as your program workgroup divides and forms program implementation teams to focus on each of your chosen programs. In the meantime, the next step is the Community Resources Assessment Workshop. In this workshop, the programs and services available in the community are compared to your priorities to see which priorities are not being addressed and which populations are not being served. This is a key step in helping communities and systems use resources more wisely, because it gives the community board an opportunity to prioritize investment in programming that would fill a critical service or programming gap. The resulting gaps analysis heavily informs program selection and strategic financing in Phase 4 and program implementation in Phase 5. Although the focus in Phase 3 begins to shift from data to programs, data remain a vital part of every phase. As your coalition develops a portrait of the strengths and needs of your community s youth, this process can helps board and workgroup members develop a more concrete understanding of the planning steps to come and the Evidence2Success process overall. USING THIS GUIDE This user guide is for the Evidence2Success coordinator, who is the primary facilitator of the Community Assessment and Resources Assessment Workshops. It can also be used by the data partner, who may be a co-facilitator (along with the coordinator) of the Overview of Program Implementation Workshop. The Phase 3 workshops are generally delivered to the appropriate workgroup rather than the board as a whole. As you know from Phase 2, workshop materials come from several sources, including CTC and the Evidence2Success website. The purpose of this guide is to help you find and integrate the materials for the workshops. 5

6 CTC facilitator guides are used for the Community Assessment and Resources Assessment Workshops. The Overview of Program Implementation Workshop is an Evidence2Success workshop. As in Phase 2, the materials can all be found under the password-protected Evidence2Success section of the Annie E. Casey Foundation s website: Be sure to read all materials thoroughly and watch the videos as you get ready. You will walk through each workshop with your coach as part of your preparation. In Evidence2Success, the Community Assessment and Resources Assessment Workshops differ slightly from the CTC versions. The places where the two differ are illustrated in the content matrix for the Community Assessment Workshop, starting on page 13, and the content matrix for the Community Resources Assessment Workshop, starting on page 23. Typically, these differences involve Evidence2Success-specific terminology or handouts and only require minor adjustments. The CTC facilitator guides contain detailed instructions on logistics, room setup and preparation for each module and each workshop as a whole. This user guide does not duplicate those instructions; it only mentions instances where deviations are in order. CONSIDERING BOARD AND WORKGROUP MEMBERSHIP AND ORIENTING NEW PARTICIPANTS New members may be joining the coalition during this phase. It is important to be constantly prospecting and potentially recruiting new board and workgroup members with experience and expertise in evidence-based program implementation. Their expertise will be needed in Phases 4 and 5 as new workgroups or implementation teams form. If new members will be joining the coalition for this phase, it is appropriate to hold a makeup session before this workshop to cover relevant material from the community board orientation from Phase 2. We suggest the following modules from that workshop to ensure that all members are grounded in basic Evidence2Success concepts: Introduction to Evidence2Success The Big Picture (CTC) Foundations of the Operating System (CTC) The Evidence2Success Process Introduction to Strategic Financing For those who are new to the Evidence2Success effort or who have not seen the video How Evidence2Success Is Making a Difference for Kids and Families, provide the link by beforehand: 6

7 The Role of the Data Partner in Phase 3 The data partner s role is a pivotal one in Evidence2Success. Data partners collect, analyze and report on survey data, supplementing it with administrative data where appropriate, to help coalitions set priorities and choose their programs. As implementation of these programs gets underway, the data partners also collect, analyze and share data on implementation, including the number and proportion of children and families served, effectiveness (for example, pre and post measures) and the performance of implementers. The data partner completes the cycle with each administration of YES by examining data on the priority outcomes, risk factors and protective factors and racial equity. Population-level success throughout the community is the test of whether the community s action plan is working. The data partner provides subject-matter expertise on data resources, serves as a resource for the management and coordination of new data collection efforts and existing data resources and supports implementation, monitoring and evaluation of your community s programs. Improving Race Equity Through Evidence2Success Improving race equity in children s outcomes is one of the key goals of Evidence2Success. The Foundation provides a number of race equity tools on its website. In particular, please consult the Race Equity and Inclusion Action Guide: Embracing Equity. It presents seven steps for advancing equity: Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Establish an understanding of race equity and inclusion principles Engage affected populations and stakeholders Gather and analyze disaggregated data Conduct systems analysis of root causes of inequities Identify strategies and target resources to address root causes of inequities Conduct race equity impact assessment for all policies and decision making Continuously evaluate effectiveness and adapt strategies 7

8 You probably realize you have already started steps 1 and 2 in your Evidence2Success work thus far. In Phase 3 you will start the next two steps. The Community Assessment Workshop focuses on data, including disaggregated data. By the end of Phase 3, you will also undertake a guided process of system capacity building to provide environments that are conducive to implementing tested, effective programs. (These are called enabling environments, and the Foundation will provide appropriate technical assistance in this area.) In the race equity training that was part of your Community Board Orientation, you were also given an equity impact assessment tool that should be used for all decisions your coalition makes henceforth. These tools, along with your coalition s desire for equity and lived experience, position you well to advance equity in your community and its public systems. For more information, download the publication Embracing Equity: 7 Steps to Advance and Embed Race Equity and Inclusion Within Your Organization. About the Community Assessment Workshop The Community Assessment Workshop has two goals: Complete an assessment of local youth outcomes and the risk and protective factors that predict those outcomes Use the collected data to select priorities for preventive action in your community The CTC facilitator guides provide most of the content and preparation advice you need to facilitate this workshop. Two primary differences distinguish the Evidence2Success process from the CTC process: 1. The primary source of data used in this workshop is the Evidence2Success Youth Experience Survey. Other surveys may be used instead of YES, as long as they focus on risk and protection as well as outcomes. A good example of a possible substitute is the Student Health and Risk Prevention (SHARP) Survey. 2. Certain outcomes (and risk and protective factors) that may be of interest to the community are intentionally not measured by YES, because they are captured more effectively in administrative data. The specific items are covered in Session 1, Module 2 (Public Data) and are listed in the Evidence2Success handouts for that module. The data workgroup will want to obtain these data points for use in setting priorities. The number of indicators to be obtained from administrative data is relatively small. For the most part, a community should rely on the accuracy of their YES data. Engage your data partner in planning around analysis and reporting for the YES prior to this workshop (e.g., survey review and report out worksheet). The data partner should also help with 8

9 useful administrative data in connection with the second half of this workshop. The data partner should attend and may be a helpful co-facilitator. WHO IS THIS WORKSHOP FOR? The Community Assessment Workshop is intended for the data workgroup (which might have a different name in your community). In most communities, this workgroup is formed during the Community Board Orientation. Your data partner is, of course, a member of this workgroup and might be its chair. The workgroup might already have established a set of group norms. If not, then extra time may be needed for the members to get used to working together. Why do we recommend holding the workshop for the workgroup rather than the entire community board? First, the workgroup, with five to seven members, is smaller than the full board. A smaller group size tends to promote decision making and efficient use of time. Moreover, the workgroup can include people with special data skills, such as your data partner, who are not necessarily members of the board. It can also include community representatives with a strong interest in the language of data; their knowledge of the community is essential. The different backgrounds of the workgroup members add a richness of perspectives to the work. Since the workgroup is more narrowly focused than the community board, its members must be willing to read and thoroughly digest data reports before meetings and arrive at meetings prepared to get down to business. In many communities, the entire community board takes a strong interest in the data and wants to undertake community assessment at the board level. This can work as long as the membership is not too large. Community board members are very busy people, however. It can be difficult to ensure that all board members devote adequate time to the burden of preparing for meetings. Consequently, we recommend that this workshop be conducted at the workgroup level. It is also possible that groups from the community will try to influence the assessment process to get their own agency s priorities recognized as the community s. It is useful to have an outside layer of review of the assessment results to prevent this from happening. Thus, we recommend having the workgroup complete the community assessment and having the board review the results. To prevent situations like this, it may be useful to set up a conflict-of-interest policy. In the document index on the Evidence2Success website, you can find suggestions for creating a policy. In any case, it should be recognized that the community board bears the ultimate responsibility for the community assessment. If a workgroup performs the assessment, the workgroup is acting on behalf of the board. The board must retain ownership of the process; the workgroup needs to keep the board informed. Your coach can help you identify ways to keep your board engaged. These might include outreach or recruitment for workgroups. The community board rejoins the process at the meeting in which the data workgroup presents its proposed priorities. 9

10 TIMING OR CONTENT ADJUSTMENTS This workshop was designed to be completed in two sessions. The first session provides an overview of the community assessment process, after which the group looks at YES data and discerns key findings. The session concludes with an overview of public (administrative) data and some decisions about what public data to collect and how to manage the data collection. This session is approximately three hours long. The second session is devoted to priority setting. It is two hours long. The second session does not take place immediately after the first session to allow time for collecting administrative data. Community boards may be interested in shortening the workshops or holding them closer together to speed up the process. If so, coordinators should discuss this with their coach as they begin planning for the workshop. The first module of Session 1 contains videos that review key concepts: 1. Prevention Science 2. Social Development Strategy 3. Science of Risk Factors 4. Background on Risk Factors in Each Domain (community, family, school, peer/individual) These videos may be assigned to watch as preparation for the first session: Have participants click the For Community Board Members link on the Evidence2Success home page to find the Phase 3 videos. Allow a week of lead time when making these requests. If everyone reads the data reports ahead of time, this may also improve the group s efficiency. Milestones and Benchmarks Addressed in the Community Assessment Workshop Please read all the milestones and benchmarks for Phase 3 before the workshop. FOR SESSION 1 Milestone 3.1. Develop the community board s capacity to prioritize YES and administrative data. Benchmarks Form workgroup to support data analysis and community priority setting. 10

11 3.1.2 Identify who will be involved in the prioritization process (could be larger than the board to ensure community voices are represented and a race-equity focus is maintained in decision making) Hold workshop for the community board or data workgroup to familiarize members with the YES data Identify questions for data workgroup and data partner(s) to answer through analysis of disaggregated data and administrative data. FOR SESSION 2 Milestone 3.2. Prepare YES and administrative data for prioritization. Benchmarks Have the data workgroup and data partner(s) prepare YES data and administrative data, including asset-based data and data on disparities, for prioritization Ask the data workgroup to make initial recommendations about priority outcomes and risk and protective factors (based on disaggregation). Milestone 3.3. Identify priority outcomes, risk factors and protective factors. Benchmarks Hold workshop for community board (or other group identified in 3.1.2) to agree on priority outcomes, risk factors and protective factors Prepare summary of decisions from priority setting Brief key leaders and champions on decisions from priority setting Distribute summary of decisions from priority setting to broader community and key leaders and champions. LOOKING MORE DEEPLY AT YOUR COMMUNITY S DATA The workgroup should first digest the information in the YES report thoroughly. After this, the workgroup may find it useful to focus on specific populations, who might be defined by neighborhood (geography), gender or race or ethnicity. To do so, the workgroup might wish to examine disaggregated data. 11

12 Community members generally have a good idea of whether a closer look might be needed for particular groups or neighborhoods. Disaggregated YES data can be requested from your data partner, unless a group is so small that disaggregating data might compromise the anonymity of survey respondents. The goal of examining disaggregated data is to determine (1) whether the population shares the same priority outcomes, risk factors and protective factors as the community as a whole and (2) whether the same tested, effective programs are appropriate for this population. The goal of Evidence2Success is to improve outcomes and to decrease inequities and disproportionality. 12

13 Community Assessment Session 1 Content Matrix The tables below show the materials for each session of the Community Assessment Workshop. The third column, Materials, shows where to substitute Evidence2Success handouts and worksheets for the CTC versions. The fourth column, To Note, shows any adjustments in language or terminology that need to be made in the CTC modules. As the facilitator of this workshop, you will need to integrate all the materials in as seamless a manner as possible. All materials can be accessed through the Casey site for Evidence2Success: If you have any questions, be sure to discuss them with your coach. For more information on terminology differences between Evidence2Success and CTC, see the user guides for Phases 1 and 2. As you prepare, be sure to read the facilitator guide introduction as well as the materials in the matrix. Prepare an agenda for each session. Include the objectives for the session. Session 1 Module Time Materials To Note Preparation 1: Overview of the Community Assessment Process 30 min Prepare using the facilitator guide for the CTC Community Assessment Workshop Session 1. CTC Module 1: Use the web-streamed presentation and the facilitator documents packet. Handouts: Use the CTC participant handouts packet (with the substitutions specified). Remind the group that we re combining materials from both Evidence2Success and CTC in this workshop. When you see or hear references to health and behavior problems, point out that this phrase refers to outcomes. References to the CTC youth survey should be understood as referring to the Evidence2Success Youth Experience Survey (or the SHARP Survey in Utah). If the workgroup has established ground rules or has adopted the If community board leaders, such as the chair, are attending the workshop, they may be invited to speak and give an update on progress. Invite them far enough ahead so that they have time to prepare and provide suggested talking points. Prepare an agenda for participants (based on the Evidence2Success sample). Include the workshop s goals and objectives. If the group has established ground rules, then bring the rules written on a 13

14 Session 1 Module Time Materials To Note Preparation Where the facilitator guide refers to the CTC handout Risk Factor Definitions in the advance prep instructions and on page 1-9, substitute the handout Evidence2Success Outcomes, Risk Factors and Protective Factors. community board s ground rules, use them instead of the rules in the facilitator guide. flipchart to use instead of the suggested ground rules in CTC. Post a flipchart for the parking lot and create a sign-in sheet. The videos on prevention science and risk factors are repeated from earlier workshops. If everyone is already familiar with them, you can assign them to be watched at home as part of the preparation for this session. The group will need log-in information for this (see page 6). 2. Youth Experience Survey and Key Findings 90 min CTC Module 2: Use the web-streamed presentation for this module. Handouts: Use the handouts provided in the CTC handout packet (with the substitutions specified below). YES Data Report SPECIAL CASE: Sites Do not use the first two handouts listed under additional handouts: CTC Youth Survey Scale Dictionary Sample CTC Youth Survey Charts (This information is contained in the YES survey reports.) For slide 2-3 (the video on the CTC Youth Survey), use the CTC handout FAQ: CTC Youth Survey, which was Provide copies of the community s YES data report. Complete the advance preparation steps in the CTC facilitator guide. 14

15 Session 1 Module Time Materials To Note Preparation using the SHARP Survey should use their survey report. Where the Facilitator Guide refers to the CTC worksheet Survey Review and Report Out in the Advance Prep instructions and on page 2-17, substitute the Evidence2Success Survey Review and Report Out worksheet. designed for the activity. All the questions and answers apply to the Evidence2Success Youth Experience Survey. Don t use the Evidence2Success FAQ on the Youth Experience Survey; it is an informational one-pager for community members. For slides 2-14 through 2-17, have them refer to their YES reports as the video explains how to read the charts. 3. Existing Public Data 60 min CTC Module 3: Use the web-streamed presentation for this module. Handouts: Use the handouts provided in the CTC handout packet (with the substitutions specified below). Where the facilitator guide refers to the CTC worksheet Indicators: Risk Factors, Remind the group that Evidence2Success usually refers to health and behavior outcomes or developmental outcomes rather than health and behavior problems. Moreover, Evidence2Success takes a broader view of outcomes to focus on. It even includes a few physical health outcomes that can be improved through behavior changes. The same Complete the advance preparation steps in the CTC facilitator guide. Do not use the evaluation forms in the packet; an observer will supply the appropriate forms. 15

16 Session 1 Module Time Materials To Note Preparation Protective Factors, & Problem Behaviors in the list of handouts and on page 3-2, substitute the Evidence2Success handout Indicators: Risk Factors, Protective Factors and Outcomes. principles about risk and protection apply, however. Where the facilitator guide refers to the CTC worksheet Collecting Public Data in the list of handouts and on pages 3-4 and 3-14, substitute the Evidence2Success worksheet Collecting Public Data: Sources. Session Evaluation Form (to be supplied by Penn State team). 16

17 Community Assessment Session 2 Content Matrix Session 2 Module Time Materials To Note Advance Preparation 1. Overview of the Prioritization Process (CTC) 10 min Prepare using the facilitator guide for the CTC Community Assessment Workshop Session 2. Use the agenda you prepared. CTC Module 1: Use the web-streamed presentation for this module. Invite community board members or the workgroup chair) to give an update on recent progress (if there has been any since Session 1). Reminder: If the workgroup has established ground rules or has adopted the community board s ground rules, use them instead of the rules in the facilitator guide. Prepare a participant agenda that contains the goal and objectives for the session. Post a flipchart for the parking lot and create a sign-in sheet. Handouts: Use the CTC participant handouts packet. 2. Identify and Recommend Priorities 110 min CTC Module 2: Use the web-streamed presentation for this module. Handouts: Use the handouts in the CTC Remind participants that, if they hear health and behavior problems in a video or see it on a worksheet, they should think of outcomes instead. Although the aim of Evidence2Success is to improve Complete the advance preparation steps in the CTC facilitator guide. Make copies of completed Survey Summary Sheet. 17

18 Session 2 Module Time Materials To Note Advance Preparation participant handouts packet. Sample PowerPoint Presentation: Sharing Proposed Priorities outcomes for all children in the community, you may include priorities that focus on particular populations within the community. These may be defined by neighborhood, age, gender or race or ethnicity. Not only will a report have to be drafted on the proposed priorities, but the workgroup (or its delegates) will have to present their proposed priorities to the community board. Use the PowerPoint file in the Evidence2Success materials column as a guide. 18

19 The Overview of Program Implementation Workshop As noted, this workshop is intended to provide a working overview of the principles and factors that influence success in program implementation. Two versions are being created; both will be available on the Evidence2Success website. The full version should be used with the data workgroup, as many of its members will stay on as the workgroup morphs into the program workgroup and later divides into implementation teams. The full workshop covers the following topics: Tested, effective programs: how they are proven and their role in Evidence2Success The importance of fidelity and ways of ensuring fidelity Monitoring, accountability and data collection Program accommodations to fit local conditions Brief introduction to the National Implementation Research Network (NIRN) and how it complements Evidence2Success Continuous quality improvement and data collection The role of public systems in creating an enabling context for tested, effective programs and the importance of enabling contexts Since these matters are crucial for successful program implementation, this workshop provides vital context for the work of Phase 3 in preparing for the remaining phases of Evidence2Success. We suggest that the coordinator and data partner facilitate this workshop jointly. Consult with your coach and your Evidence2Success technical assistance providers as you prepare for this workshop. The workshop builds capacity in several areas, including reviewing stages of implementation; building an enabling context for tested, effective programs; strengthening cultural relevance and local context; and creating a culture of continuous quality improvement. IMPLEMENTATION EXPRESS WORKSHOP To promote high-quality implementation of tested effective programs, it is essential to build an understanding of successful implementation with as many stakeholders as possible. Phase 3 decisions around resources, financing and coalition membership will all influence the success of implementation. To ensure that these decisions are informed by implementation considerations, the Implementation Express Workshop was designed to be conducted in a relatively short time with stakeholders such as your community board, your finance workgroup, community members and public system representatives (including school district leaders). Some of these materials can also be shared for individual review if there is no opportunity to convene a standalone training. 19

20 About the Community Resources Assessment Workshop The goal of the Community Resources Assessment workshop is to build the community board s capacity to assess existing resources (i.e., programs and services as well as existing program capacity to build on); identify gaps in the service array to address priority outcomes, risk factors and protective factors; and prepare to select tested, effective programs to address the gaps. The workshop is delivered in a series of three sessions. The workshop follows the community board s selection of two or three priority outcomes and two to five priority risk and protective factors. The CTC facilitator guides provide most of the content and preparation advice you need to facilitate this workshop. The data partner in your community can provide invaluable assistance in collecting and compiling relevant data and might also play a role in facilitating the workshop. Much of the information needed on existing programs and services is administrative data, which the data partner should have the local contacts to acquire. The Evidence2Success resources assessment process, like the CTC process, follows these three steps: 1. Identify resources 2. Assess resources 3. Analyze gaps The three sessions of the workshop correspond to these steps. Because fund-mapping information is used in the workshop, fund mapping should be complete or nearly complete when Session 1 begins. The race equity considerations outlined on pages 7-8 should also be kept in mind in this part of Phase 3. Recall the distinction between equity and equality that was made in the race equity session of the Community Board Orientation. This distinction becomes especially relevant when considering how resources are allocated. WHO IS THIS WORKSHOP FOR? This workshop, like the previous one, is intended for a workgroup in this case, the resources assessment and evaluation workgroup, which is acting on behalf of the community board. This workgroup was formed during the Community Board Orientation. In addition to the current workgroup members, you should also recruit any community leaders or individuals who have expert knowledge of the community s services and resources if those people are not already part of this workgroup. Community representation helps ensure a balanced perspective in the workgroup. There are generally 5 10 participants in these sessions. Representatives from the data workgroup (or risk and protective factor workgroup) are invited to provide background information on the community assessment during Session 1. A motivated community board might wish to do the community resources assessment instead of delegating the task to a workgroup. This approach can be successful. Ultimately, however, we believe this demanding and time-consuming process is best left to a workgroup. The community 20

21 board will still be involved in the process. The board plays a very active role in the planning activities in Phase 4. TIMING OR CONTENT ADJUSTMENTS This workshop was designed to be completed in three sessions, each lasting two to three hours. The timing may differ substantially, depending on the techniques used for gathering information. Be sure to talk through the flow of the sessions with your coach as you plan the workshop. PREPARING TO FACILITATE Read the CTC facilitator guides for the Community Resources Assessment Workgroup, including the facilitator guide introduction. Consult regularly with your community s finance lead regarding the status of fund mapping, including which agencies have provided information and when data will be available. In addition to the preparation suggestions in the CTC facilitator guides, we suggest holding a brainstorming session with the community board to identify all the programs serving youth in the community that address the priority outcomes, risk factors and protective factors. The workgroup will do a similar brainstorming session, and the two sets of results can be combined. Generate a list of agencies and programs identified through fund mapping as a starting point for these brainstorming sessions. Brainstorming can then focus on programs that may have been missed in the fund-mapping process. Milestone and Benchmarks Addressed in the Community Resources Assessment Workshop The following milestone and its benchmarks are addressed by the three sessions in this workshop. Please take this opportunity to reread all the milestones and benchmarks for Phase 3 and note how the work of milestones 3.3 and 3.4 relate to this milestone. Milestone 3.5. Conduct assessment of gaps in program or service array. Benchmarks Create workgroup to conduct assessment of gaps in program or service array Involve service providers and other youth service agencies in assessment Hold Community Resources Assessment Workshop for board or workgroup Identify existing tested, effective (proven) and promising programs that address the priority outcomes, risk factors and protective factors (drawing on information collected through fund mapping) Identify gaps in promising or tested, effective program array Brief community board and key leaders/champions on gaps analysis. 21

22 3.5.7 Prepare and distribute report. Fund Mapping and Resources Assessment Fund mapping is a valuable component of Evidence2Success with great potential for transforming the way public systems invest in services for children and families. At this point in the Evidence2Success process, the fund-mapping information becomes a vital source of information in the community resources assessment process. As stated above, the coordinator should check in with the finance lead occasionally to time the start of community resources assessment to coincide as closely as possible with the completion of the fund-map s data analysis. The fund-mapping process requires collection and analysis of services and programs offered in the community, including the outcome areas addressed, the level of prevention, the risk and protective factors addressed and whether the programs are included in the Blueprints database. The programs identified through fund mapping are categorized by public agency staff according to broad outcome areas rather than specific outcomes for example, the outcome area educational skills and attainment as opposed to outcomes such as academic performance or school suspension/expulsion. The finance lead will use the fund-mapping tool to generate a report for the community resources assessment workgroup that organizes programs and investments by the broad outcome areas as well as by priority risk and protective factors addressed. The workgroup will need to consider the prioritized outcomes and narrow the list of programs to ones that address those priority outcomes. This can be done with the help of the Blueprints for Healthy Youth Development search function. Instructions for this narrowing process are given in the content matrix below. As the community resources assessment workgroup develops a plan and begins to collect information on programs in the community, it is critical to coordinate with the finance lead to ensure that the community resources assessment workgroup uses the fund-mapping information as a starting point and does not duplicate information requests already made during fund mapping, as this is inefficient and can frustrate partner agencies receiving information requests. If an agency that has already provided fund-mapping data needs to be approached for more information as part of the Community Resources Assessment Workshop, the outreach should acknowledge the information provided previously and make clear how the additional request is building on that information and why it is needed. 22

23 Community Resources Assessment Workshop Session 1 Content Matrix The tables below show the materials for each session of the Community Resources Assessment Workshop. The third column, Materials, shows where to substitute Evidence2Success handouts and worksheets for the CTC versions. The fourth column, To Note, shows any adjustments in language or terminology that need to be made in the CTC modules. As the facilitator of this workshop, you will need to integrate all the materials in as seamless a manner as possible. All materials can be accessed through the Casey site for Evidence2Success: Because fund-mapping information is used in the workshop, fund mapping should be complete or nearly complete when Session 1 begins. If you have any questions, be sure to discuss them with your coach. As you prepare, be sure to read the facilitator guide introduction as well as the materials listed here. Pay special attention to the potential pitfalls discussed in that document. Prepare an agenda for each session. Include the objectives for the session. Sample agendas are provided. Session 1 Module Time Materials To Note Preparation 1. Overview of the Community Resources Assessment Process min Prepare using the facilitator guide for the CTC Community Assessment Workshop Session 1. Use the agenda you prepared. CTC Module 1: Use the web-streamed presentation, the facilitator Remind the group that we re combining materials from both Evidence2Success and CTC in this workshop. When you see or hear references to health and behavior problems, point out that this phrase refers to outcomes. References to the CTC youth survey should be understood as referring to the Evidence2Success Prepare an agenda (including goals and objectives) and a sign-in sheet. Prepare using the Session 1 Facilitator Guide for this workshop. Contact participants to assign the videos to be watched before the workshop. If key leaders are attending the workshop, they may be invited to speak and give an update on progress. Invite them far enough 23

24 Session 1 Module Time Materials To Note Preparation guide and the facilitator documents packet. Youth Experience Survey (or the SHARP Survey in Utah). ahead so they have time to prepare. Provide suggested talking points. Handouts: Use the CTC participant handouts packet (with the substitutions specified). Note that certain videos are optional, depending on whether review of key concepts is needed. 2. Identify Resources CTC Module 2: Use the web-streamed presentation along with the facilitator guide. Handouts: Evidence2Success Outcomes, Risk Factors and Protective Factors Process for Assessing Community Resources Community Resources Assessment Report from the fund-mapping tool The first activity is brainstorming the agencies and public systems that focus on the priority outcomes, risk factors and protective factors. (Include your priorities in the brainstorm.) Begin the brainstorm by looking at the list of agencies and public systems on the Community Resources Assessment Report from the fund-mapping tool. It may be helpful to do this brainstorm with the community board as well in to compare results. To identify the Blueprints programs already in your community that address the priorities, start with the Prepare a flipchart page with your prioritized outcomes, risk factors and protective factors with definitions for display. Provide copies of resource directories and service guides for each table group. Provide extra blank Resource Inventory Worksheets to be used as a master sheet for each table group. (Use them for outcomes as well as risk and protective factors.) Have the electronic spreadsheet Agency Master List on your computer and ready for entry of data. 24

25 Session 1 Module Time Materials To Note Preparation Resource Inventory Worksheet You could also create a Community Resources Assessment Questionnaire by listing the Blueprints programs that address your community s priorities and asking workgroup and community board members to check off programs in answer to the question Which of the following tested, effective programs are available to youth (ages 10 18) in this community? This might capture resources that don t come up during the brainstorm. If you create a Community Resources Assessment Questionnaire, use the fund-map data as a fund-map data. These data identify specific Blueprints programs being implemented by the agency. This list should be supplemented in consultation with community board members and other Evidence2Success partners. One way to do this is through the Community Resources Assessment Questionnaire. The fund-map templates categorize target outcomes in broad areas, which the workgroup will have to examine closely to find programs targeting the community s priority outcomes. If you prefer not to use an electronic spreadsheet, create a chart on flipchart paper to record the resource inventory summary for the group. Create three columns: one for agency name, the other for priority outcome/risk or protective factors. Use the search function on the Blueprints website to determine whether the program addresses a priority outcome, risk factor or protective factor. (If possible, programs should address a priority outcome and a priority risk factor.) Include these programs on the Agency Master List of programs that address community priorities. 25

26 Session 1 Module Time Materials To Note Preparation starting point and indicate the Blueprints programs identified as already in place in your community through fund mapping. Then ask participants to identify any they know of that have been missed. 3. Plan Handouts: Use the CTC Before you begin, do a reality check Complete the advance preparation Community participant handouts on the programs listed on the Agency steps in the CTC facilitator guide. Inventory packet (with the substitutions specified). What Is a Tested, Effective Program? Master List. Ask, Who in this room has a high level of familiarity with any of the agencies/systems listed? Can these people fill in or find out the information needed (from the surveys Use the handout What Is a Tested, Effective Program? instead of the CTC handouts on Blueprints standards and levels of evidence. Session Evaluation Form or slides 5 and 6) for each agency? (to be supplied by Penn State team) If so, then the needed information may be obtained through their regular contacts, and the phone surveys may not be needed for those agencies. The surveys will only be needed where workgroup members (or community board members) are not 26

27 Session 1 Module Time Materials To Note Preparation familiar with these agencies or their programs. For the Blueprints activity, include the outcomes as well as the risk and protective factors. If you combine all priorities in one search, however, the lists generated may be too short. Start with separate searches to see how many programs you find. 27

28 Community Resources Assessment Workshop Session 2 Content Matrix Session 2 Module Time Materials To Note Preparation 1. Overview of the Community Resources Assessment Process min Prepare using the facilitator guide for the CTC Community Resources Assessment Workshop Session 2. In the welcome activity, ask about interesting conversations they had in getting information whether in person or by phone. Prepare an agenda (including goals and objectives) and a sign-in sheet. Prepare using the Session 2 Facilitator Guide for this workshop. Use the agenda you prepared. CTC Module 1: Use the web-streamed presentation. Handouts: Use the CTC participant handouts. 2. Analyze Initial Survey Results 75 min CTC Module 2: Use the web-streamed presentation. Have phone (or in-person) survey results available. Remind the group that the CTC module focuses on an initial list of community resources gathered by short telephone surveys. In Evidence2Success, the list is compiled from several sources, including fund mapping, brainstorming Create a list that sorts the community resources into three groups: public systems or agencies addressing our priorities, those not addressing our priorities and those we are not sure about. 28

29 Session 2 Module Time Materials To Note Preparation Handouts: Use the CTC by board or workgroup members and Prepare flipcharts for the table group participant handouts telephone surveys. The resulting list activity, one sheet for each priority packet. is analyzed the same way, however. outcome, risk factor or protective Blueprints Criteria Fact Sheet Blueprints Levels of Evidence The Community Resources Assessment Report from the fundmapping tool includes the level of evidence reported for programs included in fund mapping. factor. Write the name of the priority across the top and make three columns labeled Blueprints, Other Strong Evidence and Other Programs. Community Resources Participants can consult that column Prepare a flipchart sheet with Assessment Report from in the report when categorizing instructions for the table group the fund-mapping tool programs as Other Strong Evidence activity: or Other Programs. 1. Find programs targeting your risk factor. 2. Determine the level of evidence. 3. Write results on your flipchart paper. 3. Understand Service Gaps 75 min Handouts: Use the CTC participants handouts packet. In slide 4 (Gaps in Tested Program Delivery), point out that there are also gaps where system practices need Complete the advance preparation steps in the CTC facilitator guide. Types of Prevention additional support in evidence or in policies and practices supporting 29