The Vermont Strategic Prevention Framework (SPF) Learning Community Training Series Implementing the Strategic Prevention Framework in Vermont Step 3: Developing Your Strategic Plan April 8-9, 2008 Capital Plaza Hotel Montpelier, Vermont - PowerPoint PPT Presentation

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The Vermont Strategic Prevention Framework (SPF) Learning Community Training Series Implementing the Strategic Prevention Framework in Vermont Step 3: Developing Your Strategic Plan April 8-9, 2008 Capital Plaza Hotel Montpelier, Vermont

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Title: The Vermont Strategic Prevention Framework (SPF) Learning Community Training Series Implementing the Strategic Prevention Framework in Vermont Step 3: Developing Your Strategic Plan April 8-9, 2008 Capital Plaza Hotel Montpelier, Vermont


1
The Vermont Strategic Prevention Framework (SPF)
Learning Community Training Series
Implementing the Strategic Prevention
Frameworkin Vermont Step 3 Developing Your
Strategic PlanApril 8-9, 2008Capital Plaza
HotelMontpelier, Vermont
2
Presenters Matt Myers Consultant, Northeast
Center for the Application of Technology
(NECAPT) Associate Carol Oliver NECAPT
AssociateDodi Swope NECAPT AssociateJoEllen
Tarallo-Falk Executive Director,CHL, NECAPT
Associate
This Training Series is presented by The Center
for Health and Learning (CHL) Brattleboro,
Vermont under funding from The Vermont
Department of Health Office of Alcohol and Drug
Abuse Programs
3
Welcome Back!!!!
Trainer Introductions Review of Last Session
What We Heard from You
4
Agenda
  • In Learning Communities
  • Introductions, Review of the Day
  • Overview of the Assessment Process
  • Your Road Map
  • Tips on Using Data
  • 101 and 301 Break Out Sessions
  • Resources Readiness Assessment Check In
  • Selecting Secondary Priority Case Study
  • Lunch

5
Agenda (continued)
  • What Else Do You Need To Know?
  • Overview of 18-25 year population
  • Preparing focus groups for the three priority
    problems
  • Break out by grantee type
  • Implementation Grantees
  • Assessing Risk and Protective Factors
  • Capacity Grantees
  • Revisiting our Capacity Building Plans
  • Assessing Organizational Capacity
  • In Learning Communities Drexel/Sibbet Model,
    Coalition Activity
  • The Organizational Capacity Assessment Tool
  • Wrap Up and Homework

6
The Human Puzzle
  • Setting the Context for our work today
  • Your Road Map for the
  • Strategic Prevention Framework

7
Overview of the SPF Assessment Process
  • Grantee task
  • Implement Resources and Readiness Survey
  • Look at data for the priority problem of underage
    drinking
  • Select a secondary priority using these factors
  • The Priority Problem
  • Resources and Readiness to address it
  • Other Qualitative Data
  • Assess Risk and Protective factors
  • Identify potential data sources for each risk
    factor
  • Collect and organize data for risk factors
  • Determine community resources and readiness gaps
  • Assess organizational capacity

8
Learning Community Check In
  • Introductions for new and returning members
  • Share any thoughts you have about what we learned
    in the first training
  • Read the description for today and circle what
    interests you most, share what you circled with a
    neighbor

9
Tips on Using Data
Break Out According to Your Comfort Using Data
Data 101 CHL Training Team Data 301
Evaluation Team
Break Out Activity
10
Data 101
11
Looking at Profiles
  • Review of data layout
  • Ways to compare data
  • Looking at rates
  • Comparing one behavior with another in the same
    year
  • Comparison of state and community rate
  • Examining trends in rates
  • Comparing community-level trends of one behavior
    with that of another
  • Comparison of community trends to state trends
  • Tips on seeing patterns and trends
  • Putting the pieces together

12
Review Your Data Profile
  • In pairs, review the data in your profile.
  • Pretend you are talking with a community member.
  • Describe this type of data, where it came from
    and why it is important.

13
Looking at Rates
14
What is a rate?
  • A rate is a measure of the frequency with which a
    health event occurs in a defined population over
    a period of time.
  • It is a way to standardize the data so you can
    compare across different population sizes.
  • Rate Number of cases X 1,000
  • Population over time period
  • This calculation gives you a rate per 1,000
    people per time period.

15
Example of Why We Use Rates for Comparisons
HOMICIDES Larger Population (n52,584,000) Smaller Population (n2,157,360)
No. Cases 6573 2125
Annual Incidence Rate 12.5 per 100K 98.5 per 100K
16
Now Look At Your DataFind a rate (s) that
stands out to you and share at your table
17
Things to Keep in Mind when Looking at Rates
18
Dealing with percentages and real numbers
  • If I were to tell you that there was a 100
    increase in alcohol related highway fatalities
    from 2003 to 2006 in Brattleboro, what would you
    think?
  • If I were to tell you that there was 1 alcohol
    related highway fatality in 2003 and 2 in 2006,
    what would you think?

19
Dangers of small numbers
  • TIP When small numbers are used to calculate
    rates or percentages, differences may be
    exaggerated.
  • TIP Low or even very low percentages of some
    behaviors should not be dismissed as unimportant
    if the behavior has severe consequences.

20
Making Comparisons
  • Comparing one behavior with another in the same
    year
  • Comparison of state and community rate
  • Examining trends in rates
  • Comparing community-level trends of one behavior
    with that of another
  • Comparison of community trends to state trends

21
Now Look At Your Data Compare one behavior with
another in the same year Share thoughts at your
table
22
Data Comparison Activity
  • Each table is assigned one of the four types of
    comparisons on the previous slide.
  • Comparison of state and community rate
  • Examining trends in rates
  • Comparing community-level trends of one behavior
    with that of another
  • Comparison of community trends to state trends
  • As a group using the profiles present at their
    table, come up with an example of that comparison
    that most concerns you.

23
Things to Keep in Mind RegardingVermont Data and
18-25 year olds
  • YRBS survey is not designed to capture rates of
    use among young adults.
  • Two of the BRFSS items are based on data from
    young adults aged 18 to 25, but are reported at
    the county level and not community
  • In BRFSS there is an absence of a marijuana use
    measure.
  • With caution, we may use some YRBS data to help
    make inferences in addition to using the more
    limited data provided by the BRFSS.

24
Tips on Seeing Patterns and Trends
25
Example of Plotting the Data
26
Putting the Pieces Together
  • Reflect on what you have learned so far about
    data comparisons in this session and apply it to
    your community profile
  • Do you have enough data from this source to
    suggest a second priority problem?
  • We will hear a sample of your thoughts and
    questions

27
Resources and Readiness Assessment Check in
  • What success and challenges have you
    faced in doing the Readiness Assessment?
  • Well hear a sample and brainstorm soluctions
    to challenges.
  • Evaluator Team Check In
  • What to look for in the RR analysis
  • How to use this information to select a
  • second priority

28
Selecting a Secondary Priority Case Study
Small Group Activity
29
Lunch Break
30
Connecting with 18 to 25 Year Olds
  • Whos in the room?
  • Who do you know?
  • Remembering this time of transition for yourself
  • See Handout and Mosher article for more
    information

31
A Unique Cohort
  • General characteristics of 18 to 25 year olds
  • Unique considerations
  • Potential environments to engage
  • Potential data sources
  • Partnership development

32
Using Focus Groups
33
Grantee Specific Learning
  • Capacity Grantees
  • A Revisiting our Capacity Building Plans
  • Live Case Study
  • Implementation Grantees
  • Assessing risk and protective factors

Break Out Activity
34
Capacity Grantees
  • As you know, completed work plans for Capacity
    Building Grantees are due Feb 28.
  • Follow Chart instructions to consider your
    progress, learn from others and make any
    necessary changes to reach your goals.

35
Drexel/Sibbet Model
Learning Community Activity
36
  • Activity Charting Your Coalition
  • Think of the collaborative/coalition you
    presently belong to or have been a member of.
    Draw a diagram that depicts the organizational
    structure of the group including the Board, the
    larger group membership, and the working groups
    (subcommittees).
  • Identify numbers.
  • Identify leadership.
  • Identify lines of supervision.
  • Identify where you are on this chart.
  • Include other important information.
  • What are your observations?

Learning Community Activity
37
Organizational Assessment Tools
38
Wrap-Up Homework
  • Please fill out both sides of the evaluation form
  • Homework
  • Conduct the Organizational Capacity Checklist
  • If ready, use Grid for Selecting Second Priority
  • For those ready (Implementation Grantees) conduct
    Focus Groups and the Risk and Protective Factor
    Assessment.
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