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Getting Ready For HR1

Getting Ready For HR1. Prepared for: California Department of Alcohol and Drug Programs Prepared by: EMT Group, Inc. and Consultants 391 South Lexington Drive, Suite 110 Folsom, CA 95630. Meeting Purpose. Review HR-1 and its implication for California AOD administrators

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Getting Ready For HR1

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  1. Getting Ready For HR1 Prepared for: California Department of Alcohol and Drug Programs Prepared by: EMT Group, Inc. and Consultants 391 South Lexington Drive, Suite 110 Folsom, CA 95630

  2. Meeting Purpose • Review HR-1 and its implication • for California AOD administrators • Present information to assist counties in meeting HR-1 requirements • Importance and need to collaborate • Use of data to frame/inform planning process • Selecting programs/approaches meeting science-based criteria • Evaluation of the process • Discuss resources to assist counties in HR-1 planning efforts

  3. Step 2GETTING THE DATA • Introduction – The importance of Data in HR-1 needs assessment planning • Frameworks for Data Collection • Data Taxonomy • Data Examples • Assessing and prioritizing data/information

  4. HR-1 Needs Assessment Definition • Section 4115. A Authorized activities states programs on activities developed under HR-1 must: • Be based on an assessment of objective data regarding the incidence of violence and illegal drug use in the elementary schools and secondary schools and communities to be served, including an objective analysis of the current conditions and consequences regarding violence and illegal drug use, including delinquency and serious discipline problems, among students who attend such schools (including private school students who participate in the drug and violence prevention program) that is based on ongoing local assessment or evaluation activities; • Be based on an analysis of the data reasonably available at the time, of the prevalence of risk factors, including high or increasing rates of reported cases of child abuse and domestic violence; protective factors, buffers, assets; or other variables in schools and communities in the State identified through scientifically based research; Which means:

  5. Implication of HR-1’s Definition • Must document extent and type of problems related to violence and AOD use in schools/communities • Must document assets, resources, protective factors present in schools/community • (Implied) Should result in an analysis identifying the extent of unmet needs or unidentified resources (gap analysis) in schools/community. • Must include violence and illegal drug use data • (Implied) Should result in the selection of programs services that (1) address the problems and resource issues and (2) result in “safe and drug-free learning environment that supports academic achievement.”

  6. Frameworks for Data Collection • Risk and Protective • Individual vs. Community • Direct vs. Indirect (Proxy) • Supply, Use, Consequence

  7. Community Taxonomy- A Perspective on Data Collection • Control of availability (ease and access) • Management of Consumption (settings and circumstances) • Management of Problematic Consumption (health and safety) • Creation of Responses (Resources, Policies, Programs)

  8. Community Taxonomy of AOD Primary Prevention Data For County ADP’s Serving California Youth

  9. Types of Data PRIMARY SOURCES • Individuals • Surveys • Focus Groups • Interviews • Observations of problematic behaviors • Community • Direct observation of environmental risk conditions ISSUES: Generally expensive, methodological issues, training SECONDARY SOURCES • Archival • Social indicator data • Programs • Numbers served, activities • Historical • Newspapers • Evaluation/Needs assessment reports ISSUES: Lagging indicators, cooperation of programs, time to identify and analyze

  10. Data ExamplesExamples of School Level Indicators

  11. Data ExamplesExamples of School level indicators (cont’d)

  12. Data ExamplesExamples of County Level Indicators

  13. Factors to Considerin Selecting Data to be Collected • Access • Availability • Appropriateness • Cost/ease of collection • Data quality • Range/exhaustiveness • Timeliness • Format • Context

  14. Data Analysis Issues 1. Build the Case Multiple Perspectives on single measures: Example: AOD Adolescent Use Sources: School Surveys Interviews -Individual Youth -Group Law Enforcement Statistics Health Statistics Treatment Information • Analyze the Data • Change in Trend Patterns-what’s happening • Profile the Data-are there specific populations more at risk • What’s Amenable to Change • Select the appropriate outcome of concern • Identify potential benchmarks of success

  15. Summary • Reviewed Reasons for HR- Needs Assessment • Discussed ways to frame data collection efforts. Key: - AOD and Violence in schools and communities • Reviewed Type of Data Collection Activities – Primary and Secondary • Identified Examples of data sources • Examined issues concerning selection and analysis of data

  16. Step 6Putting It All Together Review the Five Steps • Getting Partners • Getting the Data • Developing a Plan • Selecting the Prevention Approach • Determining the Evaluation Access to Resources Preparing the Proposal

  17. FindingsNational Study on SDFSCA Implementation* • Difficulty in in developing measurable goals and objectives • Difficulty in selecting appropriate prevention activity • 58% considered research findings • 49% needed additional training/TA in models • 9% implemented research-based prevention activities • Difficulty in monitoring outcomes • Little emphasis on quality of data (ex. Cal LAO report) • Most surveys that were done (61% of all schools) used unscientific methods • Use of external data/evaluations to adapt or model new prevention practices *Source: Progress in Prevention: Report on the National Study of Local Education Agency (LEA) Activities under the Safe and Drug-Free Schools and Communities Act DFSGA

  18. Getting Partners • Identify local partners • Collaboration with local partners • Establish procedures to ensure viability of the collaboration • Develop workplan for collaboration

  19. Getting Data • Identify approach to data collection (e.g., risk, assets, by domain) • Extent of data collection • Number of indicators • Time period under consideration • Sources, ease, cost, access • Analysis • Select specific outcomes

  20. Develop a Plan • Clear outcomes identified • For overall HR-1 Plan • For selected approaches • Identify target population • List resources needed for implementation • Develop logic model • Prepare written plan with timelines, responsible parties, decision points, and data collection

  21. Prevention Approaches • Selection based on: • Problems / Assets • Target population (gender, age, ethnicity) • Desired outcomes • Resources • Costs AND • Proven effectiveness

  22. Develop an Evaluation Plan • Identify questions / issues • Who needs to know, what • Data Source • Where do we go for the information • Data Collection • How do we collect the information • Data Analysis • How do we analyze the data • Report • When do we need to report the results

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