# Presentation: 532367

## Developing and Maintaining  Successful Action and Implementation Plan PresentorChuck KlevgaardCentral CAPT	

## Monitoring Your  Action Plan

- Utilize a **denominator** to assess **reach**
- Utilize process and intermediate outcome data to confirm **alignment **
- Utilize process data to confirm your **theory of change** during implementation
- Utilize process data to **assess barriers** and monitor **unexpected ****or**** unintended results **

## Logic Model : Alcohol

**Logic Model : Alcohol**

**Problem**

**Strategies**

**Intermediate Outcomes**

**Long-term Outcomes**

**Compliance Checks **
**________**
**Shoulder Taps**
**________**
**Social Host Enforcement**
**________**
**Social **
**Marketing**
**________**
**Safe Homes**

**Increased Enforcement ****_________**
**Reduced Susceptibility to Alcohol Use**
**_________**
**Increase in Family Level Policy and Enforcement**

**Decreased Access to Alcohol**
**_________**
**Reduced Initiation of Alcohol Use**
**_________**
**Reduced Alcohol use Prevalence**

**Youth Have Easy Access to Alcohol from Friends, Family and 21-25 Year Olds Who Purchase**

**Notes:**
Often the tendency is to start w/ strategies and what we have done and what we have skills to do.  And this is clearly a strategy that does not match...

If you are trying to impact “intervening variable” and ultimately the “consequence” then strategies must match
These strategies do not match

Ask what intervening variables may the strategies shown impact?

## Denominator

- denominator (dĭ-nŏm'ə-nā'tər)   The number below or to the right of the line in a fraction, indicating the number of equal parts into which one whole is divided. For example, in the fraction 2/7 , 7 is the denominator.

## Denominator

- The number of Compliance Checks by the number of licensees in your town
- The number of Safe Homes Pledges by the Number of Families with teenage children at home

## Reach and Mix

- To what extent is the strategy reaching the target population
- Is there an adequate strategic mix

## Midcourse Corrections ?Youth Access to Alcohol from 21-25 Purchasers

**_______**
**Ever Tried Alcohol **
**2005 - 32%**
**2007 - 32%**
**Middle School YRBS**
**2005 and 2007**

**Intermediate Outcome Data**
**_______**
- Middle School Youth
***Primary Source of Alcohol***
**Friends **
**2005 – 23%**
**2007 – 24%**
**Middle School YRBS**
**2005 and 2007**

**What, how many, how often?**
**_______**
**Conduct Shoulder Tap with **
**4 out of 47**
**Denominato****r **
**Package Stores**
**1 X a Year**
**_______**

**Process Data**
**_______**
**Total of 8 **
** ****Shoulder Taps Resulted in **
**7 people Agreeing to Purchase**
**7 Warnings**
**No Arrests**
**One Newspaper Story**

**Midcourse Corrections ?***Youth Access to Alcohol from 21-25 Purchasers*

**Implement Shoulder Tap **

**Increased Enforcement **

**Decreased Social Access to Alcohol**

**Decrease in Alcohol Use**

**Notes:**
Often the tendency is to start w/ strategies and what we have done and what we have skills to do.  And this is clearly a strategy that does not match...

If you are trying to impact “intervening variable” and ultimately the “consequence” then strategies must match
These strategies do not match

Ask what intervening variables may the strategies shown impact?

## Midcourse Corrections ?Youth Access to Alcohol from Home

**_______**
**Ever Tried Alcohol **
**2005 - 32%**
**2007 - 24%**
**Middle School YRBS**
**2005 and 2007**

**Intermediate Outcome Data**
**_______**
- Middle School Youth
***Primary Source of Alcohol***
**House / Parent**
**2005 – 23%**
**2007 – 17%**
**Middle School YRBS**
**2005 and 2007**

**What, how many, how often?**
**_______**
**2000 Tip Sheets, 4 Billboards, and 250 Posters**
**_______**
- Saw the
-  ***Talk to Your Kids About Not Drinking***
- Billboard, Tip Sheet or Poster?
**Yes - 39 %**
- Parent Survey 2007

**Process Data**
**_______**
- As a result of seeing
** *****Talk to Your Kids About Not Drinking***
**             **
- did you talk to your kids about not drinking
**Yes – 61%**
- Parent Survey 2007

**Midcourse Corrections ?***Youth Access to Alcohol from Home*

**Educate Parents on Social Host **

**Increased Family Policy**

**Decreased Social Access to Alcohol**

**Decrease in Alcohol Use**

**Notes:**
Often the tendency is to start w/ strategies and what we have done and what we have skills to do.  And this is clearly a strategy that does not match...

If you are trying to impact “intervening variable” and ultimately the “consequence” then strategies must match
These strategies do not match

Ask what intervening variables may the strategies shown impact?

## Activity: EvaluationWhat adjustments?

**Activity: Evaluation***What adjustments?*

## Midcourse Corrections ?Social Marketing Survey Results

- Take a look at the watertown -mid-implementation Social Marketing survey results and determine if you would consider and adjustments.
- If so, what would you adjust?
- What is the rationale?

**Notes:**
Often the tendency is to start w/ strategies and what we have done and what we have skills to do.  And this is clearly a strategy that does not match...

If you are trying to impact “intervening variable” and ultimately the “consequence” then strategies must match
These strategies do not match

Ask what intervening variables may the strategies shown impact?

## Alignment

- Identify the strategies currently implemented, their measured  or expected outcomes, and their relationship to the long term behavior change.
- Assessing **misalignment**

## Midcourse Corrections ?Youth Access to Alcohol (social vs. commercial)

- In 2005, ABC coalition was spending 85 % of their resources ( fiscal, technical, human) on commercial access strategies and 15 % on social access
- 2004 -2006 Data showed a drop of primary source of alcohol (bars, package stores) from 15% among juniors and seniors to 9%

- 2006 six data showed an increase in social access (parents and young adults who purchase) from 32% to 43 %
***Any Midcourse Adjustments ?***

**Notes:**
Often the tendency is to start w/ strategies and what we have done and what we have skills to do.  And this is clearly a strategy that does not match...

If you are trying to impact “intervening variable” and ultimately the “consequence” then strategies must match
These strategies do not match

Ask what intervening variables may the strategies shown impact?

## Alignment

- Developing a **theory of change** utilize process data to determine if the theory can be supported.
- Is the logic model consistent with the theory of change?

## Activity: PlanningCambridge Parent Survey

## Theory of Change

**If, then**
**If ***parents understood that a lack of monitoring and supervision placed their children at greater risk for drinking at an earlier age.*
**Then,** *parents would take steps to provide supervision and enroll their children in after-school programs.*
**Then,*** use before age 13 would go down*
**Then,*** use in the last 30 days would go down*

## Coalition Examples

## Census Bureau : American Fact FinderCambridge, MA

**HOUSEHOLDS BY TYPE**
**Total households****	****40,976****	****+/-2,191**
- Family households (families)	16,590	+/-1,532
**With own children under 18 years****	****6,557****	****+/-1,143**
- Married-couple families	13,093	+/-1,462
- With own children under 18 years	5,229	+/-1,092
- Male householder, no wife present	797	+/-402
- With own children under 18 years	139	+/-159
- Female householder, no husband present	2,700	+/-754
- With own children under 18 years	1,189	+/-530

- _[www.factfinder.census.gov](http://www.factfinder.census.gov/)__ _

**What else, school enrollment, economics, travel time, poverty****	**

**SCHOOL ENROLLMENT**
**Elementary school (grades 1-8)****	****3,934****	****+/-1,327**

## Census Bureau : American Fact FinderCambridge, MA

**SCHOOL ENROLLMENT**
**Population 3 years and over enrolled in school****	****30,457****	****+/-3,675**
**Nursery school, preschool****	****1,030****	****+/-581**
**Kindergarten****	****828****	****+/-468**
**Elementary school (grades 1-8)****	****3,934****	****+/-1,327**
**High school (grades 9-12)****	****2,406****	****+/-827**
**College or graduate school****	****22,259****	****+/-2,647**

## Midcourse Corrections ?Youth Access to Alcohol from Home

**_______**
**Use in the previous 30 days **
**2005 - 35%**
**2007 – Not In**
**Middle School Health Survey**
**2005**

**Intermediate Outcome Data**
**_______**
**Drank Before the age of 13**
**2005 – 28%**
**2007 – Not In**
**Middle School Health Survey 2005**

**What, how many, how often?**
**3000 Booklets**
**___**
- Read the
-  ***Strong Families***
***Booklet***
**Yes - 22 %**
**No – 78%**
- Parent Survey 2006

**Process Data**
**_______**
- As a result of seeing
** *****Strong Families***
**             **
- Did you talk to your enroll in an after school program
**Yes – 5%**
**No – 43%**
- Parent Survey 2006

**Midcourse Corrections ?***Youth Access to Alcohol from Home*

**Educate Parents Monitoring Risk **

**Increase**
**After School Involvement**

**Decreased Alcohol Use Before Age 13**

**Decrease in Alcohol Use**

**If ***parents understood that a lack of monitoring and supervision placed their children at greater risk for drinking at an earlier age.*

**Then,** *parents would take steps to provide supervision and enroll their children in after-school programs.*

**Then,** *early use and 30 day use would go down*

**Notes:**
Often the tendency is to start w/ strategies and what we have done and what we have skills to do.  And this is clearly a strategy that does not match...

If you are trying to impact “intervening variable” and ultimately the “consequence” then strategies must match
These strategies do not match

Ask what intervening variables may the strategies shown impact?

## Assessing Misalignment

- Focus group
- If you were moved by the data, why not enroll in after school programs
- Assessing Barriers
- What was your response to the Strong Families publication?
- Unexpected response – supervision and sex

## Perceived and Real Barriers

- My Kids doesn’t want to go

- I don’t know where they are

- I can’t get him there
- transportation

- Frankly, there are so many, I don’t know which one to pick

## Unexpected Response

## Adjustsments

**_______**
**Ever Tried Alcohol **
**2005 - 35%**
**2007 – Not In**
**Middle School Health Survey**
**2005**

**Intermediate Outcome Data**
**_______**
**Drank Before the age of 13**
**2005 – 28%**
**2007 – Not In**
- Middle School Health Survey
- 2007

**What, how many, how often?**
**_______**
**Ads**
**Website**
**_______**
- Saw the
-  ***Strong Families***
***Booklet***
- Parent Survey 2007

**Process Data**
**_______**
- As a result of seeing
** *****Ads or Website***
**             **
- Did you ?
- Parent Survey 2007

**Adjustsments**

**Educate Parents Monitoring Risk **

**Increase**
**After School Involvement**

**Decreased Alcohol Use Before Age 13**

**Decrease in Alcohol Use**

**Notes:**
Often the tendency is to start w/ strategies and what we have done and what we have skills to do.  And this is clearly a strategy that does not match...

If you are trying to impact “intervening variable” and ultimately the “consequence” then strategies must match
These strategies do not match

Ask what intervening variables may the strategies shown impact?

## http://cambridgeprevention.org/

- _[http://](http://cambridgeprevention.org/)__[cambridgeprevention.org](http://cambridgeprevention.org/)__[/](http://cambridgeprevention.org/)_

## Tips for Monitoring an Action Plan

- Check denominator, reach, alignment
- Monitor your theory of change
- Assess barriers and unexpected results and make midcourse adjustments
- Use these tools together to inform and strengthen implementation
- Get input and keep everyone informed
- Keep track of what you’ve done
- Celebrate milestone accomplishments during the implementation process!

**Tips for Monitoring an Action Plan**