# Presentation: 498974

## Strategic Planning TrainingNew Mexico Strategic Prevention FrameworkState Incentive Grant 

- February 22, 2006
- Paula Feathers
- Southwest Center for Applied Prevention Technologies

## Strategic Planning Agenda

**Welcome and Introductions**
**Group Work Agreement**
**Review Objectives**
**Review-Visit Assessment and Capacity phase**
**Prioritizing Intervening Variables**
**Planning Process**
**Reviewing the Plan and ensuring it is being implemented**
**Report requirements**
**Closure**
**Training evaluation**

## Strategic Planning Training Objectives

- Prioritize Intervening Variables according to severity and existing capacity.
- Identify benchmarks, recruitment strategies, and action steps for capacity in each Intervening Variable.
- Identify action steps for continual assessment of each Intervening Variable.

## Strategic Planning Training Objectives

- Identify a goal for each Intervening Variable and objectives that address contributing factors for each Intervening Variable
- Identify strategies that are: population appropriate, evidence-based, theory derived, or based on practical knowledge, and consider community readiness for each Intervening Variable.

## Strategic Planning            Training Objectives

- Ensure cultural competence and sustainability throughout the strategic planning process.
- Identify a process to review progress towards benchmarks and action steps included in the strategic plan.

## SPF SIG New Mexico Community Logic ModelReducing alcohol-related youth traffic fatalities

**High rate of alcohol-related crash mortality**
**Among 15 to 24 year olds**

**Low or discount PRICING of alcohol**

**Easy RETAIL ACCESS to Alcohol for youth**

**Easy SOCIAL ACCESS to Alcohol**

**Media Advocacy to Increase Community Concern about Underage Drinking**

**Restrictions on alcohol advertising in youth markets**

**SOCIAL NORMS accepting and/or encouraging  youth drinking**

**PROMOTION of alcohol use (advertising, movies, music, etc)**

**Low ENFORCEMENT of alcohol laws **

**Underage **
**DRINKING AND DRIVING**

**Social Event Monitoring and Enforcement**

**Bans on alcohol price  promotions and happy hours **

**Young Adult**
**BINGE DRINKING**

**Enforce underage retail sales laws**

**Intervening**
**Variables**

**Strategies**
**(Examples)**

**Substance-Related Consequences**

**Substance**
**Use**

**Low PERCEIVED RISK of alcohol use **

**Young Adult **
**DRINKING AND DRIVING**

**Underage**
**BINGE DRINKING**

## Capacity Check In

- What good things have you learned about your community as a result of your capacity efforts?
- What has been challenging?
- What resources or allies did you discover during this process?
- Which allies are not currently present?

**In your communities, answer the following questions:**

## Substance Use

**Social Norms**

**Social Access**

**Easy Retail **
**Access**

**Low Perceived **
**Risk**

**Low **
**Enforcement**

**Low Prices**

**Substance Use**

**15-24 year olds involved in alcohol-related vehicle crashes and crash fatalities**

**Notes:**
Over the past  month, you have been doing assessments to look at different intervening variables.  

Each intervening variable has different factors associated with it.  
For example: under Easy Retail Access, you might have found beer in buckets by the door, miniatures in buckets by the cash registers,  that every convenience store sells alcohol, and there are bars that allow 18 to party 21 to drink w/out a real deterrent for the underage drinkers.

The rest of the intervening variables have their factors as well.

All of these contribute to the use patterns you have also found in your assessment.

This use, ultimately contributes to the 15-24 year olds involved in alcohol related vehicle crashes.

## Intervening Variables Review

**Contributing Factors** :
- For each of the 7 Intervening Variables, list all contributing factors your community has identified.
- Record your answers on flipchart paper.
- Share with larger group

**Notes:**
Save this flip chart paper, it will be used later in the day.

## Intervening Variables Review

- Example:

**Easy Retail **
**Access**

## Intervening Variables Review

**Easy Retail Access**            **Low Enforcement**
**Low Perceived Risk           Social Access**
**Social Norms                      Promotion**
**Discount Pricing**

-   Record your answers on flipchart paper.
-   Share with larger group

-   For each of the 7 Intervening Variables, list 	all contributing factors your community has 	identified.

## Strategic Planning

- Strategic Planning involves the development of a strategic plan that includes programs, practices, and policies that create a logical, data driven plan to address the problems identified during  assessment.
- Strategic planning actions include: identifying goals, objectives, strategies, benchmarks,  and performance targets.

## Strategic Planning and the SPF SIG

- Our Logic Model and process is _data driven_.
- Capacity is built around Intervening Variable contributing factors identified in assessment.
- The Strategic Plan will take everything we have learned from our data and turn that into a prevention implementation guide.

## Strategic Plan Benchmarks

- Comprehensive Strategic Plan
- Action Plan/Steps
- Performance Monitoring
- Needle moving
- Project itself
- Evaluation Plan and Performance Measures

## Strategic Plan

- Other considerations:
- Community Readiness
- Cultural Competence
- Sustainability

## Strategic Planning Process

- Prioritize Intervening Variables.
- For each *Intervening Variable*:
- Identify Goal
- Identify objectives for each contributing factor.
- Identify evidence-based programs, practices, and policies to address each contributing factor.
- Identify action steps for continual *assessment*.
- Develop *capacity* plan.
- Ensure Cultural Competence and Sustainability

## Strategic Planning Process

- 3.  Establish a process for reviewing progress towards action steps and benchmarks.

## Step 1: Prioritizing Intervening Variables

- Before the strategic plan can be developed, Intervening Variables must be prioritized.
- Prioritization will be based on:
-  Severity
- Capacity
- Ability to Implement Strategies

## Prioritizing Intervening Variables

-   4 questions to answer for a data driven prioritization process:
- How do you weigh your data?
- What criteria will you use in regard to your methodology and sources?
- How will you balance your findings from quantitative data vs. qualitative data?
- How will you address polarized findings?

**Notes:**
Discuss each question 1 at a time.  Allow Group to answer the question, then move on the next question.

## Prioritizing Intervening Variables

- Severity:
- The seriousness of a hazard if not properly controlled
- The severity of a loss is a measure of the amount of harm caused by the loss. The measure may be qualitative or quantitative, and a variety of measures may be used: financial loss, number of people affected, or political impact, for example.

**Notes:**
Severity may not be an issue for some communities.  
Perhaps there is equal need among the intervening variables.

We will rely on the other 2 considerations when prioritizing:
 capacity and ability to implement.
For example, what are the consequences of failure to improve the enforcement of underage drinking laws in your community?
Ask what is the extent of poor or non enforcement?
What risks are created by not changing that poor or non-enforcement.

## Prioritizing Intervening Variables

- Capacity:
- Based on your capacity assessment, which Intervening Variables have enough capacity to begin implementing strategies?
- If there is a severe need, but a lack of capacity, capacity needs to be built before efforts begin.

## Prioritizing Intervening Variables

- Ability to Implement:
- What is the readiness of your community? Does ground work need to be laid?
- Political will:  Does work need to be done in the political arena before a strategy can be implemented?
- Initiatives that can experience quick success may be needed first to assist with community mobilization.

## Prioritizing Intervening Variables

- Create a strategic plan for each intervening variable.
- Even if the data at this time does not 	support an Intervening Variable, do not rule 	it out.

**Notes:**
Right now it may not seem like each Intervening Variable is an issue in your community.  
We want to keep in mind that the research is just beginning, and we don’t have complete data yet.  
Don’t make assumptions this early, we don’t wan to rule out any Intervening Variable until we can be absolutely sure it is not an issue through data.

## Prioritizing Intervening Variables

- Based on the assessment data you have for each Intervening Variable, prioritize them based on :
- Severity
- Capacity
- Ability to Implement strategies.
- Record your response on flip chart paper.
- Share with the larger group.

**Notes:**
After explaining, refer to the example on the next 2 slides

## Substance Use

**Social Norms**

**Social Access**

**Easy Retail **
**Access**

**Low Perceived **
**Risk**

**Low **
**Enforcement**

**Low Prices**

**Substance Use**

**15-24 year olds involved in alcohol-related vehicle crashes and crash fatalities**

**Notes:**
Over the past  month, you have been doing assessments to look at different intervening variables.  

Each intervening variable has different factors associated with it.  
For example: under Easy Retail Access, you might have found beer in buckets by the door, miniatures in buckets by the cash registers,  that every convenience store sells alcohol, and there are bars that allow 18 to party 21 to drink w/out a real deterrent for the underage drinkers.

The rest of the intervening variables have their factors as well.

All of these contribute to the use patterns you have also found in your assessment.

This use, ultimately contributes to the 15-24 year olds involved in alcohol related vehicle crashes.

## Low 

**Enforcement**

- Lack of Sobriety
- Check
- Points

- Sales to Intoxicated
- People

- DWI convictions result in
- Minimum consequence

- Youth are able
- To Purchase Alcohol
- At various stores

**No Law Enforcement**
**Currently Involved**

**No Judicial officials**
**Experts involved**

**Low Priority for small**
**Police Force**

**Low Priority for small**
**Police Force**

**Notes:**
What does this slide demonstrate?

If we look at the 3 criteria: severity, capacity, ability to implement,  how would this example be placed in the prioritization process? 
This isn’t the Intervening Variable you can start on next week, capacity needs to be built as the activity.
We want to start work on all 7 Intervening Variables, some of them will be implementation, some will be building capacity.

## Prioritizing Intervening Variables

- Based on the assessment data you have for each Intervening Variable, prioritize them based on :
- Severity
- Capacity
- Ability to Implement strategies.
- Record your response on flip chart paper.
- Share with the larger group.

## Goals and Objectives

- What information from this activity was useful?
- What challenges do you foresee?
- Questions or concerns?

**Notes:**
This activity will also tie into our upcoming planning phase.

## Step 2:  Planning for each Intervening Variable

- For each *Intervening Variable*:
- Identify Goal
- Identify objectives for each contributing factor.
- Identify evidence-based programs, practices, and policies (strategies) for each contributing factor.
- Identify action steps for continual *assessment*.
- Develop *capacity* plan.
- Ensure *Cultural Competence* and *Sustainability*

**Notes:**
Go through each, and explain that we will look at each of these and practice them as well

## Step 2:  Planning for each Intervening Variable

- Identify **Goal** for Intervening Variable:
- Goals provide general purpose and direction. They are the end result of ultimate accomplishment toward which an effort is directed. They generally should reflect perceived present and future need. They must be capable of being effectively pursued.
- Source: http://www.for.gov.bc.ca/hfd/library/documents/glossary/G.htm

## Step 2:  Planning for each Intervening Variable

- Example:
- Alcohol is not illegally or inappropriately available to adolescents and young adults in social settings.
- Provides general purpose and direction
- Ultimate accomplishment
- Reflect current and future need
- Capable of being pursued

**Notes:**
Data has shown us that we need to address social access issues, especially regarding parents giving alcohol to their children and their friends.

## Step 2:  Planning for each Intervening Variable

- Identify **objectives** for each contributing factor identified in the assessment:
- A concrete statement describing what the project is trying to achieve. The objective should be written at a “low” level so that it can be evaluated at the conclusion of a project to see whether it was achieved or not. A well-worded objective will be Specific, Measurable, Attainable/Achievable, Realistic and Time bound (SMART).
- Source:  http://www.portfoliostep.com/390.1TerminologyDefinitions.htm

**Notes:**
Low means concrete and observable.

## Step 2:  Planning for each Intervening Variable

- Example:
**Goal**: Alcohol is not illegally or inappropriately available to adolescents and young adults in social settings.
**Objective**:  Reduce the percentage of parents reported to provide alcohol to their minor children by 20% by May 30, 2006.

**Notes:**
S=Specific
M=measurable
A=attainable/achievable
R=Realistic
T=Time bound

## Step 2:  Planning for each Intervening Variable

- Example:
**Objective**: Reduce the percentage of parents reported who provide alcohol to their minor children by 20% by May 30, 2006.
- Specific
- Measurable
- Attainable
- Realistic
- Time bound

## Step 2:  Planning for each Intervening Variable

- Evaluation of Objective:
- For each objective discuss evaluation methods in report.
- Will receive further guidance from BAI

## Step 2:  Planning for each Intervening Variable

- Community Practice:
- Write a goal statement for your top prioritized Intervening Variable.
- Write and objective based on the data your community has identified.
- Write them on flip chart paper.
- Share goals and objectives with others.

**Notes:**
Save this, it will be used later.

## Goals and Objectives

- What information from this activity was useful?
- What challenges do you foresee?
- Questions or concerns?

**Notes:**
This activity will also tie into our upcoming planning phase.

## Step 2:  Planning for each Intervening Variable

- Identify evidence-based programs, practices, and policies (strategies).
- Strategies should meet one of the following:
-   Evidence-based
-   Limited evidence
-   Logic Driven

## Step 2:  Planning for each Intervening Variable

- Evidence-based:  there is sufficient research and evidence to demonstrate effectiveness as identified by a meta- analysis or expert peer panel.
- Example:
- Sobriety check points
- Enforcement of minimum age purchasing laws

**Notes:**
Get definition from Michael

## Step 2:  Planning for each Intervening Variable

- Limited evidence: Strategies that are supported by evidence or individual studies, but that are not as rigorous as meta-analysis studies.
- Example:
- Pulling people over who are speeding or not wearing seatbelts.
- “Parents who host lose the most” campaign.

**Notes:**
Get definition from Michael

## Step 2:  Planning for each Intervening Variable

- Logic driven:  strategies that have not been widely researched, and are derived from  logic or theory.
- Example:
- Party Patrols
- Key Registration
- Elimination of 18-20 year olds in bars

## Step 2:  Planning for each Intervening Variable

- Community Activity:
- Using the list of contributing factors you developed this morning, identify possible logic driven strategies.
- You will be given time for each Intervening Variable.
- Record your answers on flip chart paper.
- Share with larger group.

## Logic Driven Strategies

- What information from this activity is beneficial?
- Do you foresee any challenges?
- Questions or concerns?

**Notes:**
This activity will also tie into our upcoming planning phase.

## Step 2:  Planning for each Intervening Variable

**Goal**: Alcohol is not illegally or inappropriately available to adolescents and young adults in social settings.
**Objective**:  Reduce the percentage of parents reported to provide alcohol to their minor children by 20% by May 30, 2006.
**Strategy:  **Increase parental knowledge of underage drinking laws by disseminating “Parents Who Host Lose the Most” information cards to 4,000 APS High School Parents.

**Notes:**
Objective addresses the contributing factor of parental access
Social Access does not have evidence-based strategies, so here we are using a limited based approach.

## Step 2:  Planning for each Intervening Variable

- Strategies continued:
- Goal:  Have _comprehensive_ strategies for each contributing factor.
- Comprehensive addresses:
- Norms
- Regulations
- Availability
**Source: Environmental Change Theory Into Prevention Practice By Michael Klitzner, Ph.D.**

**Notes:**
This is the ultimate goal.
Right now, it is important to get into this mind set and be aware of the environmental strategies being utilized.

## Step 2:  Planning for each Intervening Variable

**Strategy:  **Increase parental knowledge of underage drinking laws by disseminating “Parents Who Host Lose the Most” information cards to 4,000 APS High School Parents.
*Which of the 3-pronged approach does this example fall under?*
- Norms
- Regulations
- Availability

## Low Enforcement 

**Education**

**Low Enforcement **

**Retailers**

**ID **
**compliance **
**checks**

**Sobriety **
**Check Points**

**Rewards for not **
**Selling to intoxicated**
**patrons**

**Media **
**Campaign**

**Behavior **
**Changes**

**Behavior **
**Changes**

**Decrease**
**15-24 year olds**
**Alcohol related**
**classes**

**Community Action group**

**Sheriff's office**

**Inputs**

**Outputs**

**Short Term**
**Outcomes**

**Long Term**
**Outcomes**

**Community **
**Change**

**Notes:**
Regulations:  Making or enforcing
Availability:
Norms
Ask group for examples of short term outcomes.
Short term outcomes:  30 arrests  after effort vs. 20 prior

## Strategic Planning Practice

- Community Activity:
- Develop a goal for Social Access and Retail Access.
- Choose one contributing factor for each and develop an objective and identify a strategy.
- Refer to:
-  PIRE review
- Handout pages: 24-32

- 4.  Share with other communities

**Notes:**
They may have done one of these earlier, ask them to make sure they have both of them.
Check in and see how many of them have at least one.  If some groups have 1 done, and other groups don’t ask the groups that don’t have either one to spilt it up among their group. Everyone will take the same amount of time.

## Strategic Planning Practice

- What new ideas or information did you get from this exercise?
- What challenges are you aware of?
- Questions or concerns?

**Notes:**
This activity will also tie into our upcoming planning phase.

## Strategic Plan Review Process

- Plans will continuously need to be monitored and reviewed.
- Why?
- Evaluate progress
- Accountability
- Make necessary changes
- Account for new data
- Management

**Notes:**
Transition-One way that could assist in identifying why gaps exist is through exploring the readiness of the community.

## Strategic Plan Review

- Community Activity:
- List ways you have or you plan to review and monitor your plan.
- Record answers on flip chart.
- Share with larger group.

## Report Requirements

- Michael Coop

## Strategic Planning Training Objectives

- Prioritize Intervening Variables according to severity and existing capacity.
- Identify benchmarks, recruitment strategies, and action steps for capacity in each Intervening Variable.
- Identify action steps for continual assessment of each Intervening Variable.

## Strategic Planning Training Objectives

- Identify a goal for each Intervening Variable and objectives that address contributing factors for each Intervening Variable
- Identify strategies that are: population appropriate, evidence-based, theory derived, or based on practical knowledge, and consider community readiness for each Intervening Variable.

## Strategic Planning            Training Objectives

- Ensure cultural competence and sustainability throughout the strategic planning process.
- Identify a process to review progress towards benchmarks and action steps included in the strategic plan.

## Evaluation

- Final thoughts or concerns?
- Please fill out evaluation-only for today’s training, please do not include yesterday’s meeting.
- Thank you and safe travels!
- PowerPoint can be found at:
- _[http://captus.samhsa.gov/](http://captus.samhsa.gov/)__ _
- Click on Southwest CAPT, then on the state of New Mexico.