1 

SAMHSA Disparity Impact Statement 

Training and Technical Assistance Example

Purpose

SAMHSA requires that its grant recipients prepare a Behavioral Health Disparity Impact 

Statement (DIS) as part of a data-driven, quality improvement approach to advance equity for 

all, and to identify racial, ethnic, sexual and gender minority populations at highest risk for 

experiencing behavioral health disparities as part of their grant projects. The purpose of the DIS 

is for recipients to identify, contextualize and address disparities1 and to develop and implement 

a disparity reduction action plan with a quality improvement process to address and close the 

identified gap(s). The aim is to achieve behavioral health equity2 for disparate populations and 

to improve systems addressing the needs of these populations. The DIS requirement aligns 

with expectations outlined in Presidential Executive Order 13985: Advancing Racial Equity and 

Support for Underserved Communities Through the Federal Government, which includes

identifying the needs of underserved communities and developing policies to advance (health) 

equity within those communities.

Background

To address behavioral health disparities, it is important to understand the role that Social 

Determinants of Health (SDOH) 3 can have on the health of individuals and communities. SDOH 

are the conditions in the environment where people are born, live, work, play, worship, age and 

thrive that affect a wide range of health, functioning, and quality-of-life outcomes and risks. 

SDOH can be grouped into 5 domains: 1) Economic Stability; 2) Education Access and Quality; 

3) Healthcare Access and Quality; 4) Neighborhood and Built Environment; and 5) Social and 

Community Context. The SDOH framework recognizes that cross-sectoral systems contribute to 

advancing equity through a lifespan perspective. Understanding the SDOH community context 

can help recipients identify the disparity (or problem), population of focus and inform the 

development of accurate measures to study and improve outcomes.

1 Healthy People 2030 defines a health disparity as a “particular type of health difference that is closely linked with 

social, economic, and/or environmental disadvantage. Health disparities adversely affect groups of people who 

have systematically experienced greater obstacles to health based on their racial or ethnic group; religion; 

socioeconomic status; gender; age; disability; mental health; cognitive, sensory, or physical disability; sexual 

orientation or gender identity; geographic location; or other characteristics historically linked to discrimination or 

exclusion.” 2 Behavioral health equity is the right to access high quality and affordable health care services and supports for all 

populations regardless of the individual’s race, age, ethnicity, gender (including gender identity), disability, 

socioeconomic status, sexual orientation, or geographical location. Advancing behavioral health equity involves 

ensuring that everyone has a fair and just opportunity to be as healthy as possible. In conjunction with quality 

services, this involves addressing social determinants of health, such as employment and housing stability, 

insurance status, proximity to services, and culturally responsive care – all of which have an impact on behavioral 

health outcomes.

3 https://www.cdc.gov/socialdeterminants/index.htm
2 

The purpose of this document is to support recipients in developing measures associated with 

DIS. All of SAMHSA’s discretionary grants are required to report Government Performance and 

Results Act (GPRA)4 data, which includes the National Outcome Measures (NOMS). Grant 

programs using the NOMS client-level outcomes tool uses data collected that includes 

demographics5

, ICD-10 diagnostic categories, substance use and abuse, mental health and 

physical health functioning and other variables. There are limitations to the categories 

regarding certain race, ethnicity, language, and disability. For some grant programs that are 

collecting Infrastructure, Prevention and Promotion (IPP) indicators, demographic data are 

collected, but are not housed within SAMHSA’s Performance Accountability and Reliability 

System (SPARS).

Despite these limitations, the DIS can be used to identify and demonstrate the impact of 

SAMHSA’s investments to reduce and eliminate inequities among underserved populations. By

developing the DIS, recipients will identify the population experiencing the disparity, share more 

specific population data that will assist in determining if SAMHSA’s grant investments are 

reducing disparities, use data to more precisely direct resources to improve the SDOH and 

CLAS (Culturally and Linguistically Appropriate Services) while moving towards outcomes that 

will reduce disparities among the population(s) noted. 

For recipients serving distinct populations (i.e., tribes, etc.), disparities within these populations 

can be identified (e.g., age, gender identity, sexual orientation, disability). 

As recipients collaborate within their respective organizations to complete this DIS, we hope that 

it will inspire and guide an approach to reducing and eliminating behavioral health disparities for 

the populations being served. In the following pages the modernized SAMHSA Behavioral 

Health Disparity Impact Statement is included as a worksheet to support completion by the

recipient. 

Resources, guidance, and training to support recipients in completing the DIS can be found 

here https://www.samhsa.gov/grants/grants-management/disparity-impact-statement; see also 

accompanying Appendices). 

4 https://www.samhsa.gov/grants/gpra-measurement-tools 5 https://www.minorityhealth.hhs.gov/omh/browse.aspx?lvl=3&lvlid=53
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Disparity Impact Statement Worksheet

Training and Technical Assistance Example

Grantee Organization Name: Peer Support and Recovery Wellness Center

Grant ID: TI012345

Grant Program: National Consumer and Consumer Supporter Technical Assistance 

Centers

Project Director: Jane Smith

Grant Project Officer: Samantha H. Sutter

SECTION I. Identifying Behavioral Health Disparities 

IDENTIFY and DESCRIBE THE SCOPE of the PROBLEM

What is the disparity/problem/gap you are seeking to address as it relates to the grant program? 

What are the data to support this (e.g. SAMHSA National Survey on Drug Use and Health 

(NSDUH), CDC and OMH Minority Health Social Vulnerability Index (SVI), CDC/ATSDR Social 

Vulnerability Index (SVI), CDC Behavioral Risk Factor Surveillance System, CDC Youth Risk 

Behavioral Surveillance System, AHRQ National Healthcare Quality and Disparities Report 

(NHQDR), U.S. Census Bureau Data, U.S. Census Bureau American Community Survey 

(ACS), Federal Register Annual Update of the HHS Poverty Guidelines, CMS Informational 

Bulletin on 2022 Federal Poverty Level Standards, other federal, state, or county level data. 

Note: You may frame the disparity(ies) by looking at the individual/client level, organizational 

level, and/or systemic level.

The population we are seeking to address includes adults with serious mental illness (SMI) and/or 

substance use disorders (SUD) from underserved and underrepresented populations. This 

includes African American, American Indian/Alaska Native, Hispanic/Latino, Asian American, 

Native Hawaiian, and Other Pacific Islander communities, individuals who identify as two or more 

races, and LGBTQIA+ populations. In 2020, there were an estimated 14.2 (5.6%) million adults 

aged 18 or older with SMI. The prevalence of SMI was highest among adults reporting two or more 

races (9.9%). American Indian/Alaskan Native (6.6%), Black or African American (4.7%), Hispanic 

or Latino (4.5%), and AA/NHOPI (3.3%) (NIH, 2020). Top reported reasons for not using mental 

health services among underserved populations include cost or insurance, stigma, and structural 

needs (SAMHSA, 2021). 

We intend to address disparities among diverse adults with SMI and SUD in their ability to access 

employment opportunities by offering trainings that incorporate culturally appropriate practices.

Trainings will include Mental Health 101 and Substance Use 101 series which cover topics such as 

behavior management, conflict resolution, crisis management, suicide prevention, job interviewing 

skills, resume writing, and entrepreneurship to address training needs for adults with SMI and 

SUD. 

The grant additionally seeks to address lack of diversity among practitioners and the peer 

workforce who serve those with SMI and SUD by providing training opportunities for diverse 

behavioral health providers. We intend to partner with the National Latino Behavioral Health 
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DISPARATE POPULATION(S) OF FOCUS

Identify the focus population(s) experiencing disparate access, use, and outcomes and that 

experience adverse SDOH with impact to behavioral health in your geographic/catchment area. 

Identify data source(s) that you are using to inform the DIS for the grant program. Grant

recipients must select sound and reliable source(s) of programmatic, county, state, or national 

indicators the program deems best suited to the needs of this grant. Recipients may consider

the same data sources listed above (e.g., ACS, NHQDR, SVI, NSDUH). The data referenced 

within the DIS should be in alignment with the data provided in your application. 

*Note: For client level data, CMS SDOH Z-codes are available and can be used to collect data 

on disparities. It is recommended to use SDOH Z-codes more broadly and beyond the billing 

environment to support data collection on available determinants. For more information on 

SDOH Z-codes and how they are being used to narrow health disparities, please see 

https://www.cms.gov/files/document/zcodesinfographic.pdf;

https://www.cms.gov/files/document/cms-omh-january2020-zcode-data-highlightpdf.pdf;

and https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6207437/pdf/18-095.pdf.

Demographic Profile 

Complete a table that includes the disparity (the gap or difference) at the individual/client, 

organizational, or systemic level as it relates to the grant data collection requirements: NOMs, 

IPP, or both related to access, use and outcomes. For examples, including the use of a table, 

please see Appendix A. 

Association, National Latinx Psychological Association, National Association of Black 

Psychologist, National Association of Black Counselors, and National Asian American Pacific 

Islander Mental Health Association and others. 

Additionally, we want to address the stigma of mental health and substance use associated with 

racially, ethnically, gender, etc. by developing training to effectively reduce and stop stigma 

among diverse populations.

We have created an approach to provide training, technical assistance, and resources for adults 

with SMI and SUD and the behavioral health workforce who provide them behavioral health 

services. We intend to provide opportunities to support the 1) current peer workforce; 2) future 

peer workforce; 3) consumers (with SMI); and 4) mental health and substance use service 

providers. To address disparities with the workforce we intend to provide training, technical 

assistance, and best practices on successful recruitment and sustainability of a diverse 

behavioral health and peer and recovery specialist workforce.

Potential Data Sources

Sources: 

HRSA analysis of the ACS PUMS, 2008-2010, 2017 SAMHSA Uniform Reporting System (URS) 

Output Tables. 

 
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 FY1 FY2 FY3 FY4 FY5 TOTAL

Number to be 

trained/served/

reached 

6,036 7,206 9,206 13,306 21,206 56,960 

By Race/Ethnicity 

African 

American 

(12.7%) 

767 915 1,169 1,677 2,693 7,221 

American 

Indian/Alaska 

Native (0.9%) 

54 65 83 119 191 512 

Asian (5.6%) 338 404 516 740 1,188 3,186 

White (nonHispanic) 

(72.2%) 

4,358 5,203 6,647 9,535 15,311 41,054 

Hispanic or 

Latino (18.3%) 

1,105 1,319 1,685 2,417 3,881 10,407 

Native 

Hawaiian/Other 

Pacific Islander 

(0.2%) 

12 14 18 26 42 112 

Other (5%) 302 360 460 660 1,060 2,842 

Two or more 

Races (3.4%) 

205 245 313 449 721 1,933 

By Gender 

Female (51.3%) 3,096 3,697 4,273 6,775 10,879 28,720 

Male (48.7%) 2,940 3,509 4,483 6,431 10,327 27,690 

Transgender 

(0.39%) 

24 28 36 52 83 223 

By Sexual Orientation/Identity Status 

Lesbian (1.4%) 85 101 129 185 297 797 

Gay (1.9%) 115 137 175 251 403 1,081 

The numbers in the chart below reflect the proposed number of individuals to be reached during the entire grant period 

and all identified subpopulations in the grant service area. The disparate populations are identified in the narrative 

below.
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SECTION II. Addressing Disparities Using the Funding Opportunity 

SOCIAL DETERMINANTS OF HEALTH6

Identify one or more SDOH domain(s) that your organization will work to address and improve 

for the identified population(s) of focus using the Notice of Award (NOA). Include a brief 

explanation about how your organization will address the specific domain(s) to support the

reduction or elimination of disparities for the identified population.

Social Determinant of Health Domains

(Visit Healthy People 2030 for more information on the five (5) domains.) 

1. Education and Quality

2. Economic Stability

3. Health Care Access and Quality

4. Neighborhood and Built Environment

5. Social and Community Context

6 https://www.ruralhealthinfo.org/toolkits/sdoh

Education and Quality- According to health.gov, “People with higher levels of education are more 

likely to be healthier and live longer. Children from low-income families, children with disabilities, 

and children who routinely experience forms of social discrimination — like bullying — are more 

likely to struggle with math and reading. They’re also less likely to graduate from high school or go 

to college. This means they’re less likely to get safe, high-paying jobs and more likely to have 

health problems like heart disease, diabetes, and depression.”1

. Peer Recovery’s plan is to 

address the SDOH of Education and Quality through TA (technical assistance) on a national level 

and focusing on the Northeast region. 

We will partner with state and local government, the business sector, Certified Community 

Behavioral Health Clinics (CCBHCs), other SAMHSA consumer TA centers, higher education 

institutions (minority serving institutions), community college networks, U.S. Small Business 

Association, U.S. Chamber of Commerce, and U.S. Department of Labor to support a national 

focus on employment for adults living with SMI and SUD. We will share evidence-based (and 

evidence-supported) practices that support development of culturally appropriate educational 

programs and trainings that will enable employers to hire and retain recovery support and peer 

specialists. 

Training and technical assistance will be provided to support leadership development for those 

with SMI and SUD to emphasize the critical role of family engagement in behavioral health and 

recovery. Training and technical assistance will address stigma that is experienced by persons 

with mental and substance use disorders and that may present a disparity in their ability to obtain 

and retain employment.

Sources:

https://health.gov/healthypeople/objectives-and-data/browse-objectives/education-access-andquality 
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Behavioral Health Implementation Guide for the National Standards for Culturally and 

Linguistically Appropriate Services in Health and Health Care 7

Using the Behavioral Health Implementation Guide, identify one or more of the CLAS standards 

(listed below) that your organization plans to meet, expand, or improve through this grant 

opportunity. Include an explanation on any activities, policies, and procedures that your 

organization will undertake to ensure adherence. 

(Review the Behavioral Health Implementation Guide for full explanations of the overarching 

themes and 15 CLAS Standards with behavioral health related samples, strategies, and 

examples.) 

Principal Standard

1. Provide effective, equitable, understandable, and respectful quality care and services 

that are responsive to diverse cultural health beliefs and practices, preferred languages, 

health literacy, and other communication needs

Governance, Leadership and Workforce

2. Advance and sustain organizational governance and leadership that promotes CLAS 

and health equity through policy, practices, and allocated resources.

3. Recruit, promote, and support culturally and linguistically diverse governance, 

leadership, and workforce responsive to the population in the service area.

4. Educate and train governance, leadership, and workforce in culturally and linguistically 

appropriate policies and practices on an ongoing basis.

Communication and Language Assistance

5. Offer language assistance to individuals who have limited English proficiency (LEP) 

and/or other communication needs, at no cost to them, to facilitate timely access to all 

health care and services.

6. Inform all individuals of the availability of language assistance services clearly and in 

their preferred language, verbally and in writing.

7. Ensure the competence of individuals providing language assistance, recognizing that 

the use of untrained individuals and/or minors as interpreters should be avoided.

8. Provide easy-to-understand print and multimedia materials and signage in the languages 

commonly used by the populations in the service area.

Engagement, Continuous Improvement, and Accountability

9. Establish culturally and linguistically appropriate goals, policies, and management 

accountability, and infuse them throughout the organization’s planning and operations.

10. Conduct ongoing assessments of the organization’s CLAS-related activities and 

integrate CLAS-related measures into measurement and continuous quality 

improvement activities.

11. Collect and maintain accurate and reliable demographic data to monitor and evaluate 

the impact of CLAS on health equity and outcomes and to inform service delivery.

12. Conduct regular assessments of community health assets and needs and use the 

results to plan and implement services that respond to the cultural and linguistic diversity 

of populations in the service area.

13. Partner with the community to design, implement, and evaluate policies, practices, and 

services to ensure cultural and linguistic appropriateness.

https://www.minorityhealth.hhs.gov/minority-mental-health/clas/?utm_medium=email&utm_source=govdelivery 
8 

14. Create conflict and grievance resolution processes that are culturally and linguistically 

appropriate to identify, prevent, and resolve conflicts or complaints.

15. Communicate the organization’s progress in implementing and sustaining CLAS to all 

partners, constituents, and the general public.

SECTION III. Developing a Disparity Reduction Quality Improvement Plan 

This final section of the DIS is to help you develop and implement a disparity reducing quality 

improvement plan as part of your DIS to address under-served population differences based on 

the (GPRA) data for access, use and outcomes of activities. 

For example:

• Access: number of individuals served, number of outreach contacts, number of 

screenings, number of referrals. 

• Use: number of screenings, number of referrals, retention rate, number of trainings. 

• Outcomes: number of completed referrals, number of people trained, number and 

percentage of individuals who have demonstrated improvement in 

knowledge/attitudes/beliefs, number of programs/organizations/communities that 

implemented specific behavioral health practices or evidence-based activities. 

Include activities as they relate to both the grant requirements and your application. Also 

mention the identified gaps, disparate/population(s) of focus, and subpopulations listed above. 

Be prepared to provide at a minimum, an annual update on the disparity reducing quality 

improvement plan (what worked, what did not work, and what modifications were made) as part 

of the programmatic progress reports per the NOFO. The DIS should be viewed as a living 

document. 

Communication and Language Assistance 

5. Offer language assistance to individuals who have limited English proficiency (LEP) 

and/or other communication needs, at no cost to them, to facilitate timely access to all 

health care and services.

8. Provide easy-to-understand print and multimedia materials and signage in the languages 

commonly used by the populations in the service area.

We plan to address the CLAS theme communication and language assistance with a focus on 

standards 5 and 8 to improve upon communication and language assistance through this grant.

Peer Recovery staff will have access to interpreters and offer multiple language translated 

materials for non-English speaking clients, those who speak English, may be limited English 

proficient or, prefer materials in their primary language. We will ensure that materials and signage

are culturally and linguistically appropriate. 
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IMPLEMENTATION OF ACTIVITY

Based on the responses above, identify specifically how you will address these disparities and 

the populations’ needs with the required activities from the NOFO and within your application

(using the SMART goals). Using the SMART goals, your application should be aligned with the 

DIS. Be sure to answer the following: What can your grant program activities do to address the 

disparity/ies? Address access, use, and outcomes (see Appendix C). How will you implement 

these activities? Who will be responsible to do so? How will you include 

client/peer/family/friends’ voices in your program activities? 

Please describe the activities that you will implement.

INTENDED OUTCOMES AND IMPACT

How will these activities improve the problem or close the disparity? How will you identify and 

outreach to the identified population(s) of focus in your catchment area?

(Intended outcomes and impact should be directly related to your goals and objectives.) 

Adults in the training program with SMI/SUD will have increased access to employment opportunities

and be more likely to successfully retain employment. We expect this effort will impact underserved 

adults with SMI/SUD by improving their professional skills and economic stability. 

The trainings will increase cultural competence of the employer(s), those in the behavioral health 

workforce (including peer and recovery support specialists), and family members who support adults 

with SMI/SUD. We expect this effort to increase culturally competent employer, social, and community 

support for persons with SMI/SUD.

We will work with state behavioral health agencies, community service boards, courts, and mental 

health providers to identify and recruit ideal participants, families, and employers into the training 

program. We will also recruit clients from our other programs who would be well suited for this training 

program.

Goal 1: Increase training opportunities for racial, ethnic, and gender minority adults with SMI and 

SUD by providing training and supports to increase employability.

• Objective 1: Provide trainings to adults with SMI and SUD on condition management, 

medication adherence, and workplace communication quarterly to support successful 

employment.

• Objective 2: Provide trainings to employers on effectively working with persons who have 

SMI and SUD quarterly to support employment retention.

Goal 2: Increase knowledge and training opportunities for behavioral health providers and peer and 

recovery support specialists on cultural competency. 

• Objective 1: Provide cultural competency trainings for staff and peer and recovery support 

specialists and providers across all 5 grant years, with at least 2 trainings per year. 

• Objective 2: Provide cultural competency trainings for employers across all 5 grant years, 

with at least 2 trainings per year.
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CLIENT/PEER/PARTNER INVOLVEMENT 

How will you include client/peer and family voices and other relevant partners in your program’s 

activities based on the identified population of focus? 

TIMELINE

When will you implement these activities? How often will they be reviewed and adjusted?

(Recipient should follow NOFO specific NOMs data collection timelines with DIS reporting 

updates.)

MEASUREMENT/ EVALUATION

How will you measure your process, progress, and outcomes to show you were able to improve

disparities (i.e., reduce or close the gap) within the identified population(s) of focus? How will 

you measure incremental progress achieved under this award?

You should link measurement8 and evaluation to goals and objectives submitted in your 

application and as noted earlier in the DIS. Please refer to Appendix D for additional resources.

8 Measurement of Health Disparities, Health Inequities, and Social Determinants of Health to Support the 

Peer Recovery Wellness will engage clients, peer, and family voices in the training program 

curriculum development, through client experience surveys to improve participant trainings, by 

applying principles outlined in the SAMHSA Supported Employment Evidence-Based Practices (EBP) 

kit, and other evidence-based resources. These efforts will ensure that the client, peer, and family 

voices are included in the planning and implementation of this training program. 

We will ensure that peers from diverse populations (African American, American Indian/Alaska 

Native, Hispanic/Latino, Asian American, Native Hawaiian, and Other Pacific Islander communities,

individuals who identify as two or more races, and LGBTQIA+) serve on the training teams to support 

implementation.

GPRA data will be used to monitor and manage program outcomes by race, ethnicity and urban/rural 

geographic classifications. Programmatic adjustments will be made as indicated to address identified 

issues, including behavioral health disparities, across program domains. 

Activities will be implemented throughout the five-year grant project period. We expect quarterly

trainings to be offered each grant year with participants, employers, and family members to support 

persons with SMI/SUD. The cultural competency trainings will be offered bi-annually to staff, 

employers, and peer recovery support specialists. Pre- and Post- training surveys will be offered for 

each training that is implemented. Training surveys will be reviewed and analyzed throughout the 

project period to improve activities with the population of focus.

Ongoing GPRA data will be collected and entered per the SPARS guidance. For additional 

information on training timelines, please refer to the implementation of activity section. Our evaluator 

will review and report on the data analyses and outcomes to the project director weekly and meet with 

the team to discuss gaps and solutions bi-monthly.
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Advancement of Health Equity. Journal of Public Health Management and Practice. 2016. 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5845853/

We will identify assigned staff from diverse cultures, racial/ethnic, and LGBTQIA+ populations to 

serve as part of the data collection and analysis process, to obtain defined outcomes in meeting the 

grant project program measures, as well as national data for future reporting. The analysis of these

data will allow the program to determine if our efforts have a broad reaching impact or if we are 

isolated to specific populations, geographic areas, or cultures. In case there are variations or 

shortcomings that reflect the identified populations, there will be a partner meeting to identify 

potential causes, possible responses, and necessary adjustments to adjust the trainings in those 

identified areas. 

This may include connecting with minority-serving institutions, Certified Community Behavioral 

Health Clinics, and/or state and local government to ensure program outcomes extend to the 

diverse training participants from the populations of focus. 

Performance Assessment: Peer Recovery will measure outcomes and impacts of the project to 

determine how well the TA Center is meeting its goals. Results will be reviewed and discussed 

internally at quarterly Quality Improvement and Performance Assessment meetings. Evaluation and 

impact reports on the TA Center progress will be provided to SAMHSA as required. We will 

implement the following data collection methods to successfully assess performance.

Event Description: On a monthly basis, information about the event primary audience from the 

GPRA Event Description Form will be compared to the participant demographics to identify gaps or 

areas of improvement needed in communication and marketing to increase participation of diverse 

audiences. Additionally, event formats, topics and dates will be analyzed against post-event forms 

to improve effectiveness of events. 

Pre – training survey: Peer Recovery’s Pre-training survey will be conducted on paper forms if the 

intervention is in person, or online, via Qualtrics, if the training is virtual. Pre-tests will be 

administered prior to the beginning of the training. This survey will measure and assess the 

participant’s baseline knowledge on the training topics. Pre-test surveys will be analyzed and 

immediately shared with the training leads to prepare for implementation. This pre-training survey 

will support the organizations measurement of participant behavior changes, and agency 

organizational changes that occur as a result of the trainings.

Participant Satisfaction Survey: The GPRA-Post Event Form survey will be administered at the end 

of each training. Participants will have opportunities to complete the survey through a web-based 

survey tool or paper survey tool to all training and technical assistance participants. Through the 

web-based survey tool participants will have the ability to choose up to 10 different language 

options to complete the participant satisfaction survey. We will also provide support through a 

language access service to participants who need additional support. This tool will capture the 

demographics of participants and participant satisfaction with the event. Analysis of results will be 

shared with project leads within the month after the survey is closed. Results, lessons learned, and 

implementation strategies will be discussed at staff meetings with project leads, and evaluators and 

shared with the community via our website. 
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SUSTAINABILITY

What changes will your organization make to enable sustainability and continue the process to 

improve disparities? (e.g., policies, financing, budget, training, systems, environmental 

changes) What external systems exist that can support sustainability efforts? (e.g., Local 

organizations adopting service priorities to support progress made under this award, 

partnerships with other community organizations, etc.)

• Develop a post implementation product (best practices guide/training) scale up to support 

other entities with implementing similar trainings

• Develop implementation framework that would support replication of ‘intervention/trainings’ – 

guide practice (Support pre-implementation/planning efforts.; workforce/peers who would be 

implementing; fidelity) 

• Use data to support impact that the organization 

• Document 

• Create a database for people/organizations to access trainings on-demand

• Have financial team review budget and engage community partners (philanthropy) (Support 

dialogue about how to leverage additional funding opportunities

• Examine how we finance the assessment of the population and impact post- funding ( 

explore partnerships with university and/or philanthropic organization

Post – training surveys: In addition to the GPRA Follow-up Form at 60-days post event, Peer 

Recovery’s Post- training survey will be conducted 12 months after the training was completed over 

the phone or online as per participant expressed preferences for follow-up. This survey will measure 

the outcomes of participant behavior changes, participant knowledge improvement, and agency 

organizational changes implemented. Post-training surveys will be analyzed within the month of 

their execution, and results will be shared and discussed immediately with intervention leads, and 

yearly at the Performance Assessment project lead meetings. 

Key Partner Interviews. Interviews will be conducted with a random selection of training 

participants regarding the impact of the training and technical assistance activities. These interviews 

will identify strengths to build upon and provide feedback on how to improve the work of the center. 

Peer specialists will share impact stories anonymously to promote the training activities, inform 

partners about the training and technical assistance opportunity, and build morale. Interviews will be 

conducted by the grant project director who has extensive experience conducting interviews such as the 

SAMHSA System of Care Key Partner and Key Partner Interviews. 

https://www.samhsa.gov/sites/default/files/national-guidelines-for-behavioral-health-crisis-care-02242020.pdf