YOUTH PREPAREDNESS: 

Implementing A Community-Based Program 

This document is a publication of the FEMA Individual 

and Community Preparedness Division 
ACKNOWLEDGEMENTS 

The Federal Emergency Management Agency Individual and Community Preparedness 

Division places tremendous value in the relationships cultivated with partners to support our 

mission while deepening the impact of preparedness activities as a crucial element to our whole 

community approach. Such important partnerships as the ones with the American Red Cross 

and the U.S. Department of Education help everyone maximize resources, meet obligations, 

and strengthen our communities’ overall ability to prepare for, protect against, and mitigate 

2 all hazards. 

 


 


 


 


 


 


 


 


 


 


 


 

TABLE OF CONTENTS 

1. Introduction ...........................................................................................................1
 

2. Getting Started ...................................................................................................4
 

3. Engaging Partners ...........................................................................................15
 

4. Identifying Your Curriculum............................................................................19
 

5. Implementing Your Program............................................................................27
 

6. Promoting Your Program .................................................................................28
 

7. Evaluating Your Program.................................................................................37
 

8. Sustaining Your Program .................................................................................47
 

9. Resources.........................................................................................................53
 

10. Appendices.......................................................................................................54
 

Appendix A: Comprehensive Worksheets / Checklists.....................................54
 

Appendix B: Qualitative Evaluation Methods..................................................66
 
4 youth preparedness: Implementing A Community-Based Program 

“I believe we, the youth, can actually make people pay 

attention to disaster preparedness & take action.” 

Judy Kuang 

Youth for Single Room Occupancy Hotels Coordinator 

Chinatown Community Development Center 

http://www.chinatowncdc.org 

 


 

Children may make up only about 30 percent of the world’s
 

population, but they represent 100 percent of our future.
 

Sen. Mary Landrieu, Louisiana 

http://www.buckner.org/usaid-grant-progresses-for-buckner-foster-care-in-guatemala 

1. INTRODUCTION 

1.1 Why Youth Preparedness? 

Emergencies can happen at any time and without warning. While emergency personnel 

do their best to quickly respond to emergencies, it can take time for them to arrive on the 

scene. The best way to help citizens be safer during an emergency is to help them prepare 

before one occurs. 

Children comprise approximately 25 percent of the population of the United States and 

are the future of our communities. They can play an important role during emergencies, 

but many programs do not consider children in their planning. It is important that children 

know what to do in an emergency and that all disaster planning, preparedness, response, 

and recovery efforts include children’s unique needs and assets. 

Establishing a youth preparedness program in your community takes effort, but there are 

many resources available that can help your organization implement one. As you work 

through the process of developing your program, be sure to keep in mind the unique needs 

of people with disabilities and others with access and functional needs. There may be 

individuals—including youth and adults (e.g., participants, trainers, leaders, parents)— 

within your program who have needs that you can meet if you properly plan. 

Federal Emergency Management Agency 1 
	 

	 

	 

	 

	 

1.2 Strengths Youth Bring to Preparedness 

While children have unique needs during an emergency, they can also play a very 

important role when it comes to preparedness. 

•	 Children are positive influencers. Children involved in youth preparedness 

programs can effectively spread important messages about preparedness to 

their family members. They can be change agents. Participating in emergency 

preparedness activities such as helping parents create a disaster supply kit, 

collecting items for the kit, making a family preparedness plan, or creating a list 

of emergency numbers not only empowers children but also educates adults 

about preparedness. 

•	 Children can become leaders. By participating in youth preparedness 

programs, children are empowered to become leaders at home and in their 

schools and communities. Children who have participated in preparedness 

programs across the nation have responded in emergency situations and have 

taught others about preparedness. 

• Prepared children are more confident during an actual emergency. Studies 

and anecdotal evidence support the idea that children who have learned about 

emergency preparedness experience less anxiety during an actual emergency. 

The knowledge of what to do during an emergency empowers them to act 

with confidence and enables them to become active participants in 

emergency efforts. 

In our county, 25% of our 

population is under the age of 

18, and that’s a whole quarter 

of the population that is filled 

with minds that are ready to 

learn about preparedness and 

how to be ready, and it’s really 

important to teach the kids of 

today to be better leaders of 

our communities in the future. 

Tim Elbertson 

Montgomery County Public Safety 

1.3 Understanding Challenges 

There are some challenges to bear in mind when implementing a youth preparedness 

program. For example: 

•	 Children are often overlooked in being active members of family preparedness 

activities. They can and should take an active role. 

•	 Many adult preparedness programs exist, but for children to be effectively 

prepared, they need to receive age-appropriate materials and messaging. 

Many community preparedness programs don’t offer this. 

•	 Youth preparedness initiatives require resources. From funding and program 

materials to instructors and staff, successful youth preparedness programs may 

require resources, and this can be a challenge for startup programs with limited 

funding and personnel. This guide will show you how you can work with 

limited resources. 

2 youth preparedness: Implementing A Community-Based Program 

Youth preparedness is so 

important because it is [a] 

crucial cog in the elevating 

of a [community’s] 

preparedness. By having a 

good youth program, fear in 

youth is severely reduced and 

the knowledge gained will 

empower youth in the future. 

Stephen Conard, MPA 

Rhode Island School Safety 

Coordinator & All Hazard Planner 

Rhode Island Emergency 

Management Agency 
	 

	 

	 

	 

	 

1.4 Benefits 

As a practitioner dedicated to the welfare of children, you’ll notice positive changes in the 

community as your program is implemented. 

• Enriching education – Children have the opportunity to receive an education 

filled with practical applications of the concepts they’ve learned in school. 

•	 Behavioral changes – As children are learning about preparedness and bringing 

the information to their families, a behavioral shift will occur among children 

and adults, making family preparedness a priority. 

•	 Community cohesion – Working with businesses, leaders, and other 

organizations will create a unified team of citizens within the community 

dedicated to a common goal. 

• First Responder familiarity – For many youth, seeing first responders, police 

officers, and emergency personnel can incite fear or uncertainty. Youth 

preparedness programs that enable first responders to work with children 

help cultivate positive relationships and help children understand that first 

responders play a positive role in their communities. 

Youths are a great ‘power 

source’ for our project... 

because when residents 

see youth at the door, the 

families & seniors welcome 

them. Many youths have the 

potential to help change the 

community and raise the level 

of understanding for all. 

Rev. Norman Fong 

2012 FEMA Outstanding 

Achievement in Youth 

Preparedness Award Winner 

Executive Director 

Chinatown Community 

Development Center 

http://www.chinatowncdc.org 

1.5 Purpose of This Guide 

FEMA developed this guide for communities and community-based organizations so that 

those organizations can begin implementing effective youth preparedness programs. The 

main purpose of this guide is to: 

•	 Define the key elements of what makes youth preparedness programs effective. 

•	 Provide information and direction to communities and community-based 

organizations on how to successfully implement, evaluate, and sustain effective 

youth preparedness programs using readily available resources. 

•	 Provide information about existing resources so that organizations do not have 

to start from scratch. 

I would just encourage 

everyone that's interested in a 

youth preparedness program 

to find a champion in the 

community that's ready to take 

the program and run full steam 

ahead. 

Joe McKenna 

2013 FEMA Outstanding 

Achievement in Youth 

Preparedness Award Winner 

Youth Preparedness Coordinator 

Texas School Safety CenterTexas State University 

http://txssc.txstate.edu 

Federal Emergency Management Agency 3 
youth preparedness: Implementing A Community-Based Program 

Partner, partner, partner! Be creative in your ask, most institutions 

take benefit in working together with civic or public entities on youth 

development. 

Stephen Conard, MPA 

Rhode Island School Safety Coordinator & All Hazard Planner 

Rhode Island Emergency Management Agency 

2. GETTING STARTED 

2.1 Assess Your Community’s Needs and Risks 

The first step in implementing a youth preparedness program in your community is to 

decide what to include in your program. For example, will it include information about a 

particular type of disaster, family preparedness, or emergency response? What are 

your goals? 

Before making this decision, you first need to assess your community’s needs and risks. 

Communities across the nation are at risk for specific types of disasters and emergencies. 

For example, tornados frequently occur in areas of the central United States, while 

hurricanes are common on the eastern and Gulf coasts. 

Quickly brainstorm challenges facing your community. Is your area prone to heat waves 

during the summer or blizzards during the winter? Are there particular areas or individuals 

within the community that may be more at risk? Has your organization or another 

organization developed a community map—a visual representation of your community that 

could include items such as flood zones, special needs, and socio-economic backgrounds 

of particular neighborhoods? Consider the demographics of your region to help you 

determine the community’s needs and risks. This may help you decide what to include in 

your program. 

Disasters or hazards may include: 

• Flood • Winter storm 

• Fire • Terrorist act 

• Thunderstorm • Dam failure 

• Excessive heat • Hazardous material spill or leak 

• Earthquake • Chemical spill or leak 

• Hurricane • Nuclear power plant emergency 

• Landslide • Tsunami 

• Tornado • Volcano 

• Wildfire 

4 
Local emergency management agencies (EMAs) often identify pre-determined hazards in 

the community, and your local EMA website will provide many valuable resources as you 

implement your preparedness program. Consider contacting your local EMA to discuss 

your program and determine if they can provide resources. 

In addition, when deciding what type of program to implement, examine similar programs 

that other organizations within or outside of your community currently offer. Take a 

look at programs that organizations such as your local American Red Cross chapter, the 

fire and rescue department, the police department, and community response teams are 

implementing. Voluntary Organizations 

Active in Disaster (VOAD) is a network 

of community organizations involved in 

disaster preparedness and response, and 

they may be able to provide you with 

information about other programs in your 

community. You can find more information 

about National VOAD at http://www.nvoad. 

org, and you can find information about 

your state VOAD at http://nvoad.org/states. 

Natural disasters and large-scale emergency

events are not the only types of emergencies 

that families should be prepared for. It’s 

important for families to be prepared and have

a plan for emergencies such as house fires or 

medical emergencies.

Things to consider: 

• Can the programs they offer complement your program? 

• Can they be potential partners? 

• How will your program differ from their program? 

2.2 Create a Mission Statement 

Once you’ve assessed your community’s needs and risks, the next step is to create a 

mission statement for your program. The mission statement should answer these questions: 

• Why does this program exist? 

• How will this program benefit my organization? 

• How will this program benefit the public? 

• How will this program benefit the children who participate in it? 

A mission statement ensures that everyone within your organization, partners, and 

the general public understand the purpose of your youth preparedness program. 

Federal Emergency Management Agency 5 
2.3 Create a Vision 

After you’ve developed your mission statement, create a vision for your program. How is 

this different from a mission statement? Simply put, a mission statement tells what your 

program does, and a vision is what the future looks like because you have completed the 

mission successfully. 

To create a vision, answer these questions: 

• What will the program be doing in five years? 

• What will the program accomplish? 

• What impact will the program make on the community? 

Both your mission statement and vision should provide a clear look at your program now 

and in the future. 

Initially an organization 

should find a niche market 

when starting to implement a 

youth preparedness program. 

Make sure the program isn’t 

duplicating efforts. Other 

programs may focus on the 

same information, but try to 

distinguish your program in 

terms of target age group, 

target population (camps, after 

school programs, scout troops, 

etc.) and delivery methods. 

Keisha Husbands 

Ready New York Outreach 

Coordinator 

http://www.nyc.gov/html/oem/html/ 

get_prepared/ready.shtml 

2.4 Establish Goals 

Once you’ve developed your mission statement and vision, it’s time to establish goals 

that will help you achieve them. Set specific long-term and short-term goals that are 

measurable, and create objectives that will help you meet these goals. Use resources that 

already exist within your community to set your goals. For example, talk with groups like 

neighborhood associations, law enforcement, and the fire department. You can also visit 

the websites of other organizations that have established youth preparedness programs in 

their communities to see what their goals are. 

Make sure your goals are manageable, especially during the startup phase. As your 

program evolves and grows, your goals may change. You also will likely have more 

resources and capacity and therefore may be able to accomplish more complex goals. 

2.5 Secure Resources 

After establishing your goals, you’re ready to secure the resources you’ll need to get 

started. The first step will be to determine what types of resources you’ll need. For 

example: 

1. How many and what type of instructors will you need initially? How many will 

you need on a continual basis? 

2. What type of equipment and materials will you need (e.g., emergency supply kits; 

instructor guides; handouts; materials in alternative formats such as Braille, audio 

format, or large print for children with access and functional needs; 

promotional materials)? 

6 youth preparedness: Implementing A Community-Based Program 

 

3. Where will you train the instructors? 

4. Where will you present the program (e.g., schools, community center)? 

5. What are anticipated costs for instructors, training facilities, and equipment? 

6. What is the demographic makeup of the community (e.g., size, economic makeup, 

languages spoken)?
 

After you’ve answered these and other 

questions, develop a budget and determine 

the best approach to fund your program. 

Consider creating more than one budget 

such as a dream budget, a middle budget, 

and a limited budget. Doing this can help 

you determine where to allocate the actual 

resources you receive. Note that it may 

be difficult to get funding in the startup 

years, and working with partners to get monetary support and in-kind donations will be 

important. While it may seem overwhelming at first, there are a number of resources 

available to guide you as you build the foundation for your organization. 

Long Beach Search & Rescue Mission Statement: 

Through a program of community service, the 

mission of Long Beach Search & Rescue is to

provide young adults exposure to careers in Public

Safety, and opportunities to grow personally and 

professionally. 

2.5.1 Organizational Commitment 

During this initial phase, take a close look at your organization’s and partners’ commitment 

to the effort. Do individuals at all levels support the program? Does the staff within your 

organization have the capacity and support to implement and sustain the program? If not, 

brainstorm strategies for creating or maintaining this support. 

2.5.2 Non-Financial Resources 

people 

To run an effective program, you need people who support your program’s mission and 

vision—administrative staff, trainers, promoters, and volunteers. Most successful youth 

preparedness initiatives are supported by a core of community volunteers—from parents to 

teachers to first responders. You’ll need a champion or champions dedicated to recruiting 

people and volunteers from your community. In the startup years, some programs have 

very few people to help, and many have started with just one person leading the effort. As 

your program grows, your team is also likely to grow. 

Another resource is the AmeriCorps VISTA program. This is a national service program 

offered by the Corporation for National & Community Service that provides volunteers 

committed to serve full-time for a year at nonprofit organizations or local government 

agencies. Visit http://www.nationalservice.gov/programs/americorps/americorps-vista to 

learn more and apply to become a VISTA sponsor. 

Federal Emergency Management Agency 7 
8
 
	 

	 

	 

	 

	 

Connect with your local Citizen Corps Council as well. It may be able to provide 

assistance and put you in touch with people who would be interested in becoming a part 

of your program. Visit http://www.ready.gov/citizen-corps to find your local council. 

Also reach out to your state VOAD (which can be found at http://nvoad.org/states) for 

information about people and programs in your state that may be interested in getting 

involved. You may also find a comprehensive clearinghouse of youth preparedness 

education resources at http://www.ready.gov/youth-preparedness. 

existing materials 

Creating new materials from scratch can be time consuming and expensive. There are 

a number of existing resources from established youth preparedness programs that you 

can use. Download the Youth Preparedness Catalogue: Disaster Preparedness Education 

Program and Resoures (available at ) to get a 

list of programs that may be willing to share materials with you. Before using materials, 

review them for age appropriateness and to ensure the corrective actions listed are current. 

Chapter 4: Identifying Your Curriculum includes more information about selecting and 

adapting materials. 

http://www.ready.gov/youth-preparedness

Here’s the key to forming 

great partnerships... find 

companies that already ‘get it.’ 

Reach out to those that have 

been honored for emergency 

preparedness initiatives or 

those that demonstrate a 

real connection with your 

community in times of crisis. 

When you knock on their door 

you have half the battle won. 

Tod Pritchard 

Wisconsin Emergency Management 

http://readywisconsin.wi.gov 

In addition, FEMA makes a number of tools available that can assist you. Please visit 

http://www.ready.gov/youth-preparedness to access the following tools: 

•	 Youth Preparedness Implementation Checklist - You can use this checklist to 

ensure that you have thoroughly completed each of the implementation steps 

discussed in this document, Youth Preparedness: Implementing a CommunityBased Program. 

•	 Youth Preparedness Implementation Workbook - This workbook can be used to 

help you work through both brainstorming and implementing each of the steps 

discussed in this document; it can also be used as a supplement to the 

Implementation Checklist. 

•	 Youth Preparedness Funding Guide – This guide provides information about 

securing funding and resources for your program. 

•	 Youth Preparedness Guide to Risk Management – This guide helps you identify 

potential risks associated with your program, as well as techniques to mitigate 

those risks. 

•	 Youth Preparedness Quick Tips to Mitigate Risks – This one-page summary 

provides a quick overview of basic strategies to manage key risks that your 

program might face. 

Federal Emergency Management Agency 9 
	 

	 

Materials for two youth preparedness programs are available directly from FEMA: 

• Teen Community Emergency Response Team (Teen CERT) – Practical 

skills and hands-on training are the cornerstones of this program that teaches 

teens to keep themselves and others safe during emergencies. To order Teen 

CERT materials, please contact the FEMA Warehouse at fema-publicationswarehouse@fema.gov, 1-800-480-2520 (phone), 1-240-699-0525 (fax), or 

FEMA Distribution Center, 4440 Buckeystown Pike, Frederick, MD 21704. 

•	 Student Tools for Emergency Planning (STEP) – This course is tailored for 

fourth and fifth graders, and helps participants prepare for and respond to 

emergencies. STEP materials can be ordered by emailing FEMA-R1-STEP@ 

fema.dhs.gov. 

FEMA is always looking to hear from more youth preparedness programs. You can share 

your program/materials by emailing FEMA-Youth-Preparedness@fema.dhs.gov. 

FEMA provides technical assistance support to those interested in or currently 

implementing youth preparedness programs. Please email FEMA-Youth-Preparedness@ 

fema.dhs.gov with any questions. 

2.5.3 Financial Resources 

grants 

The Homeland Security Grant Program (HSGP) is comprised of sub-programs that 

assist state and local governments in building and enhancing capabilities to prevent, 

protect, mitigate against, respond to, and recover from disasters. Funding for community 

preparedness is authorized within each HSGP sub-program, with the exception of 

Operation Stonegarden, to include specific funding activities associated with school 

preparedness and planning efforts and programs for youth education and participation. 

Please note that the Department of Homeland Security (DHS) is not the only source of 

grants. A range of organizations, from government agencies to private foundations to 

corporations, may offer grants for which you could apply. 

local government 

Many communities are committed to emergency preparedness and response. Your local 

government may be able to allocate part of its budget to your program. Work with 

community leaders and follow your local government’s process for budget requests. 

10 youth preparedness: Implementing A Community-Based Program 
private sector 

Some corporations, businesses, foundations, and service clubs may be able to offer 

monetary support or in-kind donations to your program. You may want to research 

companies and foundations that have departments that focus on security and emergency 

preparedness. If they offer in-kind donations, try to get donations for items your program 

needs, such as training supplies, printed materials, or equipment. 

The next chapter, Engaging Partners, has more information on how to get support from 

local organizations. 

2.5.4 501c(3) Nonprofit Status 

Some youth preparedness programs have established themselves as nonprofit 

organizations, or 501(c)(3) organizations. Programs with 501(c)(3) status are able to raise 

funds through tax-deductible donations. There are a number of forms and applications 

required to achieve this status. 

Visit the IRS website at http://www.irs.gov/Charities-&-Non-Profits/CharitableOrganizations for more information on the steps required to become a 501(c)(3) 

organization. 

Federal Emergency Management Agency 11 
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WORKSHEET: GETTING STARTED 

For your convenience, a copy of this worksheet is also provided in Appendix A, starting 

on page 54. 

STEP 1: Assess Community Needs and Risks 

What risks are specific to your community? 

Does the region of the country or type of area in which you live (e.g., mountains, coastal, rural, urban) present risks? 

Are there at-risk populations in your community that are vulnerable to emergencies or disasters? 

Do any current programs address these risks? 

Can they be potential partners? 

How will your program differ? 

STEP 2: Create a Mission Statement 

Why does your program exist? 

12 youth preparedness: Implementing A Community-Based Program 
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How will it benefit the public? 

How will it benefit your organization? 

STEP 3: Create a Vision 

What will the program be doing in five years? 

What will it accomplish? 

What impact will it have on the community? 

STEP 4: Establish Goals 

What are your long-term goals? 

What are your short-term goals? 

What objectives will help you meet these goals? 

Federal Emergency Management Agency 13 
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STEP 5: Secure Resources 

What support will your organization provide? 

Where will you find personnel such as volunteers, instructors, and administrative staff? 

What materials will you use? 

Which grants will you apply for? 

Will the local government help financially? 

What types of donations or in-kind contributions can you get from the private sector? 

Will you apply for 501c(3) nonprofit status? 

14 youth preparedness: Implementing A Community-Based Program 
	 

	 

	 

	 

“Identify a group that may already be in existence, whether that 

be Police Explorers or youth group or Boy Scouts, and within that 

program, provide them the resources and training that they need so 

they can be a sustained program.” 

Tamara Ford 

San Antonio Police Department 

3. ENGAGING PARTNERS 

Please note that a worksheet to accompany this section can be found in Appendix A, 

starting on page 57. 

3.1 Why Is Engagement Important? 

Youth preparedness cannot be the responsibility of only one organization. It requires the 

collaboration of a variety of organizations and the support of individuals who believe 

in your mission and vision. This collaboration not only results in a more effective 

and comprehensive program, but it also provides you with additional resources and 

promotional opportunities that would not be available otherwise. Partners may also be able 

to offer beneficial subject matter expertise. 

3.2 Assess the Situation 

When thinking about potential partners, take some time to assess your current situation. 

What resources do you need to get your program started? For example: 

•	 Do you need additional staff or trainers? 

•	 Do you need facilities in which to train your instructors or present 

the curriculum? 

•	 Do you need help with printing or distributing materials? 

•	 Do you need additional funding? 

Answers to these questions will help clarify how potential partners can help you meet your 

program’s goals. 

3.3 Identify Partners 

Once you’ve assessed your situation, the next step is to identify potential partners within 

your community. Think of individuals, businesses, government officials, faith-based 

organizations, service groups, and associations that share your mission or have a vested 

interest in the program or a portion of the program. For example, the local Humane Society 

Federal Emergency Management Agency 15 
could help with a module on pet preparedness, or the department of health could help 

create materials about disease transmission. The checklist at the end of this section can 

help you determine who to reach out to in your community. 

If you’re unsure of important partners, your local Citizen Corps Council (which can be 

found at http://www.ready.gov/citizen-corps) and/or your state VOAD (which can be found 

at http://www.nvoad.org/states) can help you make connections. 

Communication is the key. 

Knowing the specific asks 

of each other. Utilizing each 

program’s expertise, and 

helping each program to fill 

a gap where needed. Also, 

having an understanding of a 

set commitment in a specified 

time frame, an annual event or 

a program where volunteers or 

skills are needed. Basically, 

we think of Youth for Single 

Room Occupancy Hotels 

(YSRO) as a partnership with 

all agreeing to specific project 

goals, measurable objectives 

and a process of evaluation. 

Rev. Norman Fong 

2012 FEMA Outstanding 

Achievement in Youth 

Preparedness Award Winner 

Executive Director 

Chinatown Community 

Development Center 

http://www.chinatowncdc.org 

3.4 Create Interest 

After selecting potential partners, you’re ready to reach out to them. Develop message 

points that show how the partners can benefit from a relationship and how they can be part 

of an important movement. Be sure to have solid answers to the question, “Why is your 

program so important?” In addition, develop ways you plan to recognize partners for their 

contributions (e.g., calling them out in your newsletter, on your website). 

When you’re ready to meet with potential partners, try to do it in person. Doing so can help 

establish a solid rapport and give you the ability to immediately address any questions or 

concerns potential partners may have. You may also consider scheduling a working group 

meeting for the purpose of introducing the program and its benefits to potential partners. 

3.5 Secure Partners 

Once you’ve reached out to partners, it’s time to bring on the ones that will benefit your 

program and contribute to your overall mission. The goal is to establish a long-term 

relationship that is mutually beneficial. Be specific about what you are asking them 

to contribute and do, and make sure the expectations and goals of the partnership are 

clearly spelled out in writing. Consider creating mutual aid memoranda of agreement or 

understanding (MOAs or MOUs) to formalize the agreement all parties reach. 

3.6 Assigning Roles and Responsibilities 

After you’ve selected partners, it’s important to define each one’s roles and responsibilities. 

This is important because it helps make certain there is no duplication of effort and that 

everyone is clear on what is expected of them. 

If there are time-sensitive items, ensure that deadlines are clear. 

16 youth preparedness: Implementing A Community-Based Program 
17
 
___

PARTNERSHIP CHECKLIST 

For your convenience, a copy of this checklist is also provided in Appendix A, on page 58. 

Use this list to help you determine whom you should approach to establish partnerships for 

your program. These are suggestions and will likely vary depending on your community. 

Type of Organization Possible Contacts Notes 

Nonprofit ___Civic and service organizations 

Organizations ___Community groups (e.g., Rotary, 

Kiwanis, Jaycees) 

___Local disability organizations 

___State or local VOAD 

___Other: 

Public Interest ___American Red Cross chapters 

Groups ___Neighborhood Watch groups 

___AARP chapters 

___Parent-teacher organizations 

___Chambers of commerce 

___Homeowners associations 

___Environmental groups 

___Other: 

Health Care ___Hospitals 

Providers ___Medical clinics 

___Managed-care facilities 

___Emergency medical services 

___Other: 

Local Government ___Local authorities 

Agencies ___Elected and appointed officials 

___Police departments 

___Fire departments 

___Public works departments 

___Planning and zoning boards 

___Other: 

Education ___School superintendent 

groups ___School board members 

___University and community colleges 

___Vocational and technical schools 

___Daycare, childcare, and eldercare

 providers 

___Other: 

Adapted from: FEMA Community Emergency and Response Team (CERT), Starting 

& Maintaining a CERT Program, http://www.fema.gov/start-and-maintain-cert-program 

18 youth preparedness: Implementing A Community-Based Program 

Developing meaningful 

partnerships among local, 

state, and federal stakeholders 

will allow for a collaborative 

effort that reduces the burden 

on one group to provide all 

of the needed resources for a 

program. 

Joe McKenna 

2013 FEMA Outstanding 

Achievement in Youth 

Preparedness Award Winner 

Youth Preparedness Coordinator 

Texas School Safety Center - 

Texas State University 

http://txssc.txstate.edu 
[I]f I'm going to address youth concerns and youth issues, the most 

important aspect of the program is making it relevant to them. 

Scott Paul 

Bexar County Citizen Corps Coordinator 

4. IDENTIFYING YOUR CURRICULUM 

Please note that a worksheet to accompany this section can be found in Appendix A, 

starting on page 59. 

There are a variety of youth preparedness programs for children of all ages from grades 

Pre-K to 12. Many have existing curricula you can use and adapt to meet your program’s 

mission and goals. This section will provide tips for identifying and adapting a curriculum 

for your program. 

4.1 Determine Your Audience(s) 

First, determine the audience you want your program to target. Students of all ages have 

successfully participated in youth preparedness programs. Some programs choose to focus 

on one or two age groups in their startup phase and then add additional age groups as the 

program continues. 

The audience you choose depends on a number of factors, including: 

• Your community’s needs and risks 

• Your available resources 

• Your program’s mission and goals 

Superintendents, school principals, and teachers may also have a preference for age or 

grade based on testing schedules and curriculum needs. Here are some things to consider: 

grades k-5 

In elementary school, children tend to communicate more with parents about their 

schoolwork than children at higher grade levels. In fact, some programs require parental 

involvement, from asking them to sign a take-home letter that describes the program to 

asking parents to help the student create an emergency plan and an emergency kit for the 

home. In addition, children in elementary school who receive preparedness education feel 

more empowered to make a difference and help when an emergency occurs. 

Programs need to not only 

be age-appropriate, but need 

to consider other factors as 

well. Are there children in 

the audience that have been 

traumatized by recent disaster? 

Is the program going to 

suggest measures and actions 

that cannot be afforded by the 

families of these children? 

What are the current or 

permanent threats in your 

geographic area? 

Eddy Weiss 

Chasing4Life 

http://www.chasing4life.org 

Federal Emergency Management Agency 19 

Challenges to Consider: 

Children in this age group tend to experience disaster-related anxiety even if they’ve never 

been in an emergency, so it’s important that messaging stay positive and empowering. In 

addition, attention spans are typically lower, so when working with children in this age 

group, consider presenting information in shorter blocks of time with a lot of hands-on 

participation. In addition, because of their age, you can’t go very “deep” into the content, 

and by extension, neither can their families. 

grades 6-12 

Like students in elementary school, middle and high school students can involve their 

families in preparedness, but they can also participate in activities that help prepare their 

communities. Students in this age group have the opportunity to become leaders and gain 

valuable skills they can use throughout their lives. 

Pick a program that can 

provide incentives. Kids like 

certificates. Make them ahead 

of time, and present them when 

a class is finished. If possible, 

ask a local leader to sign them. 

Mark Rosenblum 

Program Director 

Mid America Teen Community 

Emergency Response Team 

Challenges to Consider: 

Because their schedules tend to involve more after school work and extracurricular 

activities, it’s important that they’re “sold” on the benefits of disaster preparedness and 

participating in the program from the very beginning if the program is a stand-alone after 

school program. In addition, if students in this age group are receiving certification of 

some sort (e.g., CPR certification), you’ll need to involve local experts and trainers to 

present information. Finally, it may take more effort to get this age group excited and 

motivated about the program than younger children. 

4.2 Determine Overall Message and Goals 

Once you’ve selected your audience(s), you can begin identifying the appropriate 

curriculum to use for your program. 

The curriculum you use depends on the overall message and goals you want to present to 

your audience (e.g., helping teens develop emergency and leadership skills). 

4.3 Select Key Topic Areas 

Select the topic areas for your curriculum that will help your program most effectively 

achieve the mission, vision, and goals you developed. If there are community-specific 

hazards, needs, or risks that you identified earlier, be sure to include strategies for 

addressing them in your curriculum. Research the programs listed in FEMA’s Youth 

Preparedness Catalogue: Disaster Preparedness Education Programs and Resources 

(http://www.ready.gov/youth-preparedness) to find relevant topic areas. 

Federal Emergency Management Agency 21 
	 

	 

	 

Topics may include but are not limited to: - Knowing whom to trust 

in an emergency - Natural disasters 

- First Aid and CPR - Floods 

- Medical triage - Tornados 

- Fire safety - Hurricanes 

- Water safety - Thunderstorms 

- Poison safety
 - Winter storms 

- Internet safety - Heat waves 

- Leadership - Disease prevention 

- Search and rescue - Family preparedness 

- Terrorist acts - Pets in disasters 

- School violence prevention - Home evacuation plan 

- Community service / volunteerism - Emergency kits 

- Disability inclusion - Emergency personnel 

STEP [Student Tools for 

Emergency Planning] is 

delivered mostly by teachers. 

Let those teachers/instructors 

do what they do best [—] be 

creative. Give them the basic 

materials but encourage them 

to use their imagination to 

take those materials to the next 

level. Some of the techniques 

our teachers have come up 

with are just incredible! Then 

share those best practices 

with others. 

Tod Pritchard 

Wisconsin Emergency Management 

http://readywisconsin.wi.gov 

Once you’ve chosen your content, check it against current FEMA and Red Cross resources 

to ensure the protective actions described are up to date. For more information, please 

refer to the FEMA Are You Ready? Guide (http://www.ready.gov/are-you-ready-guide) or 

the American Red Cross’s Disaster and Safety Library (http://www.redcross.org/prepare/ 

disaster-safety-library). 

4.4 Identify Instructors 

Now that you’ve selected key topic areas, select the instructors who will teach them. 

Instructors may include local teachers, first responders, trained police officers, or 

community volunteers. Depending on the topic area, you may decide to enlist “guest 

instructors” to teach a particular topic on which they have expertise (e.g., a firefighter for 

fire safety). Consider what you would include in a train-the-trainer session and incorporate 

that into your timeline. 

Tips: 

•	 Keep availability in mind. For example, if your program is school-based, 

instructors must be available during the school day. 

•	 Require background checks on instructors for safety precautions. Most schools 

will require this. 

•	 Select motivated instructors who are positive and enthusiastic about working 

with children. 

22 youth preparedness: Implementing A Community-Based Program 
	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

4.5 Engage Schools 

If your program is school-based, you’ll need to work with administrators and educators 

to get the program into their schools. Examples of ways to engage them include: 

•	 Present information about your program at a school board meeting or 

principals’ meeting. 

•	 Visit principals at schools your target audience attends. 

•	 Write a letter to educators or develop a flyer describing your program, the 

curriculum, and its benefits to the school and students. If teachers will be 

responsible for presenting the curriculum, be clear about how much time it will 

take to prepare for and present the program. 

•	 Hold an informational session where educators can learn about the program and 

ask questions. 

•	 If it’s helpful, you may use national FEMA preparedness materials found on 

http://www.ready.gov. 

•	 Leverage school partnerships your team of partners has already made. 

In order to identify an 

appropriate curriculum for 

a program, it is important to 

first assess the needs of the 

community. The needs of the 

community should drive the 

topics and information covered 

in the program. It is possible 

that these needs may change; 

therefore, regular assessment 

of community needs 

should occur. 

Joe McKenna 

2013 FEMA Outstanding Achievement 

in Youth Preparedness Award Winner 

Youth Preparedness Coordinator 

Texas School Safety Center-Texas State 

University 

http://txssc.txstate.edu 

4.6 Adapt Materials 

While there is a wealth of materials available for use, you’ll likely need to adapt some of 

them to meet your goals. Some things to keep in mind: 

•	 Ensure your materials are audience appropriate (i.e., don’t use a high school 

curriculum for elementary school children). 

•	 Avoid using “scare tactics” or negative messaging. 

•	 Do use positive messaging that empowers children to act during an emergency 

and creates a team mentality. 

•	 Adapt the length of the session so that it is compatible with the attention span 

of your audience. If your program is school-based, ensure that each session fits 

within a typical class period. 

•	 Align the curriculum with state or tribal standards of learning if your program 

is school-based. Work with educators or your state’s/tribe’s department of 

education to see how your curriculum can support standards. Some programs 

are already aligned with state standards. 

•	 Keep children engaged by incorporating a variety of activities, including 

opportunities for hands-on participation, into your curriculum. 

•	 For school-based programs, create a scalable curriculum so there can be some 

flexibility to work within teachers’ schedules and the school day and calendar. 

For example, break up lengthy modules and offer multiple sessions. 

Federal Emergency Management Agency 23 
24
 
4.7 Inclusion 

When using existing materials or developing supplemental materials and exercises, design 

them to be accessible to everyone, including youth and adults with access and functional 

needs. For more information on providing access to individuals with access and functional 

needs, and for general information on accessibility guidelines, please refer to Section 504 of 

the Rehabilitation Act of 1973, available through the United States Department of Labor at 

http://www.dol.gov/oasam/regs/statutes/sec504.htm, and additional information available from 

the U.S. Department of Education at http://www2.ed.gov/about/offices/list/ocr/504faq.html. 

For guidance on creating online materials compliant with Section 508 of the Rehabilitation 

Act of 1973, please refer to http://section508.gov/technical-guidance. 

For further information on emergency management and compliance with the Americans 

with Disabilities Act, review the Citizen Corps Community Preparedness Webinar titled 

Emergency Management and the Americans with Disabilities Act, a product of the 

Community Preparedness webinar series (http://www.ready.gov/preparedness-leader/ 

webinar-library). Also, visit the FEMA Office of Disability Integration & Coordination 

website at for more 

information and resources. 

http://www.fema.gov/office-disability-integration-coordination

If a 5-or 10-minute 

presentation of a proposed 

disaster preparedness program 

at the local Board of Education 

office does not open doors for 

you, then find a teacher willing 

to give you a chunk of time to 

present in his/her classroom. 

Teachers have planning 

periods during the day; this is 

a good time to drop off your 

information-packed flyer, and 

make your “pitch.” When you 

think about that “pitch” you 

plan on making to the school 

board or teacher, ask yourself 

this question: “Other than the 

obvious benefit of disaster 

preparedness, what is (school, 

teacher) getting from this?” If 

you can’t answer that question, 

then you need to re-group until 

you can. 

From “Tips for Starting a Youth 

Preparedness Program” by Joanie 

Newman 

4.8 Train Instructors 

Once your curriculum is ready, you’ll need to spend some time training the instructors 

who will present the information to children. Instructors need to know what is expected 

of them, what they’ll be teaching, and how to approach these topic areas with a young 

audience. Trained instructors also ensure children are receiving consistent messaging. 

Some programs have downloadable instructor guides. Other programs have in-person 

train-the-trainer sessions or online train-the-trainer courses. 

Whatever method you choose, key topics to address include: 

• Overview of program (purpose, mission, goals) 

• Overview of curriculum 

• Program materials 

• Key messaging 

• Tips for working with children 

• Evaluation methods and strategy 

• Contact information of relevant program staff 

Finally, if you decide to have a working group for your program, your instructors should 

be part of the group. 

Federal Emergency Management Agency 25 
_________________________________________________________________________ 

_________________________________________________________________________ 

_________________________________________________________________________ 

ADAPTING MATERIALS CHECKLIST 

You’ll likely need to adapt some of your materials to meet your program goals. Use this 

checklist to make certain your curriculum is meeting your and your audience’s needs. 

___Are your materials audience appropriate? 

___Is the messaging positive, empowering children to act during an emergency? 

___Is the length of each session appropriate for your audience? 

___If school-based, does the length of each session fit within a typical class period? 

___If school-based, does your curriculum align with state or tribal standards of learning? 

___Are there a variety of activities that engage children? 

___Are the activities and exercises adapted so that children with access and functional 

___needs can participate? 

26 youth preparedness: Implementing A Community-Based Program 

next steps: 

We have been focusing our 

work for the past two years 

around programs accessible 

for individuals with access and 

functional needs, there is still 

an incredible amount of work 

to be done. Engagement with 

your ‘whole community’ is 

critical. 

Martin Makowski 

2011 FEMA Outstanding 

Achievement in Youth 

Preparedness Award Winner 

Individual & Community 

Preparedness Regional Support 

Manager, American Red Cross 

Program Director, Safe 

Families IL AmeriCorps Program 
If we instill these training boundaries and guidelines for them, when 

they are faced with any sort of a disaster, they're going to be able to 

draw on their training that they received, and they're going to be able 

to respond to that appropriately. 

Trooper Jamie Voss 

Michigan State Police 

5. IMPLEMENTING YOUR PROGRAM 

Your curriculum is ready. Your instructors are trained. Now it’s time to put your program 

into action! 

5.1 Establish a Schedule 

Develop a master schedule for the program. The schedule should include: 

• Location(s) of each session 

• Audience(s) for each session 

• Date and time for each session 

• Instructor who will teach each session 

Disseminate this schedule to all relevant personnel and instructors. 

After the schedule is created, things may change due to an unexpected school or 

community event. It’s important to keep your schedule flexible and work with the host 

organization’s needs, but make sure all administrative duties are completed well before 

publicizing the program and the schedule. 

5.2 Disseminate Materials 

Once you’ve established your master schedule, disseminate all required materials to 

instructors or the location in which the session will be held before the day of the session. 

Ensure you have a plan for printing, shipping, or transporting the materials and a means for 

covering any costs that may be involved during this step. 

5.3 Present the Program 

You’re now ready to present the program! 

The coordinator and youth 

leaders being educated and 

prepared are most important in 

taking the first step....Be[ing] 

prepared also means being on 

the same page with the youth 

throughout the planning and 

decision making process in 

the overall development of 

the program. A youth-led[,] 

youth-run program is about 

ownership – empowerment. 

Rev. Norman Fong 

2012 FEMA Outstanding 

Achievement in Youth 

Preparedness Award Winner 

Executive Director 

Chinatown Community 

Development Center 

http://www.chinatowncdc.org 

Federal Emergency Management Agency 27 
	 

Invite stakeholders to participate and give them a meaningful role. 

Word spreads among other community members if committed 

stakeholders are involved. Use the media, including social media, 

to promote your program and keep your partners interested by 

recognizing their contributions and efforts in public ways. 

Victoria L. Calder, Ph.D. 

Director 

Texas School Safety Center 

http://txssc.txstate.edu 

6. PROMOTING YOUR PROGRAM 

Please note that a worksheet to accompany this section can be found in Appendix A, 

starting on page 60. 

Once your program is implemented, continue raising awareness of it among your 

community to keep it thriving. Even if you have limited funds, a solid promotion plan will 

help you reach your audiences. Be sure to keep in mind the unique needs of individuals 

with access and functional needs as you promote your program. 

6.1 Assess the Situation 

Take a realistic look at the situation and answer the following questions: 

• How much funding do you currently have to develop and distribute materials? 

• What will partners be willing to donate (money, portions of grant allocations, 

in-kind donations, non-financial resources, etc.)? 

•	 Which individuals will help in development of materials and participate in 

promotional activities? 

• How can the local media help? Do you have a success story to promote? 

28 youth preparedness: Implementing A Community-Based Program 
	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

6.2 Determine Goals and Objectives 

Identify the goals and objectives of your promotional efforts. What do you hope to achieve 

through your efforts, and how will you achieve it? 

Possible outreach goals include: 

•	 Presence in more schools 

• More funding 

•	 Additional instructors 

•	 More media coverage 

Never include photos or videos of minors unless 

you have signed consent forms from their 

parents or guardians. This applies to all online 

and print materials you use.
 

More than likely, all of the above will apply. 

6.3 Identify Target Audiences for Promotion 

Who are the groups of people you need to achieve the goals you identified (e.g., partners, 

educators, first responders, parents)? 

Each audience will vary, so answer these questions for each one: 

•	 What are their needs, values, and beliefs? 

•	 How will their support of your program benefit them? 

•	 What are their “hot spots”—points that will either encourage them to provide 

support or discourage them from doing so? 

•	 How do the benefits of your program align with their goals? 

6.4 Develop Messaging 

After you’ve identified your audiences, develop messaging for each one. Messaging 

for parents will likely be very different from messaging for first responders. Effective 

messaging should: 

•	 Be informative – Raise awareness of your program. 

•	 Be persuasive – Sell your audience on why they should support the program. 

•	 Be sincere – Do not make false promises or exaggerate benefits. 

•	 Look for milestone opportunities (e.g., 1,000 students trained, 5,000 

guides distributed). 

If you have available resources, test your messaging on members of the target audience to 

see how they respond, and make adjustments as necessary. Remember that the best way to 

promote your program is to have a good, successful program. 

Most organizations...don’t 

have the people or resources 

to pull off a promotion plan by 

ourselves. But that’s where our 

partners come in. Not only do 

they contribute financially[,] 

but they bring the resources 

and reach of their organization 

to help spread the word... 

[W]e developed STEP ‘pep 

rallies’ that we do at various 

participating schools across 

the state. We get the kids and 

the teachers fired up, we bring 

in local and state lawmakers 

and leaders and we bring in the 

media. There is almost no cost 

to these events but the impact 

is massive inside and outside 

the school. 

Tod Pritchard 

Wisconsin Emergency Management 

http://readywisconsin.wi.gov 

Federal Emergency Management Agency 29 
	 

	 

	 

	 

	 

6.5 Identify Message Outlets 

After you’ve developed your messaging, determine how you can effectively deliver it. 

Think about where your audience gets its information—this could be different for each 

of your audiences. Possible outlets could be newspapers, committee meetings, social 

networking sites, news websites, television, or community events. Think about how 

your partners can help reach some of these audiences. Decide how you can deliver your 

message most effectively. 

[I]f we can get information 

to the kids in school, in an 

after school program, through 

scouts or any other avenue 

that we can reach out to the 

youth population, and have 

them bring that information 

home to their families, and 

be motivators and champions 

within their households, to get 

their family to start making 

those preparedness steps, then 

we've made a tremendous 

inroad into the family and into 

the community as a whole, 

and we've also found a way to 

lift up the priority of disaster 

preparedness within the 

household, and that's just better 

for everybody concerned. 

Michael Kiley-Zufelt 

American Red Cross Community 

Resiliency Team 

6.6 Identify Materials and Activities 

There are a number of activities and materials you can use to promote your program. Some 

require more planning, development, and funding, while others can be quickly executed. 

Here is just a sample listing of types of activities and materials with tips on how to create 

them and use them. Depending on your target audience(s), you may want to consider 

translating materials into languages other than English, to reach the English as a Second 

Language (ESL) population. 

6.6.1 Conferences and Events 

Conferences and events such as educator conferences, volunteer fairs, and community 

events are great ways to get “face time” with potential partners, citizens, and 

community leaders. 

• Set up a booth or table that has information about your program. Materials 

could include something as simple as a one-page flyer with contact information, 

a more detailed brochure, or an information packet. 

• Ask two or three people from your organization or instructors to attend if 

possible. First responders can really help sell the program, so if they’re the 

trainers for your program, try to have them attend. One person can stay at the 

booth or table while others walk around and promote the program to other 

attendees. 

6.6.2 Website 

A website can be a powerful tool to educate others about your program, enlist volunteers 

and partners, and provide resources for instructors and program participants. At a 

minimum, your website should include: 

•	 Program overview 

•	 Mission and vision statements 

•	 Benefits of the program 

•	 Contact information 

•	 Consider adding an acknowledgements section that thanks partners, volunteers, 

30 youth preparedness: Implementing A Community-Based Program 
	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

and donors for their contributions. 

•	 Add testimonials or success stories from parents, program participants, 

educators, or community leaders. 

•	 If your organization already has a website, save costs by adding a section about 

your program to this existing site. 

•	 Enlist volunteers from local high schools, colleges, or universities to design and 

program your website. This could be an excellent class project, or a personal 

project an aspiring designer or web programmer can add to his or her portfolio. 

•	 Upload your curriculum and instructor guides so instructors can quickly 

access materials. 

6.6.3 Blog 

A blog can be a great way to share information about your program, publicize events, and 

provide up-to-date news. 

•	 Use a free blog platform so that costs are not incurred. 

•	 Establish a blog team so one person is not responsible for all of the content. 

•	 Assign an editor to edit grammar and spelling, and to ensure all posts are on 

target with your messaging. 

•	 Enlist experts from the community to provide guest posts about preparedness. 

For example, ask a local firefighter to offer fire safety tips. 

•	 Write posts that showcase partners and donors. 

•	 Post a family plan or other assignment that a program participant completed. 

6.6.4 Social Media 

Social media outlets like Facebook and Twitter can be excellent ways to broadcast 

information and news about your program. 

•	 If you have a blog, link it to your Facebook and Twitter feeds, so users know 

when new blog posts are up. 

•	 Host chats about preparedness, allowing participants to ask questions. Consider 

asking an expert or a panel of experts to answer questions. 

•	 Post news about upcoming events and fundraisers. 

•	 Post short preparedness tips. 

•	 Adhere to your organization’s social media policy if they have one. 

•	 Quote a student answer to a question on Twitter to garner interest 

and participation. 

Federal Emergency Management Agency 31 
	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

6.6.5 Email Campaigns 

Email can be an effective way to quickly send messages to a large audience. 

• In lieu of a printed newsletter, which can incur significant printing and shipping 

costs, create an email newsletter that is sent on a regular basis. 

•	 Include links to your website, social media presences, and contact information. 

•	 Send emails on a regular basis (weekly, monthly, or quarterly) to keep your 

audience informed. 

•	 Don’t send too many emails. Some users unsubscribe from email lists simply 

because they feel they receive too many from a particular organization. 

•	 Use social media or your blog for quick updates, and save emails for longer 

updates or announcements. 

•	 Consider asking a guest author such as a school principal to write an email to 

other participants. 

•	 As your list grows, consider using an email marketing service to help you 

manage your lists. Many have free trials and a relatively low monthly fee after 

the trial expires. Advantages include: 

• List categorization—you have the option to send relevant content to 

specific audiences (e.g., instructors, partners, educators) 

•	 Easy subscribe/unsubscribe features for list members 

•	 Customizable templates so your emails are eye-catching 

•	 List storage—you don’t have to worry about losing your email lists if 

your computer crashes 

32 youth preparedness: Implementing A Community-Based Program 
	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

6.6.6 Print Materials 

If you go to conferences and events or want to leave program information with potential 

partners and educators, consider creating print materials such as brochures, flyers, posters, 

and marketing packets. 

•	 Costs for printing and shipping can get expensive. Work with partners to get 

in-kind donations or negotiate discounts with local printers. 

•	 Ask volunteer designers and copywriters to help design the materials. Students 

in local high schools, colleges, and universities may be willing to help create 

materials they can add to their portfolios. 

•	 At events, conferences, and meetings, bring extra materials in case more 

participants show up than you anticipated. 

•	 Always include contact information, including your website address if you 

have one. 

6.6.7 Press Releases 

Press releases are written statements you can use to make important announcements about 

your program. Local media outlets such as newspapers, television, and radio stations can 

pick them up for a news story if they are interested. 

•	 Write a brief, concise headline that clearly describes the topic of your 

press release. 

•	 Grab the reader’s attention with an introductory sentence. 

•	 Communicate the “who, what, when, where, why, and how” of the story in 

the body. 

•	 Include a brief overview of your organization and program, linking to 

your website. 

•	 Include a “call-to-action” at the end of the story. What do you want readers 

to do (e.g., attend an event, volunteer, become an instructor)? 

•	 Include contact information at the end so reporters know how to get in touch 

with your organization if they need more information. 

Each and every person in your 

organization should know that 

you [are] engaging youth in 

preparedness. 

Martin Makowski 

2011 FEMA Outstanding 

Achievement in Youth 

Preparedness Award Winner 

Individual & Community 

Preparedness Regional 

Support Manager, 

American Red Cross 

Program Director, Safe Families IL 

AmeriCorps Program 

Federal Emergency Management Agency 33 
34 youth preparedness: Implementing A Community-Based Program 
__________________________________________________________________________________________ 

__________________________________________________________________________________________ 

__________________________________________________________________________________________ 

__________________________________________________________________________________________ 


 


 

PROMOTIONAL ACTIVITIES AND MATERIALS CHECKLIST 

Which materials will you use to promote your program? 

___Conferences and Events 

___Event 1: _______________________ 

___Event 2: _______________________ 

___Event 3: _______________________ 

___Website 

___Existing website 

___New website 

___Blog 

___Social Media (Which social media tools?) 

___Twitter 

___Facebook 

___LinkedIn 

___YouTube
 

___Google+
 

___Flickr 

___Instagram 

___Pinterest 

___Other: _______________________ 

___Email campaigns 

___Print materials (Which types?) 

___Brochure 

___Flyer 

___Newsletter 

___Poster 

___Other: _______________________ 

___Press releases 

Federal Emergency Management Agency 35 

1Next steps: 
6.7 Create a Plan 

Once you’ve decided which activities you’ll participate in and which materials you’ll 

create, develop a plan. Your plan should include tasks, deadlines, the budget assigned 

to each task, and the people or partners responsible for ensuring each task is complete. 

If you’re creating printed materials, be sure to include sufficient time for printing and 

shipping in your plan. Assign a “project manager” to ensure everyone is staying on target 

with their deadlines and on budget. 

6.8 Develop Materials 

When your plan is in place, you’re ready to create your materials. If you’re speaking at 

events, ensure all materials are printed and delivered before the day of the event. 

6.9 Begin Promotion 

Once you begin promotional efforts, take time to assess your activities. Ask questions 

such as: 

• Are you moving toward your goal? 

• Are your materials helping you get to your goal? 

• Are your audiences receiving the message? 

• Are the time and money spent on promotion worth the return on investment? 

• What challenges have you experienced? 

• What successes have you experienced? 

Use what you learn to improve your promotional efforts and meet your goals. 

36 youth preparedness: Implementing A Community-Based Program 
	 

	 

	 

	 

	 

Evaluation should not be viewed as a one-time endeavor. Rather, 

evaluation is a continuous process that should routinely be relied 

upon to improve the implementation, content, and outcomes of a 

program. Joe McKenna 

2013 FEMA Outstanding Achievement in Youth Preparedness Award Winner 

Youth Preparedness Coordinator 

Texas School Safety Center-Texas State University 

http://txssc.txstate.edu 

7. EVALUATING YOUR PROGRAM 

7.1 Why Evaluate? 

With a well-planned evaluation, you can: 

• Assess whether the program is benefiting youth, their families, and 

your community 

•	 Test the effectiveness of your program's strategies and materials 

•	 Demonstrate to funders and stakeholders success stories and lessons learned 

•	 Produce facts and figures to measure the achievement of goals and objectives 

•	 Share the results in publications and presentations to increase the likelihood of 

receiving continued funding 

•	 Inform the revision of your program materials and strategies 

You should ideally begin evaluation while the program is in the earliest development 

stages. Evaluation is an ongoing process that periodically provides input into how well the 

program met or is meeting its goals. 

7.2 Develop an Evaluation Plan 

The first step in evaluation is to create a plan. Your plan should include: 

7.2.1 Objectives 

What do you hope to achieve with the evaluation? For example, you may want to measure 

the effectiveness of the program in increasing knowledge and encouraging behaviors 

or in fostering positive attitudes of youth in regards to disaster preparedness. The 

program evaluation can also help identify issues relative to the management, delivery, 

and promotion of the program. Objectives should be S.M.A.R.T. (Specific, Measurable, 

Appropriate, Realistic, and Time-framed). 

Program evaluation is critical 

to assess what the participants 

gained—knowledge, skills, 

changed attitudes—[which] 

are important when funders 

become involved because 

they want to know that their 

money is being used wisely. 

More importantly, outcomes 

inform improvements in the 

process and in curriculum 

improvement. 

Victoria L. Calder, Ph.D. 

Director

 Texas School Safety Center 

http://txssc.txstate.edu 

Federal Emergency Management Agency 37 
	 

	 

	 

	 

	 

	 

7.2.2 Research Questions 

A research question informs the focus of the evaluation and guides the subsequent steps in 

the development of your evaluation plan. Basic evaluation research questions include: 

•	 How is your program being managed and implemented? 

•	 How effective is your program in achieving its goals? 

•	 How can your program be better? 

You should also include the data or indicators required for each research question. 

7.2.3 Data Sources 

To answer your research questions, you’ll need to gather or review data related to your 

program. Data sources may include program participants, training records, or postworkshop quizzes. You may also need to conduct additional research like interviews, focus 

groups, or observations to get the data you need. 

7.2.4 Other Plan Elements 

•	 Timeframe for data collection, analysis, reporting, and program revision 

•	 Personnel and financial resources needed for the evaluation 

•	 Roles and responsibilities of staff and volunteers in preparing for and 

conducting the data collection, analysis, and reporting 

7.3 Develop Participant Strategy 

Before deciding on the methods you’ll choose, select implementation sites and participants 

to take part in the evaluation. The evaluation should include a representative sample of 

participants. Examples include students, parents, instructors, and people with disabilities 

and others with access and functional needs, as well as program managers and any others 

involved in administering or approving the implementation of the program. 

38 youth preparedness: Implementing A Community-Based Program 
The strategy should target sites and participants that represent the program’s 

reach including: 

• Different grades or age groups 

• Various settings (e.g., schools or summer camps) 

• Types of instructors 

• Any other variables of the program delivery that need to be examined 

An established participant strategy will help inform the most appropriate quantitative and 

qualitative research methods for the formative, process, impact, and outcome evaluations. 

7.4 Determine the Types of Evaluation You Will Conduct 

There are four key types of program evaluation: 

• Formative 

• Process 

• Impact 

• Outcome 

Use the chart on the following pages to determine which type of evaluation you will use. 

For instance, if you are assessing your program’s ultimate goals, you will want to develop 

an outcome evaluation. Consider conducting all four types for a comprehensive evaluation. 

Federal Emergency Management Agency 39 
TYPES OF EVALUATION
 

Evaluation 

Type What It Can Show When to Use Why Is It Useful Methods to Use 

Formative • Whether proposed messages or

formats of the curriculum materials are 

likely to be understood by your youth

audience 

• How the program curriculum should be

delivered 

• What kind of instructors youth will

be most responsive to (e.g., a school

teacher or representative of local emergency management) 

• During the

development of a 

new program 

• When an 

existing program: 

||Is being modified 

||Has problems 

with no obvious 

solutions 

• Allows programs

to make revisions 

before the full 

effort begins 

• Maximizes the 

likelihood that the 

program will succeed 

• Qualitative methods such 

as personal interviews

with open-ended

questions, focus groups,

and participant

observation 

• Details that program developers

may have overlooked about

materials, strategies, or ways of

distributing information

(e.g., difficulties in getting the

program into schools) 

||Is being used in 

a new setting, 

with a new 

population, or 

to target a 

new problem 

or behavior 

Process • How well a program is working: 

||Effectiveness of promotion and 

outreach strategies 

||Resources needed to administer 

and promote the program 

||Usefulness of program 

orientation resources 

||Effectiveness of curriculum 

delivery strategies 

||Usefulness of curriculum and 

supplemental materials 

||Identifies early any problems that 

occur in reaching out to youth and 

professionals working with youth 

||Allows programs to evaluate how 

well their plans, procedures, 

activities, and materials are working 

and to make adjustments before 

logistical or administrative 

weaknesses become entrenched 

• Ideally, as soon as

the program begins

operation 

• Allows programs

to make revisions 

before the full 

effort begins 

• Maximizes the 

likelihood that the 

program will succeed 

• Quantitative 

methods, such as surveys

tracking the number of

youth participants and

implementation sites and

qualitative methods such

as in-depth interviews

with instructors to 

assess the usefulness 

of program materials 

40 youth preparedness: Implementing A Community-Based Program 
Evaluation 

Type What It Can Show When to Use Why Is It Useful Methods to Use 

Impact • The degree to which a program is

meeting its intermediate goals

(e.g., the increase of youth’s knowedge

of preparedness) 

• Changes in youth’s knowledge,

attitudes, or beliefs about the value 

of preparedness 

• When the program

is being

implemented 

• Allows 

management to

modify materials 

or move resources 

from a 

nonproductive to a

productive area of

the program 

• Tells programs

whether they are

moving toward

achieving

their goals 

• Baseline 

measurement: measuring

youth’s knowledge,

attitudes, beliefs, or behaviors before 

beginning the program

or receiving services,

using surveys and/or

participant assessments 

• Progress

measurement: measuring

youth’s knowledge,

attitudes, beliefs, or behaviors after a 

predetermined amount

of time such as at the 

end of a school 

semester or at regular

intervals in an ongoing 

program.

Measurements can be 

made using surveys and/or

participant 

assessments 

Outcome • The degree to which the program has

met its ultimate goals (e.g., how many

homes with participating youth have

emergency plans) 

• For ongoing

programs (e.g.,

lessons and 

activities offered 

throughout the

year) at

appropriate

intervals 

• For one-time 

programs (e.g., a

6-month program)

when program is

complete 

• Allows programs

to learn from their 

successes and 

failures and to incorporate what they

have learned into 

the program or into

their next project 

• Provides evidence 

of success for use 

in future budget

development and

requests for

funding 

• Generally the same

methods used in impact

evaluation are used in 

outcome evaluation 

Federal Emergency Management Agency 41 
7.5 Conduct Research 

Once you’ve developed your plan and strategy, you can begin conducting your research. 

There are two types of data you can collect: qualitative and quantitative. 

7.5.1 Qualitative Data 

Qualitative data relates to the target population’s attitudes, beliefs, insights, and views, 

and usually does not have a numerical value. You can use the information collected to 

make decisions about program strategies and your target population as well as to develop 

quantitative research strategies. You can get qualitative data through focus groups, 

interviews, case studies, observations, and surveys. Examples of qualitative methods for a 

youth disaster preparedness program include: 

instrUctor Blog 

Instructors may use a blog to record their thoughts and reactions to specific components of 

the program. The blog may serve as a reference for instructors when completing an online 

survey at the end of their session of implementing the program. 

FocUs groUps WitH instrUctors 

The evaluation team may include in-person or phone focus groups with instructors to 

gather qualitative data on their delivery strategy, potential barriers to implementation, and 

perception of the program’s impact on the students. 

in-deptH intervieWs WitH scHool/FacilitY administrators 

In-depth interviews with school/facility administrators will gauge the ease of implementing 

the program in their schools/facilities. The interviews will entail a discussion of the process 

of approval of their education authorities and parents, potential barriers to implementation, 

and recommended strategies for overcoming barriers. 

in-deptH intervieWs WitH program managers 

In-depth interviews with the program managers provide input into the resources necessary 

to promote, manage, and implement the program. The interviews will include discussion 

of the daily administration of the program, outreach strategies, barriers to and strategies for 

program implementation, and recommendations for the future. 

More information about qualitative evaluation methods can be found in Appendix B, on 

page 66. 

42 youth preparedness: Implementing A Community-Based Program 
	 

	 

	 

	 

	 

	 

	 

	 

7.5.2 Quantitative Data 

The second type of data you can collect is quantitative. To put it simply, this is information 

that can be measured. For example, quantitative data you can collect could include: 

•	 Number of individuals reached 

•	 Number of programs delivered 

•	 Number of people that participated by age, gender, and race 

•	 Pre- and post-test scores before and after your program 

As with qualitative data, you can use quantitative data to make decisions about program 

strategies and the target population. You can also use it to provide a baseline and followup data on trends in population beliefs, attitudes, and behaviors. Examples of quantitative 

research methods for a youth disaster preparedness program include: 

online instrUctor sUrveY 

At the end of the program implementation session or school year, instructors may complete 

an online survey providing quantitative data on their opinions of the program lesson and 

guidance materials, program training, experiences with the lesson delivery, suggestions for 

program revisions, and perceived effectiveness in increasing youth’s disaster 

preparedness knowledge. 

If online surveys are not possible, use paper surveys. It’s important to be flexible. Finally, 

build in time to record and analyze survey data. 

stUdent pre- and post-tests 

Instructors can administer and submit pre- and post- student tests. The testing will 

gauge change in students’ knowledge, beliefs, and attitudes about preparedness, and 

their preparedness actions and intent to get prepared prior to and then following their 

participation in the program. 

coUnting sYstems and sUrveYs 

You can use counting systems and surveys to: 

•	 Record the number of contacts with program participants and sites (e.g., 

number of youth attending each lesson) 

•	 Record the number of contacts with people outside the program (e.g., number 

of meetings with partners) 

•	 Measure changes in youth’s knowledge, attitudes, beliefs, or behaviors by 

collecting the same information at the beginning and end of the program 

•	 Estimate the amount of time and/or money spent on delivering your program 

Federal Emergency Management Agency 43 
	 

	 

	 

	 

	 

	 

7.6 Use Evaluation Findings 

Once you’ve completed your data analysis, present the evaluation findings to the program 

developers, managers, and implementers. Based on your evaluation, you may decide to 

invest more in some activities and either stop investing in others or change the way those 

other activities are being conducted, to improve the efficiency and the likelihood that your 

program will meet all of its goals. 

Some questions that you may want to ask after you have collected and analyzed evaluation 

data include: 

•	 Which outcomes have been reached or are being reached? 

•	 Which intermediate outcomes have been reached, leading one to believe that 

the program is on its way to reaching the final outcomes? 

•	 For those outcomes or intermediate outcomes that are not being reached, what 

are the activities and how can we change those activities to make them more 

effective? 

•	 For those outcomes or intermediate outcomes that are being reached, what can 

we learn from the activities that we can apply to the less successful activities/ 

outcomes? 

•	 Are resources being dedicated to outcomes or intermediate outcomes that do 

not seem to be leading to success? 

•	 How can we modify the activities that are wasteful of resources so they are 

more likely to lead to achieving the desired outcomes? 

Devise recommendations for refining program materials, administrative practices, 

implementation strategies, and promotional tactics. Consider holding a strategy session 

to define steps for moving forward and pilot test any changes with a selection of your 

program implementers. 

Consider disseminating your evaluation findings to partners and stakeholders, while 

promoting the program’s successes. A one-page fact sheet containing descriptions of the 

results will provide decision makers with tangible data about what has been achieved to 

date. You can also present your findings in newsletters for other stakeholders and potential 

supporters or volunteers, demonstrating the worth of the program. 

Evaluation findings should also demonstrate to government authorities or other funders 

how resources are being used for particular activities, your evaluation methods, success 

in achieving program goals, and plans for program revisions to enhance program 

effectiveness. By using evaluation findings in these ways, you are more likely to get buy-in 

and support from decision makers, community stakeholders, government authorities, and 

funders. They will see that their support, time, and resources will not be wasted. 

44 youth preparedness: Implementing A Community-Based Program 


 


 


 


 


 


 


 


 

EVALUATION CHECKLIST 

For your convenience, a copy of this checklist is also provided in Appendix A, starting on 

page 63. 

___Develop an evaluation plan that includes: 

___Objectives
 

___Research questions
 

___Data sources
 

___Timeframe for data collection
 

___Personnel and financial resources needed 

___Roles and responsibilities 

___Develop participant strategy 

___Decide on the types of evaluation you will conduct: 

___Formative
 

___Process
 

___Impact
 

___Outcome
 

___Conduct research 

___Analyze results 

___Use evaluation findings 

46 youth preparedness: Implementing A Community-Based Program 
	 

	 

	 

Refer to Chapter 3: Engaging Partners for tips on engaging and 

sustaining partners. 

It’s all about getting the ball rolling. Once your program gets 

going, momentum is your best friend. Keep reaching out, give past 

participants the tools to help spread the word about your program, 

just keep the ball rolling. Success breeds success. 

Tod Pritchard 

Wisconsin Emergency Management 

http://readywisconsin.wi.gov 

Practice makes the difference. 

Create and develop events that 

teach, refresh, or provide an 

opportunity to practice. 

Nathan A. Wolfstein, IV 

The “Be More Prepared to Move 

Quickly” Community Volunteer 

Disaster Preparedness Training & 

Relief Charity Advisor 

http://www.BeMorePrepared.com 

8. SUSTAINING YOUR PROGRAM 

You’ve successfully launched your program and promotional efforts. Now what? To keep 

the program running, you need sustainability strategies in place. 

8.1 Create a Sustainability Plan 

A sustainability plan can offer a solid guide as you work on sustainability efforts. A 

written document with clear goals and objectives not only formalizes your sustainability 

efforts, but it can also strengthen your partners’ commitment to the program if they can 

see your vision for continuing the program. Use the worksheet at the end of this section to 

guide you as you write your plan. 

8.2 Work with Partners and Community Leaders 

•	 Work with established partners who can help raise awareness of the program 

and use relevant connections. 

•	 Enlist community leaders who can help spread the message about 

your program. 

•	 Consider attending town hall meetings, neighborhood association meetings, 

or chamber of commerce meetings to educate community members about 

the program. 

• Issue a press release to the local media that describes your program, its mission, 

and its benefits to the community. You may want to issue the press release after 

you’ve experienced success with the program. 

•

In order to sustain a program, 

there needs to be an established 

process for updating material 

to ensure it is always relevant 

to youth, as well as reflective 

of general community needs. 

Joe McKenna 

2013 FEMA Outstanding 

Achievement in Youth 

Preparedness Award Winner 

Youth Preparedness 

Coordinator 

Texas School Safety CenterTexas State University 

http://txssc.txstate.edu 

Federal Emergency Management Agency 47 
8.3 Establish a Working Group 

Establishing a community-level working group can create buy-in and provide a sense 

of ownership to the entire community from local emergency management offices, the 

American Red Cross, the state department of education, the state police commander, and 

the fire chief to parents and students themselves. Establish regular meetings and, from 

the beginning, determine what each partner, group, or organization can bring to the table. 

Divide up tasks and activities according to the strengths of each partner. 

We find success because we 

never have a youth volunteer 

‘age out’ of the program. They 

all start as youth volunteers, 

but as they become adults, 

we continue to engage them 

as instructors, safety officers, 

administrative assistants, or 

anywhere else we can benefit 

from their talents and energy. 

They become the mentors to 

the youth in the program. This 

has resulted in volunteers who 

have been with the program 

for over 40 years. We help 

people find their niche in the 

program and work to keep 

them engaged in that position. 

By keeping people interested 

in their current volunteer 

assignment, we do not have 

to worry about planning for 

sustaining the program, it just 

takes care of itself. 

Eric Matusak 

Police Officer, Long Beach Police 

Department 

Chairman of the Board of Directors, 

Long Beach Search & Rescue 

http://www.lbsar.org 

8.4 Gain Exposure 

Use promotional techniques listed in Chapter 6: Promoting Your Program to gain as much 

exposure as possible. The more people know and hear about your program, the more 

likely you are to gain support. Students, teachers, parents, and principals can serve as 

spokespersons for the program. 

8.5 Explore Various Funding Sources 

Now that your program is off the ground, you’ll have to continue to explore sources 

through which to fund it. Refer to the “Secure Resources” section in Chapter 2: Getting 

Started for ideas on how to find funding. 

Once your program has seen some successes, you have an opportunity to promote those 

successes in funding applications. Including both quantitative and qualitative successes 

opens your program up to additional opportunities even if partners have said no before or 

if you’ve been denied a particular grant in the past. 

8.6 Update the Curriculum 

As your program grows, community needs may change and content can become outdated. 

Periodically review content to ensure it is still relevant and is teaching the correct 

behavior(s). Mitigation strategies may have changed, so make certain those are up-to-date 

as well. Using evaluation methods as described in the previous section can help you refine 

your curriculum. You may even want to consider adding additional modules or topic areas. 

48 youth preparedness: Implementing A Community-Based Program 

Be honest with your 

community, learn [from] the 

kids and give everyone tools 

they can use in an emergency. 

Martin Makowski 

2011 FEMA Outstanding 

Achievement in Youth 

Preparedness Award Winner 

Individual & Community 

Preparedness Regional Support 

Manager, American Red Cross 

Program Director, Safe 

Families IL AmeriCorps Program 
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WORKSHEET: CREATING A SUSTAINABILITY PLAN 

For your convenience, a copy of this worksheet is also provided in Appendix A, starting 

on page 63. 

Developing a written sustainability plan can provide you with a clear direction for your sustainability efforts and 

strengthen partner commitment. Use this worksheet to help you develop your plan. 

PROGRAM OVERVIEW 

What does your program offer? 

What is its mission? 

What successes have you experienced? 

VISION 

What do you hope your program will achieve? 

Who will benefit? 

Federal Emergency Management Agency 49 
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CHALLENGES 

What challenges have you experienced, and what is your plan to address them? 

PARTNERS AND ADVOCATES 

Who are your partners, and what are their roles? 

How will they help you sustain the program? 

FUNDING SOURCES 

CURRENT: 

Who is providing funding for the program? 

What kind of funding is provided? 

How long will these sources provide funding? 

50 youth preparedness: Implementing A Community-Based Program 
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POTENTIAL: 

What sources could provide additional funding? 

What is your plan to secure this funding? 

MANAGEMENT 

How is the program currently staffed and managed? 

EVALUATION 

How will you evaluate your program and show the results? 

How will you use the results? 

Federal Emergency Management Agency 51 
Our youth are building a movement to 

save lives in fun, bilingual & educational ways! 

Rev. Norman Fong 

2012 FEMA Outstanding Achievement in Youth Preparedness Award Winner 

Executive Director 

Chinatown Community Development Center 

http://www.chinatowncdc.org 
	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

	 

9. RESOURCES 

WEBSITES 

•	 FEMA’s Ready.gov (http://www.ready.gov) 

•	 FEMA’s Ready Youth Preparedness (http://www.ready.gov/youth-preparedness) 

•	 Citizen Corps (http://www.ready.gov/citizen-corps) 

•	 Community Emergency Response Team (CERT) (http://www.fema.gov/cert) 

•	 American Academy of Pediatrics (AAP) (http://www.aap.org) 

•	 American Red Cross (http://www.redcross.org) 

•	 Department of Education’s Readiness and Emergency Management for Schools Technical Assistance Center 

(http://rems.ed.gov) 

•	 Student Tools for Emergency Planning (STEP) FEMA-R1-STEP@fema.dhs.gov 

•	 Save the Children (http://www.savethechildren.org) 

•	 Findyouthinfo.gov (http://www.findyouthinfo.gov) 

•	 U.S. Department of Health and Human Services (HHS) Administration for Children & Families Office of 

Child Care (http://www.acf.hhs.gov/programs/occ) 

•	 Voluntary Organizations Active in Disaster (VOAD) (http://www.nvoad.org) 

The youth preparedness movement is furthered by the combined effort of many partners. For information about additional 

partners, please go to http://www.ready.gov/youth-preparedness. 

CONTACT INFORMATION 

Federal Emergency Management Agency 

Individual and Community Preparedness Division 

Techworld Building 

800 K Street NW 

Suite 500S, Washington, D.C. 20472-3650 

FEMA-Youth-Preparedness@fema.dhs.gov 

Quotes and programs highlighted in this guide are used with permission and are not endorsed exclusively by FEMA. 

Federal Emergency Management Agency 53 
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10. APPENDICES 

APPENDIX A: COMPREHENSIVE WORKSHEETS / CHECKLISTS 

GETTING STARTED 

This worksheet is a duplicate of the one provided on page 12. 

STEP 1: ASSESS COMMUNITY NEEDS AND RISKS 

What risks are specific to your community? 

Does the region of the country or type of area in which you live (e.g., mountains, coastal, rural, urban) present risks? 

Are there at-risk populations in your community that are vulnerable to emergencies or disasters? 

Do any current programs address these risks? 

Can they be potential partners? 

How will your program differ? 

54 youth preparedness: Implementing A Community-Based Program 
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STEP 2: CREATE A MISSION STATEMENT 

Why does your program exist? 

How will it benefit the public? 

How will it benefit your organization? 

STEP 3: CREATE A VISION 

What will the program be doing in five years? 

What will it accomplish? 

What impact will it have on the community? 

STEP 4: ESTABLISH GOALS 

What are your long-term goals? 

What are your short-term goals? 

Federal Emergency Management Agency 55 
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What objectives will help you meet these goals? 

STEP 5: SECURE RESOURCES 

What support will your organization provide? 

Where will you find personnel such as volunteers, instructors, and administrative staff? 

What materials will you use? 

Which grants will you apply for? 

Will the local government help financially? 

What types of donations or in-kind contributions can you get from the private sector? 

Will you apply for 501(c)(3) nonprofit status? 

56 youth preparedness: Implementing A Community-Based Program 
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ENGAGING PARTNERS 

The content on which this worksheet is based can be found starting on page 15. 

STEP 1: ASSESS THE SITUATION 

What resources do you need to get your program started (e.g., staff, trainers, facilities, printing, funding)? 

STEP 2: IDENTIFY PARTNERS 

Which groups or organizations within your community share your mission or have vested interest in your program or a 

portion of it? See the partnership checklist on page 58 to get ideas for potential partners. 

STEP 3: CREATE INTEREST 

Develop message points that show how partners can benefit from a relationship and how they can be part of an important 

movement. Use these message points, and reach out to the potential partners you identified in Step 2. 

STEP 4: SECURE PARTNERS 

Bring on the partners that will benefit your program and contribute to your overall mission. 

STEP 5: ASSIGN ROLES AND RESPONSIBILITIES 

Define what each partner’s role will be and associated deadlines. 

Federal Emergency Management Agency 57 
PARTNERSHIP CHECKLIST 

This worksheet is a duplicate of the one provided on page 18. 

Use this list to help you determine whom you should approach to establish partnerships for your program. These are 

suggestions and will likely vary depending on your community. 

Type of Organization Possible Contacts Notes 

Nonprofit Organizations ___Civic and service organizations 

___Community groups (e.g., Rotary, Kiwanis, Jaycees) 

___Local disability organizations 

___State or local VOAD 

___Other: 

Public Interest Groups ___American Red Cross chapters 

___Neighborhood Watch groups 

___AARP chapters 

___Parent-teacher organizations 

___Chambers of commerce 

___Homeowners associations 

___Environmental groups 

___Other: 

Health Care Providers ___Hospitals 

___Medical clinics 

___Managed-care facilities 

___Emergency medical services 

___Other: 

Local Government ___Local authorities 

Agencies ___Elected and appointed officials 

___Police departments 

___Fire departments 

___Public works departments 

___Planning and zoning boards 

___Other: 

Education groups ___School superintendent 

___School board members 

___University and community colleges 

___Vocational and technical schools 

___Daycare, childcare, and eldercare providers 

___Other: 

Adapted from: FEMA Community Emergency and Response Team (CERT), Starting & Maintaining a CERT Program, 

http://www.fema.gov/start-and-maintain-cert-program 

58 youth preparedness: Implementing A Community-Based Program 
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IDENTIFYING YOUR CURRICULUM 

The content on which this worksheet is based can be found starting on page 19. 

STEP 1: DETERMINE YOUR AUDIENCE 

Which age group do you want your program to target? 

STEP 2: DETERMINE OVERALL MESSAGE AND GOALS 

What messages do you want to present to your target audience? What are your goals for the program? 

STEP 3: SELECT KEY TOPIC AREAS 

What topics will help your program most effectively achieve the mission, vision, and goals you developed? Are there 

community-specific needs that need to be addressed in the curriculum? 

STEP 4: IDENTIFY INSTRUCTORS 

Select instructors who will present the curriculum to your target audience. Instructors may include local teachers, first 

responders, law enforcement officials, or community volunteers. 

STEP 5: ENGAGE SCHOOLS 

Work with administrators and educators to get the program into their schools. 

STEP 6: ADAPT MATERIALS 

Adapt the materials you’ve identified to meet your goals. Ensure audience appropriateness and positive messaging. 

Federal Emergency Management Agency 59 
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STEP 7: MAKE MATERIALS ACCESSIBLE 

Design materials so they are accessible to everyone, including youth or adults with access and functional needs. 

STEP 8: TRAIN INSTRUCTORS 

Train the instructors who will present the information to children. Instructors need to know what is expected of them, what 

they’ll be teaching, and how to approach the subject matter with a young audience. 

PROMOTING YOUR PROGRAM 

The content on which this worksheet is based can be found starting on page 28. 

STEP 1: ASSESS THE SITUATION 

How much funding do you have? 

What are partners willing to donate? 

Who will help develop the materials and participate in promotional activities? 

How can the local media help? 

60 youth preparedness: Implementing A Community-Based Program 
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STEP 2: DETERMINE GOALS AND OBJECTIVES 

What do you hope to achieve through your efforts, and how will you achieve it? 

STEP 3: IDENTIFY TARGET AUDIENCES FOR PROMOTION 

Who are the groups of people you need to reach to achieve your goals (e.g., partners, educators, first responders, parents)? 

STEP 4: DEVELOP MESSAGING 

Develop messaging for each audience. It should be informative, persuasive, and sincere. 

STEP 5: IDENTIFY MESSAGE OUTLETS 

Think about where your audience gets its information—this could be different for each of your audiences. Possible outlets 

could be newspapers, committee meetings, social networking sites, news websites, television, or community events. 

Federal Emergency Management Agency 61 
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STEP 6: IDENTIFY MATERIALS AND ACTIVITIES 

This checklist is a duplicate of the one provided on page 35. 

There are a number of activities and materials you can use to promote your program, including: 

___Conferences and Events	 

___Event 1: _______________________ 

___Event 2: _______________________ 

___Event 3: _______________________ 

___Website 

___Existing website
 

___New website
 

___Blog 

___Social Media (Which social media tools?) 

___Twitter 

___Facebook 

___LinkedIn 

___YouTube 

___Google+ 

___Flickr 

___Instagram 

___Pinterest 

___Other: _______________________ 

___Email campaigns 

___Print materials (Which types?) 

___Brochure 

___Flyer 

___Newsletter 

___Poster 

___Other: _______________________ 

___Press releases 

STEP 7: CREATE A PLAN 

Develop a plan that includes tasks, deadlines, budget for each task, and roles and responsibilities. 

STEP 8: DEVELOP MATERIALS 

Create materials according to your plan. 

STEP 9: BEGIN PROMOTION 

Once you begin promotional efforts, take time to assess your activities. Use what you learn to improve your promotional 

efforts and meet your goals. 

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EVALUATING YOUR PROGRAM 

This checklist is a duplicate of the Evaluation Checklist 

that is provided on page 46. 

___Develop an evaluation plan that includes: 

___Objectives 

___Research questions 

___Data sources 

___Timeframe for data collection 

___Personnel and financial resources needed 

___Roles and responsibilities 

___Develop participant strategy 

___Decide on the types of evaluation you will conduct: 

___Formative 

___Process 

___Impact 

___Outcome 

___Conduct research 

___Analyze results 

___Use evaluation findings 

SUSTAINING YOUR PROGRAM 

This worksheet is a duplicate of the Creating A Sustainability Plan worksheet that is provided on page 49. 

Developing a written sustainability plan can provide you with a clear direction for your sustainability efforts and 

strengthen partner commitment. 

PROGRAM OVERVIEW 

What does your program offer? 

What is its mission? 

What successes have you experienced? 

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VISION 

What do you hope your program will achieve? 

Who will benefit? 

CHALLENGES 

What challenges have you experienced, and what is your plan to address them? 

PARTNERS AND ADVOCATES 

Who are your partners, and what are their roles? 

How will they help you sustain the program? 

FUNDING SOURCES 

CURRENT: 

Who is providing funding for the program? 

What kind of funding is provided? 

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How long will these sources provide funding? 

POTENTIAL: 

What sources could provide additional funding? 

What is your plan to secure this funding? 

MANAGEMENT 

How is the program currently staffed and managed? 

EVALUATION 

How will you evaluate your program and show the results? 

How will you use the results? 

Federal Emergency Management Agency 65 
APPENDIX B: QUALITATIVE EVALUATION METHODS

Type Purpose 

Number of People 

to Interview/

Events to Observe 

Resources Required Advantages Disadvantages 

Interviews Personal • 

range of issues discussions on aopen-endedTo have individual, 

• 

and concerns their perceptionsindividuals aboutinformation fromTo obtain in-depth

• 

interviewed. people must bepopulation, the morediverse the targetThe larger and more • Trained interviewer(s) 

• 

interviewer Written guidelines for

• Recording equipment• A transcriber • A private location 

• 

be reluctant to discuss in a groupsubjects that the interviewee mayCan be used to discuss sensitive

• 

experience in depth Can probe individual

• Can be done by telephone 

• 

interviews and analyze dataTime consuming to conduct

• 

consuming and expensiveTranscription can be time-

• 

responses toward “socially acceptable”participants to bias their answersOne-on-one interviews can lead

Groups Focus • 

range of issues discussion on aopen-ended groupTo have an 

• 

a group concerns fromperceptions andinformation aboutTo obtain in-depth

• 

per group 4 to 8 participants • Trained moderator(s) 

• 

room Appropriate meeting

• 

recording equipment Audio and/or visual

• Can interview many people at once• 

can stimulate ideas of another Response from one group member

• 

influenced by groupIndividual responses can be

• Transcription can be expensive • 

target population may not be representative ofParticipants choose to attend and

• 

acceptable” responsesparticipants may give “sociallyBecause of group pressure,

• 

interviews coordinate than individualFocus groups are harder to

Observation Participant • 

operates how an activityTo see firsthand • 

grab bars are inHowever, to see if event (meeting).observing only onemeeting may requirebehavior during aevaluate people’spurpose. Todepends on theevents to observeThe number of

-

events (installations). observing manymay requirestalled correctly

• Trained observer(s) • 

a situation Provides firsthand knowledge of

• 

negatively) situations cause others to reacttheir own actions in particularinvolved are unaware of (e.g., thatCan discover problems the people

• 

used correctly) walking device is being adjusted andbeing used properly (e.g., whether aCan determine whether products are

• 

verbalizing their points of view people who have difficultyCan produce information from

• 

observed Can affect the activity being

• Can be time consuming• Can be labor intensive 

66 youth preparedness: Implementing A Community-Based Program