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YOUTH PREPAREDNESS:
 Implementing A Community-Based Program
 

This document is a publication of The National Office of Citizen Corps 

FEMA Individual and Community Preparedness Division 
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ACKNOWLEDGEMENTS 

FEMA’s Individual and Community Preparedness Division places tremendous value in the 

relationships cultivated with its 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 all hazards. 
TABLE OF CONTENTS 

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

2. Getting Started ...................................................................................................3
 

3. Engaging Partners ...........................................................................................12
 

4. Identifying Your Curriculum............................................................................16
 

5. Implementing Your Program............................................................................23
 

6. Promoting Your Program .................................................................................24
 

7. Evaluating Your Program.................................................................................32
 

8. Sustaining Your Program .................................................................................41
 

9. Resources.........................................................................................................47
 

10. Appendices.......................................................................................................48
 

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1. INTRODUCTION 

1.1 Why Youth Preparedness? 

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

their best to quickly respond to emergencies, it could 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 our population 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 is an involved effort, but there are 

many resources available that can help your organization implement one. 

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’ve 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. 

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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 an active member 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 little funding and personnel. This guide 

will show you how you can circumvent limited resources. 

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, making family preparedness a priority. 

•		 Community cohesion – Working with business, 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 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. 

1.5 Purpose of This Guide 

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

begin implementing effective youth preparedness programs. The main purpose of this guide is to: 

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

2. 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. 

3. Provide information about existing resources so organizations do not have to start from scratch. 

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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 citizens 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 

risk. This may help you decide what to include in your program. 

Disasters or hazards may include: 

• Flood • Winter storm 

• Fire • Terrorism 

• 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 

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

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. 

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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. 

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 

organizations such as your local American Red Cross chapter, the fire and rescue department, the 

police department, and community response teams are implementing. 

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. 

2.3 Create a Vision 

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

different than a mission statement? Simply put, a mission statement tells what your program 

does, and a vision is what the future looks like because you complete the mission successfully. 

Always Ready Kids (ARK) Mission Statement: 

The ultimate goal of ARK is to catalyze a shift in our culture’s approach 

to disasters from reactive to proactive. 

http://www.alwaysreadykids.org/ 4 
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. 

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. Or 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, and you will likely have a greater amount of 

resources and capacity needed 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 type 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, promotional materials, etc.)? 

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 

troups, etc.) and delivery methods. 

Keisha Husbands 

Ready New York Outreach Coordinator 

www.nyc.gov/html/oem/html/get_prepared/ready.shtml 

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3. Where will you train the instructors? 

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

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 (will you need translation services?), etc.) 

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. This could 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 through 

this very important step. 

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 start-up 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.americorps.gov/about/programs/vista.asp to learn more and apply to become a VISTA sponsor. 

Connect also with your local Citizen Corps Council. It may be able to provide assistance and put 

you in touch with people who are interested in becoming a part of your program. Visit 

http://www.citizencorps.gov/ to find your local council. You may also find a comprehensive 

youth clearinghouse of resources on this website. 

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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 you can use. Download the 

Catalogue of Youth Disaster Preparedness Education Resources here: http://www.citizencorps. 

gov/ready/kids.shtm to get a list of programs that may be willing to share materials with you. In 

addition, be on the lookout for youth resources that will soon be available on the Citizen Corps 

website at www.citizencorps.gov. 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. 

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, except Operation Stonegarden, to include specific 

funding activities associated with school preparedness and planning efforts and programs for 

youth education and participation. 

local government 

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

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

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

private sector 

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

support or in-kind donations to your program. 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) Not-for-Profit Status 

Some youth preparedness programs have established themselves as not-for-profit organizations, or 

501c(3) organizations. Programs with 501c(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 http://www.irs.gov/charities/charitable/ for more information on the steps 

required to become a 501c(3) organization. 

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WORKSHEET: GETTING STARTED 

STEP 1: Assess Community Needs and Risks 

What risks are specific to your community? 

Does the 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? 

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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-terms goals? 

What are your short-term goals? 

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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? 

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Will you apply for 501c(3) not-for-profit status? 

3. ENGAGING PARTNERS 

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. Many partners may 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 could help with a module 

on pet preparation during an emergency, 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. 

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If you’re unsure of important partners, your local Citizen Corps Council can help you make 

connections. Find more information at www.citizencorps.gov. 

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, etc.). 

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 memorandums or agreements of understanding 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. 

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PARTNERSHIP CHECKLIST 

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 

Not-for-Profit Organizations ___Civic and service organizations 

___Community groups (e.g., Rotary, 

Kiwanis, Jaycees) 

___Other: 

Public Interest Groups ___The American Red Cross chapters 

___Neighborhood Watch groups 

___American Association of Retired 

Persons 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 Agencies ___Local authorities 

___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 elderly-care

 providers 

___Other: 

Adapted from: Citizen Corps, Community Emergency and Response Team (CERT) 

http://www.citizencorps.gov/cert/start-1-3c.shtm 14 
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4. IDENTIFYING YOUR CURRICULUM
 

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 can and 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. 

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. 

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grade 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. 

Challenges to Consider: 

Because their schedules tend to involve more after school work and extra-curricular 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. 

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 

www.chasing4life.org 

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 Citizen Corps’ Catalogue of Youth Disaster 

Preparedness Education Resources (http://www.citizencorps.gov/ready/kids.shtm) to find 

relevant topic areas. 

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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 

Topics may include but are not limited to: 

- Natural Disasters - Knowing whom to trust in an emergency 

- Floods - First Aid and CPR 

- Tornados - Medical triage 

- Hurricanes - Fire safety 

- Thunderstorms - Water safety 

- Winter storms - Poison safety 

- Heat waves - Internet safety 

- Disease prevention - Leadership 

- Family preparedness - Search and rescue 

- Pets in disasters - Terrorism 

- Home evacuation plan - School violence prevention 

- Emergency kits - Community service / volunteerism 

- Emergency personnel 

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.fema.gov/areyouready) or the American Red Cross’s 

Preparedness Fast Facts (http://www.redcross.org). 

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 for 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. 

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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. 

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 

CitizenCorps.gov. 

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

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 informationpacked 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, 

American Red Cross AmeriCorps member, Central West Virginia Chapter 

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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 each session fits within a typical class period. 

•		 Align the curriculum with state standards of learning if your program is school-based. 

Work with educators or your state’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 teacher schedules and the school day and calendar. For example, break up 

lengthy modules and offer multiple sessions. 

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 disabilities, and for general information on 

accessibility guidelines, please refer to the Section 504 of the US Rehabilitation Act Programs and 

Activities Accessibility Handbook (http://www.fcc.gov/cgb/dro/504/504_handbook.pdf). 

For guidance on creating Section 508 of the US Rehabilitation Act compliant online materials, refer to the 

Electronic and Information Technology Accessibility Standards (http://www.access-board.gov/sec508/ 

standards.htm). 

For further information on emergency management and compliance with the Americans with 

Disabilities Act, review the Citizen Corps Community Preparedness Webinar, a product of the 

Community Preparedness webinar series (http://www.citizencorps.gov/news/webcasts.shtm). 

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, 

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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-thetrainer 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. 

CHECKLIST – ADAPTING MATERIALS 

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 standards of learning? 

____ Are there a variety of activities that engage children? 

____ Are the activities and exercises adapted so that children with functional 

needs can participate? 

Next steps: 

21 
22
 
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: 

• Locations of each session 

• Audiences 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 any costs that may 

be involved during this step. 

5.3 Present the Program 

You’re now ready to present the program! 

23 
6. PROMOTING YOUR PROGRAM 

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. 

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? 

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 

More than likely, it’s all of the above. 

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, etc.)? 

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? 

24 
•		 What are their “hot spots”— points that will either encourage them or discourage 

them from providing support? 

•		 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 than 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, the best way to promote your 

program is to have a good, successful program. 

6.5 Identify message outlets 

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

about where your audience gets their 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. 

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://www.txssc.txstate.edu/K12/
 

25 
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. 

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 to 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 statement 

•		 Benefits of program 

•		 Contact information 

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

26 
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. 

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 never 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 feed, 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. 

6.6.5 E-mail Campaigns 

E-mail 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 e-mail newsletter that is sent on a regular basis. 

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

27 
•		 Send e-mails on a regular basis (weekly, monthly, etc.) to keep your audience informed. 

•		 Don’t send too many e-mails. Some users unsubscribe from e-mail lists simply because 

they feel they receive too many from a particular organization. 

•		 Use social media or your blog for quick updates, and save e-mails for longer updates 

or announcements. 

•		 Consider asking a guest author such as a school principal to write an e-mail to 

other participants. 

•		 As your list grows, consider using an e-mail 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 e-mails are eye-catching 

– List storage - you don’t have to worry about losing your e-mail lists if 

your computer crashes 

6.6.6 Print Materials 

If you go to a lot of 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. 28 
 

 

______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

 

•		 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, etc.)? 

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

organization if they need more information. 

CHECKLIST – PROMOTIONAL ACTIVITIES AND MATERIALS 

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 

Others __________________ 

____ E-mail campaigns 

____ Print materials 

Which types?

 Brochure

 Flyer

 Newsletter

 Poster 

Others __________________ 

____ Press releases 

29 

Next 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 messages? 

• 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. 

30 
31
 
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 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 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. 

Program evaluation is critical to assess what the participants gained – knowledge, 

skills, changed attitudes—both 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://www.txssc.txstate.edu/K12/
 

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 to increase the knowledge and encourage behaviors or you may 

want to foster 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). 

32 
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 post-workshop quizzes. You 

may also need to conduct additional research like interviews, focus groups, or observations to get 

the data you need. 

7.2.1 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 subjects of the evaluation can and should include students, 

parents, teachers or instructors, as well as program managers and any others involved in 

administering or approving the implementation of the program. 

The strategy should target sites and participants that represent the programs’ 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 needs 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. 

33 
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 below 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. 

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) 

- Details that program 

developers may have 

overlooked about materials, 

strategies, or ways of 

distributing information (e.g., 

difficulties in getting the 

program into schools) 

- During the 

development of a 

new program 

- When an existing 

program: 

• Is being modified 

• Has problems 

with no obvious 

solutions 

• Is being used in a 

new setting, with 

a new population, 

or to target a 

new problem or 

behavior 

- 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 
Evaluation 

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

Process - How well a program is 

working: 

• Effectiveness of promotion 

and outreach strategies 

• Resources needed to 

administer and promote the 

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 number 

of youth participants and 

implementation sites and 

qualitative methods such 

as in-depth interviews 

with instructors to assess 

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 

the usefulness of program 

materials 

Impact - The degree to which a program 

is meeting its intermediate 

goals (e.g., the increase 

of youth’s knowledge 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 

at 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 

35 
 

 

Evaluation 

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

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 

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, and observations. 

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 

36 
 

 

 

 

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 the discussion of 

the daily administration of the program, outreach strategies, input into barriers and strategies to 

program implementation, and recommendations for the future. 

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 follow-up 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 could 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) 

37 
•		 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 

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, administration practices, implementation 

strategies, and promotion 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 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. 

38 
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. 

EVALUATION CHECKLIST 

____ 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 the types of evaluation you will conduct 

___Formative
 

___Process 

___Impact
 

___Outcome 

____ Conduct research 

____ Analyze results 

____ Use evaluation findings 

39 
40
 
8. SUSTAINING YOUR PROGRAM
 

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

program running, you have to have 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 the partners you’ve already established 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 benefits to the community. You may want to issue the press release after you’ve 

experienced success with the program. 

• Refer to the ENGAGING PARTNERS chapter for tips on engaging and sustaining partners. 

8.3 Establish a Working Group 

Establishing a community-level working group can create buy-in and give 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 strengths 

of each partner. 

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 

www.BeMorePrepared.org 

41 
8.4 Gain Exposure 

Use promotional techniques listed in the PROMOTING PROGRAM chapter to gain as much 

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

are to support it. The 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 the GETTING STARTED chapter 

for ideas on how to find funding. 

Once your program has been running for a while, you have an opportunity to promote your 

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 or content may get outdated. Periodically 

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

42 
______________________________________________________________________________ 

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______________________________________________________________________________ 

CREATING A SUSTAINABILITY PLAN: WORKSHEET
	

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? 

CHALLENGES 

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

43 
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______________________________________________________________________________ 

______________________________________________________________________________ 

______________________________________________________________________________ 

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? 

potential: 

What sources could provide additional funding? 

What is your plan to secure this funding? 

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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? 

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9. RESOURCES 

Websites 

• Citizen Corps (http://citizencorps.gov/) 

• READY.gov (http://www.ready.gov/) 

• Readiness and Emergency Management for Schools (http://rems.ed.gov

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

Contact Information 

The National Office of Citizen Corps – 

FEMA Individual and Community Preparedness Division 

Techworld Building 

800 K. Street NW 

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

citizencorps@dhs.gov 

Quotes and programs highlighted in this guide are used with permission and are not endorsed 

exclusively by FEMA. 

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10. APPENDICES 

Appendix A: Comprehensive Worksheets / Checklists 

GETTING STARTED 

STEP 1: Assess Community Needs and Risks 

What risks are specific to your community? 

Does the 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? 

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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-terms goals? 

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What are your short-term goals? 

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? 
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Will you apply for 501c(3) not-for-profit status? 

ENGAGING PARTNERS 

STEP 1: Assess the Situation 

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

funding, etc.) 

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 the next page 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 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. 

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PARTNERSHIP CHECKLIST 

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 

Not-for-Profit Organizations ___Civic and service organizations 

___Community groups (e.g., Rotary, 

Kiwanis, Jaycees) 

___Other: 

Public Interest Groups ___The American Red Cross chapters 

___Neighborhood Watch groups 

___American Association of Retired 

Persons 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 Agencies ___Local authorities 

___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 elderly-care

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___Other: 

Adapted from: Citizen Corps, Community Emergency and Response Team (CERT) 

53 http://www.citizencorps.gov/cert/start-1-3c.shtm 
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IDENTIFY YOUR CURRICULUM 

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 administrations and educators to get the program into their schools. 

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STEP 6: Adapt Materials 

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

and positive messaging. 

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 

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? 

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How can the local media help? 

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, etc.) 

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 their 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. 

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STEP 6: Identify Materials and Activities 

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

____ Conferences and Events ____ E-mail campaigns
 

Event 1: 

Event 2: ____ Print materials 

Event 3: Which types?

 Brochure

____ Website Flyer

 Existing website Newsletter

 New website Poster 

Others __________________ 

____ Blog 

____ Press releases 

____ Social Media 

Which social media tools? 

Twitter 

Facebook

 LinkedIn 

Others __________________
 

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 your plan. 

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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. 

EVALUATING YOUR PROGRAM 

____ 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 the types of evaluation you will conduct 

___Formative
 

___Process 

___Impact
 

___Outcome 

____ Conduct research 

____ Analyze results 

____ Use evaluation findings 

SUSTAINING YOUR PROGRAM 

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

sustainability efforts and strengthen partner commitment. 

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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? 

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? 

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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? 

potential: 

What sources could provide additional funding? 

What is your plan to secure this funding? 

MANAGEMENT 

How is the program currently staffed and managed? 

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EVALUATION 

How will you evaluate your program and show the results? 

How will you use the results? 

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APPENDIx B : QUALITATIVE EVALUATION METHODS
	

Type Purpose Number of People to Interview/Events 

to Observe 

Personal Interviews - To have individual, open-ended The larger and more diverse the target 

discussion on a range of issues population, the more people must be 

- To obtain in-depth information interviewed 

from individuals about their 

perceptions and concerns 

Focus Groups - To have an open-ended group 4 to 8 participants per group 

discussion on a range of issues 

- To obtain in-depth information 

about perceptions and concerns 

from a group 

Participant Observation To see firsthand how an activity The number of events to observe depends on the 

operates. purpose. To evaluate people’s behavior during a 

meeting may require observing only one event 

(meeting). However, to see if grab bars are 

installed correctly may require observing many 

events (installations). 

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Resources Required Advantages Disadvantages 

- Trained interviewers 

- Written guidelines for interviewer 

- Recording equipment 

- A transcriber 

- A private location 

- Can be used to discuss sensitive 

subjects that the interviewee 

may be reluctant to discuss in 

a group 

- Can probe individual 

experience in depth 

- Can be done by telephone 

- Time consuming to conduct 

interviews and analyze data 

- Transcription can be time-consuming 

and expensive 

- One-on-one interviews can lead 

participants to bias their answers 

toward “socially acceptable” 

responses 

- Trained moderator(s) 

- Appropriate meeting room 

- Audio and/or visual recording 

equipment 

- Can interview many people at 

once 

- Response from one group 

member can stimulate ideas of 

another 

- Individual responses can be 

influenced by group 

- Transcription can be expensive 

- Participants choose to attend and 

may not be representative of target 

population 

- Because of group pressure, 

participants may give “socially 

acceptable” responses 

- Focus groups are harder to 

coordinate than individual interviews 

Trained observers - Provides firsthand knowledge 

of a situation 

- Can discover problems the 

people involved are unaware 

of (e.g., that their own actions 

in particular situations cause 

others to react negatively) 

- Can determine whether 

products are being used 

properly (e.g., whether a 

walking device is being 

adjusted and used correctly) 

- Can produce information from 

people who have difficulty 

verbalizing their points of view 

- Can affect the activity being 

observed 

- Can be time consuming 

- Can be labor intensive 

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