Getting Ready For HR1
Prepared for: California Department of
Alcohol and Drug Programs
Prepared by: EMT Group, Inc. and Consultants
391 South Lexington Drive, Suite 110Folsom, CA 95630
Meeting Purpose
Review HR-1 and its implication for California AOD administrators Present information to assist
counties in meeting HR-1 requirements Importance and need to collaborate Use of data to frame/inform
planning process Selecting programs/approaches
meeting science-based criteria Evaluation of the process
Discuss resources to assist counties in HR-1 planning efforts
Step 2GETTING THE DATA
Introduction – The importance of Data in HR-1 needs assessment planning
Frameworks for Data Collection
Data Taxonomy Data Examples Assessing and prioritizing
data/information
HR-1 Needs Assessment Definition Section 4115. A Authorized activities states programs
on activities developed under HR-1 must:
a) Be based on an assessment of objective data regarding the incidence of violence and illegal drug use in the elementary schools and secondary schools and communities to be served, including an objective analysis of the current conditions and consequences regarding violence and illegal drug use, including delinquency and serious discipline problems, among students who attend such schools (including private school students who participate in the drug and violence prevention program) that is based on ongoing local assessment or evaluation activities;
b) Be based on an analysis of the data reasonably available at the time, of the prevalence of risk factors, including high or increasing rates of reported cases of child abuse and domestic violence; protective factors, buffers, assets; or other variables in schools and communities in the State identified through scientifically based research;
Which means:
Implication of HR-1’s Definition Must document extent and type of
problems related to violence and AOD use in schools/communities
Must document assets, resources, protective factors present in schools/community
(Implied) Should result in an analysis identifying the extent of unmet needs or unidentified resources (gap analysis) in schools/community.
Must include violence and illegal drug use data
(Implied) Should result in the selection of programs services that (1) address the problems and resource issues and (2) result in “safe and drug-free learning environment that supports academic achievement.”
Frameworks for Data Collection
Risk and Protective Individual vs. Community Direct vs. Indirect (Proxy) Supply, Use, Consequence
Community Taxonomy- A Perspective on Data
Collection
Control of availability (ease and access)
Management of Consumption (settings and circumstances)
Management of Problematic Consumption (health and safety)
Creation of Responses (Resources, Policies, Programs)
Community Taxonomy of AOD Primary Prevention Data For County ADP’s Serving California Youth
Category Type Data Sources
Availability data (supply) Peers
Family
Friends’ homes
Neighborhood
Parties, social occasions
Retail alcohol outlets/Malls
Schools
Recreation facilities
Parks, other public places
Public events
ABC/PD decoy ops
Consumption data (AOD use
Youth AOD consumption – Q/F reports
Self-reports of problem experiences
Self-reports of settings, circumstances (includes “hot spots”
CHKS?
Consequences data (AOD harm, damage)
AOD-related diseases
AOD-related trauma
AOD treatment
Social Services
AOD-related police problems
DUI
County Indicator Data
County Health
ER, EMT
CADDS
County DSS, CWS
UCR, ASIPS
CHP, POLD
EMT/DADP
Response data (Community action to reduce all of the above)
Policies, Programs, and Initiatives
Operations reports, Participation logs, and Evaluation findings
Types of DataPRIMARY SOURCES
• Individuals- Surveys- Focus Groups- Interviews- Observations of problematic behaviors
1) Community2) Direct observation of environmental risk
conditions
ISSUES: Generally expensive, methodological issues, training
SECONDARY SOURCES• Archival- Social indicator data• Programs- Numbers served, activities• Historical- Newspapers- Evaluation/Needs assessment reportsISSUES: Lagging indicators, cooperation
of programs, time to identify and analyze
Data Examples
Examples of School Level Indicators Indicator Data Source
Violence Indicators
Drug/Alcohol Offenses CA Department of Education, California Safe Schools Assessment (CSSA); http://www.cde.ca.gov
Battery CA Department of Education, California Safe Schools Assessment (CSSA); http://www.cde.ca.gov
Assault CA Department of Education, California Safe Schools Assessment (CSSA); http://www.cde.ca.gov
Homicide CA Department of Education, California Safe Schools Assessment (CSSA); http://www.cde.ca.gov
Robbery/Extortion CA Department of Education, California Safe Schools Assessment (CSSA); http://www.cde.ca.gov
Sex Offences CA Department of Education, California Safe Schools Assessment (CSSA); http://www.cde.ca.gov
Possession of a Weapon CA Department of Education, California Safe Schools Assessment (CSSA); http://www.cde.ca.gov
Property Crimes CA Department of Education, California Safe Schools Assessment (CSSA); http://www.cde.ca.gov
Dollar loss to District CA Department of Education, California Safe Schools Assessment (CSSA); http://www.cde.ca.gov
School Violence Incidents Healthy Kids Survey (Self Report Data) Data is housed at the district level.
School Harassment Incidents Healthy Kids Survey (Self Report Data) Data is housed at the district level.
Substance Abuse Indicators
Drug/Alcohol Offenses CA Department of Education, California Safe Schools Assessment (CSSA); http://www.cde.ca.gov
Lifetime Prevalence ATOD Use Healthy Kids Survey (Self Report Data) Data is housed at the district level.
30 Day ATOD Use Healthy Kids Survey (Self Report Data). Data is housed at the district level.
30 Day ATOD Use (On School Property)
Healthy Kids Survey (Self Report Data). Data is housed at the district level.
ATOD Use Perception of Harm Healthy Kids Survey (Self Report Data). Data is housed at the district level.
ATOD Availability Healthy Kids Survey (Self Report Data). Data is housed at the district level.
ATOD Peer Use Healthy Kids Survey (Self Report Data). Data is housed at the district level.
Data ExamplesExamples of School level indicators
(cont’d)
Additional Risk Indicators
Academic Performance Index CA Department of Education, California Basic Education Demographics (CBEDS); http://www.cde.ca.gov
Dropout/Graduation Rates CA Department of Education, California Basic Education Demographics (CBEDS); http://www.cde.ca.gov
Free/Reduced Lunch Rates CA Department of Education, California Basic Education Demographics (CBEDS); http://www.cde.ca.gov
Calworks/AFDC Enrollment CA Department of Education, California Basic Education Demographics (CBEDS); http://www.cde.ca.gov
Absences Collected and housed at the district and/or school level
Suspensions Collected and housed at the district and/or school level
Expulsions Collected and housed at the district and/or school level
Data ExamplesExamples of County Level Indicators
Indicator Data Source
Community Domain
Unemployment Rates CA Health and Welfare Agency, Employment Development Department Labor Market Information Division; http://www.cahwnet.gov
Reported Crimes CA Department of Justice, Criminal Justice Statistics Center; http://caag.state.ca.us/cjsc
Retail Liquor Licenses CA Alcohol Beverage Control; http://www.abc.ca.gov
Adult Arrests for Alcohol Related Offenses CA Department of Justice, Criminal Justice Statistics Center; http://caag.state.ca.us/cjsc
Deaths due to Alcohol and Other Drug Use CA Health and Human Services Agency, CA Department of Alcohol and Drug Programs; http://www.cahwnet.gov
Family Domain
AFDC CA Health and Welfare Agency, Department of Social Services, Statistical Services Bureau; http:www.cahwnet.gov
Domestic Violence Calls for Assistance CA Department of Justice, Criminal Justice Statistics Center; http://caag.state.ca.us/cjsc
Children in Foster Care CA Health and Welfare Agency, Department of Social Services, Statistical Services Bureau; http:www.cahwnet.gov
Individual
Treatment Admissions under 18 CA Health and Human Services Agency, CA Department of Alcohol and Drug Programs; http://www.cahwnet.gov
Juvenile Arrests for Alcohol and other drug related offenses
CA Department of Justice, Criminal Justice Statistics Center; http://caag.state.ca.us/cjsc
Reported Runaways CA Department of Justice, Law Enforcement Information Center: http://caag.state.ca.us/cjsc
Teen Births CA Health and Human Services Agency, CA Department of Alcohol and Drug Programs; http://www.cahwnet.gov
Juvenile Law Enforcement Dispositions CA Department of Justice, Law Enforcement Information Center: http://caag.state.ca.us/cjsc
Adolescent Suicide CA Health and Human Services Agency, CA Department of Alcohol and Drug Programs; http://www.cahwnet.gov
Factors to Considerin Selecting Data to be Collected
AccessAvailabilityAppropriatenessCost/ease of collectionData qualityRange/exhaustivenessTimeliness
Format Context
Data Analysis Issues
1. Build the Case
Multiple Perspectives on single measures:
Example: AOD Adolescent Use
Sources:
School Surveys
Interviews
-Individual Youth
-Group
Law Enforcement Statistics
Health Statistics
Treatment Information
2. Analyze the Data• Change in Trend Patterns-what’s happening
• Profile the Data-are there specific populations more at risk
• What’s Amenable to Change
3. Select the appropriate outcome of concern
4. Identify potential benchmarks of success
Summary
Reviewed Reasons for HR- Needs Assessment
Discussed ways to frame data collection efforts.
Key:- AOD and Violence in
schools and communities Reviewed Type of Data
Collection Activities – Primary and Secondary
Identified Examples of data sources
Examined issues concerning selection and analysis of data
Step 6Putting It All TogetherReview the Five Steps Getting Partners Getting the Data Developing a Plan Selecting the Prevention
Approach Determining the Evaluation
Access to Resources
Preparing the Proposal
FindingsNational Study on SDFSCA Implementation* Difficulty in in developing measurable
goals and objectives Difficulty in selecting appropriate prevention activity
58% considered research findings 49% needed additional training/TA in
models 9% implemented research-based
prevention activities Difficulty in monitoring outcomes
Little emphasis on quality of data (ex. Cal LAO report)
Most surveys that were done (61% of all schools) used unscientific methods
Use of external data/evaluations to adapt or model new prevention practices
*Source: Progress in Prevention: Report on the National Study of Local Education Agency (LEA) Activities under the Safe and Drug-Free Schools and Communities Act DFSGA
Getting Partners
Identify local partners Collaboration with local
partners Establish procedures to
ensure viability of the collaboration
Develop workplan for collaboration
Getting Data
Identify approach to data collection (e.g., risk, assets, by domain) Extent of data collection
Number of indicators Time period under
consideration Sources, ease, cost, access
Analysis Select specific outcomes
Develop a Plan
Clear outcomes identified For overall HR-1 Plan For selected approaches
Identify target population List resources needed for implementation Develop logic model Prepare written plan with timelines, responsible parties,
decision points, and data collection
Prevention Approaches
Selection based on: Problems / Assets Target population (gender, age, ethnicity) Desired outcomes Resources Costs
AND
Proven effectiveness
Develop an Evaluation Plan
Identify questions / issues Who needs to know, what
Data Source Where do we go for the information
Data Collection How do we collect the information
Data Analysis How do we analyze the data
Report When do we need to report the results