AODA Grant Workshop by 4tmY3W

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									AODA Grant Workshop


    Student Services
 Prevention and Wellness
          Team
      September, 2011
              Presenters


                                Brenda Jennings
Ken Wagner




                 Steve Fernan




Joan Lerman                       Randy Thiel     2
               Contact Information
                       DPI CONSULTANTS

Joan Lerman         CESAs 2,5, 6, 8, 10, 12
608-266-2829 joan.lerman@dpi.wi.gov

Randy Thiel     CESAs 1,3,4,7,9, 11
608-266-9677 randall.thiel@dpi.wi.gov

Steve Fernan       steven.fernan@dpi.wi.gov

Brenda Jennings    brenda.jennings@dpi.wi.gov

Ken Wagner        kenneth.wagner@dpi.wi.gov

Student Services/Prevention and Wellness Team
                http://www.dpi.wi.gov/sspw/     3
Today’s Agenda


 Student Mini Grants
 AODA Program Grant
 Competition




                       4
Student Mini-Grant Competition

 Total funding available – approximately
  $125,000 (Alcohol and Traffic Safety)
 Mini grants applications are due to CESA
  or Milwaukee Public Schools by October 7,
  2011
 Mini grant notification expected by
  November 23, 2011
 Mini Grant link:
  http://dpi.wi.gov/sspw/miniprog.html        5
   2011-2013
AODA Grant Program
            Our Objectives
 Use data to make wise choices about
  strategies to be included in proposals that
  have a good chance of providing benefits
  for some time to come, e.g. training
 Help policy makers, colleagues, parents
  and students understand benefits of
  prevention and youth development
  programs
 Implement programs thoughtfully and
  evaluate/report on impact
 Align with 3-Tier Framework
                                                7
 AODA Program Grant Overview
An AODA Program under Chapter PI-32 of the
  Wisconsin Administrative Code may include the
  following action arenas:
    Policy
    Curriculum and Instruction
    Student programs
    Adult programs
    Integration of community resources/support
    AODA program coordinator
    Comprehensive school health programs


  *Note: this application is now to be aligned
   with the 3-Tier framework                     8
AODA Program Grant Materials
Overview

 Guidance   Document
 Fill-Enabled Application
Character limits, space limitation,
  bold/underline possible, no charts
 Reviewers Benchmarks


Available at:
www.dpi.wi.gov/sspw/aodaprog.html#aodagrant
                                          9
State AODA Application: section by
section review
   Application format
     Cover page/abstract – fill-enabled


     Narrative portion
        Sections to be addressed are stated in
         application
        8 pages maximum for single district
         applicants (very rigidly adhered to)
        10 pages maximum for consortium
         applicants (very rigidly adhered to)
        Local Plan - template
     Budget – fill-enabled                   10
           Maximum Awards
(MPS)     $40,000


(Large School districts) 3,000 ≥ students
  $20,000

(Small School Districts) 3,000 < students
  $10,000


Consortium $3,000 per member, with a cap of
  $20,000 per application
                                            11
Eligibility/Timelines
  Single districts or consortia can apply
  Range of awards by district size
  Due date to DPI: Friday, October 14,
   2011
  No faxes, no electronic files
  2-year funding cycle for 2011-2013*
  Award notification: On or about
   November 14, 2011
 *Two annual awards will be made with the
   funded amount in year 1 repeated in   12

   year 2
State AODA Application
  Review   Process
    State Superintendent’s AODA
     Advisory Council conducts external
     review and makes initial funding
     recommendations.
    Reviewer benchmarks are used to
     generate final rating that come from
     the external review as well as staff
     internal review.

                                            13
First Steps - Where Do I Start?

 Read  the application in its entirety
 Develop an understanding of
  benchmarks
 Bring together the right group of
  partners
 Begin assessing and analyzing local
  need

                                          14
Developing your proposal
         with the
3-Tier Framework in Mind

 Framework for looking at
 AODA Programming
  Using 3-tier framework to meet the ATODA
  needs of students
Tier 3/Targeted Interventions    1-5%            1-5%      Tier 3/Targeted Interventions
•Support for Student Re-entry/Transition (ex –                       •Individual students
treatment, expulsion, etc.)                                         •Assessment-based
                                                           •Intense, durable procedures
Tier 2/Selective Interventions        5-15%
•Screening
•Community Referrals                             5-15%     Tier 2/Selective Interventions
•Support/Training for Pupil Services Staff                      •Some students (at-risk)
•Small Groups/Cessation (ex. – Student                                   •High efficiency
Assistance Programs, etc.)                                               •Early detection
•Parent Education                                                       •Rapid response
•Peer Education/Advocacy/Leadership (ex. –                    •Small group interventions
SADD, FACT, Mediation, Drama troupe, etc.)                         •Some individualizing
Tier 1/Universal Interventions 80-90%             80-90% Tier 1/Universal Interventions
•School Policy (ex. – extra & co-curricular,                  •All settings, all students
code, locker searches, breath tests, etc.)                       •Preventive, proactive
•School Climate
•Curriculum/Instruction (ex. – Project
Northland, Life Skills, etc.)
                                                           Illinois PBIS Network, Revised May 15, 2008.
                                                           Adapted from “What is school-wide PBS?”
                                                           OSEP Technical Assistance Center on Positive
                                                           Behavioral Interventions and Supports.
                                                           Accessed at http://pbis.org/school-wide.htm
                           Assess
                           Needs




Evaluate/Report the                         Identify the
     Results                                 Problems
                         Family and
                        Community
                        Involvement

Implement Research-                        Set Goals and
  Based Program                             Objectives



                      Select a Research-
                       Based Program

                                                           17
Statement of Need
       An essential section (genesis of grant)
       Shows how you determined:
         Problems/populations targeted
         Activities to address problems


       Should define:
         Policies, curriculum and programs within the school
         Current student behavior and attitude data


       Describes the gap between identified need
        and present programs

       Supported by evidence                                   18
 Statement of Need
 Free DPI Tools

 Online YRBS
www.dpi.wi.gov/sspw/yrbsindx.html
 WINSS    School Climate Surveys
 www.dpi.wi.gov/sig/index.html
 AODA   Assessment Tool
www2.dpi.state.wi.us/SSPW_AODA_Assessment



                                            19
Collaboration
 Must show active involvement in the
  planning and implementation processes by
  district staff, families and
  community/agencies
 Integration with other prevention
  initiatives




                                         20
Measurable Objectives
  Must flow logically from the statement
   of need
  Process Objectives describe how the
   grant will be implemented
  Outcome objectives needed
     • They measure grant impact through
       changes in behavior, attitudes,
       perceptions, knowledge, skills.



                                            21
Outcome Objectives
   Outcome     Objectives answer:
    •   Who is your target population?
    •   How much change do you hope to
        see?
    •   What is your intended outcome?
    •   When will your objective be met or
        measured?
    •   By what will you measure your
        outcome?
                                             22
Objectives (Well Written)
 Think   SMART

   S=Specific - one action verb (e.g. list)
   M=Measurable - objective statistics
   A=Appropriate - from needs
    assessment
   R=Realistic - can be accomplished
   T=Time specific - completion date


                                               23
Measurable Objectives
 Incomplete  Outcome Objective:
 Students will learn about harmful
 effects of alcohol.

 Complete Outcome Objective:
 By June 30, 2013, students in Project
 Northland in grades 7-8 will show a
 20% increase in knowledge about the
 harmful effects of alcohol as evidenced
 by pre- and post-tests.
                                      24
Local Plan
Developing Your Program
   Restating each measurable
    objective with accompanying
    timeline of activities, dates and
    responsible persons

   Should be at least one activity
    for each objective

   Chart template provided             25
Sample Local Plan


Measurable Outcome Program Objective:
Measurable   Activities   Completion   Person
Objectives                Date         Responsible




                                                     26
Local Plan

   Research-Based Model Programs
  What     are they?
       Effective research-based, well-
        implemented school, family, and
        community programs
       Providing quality materials,
        training, and technical assistance
       Reviewed according to rigorous
        standards of research
                                             27
       Model Programs Websites
   Substance Abuse and Mental Health Services Administration's
    (SAMHSA) National Registry of Effective Programs and Practices
    (NREPP) http://nrepp.samhsa.gov/

   Center for the Study and Prevention of Violence-Blueprints for Violence
    Prevention http://www.colorado.edu/cspv/blueprints

   Collaborative for Academic, Social, and Emotional Learning
    http://www.casel.org/programs/selecting.php

   National Institute of Drug Abuse
    http://www.drugabuse.gov/pdf/prevention/RedBook.pdf

  U.S. Department of Education, Office of Safe and Drug-Free Schools
   (2002)
http://www.ed.gov/admins/lead/safety/exemplary01/exemplary
   01.pdf

                                                                      28
Local Plan

              Best Practices
 What    are they?
     Effective school, community, and
      family-focused strategies for altering
      individual choices toward drug abuse.

     Research-based prevention strategies
      that have positive outcome results in
      reducing risk factors or increasing
      protective factors for drug use or
      actual drug use initiation and use.      29
  Continuation Plan
Provide evidence of project
continuation beyond the grant
period
Evaluation Plan

     How will you determine if your
      project is a success?
     What systematic procedures will
      be used to determine
      completion of objectives?
     Must be tied directly to
      objectives
     Must include outcome data, not
      just opinions.
                                        31
            Challenges
    to Success in Grant Writing
 Failure to follow benchmarks
 Character limitations
 Not enough substance in the narrative
 Scope of the project does not fit the
  spirit of the funding, i.e. entirely on
  academics
 Funding an existing project with no
  expansion or modification
 Failure to work with a team of partners
 No Alignment to the 3-tier framework
                                            32
Questions?




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