Feasibility Tool Instructions

Topic No. 6 DESIGNING AND IMPLEMENTING PROGRAMS BASED ON RESEARCH       What is Research-Based? Advantages of Research-Based Prevention Replication vs. Adaptation Program Selection Tool Feasibility Tool Instructions Feasibility Tool Designing and Implementing Prevention Programs Based on Research What is Research-Based? At the national level there has been much discussion about what constitutes a research-based prevention program. Research-based refers to a process by which experts use commonly agreed upon criteria for rating research interventions and come to a consensus that evaluation findings are credible and can be substantiated.1 For the purposes of this guide and for program design, the easiest way to think about research-based prevention is to think of a program that meets the following three criteria: 1. The program is guided by theory. The program should build on a set of concepts that describe, explain, predict, or control behavior.2 When reviewing programs, look for ones that are based on established theories accepted by the field and that provide a logical explanation of why the program would work. 2. The program is validated or supported by researchers in the field. Review the evaluation and research literature to determine which programs produce desired changes (e.g., reduce alcohol consumption) in the target population (e.g., among adolescents ages 15 to 17). While thousands of program evaluations are produced each year, you can place the greatest confidence in the results of evaluation articles in peer-reviewed or refereed journals. Before a program evaluation can be published in a peer-reviewed journal, it must be submitted to other researchers who must approve of or validate the research upon which the study is based. Journals usually indicate whether they are peer-reviewed or refereed on the title page or in the instructions to authors. 2 Designing and Implementing Prevention Programs Based on Research 3. The program has been rigorously evaluated. One of the most rigorous evaluation designs is an experimental one, comparing treatment and control groups and including random assignment (students or classes are assigned to be part of the research on a random basis rather than according to any individual attributes or qualities). In the absence of an experimental design, the study should have a demonstrated positive effect at multiple sites or use a strong quasi-experimental design (comparison between treatment and control groups that have not been randomly assigned) that ideally has been replicated in more than one study. You would want to see no significant negative effects. The prevention field is currently working to identify programs that meet various sets of criteria for research-based prevention. A prevention activity is judged to be effective if ―good‖ research—research that has been shown to rigorous according to a set of carefully defined criteria—demonstrates that the activity is effective. Research should show, for example, that the activity produces the expected positive results and that these results can be attributed to the activity or program rather than to extraneous factors. Advantages of Research-Based Prevention Applying research-based prevention offers several advantages, including:    Maximizing the chances of achieving desired outcomes Minimizing the risk of negative unintended consequences Preventing the continued application of ineffective prevention programs and strategies  It is important to note that national organizations differ in their opinions as to what constitutes ―rigorous‖ evaluation or what criteria or standards a specific program must meet in order to qualify as ―effective,‖ ―promising,‖ or ―model.‖ 3 Designing and Implementing Prevention Programs Based on Research  Countering the application of unproven prevention programs and strategies. Applying research-based prevention also allows you to more efficiently apply or adapt proven prevention programs and strategies and lends itself to efficient application of existing evaluation procedures and instruments. To find out more about effective school-based prevention programs you can contact local and state SDFS coordinators, regional Centers for the Application of Prevention Technologies (CAPTs), regional Comprehensive Assistance Centers; read descriptions of effective schoolbased approaches in related documents; contact program spokespeople; or conduct a literature search. There are also a number of reviews of the prevention literature that we list in Topic No. 3 of this guide. You may want to consult these documents for more details on the kinds of strategies that have been proven effective for reducing, preventing, or eliminating substance use and violence among youth. Also refer to Additional Resources for summaries of prevention programs federal agencies and other national organizations describe as promising. 4 Designing and Implementing Prevention Programs Based on Research Replication vs. Adaptation When looking to implement an effective prevention program in your community, your priority should be to replicate with fidelity a research-based program that has been proven effective through rigorous evaluation. (See Figure 6.1 for more information on program replication.) While replication provides many advantages, you should also be aware that there are some challenges you should consider. These include the following:  The program you select may have been designed, implemented, and evaluated with populations and in settings different than your own. The program may not meet the needs you have identified as priorities for the population you serve. The program, if composed of multiple strategies, may have some strategies that work better than others for achieving desired outcomes. The program may be too expensive to implement as intended.     For purposes of the coordinator initiative, fidelity of implementation or replication with fidelity means implementing a given program in the same manner as the program was implemented when it was proven to be effective in preventing or reducing drug use, or violent behavior, or both, inclusive of all components of the program or strategy that the developer and evaluator consider to be key, unique, and necessary features. See Figure 6.1. 5 Designing and Implementing Prevention Programs Based on Research Figure 6.1 A Word on Replication You may choose to replicate program(s) that addresses objectives you have set, rather than design your own program. If you choose to replicate an effective or promising program, remember that there is no guarantee of effectiveness unless the program retains the core elements of the original research-based intervention. NIDA3 defines these core elements as the program’s basic structure, content, and delivery. Examples of core elements include: Structure: How the program is organized and constructed—e.g., the necessary number of sessions and boosters; critical age or description of the target audience (middle school students; parents); the setting in which the program is offered. Content: The most important informational and/or educational components of the program—e.g., inclusion of social problem-solving skills in curricula; inclusion of family communications training in family programs; inclusion of policies that set and reinforce norms for behavior that are inconsistent with substance use and violence; inclusion of media messages that appeal to the motives of young people for using alcohol, tobacco, or other drugs; inclusion of policies that control environments around schools and other areas where youth congregate. Delivery: How the program is given to and received by the audience—e.g., are teachers well-trained to deliver a skills-based curriculum, with monitoring and assistance provided to maintain fidelity to the program’s core elements? Do early intervention programs use the best approaches to recruit families at risk? Are community members involved in the design and implementation of media messages and new rules and regulations? Do political leaders support the program effort? Are the responsibilities for those who implement the program clearly defined? 6 Designing and Implementing Prevention Programs Based on Research When selecting a research-based program, it is important to ask the following key questions:   Are the resources required by the school-based prevention program(s) appropriate to my needs and goals? What organizational resources do I have available to implement a school-based prevention program appropriate to my needs and goals? If you cannot find a packaged, research-based program that matches your specific population issues or available resources, then consider choosing another issue (i.e., focusing on something else) or increasing the school’s organizational capacity to implement the program. When there is a less than perfect fit between program requirements and your organization’s capacity to meet those requirements, you should consider building your capacity rather than modifying the program. For example, if the program consists of 20 sessions and it appears that your current financial resources will only support 15 sessions, it is preferable to seek additional resources rather than reduce the number of program sessions. However, should you feel strongly about targeting a specific issue and not have the available resources to implement a given research-based program, you may want to consider the following options:  Adapt a program that your funder has identified as effective or promising. (Remember, there is no guarantee of effectiveness unless the program retains the core elements of the original research-based intervention.) Develop a new program.   If you are going to develop a new program using ED Safe and Drug-Free Schools Program funding, you have two years to demonstrate its effectiveness. 7 Designing and Implementing Prevention Programs Based on Research Figure 6.2 Replication vs. Adaptation Advantages Disadvantages Replication Program requirements clearly defined Implementation guidelines may be clearly defined Program may have been designed for different populations and settings Programs may not meet the needs you have identified as priorities for your population Program may be too expensive to implement Adaptation May more accurately meet the needs of your particular audience May be more feasible to implement based on your assessment The likelihood of achieving the same outcomes as the original program are diminished You can sometimes create a program that better meets the needs and draws on the assets of the young people you serve (see Figure 6.3) if you adapt existing programs or develop new ones using different strategies or components as the building blocks of program design (e.g., family-based skills training, mentoring, grouping students into smaller units or ―houses‖). When you base your program on a strategy or a combination of strategies proven effective through rigorous evaluation, you increase the likelihood that your own program will be effective in reducing substance abuse. However, there are no guarantees; indeed, you assume greater risk when adapting a program or designing your own program than you would in replicating another. (See Figure 6.2 for an outline of the advantages and disadvantages of replication vs. adaptation.) So how do you increase the likelihood that your program will succeed if you adapt it? 8 Designing and Implementing Prevention Programs Based on Research Figure 6.3 Meeting the Needs of Diverse Students Perhaps the most important element to consider in adapting programs is meeting the needs of diverse student populations. When examining the literature on effective prevention programming, pay special attention to the populations with which these strategies were tested. Ask, ―How are the students described in the intervention similar to the ones with whom I work? How are they different? How can I adapt this program or strategy to meet the needs of the my students?‖ Many of these questions are probably best answered by tailoring your assessment to address issues of diversity as well as drawing on the expertise of diverse groups in your community. Other critical questions to consider in addressing a program’s sensitivity to diversity include the following:4  Are the students (their ethnicity, sex, age, sexual orientation, physical abilities, economic condition, geographic setting, values) reflected in the materials? Are the language and the reading level of materials appropriate for students, parents, and other community members? Are any issues raised by the program that are not in keeping with community norms and policies? What can be added or changed to make the program more appropriate for the diverse needs of students, parents, school personnel, and community members?    The ultimate goal of program adaptation is creating a program that respects and responds to the needs of all members of the target population. 9 Designing and Implementing Prevention Programs Based on Research Fortunately, researchers at the national level have been successful in distilling effective strategies and best practices for program implementation from the multiple programs that focus on preventing and reducing substance use and related risky behaviors. These strategies are described in greater detail in Section I of this guide. It is important that you view these strategies and best practices like the many works from which they were derived, as works-in-progress; that is, the strategies and best practices we describe in Topic 3 represent only what is known about what works. There are many strategies and combinations of strategies that remain untested (i.e., either they have not been evaluated or the evaluation was based on weak study designs), and therefore it is difficult to draw any conclusions about them; and there are several strategies and combinations of strategies that have been proven ineffective through rigorous evaluation. CSAP suggests some general guidelines that you can follow in selecting specific strategies.5 These are outlined in Figures 6.4 and 6.5. Figure 6.4 Selecting Specific Strategies: Some General Guidelines  Develop an understanding of the underlying causes of or factors that contribute to substance abuse and the strategies that can affect those factors. abuse–related problems you have identified. (See Figure 11.) sound research.  Identify carefully those risk factors most closely related to the substance  Select prevention strategies that have been proven effective through  Conduct continuous rigorous evaluations to determine whether you have met your goals and objectives. 10 Designing and Implementing Prevention Programs Based on Research Perhaps most important to keep in mind when designing and implementing programs based on research and evaluation is that these program activities should emanate from a strategic planning process that includes a thorough assessment of objective data on school and community issues or needs in terms of substance abuse and violence prevention; measurable goals and objectives to guide program planning; and evaluation of program efforts to refine activities as necessary and determine whether program objectives have been met. Figure 6.5 Points to Keep in Mind  Drawing upon multiple strategies or program components to meet a set of clearly stated outcomes increases the likelihood of program effectiveness. (For example, if your goal is to reduce alcohol consumption among minors, then the strategies you decide to employ should ultimately point to achieving this goal.) The use of many strategies or principles does not necessarily guarantee greater program effectiveness. It is most important that strategies are coordinated to work toward the achievement of clearly stated outcomes. Applying research-based strategies to a poorly designed and implemented program may improve outcomes, but it will not guarantee an effective program. (Examples of poorly planned programs: those that are not based on a thorough assessment of local needs and assets, that do not have measurable goals and objectives, or that do not involve input from various key community members.) Strategies should complement one another to avoid any counteracting effects. (For example, pairing server training with increased enforcement of laws against service to intoxicated patrons and sales to minors increases the effectiveness of training programs in producing changes in selling and serving practices.6) Some strategies are more potent than others in preventing substance use and violence. For example, there is little evidence to show that school-based prevention curricula produce long-lasting changes in substance use and violent behavior among youth.7 (However, environmental approaches, such as policy and policy enforcement, can produce changes in substance use and violence among youth.) Policies that restrict the use of tobacco in public and private workplaces, for instance, have been shown to be effective in reducing cigarette sales 8 and tobacco use, because they lower average daily cigarette consumption among adults and youth.9)     11 Designing and Implementing Prevention Programs Based on Research Program Selection Tool 1. Are you replicating a program?  Yes  No If yes, what is the name of the program: Is that program: Guided by theory Supported or validated by researchers in the field? Rigorously evaluated? Does that program: Include culturally appropriate materials? Use age-appropriate methods? Use interactive methods (i.e., uses approaches such as role play, modeling, discussion, cooperative learning)? Include components for parents and youth? Offer professional development or training opportunities for school faculty and staff? Provide booster sessions for participants? Involve parents, students, and community members in program planning and delivery? Incorporate critical social and thinking skills? Clarify, model, and enforce norms against substance use, violence, and carrying weapons? Employ classroom management strategies and instructional methods to increase student engagement in the learning process? Yes No Yes No If no, go to No. 2. 12 Designing and Implementing Prevention Programs Based on Research 2. Are you adapting a program?  Yes  No If yes, what is the name of program: Is that program: Guided by theory Supported or validated by researchers in the field? Rigorously evaluated? Does that program: Include culturally appropriate materials? Use age-appropriate methods? Use interactive methods (i.e., uses approaches such as role play, modeling, discussion, cooperative learning)? Include components for parents and youth? Offer professional development or training opportunities for school faculty and staff? Provide booster sessions for participants? Involve parents, students, and community members in program planning and delivery? Incorporate critical social and thinking skills? Clarify, model, and enforce norms against substance use, violence, and carrying weapons? Employ classroom management strategies and instructional methods to increase student engagement in the learning process? Yes No Yes No How are you adapting the program? In other words, what are you changing, adding, or deleting? How are you ensuring that the “adapted” program will be effective? If no, go to No. 3. 13 Designing and Implementing Prevention Programs Based on Research 3. Are you developing a new program?  Yes If yes, how are you drawing on best practice? SKILLS BASED EDUCATION  No Does the program: Combine critical social and thinking skills with resistance skills? Include at least 10 to 15 lessons per year and another 10 to 15 booster sessions offered one to several years after the original intervention? Reach children from kindergarten through high school? Use a well-evaluated, standardized intervention with detailed lesson plans and understandable and engaging materials? Use age-appropriate, interactive teaching methods? Include components that are lead by other students? Include a component for parents with pertinent information for them and their children? Offer culturally appropriate lessons and materials? Offer professional development or training opportunities for school faculty and staff? Yes No EARLY IDENTIFICATION, REFERRAL, AND INTERVENTION FOR STUDENTS AND PARENTS AT RISK Does the program: Emphasize certain skills that target families at risk (e.g., communication skills, interpersonal problem solving, positive and consistent discipline and rule making)? Include components for both parents and children/youth? Offer incentives for participation (e.g., transportation, childcare)? Provide booster sessions for participating families? Consider the needs of participants and emphasize cultural sensitivity? Include components offered at times and in locations convenient for participants? Yes No 14 Designing and Implementing Prevention Programs Based on Research ALTERNATIVE ACTIVITIES Is the program: Targeting young people at risk who may not have adequate adult supervision or access to a variety of activities? Addressing the needs and assets of the individual? Providing intensive approaches that include many hours of involvement with access to related services? Combined with other strategies that have been proven effective? Offered at times and in locations convenient for participants? SCHOOL-COMMUNITY COLLABORATION Does collaboration: Possess clear vision for promoting the health, well-being, and social competence of young people? Use devoted champions or leaders to guide planning and delivery efforts? Base prevention programming on an assessment of local and institutional needs? Base prevention programming on an assessment of local and institutional resources? Access and apply current information on effective prevention programming? Generate, through social marketing, a critical mass of people who support the program? Provide ongoing professional development for school faculty and staff, parents, students, and other community members? Involve parents, students and community members in program delivery? Obtain administrative support early in the planning process? Start slowly, with realistic expectations about what you can accomplish? Yes No Yes No 15 Designing and Implementing Prevention Programs Based on Research CLEAR SCHOOL POLICIES Does the policy: Provide a rationale? Include a clear positive statement about the behaviors the school expects students (and staff) to exhibit? Include provisions for prevention, intervention, and rehabilitation or treatment? Coordinate school policies with community policies? Include clear consequences for infractions and compliance? Include rewards and recognition for those who behave appropriately? ENFORCEMENT OF SCHOOL POLICIES Are school policies: Consistently and uniformly promoted and enforced? Paired with communications strategies that emphasize changing certain norms or beliefs that support substance use, violence, disruptive behavior, and weapons in school? Recognizing and rewarding those who behave appropriately? Regularly and effectively communicated to students, parents, and the community? Yes No Yes No 16 Designing and Implementing Prevention Programs Based on Research CLASSROOM RESTRUCTURING Do teachers in your school: Maximize the amount of time students spend on learning (by, for example, clarifying rules and expectations for behavior at the beginning of the year and teaching these rules to students through structured lessons)? Incorporate and provide opportunities for teamwork in lessons? Continually monitor the progress of each individual student (or group of students) and advance them accordingly? Regroup students in different ways (e.g., reduce class size, form grade-level ―houses‖) to achieve smaller, less alienating, or otherwise more suitable units and climates within the school? COMMUNITY POLICIES Are you, with other members of your school and community: Supporting initiatives that will reduce the availability of alcohol, tobacco, other drugs and firearms to young people? Tracking and documenting substance abuse and violence indicators in your community? Discussing key legislative issues regarding substance use and violence prevention among youth at faculty or staff meetings? Keeping current with official reports, initiatives, and position papers on preventing youth crime and substance use? Yes No Yes No 17 Designing and Implementing Prevention Programs Based on Research ENFORCEMENT OF COMMUNITY POLICIES Are you and other school members working with community members to: Involve parents and police to encourage alcohol and tobacco outlets to check identification? Educate to keep guns and other weapons out of reach of unsupervised children? Increase local and state budgets for effective prevention programs, including community policing and high-risk youth programs? COMMUNICATION CAMPAIGNS Do your communication campaigns: Combine with more intensive and interactive prevention approaches? Support the school’s or district’s other prevention efforts? Present messages that appeal to young people’s motives for using substances or behaving violently? Address young people’s misconceptions about the pervasiveness of substance use, violent or aggressive behavior, and weapons? Promote positive norms that discourage alcohol, tabacco, and other drug use? Put messages where young people are likely to hear and see them? Tailor messages to your audience? Avoid the use of authority figures and admonishments? Avoid the demonstration of harmful substances? Clarify, implement, and enforce norms against substance use, violence or carrying weapons? Involve parents, teachers, and students? Yes No Yes No 18 Designing and Implementing Prevention Programs Based on Research Feasibility Tool Instructions Purpose of the Tool The primary purpose of this tool is to assess the feasibility of implementing either a specific science-based prevention program or to compare the feasibility of implementing two or more programs and help a practitioner select one that best fits their capacity to implement it. The tool includes six worksheets. When to Use the Tool We assume that before people use this tool, they should have completed a needs assessment that included: 1) identifying a target population and the need(s) they plan to address, 2) specifying goals and outcomes they would like to achieve that are logically linked to the needs they will address, and 3) identifying one or more science-based prevention programs appropriate for meeting their needs and goals and objectives. To complete the worksheet, the practitioner also needs to have collected detailed descriptive information about the program. How to Complete the Worksheets Step 1 Resources. Using a description of the prevention program(s) being considered, fill in the blank cells under the column labeled ―Program Requirements‖ for the Resources page. For example, in the sample worksheet, in the row under ―Program Requirements‖ corresponding to the subcategory labeled ―Availability of space,‖ the following information was entered: ―3 meeting rooms: 1 for parents; 1 for kids; 1 for daycare.‖ 19 Designing and Implementing Prevention Programs Based on Research Step 2 Resources. For the Resources page, fill in the blank cells under the column labeled ―Capacity.‖ This information should reflect the organization’s current capacity to meet the related program requirement in the same row. In the sample worksheet, the following information was entered: ―2 meeting rooms.‖ Step 3 Resources. In the column labeled ―Scale Score,‖ enter a number from 0 to 1.0 (don’t forget the decimal point) that reflects how feasible it would be to implement the program, given the degree of fit between the program’s requirements and the organization’s current capacity. A score of zero means it would not be feasible to implement the program; a score of 1.0 means it would be extremely feasible. In the sample worksheet a scale score of .6 was entered, reflecting a marginal fit between the program’s space requirements and the space available at the organization. Step 4 Resources. Compute a ―Feasibility Score‖ for each cell. This score is computed by multiplying the Scale Score by the Point Value in the same row. In the sample worksheet, the Scale Score of .6 was multiplied by the Point Value of 14, for a ―feasibility Score‖ of 8.4. Step 5 Target Population, Organizational Climate, Community Climate, Evaluability, and Future Sustainability. The pages of the worksheet labeled Target Population, Organizational Climate, Community Climate, Evaluability, and Future Sustainability do not contain a column for Program Requirements. The reason for this is that programs do not impose specific, clear requirements for these domains in the way they do for resources. Therefore, the instructions for completing these pages of the worksheet differ somewhat from the page on Resources. For these pages, fill in the ―Capacity‖ column, with brief descriptions of the organization’s capabilities, or conditions in the community. Next, in the column labeled ―Scale Score,‖ enter a number from 0 to 1.0 (don’t forget the decimal point) in each cell that reflects how feasible it would be for a practitioner to implement the program given the characteristics of the program. Then compute a ―feasibility score‖ as described in Step 4. 20 Designing and Implementing Prevention Programs Based on Research Step 6. Total the ―Feasibility Score‖ for each major category (Resources, Target Population, Organizational Climate, Community Climate, Evaluability and Future Sustainability) and then for all the categories combined. The minimum possible score is zero; the maximum is 1000. Cultural Relevance Although this subcategory exists under target population, it is important to recognize that cultural relevance can be considered as a part of many other subcategories. For example, linguistically appropriate program materials might be considered under access to appropriate materials (resources) as well as under access to appropriate evaluation instruments (evaluability). How to Use the Feasibility Score A low total feasibility score indicates that it would be difficult to implement the program unless the organization’s capacity and/or local conditions improve, and/or the program is changed/adapted. A high feasibility score indicates that it would be relatively easy to implement the program with fidelity (as designed). Examining the score for individual items may point to issues/areas in which the capacity is particularly low (or high) with respect to at least the specific program being considered. If a practitioner examines the same item across worksheets, each completed for different programs, and find that the same item receives low scores, this may suggest that the lack of capacity (or inhospitable local conditions) is more generic than program specific. 21 Designing and Implementing Prevention Programs Based on Research Similar to the above, examining groups of items (by Resources, Target Population, Organizational Climate, Community Climate, Evaluability, and Future Sustainability) may point to high or low capacity in broad areas. Again, these capacity scores may vary depending on the program being considered, or it may be constant across several programs, suggesting that few programs can be implemented well until capacity or local conditions are improved. Adapting the Worksheet to Better Fit a Practitioner’s Views and Assumptions As reflected in the ―Point Value‖ column, we weighted each of the five major categories (Resources, Target Population, Organizational Climate, Community Climate, Evaluability, Future Sustainability) equally. Working from a total possible score of 1000 we divided the points for each category equally – resulting in 167 points for each. Each organization may change this weighting system to better reflect their beliefs about the relative importance of the five major categories. The same is true for the items (sub-categories) under each major category. We weighted each sub-category equally. These point values, however, can be adjusted based again on a practitioner’s beliefs about the relative importance of each item. 22 Feasibility Worksheet for School-linked Prevention Programs Name of Program/Strategy: SAMPLE Point Value (167 Total) RESOURCES Program Requirements School’s Capacity to Meet Requirements Scale Score 0 .1 .2 .3 .4 .5 .6 .7 .8 .9 1.0 not  extremely feasible feasible Feasibility Score (Scale score x maximum subcategory point value) 14 Costs 14 Staff training 14 Availability of space 3 meeting rooms: 1 for parents; 1 for kids; and 1 for daycare 2 meeting rooms 0.6 (0.6 x 14 = 8.4) 14 Access to qualified staff Access to sciencebased information 14 Education Development Center, Inc. Feasibility Worksheet for School-Linked Prevention Programs Name of Program/Strategy: Point Value (167 Total) RESOURCES Program Requirements School’s Capacity to Meet Requirements Scale Score 0 .1 .2 .3 .4 .5 .6 .7 .8 .9 1.0 not  extremely feasible feasible Feasibility Score (Scale score x maximum subcategory point value) 14 Costs 14 Staff training 14 14 Availability of space Access to qualified staff Access to sciencebased information Access to program materials 14 14 Education Development Center, Inc. Feasibility Worksheet for School-Linked Prevention Programs Name of Program/Strategy: Point Value (167 Total) RESOURCES (Cont.) Program Requirements School’s Capacity to Meet Requirements Scale Score 0 .1 .2 .3 .4 .5 .6 .7 .8 .9 1.0 not  extremely feasible feasible Feasibility Score (Scale score x maximum subcategory point value) 14 Time requirements 14 14 Training for key leaders or community members Access to the target population Availability of additional program services (e.g. transportation Incentives for program participants Access to equipment 14 14 14 Education Development Center, Inc. Feasibility Worksheet for School-Linked Prevention Programs Name of Program/Strategy: Point Value (167 Total) TARGET POPULATION Program Requirements School’s Capacity to Meet Program Requirements Scale Score 0 .1 .2 .3 .4 .5 .6 .7 .8 .9 1.0 not  extremely feasible feasible Feasibility Score (Scale score x maximum subcategory point value) 24 24 24 Cultural Relevance (e.g., language, custom, norms) Demographics (e.g., age, gender, socioeconomic status) Willingness to accept a new program Fit with existing prevention efforts Buy-in of key leaders Favorable history (e.g., critical incidents, previous program success Permission (e.g., permission to collect data) 24 24 24 24 Education Development Center, Inc. Feasibility Worksheet for School-Linked Prevention Programs Name of Program/Strategy: Point Value (167 Total) SCHOOL CLIMATE Program Requirements School’s Capacity to Meet Program Requirements Scale Score 0 .1 .2 .3 .4 .5 .6 .7 .8 .9 1.0 not  extremely feasible feasible Feasibility Score (Scale score x maximum subcategory point value) 33 Willingness to accept a new program Fit with existing prevention efforts Buy-in of key leaders 33 33 33 Buy-in of staff 33 Favorable history (e.g., critical incidents, previous program success) Education Development Center, Inc. Feasibility Worksheet for School-Linked Prevention Programs Name of Program/Strategy: Point Value (167 Total) COMMUNITY CLIMATE Program Requirements School’s Capacity to Meet Program Requirements Scale Score 0 .1 .2 .3 .4 .5 .6 .7 .8 .9 1.0 not  extremely feasible feasible Feasibility Score (Scale score x maximum subcategory point value) 28 Willingness to accept a new program Fit with existing prevention efforts Buy-in of key leaders or community members Favorable history (e.g., critical incidents, previous program success) Permission (e.g., permission to collect data) Access to referral network for program participants 28 28 28 28 28 Education Development Center, Inc. Feasibility Worksheet for School-Linked Prevention Programs Name of Program/Strategy: Point Value (167 Total) EVALUABILITY Program Requirements School’s Capacity to Meet Program Requirements Scale Score 0 .1 .2 .3 .4 .5 .6 .7 .8 .9 1.0 not  extremely feasible feasible Feasibility Score (Scale score x maximum subcategory point value) 33 Baseline data available 33 Have access to participants over time Simple program design (e.g., not multiple components) Access to appropriate evaluation skills Financial resources available for evaluation 33 33 33 Education Development Center, Inc. Feasibility Worksheet for School-Linked Prevention Programs Name of Program/Strategy: Point Value (167 Total) FUTURE SUSTAINABILITY Program Requirements School’s Capacity to Meet Program Requirements Scale Score 0 .1 .2 .3 .4 .5 .6 .7 .8 .9 1.0 not  extremely feasible feasible Feasibility Score (Scale score x maximum subcategory point value) 24 24 24 Collaboration between community and your agency Community ownership Renewable financial support Continuous leadership Positive image in the community Strong host organization 24 24 24 Strong program advocate(s) or spokesperson(s) TOTAL SCORE (out of a possible 1,000 point) 24 Education Development Center, Inc. Designing and Implementing Prevention Programs Based on Research Endnotes Brounstein, R. J., Zweig, J. M., and Gardner, S. E. (September 28, 1998). Science-based practices in substance abuse prevention: A guide (working draft). Washington, DC: Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Prevention, Division of Knowledge Development and Education. 1 Glanz, K., Lewis, F. M., and Rimer, B. K. (Eds.) (1990). Health behavior and health education: Theory and practice. San Francisco; Jossey-Bass (p. 20). 2 National Institute of Drug Abuse (1997). Preventing drug use among children and adolescents: A research-based guide. Rockville, MD: National Institutes of Health, U.S. Department of Health and Human Services. 3 Marx, E., and Northrop, D. (1995). Educating for health: A guide to implementing a comprehensive approach to school health education. Newton, MA: Education Development Center, Inc. 4 Brounstein, R. J., Zweig, J. M., and Gardner, S. E. (September 28, 1998). 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