1. Training, Technical Assistance, and Evaluation Support|
Prior to obtaining a Title V Community Prevention subgrant, communities needed to introduce risk-focused prevention concepts to key community leaders and complete detailed risk and resource assessments. To help communities with planning and program development, OJJDP provided Key Leader Orientation (KLO) training, designed to introduce risk- and protection-focused delinquency prevention concepts to key community leaders, and Risk and Resource Assessment (RRA) training, designed to teach program stakeholders how to assess their communities' risk and protective factors and identify available resources. To date, more than 3,200 individuals, representing over 620 communities, have attended Key Leader Orientation training, and over 2,600 individuals, representing approximately 550 communities, have completed Risk and Resource Assessment training. In addition, States have used other resources to obtain 34 additional community prevention training sessions on topics such as community building, asset mapping, and prevention strategies.
To help communities monitor their delinquency prevention efforts and track their progress, OJJDP distributed the Title V Community Self-Evaluation Workbook, which was described in the first chapter of this report. Over the past 5 years, 9 States -- including Arizona, Florida, Massachusetts, Michigan, New York, Oklahoma, Pennsylvania, Vermont, and Virginia -- have requested and secured training for their local subgrantees on evaluation concepts and the use of the Workbook. Six workshops were conducted in these States in 1998.
Approximately 13 States are using the data collection forms contained in the Workbook to track their delinquency prevention efforts, and several other States are encouraging their use. Some States, including Arizona and Michigan, have integrated the Workbook forms into their application and reporting processes. This integrated approach reduces the burden of excess paperwork for the communities, while also reinforcing the importance of infusing outcome-based concepts throughout the program cycle from conception through completion. While all communities are required to include an evaluation component as part of their proposed program plan, several communities have utilized local evaluators to assist, and a few States, such as Pennsylvania, have implemented or are planning State-level evaluations to track their progress in implementing the program model and achieving their delinquency prevention goals.