Section B

Strengthening And Sustaining Families

Special Note: Each and every parameter will will have a subset that will ask for

____Non-Limited Resource

_____Limited Resource

Building Healthy Families

F-1: Objective: North Carolinians, including limited resource individuals/families will improve the quality of their lives through eating healthy, being active, handling food safely, managing resources for food security, and practicing health-promoting behaviors.

Black Churches United for Better Health

Measures of Progress:

____ NUMBER of people completing at least 3 out of 4 sessions of the program

Impacts:

____ NUMBER of people who have increased the number of servings of fruits and or

vegetables they eat each day

____ NUMBER of people who learned what 5 A Day for Better Health means

Certification or Contact Hour Credit for Child Care Providers

Measures of Progress:

____ NUMBER of total credits given

Color Me Healthy

Measures of Progress:

____ NUMBER of preschool teachers trained

____ NUMBER of children served by teachers trained

Impacts:

____ NUMBER of preschool teachers who indicated that they would be using the curriculum with preschool children

____ NUMBER of preschool teacher who indicated that they gained knowledge related to their own nutrition and physical activity

____ NUMBER of preschool teachers who indicate they will use the materials to educate parents about the importance of healthy eating and physical activity

____ NUMBER of preschool teachers who have seen positive changes in the children with respect to healthful eating

____ NUMBER of preschool teachers who have seen positive changes in the children with respect to fruit and vegetable recognition

____ NUMBER of preschool teachers who have seen positive changes in the children with respect to their attitude toward physical activity

Dining with Diabetes

Measures of Progress:

____ NUMBER of people completing at least 3 out of 4 sessions

Impacts:

____ NUMBER of people actually trying to control the amount of carbohydrates they eat

____ NUMBER of people who have learned to prepare healthy meals for themselves or someone with diabetes

____ NUMBER of people who increased their amount of physical activity

____ NUMBER of people who decreased their elevated blood glucose level by at least 10 points

Expanded Food and Nutrition Program

Measures of Progress:

____ NUMBER of graduates

Impacts:

____ NUMBER of graduates who showed improvement in one or more food resource management practices (i.e. plans meals, compare prices, does not run out of food, uses a grocery list, etc.)

____ NUMBER of graduates who showed improvement in one or more nutrition practices (i.e. plans meals, makes healthy food choices, prepares foods without adding salt, reads nutrition labels, or has children eat breakfast)

____ NUMBER of graduates who showed improvement in one or more food safety practices (i.e. thawing and storing food properly)

For Your Health, Food Safety Begins at Home

Measures of Progress:

____ NUMBER average risk score for foodborne illness

____ NUMBER of participants who increase knowledge about safe food handling

Impacts:

____ NUMBER of participants who adopt at least one safe food handling practice

Give Your Heart a Healthy Beat

Measures of Progress:

____ NUMBER of participants who complete 3 out of 4 sessions

Impacts:

____ NUMBER of people who changed at least one habit to decrease fat consumption

____ NUMBER of people who increased fruit or vegetable consumption

____ NUMBER of people who changed at least one habit to decrease sodium consumption

____ NUMBER of people who increased their level of physical activity

____ NUMBER of people who decreased their elevated blood pressure level by at least 10 points

____ NUMBER of people who decreased their excess weight by at least 10 pounds

In Home Breastfeeding Support Program

Measures of Progress:

____ NUMBER of pregnant women who attended prenatal infant feeding class

____ of women enrolled in program

Impacts:

___ NUMBER of mothers who breastfed their infants for 6 weeks

___ NUMBER of mothers who breastfed their infants for 6 months

___ NUMBER of breastfeeding mothers surveyed who indicated enhanced self-esteem from being on the program

___ NUMBER of breastfeeding mothers surveyed who demonstrated competency of basic breastfeeding skills

___ NUMBER of breastfeeding mothers surveyed who demonstrated breastfeeding

knowledge

___ NUMBER of breastfeeding mothers surveyed whose infants required fewer numbers of visits to their health care provider than national averages of sick visits

Noonliting/ Moving Toward a Healthier You

Measures of Progress:

____ NUMBER of people attending at least 10 sessions

Impacts:

____ NUMBER of people who lowered their BMI some degree but did not move to a lower BMI category

____ NUMBER of people who went from a BMI indicating ‘obese’ to one of being overweight

____ NUMBER of people who went from a BMI of ‘overweight’ to ‘normal’ weight

Nutrition Education in a Series of Programs

Measures of Progress:

____ NUMBER of people attending at least 3+ hours of programming

Impacts:

____ NUMBER of people gaining knowledge (measured by pre/post test)

____ NUMBER of people indicating intent to change eating or activity behavior

____ NUMBER of people changing an eating or activity behavior (measured by follow-up contact)

Out for Lunch

Adult curriculum

Measures of Progress:

____ NUMBER of adult participants completing 3 out of 4 sessions

Impacts:

____ NUMBER of adult participants who adopted food safety procedures in food preparation

____ NUMBER of adults indicating they manage their food dollars to last all month

____ NUMBER of adults who plan meals ahead of time

____ NUMBER of adult participants who have increased the number of fruit and vegetable servings in their family meals

Preschool curriculum

Measures of Progress:

____ NUMBER of preschool children attending with parent(s)

____ NUMBER of preschoolers reached in other programming methods (day care, H Head Start, WIC office, family resource center, churches, etc.)

Impacts:

____ NUMBER of preschool children who can tell you why it is important to wash your hands before touching food

____ NUMBER of preschool children who know the names of at least 15 fruits and vegetables

____ NUMBER of preschool children willing to try foods offered in class

Partners in Wellness

Measures of progress:

____ NUMBER of older adults completing the first module

____ NUMBER of older adults completing the second module

____ NUMBER of older adults completing the third module

____ NUMBER of older adults completing the fourth module

Impacts:

Module 1 – Chronic Disease

____ NUMBER of older adults able to name at least one change in their eating habits or lifestyles that would lower their risk of chronic disease

____ NUMBER of older adults who have made at least one change to lower their risk of chronic disease

Module 2 – Hearty or Hardy

____ NUMBER of older adults who can identify food portions sizes for each of the Food Guide Pyramid food groups

____ NUMBER of older adults who can identify the recommended number of daily servings from each food category of the Food Guide Pyramid

____ NUMBER of older adults who have changed their portions sizes to more closely match the Food Guide Pyramid guidelines

____ NUMBER of older adults who have changed their number of daily servings from the food categories to more closely match the Food Guide Pyramid

Module 3 – Variety Matters

____ NUMBER of older adults identifying at least one dietary change that will add fruits, vegetables, or milk products

____ NUMBER of older adults who have increased their daily consumption of fruit

____ NUMBER of older adults who have increased their daily consumption of vegetables

____ NUMBER of older adults who have increased their daily consumption of milk or dairy products

Module 4 -- Alcohol

____ NUMBER of older adults identifying at least one non-alcoholic beverage they would use as a substitute for alcohol

____ NUMBER of older adults developing a personal plan to lower their alcohol consumption

Module 5 – Dental Health

____ NUMBER of older adults identifying at least one important aspect of regular dental care

____ NUMBER of older adults who have increased their dental care

Module 6 – Shopping on a Budget

____ NUMBER of older adults using money-saving techniques for groceries

____ NUMBER of older adults identifying storage and handling tips to reduce food waste

Module 7 – Eating is Fun

____ NUMBER of older adults who have made an effort to make their meals more pleasurable

Module 8 -- Medications

____ NUMBER of older adults who are now managing their medication usage more carefully

____ NUMBER of older adults who filled out the “Your Checkbook for Drug Safety”

Module 9 – Healthy Weight

____ NUMBER of older adults who have taken steps to develop or maintain a healthy weight

____ NUMBER of older adults who have changed their eating habits when eating out to reduce their risk of chronic disease

Module 10 – Kitchen Obstacles

____ NUMBER of older adults who have overcome one or more obstacles to preparing meals

____ NUMBER of older adults who have identified at least one obstacle to preparing healthy meals

Module 11 -- Herbals

____ NUMBER of older adults who can explain at least one reason why herbal products may not be safe to use

Module 12 – When All Else Fails

____ NUMBER of older adults who can tell what food and other supplies they need to have on hand in case of an emergency

____ NUMBER of older adults who are properly prepared for an emergency situation

____ NUMBER of older adults who have taken 1 or more steps to be properly prepared with food and supplies in case of an emergency

Project Eat Right: Add to Life Program

Measures of progress:

____ NUMBER of Food Stamp recipients participating in program

____ NUMBER of Food Stamp recipients participating in the community based nutrition programs and workshops

____ NUMBER of limited resource individuals participating in nutrition education programs

____ NUMBER of Food Stamp recipients completing Modules I, II, III and IV of Families First: Nutrition Education & Wellness System (FF:NEWS) Curriculum

____ NUMBER of PEARL graduates

____ NUMBER of schools participating in the program

____ NUMBER of students reached through the program

____ NUMBER of teachers trained

Impacts:

____ NUMBER of Food Stamp participants and limited resource individuals increasing their knowledge of the Food Guide Pyramid and US Dietary Guidelines

____ NUMBER of Food Stamp participants and limited resource individuals changing their food consumption pattern based on the recommendations of the Food Guide Pyramid

____ NUMBER of limited resource individuals increasing nutrition knowledge

____ NUMBER of limited resource individuals changing food consumption habits based on the Food Guide Pyramid

____ NUMBER of students who increased knowledge of food and nutrition education

____ NUMBER of Food Stamp participants and limited resource individuals who applied recommended practices in food and nutrition management (planning, shopping, preparation, selection and/or safety)

____ NUMBER of Food Stamp participants who adopt one or more lifestyle changes to improve their nutritional well being (reduce salt, fat & sugar intake, increase fruit and vegetable consumption and physical activity)

Read Me a Story

Measures of progress:

____ NUMBER of volunteers trained to conduct program

Impacts:

____ NUMBER of children willing to taste the foods offered in the class

____ NUMBER of children able to tell you something about the food featured in the story

Smart Kids, Fight BAC!

Measures of Progress:

____ NUMBER of participants who increased knowledge about safe food handling

Impacts:

____ NUMBER of participants who adopt at least one safe food handling practice

SyberShop (CD)

Measures of Progress:

____ NUMBER of middle and high school teachers trained in using SyberShop in the classroom

____ NUMBER of youth using SyberShop in settings outside the classroom

Impacts:

____ NUMBER of teachers who indicate they will use SyberShop in the classroom

____ NUMBER of youth who gained knowledge in nutrition and physical acitivity after using SyberShop

____ NUMBER of youth who indicate they will make at least one positive health behavior change after using SyberShop

Women Living Healthy, Women Living Well (CD)

Measures of Progress:

____ NUMBER of women trained in using Women Living Healthy

Impacts:

____ NUMBER of women who gained knowledge in nutrition and physical activity after using Women Living Healthy

____ NUMBER of women who indicated that they will make at least one positive health behavior change after using Women Living Healthy

Dietary Guidelines

Measures of Progress:

___ NUMBER of people attending the program for general public

___ NUMBER of people attending the program for parents of young children

___ NUMBER of people attending the program for older adults

Nutrition across the Life Cycle

Measures of Progress:

Maternal

___ NUMBER of people attending the program

Infants

___ NUMBER of people attending the program

Children

___ NUMBER of people attending the program

Adolescents

___ NUMBER of people attending the program

Adults

___ NUMBER of people attending the program

Older adults

___ NUMBER of people attending the program

Building Strong Families

F-2: Objective: Families, including those with limited resources, and those who work with families will gain knowledge and practice skills in understanding lifespan development, positive interpersonal relationships, and improving quality of life.

Parent knowledge will increase through parent training and education.

Measures of Progress:

___ NUMBER of parents attending

___ NUMBER of limited resource parents attending

___ NUMBER of court-mandated or DSS-referred parents attending

___ NUMBER of children of parents reached

___ NUMBER of parents who adopted effective parenting practices

Areas in which knowledge was increased:

___ NUMBER of parents adopting practices in motivating and guiding children

___ NUMBER of parents adopting practices in nurturing children

___ NUMBER of limited resource parents increasing knowledge in nurturing children

___ NUMBER of court-mandated or DSS-referred parents adopting practices in nuturing children

Impacts:

Parents are more involved with their children

___ NUMBER of parents reporting increased time with their children

___ NUMBER of parents reporting increased time parents involved in child’s education or community functions

___ NUMBER of fathers (specifically aimed at fatherhood issues) reporting increased time with their children

___ NUMBER of fathers (specifically aimed at fatherhood issues) reporting increased time fathers involved in child’s education or community functions

___ NUMBER of limited resource parents improving interactions with their children

___ NUMBER of court-mandated or DSS-referred parents improving interactions with their children

Limited resource parents will adopt practices to reduce family conflicts and manage stress.

Measures of Progress:

___ NUMBER limited resource parents attending

___ NUMBER of court-mandated or DSS-referred parents attending

Areas in which parent practices were adopted:

___ NUMBER of limited resource parents using available community resources to meet their needs

___ NUMBER of court-mandated or DSS-referred parents using availavle resources to meet their needs

___ NUMBER of limited resource parents using appropriate discipline techniques to establish and maintain reasonable limits with their children

Impacts:

___ Costs saved through reduced conflicts and improved family relationships

Parenting educators will increase their knowledge through training and practice.

Measures of Progress:

___ NUMBER of parent educators attending training programs

___ NUMBER parent educators increasing knowledge

Impacts:

___ NUMBER of parenting educators who applied for parenting credential as a result of attending a parenting educator program you held.

Child care teachers will increase knowledge and skills to lead to safer, more nurturing, appropriate environments for pre-school children.

Measures of Progress:

___ NUMBER of pre-school (family and center) child care providers/teachers attending training programs

___ NUMBER of children in the care of these provider/teachers attending programs

___ NUMBER of provider/teachers increasing knowledge and skills in quality practices

___ NUMBER of participants in child caregiving training programs for temporary, short term, or non-institutionalized child care programs (babysitting, mursery workers, substitute care)

Nine Functional Areas In Which Knowledge Was Increased:

___ NUMBER of provider/teachers increasing knowledge in safe, healthy environments

___ NUMBER of provider/teachers increasing knowledge in physical and intellectual development

___ NUMBER of provider/teachers increasing knowledge in social and emotional development

___ NUMBER of provider/teachers increasing knowledge in productive relationships with families

___ NUMBER of provider/teachers increasing knowledge in effective program operation

___ NUMBER of provider/teachers increasing knowledge in commitment to professionalism

___ NUMBER of provider/teachers increasing knowledge in observing and recording children’s behavior

___ NUMBER of provider/teachers increasing knowledge in principles of growth and development

___ NUMBER of provider/teachers increasing knowledge in learning activities that promote inclusion of children with special needs

Impacts:

___ NUMBER of child care programs that make changes to their outdoor learning environments to raise the quality of care as a result of extension program or extension resources

Participants’ knowledge related to individual and family wellness will increase as a result of the Workable Wellness program.

Measures of Progress:

____ NUMBER of individuals, attending 5 or more modules of the Workable Wellness program

____ NUMBER of individuals reporting an increase in knowledge and skills in personal or family wellness

Impacts:

____ NUMBER of individuals adopting practices in time management

____ NUMBER of individuals adopting practices in stress management

____ NUMBER of individuals adopting practices in family/work balance

____ NUMBER of individuals adopting practices in resource management

____ NUMBER of individuals reporting an increased quality of life as the result of practicing one or more principles of wellness

Participants’ knowledge and skills related to Stress Management will increase

Measures of Progress:

____ NUMBER of individuals attending training programs

____ NUMBER of individuals reporting increase in knowledge and skills of stress

management principles

Impacts:

____ NUMBER of individuals adopting 1 or more of the following specific practices in managing personal and family stress:

-Physical activity or Exercise Regularly

-Organize home or workspace

-Adequate relaxation and sleep

-The three techniques to control worry

-Practice positive self-talk

-Practice forgiveness

-Practice humor often

____ NUMBER of individuals reporting an increased quality of life as the result of practicing one or more of these specific principles of stress management

Participants’ knowledge and skills related to Strengthening Family

Relationships, or Family Resiliency, will increase

Measures of Progress:

____ NUMBER of individuals attending training programs

____ NUMBER of individuals reporting increase in knowledge and skills in Family Communications

____ NUMBER of individuals reporting increase in knowledge and skills in family strengths education

Impacts:

____ NUMBER of individuals adopting practices in Strengthening Family Relationships

____ NUMBER of individuals reporting setting aside specific times for family interaction

____ NUMBER of individuals reporting improved family relationships resulting from practicing principles learned

Participants’ knowledge and skills in Marriage and Couple

Relationships will increase

Measures of Progress:

____ NUMBER of individuals attending training programs

____ NUMBER of individuals reporting increase in knowledge and skills in Marriage and Couple Education

Impacts:

____ NUMBER of individuals adopting practices in couple enrichment

____ NUMBER of individuals reporting an improved relationship with their spouse or

significant other

Participants will increase knowledge and skills, and improve self

efficacy in being a caregiver of chronically ill or disabled older adult

relatives.

Measures of Progress:

___ NUMBER of individuals attending programs on family caregiving for older adults or other special needs adults*

*includes packaged programs such as Taking Care of You: Powerful Tools for Caregiving; Caring for You, Caring for Me from Rosalynn Carter Institute; Communicating with Health Professionals (for caregivers); also sessions on Can-Do Caregiving; Caregiving with Gusto!; End of Life Care related to Issues psychological well-being or family relations. Note: Caring Well, Staying Well–should be recorded under the Workable Wellness program.

___ NUMBER of individuals who gained new strategies for self-care while caring for others (any program above)

___ NUMBER of individuals who gained new strategies for communicating

with health providers (Communication course)

Impacts:

___ NUMBER of family caregivers who report they are a more confident caregiver than before taking the class

___ NUMBER of family caregivers who adopted self-care practices

___ NUMBER of family caregivers who adopted new practices for communicating with health care providers

Participants will increase knowledge of issues facing, and resources

for, grandparents and other kinship care providers for minor children

NOTE: The abbreviation “GRGs” will be used below for grandparents raising grandchildren and other kinship care providers, i.e., relatives raising minor children

Measures of Progress:

___ NUMBER of individuals attending programs on issues/needs of grandparents raising grandchildren (could be professionals or any members of the general public as well as GRGs)

___ NUMBER of GRGs who increased knowledge of available community resources for GRGs

___ NUMBER of GRGs who gained knowledge of legal issues and options for custody and adoption

___ NUMBER of GRGs who learned about positive aging, stress reduction and self-care strategies

___ NUMBER of limited resource GRG’s who increased their knowledge about parenting, community resources, and self-care

Impacts:

___ NUMBER of professionals/practitioners/agencies/organizations initiating plans/partnerships, programs or activities for GRGs (specify if the count is individuals or organizations) based on follow-up

___ NUMBER of GRGs accessing available community programs and services

___ NUMBER of GRGs that joined support group after attending program(s)

___ NUMBER of GRGs adopting stress reduction and self-care strategies

___ NUMBER of limited resource GRG’s adopting strategies to enhance self-care and nurturing practices

Participants will increase their general knowledge about aging and their motivation to take actions to affect positive aging.

Measures of Progress:

___ NUMBER of persons attending educational programs focused on positive aging*

*Multi-session Aging with Gusto! programs, single session programs on positive aging. Please report single-topic programs on nutrition and aging, health issues, economics, legal issues or housing under other objectives

___ NUMBER of persons attending program on Language of Aging

Impacts:

___ NUMBER of people reporting more positive attitude toward aging after attending program

___ NUMBER of people who took action to prevent or delay problems associated with aging after attending program

___ NUMBER of people reporting a change in their use of negative language about aging after any aging education program, especially The Language of Aging

Fostering Resiliency for Families in Transition

F-3: Objective: : North Carolinians, including those with limited resources, will develop skills and strategies to manage effectively their personal finances through expected and unexpected economic change and life events.

Family Financial Management:

Measures of Progress:

___ NUMBER increasing knowledge and skills in goal setting, budgeting, and record keeping (basic money management)

___ NUMBER of IDA participants increasing knowledge and skills in basic money management

___ NUMBER money management plans developed

___ NUMBER financial goals written

___ NUMBER debt management plans developed

___ NUMBER IDA participants increasing knowledge and skills in basic money management

___ NUMBER implementing steps to prevent credit fraud, repair credit, improve credit worthiness, compare credit options

___ NUMBER developing and implementing a savings plan

___ NUMBER developing and implementing savings plans to increase financial security in later years

Impacts:

___ NUMBER reporting financial status improved due to adoption of practices and skills learned in workshops

___ NUMBER reporting lifestyle changes to improve financial status

___ NUMBER reporting ongoing use of budgeting, record keeping (basic money management skills)

___ NUMBER achieving financial goals

___ NUMBER reducing debt

___ DOLLARS estimated of debt reduced

___ DOLLARS estimated saved

___ DOLLARS saved by IDA participants

___ DOLLARS saved for retirement

Consumer Decision Making:

Measures of Progress:

___ NUMBER increasing awareness and knowledge of improved consumer decision- making skills

___ NUMBER adopting best management practices in the selection and care of consumer goods that extend use and reduce costs

___ NUMBER adopting best management practices in the selection and use of consumer services

___ NUMBER increasing awareness and knowledge of consumer credit options and concerns

___ NUMBER increasing awareness and knowledge of public policy issues affecting consumers

Impacts:

___ NUMBER avoiding costs through appropriate selection and care of consumer goods

___ DOLLARS estimated of avoided costs

___ NUMBER avoiding costs through appropriate selection of consumer services

___ NUMBER improving financial status through adoption of best management practices

___ NUMBER increasing participation in the public policy debate on consumer issues

Extending and Increasing Income:

Measures of Progress:

___ NUMBER increasing awareness and knowledge of best management practices to extend or increase income

___ NUMBER demonstrating skills to produce consumer goods or services

___ NUMBER demonstrating appropriate decision making regarding employment

___ NUMBER demonstrating appropriate decision making regarding self-employment

___ NUMBER adopting practices to extend or increase income

Impacts:

___ NUMBER extending income through use of best management practices

___ DOLLARS estimated of avoided costs

___ NUMBER increasing income through new/improved employment situation

___ DOLLARS estimated value of new/improved employment situation

___ NUMBER increasing income through new/improved self-employment

___ DOLLARS estimated value of new/improved self-employment situation.

Housing Acquisition

Measures of Progress:

___ NUMBER increasing awareness and knowledge of best management practices which lead to living in affordable housing

___ NUMBER increasing awareness and knowledge of housing financial decisions

Impacts:

___ NUMBER demonstrating success in finding and securing affordable housing

___ NUMBER adopting best management practices related to housing financial decisions, including:

___ NUMBER shopping for a mortgage

___ NUMBER paying mortgage on time

___ NUMBER creating a housing budget

___ NUMBER making rent vs. own decisions

Housing Maintenance and Care

Measures of Progress:

___ NUMBER increasing awareness and knowledge of best management practices related to home maintenance, repair or improvement

___ NUMBER increasing awareness and knowledge of best management practices related to moisture control

___ NUMBER increasing awareness and knowledge of best management practices related to residential energy management

Impacts:

___ NUMBER of individuals avoiding costs through routine maintenance and repair

___ DOLLARS estimated of costs avoided through routine maintenance and care

___ NUMBER implementing best management practices related to moisture management in and around the home, including:

___ NUMBER conducting a moisture audit

___ NUMBER installing/correcting drainage and gutters

___ NUMBER adding vapor barrier

___ NUMBER correcting leaks

___ NUMBER adding/increasing ventilation

___ NUMBER implementing energy efficient measures in the home, including:

___ NUMBER implementing weatherization measures

___ NUMBER purchasing and installing energy efficient appliances

___ NUMBER installing energy efficient windows

___ NUMBER adding/installing insulation

___ NUMBER installing programmable thermostat

___ NUMBER implementing other energy efficient measures

Estate Planning

Measures of Progress:

___ NUMBER families who will develop an estate plan appropriate for their circumstances

___ NUMBER people who will prepare for possible future incompetency and dependency

Impacts:

___ NUMBER of people who report increased knowledge about estate planning

___ NUMBER of people who report developing an estate plan or executing estate planning documents

___ NUMBER of people who report increased knowledge about preparing for possible future incompetency and dependency

___ NUMBER of people who report executing legal documents needed to prepare for possible future incompetency and dependency

Developing Leadership and Community Capacity

F-4: Objective: Individuals and groups will develop leadership skills and take action to maximize development and use of community resources leading to improved quality of life for all families.

Recruitment and Training of Volunteers and Volunteer Managers (not the agent)

Measures of Progress:

___ NUMBER of volunteers successfully recruited (attendance at 6+ meetings)

___ NUMBER of ECA volunteers (ECA number will be a subset of the total number of volunteers.)

___ NUMBER of volunteers trained in volunteer management

___ NUMBER of ECA volunteers

___ NUMBER of volunteers recognized for continued contributions

___ NUMBER of ECA volunteers

___ NUMBER of volunteers seeking training or knowledge in diversity/ multiculturalism

___ NUMBER of ECA volunteers

___ NUMBER of volunteers reporting knowledge of how policy and procedure decisions are made and how to participate in the process

___ NUMBER of ECA volunteers

___ NUMBER of volunteers participating in organization policy development process

___ NUMBER of ECA members participating

Impacts:

___ NUMBER of new unpaid volunteer managers

___ NUMBER of ECA volunteers

___ NUMBER of volunteers taking leadership roles in the organization or project

___ NUMBER of ECA volunteers

___ NUMBER of participants demonstrating increased in involvement in other community organizations

___ NUMBER of ECA volunteers

Community Capacity Building

Measures of Progress:

___ NUMBER of community members working together to organize a new group

___ NUMBER of community members increasing knowledge of group’s vision, structure, role and philosophy

___ NUMBER of community groups developing and implementing strategic plans

___ NUMBER of networks established or maintained

___ NUMBER of alliances or cooperatives established or maintained

___ NUMBER of coalitions or collaborations established or maintained

Impacts:

___ NUMBER of communities with ECA presence

___ NUMBER of persons reached through ECA programming efforts

___ NUMBER of coalitions that achieved their established goals

Leadership Development

Measures of Progress:

____ NUMBER of participants reporting increased knowledge in Identification of and Working with Stakeholders

____ NUMBER of participants reporting increased knowledge in Conflict Management

____ NUMBER of participants reporting increased knowledge in Group Facilitation

____ NUMBER of participants reporting increased knowledge in Communication Skills

____ NUMBER of participants reporting increased knowledge in Team Building and Group Dynamics

Impacts:

___ NUMBER of participants involved in new community leadership roles

Community Assessment

Activities:

Measure of Progress:

___ NUMBER of community residents participating in community assessment (via discussion groups, workshops, focus groups, key informant interviews or completing a survey) to help communities learn more about their communities strengths, needs and local issues and assets to be used for potential directions for future planning.

___ NUMBER of key decision makers (service providers, policy makers, etc.) involved in the community assessment

___ NUMBER of identified decision makers within the community demonstrating or reporting increased knowledge of data based community trends.

Impacts:

___ NUMBER of documented applications of information obtained from strength and needs assessment by community leaders and organizations (examples include: news releases, community meetings around topic, new grants, program development, white papers, etc.)

___NUMBER of documented applications of data based community trends by identified decision makers within the community. (Examples include: policy changes, new community coalitions developed, shifts in funding patterns, etc.)

Policy Development

Measures of Progress:

___ NUMBER of public discussions organized and held

___ NUMBER of community members reporting increased knowledge in issue facilitation or collaborative problem solving

___ NUMBER of participants reporting increased understanding of the government or working with the government

___ NUMBER of participants reporting or demonstrating increased knowledge and skill in the policy development process

___ NUMBER of decision makers increasing knowledge and awareness of community issues being addressed by community coalition or group

Impacts:

___ NUMBER of public decisions or policies involving collaborative public input

___ NUMBER of participants attending public meetings or hearings

___ NUMBER of participants providing input at public meetings or hearings

Promoting Safe and Healthy Environments

F-5: OBJECTIVE:    North Carolinians, including those with limited resources, will improve the safety and health of their working and living environments.        

ASTHMA

Measures of Progress:

___ NUMBER of households using asthma triggers prevention information and methods

___ NUMBER of schools (including children’s home/daycare centers), school nurses, teachers, maintenance and janitorial staff participating in workshops and discussion groups on asthma, such as Asthma/Tools for Schools training

___ NUMBER of limited resource households trying one or more ashtma reduction/prevention methods

Impacts:

___ NUMBER of participants who apply educational information on asthma triggers within the home

___ NUMBER of participants who apply educational information on asthma triggers within schools and children’s home/daycare centers

___ NUMBER of limited resource households adopting one or more asthma reduction/prevention methods

CHILDREN'S ENVIRONMENTAL ISSUES

Measures of Progress:

___ NUMBER of participants who attend workshops, discussion groups or training addressing children’s environmental health issues

___ NUMBER of participants receiving information on the health effects of chemicals/ pesticide hazards and children

___ NUMBER of limited resource participants who attend programs about children’s environmental health issues

Impacts:

___ NUMBER of participants who positively change knowledge and attitudes as a result of changes implemented to prevent or control children’s environmental health issues

___ NUMBER of participants who apply educational information on the prevention or control of chemical/ pesticide hazards affecting children’s health

___ NUMBER of limited resource participants who adopt one or more recommendations related to children’s environmental health issues

LEAD POISONING

Measures of Progress:

___ NUMBER of parents, grandparents, landlords and homeowners who receive information on the health effects of lead poisoning in children

___ NUMBER of limited resource participants attending programs about the health effects of lead poisoning in children

Impacts:

___ NUMBER of participants who implement recommendations for removal of lead hazards to prevent childhood lead-poisoning

___ NUMBER of limited resource participants taking action to remove lead in and around their homes to prevent lead poisoning

SAFE AND ACCESSIBLE HOUSING

Measures of Progress:

___ NUMBER of participants who increased knowledge and awareness of accessible housing

___ NUMBER of participants who increased knowledge about specific home modifications for individuals with dementia

___ NUMBER of participants who knowledge and awareness of universal design principles

___ NUMBER of participants who increased knowledge of accessible housing options

___ NUMBER of participants planning to make changes in home to increase accessibility

___ NUMBER of participants who increased their ability to recognize and eliminate potential safety hazards in their home

Impacts:

___ NUMBER of accessible home modifications made

Kinds of home modifications made:

___ NUMBER increased lighting

___ NUMBER installed grab bars

___ NUMBER installed scald guards

___ NUMBER installed ramp or eliminated steps

___ NUMBER widened doorways to 36” (some or all)

___ NUMBER eliminated or beveled door thresholds

___ NUMBER removed hazardous features and/or items

___ NUMBER installed safe floor coverings

___ NUMBER installed accessible door and/or cabinet hardware

___ NUMBER of participants who made changes that increased independent living in home

___ NUMBER of participants who removed safety hazards or made changes to increase safety

Help Yourself to A Healthy Home Program:

Measures of Progress:

___ NUMBER of persons reached with "Help Yourself to a Healthy Home"

workshops, personal contacts, etc.

___ NUMBER of "Help Yourself to a Healthy Home" booklets distributed

___ NUMBER of individuals trained to conduct "Help Yourself to a Healthy

Home" programming

___ NUMBER of participants who increased knowledge and awareness of healthy

home practices

___ NUMBER of limited resource participants attending programs about health and safety practices in their living environments

Impacts:

___ NUMBER of individuals planning to make changes in home related to healthy home practices

___ NUMBER of individuals who have adopted on or more healthy home practices

___ NUMBER of limited resource participants who adopt health and safety practices in their living environments

DISASTER PREPARATION AND RESPONSE

Measures of Progress:

___ NUMBER of participants who increased awareness and knowledge of disaster preparation

Knowledge increases about:

___ NUMBER preparing a stay at home disaster kit

___ NUMBER preparing a evacuation disaster kit

___ NUMBER safe evacuation routes

___ NUMBER foods that don’t require cooking

___ NUMBER family preparation prior to a disaster

___ NUMBER preparing a safe room in home for a disaster

___ NUMBER preparing for a power outage

___ NUMBER traveling by car in a disaster

___ NUMBER flood insurance issues

Impacts:

___ NUMBER of participants who have identified a personal evacuation plan in the event of a disaster

___ NUMBER of participants who have assembled a personal/family disaster kit

___ NUMBER of participants who have developed a family disaster plan

___ NUMBER of participants who have identified and corrected potential problems in home prior to a disaster

___ NUMBER of participants who have prepared a household inventory

___ NUMBER of community disaster coalitions formed

FOOD SAFETY TRAINING IN RETAIL FOOD ESTABLISHMENTS

Measures of Progress:

Food safety training for managers

___ NUMBER of participants who completed a ServSafe certification program

___ NUMBER of participants who successfully passed the ServSafe certification

examination

___ NUMBER of participants who increased knowledge about safe food handling

Food safety training for employees

___ NUMBER of participants who attended an English-language food safety class

___ NUMBER of participants who attended a Spanish-language food safety class

___ NUMBER of participants who scored a 75% or higher on a safe food handling

knowledge test

Impacts:

___ NUMBER of participants attending a ServSafe certification program who improved

their operational food safety practices