Achievable. Objectives should be attainable within a given time frame and with available program resources. For example, “The new part-time nutritionist will meet with seven teenage mothers each week to design a complete dietary plan” is a more achievable objective than “Teenage mothers will learn about proper nutrition.” Realistic – Objectives should be within the scope of the project and propose reasonable programmatic steps that can be implemented within a specific time frame. For example, “Two ex-gang members will make one school presentation each week for two months to raise community awareness about the presence of gangs” is a more realistic objective than “Gang-related violence in the community will be eliminated.” Time-bound – Provide a time frame indicating when the objective will be measured or a time by when the objective will be met. For example, “Five new peer educators will be recruited by the second quarter of the first funding year” is a better objective than “New peer educators will be hired.” Examples: Non-SMART Objective Critique SMART Objective Teachers will be trained on the selected evidence-based substance abuse prevention curriculum. The objective is not SMART because it is not specific, measurable, or time-bound. It can be made SMART by specifically indicating who is responsible for training the teachers, how many will be trained, who they are, and by when the trainings will be conducted. By June 1, 2018, LEA supervisory staff will have trained 75% of health education teachers in the local school district on the selected, evidence-based substance abuse prevention curriculum. 90% of youth will participate in classes on assertive communication skills. This objective is not SMART because it is not specific or time-bound. It can be made SMART by indicating who will conduct the activity, by when, and who will participate in the lessons on assertive communication skills. By the end of the 2018 school year, district health educators will have conducted classes on assertive communication skills for 90% of youth in the middle school receiving the substance abuse and HIV prevention curriculum. Train individuals in the community on the prevention of prescription drug/opioid overdose-related deaths. This objective is not SMART as it is not specific, measurable or time-bound. It can be made SMART by specifically indicating who is responsible for the training, how many people will be trained, who they are, and by when the training will be conducted. By the end of year two of the project, the Health Department will have trained 75% of EMS staff in the County Government on the selected curriculum addressing the prevention of prescription drug/opioid overdose-related deaths. Appendix E – Developing the Plan for Data Collection, Performance Assessment, and Quality Improvement Information is provided in this Appendix about points that you should consider in responding to the criteria in Section D.
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Samples: www.samhsa.gov
Achievable. Objectives should be attainable within a given time frame and with available program resources. For example, “The new part-time nutritionist will meet with seven teenage mothers each week to design a complete dietary plan” is a more achievable objective than “Teenage mothers will learn about proper nutrition.” Realistic – Objectives should be within the scope of the project and propose reasonable programmatic steps that can be implemented within a specific time frame. For example, “Two ex-gang members will make one school presentation each week for two months to raise community awareness about the presence of gangs” is a more realistic objective than “Gang-related violence in the community will be eliminated.” Time-bound – Provide a time frame indicating when the objective will be measured or a time by when the objective will be met. For example, “Five new peer educators will be recruited by the second quarter of the first funding year” is a better objective than “New peer educators will be hired.” Examples: Non-SMART Objective Critique SMART Objective Teachers will be trained on the selected evidence-based substance abuse prevention curriculum. The objective is not SMART because it is not specific, measurable, or time-bound. It can be made SMART by specifically indicating who is responsible for training the teachers, how many will be trained, who they are, and by when the trainings will be conducted. By June 1, 2018, LEA supervisory staff will have trained 75% of health education teachers in the local school district on the selected, evidence-based substance abuse prevention curriculum. 90% of youth will participate in classes on assertive communication skills. This objective is not SMART because it is not specific or time-bound. It can be made SMART by indicating who will conduct the activity, by when, and who will participate in the lessons on assertive communication skills. By the end of the 2018 school year, district health educators will have conducted classes on assertive communication skills for 90% of youth in the middle school receiving the substance abuse and HIV prevention curriculum. Train individuals in the community on the prevention of prescription drug/opioid overdose-related deaths. This objective is not SMART as it is not specific, measurable measureable or time-bound. It can be made SMART by specifically indicating who is responsible for the training, how many people will be trained, who they are, and by when the training will be conducted. By the end of year two of the project, the Health Department will have trained 75% of EMS staff in the County Government on the selected curriculum addressing the prevention of prescription drug/opioid overdose-related deaths. Appendix E – E: Developing the Plan for Data Collection, Performance Assessment, and Quality Improvement Information is provided in this Appendix about points that you should consider in responding to the criteria in Section D.D. Data Collection In describing your plan for data collection, consider addressing the following points: The electronic data collection software that will be used; How often data will be collected; The organizational processes that will be implemented to ensure the accurate and timely collection and input of data; The staff that will be responsible for collecting and recording the data; The data source/data collection instruments that will be used to collect the data; How well the data collection methods will take into consideration the language, norms and values of the population(s) of focus; How will the data be kept secure; If applicable, how will the data collection procedures ensure that confidentiality is protected and that informed consent is obtained; and If applicable, how data will be collected from partners, sub-awardees. It is not necessary to provide information related to data collection and performance measurement in a table but the following samples may give you some ideas about how to display the information. In Table 1 an example is provided about how information about the required performance measures could be displayed. Table 1 Performance Measures Data Source Data Collection Frequency Responsible Staff for Data Collection Method of Data Analysis In Table 2, an example is provided about how information could be displayed about the data that will be collected to measure the objectives that are included in B.1 Table 2 Objective Data Source Data Collection Frequency Responsible Staff for Data Collection Method of Data Analysis Objective 1.a Objective 1.b Data Management, Tracking, Analysis, and Reporting Points to consider: Data management: How data will be protected, including information about who will have access to data; How will data be stored. . Data tracking: The staff member who will be responsible for tracking the performance measures and measurable objectives. Data analysis: Who will be responsible for conducting the data analysis, including the role of the evaluator; What data analysis methods will be used. Data reporting: Who will be responsible for completing the reports; How will the data be reported to staff, stakeholders, SAMHSA, Advisory Board, and other relevant project partners. Performance Assessment Points to consider: Information on how frequently performance data will be reviewed; How you will use this data to monitor and evaluate activities and processes and to assess the progress that has been made achieving the goals and objectives; and Who will be responsible for conducting the performance assessment.
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Samples: www.samhsa.gov
Achievable. Objectives should be attainable within a given time frame and with available program resources. For example, “The new part-time nutritionist will meet with seven teenage mothers each week to design a complete dietary plan” is a more achievable objective than “Teenage mothers will learn about proper nutrition.” Realistic – Objectives should be within the scope of the project and propose reasonable programmatic steps that can be implemented within a specific time frame. For example, “Two ex-gang members will make one school presentation each week for two months to raise community awareness about the presence of gangs” is a more realistic objective than “Gang-related violence in the community will be eliminated.” Time-bound – Provide a time frame indicating when the objective will be measured or a time by when the objective will be met. For example, “Five new peer educators will be recruited by the second quarter of the first funding year” is a better objective than “New peer educators will be hired.” Examples: Non-SMART Objective Critique SMART Objective Teachers will be trained on the selected evidence-based substance abuse prevention curriculum. The objective is not SMART because it is not specific, measurable, or time-bound. It can be made SMART by specifically indicating who is responsible for training the teachers, how many will be trained, who they are, and by when the trainings will be conducted. By June 1, 20182020, LEA supervisory staff will have trained 75% of health education teachers in the local school district on the selected, evidence-based substance abuse prevention curriculum. 90% of youth will participate in classes on assertive communication skills. This objective is not SMART because it is not specific or time-bound. It can be made SMART by indicating who will conduct the activity, by when, and who will participate in the lessons on assertive communication skills. By the end of the 2018 2020 school year, district health educators will have conducted classes on assertive communication skills for 90% of youth in the middle school receiving the substance abuse and HIV prevention curriculum. Train individuals in the community on the prevention of prescription drug/opioid overdose-related deaths. This objective is not SMART as it is not specific, measurable or time-bound. It can be made SMART by specifically indicating who is responsible for the training, how many people will be trained, who they are, and by when the training will be conducted. By the end of year two of the project, the Health Department will have trained 75% of EMS staff in the County Government on the selected curriculum addressing the prevention of prescription drug/opioid overdose-related deaths. Appendix E – Developing the Plan for Data Collection, Performance Assessment, and Quality Improvement Information is provided in this Appendix about points that you should consider in responding to the be taken into consideration when developing a response for criteria in Section D.
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Samples: www.samhsa.gov
Achievable. Objectives should be attainable within a given time frame and with available program resources. For example, “The new part-time nutritionist will meet with seven teenage mothers each week to design a complete dietary plan” is a more achievable objective than “Teenage mothers will learn about proper nutrition.” Realistic – Objectives should be within the scope of the project and propose reasonable programmatic steps that can be implemented within a specific time frame. For example, “Two ex-gang members will make one school presentation each week for two months to raise community awareness about the presence of gangs” is a more realistic objective than “Gang-related violence in the community will be eliminated.” Time-bound – Provide a time frame indicating when the objective will be measured or a time by when the objective will be met. For example, “Five new peer educators will be recruited by the second quarter of the first funding year” is a better objective than “New peer educators will be hired.” Examples: Non-SMART Objective Critique SMART Objective Teachers will be trained on the selected evidence-based substance abuse prevention curriculum. The objective is not SMART because it is not specific, measurable, or time-bound. It can be made SMART by specifically indicating who is responsible for training the teachers, how many will be trained, who they are, and by when the trainings will be conducted. By June 1, 2018, LEA supervisory staff will have trained 75% of health education teachers in the local school district on the selected, evidence-based substance abuse prevention curriculum. 90% of youth will participate in classes on assertive communication skills. This objective is not SMART because it is not specific or time-bound. It can be made SMART by indicating who will conduct the activity, by when, and who will participate in the lessons on assertive communication skills. By the end of the 2018 school year, district health educators will have conducted classes on assertive communication skills for 90% of youth in the middle school receiving the substance abuse and HIV prevention curriculum. Train individuals in the community on the prevention of prescription drug/opioid overdose-related deaths. This objective is not SMART as it is not specific, measurable measureable or time-bound. It can be made SMART by specifically indicating who is responsible for the training, how many people will be trained, who they are, and by when the training will be conducted. By the end of year two of the project, the Health Department will have trained 75% of EMS staff in the County Government on the selected curriculum addressing the prevention of prescription drug/opioid overdose-related deaths. Appendix E – - Developing the Plan for Data Collection, Performance Assessment, and Quality Improvement Information is provided in this Appendix about points that you should consider in responding to the criteria in Section D.D. Data Collection In describing your plan for data collection, consider addressing the following points: The electronic data collection software that will be used; How often data will be collected; The organizational processes that will be implemented to ensure the accurate and timely collection and input of data; The staff that will be responsible for collecting and recording the data; The data source/data collection instruments that will be used to collect the data; How well the data collection methods will take into consideration the language, norms and values of the population(s) of focus; How will the data be kept secure; If applicable, how will the data collection procedures ensure that confidentiality is protected and that informed consent is obtained; and If applicable, how data will be collected from partners, sub-awardees. It is not necessary to provide information related to data collection and performance measurement in a table but the following samples may give you some ideas about how to display the information. In Table 1 an example is provided about how information about the required performance measures could be displayed. Table 1 Performance Measures Data Source Data Collection Frequency Responsible Staff for Data Collection Method of Data Analysis In Table 2, an example is provided about how information could be displayed about the data that will be collected to measure the objectives that are included in B.1 Table 2 Objective Data Source Data Collection Frequency Responsible Staff for Data Collection Method of Data Analysis Objective 1.a Objective 1.b Data Management, Tracking, Analysis, and Reporting Points to consider: Data management: How data will be protected, including information about who will have access to data; How will data be stored. Data tracking: The staff member who will be responsible for tracking the performance measures and measurable objectives. Data analysis: Who will be responsible for conducting the data analysis, including the role of the Evaluator; What data analysis methods will be used. Data reporting: Who will be responsible for completing the reports; How will the data be reported to staff, stakeholders, SAMHSA, Advisory Board, and other relevant project partners. Performance Assessment Points to consider: Information on how frequently performance data will be reviewed; How you will use this data to monitor and evaluate activities and processes and to assess the progress that has been made achieving the goals and objectives; and Who will be responsible for conducting the performance assessment.
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Samples: www.samhsa.gov
Achievable. Objectives should be attainable within a given time frame and with available program resources. For example, “The new part-time nutritionist will meet with seven teenage mothers each week to design a complete dietary plan” is a more achievable objective than “Teenage mothers will learn about proper nutrition.” Realistic – Objectives should be within the scope of the project and propose reasonable programmatic steps that can be implemented within a specific time frame. For example, “Two ex-gang members will make one school presentation each week for two months to raise community awareness about the presence of gangs” is a more realistic objective than “Gang-related violence in the community will be eliminated.” Time-bound – Provide a time frame indicating when the objective will be measured or a time by when the objective will be met. For example, “Five new peer educators will be recruited by the second quarter of the first funding year” is a better objective than “New peer educators will be hired.” Examples: Non-SMART Objective Critique SMART Objective Teachers will be trained on the selected evidence-based substance abuse prevention curriculum. The objective is not SMART because it is not specific, measurable, or time-bound. It can be made SMART by specifically indicating who is responsible for training the teachers, how many will be trained, who they are, and by when the trainings will be conducted. By June 1, 20182019, LEA supervisory staff will have trained 75% of health education teachers in the local school district on the selected, evidence-based substance abuse prevention curriculum. 90% of youth will participate in classes on assertive communication skills. This objective is not SMART because it is not specific or time-bound. It can be made SMART by indicating who will conduct the activity, by when, and who will participate in the lessons on assertive communication skills. By the end of the 2018 2019 school year, district health educators will have conducted classes on assertive communication skills for 90% of youth in the middle school receiving the substance abuse and HIV prevention curriculum. Train individuals in the community on the prevention of prescription drug/opioid overdose-related deaths. This objective is not SMART as it is not specific, measurable measureable or time-bound. It can be made SMART by specifically indicating who is responsible for the training, how many people will be trained, who they are, and by when the training will be conducted. By the end of year two of the project, the Health Department will have trained 75% of EMS staff in the County Government on the selected curriculum addressing the prevention of prescription drug/opioid overdose-related deaths. Appendix E – Developing the Plan for Data Collection, Performance Assessment, and Quality Improvement Information is provided in this Appendix about points that you should consider in responding to the criteria in Section D.D. Data Collection In describing your plan for data collection, consider addressing the following points: The electronic data collection software that will be used; How often data will be collected; The organizational processes that will be implemented to ensure the accurate and timely collection and input of data; The staff that will be responsible for collecting and recording the data; The data source/data collection instruments that will be used to collect the data; How well the data collection methods will take into consideration the language, norms and values of the population(s) of focus; How will the data be kept secure; If applicable, how will the data collection procedures ensure that confidentiality is protected and that informed consent is obtained; and If applicable, how data will be collected from partners, sub-awardees. It is not necessary to provide information related to data collection and performance measurement in a table but the following samples may give you some ideas about how to display the information. In Table 1 an example is provided about how information about the required performance measures could be displayed. Table 1 Performance Measures Data Source Data Collection Frequency Responsible Staff for Data Collection Method of Data Analysis In Table 2, an example is provided about how information could be displayed about the data that will be collected to measure the objectives that are included in B.1
Appears in 1 contract
Samples: www.samhsa.gov
Achievable. Objectives should be attainable within a given time frame and with available program resources. For example, “The new part-time nutritionist will meet with seven teenage mothers each week to design a complete dietary plan” is a more achievable objective than “Teenage mothers will learn about proper nutrition.” Realistic – Objectives should be within the scope of the project and propose reasonable programmatic steps that can be implemented within a specific time frame. For example, “Two ex-gang members will make one school presentation each week for two months to raise community awareness about the presence of gangs” is a more realistic objective than “Gang-related violence in the community will be eliminated.” Time-bound – Provide a time frame indicating when the objective will be measured or a time by when the objective will be met. For example, “Five new peer educators will be recruited by the second quarter of the first funding year” is a better objective than “New peer educators will be hired.” Examples: Non-SMART Objective Critique SMART Objective Teachers will be trained on the selected evidence-based substance abuse prevention curriculum. The objective is not SMART because it is not specific, measurable, or time-bound. It can be made SMART by specifically indicating who is responsible for training the teachers, how many will be trained, who they are, and by when the trainings will be conducted. By June 1, 2018, LEA supervisory staff will have trained 75% of health education teachers in the local school district on the selected, evidence-based substance abuse prevention curriculum. 90% of youth will participate in classes on assertive communication skills. This objective is not SMART because it is not specific or time-bound. It can be made SMART by indicating who will conduct the activity, by when, and who will participate in the lessons on assertive communication skills. By the end of the 2018 school year, district health educators will have conducted classes on assertive communication skills for 90% of youth in the middle school receiving the substance abuse and HIV prevention curriculum. Train individuals in the community on the prevention of prescription drug/opioid overdose-related deaths. This objective is not SMART as it is not specific, measurable measureable or time-bound. It can be made SMART by specifically indicating who is responsible for the training, how many people will be trained, who they are, and by when the training will be conducted. By the end of year two of the project, the Health Department will have trained 75% of EMS staff in the County Government on the selected curriculum addressing the prevention of prescription drug/opioid overdose-related deaths. Appendix E – E: Developing the Plan for Data Collection, Performance Assessment, and Quality Improvement Information is provided in this Appendix about points that you should consider in responding to the criteria in Section D.D of the project narrative. Data Collection In describing your plan for data collection, consider addressing the following points: The electronic data collection software that will be used; How often data will be collected; The organizational processes that will be implemented to ensure the accurate and timely collection and input of data; The staff that will be responsible for collecting and recording the data; The data source/data collection instruments that will be used to collect the data; How well the data collection methods will take into consideration the language, norms and values of the population(s) of focus; How will the data be kept secure; If applicable, how will the data collection procedures ensure that confidentiality is protected and that informed consent is obtained; and If applicable, how data will be collected from partners, sub-awardees. It is not necessary to provide information related to data collection and performance measurement in a table but the following samples may give you some ideas about how to display the information. In Table 1 an example is provided about how information about the required performance measures could be displayed. Table 1 Performance Measures Data Source Data Collection Frequency Responsible Staff for Data Collection Method of Data Analysis In Table 2, an example is provided about how information could be displayed about the data that will be collected to measure the objectives that are included in B.1 Table 2 Objective Data Source Data Collection Frequency Responsible Staff for Data Collection Method of Data Analysis Objective 1.a Objective 1.b Data Management, Tracking, Analysis, and Reporting Points to consider: Data management: How data will be protected, including information about who will have access to data; How will data be stored. Data tracking: The staff member who will be responsible for tracking the performance measures and measurable objectives. Data analysis: Who will be responsible for conducting the data analysis, including the role of the Evaluator; What data analysis methods will be used. Data reporting: Who will be responsible for completing the reports; How will the data be reported to staff, stakeholders, SAMHSA, Advisory Board, and other relevant project partners. Performance Assessment Points to consider: Information on how frequently performance data will be reviewed; How you will use this data to monitor and evaluate activities and processes and to assess the progress that has been made achieving the goals and objectives; and Who will be responsible for conducting the performance assessment.
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Samples: www.samhsa.gov
