Adapting the CAM - San Francisco Tobacco-Free

Adapting the CAM To your Workplan, Project, Issue….

By now you’ve attended the CAM training, have a copy of the binder, and know how to access the activities on line. You are working with and/or funding CATs to implement the CAM. Your project/workplan may be focused on a particular issue such as domestic violence or tobacco control or, if you are lucky, it may be broader in scope. You are asking yourself, how do you get the project started, and provide guidance to the CAT coordinator and advocates to move through the five steps. Here are some tips on how to do this.

Community Action ModelCreating Change by Building Community Capacity

Maintain & EnforceAction or Activity

Step 5

Repeat the Process

Select Action or Activity & Implement

Step 4Step 3

Analyze Results of Community Diagnosis

Define, Design & Do Community Diagnosis

Step 2

An ACTIVITY is:An educational intervention that leads up to and supports an action.

An ACTION is:achievablelong-term, or sustainablecompels another entity to do something to change the environment (place people live) for the well being of all

• Train Participants (develop skills, increase knowledge, build capacity)

• Name the Issue• Choose Area of Focus

Step 1


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Step 5Maintain & EnforceAction or Activity



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Step 4Select Action or Activity & Implement

Step 4Step 3


Step 3Analyze Results of Community Diagnosis



Step 2Define, Design & Do Community Diagnosis


Step 2







Step 1 • Train Participants (develop skills, increase knowledge, build capacity)




Step 1

mele smith

http://www.sfdph.org/dph/comupg/oprograms/CHPP/CAM/default.asp

The Community Action Model (CAM) curriculum is available at:

For more information please contact:

San Francisco Department of Public HealthCommunity Health Promotion & Prevention Branch

30 Van Ness Avenue, #2300San Francisco, California 94102

415-581-2448415-581-2490 fax

[email protected]

Paid for by Proposition 99, the 1988 Tobacco Tax Initiative, under Agreement No. TCS - 01-38

CAM Toolkit for 2014 San Francisco Tobacco Free Project Website

mele smith


Before Getting Started You are a health educator, team coordinator or other community worker supervising, coordinating, and providing resources to community groups who will implement the CAM. You can use the information in this manual to provide training and technical assistance. Included in this manual are concrete examples from CATs that successfully implemented the process - some had resources and a timeline of 12-18 months; others had no resources and a 5-6 month timeline.

Some Definitions

• CAM: Community Action Model: the Five steps of the Model

• CAT: Community Action Team: the group of CAT advocates from the community that implement the five steps of the process. Also known as CAT members or participants.

• CAT Coordinator: The team coordinator who may or may not work with a community

based organization and serves as the day to day liaison with the community advocates.

• DPH Monitor/Staff: health educators who provide training, technical assistance, funding and all other support and guidance!

Look for this symbol! It refers to specific curriculum in the CAM binder or on the

Preparation Read through this module.Community Capacity (Intr Evaluate your resources, timay be able to complete a able to complete an immedand then complete a few ofcompleting each step.

Work with the project t(attachment a), budget d). You may use someuse a workplan, be sureCAT coordinator and Cto have the project inclsample skill inventory Assure the CAT coordiavailable on the websit
website.
Read Community Action Model: Creating Change by Building oduction & Overview). Familiarize yourself with the big picture.

meline and project goals. A project with ample funding and timeline more involved action. A short term project with little funding may be iate action, or identify an action to be completed with future funding the activities towards it. Come up with a potential timeline for

o set up administrative systems. Look at the sample workplan & invoice (attachment b), MOU (attachment c), and RFA (attachment of these documents if you have funding to provide to the CAT. If you to include regular technical assistance/training meetings with the AT to brainstorm and problem solve at each step of the way. Be sure

ude stipends or payments in the budget for the advocates. Look at the and evaluation tools (attachment e) and make your evaluation plan. nator that the workplan can change as time goes on. Attachments are e at: .

http://www.dph.sf.ca.us/CHPP/CAM/cam.htm

http://www.dph.sf.ca.us/CHPP/CAM/cam.htm

mele smith


mele smith




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Step 1

STEP 1: Train, Name and Focus Your funding source or project may already indicate which general issue you will work on (such as tobacco control, violence prevention, food security, ethnic and racial health disparities, etc.). 1. Overview of the Issue 101: Begin by putting together a general presentation for the CAT coordinator and the CAT advocates about your issue. Be sure to include in the presentation: activities, fact sheets and information that addresses the background of the issue. Outline the history of the issue, what has been done about it, and the underlying social justice root causes; social, economic and corporate links; and local/global policy issues related to the issue you are addressing. For example, if addressing violence prevention include information about root causes and risk factors for violence, including alcohol, oppression, poverty, witnessing acts of violence and the role of the gun industry in influencing local policies. 2. Next train the CAT coordinator and CAT advocates about the 5 steps in the CAM. Look at the sample curriculum About the Curriculum and How to Use it (Introduction and Overview) for a sample training outline. This will give your CAT team an idea of how the 5 steps flow together and what they will be doing for the course of the project.

IMPORTANT: In preparation for this training look at the activity entitled: Actions for Health (Step 4). List 10 potential actions that address your issue and 5 activities. Adapt the activity cards to reflect your actions/activities. This will help the CAT coordinator & advocates with concrete examples of the potential outcomes they may achieve. See attach F for additional lists of actions/activities.

3. Work with the CAT coordinator to assist the advocates in choosing their project focus. Adapt the activity entitled Naming the Issue (Step 1) by creating a code(s) that reflects the issue that the CAT will address. Be sure to include the variety of local/immediate and root causes that contribute to the issue being addressed by the CAT. Use source documents if available (eg: proposals). Use the questionnaire in Naming the Issue to help the CAT focus on a particular area of interest. For example: during this step, a CAT working on the broader area of violence prevention could decide to focus specifically on addressing violence on public transportation. DPH staff/monitor and others who provide TA, training, funding and other support to CAT coordinators and advocates play a crucial role during step 1. Advocates can get bogged down or may try to choose their outcome or activities before selecting their focus area. The role of DPH staff /monitors should be to bring clarity, keep the CAT on task and move & guide them to a more narrow focus!

Step 2: Def


Now that the CAT advocates haveDiagnosis (Step 2) to help the Cdecide what questions they want alike this:

Advocates Want to Find Out A

1. What foods are healthier/les children? What are junk foo

2. Who makes and advertises

3. What type of foods are in t

4. Do schools have policies ab foods?

5. Who makes policy at the s

This process can take a matter of wtheir focus area by going to the libguns in stores you will work in paset up a training on how to do resemay consult with them on what worepresentation of the issue in yourby the advocates and be user frienthe DPH Monitor/staff should seeexisting consultant isn’t available,Attachment g has sample tools tha

ine, Design, & Do Community Diagnosis


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chosen a focus to address, use the activity entitled: Designing your AT advocates begin their work. To begin the diagnosis the CAT should

nswered, and design tools to get their answers. They may want to use a form

Focus: Food in Schools

bout this… How Avocates will Get Answers to the Questions.

s healthy for ds?

Search the library, internet and meet with local nutrition and health department workers.

this food? Same as above.

he schools? Make a survey tool that lists healthier/less healthy foods. Go to a sample of schools and check off types of foods they provide.

out serving healthy Meet with school officials and ask about policies.

chools? Same as above.

eeks to months. If the CAT decides they need to get more information about rary or on the internet, interviewing community residents, and counting toy rtnership with them to design and do each of these steps. For example, you may arch on the internet, how to come up with a survey, and how to interview. You uld be an appropriate number of people/stores to survey to get a true

community. It’s important to strike a balance: the diagnosis must be designed dly; it must also lead to results that you can use for the next steps. If possible, k technical assistance in the selection of tools and methodologies. If an

seek assistance from your supervisor. See the next page for a list of tools. t CATs have developed and used.

Type of Research

Tips for Step 2… How to Do it!

Survey People: Adults, youth, students, community leaders, renters, clients, policymakers…..

Surveys can reveal people’s opinions, knowledge, attitudes, behaviors and support for changes in the environment. Surveys can be long or short. For the purposes of the CAM, surveys should be kept short (2 pages maximum) and user friendly. A CAM-friendly evaluator should go over questions with the advocates to make sure that the questions will reveal the answers being sought. Surveys can be done with all members of a smaller group or a sample number of persons in a larger group. Surveys can be done in person, by mail, or by telephone.

Survey Things: Count alcohol ads, toy guns, list types of junk food in stores or schools.….

This type of survey can involve advocates in counting objects, attempting to purchase items (such as minors trying to buy cigarettes), or can note if an item has the required warning label. Many of the same tips for surveying people apply. Survey forms should look like a checklist where advocates can easily note the type and amount of the items being surveyed, attempted to purchase etc. For example, if surveying the number of pedestrians at key intersections you might also want to note time of day and other information. Training on how advocates can approach a store merchant and explain the project is essential. See attachment F for other ideas.

Map your neighborhood, community or specific entities like stores..

Define the area to be mapped and divide into areas that can be walked and surveyed. Advocates work in teams to note location and type of community institutions and resources. Advocates use their team research to draw/create a map of the area on easel pad paper showing: street names, parks, CBO’s, schools, stores, empty lots, housing etc. If appropriate note transportation lines and demographics. This can also be done with a GIS map (requires computer resources). Some advocates have mapped stores and used color coding to estimate the percentage of shelf space in the store that is dedicated to alcohol, tobacco, packaged foods vs. fresh produce. See attachment G.

Find out what policies and/or research already exists.

Advocates can go to City Hall, the library, and on the internet to find out about existing policies and research. They can also get contact information to interview policy makers regarding existing laws.

Focus groups, Forums.

Advocates can bring together a small representative group from the community or call for a community forum to be held in the community to discuss the focus of the project and get feedback, perceptions, opinions and support for change.

Photo Voice/ Novellas

Advocates can use cameras to create a visual representation of the issue, to do “before” and “after” comparisons, to show disparities and strengths. These put a “human face” on the data collected elsewhere.

StepThis step is where thethis person can work These stats can be puwith policymakers. Olist possible recomme(analysis/synthesis) o

In Step 2, Advoca Surveyed residents & chilnear a toxic site. They re“superfund” site is and whfor clean up of the toxic s Youth advocates surveyedtried to buy Bidis (Indian 100 stores, and researchedinternet. Advocates surveyed storekind of toy guns were solre: sales of realistic toy gu Advocates diagrammed 11 sstocking practices; did a maneighborhood, surveyed resshopping practices, interview


3: Analyze Results of Community Diagnosis

“Ah Ha” typically happens. If you have the resources to work with an evaluator, with the CAT to input data, analyze data and come up with startling statistics. t in charts, tables and summary forms and used in media advocacy or for testimony nce data is analyzed, the CAT coordinator and advocates discuss their findings, ndations and choose an action in Step 4. Here are examples of the findings f data collected.

tes….. What they found was….

dren in a park searched what a o is responsible

ite.

50% of children playing in the park had crossed into the toxic site thru a broken fence; 85% surveyed didn’t understand the technical language on the warning sign; 92% would still take their kids to that park because it was the only place to play.

350 youth, cigarettes) at them on the

50% of youth surveyed thought bidis were not harmful to health. 24% were able to buy them in stores (twice the rate for Kools). Bidis contain tobacco and cause cancer and other health problems.. 70% of bidis purchased had no warning labels.

s to see what d, research laws ns.

50% of stores sold no toy guns. Stores that sold the most toy guns were large chain stores. Local laws forbid the sale of realistic toy guns. Most retailers were not aware of the local laws.

tores for p of the idents as to

ed merchants

The 3 most common products in the stores were alcohol, tobacco and packaged (junk) foods, many were tobacco subsidiary company brands. Some estimates were that only 2-5% of store space was dedicated to produce: 47% of neighbors surveyed said that stores were hard to get to (barrier to getting healthyfood). That residents must change buses 3 times to get to the nearest supermarket (outside the neighborhood)


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Step 1

Step 4: Select Action & Activity and Implement

Do Actions for Health (Step 4) again. If the CAT hasn’t already chosen an action that meets the three criteria outlined above, they should do that now. Remember, if the CAT has a short timeline/no resources, they can choose an action to accomplish with future funding and resources and then dedicate existing time and resources to implement activities related to that action.

Use the Planning for Health cards (Step 1) and do the CAT Map (Step 4) to help the CAT come up with an action plan to accomplish the action/activities. As part of the action plan, the CAT may want to do a variety of activities such as outreach (health fairs, conferences, meetings with decision makers, schools and community, etc), organizing, model policy development, media advocacy, advocating for your action, presentation skills, and others. Make a training timeline that coincides with the implementation of each of these components of the action plan.

Look in the curriculum and on the website at the Table of Contents. There are a series of group skill- building exercises that you can use as needed. Use these in trainings with the CAT coordinator and advocates to build skills to do the action plan.

Here’s a list of actions (outcomes) that have been accomplished by CATs in Step 4.

Policies by the SF School Board to ban tobacco food subsidiary products and promotional items; A policy by City College to purchase healthy food and drink products for school vending machines;

A city wide ban on tobacco ads; Traffic engineering changes to improve pedestrian safety in several S.F. neighborhoods;

A smokefree parks policy; A model policy requiring imposed penalties on stores that sell look-alike toy guns;

Enforcement of local/national laws regarding bidi tobacco products and cigars used by youth; A Good Neighbor policy to promote inner city access to healthy food alternatives to tobacco subsidiary products;

Further regulation to prevent teen access to tobacco on the internet; User friendly signage and improved fencing to protect children in parks from nearby toxic dump sites;

College based tobacco control policies; Tenant driven smoke free policies in multi-unit housing complexes;

Participation in global campaigns involving joint actions between SF funded projects & projects in the global south.
For a summary of how advocates did the five steps for some of these see the next pages!
The following pages contain summaries of what these CATs have done.



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Step 5: Maintain & Enforce the Action or Activity Once an action or activity has been designed and implemented you want to ensure that it is maintained. If it involves a policy or change in organizational practices, you want to ensure that it is enforced. Many times this involves building on previous work. Here are some examples of how CAM’s have done step 5. Bro’s Against Guns : Brother’s Against Guns was funded with a 5 month minigrant ($5,000) to implement the CAM to address violence prevention. Project advocates surveyed youth in San Francisco’s BayView Hunter’s Point area and ask about sources for guns. They found that getting a gun was easy, that the neighborhood was oversaturated with guns and that many young people easily get weapons from gun shows at the nearby “Cow Palace” exposition hall. By the end of the project, advocates had presented their findings to numerous groups including Gang Free Communities Initiative and listed a variety of actions/activities to address this problem. Once the grant was over, the advocates continued on to sponsor a protest of gun shows at the Cow Palace and received media coverage of the protest. They are now seeking additional funding and looking at the possibility of advocating for a state policy to prohibit gun shows at the Cow Palace.

Ban on Kraft/Nabisco in the Schools: Another youth project researched the amount of Kraft/Nabisco products that were sold and provided in the city’s schools. They successfully got the School Board to adopt a policy called the “Commercial Free Schools Act” that banned these products from the schools because they were subsidiary products of Philip Morris, maker of Marlboro cigarettes. For step five of the CAM, youth advocates followed up with schools by meeting with the food purchaser and doing presentations to students to ensure that the ban was implemented and understood.

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nut

ritio

us fo

ods.

Ad

voca

tes

pu

blic

ize

thei

rfi

nd

ing

s in

th

e co

lleg

e p

aper

an

d p

rop

ose

a p

olic

y to

th

eco

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oar

d t

hat

ad

op

ts

the

po

licy

to o

nly

pu

rch

ase

hea

lthy

fo

od

an

d d

rin

ks f

or

the

sch

oo

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din

g m

ach

ines

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voca

tes

con

tin

ue

to

mo

nit

or

foo

d in

ven

din

gm

ach

ines

.A

n A

cti

on

is:

•ac

hie

vab

le•

lon

g-t

erm

, or

sust

ain

able

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mp

els

ano

ther

en

tity

to

do

som

e th

ing

to

ch

ang

e th

e en

viro

nm

ent

(pla

ce p

eop

le

live)

fo

r th

e w

ell b

ein

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l

An

Acti

vit

yis

:•

An

ed

uca

tio

nal

inte

rven

tio

n

that

lead

s u

p t

o a

nd

su

pp

ort

s th

e ac

tio

n.

Du

rati

on

of

Pro

ject:

on

e c

olleg

e s

em

este

rFu

nd

ing

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on

e

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p 2

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Pro

cess

Co

mm

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ity A

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Mo

del

Pro

hib

itin

g G

un

Sh

ow

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n S

tate

Pro

pert

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Ad

voca

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om

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l gu

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uth

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Ad

voca

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con

du

cted

a s

urv

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f yo

un

g p

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th

e B

ayvi

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ou

t vi

ole

nce

, why

it h

app

ens,

if t

hey

can

get

wea

po

ns

and

wh

ere

the

wea

po

ns

com

e fr

om

.

Adv

ocat

es le

arne

d th

at m

any

youn

gpe

ople

can

eas

ily o

btai

n gu

ns a

nd th

aton

e so

urce

for

guns

in th

e co

mm

unity

isfr

om th

e lo

cal g

un s

how

s he

ld a

t the

Cow

Pal

ace,

a s

tate

ow

ned

build

ing.

Ad

voca

tes

hel

d a

pro

test

at t

he

nex

t g

un

sh

ow

an

db

egan

to

wo

rk w

ith

loca

lac

tivi

sts

and

leg

isla

tors

to a

do

pt

an o

rdin

ance

pro

hib

itin

g g

un

sh

ow

s o

nst

ate

pro

per

ty.

Ad

voca

tes

wo

rked

wit

h

oth

ers

acro

ss c

ou

nty

lin

es

to b

uild

su

pp

ort

fo

r a

gu

nsh

ow

ban

on

sta

te p

rop

erty

.

An

Acti

on

is:

•ac

hie

vab

le•

lon

g-t

erm

, or

sust

ain

able

•co

mp

els

ano

ther

en

tity

to

do

som

e th

ing

to

ch

ang

e th

e en

viro

nm

ent

(pla

ce p

eop

le

live)

fo

r th

e w

ell b

ein

g o

f al

l

An

Acti

vit

yis

:•

An

ed

uca

tio

nal

inte

rven

tio

n

that

lead

s u

p t

o a

nd

su

pp

ort

s th

e ac

tio

n.

Du

rati

on

of

Pro

ject:

6 m

on

ths

Fu

nd

ing

:$5,0

00

Ste

p 2

:

Ste

p 3

:

Ste

p 5

:

Ste

p 4

:

Ste

p 1

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ep

eat

the

Pro

cess

Co

mm

un

ity A

cti

on

Mo

del

Go

od

Neig

hb

or

(GN

) -

Healt

hy P

rod

ucts

Po

licy

Ad

voca

tes

wer

e w

orr

ied

ab

ou

t th

e la

ck o

f fr

esh

fo

od

in t

he

nei

gh

bo

rho

od

.T

hey

wer

e al

so w

orr

ied

ab

ou

t to

bac

co.

Ad

voca

tes

surv

eyed

co

rner

an

dliq

uo

r st

ore

s in

th

e n

eig

hb

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oo

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Th

ey a

lso

su

rvey

ed c

om

mu

nit

yag

enci

es a

nd

res

iden

ts t

o s

eew

hat

pro

du

cts

they

bu

y.

Adv

ocat

es fo

und

out t

he th

ree

mos

t ava

ilabl

e pr

oduc

ts in

stor

es w

ere

toba

cco,

alc

ohol

and

junk

food

(esp

ecia

llypr

oduc

ts m

ade

by K

raft

and

Nab

isco

, ow

ned

by to

bacc

oco

mpa

nies

). T

hey

also

foun

d th

at m

any

com

mun

itygr

oups

bou

ght K

raft

and

Nab

isco

pro

duct

s &

wer

e th

eref

ore

supp

ortin

g to

bacc

o co

mpa

nies

.

Ad

voca

tes

go

t 2

com

mu

nit

y ag

enci

esan

d t

he

Sch

oo

l Dis

tric

t to

ad

op

t a

po

licy

no

t to

bu

y K

raft

an

d N

abis

co p

rod

uct

s.

Th

ey g

ot

GN

ag

reem

ents

wit

h lo

cal f

oo

dre

taile

rs (

bu

y le

ss ju

nk

foo

d a

nd

mo

relo

cal f

resh

fo

od

, & le

ss t

ob

/alc

oh

ol a

ds)

.T

hey

wen

t o

n T

V, r

adio

an

d n

ewsp

aper

!

Th

ey a

re w

ork

ing

to

get

an

ag

ency

to

ado

pt

the

pro

gra

m &

pro

vid

e in

cen

tive

sfo

r G

N m

erch

ants

.Ad

voca

tes

con

tin

ue

top

rom

ote

th

e G

N id

ea.

An

Acti

on

is:

•ac

hie

vab

le•

lon

g-t

erm

, or

sust

ain

able

•co

mp

els

ano

ther

en

tity

to

do

som

e th

ing

to

ch

ang

e th

e en

viro

nm

ent

(pla

ce p

eop

le

live)

fo

r th

e w

ell b

ein

g o

f al

l

An

Acti

vit

yis

:•

An

ed

uca

tio

nal

inte

rven

tio

n

that

lead

s u

p t

o a

nd

su

pp

ort

s th

e ac

tio

n.

Du

rati

on

of

Pro

ject:

2 y

ears

Fu

nd

ing

:$10

0,0

00

Ste

p 2

:

Ste

p 3

:

Ste

p 5

:

Ste

p 4

:

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p 1

:R

ep

eat

the

Pro

cess

Co

mm

un

ity A

cti

on

Mo

del

Ban

on

Lo

ok-A

like T

oy G

un

s

Ad

voca

tes

wer

e w

orr

ied

th

at t

he

real

isti

c to

y g

un

s b

ein

g s

old

at

loca

l sto

res

cou

ld b

e m

ista

ken

fo

rre

al g

un

s.

Ad

voca

tes

surv

eyed

gro

cery

sto

res,

to

y st

ore

s &

var

iety

sto

res

to d

eter

min

ew

hat

kin

ds

of

toy

gu

ns

wer

e b

ein

g s

old

.T

hey

res

earc

hed

if lo

cal l

aws

alre

ady

exis

ted

th

at f

orb

id t

he

sale

of

real

isti

cto

y g

un

s.

Adv

ocat

es fo

und

that

50%

of t

he s

tore

s so

ldno

toy

guns

. Th

e st

ores

that

sol

d th

e m

ost

toy

guns

wer

e la

rge

chai

n st

ores

. Th

eyfo

und

that

ther

e w

ere

loca

l law

s fo

rbid

ding

the

sale

of r

ealis

tic to

y gu

ns…

and

mos

tre

taile

rs d

idn’

t kno

w a

bout

thes

e la

ws.

Ad

voca

tes

hel

d a

pre

ss c

on

fere

nce

,th

ey p

ub

liciz

ed t

ho

se s

tore

s th

atd

on’

t se

ll to

y g

un

s, p

ut

up

po

ster

sab

ou

t th

e d

ang

ers

of

toy

gu

n lo

ok

alik

es a

nd

wro

te le

tter

s as

kin

gst

ore

s to

co

mp

ly w

ith

th

e la

w. T

hey

pla

nn

ed t

o w

ork

wit

h o

ffic

ials

to

stre

ng

then

en

forc

emen

t an

d w

rite

a m

od

el p

olic

y to

ad

d p

enal

ties

fo

rst

ore

s th

at s

ell l

oo

k-al

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gu

ns.

Ad

voca

tes

con

tin

ue

to

mo

nit

or

sto

res

that

sel

l to

y g

un

s.

An

Acti

on

is:

•ac

hie

vab

le•

lon

g-t

erm

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sust

ain

able

•co

mp

els

ano

ther

en

tity

to

do

som

e th

ing

to

ch

ang

e th

e en

viro

nm

ent

(pla

ce p

eop

le

live)

fo

r th

e w

ell b

ein

g o

f al

l

An

Acti

vit

yis

:•

An

ed

uca

tio

nal

inte

rven

tio

n

that

lead

s u

p t

o a

nd

su

pp

ort

s th

e ac

tio

n.

Du

rati

on

of

Pro

ject:

6 m

on

ths

Fu

nd

ing

:$1,5

00

Ste

p 2

:

Ste

p 3

:

Ste

p 5

:

Ste

p 4

:

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p 1

:R

ep

eat

the

Pro

cess

Ad

voca

tes

wer

e w

orr

ied

ab

ou

tp

eop

le s

mo

kin

g in

Mu

lti-

un

ith

ou

sin

g c

om

ple

xes.

Ad

voca

tes

rese

arch

ed t

he

effe

cts

of

seco

nd

han

d s

mo

ke (

SH

S)

on

ch

ildre

n li

vin

g in

apar

tmen

ts. T

hey

su

rvey

ed r

esid

ents

ab

ou

tS

HS

per

cep

tio

ns

and

su

pp

ort

fo

r sm

oke

free

po

licie

s. T

hey

res

earc

hed

ex

isti

ng

po

licie

s.

Adv

ocat

es fo

und

out t

hat S

HS

is r

espo

nsib

lefo

r 15

0K c

hild

hos

pita

lizat

ions

eve

ry y

ear,

that

92%

of M

a A

licia

res

iden

ts s

uppo

rted

smok

e fr

ee in

door

are

as, t

hat t

here

wer

e no

polic

ies

at M

a A

licia

apa

rtm

ents

.

Ad

voca

tes

did

pre

sen

tati

on

s,h

ealt

h f

airs

an

d m

et w

ith

ten

ants

and

ad

min

istr

ato

rs. T

hey

dra

fted

a p

olic

y (a

cuer

do

). R

esid

ents

vote

d t

o a

do

pt

a p

olic

y d

ecla

rin

gth

e en

tire

MU

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sm

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clu

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om

mo

n a

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an

d a

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ents

wit

h p

has

e in

fo

r th

e2

top

flo

ors

.) A

ll 81

res

iden

tssi

gn

ed t

he

“acu

erd

o”.

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voca

tes

con

tin

ue

to w

ork

wit

hre

sid

ents

an

d m

anag

emen

t to

ensu

re t

he

po

licy

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nfo

rced

. A

n A

cti

on

is:

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hie

vab

le•

lon

g-t

erm

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sust

ain

able

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mp

els

ano

ther

en

tity

to

do

som

e th

ing

to

ch

ang

e th

e en

viro

nm

ent

(pla

ce p

eop

le

live)

fo

r th

e w

ell b

ein

g o

f al

l

An

Acti

vit

yis

:•

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ed

uca

tio

nal

inte

rven

tio

n

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lead

s u

p t

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nd

su

pp

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s th

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Du

rati

on

of

Pro

ject:

2 y

ears

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nd

ing

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0,0

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Co

mm

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ity A

cti

on

Mo

del

Sm

oke F

ree P

olicy a

t M

UH

C’s

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ult

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ple

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p 2

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the

Pro

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Co

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ity A

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ut

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fect

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incr

easi

ng

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ub

stan

ce a

bu

se a

nd

dim

inis

hed

mo

tiva

tio

n

of

edu

cati

on

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inin

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clu

ded

env

iro

nm

enta

l fac

tors

con

trib

uti

ng

to

tru

ancy

, mo

del

—p

rog

ram

s to

get

ch

ildre

nb

ack

in s

cho

ol a

nd

rel

ated

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es.

Th

ey s

urv

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sch

oo

l dis

tric

t tr

uan

cy r

ates

; ob

serv

ed n

eig

hb

or-

ho

od

co

nd

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ns

pro

mo

tin

g t

ruan

cy;

inte

rvie

wed

stu

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ts t

o s

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hyth

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se t

o b

e tr

uan

t.

They

foun

d th

at 2

3% o

f the

chi

ldre

n in

the

publ

ic s

choo

ls w

ere

trua

nt; a

maj

ority

of th

ese

stud

ents

wer

e 6t

h –

12th

gra

ders

and

thes

e st

uden

ts u

sual

ly h

ung

out a

tco

rner

sto

res

and

bus

stop

s w

hile

they

wer

e tr

uant

.

Th

ey w

ork

ed w

ith

th

e S

F Po

lice

Dep

artm

ent

and

th

e S

cho

ol D

istr

ict

to d

evel

op

a t

ruan

cy

pre

ven

tio

n s

trat

egy.

Th

eyal

so h

elp

ed f

un

dra

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s to

su

bsi

diz

e th

e co

st o

ftr

ansp

ort

atio

n f

or

you

thto

an

d f

rom

sch

oo

l.

Trai

nin

g in

clu

ded

env

iro

nm

enta

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cto

rs c

on

trib

uti

ng

to

tru

ancy

,m

od

el p

rog

ram

s to

get

ch

ildre

nb

ack

in s

cho

ol,

and

rel

ated

issu

es.

An

Acti

on

is:

•ac

hie

vab

le•

lon

g-t

erm

, or

sust

ain

able

•co

mp

els

ano

ther

en

tity

to

do

som

e th

ing

to

ch

ang

e th

e en

viro

nm

ent

(pla

ce p

eop

le

live)

fo

r th

e w

ell b

ein

g o

f al

l

An

Acti

vit

yis

:•

An

ed

uca

tio

nal

inte

rven

tio

n

that

lead

s u

p t

o a

nd

su

pp

ort

s th

e ac

tio

n.

Du

rati

on

of

Pro

ject:

6 m

on

ths

Fu

nd

ing

:$5,0

00

Documents

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