Congratulations! You have gathered all of the information you need to gain a complete understanding of the drug- and violence-related problems facing youth in your schools and districts. You have collected relevant data records from multiple local sources and placed this information in a state and national context. You may even have supplemented this information with new data from your own interviews, focus groups, and surveys.

Now the real fun begins! The final, and perhaps most important, step is to take all of the information that you have collected and make sense of it. What is it telling you? Where are the gaps? How can you use the information to establish prevention priorities and, ultimately, select prevention strategies and programs based on those priorities?

This section provides a framework for linking your information-gathering efforts to the next phase of the strategic planning process -- designing a comprehensive prevention plan. It includes these three steps:

Step 1: Create an Assessment Profile
Step 2: Establish Criteria for Reviewing the Information You Have Collected
Step 3: Set Prevention Priorities Based on Your Criteria

Step 1: Create an Assessment Profile

There are many ways to compile the information you have obtained. The important thing is to organize it in a way that is meaningful not only to those of you who have been immersed in data collection, but also to those who might be new to the process. You may choose to organize your findings by type of indicator (e.g., substance use vs. violence), by population (e.g., general population vs. youth), or by data source (crime statistics in one section, health statistics in another). Work with members of your advisory team to create a tool that clearly and succinctly describes your findings.

Step 2: Establish Criteria for Reviewing the Information You Have Collected

Once you have organized your findings, you will need to establish a system for assigning them "weight." For example, police reports may reveal that drunk driving is a problem in your community, while school records document widespread bullying. Which is more important? And how will you make that determination?

There are many equally valid ways to choose your priorities. However, by establishing a set of criteria that are clear and objective, you increase the likelihood that your choice of prevention activities will truly reflect the needs identified by your assessment -- rather than the "problem of the moment" or a group member's pet concern.

Step 3: Set Prevention Priorities Based on Your Criteria

Once you and your advisory team have agreed on a set of criteria (note: this may take more than one discussion!), you can begin to carefully examine the information in front of you. Initially, you will see many areas of concern that need to be addressed.

Using the criteria you have developed, work with your advisory team to document those findings that seem particularly compelling. Keep in mind that different data sources may yield discrepant information. If this occurs, you may want to go back and review the records to determine which seem most reliable, or conduct targeted interviews with those most familiar with how the data were collected.

Now it is time to reach consensus on which drug- and violence-related problems your schools and districts will target through prevention programming. This involves transforming your most compelling findings into prevention priorities that will guide your selection of research-based programs and strategies. Think about how to frame and phrase the prominent issues so that they are clearly stated, fully justified, and likely to attract support throughout the community.

Once you have completed these steps, you can continue to develop your comprehensive prevention plan. The next online event, Identifying Prevention Priorities and Strategies for Success, will reinforce lessons learned in this event and describe next steps -- including how to establish measurable goals and objectives and identify effective strategies to achieve intended outcomes.