The materials below were reviewed for Readiness for Dissemination. The implementation
point of contact can provide information regarding implementation of the intervention
and the availability of additional, updated, or new materials.
Institute for Families. (2009, February). Footprints for Life: Evaluation report. Prepared for NCADD of Middlesex County, Inc. Piscataway, NJ: Rutgers School of Social Work.
National Council on Alcoholism and Drug Dependence of Middlesex County, Inc. (2010). Footprints for Life: The first steps in prevention education [Brochure]. East Brunswick, NJ: Author.
National Council on Alcoholism and Drug Dependence of Middlesex County, Inc. (n.d.). Footprints for Life: Curriculum CD. East Brunswick, NJ: Author
National Council on Alcoholism and Drug Dependence of Middlesex County, Inc. (n.d.). Footprints for Life: Teacher's manual: A curriculum for second and third grade students. East Brunswick, NJ: Author.
Program Web site, http://www.footprintsforlife.org/
Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the intervention's Readiness for Dissemination
using three criteria:
- Availability of implementation materials
- Availability of training and support resources
- Availability of quality assurance procedures
For more information about these criteria and the meaning of the ratings, see Readiness for Dissemination.
Training and Support
The comprehensive teacher's manual provides a background and rationale for the intervention, as well as a step-by-step guide for implementation. Clear goals and objectives are stated for each lesson, and lists of needed materials and suggested lesson plans are included. Descriptions of the target audience and session length are provided, and sessions are broken down into steps. The program Web site includes resources for parents and teachers and exercises for kids and parents, which enhance the lessons presented in the classroom. Marketing materials are provided and can be used to describe key program elements and evaluation results to funders or decisionmakers. On-site training is provided, and training materials are easy to access and understand. Contact information for support from the developers is provided on the program Web site and in program materials. A parent inventory tracking form, fidelity measure, and teacher and student evaluations are available to support quality assurance.
There is minimal discussion of optimal implementation requirements, such as organizational structure and group size. Some materials are difficult to locate and manage, given the assortment of items available in hard copy, online, or in both formats. There is limited guidance on how to use the kids and parents features of the Web site in conjunction with the print materials used in the classroom. Implementation sites are encouraged to use a train-the-trainer model, but guidance and materials to support this model are limited. Fidelity tools are not well designed or adapted for practical application by implementers. No protocol is provided for administering evaluation instruments.