BUS plan
Henry Hills
RainbowDaysTrans4mPlan110112FINAL.pdf
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The Trans4m
Center
Business Plan 1.0
As of November 1, 2012
*This name is currently under review by the U.S. Trademark Office.
.
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Table of Contents
1.0 Executive Summary ....................................................................................................... 4
2.0 Venture Description and Goals ..................................................................................... 6
2.1 Venture Description ................................................................................................... 6
2.2 Description of Product or Service .............................................................................. 9
2.3 Overview of Nonprofit Organization ....................................................................... 10
2.4 Business and Social Goals ......................................................................................... 11
2.5 Guiding Principles.................................................................................................... 13
3.0 Industry and Customer Analysis ................................................................................ 14
3.1 Industry Overview .................................................................................................... 14
3.1.1 Size & Demographics of Primary & Secondary Beneficiaries ........................... 15
3.1.2 Available Funding ............................................................................................. 20
3.1.3 Commitment to Professional Development...................................................... 23
3.1.4 Competitive Landscape ..................................................................................... 28
3.1.5 Reliance on Evidence-Based Programming & Curricula .................................. 31
3.2 Evaluation of Target Providers ................................................................................ 36
3.2.1 Providers as a Potential Target ......................................................................... 39
3.3 Conclusion ................................................................................................................ 62
4.0 Competitive Analysis................................................................................................... 64
4.1 Competitive Environment ........................................................................................ 64
4.2 Profile and Analysis of Direct Competitors ............................................................. 64
4.2.1 Other National and Statewide Centers ............................................................. 64
4.2.2 Other Curriculum-Driven Organizations ......................................................... 65
4.3 Profile and Analysis of Indirect Competitors .......................................................... 66
4.3.1 Intervention by staff and other licensed professionals using their own home-
grown approach ......................................................................................................... 66
4.3.2 No intervention ................................................................................................. 67
4.4 Competitive Advantage ............................................................................................ 67
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5.0 Branding, Marketing and Sales Strategy .................................................................... 69
5.1 Name and Branding ................................................................................................. 69
5.2 Plan to Reach Target Market ................................................................................... 69
5.2.1 Segmentation and Target Groups ..................................................................... 70
5.2.2 Positioning Statement ....................................................................................... 74
5.2.3 Pricing ............................................................................................................... 74
5.2.4 Place .................................................................................................................. 74
5.2.5 Promotion and Sales Strategy ........................................................................... 75
6.0 Operations ................................................................................................................... 77
6.1 Description of Daily Operations .............................................................................. 77
6.2 Staffing ..................................................................................................................... 77
6.3 Training .................................................................................................................... 78
6.4 Capital and Equipment ............................................................................................ 78
6.4.1 One-time Costs .................................................................................................. 78
6.4.2 Recurring Costs ................................................................................................. 78
6.5 Facilities ................................................................................................................... 78
6.6 IT Systems ................................................................................................................ 78
6.6.1 - IT systems that are needed to support operations/finance ........................... 79
6.6.2 - IT systems that are needed to support marketing ......................................... 80
6.6.3 - IT systems that are needed to provide value-added services ........................ 81
6.6.4 - Technology tools that can be acquired on a need basis ................................. 81
6.6.5 - IT systems that are needed to support reporting ........................................... 81
6.7 Planning & Scheduling ............................................................................................. 81
6.8 Program Delivery and Distribution ......................................................................... 82
6.9 Customer Service ..................................................................................................... 82
6.9.1 Availability ......................................................................................................... 82
6.9.2 Methods of Receipt ........................................................................................... 83
6.10 Measurement and Evaluation ................................................................................ 83
6.11 Operations Process Flow ........................................................................................ 84
6.11.1 In-person Training/Workshop ........................................................................ 84
6.11.2 Online Training/Workshop ............................................................................. 88
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6.11.3 New Training/Workshop Development .......................................................... 89
7.0 Organization and Management .................................................................................. 91
7.1 Organization Staffing Model .................................................................................... 91
7.1.2 Key Center Staffing Positions ....................................................................... 93
7.2 Center Staff Training ................................................................................................ 96
7.3 Succession Planning ................................................................................................. 97
7.4 Performance Management....................................................................................... 97
7.5 Advisory Council ...................................................................................................... 97
7.6 Legal Issues .............................................................................................................. 98
8.0 Financials .................................................................................................................... 99
8.1 Financial Overview ................................................................................................... 99
8.1.a Business Model Description .............................................................................. 99
8.1.b Financial Targets ............................................................................................. 100
8.2 Key Assumptions ................................................................................................... 100
8.3 Projected Financials .............................................................................................. 106
8.3.1 Income Statement ........................................................................................... 106
8.3.2 Cash Flow Statement ...................................................................................... 107
8.4 Sensitivity Analysis ................................................................................................ 107
9.0 Risk and Mitigation Strategies .................................................................................. 109
9.1 SWOT Analysis ....................................................................................................... 109
9.2 Risk Analysis .......................................................................................................... 109
9.2.1 External Environment ...................................................................................... 110
9.2.2 Internal Environment ...................................................................................... 112
9.3 Concluding Thoughts .............................................................................................. 114
10.0 Appendix .................................................................................................................. 115
10.1 Primary Research Interviews ................................................................................ 115
10.2 Professional Development Training List .............................................................. 116
10.3 Sample Annual Budget for CBSG® Program ........................................................ 117
10.4 Key Staff Resumes ................................................................................................. 118
10.4 Executive Board of Directors List ........................................................................ 130
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1.0 Executive Summary
In the New Economy, nonprofit organizations like Rainbow Days are faced with
shifting funding sources, economic upheaval, increased calls for accountability and
impact, new technologies and modes of communication, and uncertainty about the
future. Nonprofit providers, especially those serving high-risk populations, are being
called upon to chart a new course for the sector — serving the most clients with the best
available solutions in the most cost-effective manner possible. To that end, providers are
in need of research-based, yet flexible and easy-to-use curricula and promising practices
that meet their diverse needs. They are also in need of education and training that
elevates their understanding not only of client behavior, but also of ways to work in
tandem with clients to develop positive behavioral assets.
To address this need, Rainbow Days plans to launch The Trans4m Center. It builds
upon three decades of ground-breaking work providing prevention and intervention
services for children and youth across North Texas and leveraging this expertise by
developing, publishing and evaluating curriculum, and, then in turn, training thousands
of individuals across Texas in the Curriculum-Based Support Group (CBSG®) Program.
Over that time period, Rainbow Days has become a trusted source of the latest
research and information and a real-world translator of research into practice. To build
upon this mission and fill a gap in the market demanding practical application of cross-
sector research and promising practices, the growth plan will be to penetrate the
existing market within Texas and existing networks in other states as a “soft launch” in
Year 1 by re-branding Rainbow Days’ offerings as The Trans4m Center. During
this soft launch, Rainbow Days will continue to learn about the needs of customers
and adjust as necessary. Starting in Year 2, Rainbow Days will officially launch as the
The Trans4m Center providing offerings to a diverse audience who is less familiar
with Rainbow Days. Through The Trans4m Center, Rainbow Days will provide
current education and training services to direct service providers across the country as
well as consider new offerings to be developed based on market need.
The Trans4m Center — which will be focused on the behavioral health needs of
children and youth — will be focused on serving the human service, education and
criminal justice sectors. Based on extensive research of trends within these industries,
the most promising initial targets are school counselors and substance abuse
professionals — both of whom are currently customers of Rainbow Days. While there
is some direct competition from other organizations and curricula providers, the highest
threat is from indirect competition — providers not seeking to be trained or educated.
The Center will overcome the direct competition by differentiating itself as a direct
service provider pairing research-based education and training with the latest
techniques in the adult learning model. The Center will overcome indirect competition
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through its marketing strategy of selling providers on the value of professional
development to elevate its service delivery. Some of this work is already being
accomplished by “influencers” in government, foundations and national nonprofits, so
Rainbow Days will capitalize on this research-to-practice movement and ensure that
“influencers” are aware of The Trans4m Center’s offerings and encourage providers
(or “deciders”) to seek research-based professional development opportunities.
Because Rainbow Days has current staff who already provide education and training
services, the operating model will not be substantially different, except that The
Trans4m Center will now be a separate division of Rainbow Days and supported by
a separate Advisory Council. The Trans4m Center will be staffed with existing
employees with plans to grow as demand increases. It will also invest in marketing
assistance to build awareness and sales through contractors in Year 1 and a full-time
Marketing Manager in Year 2. Rainbow Days also plans to upgrade technologically by
launching a stand-alone website geared toward the market, experimenting with online
training, and upgrading its CRM system.
Currently, Rainbow Days is operating its education and training services at a modest
profit. To launch The Trans4m Center and scale nationwide, Rainbow Days is
seeking an investment of $500,000 in start-up and working capital spread across the
first five years, primarily to fund these technological upgrades, hire marketing expertise
and begin business development activities with influencers. With this investment,
Rainbow Days should experience a profit margin of over 20 percent in Year 5.
Year 1 Year 2 Year 3 Year 4 Year 5
Revenue $325,822 $421,733 $464,359 $526,675 $652,873 Expenses $325,822 $400,653 $418,274 $447,838 $478,730 Net Income $0 $21,080 $46,086 $78,837 $174,143 Profit Margin 0% 5% 10% 15% 27%
While there is risk in every venture, Rainbow Days is coming into this new venture —
an establishment of The Trans4m Center — with time-tested, evidence-based
products, experienced staff and a market in need of high-quality professional
development. To guard against market shifts, Rainbow Days will work across
industries and stay well informed of trends through its Advisory Council. To guard
against funding pressures, Rainbow Days will ensure that its education and training
opportunities are competitively priced and offer alternatives such as online training.
Taken together, Rainbow Days is poised to successfully launch The Trans4m
Center, which will bring its experience and philosophy to even more providers across
the country, elevating the sector, which will in turn better serve children and youth in
high-risk situations.
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2.0 Venture Description and Goals
Rainbow Days, Inc. has an impressive 30+ year track record of bringing the best
community programs and behavioral health initiatives to the North Texas community
through direct prevention and intervention services directed at children and youth living
in high-risk situations and leveraging this expertise to train direct service providers
within the human service, education, and criminal justice sectors across Texas and
nationally. Over that time period, Rainbow Days has become a trusted source of the
latest research and information and a real-world translator of research into practice. To
build upon this mission and fill a gap in the market demanding practical application of
cross-sector research and promising practices, Rainbow Days plans to launch The
Trans4m Center (Center), which will improve the skills and knowledge of providers
working within the human service, education, and criminal justice sectors.
2.1 Venture Description
Rainbow Days has already been providing education and training services for more
than 30 years. The centerpiece behind its current efforts has been Rainbow Days’
proprietary curriculum, Curriculum-Based Support Group (CBSG®) Program with its
program extensions —
Kids’ Connection (designed for children and youth ages 4-12)
Youth Connection (designed for children and youth ages 10-17)
Kids’ Connection Too (designed for children and youth ages 4-15 living within a
homeless shelter or other transitional setting)
Faith Connection (designed for children and youth ages 4-15 within Christian
faith-based settings)
The CBSG® Program is a unique, multi-cultural, evidence-based preventive
intervention for selective and indicated populations. The program is designed for males
and females, ages 4-17, whose high-risk situations, attitudes and behaviors place them
at elevated risk for future behavioral and health problems including substance abuse,
delinquency and violence. The support group modality sets the CBSG® Program apart
from other preventive interventions. Children and youth meet in confidential, small
group settings and are taught a set of essential life skills to help them learn how to: cope
with difficult family situations, resist negative peer pressure, respect others, set and
achieve goals, make healthy choices, and refuse alcohol, tobacco, and other drugs. The
following logic model illustrates the success of the curriculum:
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Figure 2.1 – Curriculum-Based Support Group (CBSG®) Program Logic Model
To date, Rainbow Days has trained close to 18,000 professionals and volunteers in 35
states to implement its Curriculum-Based Support Group (CBSG®) Program. In 2011,
Rainbow Days successfully applied and received recognition by the SAMSHA National
Registry of Evidence-Based Programs and Practices (NREPP).
In addition to the CBSG® Program, Rainbow Days — through a generous grant from
the AT&T Foundation — is in the final stages of development of another curriculum,
which is already garnering attention not only from human service providers, but
educators as well. Positive Behavior for School Success is designed as a universal,
classroom-based curriculum, which addresses key behavioral deficits associated with
dropping out of school. It is built around a behavioral assets framework of the 4R’s —
relationships, resiliency, responsibility and readiness. In 2008, Rainbow Days started
a rigorous process of rapid prototyping with a dedicated group of school personnel. To
date, the formative evaluation shows significant changes in students’ positive attitudes
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and behaviors and high levels of teacher satisfaction. The following logic model
illustrates the success of the curriculum:
Figure 2.2 – Positive Behavior for School Success Program Logic Model
In 2012, Rainbow Days will be launching a randomized comparison group study with
a formal report being submitted for NREPP recognition.
Because of this work across Texas and many other states, Rainbow Days has become
known as a thought leader and advocate of the promotion of behavioral health and
substance use disorder prevention and intervention services geared toward children and
youth within the criminal justice and human service sectors and, as a result, a go-to
source for other education and training services for professionals. With the launch of
Positive Behavior for School Success, Rainbow Days will also become more widely
known in the education space. The establishment of the Center will allow Rainbow
Days to solidify its position not only as a curricula developer, but also as an effective
provider of “research to practice” (also known as R2P) education and training.
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As further discussed in Section 3.0, the human service, education and criminal justice
sectors are changing. With the advent of logic models and an emphasis on results, direct
service providers are in need of research-based, yet flexible and easy-to-use curricula
that meet their diverse needs. They are also in need of education and training that
elevates their understanding of not only children and youth’s behavior, but also how to
work in tandem with children and youth to develop positive behavioral health strategies.
Rainbow Days will serve these needs by creating The Trans4m Center which will
connect all these needs by starting a division of Rainbow Days that streamlines and
accelerates the ability of these sectors to share and translate knowledge into practice.
See graphic below to showcase the philosophy of the research to practice movement:
Figure 2.3 – Research to Practice Model
Practically speaking, the The Trans4m Center will stay current on trends, translate
these trends into easy-to-follow and relevant techniques, and allow providers access to
information, education, and training. In addition, The Trans4m Center will develop
curricula and training based on market need and their direct experience in the sector.
This philosophy is at the centerpiece of The Trans4m Center’s value proposition —
Elevating the impact of the human service, education, and criminal justice sectors
through the learning and application of positive behavioral strategies from a trusted
source that understands, applies, and evolves the knowledge itself.
2.2 Description of Product or Service
Through The Trans4m Center, Rainbow Days will provide current education and
training services to direct service providers across the country as well as consider new
offerings to be developed based on market need. The following figure showcases the
range of offerings:
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The Trans4m Center
Technical Assistance
Supporting Products Research & Development
O rg
a n
iz e
d b
y O
ff e
ri n
g s
Play Connection
Other Books, Journals, &
Articles
Workforce Development
Future Offering
Current Offering
Legend
Daily Affirmations
Enrichment Activities
Leadership Connection
Training
Support
Positive Behavior for
School Success
CBSG®
Program Facilitator Training
Keynotes & Workshops
Advisory Council
Parent Connection
Education
Figure 2.4 – Rainbow Days Offerings under The Trans4m Center
The theme running through all the offerings is the ability for Rainbow Days to
leverage its existing assets developed over the past three decades (e.g. CBSG® Program
Facilitator Training) and the ability for The Trans4m Center to evaluate needs
within the sector and develop new offerings (e.g. Positive Behavior for School Success
classroom-based curriculum). The success of The Trans4m Center will be based on
effectively balancing the offerings to serve the needs of the direct service providers,
staying on top of trends and building new offerings to serve new needs.
2.3 Overview of Nonprofit Organization
Rainbow Days was founded in 1982 in Dallas,
Texas, by current Chief Executive Officer Cathey
Brown, M.Ed. Cathey began the first support group
for young children of alcoholics in the Dallas area.
During the weekly support group sessions, the
children and youth discussed how to manage their
feelings, cope with problems and make healthy
choices. The demand for these groups grew
rapidly. With the increased need, Rainbow Days
began implementing support groups in schools, shelters and other locations throughout
the Dallas community.
Vision
A healthy and promising future
for every child
Mission
To inspire and prepare children to live a life filled with hope and promise
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Now, 30 years later, Rainbow Days has expanded services to include an array of
alcohol, tobacco and other drug prevention programs and has served nearly 140,000
children and youth in the Dallas community alone. In addition, Rainbow Days has
trained more than 37,000 professionals across Dallas, the state of Texas and the nation
in how to implement Rainbow Days’ CBSG® Program or other accredited prevention
programs with children and youth in their own communities.
Rainbow Days is governed by a volunteer Board of Directors and as a nonprofit
organization receives funding from a variety of federal and state agencies, the United
Way of Metropolitan Dallas, foundations, corporations and individual donors. The
Trans4m Center will be a division of Rainbow Days and be advised by The
Trans4m Center Advisory Council and governed by the parent organization’s
Executive Board of Directors.
2.4 Business and Social Goals
Rainbow Days has been guided almost from its inception by the principles of Peter
Drucker and will use his philosophies on innovation and customer service as guiding
principles for its newly-created social enterprise, The Trans4m Center. As a social
enterprise, The Trans4m Center will have dual goals of providing products and
services to other providers based on the learnings and promising practices found
through research and direct service work, while also generating unrestricted income for
the benefit of the organization overall. The financial goals for The Trans4m Center
are:
Year 1 — Breakeven
Year 2 & ongoing — graduated profit margin with 20% as a goal by Year 5
The growth plan will be to penetrate the existing market within Texas and existing
networks in other states as a “soft launch” in Year 1 by re-branding Rainbow Days’
training and education offerings as The Trans4m Center. During this soft launch,
Rainbow Days will continue to learn about the needs of customers and adjust as
necessary. Starting in Year 2, Rainbow Days’ training and education offerings will
officially launch as The Trans4m Center, providing offerings to a diverse audience
that is less familiar with Rainbow Days.
The theory of change for this venture is if the human service, education, and criminal
justice sectors are effectively exposed to research-based knowledge on promoting
positive behavioral health strategies through flexible and easy-to-implement
professional development based on curricula and cutting-edge education, the sectors
will more adequately address the diverse needs of children and youth, which will lead
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to a healthy and promising future for every child. The social goals associated with the
theory of change include:
Demonstrating the effectiveness of philosophy via direct services within the
North Texas area and conduct research to substantiate impact;
Becoming a thought leader in and outside of Texas and within all the human
service, education and criminal justice sectors;
Ensuring that knowledge transfer via curriculum, education and training
services, and other supporting products is based on the latest research; and
Ensuring that application of promising practices is cutting-edge and allows
providers flexibility and ease of implementation.
The following figure represents the logic model for The Trans4m Center:
Rainbow Days – The Trans4m Center
• Board & Advisory Council • Center Staff • Funding
• Pilot new ideas within Rainbow Days
• Produce education and training services based on findings using the adult learning model
• Market products and services to Texas and nationwide
• Train, educate, and support providers
• Share research when available
The Trans4m Center
• # of states impacted • # of individuals trained • # of individuals educated • # of individuals receiving
technical assistance • # of individuals connected
with Center • % satisfied with Center
products and services
• Higher reliance within sectors on research-based training and education
• Higher use of best/promising practices within sectors
• Research & Development • Training • Education • Supporting Products • Technical Assistance • Connection via Website
• Further professional development goals
• Conduct support groups • Engage and educate children
and youth • Understand children/youth’s
behavior and root causes • Monitor effectiveness
Providers
• # of support groups offered • Increased skills and confidence dealing with high-risk children and youth
• Improved service delivery • Enhanced professional
development • Increased satisfaction with job
• Children and Youth Impacted as a result of Training and Education
• Provider Staff
• On-going support, assistance, and connection with provider staff
Children & Youth
• # of children and youth impacted
• Improved skill development • Improved social and emotional
support • Reduced anti-social attitudes • Reduced rebellious behaviors • Reduced substance abuse
INPUTS ACTIVITIES OUTPUTS OUTCOMES
THEORY OF CHANGE: If the human service, education and criminal justice sectors are effectively exposed to research-based knowledge on promoting positive behavioral health strategies through flexible and easy-to-implement professional development based on curricula and cutting-edge education, the sectors will more adequately address the diverse needs of children and youth, which will lead to a healthy and promising future for every child.
Figure 2.5 – The Trans4m Center Logic Model
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2.5 Guiding Principles
Rainbow Days has a set of guiding principles that identify the values and beliefs of the
organization and that inform the implementation of The Trans4m Center.
Social/Community Guiding Principles
1. Rainbow Days believes that excellence in the delivery of education and training
services leads to stronger professional development, which leads to stronger
program outcomes.
2. Rainbow Days will focus its efforts on ensuring CBSG® Program to be used in
every state by as many providers as possible to support high-risk youth in
building a healthy and promising future.
3. Rainbow Days is committed to research and any further developments will be
based on the outcomes of ongoing research.
4. Rainbow Days will not sell curricula without individuals attending the training
session.
5. Rainbow Days will be purposeful in balancing the tension of what content can
be provided through an online tool versus content that must be provided through
in-person interactions.
Business Guiding Principles
1. The implementation of the Center is dependent upon successfully securing
funding to cover startup costs.
2. Rainbow Days will not accept funding either directly or indirectly from
companies that produce alcohol and tobacco.
3. Rainbow Days will build support for the statewide and national expansion
through more intense and strategic marketing at the state and national levels
across all sectors.
4. Rainbow Days will use revenues from the Center to support both program and
research efforts. Allocation will take into consideration best use of funds given
both program and research needs and opportunities. Revenues from the Center
will be used to enhance, improve and build upon program and research
strengths. Rainbow Days’ leadership will make recommendations to the
Executive Board of Directors about how revenues from the Center will be used
given the leadership’s knowledge and familiarity with program and research
needs and opportunities.
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3.0 Industry and Customer Analysis
3.1 Industry Overview
The Trans4m Center will potentially operate among three industries (or sectors) —
human service, education and criminal justice. Within these industries (see Figure 3.1
below), the feasibility study evaluated a host of potential targets and identified several
providers that may have medium-high to high market potential for Rainbow Days’
education and training services based on market, competitive factors and organizational
fit. The study specifically focused on the market outlook, size and profitability of
potential target providers and provided a high-level overview of the competitive
conditions within those sectors identifying leading competitors and trends. Providers in
the industries were also assessed for fit with Rainbow Days’ current mission, skills
and resources to measure the ease by which the organization could enter each market.
The feasibility study revealed the following medium-high to high targets: afterschool
programs, school counselors/personnel, homeless and domestic violence shelters and
substitute care facilities, such as juvenile justice and group homes.
Figure 3.1 – Industry Venn Diagram1
1 Faith-based organizations can be found within many of the provider groups and may be an important target for The Trans4m Center.
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Within the business plan, this section will further evaluate each provider group above, in
addition to substance abuse prevention and treatment providers, which represent a
substantial portion of Rainbow Days’ current clients, around the following criteria to
determine 1) programmatic fit with The Trans4m Center’s education and training
services, and 2) market attractiveness of each provider along the following criteria:
Size and demographics of primary and secondary beneficiaries served
Funding available to each provider
Commitment to professional development
Competitive landscape
Reliance on evidence-based programming and curricula
These criteria will provide a deeper sense of each target provider’s environment and the
effort and resources that will be required to successfully compete. It should be noted
that due to considerable overlap in funding sources for and the circumstances by which
children and youth arrive at homeless and domestic violence shelters and substitute care
facilities, these providers will be evaluated together, highlighting differences that could
affect the attractiveness of focusing on one provider over another.
After a discussion on each provider’s performance against each of the criteria, they will
be ranked in order of attractiveness using a weighted scale. The final sections of this
analysis will then look specifically at primary market data for each provider from the
Rainbow Days’ survey and evaluate conditions in each state to identify high-potential
areas for entry.
3.1.1 Size & Demographics of Primary & Secondary Beneficiaries
The size and nature of potential target markets is critical in evaluating their
attractiveness for entry. While The Trans4m Center will focus on providing
education and training services for providers (primary beneficiary), it is also important
to assess the market need of the youth who will ultimately benefit (secondary
beneficiary). Demographics of secondary beneficiaries that are of particular interest are
the age and length of stay/participation in respective programs. These characteristics
are important to analyze because, if met, providers will be more likely to be interested in
the The Trans4m Center’s education and training services. Where possible, there
was an attempt to clearly define the primary and secondary markets; however,
sometimes data was unfortunately not readily available.
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3.1.1.a Afterschool Programs
Afterschool programs or out-of-school time programs include programs that generally
occur outside mandated school hours, including before or after school, weekends or
during the summer. Most afterschool providers serve multiple purposes, including:
1. Improving student academic performance
2. Preventing problem behaviors from developing
3. Encouraging positive youth development
Today, 8.4 million children and youth in the United States are enrolled in an afterschool
program, representing a 30 percent increase from 2004. Agencies receiving federal
funding through 21st Century Community Learning Centers Federal Afterschool
Initiative (CCLC) serve 1.6 million children and youth primarily in high-poverty, low-
performing schools in 10,466 school and community-based centers nationwide. Of the
afterschool programs that receive funding through CCLC, 66 percent serve elementary
students (slightly less than 50 percent serve them exclusively), 39 percent serve middle
school students (19 percent exclusively), and 18 percent serve high school students (12
percent exclusively).2 The typical CCLC grantee has six partners, including community-
based organizations and nationally affiliated nonprofits that provide services and
resources not directly funded by CCLC.
3.1.1.b School Counselors
School counselors help students of all ages become productive, well-adjusted members
of society by aiding them in the following areas:
1. Academic achievement
2. Personal and social growth
3. Career development
Counselors play a significant role on the education team by working with students,
parents, teachers and administrators on education, prevention and intervention
services. They are on the front line with teachers and parents in identifying
children/youth’s academic and personal needs and developing programs to effectively
remove barriers to achievement. Counselors provide guidance to students on a broad
range of topics, including academic and career skills development, planning,
2 Afterschool Alliance; 21st Century Community Learning Centers Federal Afterschool Initiative; Available: http://www.afterschoolalliance.org/policy21stcclc.cfm
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communication, facilitation and crisis intervention. 3 Today, more than 107,000 school
counselors serve 49.3 million children and youth in public elementary and secondary
schools across the country.4 Additionally, 26 states mandate school counseling for
students in grades kindergarten to eight, and 31 mandate counseling for grades nine
through 12.5
3.1.1.c Substitute Care Facilities
Substitute care constitutes any kind of “residential care for a child that is ordered or
otherwise sanctioned by the court, and in which a child does not continue to live with
either of the birth parents.”6 Both the juvenile justice system and group homes fall into
this category of care, and within these systems, group homes for children and youth
orphaned or removed from their parents’ care can be classified under one or more of the
residential placement facilities identified by the Office of Juvenile Justice and
Delinquency Prevention (OJJDP).
The juvenile justice system is composed of three branches: legislative, adjudication and
corrections. This analysis will focus on adjudication and corrections, specifically
residential placement facilities. The goals of residential placement facilities vary.
Programs like boot camps emphasize a reduction in delinquent behavior and recidivism
of juveniles while other programs such as treatment centers emphasize therapeutic
treatment for behavioral health issues. The OJJDP classifies these programs into five
categories:
Detention — single-function, secure facility providing only one type of
placement program
Correctional facility — any residential facility designed to restrict the
movements and activities of residents; used for placement of juveniles
adjudicated to have committed an offense or been convicted of a criminal offense
Camp — residential placements that provide participants with a series of
physically challenging outdoor activities designed to prevent or reduce
delinquent behavior and recidivism
Community-based — residential placement for juveniles that operates in a
home-like setting in which a number of unrelated children and youth live for
varying time periods
3 American School Counselor Association; The Role of the Professional School Counselor; Available: http://www.schoolcounselor.org 4 U.S. Department of Education National Center for Education Statistics; United States Student-to-Counselor Ratios for Elementary and Secondary Schools; 2011 5 American School Counselor Association; Available: http://www.schoolcounselor.org/content.asp?pl=325&sl=133&contentid=535 6 Adoption.com; Available: http://glossary.adoption.com/substitute-care.html
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Residential treatment centers — typically house youth with significant
psychiatric or substance abuse problems who are too ill or unruly to be housed in
foster care or day treatment programs, but do not yet merit commitment to a
psychiatric hospital or secure correctional facility.7
Today, there are more than 86,000 youth in residential placement facilities — according
to estimates: 32 percent are in corrections, 26 percent in detention, 18 percent in
community-based, 14 percent in residential treatment, and 10 percent in camp.
Residential placement facilities can be short or long-term, secure or non-secure facilities
that are publicly or privately run. In 2010, 69 percent of all youth in residential
placement were in public facilities.8 At the time of the 2010 census of juveniles in
residential placement, 34.4 percent of youth had been admitted for less than one month,
41.1 percent one to six months, 16 percent six months to one year, and 8.5 percent more
than one year. In 2010, the age breakdown of youth in residential placement facilities
was as follows:9
Age Percent
<12 1%
13 3%
14 8%
15 18%
16 28%
17 28%
18+ 14%
3.1.1.d Homeless and Domestic Violence Shelters
Domestic violence is recognized as a major contributing factor to homelessness for the
nation’s women, children and youth. A Ford Foundation study found that 50 percent of
homeless women, children and youth were fleeing domestic violence.10 And, according
to the ACLU, 47 percent of homeless children and youth have witnessed domestic
violence in their families.11 As such, the distinction between homeless and domestic
violence shelters is not always clear-cut. While some shelters focus specifically on
7 OJJDP Model Programs Guide for Residential Programs; Available: http://www.ojjdp.gov/mpg/residential.aspx?continuum=residential 8 Sickmund, M, Sladky, T, Kang, W, and Puzzanchera, C; "Easy Access to the Census of Juveniles in Residential Placement;" Available: http://www.ojjdp.gov/ojstatbb/ezacjrp 9 Ibid. 10 National Coalition for the Homeless; Domestic Violence and Homelessness NCH Fact Sheet #7; 2007 11 ACLU; Women’s Rights Project - Domestic Violence and Homelessness
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offering safe harbor for abused women, children and youth, many do not, and thousands
of the nation’s abused children and youth find themselves in homeless shelters.
Estimates suggest that there are between 202,300 and 327,000 individuals providing
homeless services in the country.12 This number includes executives, clinical and
program managers, mental health professionals, case managers, front line support staff
and others. The Department of Housing and Urban Development (HUD) estimates that
there are 20,525 homeless shelters in the United States with a total of 661,230 beds.
Emergency (6,194 programs) and transitional (7,218 programs) housing comprise
roughly 66 percent of this inventory. While HUD classifies shelters into the following
categories, this analysis will specifically focus on emergency shelters and transitional
housing:
Emergency Shelter — time-limited supportive housing generally under six
months
Transitional Housing — time-limited supportive housing ranging from six
months to two years
HPRP (Rapid Re-housing) — provides housing in the form of rental
subsidies, financial assistance and services
Safe Haven — non-time-limited housing for people with severe mental illness
Permanent Supportive Housing — long-term, subsidized housing with
supportive services to enable formerly homeless people to live as independently
as possible
In the United States, more than 1.3 million children and youth are homeless, and 42
percent of these are under 5 years old.13 Children and youth under age 18 account for 1.4
percent of the total homeless population and 21.8 percent of the 1.59 million sheltered
homeless population in the U.S. From 2007 to 2010, the number of families in homeless
shelters increased 20 percent, representing a larger proportion of homeless than ever
before. In FY2010, 567,334 persons in families with at least one child (or 168,227
households) were served in a homeless shelter, representing 35.2 percent of all people
housed in emergency and/or transitional housing. Of these, 408,642 utilized emergency
shelters only, 134,091 transitional housing only, and 24,601 both. According to HUD,
most homeless families are composed of a single mother with children or youth.
Unaccompanied children and youth make up 1.1 percent of the homeless population.
The median length of stay in an emergency shelter for persons in families was 29 days
and in transitional shelters 175 days. More than 51 percent of families stayed in
12 Mullen, Joan and Walter Leginski; “Building the Capacity of the Homeless Service Workforce” in The Open Health Services and Policy Journal; 2010 13 National Law Center on Homelessness and Poverty; Available: http://www.nlchp.org/program_factsheets.cfm?prog=2
Page | 20
emergency shelters for less than one month, compared to 47.6 percent of families
staying in transitional shelters for six months or more.14
3.1.1.e Substance Abuse Prevention and Treatment
Substance abuse prevention and treatment professionals represent a rapidly growing
field of individuals and organizations working to effectively curb alcohol, tobacco and
other drug use or treat addictions to such substances. Prevention and treatment
professionals are frequently based in clinical, residential treatment, outpatient
treatment, school or community settings. The Bureau of Labor Statistics estimates there
are 76,600 substance abuse and behavioral health counselors in the United States, and
this number is expected to grow by 27 percent from 2010 to 2020 — higher than the
average growth rate for other occupations. This growth can primarily be attributed to
increased use of treatment rather than incarceration by states. Of the current
counselors, 3,280 are employed at elementary and secondary schools.15
According to estimates, youth substance abuse causes more deaths, illnesses and
disabilities than any other preventable health condition. By the eighth grade, 52 percent
of adolescents have consumed alcohol, 41 percent have smoked cigarettes, and 20
percent have used marijuana. By the 12th grade, these percentages increase to 80
percent, 63 percent, and 49 percent, respectively.16 Alcohol dependence or abuse among
youth ages 12 to 17 was 4.5 percent in 2010, which is a decrease from 5.9 percent in
2002. With respect to prevention activities, approximately one in eight children and
youth ages 12 to 17 (11.5 percent) reported having participated in a drug, tobacco or
alcohol prevention program outside of school during 2010. That same year, 75.4 percent
reported having seen or heard prevention messages at school. Regarding treatment for
dependence or abuse, 1.6 percent of the population ages 12 and older received treatment
in 2009-2010.17 Data specifying detailed information about the ages of prevention and
treatment program participants and length of participation were unavailable.
3.1.2 Available Funding
State, federal and private funding available to each of the providers can be an important
indicator for the level of funding available for professional development activities within
these budgets. While the major federal grants for these providers do not explicitly
14 Department of Housing and Urban Development; Homeless Assessment Report; 2010; Available: http://www.hudhre.info/documents/2010HomelessAssessmentReport.pdf 15 Bureau of Labor Statistics; Substance Abuse and Behavioral Health Counselors; Available: http://www.bls.gov/oes/current/oes211011.htm#nat 16 Ericson, Nels; OJJDP Fact Sheet “Substance Abuse: The Nation’s Number One Health Problem;” Available: https://www.ncjrs.gov/pdffiles1/ojjdp/fs200117.pdf 17 Substance Abuse and Mental Health Services Administration; Results from the 2010 National Survey on Drug Use and Health: Summary of National Findings; 2011
Page | 21
appropriate funds for professional development, many do make allowances for
education and training services.
3.1.2.a Afterschool Programs
The primary source of federal funding for afterschool programs stems from the CCLC
initiative. It was reauthorized in 2002 by the No Child Left Behind (NCLB) Act and is
the only federal funding source dedicated to afterschool programs. Under CCLC, each
state receives funding based on its share of Title I funding for low-income students.
Though estimates suggest demand for afterschool programs has increased, federal
funding has remained stagnant. The NCLB Act authorized $2.5 billion in federal funding
for CCLC; however, in 2012, only $1.152 billion has been allocated. This allocation has
held steady around $1.1 billion since 2008.18 The Elementary and Secondary Education
Act (ESEA, formerly NCLB) is currently in the process of being reauthorized by
Congress. The outcome of the process could impact the goals and funding levels for
afterschool programs.19
Administration of CCLC occurs at the state level with most states now having made four
or more rounds of grants since CCLC was enacted. As of May 2011, states awarded 4,165
grants for afterschool programs that served 1.6 million children and youth in 10,466
school and community-based centers. The average grant size in 2010 was $323,369, and
each grant serves an average of three centers/sites with an annual budget of $109,924.
Most states allocate additional funding for afterschool programs with many drawing
from Temporary Aid to Needy Families (TANF), state general funds, or tobacco taxes.
California tops the list of funding to afterschool program providers with $550 million in
addition to CCLC funding, though this is an exception rather than the norm. The state’s
After School Education and Safety initiative supports 4,026 sites throughout California.
3.1.2.b School Counselors
The Elementary and Secondary School Counseling Program (ESSCP) is the only federal
program dedicated to creating and expanding school counseling services in America’s
public schools. The program specifies that the funds should be used in part for in-
service training and should involve parents and community groups. The federal
government gives special consideration to those programs that show the greatest
potential for replication and dissemination.20
In FY2012, the federal government funded ESSCP for $52.3 million, in spite of an
unsuccessful attempt in the House of Representatives to eliminate the program. The
18 Afterschool Alliance; 21st Century Community Learning Centers Federal Afterschool Initiative; Available: http://www.afterschoolalliance.org/policy21stcclc.cfm 19 Afterschool Alliance; Federal Afterschool Policy; Available: http://www.afterschoolalliance.org/policyFederal.cfm 20 U.S. Department of Education; Elementary and Secondary School Counseling Programs; Available: http://www2.ed.gov/programs/elseccounseling/index.html
Page | 22
average ESSCP award is $350,000, with a one-year maximum award of $400,000.
Administration of ESSCP occurs at the federal level, with grants being awarded to local
educational agencies (generally by congressional district) and charter schools. The latest
version of ESEA to pass the Senate HELP Committee proposes consolidating ESSCP
into a broader Successful, Safe & Healthy Students Program. The American School
Counselor Association is hopeful that this may increase the reach of counseling
programs across the country.21
3.1.2.c Substitute Care Facilities
The Office of Juvenile Justice and Delinquency Prevention (OJJDP) administers
multiple block and discretionary grants for the programs under its purview. Of
particular relevance is the Title II Formula Grant that supports state and local efforts to
improve the juvenile justice system. The development of effective education and training
services in the system falls under the jurisdiction of the Title II Formula Grant. In
FY2011, the federal government awarded nearly $50.5 million to states for these
purposes. Nonprofit and private organizations may apply at the state level for Title II
funding.22 Additionally, OJJDP funding may be available through the Defending
Childhood Technical Assistance discretionary grant. This program specifically funds
organizations providing training and technical assistance to address children’s/youth’s
exposure to violence as part of Phase II of the Attorney General’s Defending Childhood
Initiative. This grant, totaling $1.7 million, will be awarded to an organization or
consortium of organizations working to improve training in this area.23 Due to the high
costs associated with the detention of juveniles — a 2009 study by The Justice Policy
Institute estimated an average daily cost of $240 or $88,000 per year per youth — and
cash-strained state economies, many state governments are expanding community-
based detention facilities as an alternative to incarceration.24
3.1.2.d Homeless Shelters
The McKinney-Vento Homeless Assistance Act is the only major federal legislation that
addresses homelessness. It speaks to issues such as emergency shelter, transitional
housing, permanent housing, and others. In April 2012, the Senate Appropriations
Committee voted to approve FY2013 funding for McKinney-Vento at $2.15 billion, an
increase of $245 million from FY2012.25 Because homelessness frequently co-occurs
21 American School Counselor Association; Legislative Affairs; Available: http://www.schoolcounselor.org/content.asp?contentid=131 22 OJJDP; Title II Formula Grants; Available: http://www.ojjdp.gov/grants/solicitations/FY2012/TitleII.pdf 23 OJJDP; Defending Childhood Technical Assistance; Available: http://www.ojjdp.gov/grants/solicitations/FY2011/Defending%20Childhood%20Technical%20Assistance.pdf 24 OJJDP; Correctional Facilities; Available: http://www.ojjdp.gov/mpg/progTypesCorrectional.aspx 25 National Alliance to End Homelessness; McKinney-Vento Homeless Assistance Grants; Available: http://www.endhomelessness.org/section/policy/legislative_updates/mckinney
Page | 23
with mental health, substance abuse or domestic violence issues, funding for shelters
and programs that aid this population is also available through SAMHSA Homeless
Services. The Obama administration recently released a FY2013 budget to support these
services at $75 million, including $65 million for projects for Assistance in Transition
from Homelessness (PATH).26 Funding for staff education and training services through
PATH is available.27
3.1.2.e Domestic Violence Shelters
The U.S. Department of Justice, Office on Violence Against Women funds 21 grants that
specifically address the issue of domestic violence. Of these grants, the following can be
directed to support education and training services for domestic violence shelter staff:28
Children and Youth Exposed to Violence Program — $5.67 million
State Coalitions Grant Program provides funding to statewide sexual assault
coalitions to support crisis centers through training and technical assistance,
amongst others — $11.73 million29
3.1.2.f Substance Abuse Prevention and Treatment
Federal funding for substance abuse prevention and treatment is provided primarily
through the Substance Abuse and Treatment (SAPT) Block Grant administered by
SAMHSA to states. The SAPT block grant is funded at $3.5 billion with substance abuse
prevention as its number one priority.30 SAMHSA also provides discretionary grants to
states for prevention and treatment efforts and Strategic Prevention Framework-State
Incentive Grants (SPF-SIG) to build capacity within counties to decrease risk factors in
individuals, families and communities.31
3.1.3 Commitment to Professional Development
An additional indicator of an industry’s or provider’s likelihood to utilize education and
training services from The Trans4m Center is its commitment to professional
development. Conditions to target a particular provider are favorable when the
professionals in the field are required to complete ongoing training annually. Such
mandates would set a demand floor for specific types of education and training services
that can help inform The Trans4m Center’s offerings. Of the providers, those in
26 National Alliance to End Homelessness; SAMHSA Homeless Services; Available: http://www.endhomelessness.org/section/policy/legislative_updates/samhsa 27 Department of Health and Human Services; Available: http://www.hhs.gov/homeless/grants/index.html 28 Office on Violence Against Women; Available: http://www.ovw.usdoj.gov/ovwgrantprograms.htm 29 Office on Violence Against Women; Available: http://www.ovw.usdoj.gov/fy2011-grant-program.htm 30 SAMHSA; President’s FY 2012 Budget for SAMHSA; Available: http://www.samhsa.gov/Budget/FY2012/LeadingChange2012.aspx 31 SAMHSA; Strategic Prevention Framework; Available: http://www.samhsa.gov/prevention/spf.aspx
Page | 24
substitute care and school or substance abuse counseling are most frequently subject to
state regulations regarding minimum standard of care at their respective facilities.
Conversely, education and training standards for afterschool programs and homeless or
domestic violence shelters are generally unregulated by state or federal law; however,
both these industries are trending toward more professional development.
3.1.3.a Afterschool Programs
Professional development or credentialing for individual afterschool program providers
is not mandated on a federal or state level. Numerous states have moved toward
developing core competencies for youth development professionals; however, these
remain voluntary standards and self-assessment tools. For example, AfterSchool Works!
New York developed the school-age care credential program in coordination with the
New York State Office of Children and Family Services and Bureau of Early Childhood
Services. This credential is intended to increase the quality of services children, youth
and families receive by providing specific standards, training and evaluation to
afterschool program providers. The standards entail developing competencies in 14
critical areas, including professionalism, child development, health and safety,
guidance, social and program management, among others. AfterSchool Works! New
York also administers the credential and offers distance learning courses to facilitate
skills development in the critical competencies.32 In addition to standards development
for afterschool program providers, some states have also established systems or centers
to provide training and technical assistance.
3.1.3.b School Counselors
Of the providers in this analysis, school counselors are subjected to the most rigorous
standards for initial certification and continuing education. Most states in the country
require a master’s degree in a relevant field in addition to testing, exams and
certification. Beyond initial certification, professional development is required up to
200 hours (with the average equaling 50) over a five- to six-year period in order for a
counselor to be recertified in his or her respective state. Each state specifies the types of
continuing education units required of counselors.33 Most states accept continuing
education units approved by an accredited university, the National Board for Certified
Counselors (NBCC), or the National Association of Alcohol and Drug Abuse Counselors
for substance abuse counseling.34 There do not appear to be regulations regarding the
32 AfterSchool Works! New York; New York State School-Age Care Credential; Available: http://www.afterschoolworksny.org/NYSSACC_Manual.pdf 33 American School Counselor Association; Continuing Education Requirements; Available: http://www.schoolcounselor.org/content.asp?pl=325&sl=133&contentid=243 34 AllCEUs; Available: http://www.allceus.com/approvals
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topics continuing education must cover. This centralization of professional development
standards creates a favorable environment for Rainbow Days to enter the market as
approval of curriculum and other professional development opportunities can be
primarily completed through one governing agency that is accepted is most states.
Today, there are more than 45,000 counselors who have been certified by NBCC. This
voluntary system was designed out of concern that a national certification and
credentialing process for counselors was needed to maintain high standards in the
profession. Counselors certified by NBCC must complete 100 hours of continuing
education over five years to maintain their credential. Forty-nine states now use the
NBCC exam as a part of their licensure process. In order for a training organization to
obtain NBCC approval, it must submit an application for the type of program it intends
to offer: live program (workshop, seminar, conference), traditional home study (book,
tape, quiz), subscription home study (professional journal) and/or online home study.
Programs must target master’s level counselors in one of the approved topic areas:
Counseling theory/practice and the helping relationship
Human growth and development
Social and cultural foundations
Group dynamics, processing, and counseling
Career development and counseling
Assessment
Research and program evaluation
Counselor professional identity and practice issues
Multiple sessions/conferences35
3.1.3.c Substitute Care Facilities
With regard to professional development for juvenile justice and group home providers,
training for officers is mandated at the state or local level. This often involves education
and a written exam to ensure compliance with juvenile detention standards. The
OJJDP’s National Training and Technical Assistance Center (NTTAC) was formed to
“establish minimum standards of best practice to insure consistency and quality in the
provision of training and technical assistance, as well as the evaluation of impact and
outcomes of such training and technical assistance” in the juvenile justice and
delinquency prevention field.36 The organization provides general protocols and
performance standards for developers of training and technical assistance. The protocol
35 National Board for Certified Counselors; Continuing Education Approved Providers; Available: http://www.nbcc.org/Assets/CEProvider/appapprovedprovider.pdf 36 OJJDP; Training and Technical Assistance Evaluation Protocol; Available: https://www.nttac.org/views/docs/OjjdpTTAandEvaluationProtocols.pdf
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outlines, at a high level, the procedures a training entity should follow to align with
OJJDP best practices, including the following areas:
Assessment of need for training
Curriculum development
Training delivery
Evaluation
Undergraduate degrees in specific concentrations, practicum experience and written
examinations are generally required by all states for employment in this field, but
continuing education units and certification requirements vary by state and
municipality. Substitute care professionals do not currently have a national certifying
agency that offers reciprocity in some state jurisdictions. As a result, any state that
requires certification for employment administers it and sets the standards
independently. States and municipalities thus have final decision rights regarding
approved training providers, though the state and local agencies do not appear to have
established criteria as of yet. The lack of centralization for professional development
standards may make it extremely difficult for Rainbow Days to enter this market in an
efficient fashion that does not involve coordinating with hundreds of local jurisdictions.
3.1.3.d Homeless and Domestic Violence Shelters
Homeless and domestic violence shelters are the least regulated of the providers in this
analysis. As such, standards for training and professional development are mostly
undefined with the exception of medical or clinical professionals. While some local
governments maintain standards for homeless and domestic violence shelters, these do
not seem widespread. The minimal professionalization of this sector may pose a
challenge for education and training services organizations like Rainbow Days that
have historically operated in highly regulated, standardized sectors that have come to
expect quality, research-based education and training services. A degree of advocacy to
standardize professional development for this sector and communications capabilities to
demonstrate the advantages of research-based education and training services would
benefit Rainbow Days should it decide to enter this arena; however, the organization
should first assess its capabilities and resources in these areas before moving forward.
Of the professional development standards and resources that exist for this sector,
SAMHSA maintains the Homelessness Resource Center, a database that includes
toolkits, guides, training and curricula to foster the movement of research into practice
for homeless services. Providers can also request technical assistance and attend
webinars through HUD’s Homelessness Resource Exchange. Many of the resources
Page | 27
available through these centers focus on co-occurring conditions (such as homelessness
and substance abuse or homelessness and mental illness) and the capacity building
challenges providers face in providing adequate care.
3.1.3.e Substance Abuse Prevention and Treatment
In the 1970s, states were required to create an entity to manage substance abuse
formula grants and the delivery of the services required by those grants. The entity was
charged with developing standards for prevention and treatment facilities and
professionals often in the form of licensure, accreditation or credentialing. Today, most
states do not fund agencies that do not meet standards through one of the
aforementioned forms.
Certification for substance abuse treatment counselors is mandated, and most states
require continuing education credits for recertification. Certification and training for
prevention professionals, however, is much less regulated and is generally voluntary in
the majority of states.37 Rainbow Days’ familiarity and competency in providing
education and training services to this sector are clear advantages in providing
professional development opportunities to professionals in substance abuse.
While several states developed individual standards for the certification of addiction
professionals, many also extend reciprocity to addiction counselors with certifications
from the following two organizations:
1. International Certification and Reciprocity Consortium/Alcohol and Other Drug
Abuse (IC&RC) certifies addiction professionals with membership currently at
35,000. To maintain certification, professionals must complete 40 hours of
continuing education every two years. It offers the following certifications:
Alcohol and Drug Counselor
Advanced Alcohol and Drug Counselor
Certified Clinical Supervisor
Criminal Justice Addictions Professional
Certified Prevention Specialist38
2. Association for Addiction Professionals (NAADAC) currently certifies more than
80,000 addiction counselors in five specialties. The organization also requires 40
hours of continuing education every two years:
37 SAMHSA; National Review of State Alcohol and Drug Treatment Programs and Certification Standards for Substance Abuse Counselors and Prevention Professionals; 2005 38 IC&RC Credentials; Available: http://internationalcredentialing.org/adcCB
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National Certified Addiction Counselor, Level 1
National Certified Addiction Counselor, Level 2
Master Addiction Counselor
Substance Abuse Professional Qualification
Tobacco Addiction Specialist Credential39
The Center for Substance Abuse Prevention (CSAP) maintains Prevention Pathways, an
online portal of courses for substance abuse prevention professionals to learn more
about evidence-based strategies and interventions. Many courses are eligible for
professionals to earn continuing education credits toward NAADAC and NBCC licenses.
3.1.4 Competitive Landscape
A particular provider may be more attractive as a target if the competitive landscape is
not saturated or dominated by market leaders. While education and training service
providers exist for each of the sectors, only a handful pose a significant threat to the
Center and its unique value proposition (Figure 3.2). For each provider, most
education and training organizations focused on internal capacity building, such as
management, monitoring and evaluation or workforce development. Only one of the
afterschool program and school counselor programs, and two substance abuse
prevention training organizations, offered development opportunities to increase the
capacity of professionals to assist youth in developing positive behavioral assets. The
Homelessness Resource Center, a joint project of the Center for Social Innovation and
SAMHSA, also offers limited training opportunities in this area.
39 NAADAC Re-certification; Available: http://www.naadac.org/certification/207
Page | 29
In-Person
Training
Online
Training
Evidence-
Based
Behavioral
Assets
Threat
Level
Afterschool Program Training Competitors
SEDL National Center for
Quality Afterschool Yes Yes No No Low
National AfterSchool
Association Yes No No No Low
Development Without
Limits Yes No No Yes Medium
School Counselor Training Competitors
American School
Counselor Association Yes Yes Yes No High
State, Local, & Online
Universities Yes Yes Yes Yes High
Substitute Care Training Competitors
OJJDP National Training
& Technical Assistance
Center
Yes Yes Yes No Medium
Juvenile Justice Trainers
Association Yes No Yes No Low
American Correctional
Association Yes Yes Yes No Medium
National Partnership for
Juvenile Services Yes No Unknown No Low
Homeless and Domestic Violence Shelter Training Competitors
Center for Social
Innovation Yes Yes Yes Limited High
Homelessness Resource
Center No Yes Yes No Medium
HUD Homelessness
Resource Exchange Yes Yes Yes No Medium
National Center on
Domestic and Sexual
Violence
Yes Yes Unknown No Low
National Institute of
Crime Prevention Yes No No No Low
Substance Abuse Prevention and Treatment Competitors
IC&RC Yes Yes Yes No Medium
National Association of
Addiction Treatment
Providers
Yes Yes Yes No Low
Page | 30
Figure 3.2 – Competitive Landscape Assessment
The school counseling and substance abuse education and training services markets are
most saturated, maintaining vast lists of providers — primarily local, state or online
universities. Coursework tends to focus on capacity building; however, there are also
significant elements of parlaying the latest research into practice to improve outcomes
for students. While the saturation of both markets is not ideal, Rainbow Days already
has a presence in both fields and can leverage its existing network to increase its reach
across the country and mitigate challenges competing in local markets might create. The
scarcity of major trainers for other providers is to Rainbow Days’ advantage.
Finally, most education and training services organizations that were identified as
medium level threats are major national entities that play a significant role in shaping
professional development requirements for these providers and might value Rainbow
Days as a partner. All focus on evidence-based capacity building and resource sharing
rather than behavioral assets of youth in their respective systems, and a partnership
may enhance their set of offerings. Rainbow Days’ unique proposition in this field will
stand to differentiate the organization from and complement existing efforts of national
entities.
In the market research survey completed for Rainbow Days, none of the education
and training services about which respondents were questioned had nearly as high an
awareness as Rainbow Days (Figure 3.3).40 The nearest competitor, Hazelden Product
Implementation Training, had a 34.7 percent recognition rate (vs. 96.8 percent for
Rainbow Days), and only 71 percent of those who were aware of Hazelden were willing
to recommend the organization (vs. 89 percent for Rainbow Days). Willingness to
recommend rates are generally seen as a stronger indicator of potential purchase, and
therefore, Rainbow Days is positioned strongly in comparison, though results may be
biased due to the sample population originating from previous Rainbow Days’ client
pool. The low awareness rate of the listed competitors suggests, however, that these
organizations may not be in the same consideration set as Rainbow Days for
education and training services.
40 It is important to note that the sample was pulled from Rainbow Days’ existing database, so it was biased.
Page | 31
Figure 3.3 – Awareness and Willingness to Recommend Rainbow Days and
Competitors
3.1.5 Reliance on Evidence-Based Programming & Curricula
The extent to which a particular industry or provider relies on evidence-based
programming and curricula could facilitate and accelerate adoption and acceptance of
the Center’s education and training services. While the federal government has moved
increasingly toward evidence-based practice for many providers — including school
counseling, substitute care, homeless or domestic violence shelters and substance abuse
— afterschool care programs have not yet followed suit. Providers in school counseling,
substitute care, homeless/domestic violence shelters and substance abuse are subject to
comply with evidence-based practices to receive federal funding.
3.1.5.a Afterschool Programs
According to OJJDP, funding for afterschool programs has been disconnected from
evidence-based standards that have become characteristic of many federally funded
programs today. In 2005, an evaluation of CCLC was published that demonstrated no
positive connections between academic performance, positive behaviors and afterschool
programs. Nevertheless, Congress continued to fund CCLC at $1 billion. In recent years,
an increasing number of states have begun the process of developing formal standards
and licensing requirements for afterschool programs. For example, the Illinois
Afterschool Youth Development Program Act recently established the Youth
Development Council, charged with the mission of setting afterschool program
0
50
100
150
200
250
RDI Botvin All Stars Social Innovation
Hazelden
F re
q u
e n
c y
Awareness of and Willingness to Recommend Rainbow Days and Competitors
Aware
Recommend
Page | 32
priorities, addressing gaps, creating outcome measures, overseeing technical assistance
and capacity building, and monitoring afterschool program quality.41 Other states, such
as Missouri, have completed the process and have formal standards in place for the
program content and administration. The Missouri Afterschool Program Standard sets
guidelines for the program’s curricular, extra-curricular and interpersonal objectives
with regard to youth development.42
Since 2005, additional research has been published showing afterschool programs that
use evidence-based, skills-training practices produce benefits for youth that were not
evident in afterschool programs that do not. This research may facilitate the forward
movement of afterschool programs to incorporate evidence-based practices, and
practitioners may very well be anticipating the movement toward evidence-based
practice and be inclined to comply sooner than later. Training organizations considering
a move into this market should comply with research-based interventions. The
characteristics of effective programs have been identified by OJJDP as follows:
Emphasis on social skills or character development
More structure, with a predictable schedule
Smaller size (lower adult-to-youth ratio)
Strong links to school-day curriculum
Qualified and well-trained staff (hiring staff holding bachelor’s degrees)
Higher percentage of male staff
Low attrition43
3.1.5.b School Counselors
Training and practice for school counselors must rely on evidence-based programming
and curricula. Training for counselors emphasizes the need for incorporating research
into practice, and credentialing organizations such as NBCC will not approve training
that is more than six years old. The rigor of state school counselor recertification
underscores the importance of professionals keeping up with the latest research. Should
Rainbow Days attempt to penetrate this market further, it must be prepared to
continually keep abreast of the latest counseling research and translate it to practice for
professionals in this field.
41 State of Illinois Boards and Commissions Detail; Available: http://appointments.illinois.gov/appointmentsDetail.cfm?id=388 42 Missouri Afterschool Network; Resource Center; Available: http://www.moasn.org/current-program- participants/resource-center 43 OJJDP; Afterschool/Recreation; Available: http://www.ojjdp.gov/mpg/programTypesDescriptions.aspx
Page | 33
Today, the ASCA National Standards for Students serves as the foundation for the ASCA
National Model: A Framework for School Counseling Programs that is widely used
amongst public schools in the United States. The framework incorporates more than 50
years of research and practice and was intended to help guide counselors in the design
and implementation of successful programs. The standards focus on students’ holistic
development in academic, career and social spheres, and guides counselors through the
students’ progression from self-awareness to goal setting, competency building and
exceling.44
In recent years, counseling professional associations have highlighted the impact NCLB
had on bringing student academic performance to the forefront. Many counselors
believe this was to the detriment of students’ personal and emotional growth, and as
such, there is now focus on facilitating development on all fronts through a coordinated
effort by counseling staff, teachers, parents, the community and juvenile justice.45 The
importance of these interventions being driven by data and monitoring and evaluation is
highlighted through NBCC training and the American Student Achievement Institute,
amongst many others.46
3.1.5.c Substitute Care Facilities
Where public funding is concerned, OJJDP maintains a Model Program Guide to help
practitioners implement evidence-based prevention and intervention programs at
residential treatment facilities. To date, there are no federal laws that regulate
residential programs. Regulation occurs at the state level; however, this runs a broad
range from statutory regulation to no regulation. State oversight can be expected for
programs that receive government funding, but states are not allowed to license or
regulate privately run programs.
Research on residential placement facilities for youth suggests several successful
interventions. First, substitute care facilities should offer comprehensive treatment
programs that emphasize education, skills development and vocational/career training
and experience. Interpersonal skills programs and teaching family home programs have
also shown significant effects for youth. Other interventions OJJDP supports that have
positive effects but have not been proven as strong are behavioral programs, community
residential programs, multiple service programs, individual counseling and group
44 American School Counselor Association; ASCA National Standards for Students; 2004 45 American School Counselor Association; Position Statements; Available: http://www.schoolcounselor.org/content.asp?pl=325&sl=127&contentid=178 46 American Student Achievement Institute; Redesigning Counseling; Available: http://www.asainstitute.org/schoolcounseling/redesignprocess.html
Page | 34
counseling. Employment programs and drug abstinence programs showed weak or no
effects.47 Any future education and training services Rainbow Days offers through
The Trans4m Center should fall in line with current thinking on residential
prevention and treatment offerings.
3.1.5.d Homeless and Domestic Violence Shelters
Research on successful interventions and prevention efforts for homeless youth,
children and families has been limited in comparison to substitute care and school
counseling. Nevertheless, SAMHSA maintains a database of evidence-based practices
and innovations for homeless shelters and services. This database also includes toolkits,
guides, training and curricula to foster the movement of research into practice. Of the
research that does exist on interventions, data seem to suggest the following programs
to improve outcomes for homeless youth:
Intensive case management
Family-focused interventions
Social and life skills training
School-based interventions
Though the research lags behind desire from the federal government for interventions to
be research-based, there are organizations working together to add to current
knowledge on homelessness. Partnering for Change, a division of Beyond Shelter in Los
Angeles, is collaborating with researchers and practitioners across the U.S. to develop,
test and scale innovative models that can improve the social and economic well-being of
vulnerable families. One of the organization’s current demonstration projects is testing a
neighborhood-based model of outreaching, engaging and coordinating resources and
services for low-income and high-risk families that have been impacted by the recession.
This federally funded initiative aims to improve outcomes for these families in South
Los Angeles and beyond should the model prove effective.
Studies on the homeless youth population in the U.S. note the common challenges they
face, including difficulty in school, family conflict, child maltreatment, mental health
and behavioral disorders, risky behaviors, victimization and substance abuse.48 The
tools and research available through SAMHSA’s Homelessness Resource Center address
many of these issues in some form, though data is by no means comprehensive or
conclusive. Any organization providing training in this sector should consider a
47 OJJDP Model Programs Guide; Available: http://www.ojjdp.gov/mpg/residential.aspx?continuum=residential 48 Toro, Paul and Amy Dworsky, et al; Homeless Youth in the United States: Recent Research Findings and Intervention Approaches; 2007
Page | 35
thorough evaluation of current research and develop alliances or partnerships with
researchers where appropriate. Though it is not yet mandated, research-based
interventions for shelters will likely become the norm, and there is a clear lack of supply
of current research in this field.
3.1.5.e Substance Abuse Prevention and Treatment
Use of evidence-based interventions and programs for substance abuse prevention and
treatment are required for states to obtain funding through SAMHSA. Current thinking
on prevention relies on the Hawkins and Catalano Risk and Protective Factor Model.
This model focuses on reducing one or more personal, family or school-oriented, or
environmental risk factors while elevating one or more protective factors. The risk and
protective factors predict vulnerability to substance abuse and risk of health, mental
health, legal system, and education challenges. Youth exposed to some risk factors are
more likely to be exposed to other risk factors and less likely to experience positive
factors. Examples of risk factors include availability of drugs and firearms, family
history of problem behavior, and lack of commitment to school. Protective factors
include self-control, parental monitoring, academic competence and anti-drug use
policies. For individual-level prevention strategies, current research indicates the
following programs are most effective:
Programs that focus on life and social skills
Programs that involve interactions among participants and encourage them to
learn drug refusal skills
Interventions that focus on direct and indirect (e.g., media) influences on
substance abuse
Programs that emphasize norms for and a social commitment to not using drugs
Programs delivered primarily by peer leaders
Adding training in life skills to trainings that focus on social resistance skills49
Prevailing research on drug abuse treatment recommends a combination of behavioral
therapy and medication. The National Institute on Drug Abuse (NIDA) has found the
following interventions to be effective in combating drug abuse:
Addressing a patient’s motivation to change
Providing incentives to stop taking drugs
Building skills to resist drug use
Replacing drug-using activities with constructive and rewarding activities
49 SAMHSA; Individual-level Strategies; Available: http://captus.samhsa.gov/prevention-practice/prevention- approaches/individual-level-strategies
Page | 36
Improving problem-solving skills
Building better relationships50
Rainbow Days maintains a strong presence in the area of evidence-based education
and training services. Any future training opportunities for professionals in this field
should maintain consistency with SAMHSA guidelines, and the organization may
consider using its extensive experience in this area to further push to the forefront.
3.2 Evaluation of Target Providers
Now that each provider has been evaluated on decision criteria, the following section
attempts to synthesize the information to provide a consolidated view of the potential
target providers. First, each provider was ranked according to their attractiveness
relative to each other (1=best, 5=worst) on the criteria identified in the preceding
industry analysis (Figure 3.4). Next, weights were assigned to the criteria based on their
importance in revenue generation for The Trans4m Center. Factors directly
impacting demand and price for The Trans4m Center’s services were assigned 20
percent weights (size of the market, willingness to pay, and commitment to both
professional development and evidence-based practices), with the remaining criteria
being assigned 5 percent weights for a total of 100 percent (Figure 3.5). The evaluation
positions each provider, from most to least attractive, as follows: 1) school counselors, 2)
substance abuse prevention and treatment professionals, 3) afterschool programs, 4)
substitute care facilities, and 5) homeless and domestic violence shelters.
Size of Market Age of Secondary
Beneficiaries Length of Stay Funding
1 School Counselors 1 School Counselors 1 School Counselors 1 Substance Abuse
2 Afterschool Programs 1 Substance Abuse 2 Afterschool Programs 2 Homeless/Domestic
Violence Shelters
2 Substance Abuse 3 Afterschool Programs 3 Homeless/Domestic
Violence Shelters 3 Afterschool Programs
4 Homeless/Domestic
Violence Shelters 4
Substitute Care
Facilities 4
Substitute Care
Facilities 4 School Counselors
5 Substitute Care
Facilities 5
Homeless/Domestic
Violence Shelters 5 Substance Abuse 5
Substitute Care
Facilities
50 National Institute on Drug Abuse; Treatments Backed by Scientific Evidence; Available: http://www.drugabuse.gov/publications/seeking-drug-abuse-treatment/1-does-program-use-treatments- backed-by-scientific-evidence
Page | 37
Figure 3.4 – Provider Ranking on Performance Criteria
Afterschool Programs
Criteria Rank Weight Weighted Rank
Size 2 * .20 = .40
Age 3 * .05 = .15
Length of Stay 2 * .05 = .10
Funding 3 * .05 = .15
Professional
Development
5 * .20 = 1.0
Evidence-Based 5 * .20 = 1.0
Competitive Landscape 1 * .05 = .05
Willingness to Pay 3 * .20 = .60
FINAL RANK 3.45
School Counselors
Criteria Rank Weight Weighted Rank
Size 1 * .20 = .20
Age 1 * .05 = .05
Length of Stay 1 * .05 = .05
Funding 4 * .05 = .20
Professional
Development
1 * .20 = .20
Evidence-Based 1 * .20 = .20
Competitive Landscape 4 * .05 = .20
Willingness to Pay 1 * .20 = .20
FINAL RANK 1.3
Commitment to
Professional
Development
Competitive
Landscape
Reliance on Evidence-
Based Programs Willingness to Pay
1 School Counselors 1 Afterschool Programs 1 School Counselors 1 School Counselors
1 Substance Abuse 2 Homeless/Domestic
Violence Shelters 1 Substance Abuse 1 Substance Abuse
3 Substitute Care
Facilities 3
Substitute Care
Facilities 3
Substitute Care
Facilities 3 Afterschool Programs
4 Homeless/Domestic
Violence Shelters 4 School Counselors 4
Homeless/Domestic
Violence Shelters 4
Substitute Care
Facilities
5 Afterschool Programs 4 Substance Abuse 5 Afterschool Programs 5 Homeless/Domestic
Violence Shelters
Page | 38
Homeless/Domestic Violence Shelters
Criteria Rank Weight Weighted Rank
Size 4 * .20 = .80
Age 5 * .05 = .25
Length of Stay 3 * .05 = .15
Funding 2 * .05 = .10
Professional
Development
4 * .20 = .80
Evidence-Based 4 * .20 = .80
Competitive Landscape 2 * .05 = .10
Willingness to Pay 5 * .20 = 1.0
FINAL RANK 4.0
Substitute Care Facilities
Criteria Rank Weight Weighted Rank
Size 5 * .20 = 1.0
Age 1 * .05 = .05
Length of Stay 4 * .05 = .20
Funding 5 * .05 = .25
Professional
Development
3 * .20 = .60
Evidence-Based 3 * .20 = .60
Competitive Landscape 3 * .05 = .15
Willingness to Pay 4 * .20 = .80
FINAL RANK 3.65
Substance Abuse Prevention & Treatment
Criteria Rank Weight Weighted Rank
Size 2 * .20 = .40
Age 1 * .05 = .05
Length of Stay 5 * .05 = .25
Funding 1 * .05 = .05
Professional
Development
1 * .20 = .20
Evidence-Based 1 * .20 = .20
Competitive Landscape 4 * .05 = .20
Willingness to Pay 1 * .20 = .20
FINAL RANK 1.55
Figure 3.5 – Providers’ Final Weighted Rankings
Page | 39
3.2.1 Providers as a Potential Target
The following sections delve deeper into potential for each provider to serve as a target.
First, information from the Rainbow Days’ market research survey was tabulated for
each provider (to the extent possible) and evaluated against aggregate and industry
data. This will allow further testing of the provider ranking above and improve the
likelihood of selecting the strongest area for entry. The final ranking of providers is as
follows: 1) school counselors, 2) substance abuse prevention and treatment, 3)
afterschool programs, 4) substitute care facilities, and 5) homeless and domestic
violence shelters. Second, each section then discusses criteria for selecting states of
entry and provides recommendations based on those guidelines for each provider.
3.2.1.a Afterschool Programs as Potential Target
The weighted rankings indicate that afterschool programs may be the third most
attractive provider to target (ranks closest to 1 are best, 5 are worst). While Rainbow
Days’ market research data for afterschool program providers is inconclusive due to
low sample size (n=30), preliminary data seem to show some potential attractiveness of
this sector. Afterschool program providers’ willingness to pay for The Trans4m
Center’s education and training services (Figure 3.6), 2-hour in-person, and 2-hour
online (Figure 3.7) training are either above or consistent with aggregate and sector
data.
Afterschool program providers are willing to pay an average maximum of $112 for
Rainbow Days’ education and training services through The Trans4m Center.
While the criminal justice sector has a higher mean response at $118, it has a
significantly lower median and modal response. Median response for criminal justice
providers was $78 where afterschool program providers trended closer to aggregate
data at $90. The median and modal responses for afterschool program providers were
$26-$50 for in-person training, and $10-$25 for online training.
Page | 40
Figure 3.6 – Afterschool Program Providers’ WTP for Rainbow Days Education and
Training Services
Figure 3.7 – Afterschool Providers’ WTP for 2-Hour In-Person & Online Training
Compared to all other sectors, afterschool program providers and school counselors had
the highest percentages reporting spending seven or more days in training per year
(Figure 3.8). Fifty-four percent of afterschool program providers spent more than a
week in training per year, which could be a positive indicator for education and training
services offered by The Trans4m Center. This is only tempered by the fact that only
65 percent of afterschool program respondents spent five or more days in training,
$100
$105
$110
$115
$120
Aggregate Afterschool Programs
Education Criminal Justice
Human Service
Average Maximum WTP, 1-Day In-Person by Sector
0
5
10
15
20
25
30
<$10 $10-$25 $26-$50 $50+
F r
e q
u e
n c
y
Willingness to Pay for 2-Hour Training
Online
In-Person
Page | 41
which was the second lowest rate of all sectors, and should therefore be taken into
consideration in judging the market size for these providers.
Figure 3.8 – Days in Training per Year
3.2.1.b. Targeted States for Afterschool Programs
To provide additional guidance on which states may have a more favorable environment
for The Trans4m Center’s education and training services, state policies on
standards and professional development were graded. States with strong research-based
policies for programming, curricula and professional development may be more
interested in The Trans4m Center’s services. The following rubric was used to assign
grades to each state’s afterschool program standards and professional development
requirements:
Standards Development Rubric
A Research-based quality assessment standards required for funding/licensing
B State quality assessment standards required for funding/licensing
C State quality assessment standards are voluntary/completed with pilot phase
D State quality assessment standards in early stages of development
F No state quality assessment standards in place
Professional Development Rubric
A Ongoing research-based professional development required for funding/licensing
B Ongoing professional development required for funding/licensing
C State established voluntary core competencies for afterschool program providers/set
up infrastructure for professional development activities
D State in early phases of core competency/ professional development planning
F No professional development activity
0% 20% 40% 60% 80% 100%
Afterschool Programs
Education
Criminal Justice
Human Service
Days in Training per Year
<1
1-2
3-4
5-6
7+
Page | 42
Figure 3.9 details highest performing states and highlights those that made the grade for
multiple criteria. States receiving grades of C or higher were listed for consideration. No
state required professional development activities to be evidence-based; as a result,
none of them received an A. The table also lists states that provide funding to
afterschool programs on top of CCLC grant funds. States dedicating additional funding
to afterschool programs demonstrate stronger commitment to the field, which would be
favorable for this opportunity. It should be noted that funding amounts listed are in
total dollars, not dollars per capita. States not listed do not provide additional funding
for afterschool programs.
Standards
Development State
Professional
Development State
Total State
Funding State
A CA B ID $550M CA
B FL C+ CA $75M NY
B MO C AR $14M GA
B NY C LA $9.2M IN
B NC C ME $9M AZ
B OK C MO $8.6M IL
B VA C NE $6M HI
B WV C NH $4.5M CT
C AR C NC $3.1M MD
C DE C OH $3M MI
C IA C SC $2.5M NJ
C KS C SD $2M MA
C LA C VT $0.48M MT
C MD
C MI
C MS
C OH
C UT
C VT
C WI
Figure 3.9 – State Afterschool Program Report Card for Development & Funding51
In Figure 3.9, states meeting three criteria are highlighted in pink; states meeting two
criteria highlighted in grey. Figure 3.10 provides a summary of these top ranking states.
According to this assessment, California may provide the most favorable environment
for entry into the afterschool program industry, with multiple states following closely
behind.
51 Data from Afterschool Alliance Policy Action Center and state departments of education websites
Page | 43
States Meeting Three Criteria
California
Standards Development — California is the only state that
requires any degree of research-based practices for
afterschool programs
Professional Development — While research-based training
activities are not mandated, most training providers in the
state focus on research-based programming
State Funding — The state has made by far the largest
commitment to afterschool programs
States Meeting Two Criteria
Arkansas Standards Development
Professional Development
Louisiana Standards Development
Professional Development
Maryland Standards Development
State Funding
Michigan Standards Development
State Funding
Missouri Standards Development
Professional Development
New York Standards Development
State Funding
North Carolina Standards Development
Professional Development
Ohio Standards Development
Professional Development
Vermont Standards Development
Professional Development
Figure 3.10 – Top Ranking States
3.2.2.a School Counselors as Potential Target
The weighted rankings indicate that school counselors may be the most attractive
provider to target by a fairly significant margin. Sample size for counselors was
relatively strong (n=51), and preliminary data confirm the attractiveness of this sector.
School counselors’ willingness to pay for The Trans4m Center’s education and
training services, 2-hour in-person, and 2-hour online training, and days in training per
year are either above or consistent with aggregate and sector data.
Page | 44
School counselors are willing to pay an average maximum of $109 for Rainbow Days’
education and training services (Figure 3.11). Median response for counselors trended
with aggregate data at $100, which is a strong indicator that the average is fairly
representative of the sample.
Figure 3.11 – Counselors’ WTP for Rainbow Days Education and Training Services
School counselors also trended with aggregate responses in terms of their willingness to
pay for a 2-hour online or in-person training (Figure 3.12). Their median and modal
response for the in-person training was $26-$50 and for the online training, $10-$25.
$-
$20
$40
$60
$80
$100
$120
Aggregate Counselors Education Criminal Justice
Human Service
Average Maximum WTP, 1-Day In-Person by Sector
Page | 45
Figure 3.12 – Counselors’ WTP for 2-Hour Training
As would be expected in an industry with mandatory continuing education regulations,
school counselors reported the highest percentages of days spent in training per year of
any other sector in this report. Not only did 54 percent of school counselors report
spending seven or more days in training per year, but also 80 percent of them reported
spending five or more days per year (Figure 3.13). This is an incredibly strong indicator
of school counselors’ potential demand for the The Trans4m Center’s education and
training services.
Figure 3.13 – Days in Training per Year
0
5
10
15
20
25
30
35
40
45
<$10 $10-$25 $26-$50 $50+
F r
e q
u e
n c
y
Willingness to Pay for 2-Hour Training
Online
In-Person
0% 20% 40% 60% 80% 100%
Counselors
Education
Criminal Justice
Human Service
Days in Training per Year
<1
1-2
3-4
5-6
7+
Page | 46
3.2.2.b Targeted States for School Counselors
States to target for entry in the school counselor training market may best be assessed
on a more qualitative basis. The environment for entry in this market is amenable as the
vast majority of states require research-based continuing education for school
counselors. Nevertheless, some of the criteria to consider in choosing targets are shown
below (Figure 3.14).
Criteria Rationale
Clock Hours Required per
Renewal Period
The number of clock hours required per renewal period can
vary greatly by state. Greater number of hours required would
be favorable for training providers. Most states’ renewal
period runs 2-6 years.
Student to Counselor Ratio
This ratio can be used to indicate, to a certain degree, the
financial resources each state dedicates to school counseling.
Lower student to counselor ratios would indicate that
counseling programs are likely better funded with potential for
more professional development dollars. The American School
Counselor Association recommends a 250:1 ratio; the national
average is 459:1.
States Mandating Counseling
for K-12
Mandating counseling may serve as a proxy for the importance
a state places on such services in schools.
Acceptance of NBCC Approval
States that accept NBCC-approved training providers to
administer professional development activities to counseling
professionals are favorable for Rainbow Days. The need to
gain approval for the curricula from one certification body is
preferred over the approval of 50 state agencies.
Saturation of NBCC Approved
Providers
States with high numbers of NBCC approved training
providers may be more competitive and difficult to enter than
those with fewer providers. Few providers in a state may be an
indicator of a less competitive environment or an indicator of
lower demand.
Figure 3.14 – Decision Criteria for State Entry
Next, states were placed in rank order on the criteria, and those performing strongly in
three or four areas were highlighted as potential targets for entry (Figure 3.15). States
requiring 90 clock hours or more of continuing education as well as the 20 states with
the lowest student to counselor ratios were selected for consideration. For the purpose
of this analysis, time units of training were converted to clock hours.
Page | 47
Clock
Hours State
Student to
Counselor
Ratio
State
States
Mandating
for K-8
States
Mandating
for 9-12
States
Don’t
Accept
NBCC52
States
w/40+
NBCC
Trainers
200 TX 183:1 WY AL AL CA PA
180 AZ 205:1 DC AR AR FL NC
180 PA 208:1 VT CA* CA NE CA
180 WI 232:1 NH DC DC OH MD
150 CA 279:1 HI GA GA OK AL
150 LA 279:1 ME ID ID UT VA
150 RI 302:1 MT IN IN MA
150 SC 318:1 VA IO IO
125 MN 327:1 ND MD MD
120 IL 334:1 NJ ME ME
100 NJ 337:1 AR MO MO
90 AK 344:1 TN MT MT
90 CO 352:1 MD NH NH
90 CT 355:1 MO NJ NJ
90 DE 356:1 LA NM NM
90 FL 371:1 RI ND ND
90 ID 375:1 SD OK NV
90 IN 379:1 PA OR OK
90 KS 379:1 OK RI OR
90 ME SC RI
90 MI TN SC
90 NV VT TN
90 OH VA VT
90 SD WY VA
90 TN WA
90 WV WY
Figure 3.15 – State Ranking on Decision Criteria53
*Mandated for grades 7-8 only.
The state analysis revealed the following top ranking states, with others following closely
behind and listed in Figure 3.16: Maine, New Jersey, and Rhode Island. Should
Rainbow Days decide to target The Trans4m Center services toward school
counselors, the states in the following figure may be the most attractive targets.
52 Aspira Continuing Education; Available: http://www.aspirace.com/aspira-state-national-board-approved-list-for- professional-counselors-CEUs.aspx 53 Data from the U.S. Department of Education National Institute for Educational Statistics, NBCC, ACSA, and state departments of education websites
Page | 48
States Meeting Four Criteria
Maine
Clock Hours
Student to Counselor Ratio
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 6
New Jersey
Clock Hours
Student to Counselor Ratio
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 31
Tennessee
Clock Hours – Tennessee may not be as attractive a target
as the state’s renewal period is 10 years.
Student to Counselor Ratio
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 20
Rhode Island
Clock Hours
Student to Counselor Ratio
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 2
States Meeting Three Criteria
Arkansas
Clock Hours: 30 over 5 years is not as competitive a
demand floor as other states
Student to Counselor Ratio
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 15
California
Clock Hours
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 60
California also does not accept NBCC approval for training
providers. Approvals must be submitted to the California
Board of Behavioral Sciences, making this state less
attractive a target.
District of Columbia
Student to Counselor Ratio
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 13
Idaho Clock Hours
Page | 49
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 8
Indiana
Clock Hours
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 6
Maryland
Clock Hours: Though Maryland did not make the top of the
rankings in this category, the state still requires 40 hours
every two years, making this an attractive draw.
Student to Counselor Ratio
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 40 – the state has a high
number of providers in the area, making entry potentially
more difficult.
Missouri
Clock Hours:20 renewed annually; however, the state
allows three methods for exemption.
Student to Counselor Ratio
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 21
Oklahoma
Clock Hours: Oklahoma requires 20 hours annually, which
is fairly competitive.
Student to Counselor Ratio
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 9
Oklahoma does not accept NBCC approval. Training
providers must register with the Oklahoma Department of
Health.
South Carolina
Clock Hours: 150 renewed every two years
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 10
Vermont
Clock Hours: unknown
Student to Counselor Ratio
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 2
Wyoming Clock Hours: 5 renewed every 5 years — low demand floor
making this state not as attractive a target.
Page | 50
Student to Counselor Ratio
Mandate for K-8
Mandate for 9-12
NBCC Approved Providers: 1
Figure 3.16 – Top Ranking States
3.2.3.a Homeless & Domestic Violence Shelters as
Potential Target
The data for homeless and domestic violence shelter providers must be evaluated with
caution for two reasons. First, market research survey respondents were given the
opportunity to select their industry. Homelessness and domestic violence were both
options; however, these were not limited to shelters and therefore likely includes
employees of advocacy and other service organizations. Second, the sample size for
these respondents was low (n=33) and may likely not be completely representative of
the specific target discussed in this analysis. Given these two caveats, however, the
survey data reflect these providers’ rank in the preceding industry analysis. Homeless
and domestic violence service providers were willing to pay the least for The Trans4m
Center education and training services and 2-hour in-person training. Additionally,
consistent with our previous analysis, a smaller percentage of the staff attended training
for five or more days per year.
While the average maximum willingness to pay for one-day in-person education and
training services at the Center was $111, the median and modal responses were both
$50, indicating that the average is likely not representative of the sample (Figure 3.17).
This median price of $50 is the lowest of all potential targeted providers.
$0
$20
$40
$60
$80
$100
$120
Aggregate Shelters Education Criminal Justice
Human Service
Median Maximum WTP, 1-Day In-Person by Sector
Page | 51
Figure 3.17 – Willingness to Pay for Rainbow Days Education and Training Services
As previously mentioned, homeless and domestic violence service providers’ willingness
to pay for 2-hour in-person training was lower than aggregate, with the median and
modal responses being $10-$25. Online training trended with the aggregate at $10-$25
(Figure 3.18).
Figure 3.18 – Willingness to Pay for 2-Hour Training
Finally, the lowest percentage of homeless and domestic violence service providers
report spending five or more days in training per year compared to any other sector
(Figure 3.19). This may speak to the fact that ongoing training and professional
development are not requirements for professionals in the field and shows that this may
not be as strong a target market for The Trans4m Center as other providers.
0
5
10
15
20
25
30
<$10 $10-$25 $26-$50 $50+
F r
e q
u e
n c
y
Willingness to Pay for 2-Hour Training
Online
In-Person
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Figure 3.19 – Days in Training per Year
3.2.3.b Targeted States for Homeless & Domestic Violence
Shelters
Because homeless and domestic violence shelters serve a much smaller subset of the
youth population, the primary objective in identifying states for entry into the training
market is determining sufficient demand to sustain cash flow and justify expenditures in
establishing necessary infrastructure within each state. Unfortunately, because the
homeless and domestic violence shelter industry is highly unregulated, information
about receptivity to training (via continuing education requirements, certification or
standards) was sparse. Much of the training that exists is regulated at the municipal
level, making data difficult to capture.
Instead, the following graphic illustrates states with the highest numbers of homeless
persons in families (Figure 3.20). States with fewer than 5,000 homeless persons in
families may not be large enough to sustain Rainbow Days’ education and training
services. States with 10,000 or more homeless persons in families may be the strongest
initial targets and are as follows: California (27,100), Colorado (10,500), Florida
(19,100), Massachusetts (10,300), New York (36,100), and Texas (13,334). Of the states
highlighted on the map, Texas, Georgia, Oregon, and Washington are the only ones that
have established both a state interagency council and state homelessness plan.
0% 20% 40% 60% 80% 100%
Shelters
Education
Criminal Justice
Human Service
Days in Training Per Year
<1
1-2
3-4
5-6
7+
Page | 53
Figure 3.20 – States Targeted for Entry54
The United States Interagency Council on Homelessness has also brought certain
municipalities to the forefront for their work in addressing homelessness according to
the agency’s strategic priorities. The mayors of Fresno, Calif.; Sacramento, Calif.;
Columbus, Ohio; and the governor of Colorado have been spearheading this effort, and
it is likely that the environment for training services will be more favorable in these
locales. Counties in Connecticut, Massachusetts, Utah, Tennessee, Washington, North
Carolina and Minnesota have also been recognized.55
3.2.4.a Substitute Care Facilities as Potential Target
As indicated by the weighted rankings, substitute care facilities are a slightly less
attractive target compared to other providers. For the purpose of this analysis,
respondents to Rainbow Days’ market research survey selecting the following
industries were included under substitute care: children’s home, juvenile
probation/boot camp, probation, and those who wrote in juvenile probation/detention
in the free response section. Sample size for this provider was moderate (n=45), and
preliminary data seem to show mixed signs about the attractiveness of this sector. While
substitute care facilities’ willingness to pay for 2-hour in-person and 2-hour online
training are consistent with aggregate data (Figure 3.21), willingness to pay for The
Trans4m Center’s one day education and training services and days spent in training
per year are not as competitive as other providers.
54 Editable map courtesy of m62 visualcommunications 55 United States Interagency Council on Homelessness; Available: http://www.usich.gov
Page | 54
Figure 3.21 – Willingness to Pay for 2-Hour Training
Providers at substitute care facilities are willing to pay an average maximum of $96 for
Rainbow Days’ education and training services through The Trans4m Center,
which is slightly below aggregate at $100 (Figure 3.22). While the average willingness to
pay was not far off from the baseline, the median response at substitute care facilities
was also below aggregate at $88, which is not a strong indicator.
Figure 3.22 – Substitute Care Facilities’ WTP for Rainbow Days Training
The number of days substitute care providers spend in training per year was average
amongst survey respondents (Figure 3.23). School counselors still outperformed these
providers in days spent in training in spite of both providers working in environments
0
5
10
15
20
25
30
35
40
<$10 $10-$25 $26-$50 $50+
F r
e q
u e
n c
y
Willingness to Pay for 2-Hour Training
Online
In-person
$-
$20
$40
$60
$80
$100
$120
Aggregate Substitute Care
Education Criminal Justice
Human Service
Median Maximum Willingness to Pay for 1-Day In-Person Training
Page | 55
that regulate training. This indicates that substitute care is potentially a less attractive
target than other providers who demand more days of training per year.
Figure 3.23 – Days in Training per Year
3.2.4.b Targeted States for Substitute Care Facilities
Though conditions for entering the substitute care facility market are not as favorable as
for other markets, the following table provides some guidance on states that may be
more attractive to enter than others. Like the school and substance abuse counseling
professions, substitute care demands rigorous initial requirements for entry. Unlike
those fields, however, substitute care facilities focus on a much narrower set of the youth
population, and any analysis on state entry must consider the scope of the demand for
Rainbow Days’ education and training services. As with the other industries,
commitment to professional development was also used as a base for comparison. Due
to limited data, this analysis utilized information from the National Center for Juvenile
Justice to compare certification and professional development requirements of
probation officers across the country as a proxy. States with the greatest potential are
Texas, Indiana, and Louisiana (Figure 3.24).
0% 20% 40% 60% 80% 100%
Substitute Care
Education
Criminal Justice
Human Service
Days in Training Per Year
<1
1-2
3-4
5-6
7+
Page | 56
# Youth in
Placement State
States Requiring
Continuing Education
States
Requiring
Certification
11,532 CA AK AL
5,352 TX AZ AK
4,815 FL CA ID
4,134 PA CO IL
2,865 OH FL IN
2,637 NY GA LA
2,217 IL IN MD
2,133 GA KY MA
2,010 IN LA NV
1,998 MI ME RI
1,860 VA MN TX
1,530 CO MT
1,305 WA NE
1,251 OR NV
1,197 MO NH
1,179 NJ NM
1,110 WI SD
1,101 AL TX
1,092 AZ UT
1,035 LA VT
Figure 3.24 – State Ranking on Decision Criteria56
Though the population base for residential treatment facilities is low, especially in
comparison to other sectors, should Rainbow Days decide to enter this market, it
56 Data from the National Center for Juvenile Justice and OJJDP websites
Criteria Rationale
Number of Youth in Residential
Placement
Because the number of providers in this industry is unclear,
states were ranked according to the number of youth in
residential placement to measure the likelihood of the
existence of a sufficient population base for entry. States with
fewer than 1,000 youth in residential placement may not
provide enough demand for education and training services
and will therefore not be considered for entry.
States Requiring
Continuing Education
States requiring continuing education are likely to have more
receptive environments for Rainbow Days education and
training and have a higher demand floor.
States Requiring
Certification
States requiring certification for professionals in this field
may demonstrate greater commitment to quality and training
activities.
Page | 57
should target Indiana, Louisiana, or Texas (Figure 3.25). Other top ranking states are
listed in figure 3.25.
States Meeting Three Criteria
Indiana
Number of Youth in Residential Placement
Requires Continuing Education
Requires Certification
Louisiana
Number of Youth in Residential Placement
Requires Continuing Education
Requires Certification
Texas
Number of Youth in Residential Placement
Requires Continuing Education
Requires Certification
States with Sufficient Base + Additional Criteria
Alabama Number of Youth in Residential Placement
Requires Certification
Arizona Number of Youth in Residential Placement
Requires Continuing Education
California Number of Youth in Residential Placement
Requires Continuing Education
Colorado Number of Youth in Residential Placement
Requires Continuing Education
Florida Number of Youth in Residential Placement
Requires Continuing Education
Georgia Number of Youth in Residential Placement
Requires Continuing Education
Illinois Number of Youth in Residential Placement
Requires Certification
Figure 3.25 – Top Ranking States
3.2.5.a Substance Abuse Prevention & Treatment as
Potential Target
The weighted rankings indicate that substance abuse prevention and treatment
programs may be the second most attractive target by a narrow margin. Sample size for
professionals in the alcohol, tobacco and other drug prevention and treatment sector
was strong (n=81), and preliminary data show the potential attractiveness of this sector,
though not to the same degree as school counselors. Addiction professionals’ willingness
to pay for The Trans4m Center’s education and training services (Figure 3.26) is
consistent with aggregate data. Addiction prevention and treatment professionals are
Page | 58
willing to pay an average maximum of $104 for Rainbow Days’ education and training
services. Median response for this group trended with aggregate data at $100, which is a
strong indicator that the average is fairly representative of the sample.
Figure 3.26 – Median Maximum Willingness to Pay for Rainbow Days Education
and Training Services
However, responses to willingness to pay for 2-hour in-person (Figure 3.27) training
and days in training per year are below aggregate for these providers. For the 2-hour in-
person training, this group was willing to pay $10-$26, the same amount as it would be
willing to pay for online training. This is not an ideal indicator as multiple other
providers were willing to pay a median price of $26-$50 for the 2-hour in-person
training.
Figure 3.27 – Willingness to Pay for 2-Hour Training
$-
$20
$40
$60
$80
$100
$120
Aggregate Substance Abuse
Education Criminal Justice
Human Service
Median Maximum WTP, 1-Day In-Person by Sector
0
10
20
30
40
50
60
70
80
<$10 $10-$25 $26-$50 $50+
F r
e q
u e
n c
y
Willingness to Pay for 2-Hour Training
Online
In-Person
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An average percentage of substance abuse prevention and treatment professionals
reported spending more than five or seven days in training per year (Figure 3.28).
Substance abuse prevention and treatment professionals did not report as many days in
training per year as school counselors, but did report more than homeless and domestic
violence shelter providers.
Figure 3.28 – Days in Training per Year
0% 20% 40% 60% 80% 100%
Substance Abuse
Education
Criminal Justice
Human Service
Days in Training per Year
<1
1-2
3-4
5-6
7+
Page | 60
3.2.5.b Targeted States for Substance Abuse Treatment &
Prevention
As with school counselors, the environment for professional development activities for
substance abuse prevention and treatment professionals is quite strong due to pervasive
state licensure regulations in the field. The following criteria were used in evaluating
states that may have more receptive environments for Rainbow Days education and
training services (Figure 3.29).
Criteria Rationale
Federal Discretionary Funds
for Prevention
Availability of additional funding beyond the SAPT Block
Grant bodes well as organizations may have more at their
disposal for education and training services.
Federal Discretionary Funds
for Treatment
Availability of additional funding beyond the SAPT Block
Grant bodes well as organizations may have more at their
disposal for education and training services.
Substance Abuse Counselor
Continuing Education Hours >
40
The vast majority of states require a minimum of 40 hours of
continuing education every two years for certified substance
abuse counselors. Hours beyond this minimum create a
stronger demand floor for education and training services
providers.
State Requires Continuing
Education for Credentialed
Prevention Professionals
Some states require continuing education for both certified
substance abuse counselors and prevention professionals. This
increases the total hours that could be demanded from
professionals in the state.
Saturation of NAADAC
Approved Training Providers
States with high numbers of NAADC approved training
providers may be more competitive and difficult to enter than
those with fewer providers.
Figure 3.29 – Decision Criteria for State Entry
States were assessed on each criterion (Figure 3.30). States with discretionary
prevention dollars above $5M, discretionary treatment dollars above $10M, and
continuing education hours over 40 were included for consideration. Additionally, states
that contained 10 or more NAADAC approved providers were listed as a cautionary
measure of the competitive environment.
Page | 61
Discretionary
Prevention State
Discretionary
Treatment State
Con’t
Ed Req
>40 Hrs
State
Prev
Hrs
Req
10+
NAADAC
Providers
$15.3M CA $38.2M CA 60 AL DC CA
$12.6M NY $26.0M NY 60 AK DE FL
$10.3M FL $17.4M IL 60 CT HI AZ
$8.4M TX $15.9M CT 60 KS ID MD
$8.3M MA $15.0M MA 60 KY IO WA
$7.9M OH $15.0M FL 60 MO KY TX
$7.9M VA $13.6M IN 60 ND MO IN
$6.7M IL $13.5M TX 50 PA NY PA
$6.6M OK $12.7M OH NC
$6.1M MN $12.2M MO RI
$6.1M CT $12.0M CO TX
$5.5M IO $11.3M WA WI
$5.5M TN $10.9M NC
$5.2M MI $10.1M PA
$5.1M KY
Figure 3.30 – State Ranking on Decision Criteria57
None of the states met all four positive criteria; however, several still performed
strongly, meeting three of the four, and could be considered for entry or expansion in
substance abuse. The following states performed most strongly in the analysis:
Connecticut, Kentucky, Missouri, and New York (Figure 3.31).
57 Data from SAMHSA, NAADA, IC&RC, and Addiction Counselor CE websites
Page | 62
States Meeting Three Criteria
Connecticut
Discretionary Prevention Funds: $6.1M
Discretionary Treatment Funds: $15.9M — in spite of the
state’s size, this was the fifth largest grant awarded and
could be highly favorable for education and training
services providers
Counselor Continuing Education Requirement: 60 Hours
Kentucky
Discretionary Prevention Funds: $5.1M
Counselor Continuing Education Requirement: 60 Hours
Certified Prevention Professional Continuing Education
Requirement: 60 Hours
Missouri
Discretionary Treatment Funds: $12.2M
Counselor Continuing Education Requirement: 60 Hours
Certified Prevention Professional Continuing Education
Requirement: 60 Hours
New York
Discretionary Prevention Funds: $12.6M
Discretionary Treatment Funds: $26.0M – second largest
award given in addition to the $115M the state already
receives through SAPT
Certified Prevention Professional Continuing Education
Requirement: 40 Hours
Figure 3.31 – Top Ranking States
3.3 Conclusion
This analysis used specified criteria that would showcase the most favorable
marketplace conditions for Rainbow Days’ The Trans4m Center. The review of the
size and characteristics of each sector, available funding, commitment to professional
development, competitive landscape, and reliance on evidence-based programming was
significant in determining Rainbow Days’ ability to effectively and profitably compete
in the markets. Each section of this analysis provided a glimpse of each provider group’s
environment and noted relevant trends that would impact the decision to participate in
each market moving forward. Based on this analysis, it appears that targeting school
counselors and/or substance abuse professionals has the highest likelihood of success.
Focusing on these two providers not only leverages Rainbow Days’ current
competencies, but also plays to the size of existing markets and their potential
profitability. In addition, the rigor of the organization’s curricula speaks to the ethos of
both provider groups and should not be underscored as a competitive advantage. While
both markets have a more intense competitive landscape versus other provider groups,
Rainbow Days has a demonstrated track record of being able to flourish under such
Page | 63
conditions and should continue to utilize and build associated capabilities to compete in
this market.
The attractiveness of and compatibility with providers in the afterschool program,
substitute care, and homeless/domestic violence shelters is, at best, untested and
uncertain. Of these providers, afterschool program professionals are likely the strongest
target. In spite of their lack of emphasis on research-based programming, those in the
industry are familiar with high regulatory environments and standards. As such, it is
unlikely that Rainbow Days would need to convince professionals of the value of
research-based programming. Additionally, the size of the market for afterschool
programs is significantly larger than the market for shelters or substitute care facilities.
Rainbow Days should exercise extreme caution in entering the latter two sectors as
the volume of providers needed to generate sufficient levels of income is very likely
insufficient. If it were to enter these markets, it would be ideal to do so with
partnerships with organizations that have credibility with the market and could assist
with marketing the The Trans4m Center’s services to that market.
In making the final decision on market entry for the The Trans4m Center, Rainbow
Days will want to consider administering an additional survey to individuals in the
selected target or utilizing focus groups/key informant interviews to validate insights
from this analysis. It should also assess its current network to further inform targets and
increase likelihood of success.
Page | 64
4.0 Competitive Analysis
4.1 Competitive Environment
The competitive landscape for The Trans4m Center is complex with the indirect
competitors potentially providing more threat than the direct competitors. Based on
both the primary and secondary research, the direct competitive environment for this
venture is minimal. No one has yet to exclusively claim the behavioral health space for
children and youth. More specifically, while Section 3.1.4 confirmed some competitors
within given markets, none of these methods use the same approach as The Trans4m
Center’s proprietary curriculum, Curriculum-Based Support Group (CBSG®)
Program. This situation will allow The Trans4m Center to be the first center focused
on behavioral health in children and youth supported by a research-based program for
support groups for high-risk children and youth. However, it is critical for The
Trans4m Center to launch as soon as possible in order to claim first mover advantage
and discourage any additional competition in either category.
Indirect competition is more of a threat in the human service, education, and criminal
justice sectors. Specific to The Trans4m Center CBSG® Program, the competition
offers other possibilities which are:
Intervention by staff and other licensed professionals, such as counselors and
therapists
No intervention
4.2 Profile and Analysis of Direct Competitors
Through both primary and secondary research, it was found that there are two potential
categories of direct competitors. First, at a high-level, there are other “centers” that
provide education and training services, which could involve behavioral health needs for
high-risk children and youth. Second, there are organizations that offer curricula that
could be substitutes for The Trans4m Center’s CBSG® Program. Both of these
categories are described in detail in the paragraphs below.
4.2.1 Other National and Statewide Centers
As detailed in Section 3.1.4, each market has education and training service providers
who serve their providers. While some are higher threats than others, Rainbow Days
has a unique competitive advantage based on its focus area and more than likely would
be seen as a partner to these organizations. Based on primary research of some of these
organizations (see the Appendix for complete list), it is clear that while federal funding
is decreasing and providers seem to have less money available for professional
Page | 65
development, high-quality education and training services, especially those connected to
the research-to-practice movement, still continue to be a priority. To fill this void, many
of these centers are investing in online technology to supplement their efforts to
promote education and training opportunities. In particular, the Center for Social
Innovation has a highly-developed platform called t3, which marries the best in online
technology with the best in adult training. In addition, many of these Centers are open
to partnerships and have a track record of working with other providers, especially those
with relatable direct service experience.
States also offer direct competition. For example, based on Rainbow Days’ market
research, within Texas, providers receive education and training services through
Coordinated Training Services (CTS), the Texas Behavioral Health Institute, and
Southwest Prevention Center. Interestingly enough, CTS has already announced that
they will be providing eight new training opportunities via webinar this fall.
4.2.2 Other Curriculum-Driven Organizations
The following represents those curricula that offer the highest degree of competition
with The Trans4m Center’s CBSG® Program, because they offer a selective or
indicated behavioral health-based group curriculum.
Description Curriculum/Training Other
Project Success School-based
intervention program
for students ages 12-
18 who are high risk
Can buy curriculum
alone ($150)
3-day training in NY
($350 per
participant) or onsite
($4,200 per group –
up to 30 participants)
Charges for
follow-up
calls
S.S. Grin Group intervention
program for children
and youth ages 8-12
who have immature
social skills relative to
peers
Can buy curriculum
alone ($595 hard
copy)
1-day training onsite
($2,500 per group –
up to 25 participants)
6-hour online
training (Free with
curriculum)
Includes 3-
year
subscription
to online
materials;
$95
annually
afterward
Allows
unlimited
follow-up
Strengthening
Families
(University of
Parent and child
intervention program
for children and
Can buy curriculum
alone ($450 hard
copy)
Allows free
basic follow-
up
Page | 66
Utah) youth ages 3-16 to
decrease risk factors
and increase skills
2-day training onsite
($3,650 per group –
up to 35 participants)
Figure 4.1 – Organizations that provide curricula that are the closest substitutes for
the Center’s CBSG® Program
Based on a review of NREPP (National Registry of Evidence-Based Programs and
Practices), the following analysis was found:
Customer Features
o Location: 81 percent are school-based and 49 percent are community-
based
o Support: 83 percent provide ongoing technical assistance via phone
and/or newsletters
Delivery
o Curriculum: 52 percent require training to buy curriculum
o Curriculum Pricing: $695 is the average cost of curriculum
o Online: 21 percent have an online option for training
o Days: 2.2 days is the average length of training
o Training Fee: $310 is the average price per participant
4.3 Profile and Analysis of Indirect Competitors
As stated above, the largest competitive threat across all the markets (e.g., substitute
care facilities, schools and shelters) is indirect competition from staff and other licensed
professionals either not utilizing training to assist them with support groups or other
interventions or, even more disturbing, not conducting any intervention with children
and youth in need of services.
4.3.1 Intervention by staff and other licensed professionals
using their own home-grown approach
Because of lack of funding, lack of time, and/or other barriers, many staff and other
licensed professionals will attempt support groups and other interventions without
proper training or relying on their degree-based education. For example, most colleges
and universities in the United States, while they vary from state to state, require school
Page | 67
counselors, the Center’s largest target, to take classes in group counseling, social and
cultural foundations and human growth and development.58
4.3.2 No intervention
Unfortunately, also due to lack of funding, lack of time, and/or other barriers, many
providers — especially those primarily serving an adult-based population — have a
difficult time providing children/youth services to support children and youth while
their parent or guardian is receiving treatment or assistance. In schools, counselors have
a difficult time managing all their responsibilities and cannot find time for specialized
group support.
4.4 Competitive Advantage
The Trans4m Center has several competitive advantages over other centers and
providers of curricula focused on behavioral health issues among children and youth.
First, the Center uses evidence-based models backed by rigorous research. The current
climate in the United States is one in which funders, both public and private, are
demanding that initiatives use methodologies that have been proven to be successful
through scientific research. The Trans4m Center provides just such an evidence-
based model through its CBSG® Program and also utilizes research as the basis for its
education and training services. In addition, CBSG® Program is not a new or untested
program with over 17,000 trained in the past 29 years. Second, beyond the content, the
provision of high-quality education and training services is an art form at Rainbow
Days. Trainers not only seek to install knowledge, but also improve skills and
confidence. They use the latest techniques in the adult learning model to engage
participants and, as a result, consistently have high satisfaction ratings. Third, The
Trans4m Center is supported by Rainbow Days’ strong direct-service organization.
Rainbow Days has an impressive 30-year track record of bringing the best community
programs and behavioral health strategies to the North Texas community through direct
prevention and intervention services directed at children and youth living in high-risk
situations. It has strong support and leadership from its Board of Directors and has
gained statewide and national recognition for its programs. Rainbow Days has also
been training other direct service providers for more than 30 years and has become a
trusted source of the latest research and information and real-world translator of
research into practice. Finally, The Trans4m Center offers a full array of education
and training services. See the Appendix for list of education and training topics. The
Trans4m Center also works to stay on top of trends to ensure that providers receive
cutting-edge education and training. Taken together, these factors provide a strong
58 American School Counseling Association; Available at: http://www.schoolcounselor.org/content.asp?contentid=242.
Page | 68
competitive advantage and Rainbow Days is poised for success with launching The
Trans4m Center.
Page | 69
5.0 Branding, Marketing and Sales Strategy
5.1 Name and Branding
The name – The Trans4m Center
(Center) – focuses on transformation and
communicates a positive message. The brand
for The Trans4m Center is an extension of
the parent brand for Rainbow Days (RDI)
with the main difference being the target
audience. Rainbow Days is targeting children and youth and the providers serving
them, while The Trans4m Center is a program directed at providers across various
markets, including human service, education, and criminal justice sectors. As a result,
the brand is purposely connected to the parent organization through its palette and font,
but differentiated from it because it should be geared toward a more business-to-
business audience. When people think about The Trans4m Center, it is important for
them to connect with the transformation message and the following guiding principles
— Trust, Excellence and Cutting-Edge. The visual presentation will be an extension of
these traits and will be created to be consistent, yet distinctive. As stated previously, all
the market research points to The Trans4m Center’s competitive advantage being its
commitment to evidence-based research, excellence in training, and connection to
Rainbow Days. Branding is one of the most important factors in achieving a sustained
connection.
Over time, The Trans4m Center will continue to build brand awareness — starting in
the education and human service sectors and building to the criminal justice sector. It
will be measured through web hits, contacts for additional information, and requests for
attendance at conferences. Consistent with co-branding guidelines, Rainbow Days will
use both logos — The Trans4m Center by itself and with Rainbow Days (using the
identifier of a program of Rainbow Days) — intentionally based on the audience and
location.
5.2 Plan to Reach Target Market
Marketing strategy is built on two things — segmentation/targeting and positioning,
which will be discussed in this section. To accomplish organizational objectives, the The
Trans4m Center’s marketing communications will include two messages – first, The
Trans4m Center will need to sell potential customers on the value of professional
development and its proposed offering, and second, The Trans4m Center will need
to sell customers on utilizing its education and training services.
Insert final logo here
Page | 70
5.2.1 Segmentation and Target Groups
There are three distinct customers for The Trans4m Center, each of which will be
discussed below. They are:
a) National and state “funders/influencers”
b) Provider “deciders”
c) States as target market
5.2.1.a National and State “Funders/Influencers”
The “Funders/Influencers” group comprises those federal and state agencies and
national foundations and nonprofits that have the ability to grant or withhold funding,
specify research-based models, and serve as independent, credible sources of support.
Their acceptance of, and, ideally, advocacy for The Trans4m Center is critical. This
group often controls the “purse strings” and exerts significant influence over the
ultimate decision maker — providers. Federal agencies, such as Health and Human
Services, and policymakers in Congress and in state legislatures structure funding and
set guidelines dictating how money may be accessed. If this group understands and
believes that The Trans4m Center has effective and efficient education and training
services, this group has the ability to designate curriculum, increase funding for
professional development, provide grants to training organizations, such as Rainbow
Days, and ultimately create an environment that makes professional development an
easy decision for the “Deciders” group. State agencies that want to qualify for federal
funds will pay close attention to the requirements and guidelines from the
“Funders/Influencers” group. Private foundations such as Pew Charitable Trust, Robert
Wood Johnson Foundation, and the Annie E. Casey Foundation, among others, are very
interested in evidence-based solutions to the problems within the human service,
education, and criminal justice sectors that are plaguing our society. These
organizations have the ability to influence funding in the foundation community and
could be strong allies for The Trans4m Center.
The “Funders/Influencers” market is a large group, comprised of federal and state
agencies and private foundations such as:
U.S. Department of Health and Human Services (HHS)
Office of Juvenile Justice and Delinquency Prevention (OJJDP)
Health Resources and Services Administration (HRSA)
Substance Abuse and Mental Health Services Administration (SAMHSA)
Department of Education, Office of Safe and Drug Free Schools (OSDFS)
Pew Charitable Trusts
Robert Wood Johnson Foundation
Page | 71
Annie E. Casey Foundation
State agencies with purview over health and human services, such as Children’s
Trust Funds, state health departments, children/youth family services,
education/early learning, juvenile justice, children's cabinet/council
The Trans4m Center will pay particular attention to educating national professional,
advocacy, and policymaking groups. These groups have strong networks among
professional practitioners and researchers in the human service, education and criminal
justice sectors and among state and federal elected officials who make funding and
policy decisions. While some of these organizations were identified as competitors in
Figure 3.2, many of them do not provide the services that The Trans4m Center
provides and would be excellent partners in disseminating promising education and
training services. Their support is a critical element in the success of The Trans4m
Center. The following represents a sampling of important groups:
Professional Organizations for Researchers/Practitioners
Center for Child and Human Development at Georgetown University
Prevention Research Center for Promotion of Human Development at Penn State
Center for Prevention and Early Intervention at Johns Hopkins
University of Washington School of Social Work’s Prevention Research Training
Program
Nonprofit Advocacy Groups (Advocacy is part of the function of these groups — in
addition to programming, support and research.)
Child Welfare League of America
Mental Health America
National Center for Children in Poverty
National Mental Health Association
National Center for Family Homelessness/Center for Social Innovation
National Afterschool Association
National Association of Children of Alcoholics
American School Counselors Association
Juvenile Justice Trainers Association
American Correctional Association
National Partnership for Juvenile Services
National Association of Secondary School Principals
National Association of School Superintendents
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Policymakers (including their groups focused on children and youth within the
human service, education and criminal justice sectors)
Council of State Governments
National Conference of State Legislatures
National Governors’ Association
National Association School Boards of Education
5.2.1.b Provider “Deciders”
The nonprofit organization or nonprofit professional is the decider as to which training
to attend and often which curriculum to adopt. There are several factors that influence a
provider decider in adopting a curriculum. Factors such as effectiveness, funder
requirements, ease of implementation and compatibility with their current services, are
key to the decision for the provider. A provider might be convinced that it would like to
adopt one of The Trans4m Center’s curricula, but the ultimate deciding factor is
funding. Related to training opportunities, during Rainbow Days’ market research,
personal development was the top motivator influencing a provider’s decision:
Motivations # of
Respondents
Personal development 221
Employer requirement 191
Expertise of training organization 187
Certification requirement 182
Availability to attend 178
Cost 151
Funder requirement 114
Figure 5.1 – Motivations that influenced training decisions by number of respondents
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It is important to note that “expertise of the training organization” also ranked high and,
since this is one of Rainbow Days’ competitive advantages, should be leveraged in
marketing communications. While cost was not a motivator that influenced training
decisions, funding was the most cited barrier to training attendance:
Barriers # of
Respondents
Not enough money 166
Cannot travel to location 136
Does not fit schedule 121
Not enough time 118
Not the right topic 118
Figure 5.2 – Barriers that influenced training decisions by number of respondents
In order to overcome these barriers, The Trans4m Center will need to have a
balanced financial model that allows providers to pay directly for education and training
services, but also seek funding from influencers/funders to support its offerings.
5.2.1.c States as a Target Market
Currently, many states appear to have an environment that will support Rainbow
Days’ expansion. Based on all the target markets, Texas continues to be a promising
market, as well as California, Colorado, Florida, Indiana, Maryland, Missouri, New York
and Vermont. While it will be important to target efforts within specific markets due to
professional development requirements and other factors, Rainbow Days may want to
focus on these states as a whole.
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5.2.2 Positioning Statement
The Trans4m Center’s positioning statement will be focused not only on its
education and training services specifically, but what those services will do for service
delivery. To that end, the positioning statement is:
o The Trans4m Center — piloted and incubated within Rainbow Days, a
successful 30+ year-old behavioral health provider in Dallas, Texas —
provides research-based, yet flexible and easy-to-use education and training
services for human service, education and criminal justice providers. With
the rapidly changing environment in what works, The Trans4m Center will
help the providers stay up-to-date on the latest trends and provide cutting-
edge professional development which will take their programs to the next
level of effectiveness, which in turn will help them better address the diverse
needs of children and youth.
5.2.3 Pricing
Because The Trans4m Center target customers are government agencies and/or
nonprofit organizations operating programs, the pricing strategy is cost-plus pricing,
which requires us to develop operational and management strategies to create lower
costs and pass those savings onto customers. The Trans4m Center might charge
customers differently based on a number of factors, including number of participants,
additional travel costs, service bundling and past customer experience.
Because costs are driven primarily by the number of participants involved in each
education or training session, staff built a model using past estimates of costs per
participant and per session and market research data to determine pricing.
One consideration for many “deciders” are will be the costs associated with
implementing each curriculum. We have included a sample budget in Appendix to share
with prospective deciders. In comparison to many of the competitors, it is minimal and
does not require buying costly items, such as workbooks for each participant.
5.2.4 Place
Because The Trans4m Center’s services are generally not place-based, the focus will
be on the website and one-on-one interactions via phone, email and in-person. To that
end, the website will function as a focal point for potential customers and other
stakeholders to learn about the organization’s mission, education and training services,
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and case study results to generate interest. It will be formatted using the segmentation
strategy to ensure messages best meet the needs of the web visitor. Customers will be
allowed to connect with staff through an inquiry process (a.k.a., “contact form”). It will
also publicize regular webinars/in-person trainings and/or house videos for potential
customers to learn more.
5.2.5 Promotion and Sales Strategy
Our promotion strategy will be built on the AIDAS funnel model—
Attention/Awareness, Interest, Desire, Action, and Satisfaction — which dovetails nicely
with the customer flow later in Section 6.0: Operations. First, the Marketing Manager
will work cooperatively with staff to build awareness for The Trans4m Center. Based
on the research on other providers operating in this market, the four best ways to garner
awareness are through publishing research and newsletters, being included on national
registries or endorsement by federal agency, conducting workshops/speeches at
conferences, and word-of-mouth from each customer segment to others. (See Section
3.0 for additional details). For example, based on Rainbow Days’ connection in the
North Texas market, key organizations such as Genesis Women’s Shelter could spread
the word within the domestic violence market, and Dallas AfterSchool Network could
spread the word within the afterschool market. Staff will work cooperatively with these
organizations, especially those who already have a relationship with Rainbow Days,
and others within Section 3.0 to ensure that customers are aware of The Trans4m
Center.
Based on primary research, the following messages will be most effective with each
group:
Overall Themes:
o Accessible, credible (research-based), and practical
Funders/Influencers:
o Focused on the why and who (e.g., who is the organization, what is the
training about, why is it important)
Provider Deciders:
o Focused on the what (e.g., how long is the training, when is it)
The Trans4m Center staff will prioritize groups within each target market by past
relationship, reputation and footprint, and will target awareness efforts accordingly. For
example, The Trans4m Center staff will reach out to government agencies (e.g.,
Office of Juvenile Justice and Delinquency Prevention) and large nonprofit groups (e.g.,
The National Center on Family Homelessness) to discuss value and pursue a
collaborative relationship, which could include an endorsement of The Trans4m
Center’s work. In addition to NREPP (National Registry of Evidence-Based Programs
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and Practices), Rainbow Days will also pursue other endorsers of Curriculum-Based
Support Group (CBSG®) Program, including inclusion in OJJDP’s Model Programs
Guide, CrimeSolutions.gov, the Collaborative for Academic, Social, and Emotional
Learning, RAND’s Promising Practices Network, and the National Dropout Prevention
Network and regional databases, such as What Works Wisconsin.59
In addition, The Trans4m Center staff will also look at possible conferences to attend
as well as exhibit. Staff will also submit abstracts and receive invitations to speak at
conferences either as keynote or breakout session speakers.
The Trans4m Center will also begin to focus more on the larger social innovation
space, including the movement to translate “research2practice,” by participating in
business plan competitions, such as Social Impact Exchange, and by coordinating with
like-minded nonprofits, such as the Center for Social Innovation and Research2Practice
providers.
Rainbow Days will also have a public relations strategy to build attention and
awareness, which includes news media relations both in North Texas and the national
social sector media. This strategy will position both Rainbow Days and The
Trans4m Center as national experts in behavioral health strategies for children and
youth.
Second, The Trans4m Center will build interest by fielding inquiries through the
website, phone calls and emails. Once The Trans4m Center engages with providers
beyond the inquiry stage, staff will be better able to assess interest and ability to pay. If
all these things are present, as discussed in Section 6.0, we will move them from desire
to action through our engagement process. If their ability to pay is unclear, The
Trans4m Center will provide a grant template to assist them with getting local
funding.
Finally, The Trans4m Center is built upon research and it is essential to the model to
satisfy the customer to ensure that the customer continues receiving professional
development through The Trans4m Center and, more importantly, refers peers to
the Center. Through these efforts, The Trans4m Center will evaluate its people,
content, and processes to ensure that they are meeting or exceeding customers’
expectations. See Section 6.0 in Operations for more details on these efforts.
59 A complete list is available at: http://whatworks.uwex.edu/Pages/2evidenceregistries.html
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6.0 Operations
The operations section covers key processes, methods and strategies that will be
employed by the The Trans4m Center to implement and manage its operations.
6.1 Description of Daily Operations
The Trans4m Center will operate as a program of Rainbow Days. Developing a
lean but effective organizational structure for The Trans4m Center will be critical. In
order to scale effectively, The Trans4m Center must ensure that all critical roles and
responsibilities are covered, while remaining as small and nimble as possible. The
Trans4m Center’s goal is to provide current education and training services to direct
service providers across the country as well as consider new offerings to be developed
based on market need. The operations are broken down into three major processes:
1) In-person Training/Workshop
2) Online Training/Workshop
3) New Training/Workshop Development
6.2 Staffing
Existing as a program of Rainbow Days, The Trans4m Center’s hiring practices
will be largely dictated by the current Rainbow Days processes. This includes activities
related to job postings, resume collection and review, interview scheduling, candidate
assessment and candidate selection.
The Trans4m Center will play a direct role in maintaining and reviewing its staffing
capacity. As the training/workshop load continues to grow, the need will exist to allocate
additional staff to support The Trans4m Center’s activities. These staff may be
sourced from within Rainbow Days or the need may come to source externally.
Once the decision has been made that additional individuals are needed, The
Trans4m Center and Rainbow Days staff will need to work in conjunction to
determine the appropriate staffing needs. The Trans4m Center will be responsible
for defining the positions, including job descriptions, qualifications to be hired and start
dates.
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6.3 Training
The Trans4m Center will provide some specific training to its staff; see section 7.0 —
Organization and Management.
6.4 Capital and Equipment
The following equipment and associated costs have been considered for The Trans4m
Center to begin and continue operations:
6.4.1 One-time Costs
One-time costs are those associated with materials and services required to support the
start-up operations of the organization. These costs would include items such as office
materials, furniture, computer equipment and software. As a program of Rainbow
Days, it is assumed that The Trans4m Center will be able to utilize many of these
types of resources.
6.4.2 Recurring Costs
Recurring costs are payments for services and equipment required on a regular basis to
enable The Trans4m Center to operate. These costs include, but are not limited to:
utilities, facility rent, insurance and telecommunications.
6.5 Facilities
The Trans4m Center will operate as a program of Rainbow Days located in Dallas,
Texas. The Trans4m Center requires office space for initially 3 employees — some
who are already employees and some to be hired. With expected organizational growth,
the facilities should be able to accommodate an additional 3-4 employees over a 5-year
period.
6.6 IT Systems
IT systems will be required to support the operations, marketing and financial areas of
the organization. Some of them need to be set up in the first year, while others can be
implemented in a phased manner. As a program of Rainbow Days, it is assumed that
The Trans4m Center will utilize Rainbow Days systems where possible.
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If, after some further analysis, it is determined that The Trans4m Center exclusive
systems are required, the systems will be internet-based solutions or custom developed
solutions to meet the requirements. Systems that do not currently exist in Rainbow
Days, or are not available for use, must meet the following criteria:
a) Ease of use
b) Low cost
c) Low maintenance
6.6.1 - IT systems that are needed to support operations/finance
1. Invoicing, Accounting, and Payroll Processing
It is assumed that The Trans4m Center will be using Rainbow
Days’ payroll solution to process payments for Center employees.
Additionally, it is also assumed that the Center will share the same
accounting and invoicing processes as Rainbow Days for tracking
finances and booking new customers. However, in order to track
financials for the social enterprise, it will be required to have a
system for breaking out the Center’s income and expenses from
the overall Rainbow Days’ income and expenses.
2. Time Tracking
The Trans4m Center will require a way to track time. It is
recommended that staff use a cloud-based time tracking tool that
allows access from almost any web browser, as well as via
smartphones. Some examples include Clockodo
(http://www.clockodo.com/en), DOVICO
(http://www.dovico.com/), and Toggl (https://www.toggl.com/);
however, a software selection process will be necessary to choose an
appropriate solution. Efforts will be made to choose a tool that has
reporting capability and allows the ability to track time spent per
customer.
3. Internal Document Management System/Intranet website
A document management system will allow employees to share and
store critical business files. Center employees will continue to
follow the same document management processes as Rainbow
Days .
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4. Online Conference and Webinar Tool
Based on demand of customers, online training systems might be
an option for short and informative trainings/workshops. The tools
allow the use of phone or computer (via microphone) for
participants to communicate. Some tools even allow video
conferencing. Tools such as GoToMeeting/Webinar
(http://www.gotomeeting.com) and Join.me (https://join.me) are
excellent ways to share your screen with people on the call. A
selection process will be necessary to determine the required
features to support the Center’s needs (i.e., number of users, cost,
computing requirements, registration features).
6.6.2 - IT systems that are needed to support marketing
1. The Trans4m Center Website
A dedicated website will need to be created to provide an online
presence that describes the organization’s mission, program
offerings and case study results to promote the program and
generate interest among prospective customers. The website should
contain a FAQ section, links to resources, and upcoming
webinars/in-person trainings.
We will have a phased approach — initially, the website will be basic
and not have any interactivity, but over time and with funding will
be built out to allow for a better customer experience.
2. Customer Relationship Management (CRM) System
A CRM system is designed to manage the Center’s customer
information through the complete sales cycle. Online solutions such
as Salesforce.com and Highrise are a preferable solution due to
rapid deployment, no infrastructure overhead and infinite
scalability. A selection process will be necessary to determine the
required features to support the Center’s needs (i.e., number of
users, cost, computing requirements).
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6.6.3 - IT systems that are needed to provide value-added
services
1. Self-service portal attached to The Trans4m Center website
A portal is desired to give customers the ability to securely
download resources and access training videos and seminars. In
addition, the portal should contain a social networking component
that facilitates collaboration among customers, community
discussions, and online training and seminars.
6.6.4 - Technology tools that can be acquired on a need basis
1. Project management tool (i.e., Basecamp, Project)
2. Internal communication tool (i.e., Basecamp, Convo)
6.6.5 - IT systems that are needed to support reporting
1. Reporting Tool
Survey data collected by the Center will need to be collected,
analyzed and provided to staff in order to discuss on a quarterly
basis.
6.7 Planning & Scheduling
Planning and scheduling operations are necessary to keep costs down and to operate
according to the budget. The Trans4m Center’s Director of Training will be
responsible for owning and maintaining the operating plan and budget. Reports will be
presented to the Rainbow Days CEO on a monthly basis and the Advisory Council on a
quarterly basis. It is assumed that Rainbow Days currently has the tools and
templates in place to help manage the plan and budget; therefore, The Trans4m
Center will adopt these methods.
It is assumed that meetings and milestones will be scheduled in a common calendaring
tool that will be accessible to all The Trans4m Center staff. These tools will
preferably be accessible via web-based solutions, allowing access from any computing
device. Given the travel involved with this venture, mobile availability via smart phones
is desired, but not required.
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6.8 Program Delivery and Distribution
The delivery and distribution of The Trans4m Center’s activities will be provided
through the following methods and channels:
1. On-Site Training — Staff will travel to the customer’s preferred location to
provide training to the customer’s staff.
2. Hosted Training — Rainbow Days/Center will host customers for training
sessions. Sessions will be conducted either on-site at the Rainbow Days
location or off-site should it become necessary.
3. Online Training — Center staff will host training sessions online through a
webinar.
4. Materials (printed and digital) — Written materials contain detailed
information needed for the training/workshop. The materials will include
information such as slides, reference material and supplemental resources. These
materials will be given to the customer during their training sessions, shipping
ahead of time if needed. The materials may be provided either printed in
binders/folders and/or in digital format (PDF suggested). Depending on the price
of the workshop/training, it may prove beneficial to provide both printed and
digital formats.
4. Self-service Portal —The self-service portal will serve as an excellent tool to
distribute the latest news and announcements as well as digital materials. This
would serve as an ideal location to place all digital copies of materials for the
program. The portal will also serve as the conduit for customers to submit
materials back to the Center after program delivery.
6.9 Customer Service
Customers will be looking to The Trans4m Center staff to provide support before,
during and after an engagement.
6.9.1 Availability
The Trans4m Center will have 8:30 am – 5:00 pm CST hours of business operation.
During this period of time, it is an expected activity to respond to customer questions no
matter how they are received (e.g. phone, email, fax). Phone calls that come in during
this time may be answered by Center staff or will go to voicemail.
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6.9.2 Methods of Receipt
Email — Email will be the primary means of contact for current, prospective and past
customers. The website will generate emails asking for more information. The portal
website will generate emails asking about clarification about trainings, questions about
how to use the portal, access issues, etc. Additionally, customers will have direct access
with a known email address and will be reaching out using a direct email conversation.
It is imperative that Center staff be able to classify emails and route them to the
appropriate individual(s) to address the question/issue. It is expected that staff will
respond to emails no more than two business days after receipt (excluding holidays).
Phone — Phone calls will come directly to the Center’s offices. One number will be
designated with multiple lines to field all types of phone calls. It is assumed that the
Center will utilize the existing Rainbow Days system; however, they will need their
own branch in the phone system to differentiate between Rainbow Days and the
Center. Customers must be able to leave phone messages in the system. Phone calls
must be responded to within two business days of receipt (excluding holidays). It will be
the responsibility of the Center’s staff to review all phone messages on a daily basis in
order to respond in a timely manner. A voice message will inform people to call back
during normal business hours or they may leave their name and number. It is expected
that the Administrative Coordinator will act in this role initially due to his/her
knowledge of the program.
6.10 Measurement and Evaluation
The Trans4m Center will need to define measurement methods in order to properly
evaluate the program’s success/satisfaction rate. Client satisfaction surveys will be
utilized to gather client opinion. In order to support the measurement, the Center must
determine the systems and processes used to collect data along with the frequency.
Initial expectations are that staff will review data on a monthly basis with the CEO,
quarterly with the Advisory Council, and regularly with the Rainbow Days’ Board of
Directors.
Evaluating the data can be done utilizing dashboard tools or simple reports. The Center
must define exactly what it will be reporting in order to properly evaluate success.
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6.11 Operations Process Flow
6.11.1 In-person Training/Workshop
6.11.1.a Managing Inquiries
The inquiry step is the first interaction that takes place between The Trans4m Center
and a customer. The goal of this step is to perform a high-level evaluation to determine
if further discussions are needed.
6.11.1.a.1 Customer Contacts the Center
Customers may hear about The Trans4m Center through one of many channels:
word-of-mouth, internet searches, publications or other means. The customer will reach
out to The Trans4m Center to learn more about its services. Generally, the
Administrative Coordinator will manage this step. Ideally, the website would detail basic
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information to answer most questions (e.g., cost, table of contents). The Administrative
Coordinator will be trained to answer most other high-level questions and then qualify
them as “interested” or “not interested.” Once the contact is made, the customer is
entered into the CRM system to capture initial contact information.
6.11.1.a.2 Center Arranges Initial Assessment Call
The Trans4m Center will schedule an initial call between the Director of Training or
Training Coordinator and the customer within a week of the original contact. To assist
with the future call, the Administrative Coordinator will list any relevant details about
the customer’s needs in the CRM system and subscribe them to the newsletter mailing
list.
6.11.1.a.3 Center Enters into Database/Enroll in
Newsletter
Based on the initial contact, if the customer is not currently interested, the
Administrative Coordinator will better understand why not and determine whether or
not future follow-up is merited. Either way, the Administrative Coordinator will
subscribe them to both The Trans4m Center and Rainbow Days newsletters.
6.11.2.a Conducting Assessment of Need Discussion
The goals are to convey the value proposition of The Trans4m Center, understand
the level of interest/need from the customer and suggest services, determine ability to
pay for services, and finally collect some additional customer data. The outcome of this
step is either to schedule and contract for services, if funds are available, or follow up at
a later time once funding becomes available. If funds are not available, Center staff will
send a grant template to assist the customer with raising funds for the services and
schedule a date in the CRM system to follow up with them.
6.11.3.a Scheduling/Contracting
Customers that have been assessed as viable customers will be sent a schedule and
contract. The contract will provide a customer with pricing, expectations and timelines.
It will also include language which will protect Rainbow Days’ intellectual property.
The outcome of this step will either be the acceptance of the contract, modification to
the contract, or rejection of the contract. Both parties sign the contract once an
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agreement has been made. Original, signed copies of the contract are provided to both
the customer and to The Trans4m Center.
6.11.3.a.1 Finalize Cost Structure
The Trans4m Center is responsible for documenting a finalized proposed cost for the
services based on a pre-established pricing matrix.
6.11.3.a.2 Define Roles and Expectations
The Trans4m Center is responsible for documenting the roles that will be played by
Center staff and the customer in order for services to be conducted as smoothly as
possible.
6.11.3.a.3 Define Timeline
The Trans4m Center is responsible for outlining the complete timeline of all key
activities (e.g., shipments, travel, training, invoicing and evaluations). These milestones
will allow both parties to have an accurate picture of timing before, during and after
services are provided.
6.11.4.a Shipping
The Administrative Coordinator will ship materials for the training ahead of time —
once registration for the training or workshop has been closed. The customer will
identify a responsible party within the contract to receive the shipment and have it ready
when the trainer arrives.
6.11.5.a Traveling/Training
The Trainer or the Administrative Coordinator will book travel at a reasonable rate and
ensure that it is coded as billable or non-billable to ensure that the costs are properly
assigned.
The Trainer will contact the customer’s lead contact a few days prior to the training to
check in and ensure that all expectations are met. Using his/her best judgment, the
Trainer will prepare for the training in advance and travel to ensure that they get to the
workshop site well before the start time. The Trainer will conduct the workshop or
training as agreed upon within the contract.
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6.11.6.a Invoicing
Within a week of the training, the Trainer will submit (or supply to Administrative
Coordinator) additional travel expenses and ensure that they are coded as billable or
non-billable to ensure that the costs are properly assigned. Within two weeks of the
training, the Administrative Coordinator will process an invoice to be sent to the
customer for payment. The Director of Finance will maintain an Accounts Payable log to
ensure that payments are received in a timely manner.
6.11.7.a Quality Improvement
A guiding principle of The Trans4m Center is not only to provide training and
support services, but also to improve upon existing methods. The Center, through its
nationwide expansion, will have access to a great deal of data from varying geographical
locations and sectors. This data is vital in being able to determine the efficacy of the
Center’s methods. This step in the process is necessary to formalize quality
improvement processes.
6.11.7.a.1 Evaluation(s)
After the training or workshop, The Trans4m Center Trainer will work with the
Administrative Coordinator to send a formal evaluation to help the Center with client
satisfaction and modifications. The evaluation will be managed electronically and
provided to individuals trained via a web link within one business day. The evaluation
could be conducted using a tool such as Survey Monkey to reduce cost and time of
development. Once the evaluation is complete, the results will be shared with the
Trainer and Trainer’s supervisor for review. Administrative Coordinator will also
subscribe all attendees to both The Trans4m Center and Rainbow Days
newsletters.
If the Trainer conducted an all-day training on a curriculum, the Administrative
Coordinator will also issue a follow-up evaluation at a designated time after the training
to understand how the training is being used and assess the impact of the training on
the individual.
6.11.7.a.2 Follow-up Phone Call
After the training, the Trainer will set up a quick, 20-minute call within two weeks of the
training’s conclusion. The goal of the call is for the Trainer and the customer lead to
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share evaluation results and discuss successes/challenges and any qualitative feedback
from individuals since the training.
6.11.7.a.3 Quality Improvement Meeting
On a quarterly basis, the Administrative Coordinator and the Director of Training will
pull together a report, which includes: evaluation results (by type and by trainer),
website/portal feedback, and other information that might be valuable to evaluate their
success/challenges. The Trans4m Center Team, including the CEO, will come
together to review the results and determine if any modifications need to be made.
In addition, the Team will review any trends in the marketplace to determine if
additional trainings or workshops are needed (See 6.12.c for additional information on
this step).
6.11.2 Online Training/Workshop
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The Online Training/Workshop (Based on Inquiry) process mimics the In-Person
Training Workshop process with two notable exceptions:
Shipping may not be needed and materials may be sent via email.
Travel will not be needed, because training will be provided via webinar.
6.11.3 New Training/Workshop Development
6.11.3.a Assessing Needs and Trends
On a regular basis, both Rainbow Days and The Trans4m Center staff will review
emails and attend conferences and find opportunities where the Center could produce
workshops or trainings to fill a need.
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6.11.3.b Sending Ideas to Center Team
Once needs or trends are identified, they will be sent to The Trans4m Center Team to
review and vet as needed.
6.11.3.c Center Team Meeting
On a quarterly basis, The Trans4m Center Team will meet to discuss improvement
needs as well as opportunities to add trainings or workshops to the annual calendar. If it
is a simple idea, such as a workshop, staff can move forward with determining a date
and location (if applicable), and developing a project plan. If it is a more complicated
idea, such as a new curriculum or line of business, staff will conduct a feasibility
assessment, including program development costs, and present the findings back to the
Center Team at the next quarterly meeting.
6.11.3.d Training Process
The Training/Workshop (Based on Idea) process mimics the In-Person/Online Training
Workshop (Based on Inquiry) process with four notable exceptions:
Since the training is not based on inquiry, the Trainer will need to be assigned
to develop it and the Marketing Manager will need to develop a PR plan to
promote it.
Shipping may not be needed and materials may be sent via email.
Travel may not be needed, because training may be provided via webinar.
If the training is provided online, the individuals would pay up front. If the
training is provided in-person, the group would pay via invoice after the
training is completed.
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7.0 Organization and Management
Over the next six months, Rainbow Days will transition its training division, which
has been a leading education and training provider within Texas and in other
communities, into The Trans4m Center, which will be a formal social enterprise with
a national footprint that will continue to operate as a division under the auspices of
Rainbow Days. The Rainbow Days Chief Executive Officer, Executive Board of
Directors and staff believe that Rainbow Days will be able to provide the Center with
the optimal amount of structure and support it needs — along with some freedom to
operate as a business — to implement this business plan’s value proposition (see Section
2.0 and 5.0). As such, The Trans4m Center will follow the personnel policies and
other procedures of Rainbow Days. The Executive Board of Directors will ensure the
creation of an Advisory Council to provide oversight of the Center.
7.1 Organization Staffing Model
The Trans4m Center will use a simple functional staffing model (see chart on next
page) that is designed to allow for easy expansion of staff as the demand for education
and training increases. It will utilize current Rainbow Days staff members for some of
its core functions (e.g., finance, administrative support) and will hire new staff for other,
more specialized functions. The staffing model is flexible with expansion staff (e.g.,
additional Contract Trainers) coming on board as demand increases.
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Figure 7.1 – Organizational Chart for Rainbow Days and The Trans4m Center
The program will be led by the Director of Training who has experience with Rainbow
Days’ existing training efforts. Rainbow Days founder and CEO Cathey Brown,
M.Ed., also a former school teacher and counselor, will oversee the Director of Training,
conduct trainings, and assist with marketing efforts to spread the word about The
Trans4m Center. Cathey has always had a passion for helping children and youth
strive to reach their potential. She started Rainbow Days, Inc. in 1982 with the hope
of teaching young children of alcoholics valuable life skills. Cathey is the developer of
the NREPP-recognized (National Registry of Evidence-Based Programs and
Practices) Curriculum-Based Support Group (CBSG®) Program, a multi-cultural
preventive intervention for selective and indicated populations of children and youth
ages 4-17. She has served as the founding chair of The Association of Substance Abuse
Programs, the North Texas Network, and the Texas Association for Children of
Alcoholics and continues to serve on numerous local and statewide boards and
committees. She is the Founding Chair of the Drucker Society of Dallas, is a certified
Facilitator and Trainer of Peter F. Drucker’s The Five Most Important Questions Self
Assessment Tool, is a certified Results-Based Conversations™ Facilitator and Trainer.
Cathey was awarded the Caring Award by the Caring Institute in 2010, was a Stanford
University “2001-2002 Center for Social Innovation Fellow,” a Peter F. Drucker
Foundation’s “2001-2002 Frances Hesselbein Community Innovation Fellow,” and
received the “2000 Visionary Award” from the Betty Ford Center. In 2004, Ms. Brown
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was one of 60 individuals featured in Finishing Well, by Bob Buford. In 2006, her story
was included in Passionaries, by Barbara Metzler, and in 2008 she was 1 of 19 women
featured in a book by Dina Moor, Unstoppable Woman. In 1996, she co-authored Kids’
Power Too! Words to Grow By. In addition to conducting workshops and trainings on
substance abuse prevention she often trains on non-profit leadership and organizational
capacity building (See resume in the Appendix).
7.1.2 Key Center Staffing Positions
Director of Training (Janet Mitchell, current Rainbow Days senior staff
member)
The Director of Training will:
1. Provide complete oversight of the development and implementation of the
Center
2. Ensure that the fidelity of the curricula model is maintained
3. Develop training materials and processes
4. Lead training sessions and modify training materials and strategy as
needed
5. Manage Center overall budget
6. Manage Advisory Council
7. Conduct quarterly quality improvement sessions to discuss survey results
and trends
8. Curate and disseminate research
9. Supervise training staff and the Administrative Coordinator
Janet Mitchell, ACPS will be the Director of Training for The Trans4m Center. Ms.
Mitchell is a graduate of the University of Arkansas at Fayetteville and is an
Internationally Certified Prevention Specialist. She is a nationally recognized trainer in
the areas of substance abuse prevention and fostering resiliency in children and youth.
Ms. Mitchell has assisted in the development of community- and school-based
prevention programs throughout the United States. She has 32 years experience in the
substance abuse field and is an active advocate for substance abuse prevention and
mental health promotion (See resume in the Appendix).
Training Coordinator (Kathy Daley, current Rainbow Days staff member)
The Training Coordinator will:
1. Work with the Director of Training to ensure that the fidelity of the
curricula model is maintained
2. Develop training materials and processes
3. Lead training sessions and modify training materials and strategy as
needed
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4. Curate and disseminate research
5. Help supervise the Administrative Coordinator
Kathy Daley is a Training Coordinator for Rainbow Days in Dallas, Texas. Ms. Daley is
a graduate of Southwest Texas State University and is an Internationally Certified
Prevention Specialist. She began her work with Rainbow Days in 1998 as the
Performing Arts Specialist following her 20-plus years working in the field of theatre. As
Performing Arts Specialist, she worked with children and youth living in homelessness,
domestic violence and other high-risk living environments through curriculum-based
support groups and arts-based enrichment activities. In 2001, she joined the Training
Team and has trained in Rainbow Days’ Curriculum-Based Support Group (CBSG®)
Program and workforce development workshops. She is also a Certified Trainer for the
Strengthening Families Program for Parents and Youth 10-14 and the Substance
Abuse Prevention Specialist Training (SAPST). Ms. Daley enjoys bringing innovative
programming to communities searching to meet the needs of the populations they serve
(See resume in Appendix).
Internal Trainers (Cathey Brown and Karen Williams, current Rainbow
Days staff members)
The Trainers will:
1. Work with the Director of Training to ensure that the fidelity of the
curricula model is maintained
2. Develop training materials and processes
3. Lead training sessions and modify training materials and strategy as
needed
4. Curate and disseminate research
Karen Williams, M.S.S.W., is Director of Special Projects for Rainbow Days. She has
more than 30 years of experience as a knowledge transfer specialist, synthesizing
education, prevention and neuroscience research into workshops and curricula for a
wide variety of ages.
Marketing Manager (New hire for Center)
To support the business and marketing side of the venture, the Marketing
Manager will:
1. Supervise marketing efforts ensuring the proper balance between the
Center’s and Rainbow Days’ brands
2. Assist in the creation of presentation slides, videos and other collateral
materials
3. Work with potential customers from inquiry to contract
4. Co-create and revise the customer grant template (along with Director of
Training)
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5. Provide oversight of the database and the website
6. Lead efforts to develop quarterly newsletter
7. Stay on top of trends within the markets
8. Supervise technical and marketing contractors
9. Help supervise the Administrative Coordinator
10. Manage Center budget related to marketing efforts
Once start-up funding is secured, Rainbow Days will begin the process of advertising
for and selecting an individual to serve as the Marketing Manager. The ideal Marketing
Manager will have a minimum of five years’ experience in marketing and/or an MBA
with a few years of related experience. Previous experience within the nonprofit sector is
preferred. S/he should demonstrate exemplary administrative skills, written and oral
communication skills, technical skills, and be able to adhere to timelines and budgetary
guidelines.
Director of Finance (Gene Zhu, current Rainbow Days staff member)
The Director of Finance will:
1. Receive and track the customer invoices
2. Work with the Director of Training to create and track the budget for
Center
3. Work with legal counsel to ensure all documents are legally sound
Gene Zhu has over 15 years of experience in finance. Gene has been serving in the
accounting and finance areas at Rainbow Days since the summer of 2003. Gene is
currently the Director of Finance and oversees all aspects of accounting and finance
functions and takes the lead on financial reporting to state agencies and to the Executive
Board of Directors. Gene received his Master Degrees in Finance and Information
Technology from Dallas Baptist University in 2000 (See resume in the Appendix).
Contract Trainer(s) (based on demand, future hire for Center)
The Center will use existing trainers, including Cathey Brown and Karen
Williams, but once the current capacity to train becomes a limiting factor, will
employ Contract Trainers who will:
1. Work with the Director of Training to ensure that the fidelity of the
curriculum models is maintained
2. Develop training materials and processes as needed
3. Lead training sessions and modify training materials and strategy as
needed
Administrative Coordinator (Sandi McFarland, current Rainbow Days
staff member)
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The Administrative Coordinator will:
1. Perform administrative duties for daily in-office needs
2. Maintain customer database
3. Assist with marketing upcoming education and training services to
customer database
4. Plan and schedule education and training services, including maintaining
calendar and shipping supplies ahead of time
5. Organize and manage survey dissemination and analysis
It is expected that the Administrative Coordinator will be needed on an hourly basis to
support the Center staff. Qualifications for an Administrative Coordinator include
strong organizational and administrative skills, excellent customer service, strong
written and oral communications, and demonstrated skills in using computers and
other technology.
Other Contract Positions
As part of the start-up activities, The Trans4m Center will employ external
contractors to provide website development and other possible marketing services. After
initial development, these functions will be monitored and maintained by the Director
of Training and the Marketing Manager, bringing contractors back on an as-needed
basis for further development of materials or website functions. As other short-term
needs arise, the Center will hire other contractors to complete the necessary work.
7.2 Center Staff Training
The Trans4m Center’s Director of Training will be responsible for organizing the
training for all Center employees. Training will be conducted by the CEO, Director of
Finance, and Director of Training. Training will be conducted within the first 10
business days of hiring an employee.
Training will encompass the following activities:
1. Orientation to office logistics, staff and relationship with Rainbow Days
2. Human resources overview including Rainbow Days Personnel and
Administrative Policies
3. Center overview — familiarization with all aspects of the Center,
including all training and professional development programs and any
systems that are related to the employee’s responsibilities
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7.3 Succession Planning
Due to the significance of many of the positions, The Trans4m Center will develop a
plan that includes both planned and emergency succession. The plan will follow the
Rainbow Days’ succession planning format, which has been recently updated and
approved by the Executive Board of Directors. The following paragraphs outline the
succession procedures.
The Rainbow Days CEO ensures that senior staff is trained and capable of assuming
the tasks and responsibilities of the CEO in the incumbent's absence. In the event of a
temporary absence of the CEO, the Chairperson of the Board will advise the Rainbow
Days’ Board members of the situation and the Board will decide if an interim CEO is
necessary.
Similarly, the CEO will have a working understanding of all systems and processes of
The Trans4m Center and ensure that duties of all key staff can be assumed by
existing staff for short-term absences.
7.4 Performance Management
As a division of Rainbow Days, the Center employees will be employees of Rainbow
Days and will be operating within their guidelines, using the same tools in supervising
staff performance. Human resource tools include:
1. Annual goal-setting in collaboration with his/her supervisor
2. Annual self-assessment
3. Annual assessment by supervisor
4. Corrective action plans when needed
5. Opportunities for professional development
6. Salary increases and/or incentives based on merit
7.5 Advisory Council
Rainbow Days has an active private sector Executive Board of Directors that will
create a national Advisory Council to serve as a board of advisors for The Trans4m
Center, reporting back to the Rainbow Days Board on a regular basis. Five Rainbow
Days Board members have served on The Trans4m Center venture committee from
the beginning of the initiative and have been keeping the entire Board apprised of the
progress being made. These committee members take their role seriously in watching
out for the interests of both Rainbow Days and the Center, considering the risks and
benefits of the proposed venture. Two of the committee members will remain involved
as Advisory Council members. A complete list of the Rainbow Days Executive Board
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of Directors, including those on the Social Enterprise Committee, can be found in the
Appendix.
Rainbow Days’ CEO and The Trans4m Center’s Director of Training will serve as
ex-officio members on the Center Advisory Council, which will include a mix of current
Board members and new members. New Council members will be chosen for their
expertise and national leadership in fields such as human service, education, criminal
justice sectors and social enterprise, and for their empathy toward and understanding of
the population of clients the Center is ultimately serving. The Trans4m Center
Advisory Council will convene two to four times per year to review the current activities
and provide strategic planning for future development.
7.6 Legal Issues
A primary legal issue is the protection of Rainbow Days’ intellectual property. When
possible, The Trans4m Center’s materials have and will be copyrighted in order to
protect against unauthorized use. Rainbow Days will work with legal counsel to do
everything possible to protect it from these potential threats.
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8.0 Financials
In order for The Trans4m Center to break even in year 1 and graduate margins to 20
percent thereafter, the following are imperative:
The Center receives at least $365,793 in start-up capital over the first four years.
The Center will increase the number of in-person and online training units by
30 percent annually.
The Center will increase pricing on current training and education services and
curricula, and will charge a price premium for new offerings.
The Center will hire a Marketing Manager to facilitate required growth
activities.
The Center will need to have the Director of Training and Trainer Coordinator
allocated at 100 percent of their capacity to Center activities and, consequently,
reduce any activities exclusively for Rainbow Days.
8.1 Financial Overview
8.1.a Business Model Description
The Trans4m Center is a division of Rainbow Days that will provide training and
education services to direct service providers in the human service, education, and
criminal justice sectors across the country and consider new offerings to be developed
based on market need. Through its 30 years of practice, Rainbow Days has become a
widely recognized thought leader and advocate of prevention and intervention services
particularly via its Curriculum-Based Support Group (CBSG®) Program. The Center
will leverage the organization’s expertise in research to practice education and training
to continue and extend its services to providers in the human service, education and
criminal justice sectors that are experiencing high need for research-based, flexible and
easy-to-use professional development. The Center will operate as a social enterprise
providing training and education services that generate revenue to support its ongoing
operations.
The pricing of the Center’s in-person and online training and education services is
directly related to the cost of direct and indirect personnel and pricing of competitors’
products. The price for the Center’s various training and education services will be
determined by:
Direct personnel time required per unit*
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Indirect personnel time required per unit
Pricing of similar competitors’ training and education services
Market research findings
Profit margin per unit
*A ‘Unit’ is one training session. Multiple clients may be served in one unit.
Due to the nature of the Center’s services, the majority of the venture’s expenses are
attributed to the cost of personnel. Indirect personnel expenses will comprise roughly
61 percent and total personnel expenses 70 percent of total Center expenses for the
first five years.
8.1.b Financial Targets
The two core financial targets for The Trans4m Center are as follows:
1. Break even in year 1
2. Generate a profit margin that incrementally rises to 20 percent by year 5
Based on the assumptions stated in section 8.2, the revenue, expenses and profit margin
for the first five years of the venture are noted below.
Year 1 Year 2 Year 3 Year 4 Year 5
Revenue $325,822 $421,733 $464,359 $526,675 $652,873 Expenses $325,822 $400,653 $418,274 $447,838 $478,730 Net Income $0 $21,080 $46,086 $78,837 $174,143 Profit Margin 0% 5% 10% 15% 27%
8.2 Key Assumptions
The revenue targets noted in Section 8.1 are predicated on the following assumptions:
a) Start-up Capital
The Center will receive at least $365,793 in start-up capital to cover start-
up and operating expenses during the first four years of operations. This
total comprises the following expenses:
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Years 1-6 Expenses
System Development Costs:
Website Development & Maintenance - $13,310
CRM Implementation - $11,305
Value-Added Service Portal - $12,050
Online Conference Tool - $5,120
Time Tracking - $2,155
$43,941
Direct Personnel $156,000
Marketing Costs $104,000
General Administrative Costs $61,822
b) Ongoing Grant and Contract Revenue
The Center’s potential customers include national and state
“Funders/Influencers” that will award grants to the Center to provide
training and education services to its constituents and provider “Deciders”
that will pay the Center on a fee-for-service basis. In FY2012, these
customers are projected to provide grant and fee-for-service revenue of
$206,024. This estimate includes funding from the Texas Prevention
Training Initiative, Coordinated Training Services contracts, and
independent training contracts. The financial model depicts growth on an
individual participant level that includes both “Funders/Influencers” and
“Deciders.” Both revenue streams will need to be maintained and grown
in order for the Center to meet financial goals. The precise combination
of the two will be at the discretion of Center leadership; however, the
individual participant level targets must be met. Increased capacity to
secure grants and contracts from states beyond Texas will be possible
through the hire of a new Marketing Manager.
c) Training and Education Services Growth
Revenue targets are predicated on reasonable growth in the number of
individuals participating in Center training and education services.
Estimates for the number of Center training sessions and participants are
based on five-year historical averages — Rainbow Days held an average
of 33 CBSG® trainings attended by 19 individual participants, and 16
training sessions on other curricula for 15 individuals. During this period,
the compounded annual growth rate for the average number of
participants in CBSG® trainings was roughly 3 percent.
With increased and coordinated marketing and word-of-mouth efforts,
incremental growth for years 2-5 is projected at 30 percent annually for in-
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person and online training and education units. Year 1 targets are more
conservative, trending toward status quo for Rainbow Days, to account
for the development of marketing efforts, transitioning, and the launch of
online-based services. Average number of participants per training
session is held constant. The total number of individuals served by the
Center starts at 1,340 in year 1 and increases to 3,827 in year 5.
Year 1 Year 2 Year 3 Year 4 Year 5
In-Person 1-Day Units 30 39 51 66 86
# Individuals/Unit 24 24 24 24 24
% Change in # of Units 30% 30% 30% 30%
Total In-Person 1-Day Served 720 936 1,217 1,582 2,056
In-Person Half-Day Units 25 33 42 55 71
# Individuals/Unit 20 20 20 20 20
% Change in # of Units 30% 30% 30% 30%
Total In-Person Half-Day Served 500 650 845 1,099 1,428
Online 2-Hr Units 12 16 20 26 34
# Individuals/Unit Online 10 10 10 10 10
% Change in # of Units 30% 30% 30% 30%
Total Online 2-Hr Served 120 156 203 264 343
Total Number Served 1,340 1,742 2,265 2,944 3,827
d) Training and Education Services Price
Because the direct costs of training and education services represent
roughly 18 percent of year 1 expenses and similar proportions thereafter,
pricing for the Center’s training and education services requires
consideration of expenses beyond direct costs to meet financial goals (see
section 8.4 for sensitivity analysis).
In-Person 1-Day Training & Education Services — As noted in the
analysis comparing the pricing for Strengthening Families and Project
SUCCESS, the average training fee ranges from $46 to $116 per
participant per day. Pricing is a signal to the customer of the
organization’s positioning in the marketplace. As such, the Center should
set a price consistent with its branding as a high quality, leading provider
of training and education services. Its in-person 1-day training should be
set slightly above competitor averages at $3,500 for up to 15 individuals.
Each additional participant above this is priced at $150 and $250 for
individuals not from the host organizations. These prices are inclusive of
curriculum.
In-Person Half-Day Training & Education Services — Pricing for
in-person half-day training and education services should be roughly 50%
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of the 1-day training fee, which is $100 during year 1. According to the
Rainbow Days market research survey, respondents were willing to pay
a median of $26-$50 for in-person 2-hour training and education services.
The price increase for the half-day session is roughly proportional to the
increase in the length of the session. Due to the high direct cost and low
price respondents were willing to pay for an in-person 2-hour training
session, especially relative to an online option, this option was removed
from consideration.
Online 2-Hour Training & Education Services — Pricing for online
2-hour training and education services is priced at $45 in year 1, which is
slightly higher than willingness to pay data from the market research
survey, but consistent with current pricing. This price assumes all online
training and education services consist of content that is already
developed and for which the Center does not need to deploy full
resources as indicated in the process diagram.
All training and education service fees are raised 5 percent each year to
account for increases in costs.
The table below illustrates recommended minimum pricing per individual
for each of the Center’s training and education services:
Year 1 Year 2 Year 3 Year 4 Year 5
In-Person 1-Day Group Price $3,500 $3,675 $3,859 $4,052 $4,255 Each Additional Person $150 $158 $166 $174 $183 Price/Individual Not from Host Organization $250 $263 $276 $290 $305 In-Person Half-Day Price $100 $105 $110 $116 $122 Online 2-Hr Price $45 $47 $50 $52 $55
e) Curriculum Sales
Estimated revenue from the sale of replacement CBSG® Program for
FY2012 is $10,000. In order to meet financial targets and alleviate
reliance on start-up capital and required unit growth, the Center should
increase the price of the curricula. Competitors’ average price for curricula
is $695; however providers in the NREPP registry rarely priced curricula
above training fees. As such, recommended pricing for the CBSG®
facilitator’s manual is $125.
This analysis assumes that the number of replacement curriculum
purchases is 10 percent of annual CBSG® Program participants.
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f) Year 1 Personnel
The launch and financial viability of The Trans4m Center requires
shared personnel with Rainbow Days. Personnel critical to the launch of
the Center are listed in the table below:
Title Name Contract Marketing Personnel New Hire Administrative Coordinator Sandi McFarland Training Coordinator Kathy Daley Director of Special Projects/Trainer Karen Williams Director of Training Services Janet Mitchell Founder, CEO/Trainer Cathey Brown
g) Resource Capacity and Incremental Personnel
This analysis assumes growth in the number of prospects entering and
going through the customer funnel does not exceed 200 percent (33
inquiries/month) in the first five years of the Center, and optimal
employee utilization does not surpass 80 percent. Additionally, current
training and education services are primarily split 75 percent/25 percent
between the Training Coordinator and Director of Training Services,
respectively. Key resource constraints are the Administrative and Training
Coordinators. Growth beyond 200 percent would require hiring an
additional salaried or Contract Trainer. When growth reaches 300 percent
(44 inquiries/month), additional administrative support is needed.
The table below estimates the time Center personnel will spend on direct
services in year 1. The capacity of each employee indicates the percentage
of time he/she has remaining per year after accounting for hours spent on
direct services.
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Name/Title In-
Person 1-Day
In- Person Half- Day
Online 2-Hour
New Training
Business Devt*
Total Hours
Capacity**
New Hire/ Mktg Manager
5 1 1 16 1,000 1,024 51%
Sandi/Admin Coordinator
110 32 0 17 288 447 79%
Kathy/Training Coordinator
438 85 28 36 6 593 71%
Janet/Director of Training Svcs
149 29 10 20 270 483 77%
Cathey/Founder, CEO
5 1 1 12 240 260 87%
*Includes inquiry processing, grant template creation, and marketing activities
**Assumes remaining capacity for each employee should be greater than 20% in order
to achieve optimal utilization
h) Personnel Expenses
The table below displays the base salary, benefit amount, and total
compensation for each of the personnel in the Center.
The Administrative Coordinator’s base salary is listed as a proportion of
total time spent on Center activities in year 1. This increases as load
increases in the customer funnel.
The Marketing Manager will be hired in year 2. During year 1, a Contract
Marketing Personnel will be hired to fulfill critical responsibilities.
Personnel receive an annual compensation increase of 3 percent.
Title Base Benefits
(28%) Total
Compensation Administrative Coordinator $8,327 $2,331 $10,901 Training Coordinator 53,045 $14,853 $67,898 Contract Marketing Personnel $35,000 $0 $35,000 Marketing Manager $66,200 $18,536 $84,736 Director of Training Services $66,200 $18,536 $84,736 Founder, CEO $14,322 $4,010 $18,332
i) Indirect Costs
Facilities, insurance, and other potential expenses are accounted for under
the indirect cost classification. Such costs are estimated at 20 percent of
total annual expenses.
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8.3 Projected Financials
8.3.1 Income Statement
Summary of Projected Net Income: The Trans4m Center’s projected net
income for the first five years of the project grow incrementally from year 1. Growth is
predicated on the achievement of targets in the number of units offered per year at
increased pricing.
Year 1 Year 2 Year 3 Year 4 Year 5
Revenue
1-Day In-Person Training $152,250 $197,925 $257,303 $334,493 $434,841
Half-Day In-Person Training $50,000 $68,250 $93,161 $127,165 $173,580
2-Hour Online Training $5,400 $7,371 $10,061 $13,734 $18,747
Curriculum Sales $9,000 $11,700 $15,210 $19,773 $25,705
Start-up/Working Capital $109,172 $136,487 $88,624 $31,509 $0
TOTAL REVENUES $325,822 $421,733 $464,359 $526,675 $652,873
Expenses
Personnel $216,866 $279,127 $300,097 $321,303 $342,750
IT Systems $16,688 $14,822 $6,064 $6,367 $6,685
Sales & Marketing $26,000 $26,000 $26,000 $26,000 $26,000
General Administrative $11,964 $13,928 $16,400 $19,529 $23,507
Indirect $54,304 $66,775 $69,712 $74,640 $79,788
TOTAL EXPENSES $325,822 $400,653 $418,274 $447,838 $478,730
Operating Income $0 $21,080 $46,086 $78,837 $174,143
Income Tax 0% 0% 0% 0% 0%
NET INCOME $0 $21,080 $46,086 $78,837 $174,143
Profit Margin 0% 5% 10% 15% 27%
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8.3.2 Cash Flow Statement
Cash flow remains neutral or positive if the Center receives grants to support operating
activities. As long as the Center also achieves customer growth targets, it will be able to
meet financial goals.
Year 1 Year 2 Year 3 Year 4 Year 5
Operating Activities
Cash Receipts from
Customers $216,650 $285,246 $375,735 $495,165 $652,873
Start-up Capital $109,172 $136,487 $88,624 $31,509 $0
Cash Paid for
Personnel ($216,866) ($279,127) ($300,097) ($321,303) ($342,750)
IT Systems ($16,688) ($14,822) ($6,064) ($6,367) ($6,685)
Sales & Marketing ($26,000) ($26,000) ($26,000) ($26,000) ($26,000)
General & Administrative ($11,964) ($13,928) ($16,400) ($19,529) ($23,507)
Indirect Costs ($54,304) ($66,775) ($69,712) ($74,640) ($79,788)
Operating Expenses ($325,822) ($400,653) ($418,274) ($447,838) ($478,730)
Net Cash Flow from Operations
$0 $21,080 $46,086 $78,837 $174,143
Taxes $0 $0 $0 $0 $0
Deferred Tax Credit $0 $0 $0 $0 $0
Adjusted Taxes $0 $0 $0 $0 $0
Net Cash from Operating Activities
$0 $21,080 $46,086 $78,837 $174,143
8.4 Sensitivity Analysis
1. The first scenario illustrates the negative financial ramifications should the
Center price training and education services at median levels identified in the
market research survey (in-person 1-day at $100, in-person half-day at $50, and
online 2-hour at $25), and the Center receives high start-up capital at
$600,000. In spite of this, break even and profitability are never achieved at
these levels.
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Year 1 Year 2 Year 3 Year 4 Year 5
Revenue
1-Day In-Person Training $72,000 $93,600 $121,680 $158,184 $205,639
Half-Day In-Person Training
$25,000 $34,125 $46,581 $63,583 $86,790
2-Hour Online Training $3,000 $4,095 $5,590 $7,630 $10,415
Curriculum Sales $9,000 $11,700 $15,210 $19,773 $25,705
Start-up/Working Capital $150,000 $150,000 $150,000 $150,000 $0
TOTAL REVENUES $259,000 $293,520 $339,060 $399,169 $328,549
TOTAL EXPENSES $325,822 $400,653 $418,274 $447,838 $478,730
NET INCOME ($66,822) ($107,133) ($79,213) ($48,669) ($150,181)
Profit Margin -26% -36% -23% -12% -46%
2. The next scenario illustrates the ramifications if unit growth targets are not met
for in-person and online training, and growth instead occurs at 10 percent a year.
Given conservative unit growth, break even and profitability are never achieved.
Year 1 Year 2 Year 3 Year 4 Year 5
Revenue
1-Day In-Person Training $152,250 $167,475 $184,223 $202,645 $222,909
Half-Day In-Person Training $50,000 $57,750 $66,701 $77,040 $88,981
2-Hour Online Training $5,400 $6,237 $7,204 $8,320 $9,610
Curriculum Sales $9,000 $9,900 $10,890 $11,979 $13,177
Start-up/Working Capital $100,000 $100,000 $100,000 $65,000 $0
TOTAL REVENUES $316,650 $341,362 $369,017 $364,984 $334,677
TOTAL EXPENSES $325,822 $399,342 $408,761 $429,429 $450,507
NET INCOME ($9,172) ($57,980) ($39,743) ($64,445) ($115,829)
Profit Margin -3% -17% -11% -18% -35%
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9.0 Risk and Mitigation Strategies
9.1 SWOT Analysis
During the process of writing the Business Plan, the staff and volunteer committees
discussed the strengths, weaknesses, opportunities and threats to The Trans4m
Center. The chart below lists the various components that were identified.
Strengths
Research-based curricula
30+ years of education and training
experience
Experience training in a few diverse
markets outside Texas
Few known direct competitors
Strong parent organization,
Rainbow Days
Weaknesses
No current funding for start-up
For some potential customers, cost
may create a barrier to participation
Opportunities
Multiple markets in need of high-
quality, research-based education
and training services
Emphasis on professional
development in many markets
Threats
Unpredictable economy in the
United States
Fluctuation in federal funding and
federal guidelines for professional
development
Variation in state guidelines and
funding for professional
development
Providers might not feel the need to
seek training
9.2 Risk Analysis
Throughout the process of conducting a feasibility study and developing a business plan,
the committees identified the major risks that could significantly impact the success of
The Trans4m Center. These risks have been discussed and evaluated by the
committee and contingency plans have been created to mitigate the risks.
Page | 110
9.2.1 External Environment
The external environment in which The Trans4m Center will operate has some major
risks which need to be addressed. The table below outlines the business area, risk, and
the action The Trans4m Center will take to successfully address the impact these
factors could have on the venture.
Business Area Risk Contingency Plan
Funding and
Investment
- Ability to secure grant
funding to support the start-
up phase
- Ability to access grant
funding for ongoing
education and training
dollars that will support the
venture
- Rainbow Days will
apply to a diverse group
of foundations and
other investors as it
seeks start-up funding
for the Center
- Center staff will
monitor state and
federal funding sources
through checking
websites, joining
listservs, and attending
conferences sponsored
or attended by potential
funders
Revenues &
Expenses
- Difficulty in predicting
revenues which may
fluctuate significantly from
year to year as a result of
factors such as:
1. Changes in the ability of
providers to pay for
professional
development
2. Increased competition,
especially for online
education and training
- Rainbow Days’
Director of Finance will
closely monitor both
expected revenues and
payments and ensure a
strong cash position
- Center Director of
Training will regularly
create a revenue
projection which will
inform marketing
activity as well as
staffing decisions
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3. Variable cash flow due to
timing of payments
related to expenditures
- Center Marketing
Manager will monitor
changes in professional
development
regulations and
practices
- Center will employ the
use of technology
whenever possible to
keep the costs of the
program down
Legal & Legislative
Landscape
- Variability of the level of
state and federal funding
and regulations for
professional development
- Center Marketing
Manager and Director of
Training will monitor
state and federal
funding sources and any
emerging legislation
that could have an
impact on professional
development
- Center will not
overinvest in any one
market to diversify
revenue sources
Partnership
Development
- Difficulty in getting
providers — outside of
substance abuse prevention
— to know about and
understand the Center
- Budgeting time to build
partnerships with multiple
organizations
- Create and maintain
successful strategic
alliances with a diverse
set of high-quality
partners (also called
Influencers) to help
build awareness and
support
- Build upon existing
networks nationally and
within North Texas
Page | 112
Marketing
Communications
- Complexity of multiple
markets and customers with
customized needs
- Hire a Marketing
Manager who can
customize marketing
materials and design a
website, which will
provide each market
with customized
information
These external factors are significant challenges and were taken into consideration
during the development of the Center’s financial model, staffing plans and operational
protocols. Key contingencies were established as realistic actions the Center could take
to mitigate the risks.
9.2.2 Internal Environment
Several internal factors were identified as having significant risk for the successful
implementation of The Trans4m Center. The table below outlines the business area,
risk, and the corresponding contingency plans that will be implemented to address each
of the challenges.
Business Area Risk Contingency Plan
Management
Structure
- Ability to maintain staffing
levels proportionate to the
number of education and
training services demanded
- The Center has a
flexible staffing model,
which allows current
staff to flex when
needed and to hire
contract trainers when
needed
Marketing Strategy
- Recognition of the Center
brand (currently low)
- The marketing plan will
include a strategy to
quickly and
substantially build the
Center’s brand
recognition in targeted
markets and all markets
over time
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- Ability to attract, excite and
retain a continuous supply
of customers
- Competing needs and
limited funding on the part
of potential customers
- Marketing Manager will
ensure that Influencers
are informed of the
Center’s education and
training services
- Center Team will keep
up with trends and offer
new education and
training opportunities
- Center will develop
and communicate the
costs and benefits of its
program
Program Materials
and Content
- Protection of the intellectual
property
- Delivery of unique and
informative content in order
to attract and retain
customers
- During the marketing
and inquiry process,
Center will have limits
on the amount of
information shared
- During the contract
negotiation process,
potential customers will
be required to sign an
agreement protecting
Rainbow Days’
intellectual property
- An online portal will be
created to provide
resources and updated
information and
research
- Center will send out an
electronic newsletter to
customers
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- Anticipation of and
response to consumer
preferences for content,
partnerships and service
- Feedback will be
solicited from
customers regularly and
reviewed quarterly
Succession Plan - Dependence upon the
Center’s staff and
Rainbow Days’ CEO and
founder
- Center will employ
Rainbow Days’
succession plan process
in making provisions for
future leadership
9.3 Concluding Thoughts
The committees have carefully considered the various factors that could be challenges to
the implementation of this social enterprise. It is confident that the contingency plans it
has created will provide the best opportunity for success of The Trans4m Center.
Page | 115
10.0 Appendix
10.1 Primary Research Interviews
• Bill Hansen (Founder), All Stars
• Kenneth Arneson (CEO), S.S. GRIN
• Howie Knoff (Founder), Project ACHIEVE
• G. Bridget Ryan (CEO/President), Project Alert
• Jason Brown (Director of Programs), Project Success
• Suzy Marta (Founder), Rainbows
Page | 116
10.2 Professional Development Training List
The following are workshops that Rainbow Days can offer for workforce development:
Children's Behavioral Health: Crossing the Dotted Line
Substance Abuse: The When, The Why & The What
Effective Prevention Services Begin with Effective Communication
Teaching & Training: The Art of Getting Your Message Across and Engaging Your Audience
Hurt, Hope & Healing for Children and Youth with an Addicted Parent
How Full Is Your Bucket?
Adolescent Substance Use: From Trying It to Addiction
The Art of Facilitation
Developing Capable Leaders
Resilient Leaders/Resilient Organizations
FISH!
Managing Millenials: R U Ready?
Child Traumatic Stress
This Is Your Brain…This Is Your Brain on Drugs
The Gender Gap: Why Girls are at Special Risk
Take Care! A Guide to Stress Management
Brain and Behavior
Behavioral Health Lens for Prevention
Reigniting Your Passion for Prevention
The Leaders of Tomorrow, Today
Overload: What Too Much Stress Does on to the Adolescent Brain
Achieving Results = Asking the Right Questions
Where Have All the Leaders Gone?...Sustaining Leaderful Organizations
Page | 117
10.3 Sample Annual Budget for CBSG® Program
Personnel 4 support groups (@$15 per hour x 2.5 per group/10 sessions per year)
$1500
Supplies One-time supplies (e.g. CD player, scissors, beach ball)
$450
Annual supplies (for 4 support groups) (e.g. paper, pencils, sequins, prizes)
$250
ANNUAL TOTAL
$2200
PARTICIPANT TOTAL
/40 participants $55
Page | 118
10.4 Key Staff Resumes
Page | 119
CCaatthheeyy BBrroowwnn Rainbow Days, Inc.
8150 North Central Expressway, Suite 1600
Dallas, Texas 75206
214-887-0726
EDUCATION:
M. Ed., North Texas State University, Denton, Texas. Guidance and Counseling, Magna cum Laude,
1977
B. S., University of Texas at El Paso, El Paso, Texas. Secondary Education, Cum Laude, 1971.
Certifications: Life Teaching Certificate, State of Texas
Professional Counseling Certification, State of Texas
PROFESSIONAL HISTORY:
Teacher and Counselor: Secondary classroom teacher and counselor.
Founder and CEO: Founding Chief Executive Officer of community based non-profit,
substance abuse prevention agency, Rainbow Days, Inc. - 1982 to
present. Oversee all aspects, program and administrative, of the
organization. Responsibilities include: Oversight of staff (23 FTE);
Fiscal responsibilities including budget ($2M), federal and state grant
compliance, audits; Program Development and oversight; Training;
Primary liaison with state and federal agencies, local corporations and
foundations, United Way, and Executive Board of Directors; Curriculum
Development - six curriculum-based support group curricula for
children, youth and parents.
Trainer: Oversaw the development of a training division that has trained more
than 37,000 professionals and volunteers since 1983.
Workshop speaker and trainer at numerous local, state and national
conferences/institutes for 30 years including: Institute on Children,
Poverty and Homelessness; Texas Initiative for Program Success and
Sustainability; National Association for Children of Alcoholics, Texas
Association for Children of Alcoholics, Texas Institute on Substance
Abuse and Mental Health, National Prevention Network, Community
Anti-Drug Coalitions of America, Southwest Regional Center for Applied
Technology Prevention Convention, National Association for the
Education of Homeless Children.
Topics of expertise include:
Page | 120
Peter F. Drucker’s “The Five Most Important Questions” Self Assessment Tool Results-Based Conversations™ Facilitator Results-Based Conversations™ Trainer Substance Abuse Prevention Children of Alcoholics Curriculum-Based Support Groups (CBSGs®) Strategic Planning for Non-profit organizations Organizational Capacity Building Board Development Leadership and Leadership Development Self-Care for the Helping Professional
Facilitator: Founded and/or serves as chairperson for numerous local and state
organizations and associations.
Author: Co-author of daily affirmation book for children and numerous articles
and curricula.
PROFESSIONAL LEADERSHIP and AFFILIATIONS:
United Way of Metropolitan Dallas Chairman’s Special Task Force Metro Dallas Homeless Alliance Continuum of Care Steering Committee Founding Chair of the Drucker Society of Dallas Advisory Council, Institute of Public Affairs at University of Texas, Dallas Convener, Drucker Society of Dallas Designee by Governor Rick Perry to the Texas State Incentive Grant Advisory Committee Appointee, Drug Demand Reduction Advisory Committee Founding President, Texas Association for Children of Alcoholics Member, National Association for Children of Alcoholics Board of Directors Founding President and Member, Association of Substance Abuse Programs – State of Texas Founding Chair, The Network of North Texas Prevention/Intervention Service Providers Founding Chair, Children’s Service Provider Network (CSPN) - Dallas, Texas Convener, Texas Summit Committee for Prevention Convener, Regional Advisory Consortium for the Texas Commission on Alcohol and Drug Abuse Member, Criminal Justice Policy Development Committee, North Central Texas Member, Statewide Task Force on Prevention and Managed Care Member, Dallas Children’s Mental Health Committee Director, Statewide Evaluation of Curriculum-Based Support Groups
PERSONAL AWARDS and RECOGNITION:
2010 Caring Award Winner, Caring Institute 2010 Selection as a Mentor to participate in the Hesselbein Global Academy for Student
Leadership and Civic Engagement at the University of Pittsburgh 2010 Nonprofit Executive Award – Legal Aid of North West Texas 2008 inclusion in Unstoppable Woman, Stories of American Character from North Texas Book
II, authored by Dian Moor 2006 inclusion in Passionaries chapter on Mrs. Betty Ford, authored by Barbara Metzler 2004 One of 60 individuals featured in Finishing Well, a book authored by Bob Buford and
published by Integrity 2002 Executive Program for Nonprofit Leaders, Stanford University’s Center for Social
Innovation Fellows
Page | 121
2001-2002 Frances Hesselbein Community Innovation Fellows Program, Peter F. Drucker Foundation
2001 Distinguished Human Service Professional Award, Community Council of Greater Dallas 2000 Visionary Award Recipient, Betty Ford Center 2000 Children’s Champion Award for Leadership, Dallas for Children 1998 Award of Appreciation, Texas Homeless Network 1994 Crusader for Prevention - Dallas, Texas 1992 Prevention Leadership Recognition, Texas Commission on Alcohol and Drug Abuse 1992 Outstanding Contribution to Field of Prevention, Texas Health and Human Services
Commission 1991 Freedom Foundation Award 1991 Recognition of Contributions to Prevention, U. S. Department of Education 1990 Recognition of Contributions to Prevention, U. S. Department of Education 1989 Proclamation, Mayor of Dallas 1985 Proclamation, Governor of Texas
PROGRAM AWARDS and RECOGNITION:
2010 Recognition of Family Connection as a “Socially Innovative Program” from the Texas Social Innovation Initiative – collaborative of Root Cause, One Star Foundation & D.S.V.P.
2009 Mutual of America Community Partnership Award – Honorable Mention for Family Connection program
2006 Mission Achievement Award recipient for Family Connection program 1999 Exemplary Substance Abuse Prevention Program Award, Center for Substance Abuse
Prevention 1999 Best Practices Award, U. S. Department of Housing and Urban Development
PUBLICATIONS and MEDIA:
Developer: Family Connection Replication: Manual for replicating Family Connection Program, 2006
Developer: Play Connection: Building Stronger Children & Families Through Play , 2nd Edition, 2008
Developer: Faith Connection: Christian-based Life Skills Support Group Curriculum for Children Ages 4-15, 2nd Edition, 2004
Developer: Kids' Connection: Life Skills Support Group Curriculum for Children Ages 4-12, 9th Edition, 2004
Developer: Youth Connection: Life Skills Support Group Curriculum for Youth Ages 10 -15, 6th Edition, 2004
Developer: Kids’ Connection, Too: Life Skills Support Group Curriculum for Children, ages 4-15, Living in Homeless Family Shelters, 3rd Edition, 2006
Developer: Parent Connection: A Support Group Curriculum for Parents, 3rd Edition, 1999 Author: “Rainbow Days: Reaching Children’s Hearts Through the Arts”, “Resiliency in Action,”
Winter, 1998 Author: “Rainbow Days,” published in professional journal, “Journal of Children & Poverty,” Fall,
1998 Co-Author: Kids' Power Too! Words to Grow By, with Betty LaPorte and Jerry Moe, 1996 Contributing Editor: Center for Substance Abuse Prevention text book Holt, Rinehart and
Winston, 1998 Video Production: Poor Jennifer, National Association for Children of Alcoholics, 1985 Contributing Author/Editor: Texas Foster Care Initiative, Child Welfare League of America, 1992 Contributing Author/Editor: Education for Self-Responsibility II, Texas Education Agency, 1989 Contributing Author/Editor: numerous publications and video productions of the Texas
Commission on Alcohol and Drug Abuse (TCADA) and schools districts across Texas
Page | 122
WORKSHOPS and PRESENTATIONS:
The Five Most Important Questions, Self-Assessment Tool, Facilitator Training Curriculum-Based Support Group Training The Art of Facilitation Being Who You Are - Doing What You Do The Resilient Organization Developing Capable Leaders The Resilient Leader Achieving Results = Asking the Right Questions Sustaining Leadership in Your Organization Leaders of Tomorrow, Today Stress for Success The 5 C’s of Entering the Nonprofit Sector Hurt, Hope and Healing for Children of Alcoholics Leadership and Followership: Prevention Headaches and Heartaches in the Workplace
LOCATIONS of RECENT WORKSHOPS and PRESENTATIONS:
Leader to Leader Institute Self-Assessment Tool Facilitator Training-California, New York, Ohio and Wisconsin
Annual Texas Behavioral Health Institute Texas Commission on Alcohol and Drug Abuse Annual Institute Community Anti-Drug Coalitions of America National Leadership Forums National Prevention Network Annual Prevention Research Conference Annual Conference on the Prevention of Child Abuse Association of Substance Abuse Programs of Texas Annual Prevention of Child Abuse Conference National Association for the Education of Homeless Children and Youth State Associations of Addiction Services Annual Conference Louisiana Association of Safe and Drug Free Schools and Communities The Southwest Prevention Center Annual Regional Prevention Convention Families Under Urban and Social Attack-Houston, Texas The San Antonio Council on Alcohol and Drug Abuse The Hays Caldwell Council on Alcohol and Drug Abuse Central Texas Council on Alcohol and Drug Abuse Harvard Business Club Texas Association for Children of Alcoholics-Family Album Annual Conference National Association for Children of Alcoholics
Page | 123
GENE ZHU 972-567-6835
EDUCATION
May 1998 – May 2000 DALLAS BAPTIST UNIVERSITY (Dallas, Texas)
MBA Major: Finance
MBA Major: Information Technology
July 1985 – June, 1989 BEIJING UNIVERSITY, COMMERCIAL COLLEGE (Beijing, China) Bachelor of Science Major: Economics
PROFESSIONAL EXPERIENCES
09/2003-present RAINBOW DAYS, INC. (Dallas, Texas) www.rdikids.org
Director of Finance
Oversaw all aspects of Financial and Accounting functions.
Designed and implemented accounting and financial systems.
Oversaw all aspects of personnel (Human Resource) and risk management.
Provided financial and policy updates and advices to governing board and agency leadership.
09/2001-01/2003 SAMSILL CORPORATION (Ft. Worth, Texas) www.samsill.com
Financial Analyst
Forecasted and scheduled imported goods using Epicor ERP system and MS Excel and Access Database.
Participated in numerous financial analysis projects for corporate finance department and top management.
Developed and implemented international operation strategies.
Initiated Direct Import Program (Manufacture Outsourcing) which positively impacted company’s overall productivity and profitability.
Improved communication efficiency with oversea partners and venders.
07/1992-06/1996 OTIS ELEVATOR LTD., CHINA (P. R. China)
Financial Analyst
07/1989-06/1992 SINO-CHEM IMPORT & EXPORT CORP. (P. R. China)
Assistant Manager of Finance Department
Page | 124
Janet R. Mitchell 5908 Carnegie Lane
Plano, Texas 75093
Tel: (214)906-3711
E-Mail: [email protected]
EDUCATION:
B.A., University of Arkansas, Fayetteville, Arkansas. Social Work, 1980.
CERTIFICATIONS:
Advanced Certified Prevention Specialist, State of Texas, No. 1261-1197 (1997)
Internationally Certified Prevention Specialist, No.01251 (2006)
PROFESSIONAL HISTORY:
1991 – Present: Director of Training Services-Rainbow Days, Inc., Dallas, Texas
Nationally recognized trainer in substance abuse prevention and mental
health promotion. Responsible for design and implementation of all
agency training services. Coordinates and/or facilitates workforce
development training in areas of presentation and facilitation skills,
cultural competence, leadership, team building and ethics. Oversees
statewide training grant and participates in strategic planning and
budgeting for the organization.
1989 - 1991: Private Consultant and Trainer
Planned, organized and conducted workshops and multiple day trainings
for school districts, businesses, and conferences.
1988 - 1989: Student Assistance Coordinator - Highland Park
Independent School District, Dallas, Texas
Conducted presentations, workshops and trainings on substance abuse
prevention, intervention and treatment for faculty, students and families.
Provided pre-assessment, consultation and counseling with students and
families. Co-facilitated student support groups. Taught leadership classes
in classrooms.
Page | 125
1985 - 1988: Community Relations Representative, Baylor-Parkside Lodge
of Dallas/Fort Worth, Argyle, Texas
Conducted substance abuse prevention, intervention and treatment
workshops for teachers, health professionals, and law enforcement
officials. Maintained contact with referral sources. Provided assessment,
intervention and counseling services for chemically dependent adolescents
and their families.
1985: Regional Field Coordinator, Texans’ War on Drugs, Dallas, Texas
Coordinated training and educational services for parent/community
groups, schools and businesses in a 45 county area for statewide substance
abuse prevention organization.
PROFESSIONAL LEADERSHIP:
Board Member, Association of Substance Abuse Programs
Chair, Prevention Committee, Association of Substance Abuse Programs
Advisory Board Member, Beyond ABC: Growing Up in Dallas County
Chair, 2000 Adolescent Symposium
Expert witness, numerous state and federal legislative committees, task forces and commissions
TRAINING CERTIFICATIONS:
Certified Trainer, Rainbow Days’ CBSG® Program 1991- Present
Certified Trainer, Botvin LifeSkills® Training 1998 - Present
Certified Trainer, Substance Abuse Prevention Specialist Training (SAPST) 2003 - Present
TRAININGS, WORKSHOPS AND PRESENTATIONS:
Effective Prevention Services Begin with Effective Communication
Teaching and Training: The Art of Getting Your Message Across
Working with Children and Youth with an Addicted Parent
Working with Community Coalitions: Collaborations, Connection and Change
Take Care! A Guide to Stress Management for Prevention Professionals
Enhancing Your Program (And Having Fun) While Maintaining Fidelity
Hurt, Hope and Healing: Chemical Dependency and Its Impact on the Family
Choosing an Effective Prevention Program – Getting Past the Hype
Preparation, Practice and Passion: A Presentation Skills Workshop for Prevention Professionals
Adolescent Substance Abuse: From Trying It to Addiction
Managing Millennials: R U Ready?
Building Developmental Assets in Children and Youth
Reducing Risk & Increasing Protection in High Risk Children and Youth
Enhancing Cultural Competency
Page | 126
Substance Abuse Prevention Across the Lifespan
Child and Adolescent Development
Strategies for Strengthening Families
LOCATIONS of RECENT WORKSHOPS and PRESENTATIONS:
ACT Missouri Prevention Conference
Texas Initiative for Program Success and Sustainability
National Symposium on Juvenile Services
Region 10 Best Practices Institute
Safe and Drug Free Schools and Communities Conference
Southwest Regional Prevention Convention
Partners in Prevention Conference
Texas Behavioral Health Institute
National Prevention Network Annual Conference
PUBLICATIONS:
Editor: Rainbow Days' CBSG® Program: Kids' Connection - For Children and Youth Ages 4-12
Editor: Rainbow Days' CBSG® Program: Youth Connection - For Children and Youth Ages 10-17
Editor: Rainbow Days' CBSG® Program: For Children and Youth Developmental Ages 4-15 for Use in Christian Faith-Based Settings
Editor: Rainbow Days' CBSG® Program: For Children and Youth Developmental Ages 4- 15 for Use in Shelters, Group Homes and Transitional Settings
Page | 127
KATHY DALEY, ACPS Rainbow Days, Inc.
8150 North Central Expressway, Suite 1600
Dallas, TX 75206
214-887-0726
EDUCATION:
B.F.A. Pre-Professional Acting and Children’s Theatre, May 1986, Southwest Texas State
University
CERTIFICATION:
Advanced Certified Prevention Specialist, State of Texas, No. 1000-1108 (2008)
Internationally Certified Prevention Specialist, No.703117 (2011)
PROFESSIONAL HISTORY:
Oct 2001-Present RAINBOW DAYS, INC.
Training Coordinator
Responsible for conducting substance abuse prevention training and
consultation services, including Rainbow Days, “Curriculum-Based
Support Groups(CBSG®)” – “Kids’, Youth, Faith and Play Connection &
Kids’ Connection, Too”, and Iowa State University’s “Strengthening
Families Program for Parents and Youth 10-14”.
Sept 2006-Aug 08 RAINBOW DAYS, INC.
Quality Assurance Manager
Observe and report on trained facilitators concerning fidelity issues for
Rainbow Days’ CBSG®.
Jan 2005-Present RAINBOW DAYS, INC.
Family Connection Replication Manager
Manager of the nationwide replication of the Family Connection (FC)
Program through a grant from the Hasbro Children’s Foundation. FC is a
comprehensive program for homeless children and their families who
live in emergency, transitional or domestic violence shelters.
Responsible for development of a replication manual and curriculum
training. Replication sites include Houston, TX, Oklahoma City, OK and
Denver, CO.
April 98-Oct 2001 RAINBOW DAYS, INC.
Performing Arts Specialist
Responsible for implementation of Family Connection (FC) services for
children in multiple risk environments. FC services include: Curriculum-
Based Support Groups (CBSG®), Learning Tool Kit, Family Play Time,
Tutoring/Homework Assistance and Life Enrichment Activities – Art
with a Heart, Family Outings, Fall Harvest, Camp Broadway, Kids’
University, and Camp We Can. Also includes an after-school choir, and
Summershine & Springshine performances with Community Connection.
Feb 87-Nov 2000 RICHARDSON CHILDREN’S THEATRE
Page | 128
Actor/Instructor/Director
Responsible for creating curriculum, teaching classes, and directing
workshops for ages 5-17; act in Company productions.
Aug 88-May 93 HIGHLAND PARK INDEPENDENT SCHOOL DISTRICT
Assistant to Coordinator of Fine Arts & Student Activities
Assist Coordinator: volunteer projects, day to day running of the office:
receptionist, accounts payable/receivable, purchasing agent, public
relations.
Sept 92-May 95 NORTHWEST BIBLE CHURCH
Drama Director & Administrative Assistant for Worship
Coordinate, organize and implement classes, workshops, plays and
special events for ages 5-adult. Coordinate, organize and assist: worship
services, special events, and volunteers.
TRAINING CERTIFICATIONS:
Certified Trainer, Rainbow Days’ CBSG® Program 2001- Present Certified Trainer, Strengthening Families Program for Parents and Youth 10-14 2007 - Present Certified Trainer, Substance Abuse Prevention Specialist Training (SAPST) 2011 - Present
PUBLICATIONS:
Co-Developer/Editor: Kid’s Connection, Too – Enrichment Activities: A Menu of Services, 2nd Edition, formerly Family Connection Replication Manual, 2012
Co-Developer/Editor: Family Connection Replication: Manual for Replicating Families Connection Program, 1st Edition, 2006
Co-Developer/Editor: Learning Tool Kit Manual, 1st Edition, 2006 Co-Developer/Editor: Play Connection: Building Stronger Children and Families Through Play,
2nd Edition, 2008 Co-Developer/Editor: Faith Connection: Christian-based Life Skills Support Group Curriculum
for Children Ages 4-15, 2nd Edition, 2004 Editor: Kids’ Connection, Life Skills Support Group Curriculum for Children Ages 4-12, 9th
Edition, 2004 Editor: Kids’ Connection, Too: Life Skills Support Group Curriculum for Children Ages 4-15
Living in Homeless Family Shelters, 3rd Edition, 2006 Writer: K-Nine Newsletters Writer: Faith Connection Newsletters
TRAININGS, WORKSHOPS, PRESENTATIONS and WEBINARS:
The Art of Group Facilitation Prevention in the Classroom Making it Rainbow Clear: Rainbow Days’ Curriculum-Based Support Groups & Family
Connection Program for Children and Youth Ages 4-15 and Their Families Making a Difference: Rainbow Days’ National Replication of Curriculum-Based Support
Groups & Family Connection Program Rainbow Days’ Curriculum-Based Support Group (CBSG®) Program, A Best Practice Program
for Children and Youth Faith Connection – A Matter of the Heart
Page | 129
Child’s Play – It’s Not Just for Children! Prevention through the Eyes of Faith Strategies to Strengthen Your Families Through the Eyes of a Child: P-R-E-V-E-N-T-I-O-N Strategies for Families: An Introduction to the Strengthening Families Program for Parents and
Youth 10-14 Rainbow Days’ Prevention Services Family Connection, A Comprehensive Prevention Program for Homeless Children Reducing Risk & Increasing Protection in High Risk Children and Youth Reducing Risk and Increasing Resiliency Enhancing Cultural Competency Prevention 101 Child and Adolescent Development Strategies for Strengthening Families Reaching Children’s Hearts through the Arts Strengthening Families Program for Parents and Youth 10-14 All Stars Core Program Curriculum-Based Support Group (CBSG®) Program Facilitator Training
o Kids’ Connection o Youth Connection o Kids’ Connection, Too o Faith Connection o Play Connection
LOCATIONS of RECENT WORKSHOPS and PRESENTATIONS:
National Association for the Education of Homeless Children and Youth Annual Conference (NAEHCY)
Texas Homeless Network Annual Conference Region 10 Best Practices Institute Substance Abuse Ministry Training International Conference on Parenting and Parent Education Texas Behavioral Health Institute Safe and Drug Free Schools and Communities Conference University of North Texas Community Resource Class Strengthening Youth and Families Conference Southwest Regional Prevention Convention Partners in Prevention Conference Texas Institute on Substance Abuse and Mental Health Families with Children Sub-Committee – Metro Dallas Homeless Alliance National Prevention Network Annual Conference
Page | 130
10.4 Executive Board of Directors List
OFFICERS:
Greg Pascuzzi – President: Baron & Budd PC, CIO Carolyn Hess – 1st Vice President: East Texas Medical Center, ED of Managed Care
Jim Jamison – 2nd Vice President: AT&T, ED External Affairs Toby Fails – Treasurer: Northern Trust, Relationship Manager/VP
Carriea Flowers – Secretary: PwC, North Texas Diversity Leader Jason Hammons – Board Development: Bank of Texas, VP/Commercial Banker
BOARD MEMBERS:
Katherine Anand: Taber Estes Thorne & Carr, Associate Attorney Jody Bishop: GENBAND, Attorney
Drew Cullum: Amegy Bank of Texas, Banking Associate Chuck Curtis: Retired
Geoff W. Green: MoneyGram, Marketing for Payment Division Seung Hong: Ernst & Young, Senior Manager
Michael Jacobe: Yahoo!, Direcor of Systems Infrastructure Kurt Opella: Financial Network Investment Corp., Managing Partner
Sheela Ramaswamy: PwC, Senior Manager, US Knowlege Management Healthcare Provider Matt Ray: Jones Day, Attorney
William Toles: Fee Smith Sharp & Vitullo, Partner Michele Williams: The Addison Dentist, Dentist Kristen Worthington: Citi, Public Affairs Officer
