Community-Based Pre-Disaster 
Mitigation 

RESOURCE GUIDE
 
Introductory Workshop 
Cardstorming Technique 

The cardstorming process is a simple and effective brainstorming technique 
that uses 4" x 6" index cards to capture thoughts, ideas, questions, concerns, 
and issues. It is effective for facilitating, sharing, and organizing very 
concrete, practical ideas among participants. It is a good process for the initial 
engagement of individuals and for assessing and valuing their prior 
knowledge and expertise on a particular topic. It is also a powerful tool for 
building consensus in a team and creatively solving real-world problems. 
Initially, individuals respond to a particular question. Small groups of three or 
four are formed, and participants share individual ideas and record the 
group's ideas on 4" x 6" index cards. The ideas are then sorted, clustered, 
and categorized within each small group. Finally, each small group shares 
ideas with the whole group. The process can take from 45 - 90 minutes, 
depending on the size of the group. 
Cardstorming can be used for the following specific purposes: 
¥ Assessing knowledge, needs, interests, and attitudes 
¥ Building a common vocabulary 
¥ Building consensus 
¥ Collecting and analyzing data 
¥ Reflecting on practice 
¥ Starting conversations 
¥ Structuring learning 
¥ Tapping prior knowledge and beliefs 


Before/After Self-evaluation 
Consider asking participants to conduct a before/after self-evaluation. This 
can be a simple evaluation, like the following example, or more elaborate if 
you prefer. This tool also can be used before and after specific projects to 
help participants realize how much they gain through volunteering. Before 
beginning the curriculum, or a particular project, ask participants to respond 
on a scale of 1-5 on the following questions: 
1= No 2= Very 
Unsure 3= 
Unsure 4= 
Fairly Sure 5= 
Yes 
. I understand the concept of pre-disaster mitigation.
. I understand how pre-disaster mitigation helps my community.
. I value pre-disaster mitigation.
. I understand the value of partnership.
. I have a firm understanding of the hazard risks in my community.
. I have a firm understanding of steps I can take to reduce those risks.
. I am involved in working with my community to reduce disaster risk.
. I know the majority of people in this room very well.

Compare self-assessments from before and after the scheduled activity. Add 
or remove questions as you see fit, and feel free to be creative! Self-
assessment is a great tool for showing volunteers how much their efforts 
benefit themselves and the community. 
Section 1 -Identifying/Working with CBO/FBO Volunteers


Definitions of CBO, FBO, and Emergency Managers 
¥	Community-based Organization (CBO): Non-commercial grassroots 
organization for community support; has visibility and influence; grounded in 
the community culture; may include politically focused organizations 
¥	Faith-based Organization (FBO): A group that bases its gathering on 
a unifying faith or belief system; is visible and involved in the community; has 
formal or reputational influence 
¥	Emergency Managers: Emergency managers have the knowledge, 
skills and ability to effectively manage a comprehensive emergency 
management program, including: 
¥	Working knowledge of all the basic tenets of emergency management, 
including mitigation, preparedness, response, and recovery 
¥	Experience and knowledge of interagency and community-wide 
participation in planning, coordination, and management functions designed 
to improve emergency management capabilities 

Community Risk Assessment (for risks facing individual communities) 
¥	FEMA's Multi-Hazard Identification and Risk Assessment - Document 
available on line at www.fema.gov 


Terrorism 
Given recent world events, many of us are more concerned than ever with 
human-caused hazards and disasters. This course is designed to empower 
groups and communities to proactively address hazards of all types. However, 
the curriculum case studies and tools focus on addressing natural hazards 
and disasters. Should your group wish to focus more on human-caused 
hazards, work closely with your local emergency manager and other 
organizations such as Citizen Corps. Information on Citizen Corps is available 
in this Resource Guide.


Mitigation vs. Preparedness Checklist 
Mitigation is defined as ongoing efforts that can lessen the impact disasters 
have on people and property. There is a distinction between community 
preparedness and mitigation activities. Community disaster preparedness 
gets people and communities ready for a disaster that almost certainly will 
occur. 
Examples of preparedness activities include: 
¥ Knowing how to drop, cover, and hold on when an earthquake happens 
¥ Warning sirens 
¥ Emergency communications systems 
¥ NOAA weather radios 
¥ Evacuation plans 
¥ Emergency supplies kit 
¥ Sandbags 
¥ Smoke alarms 

On the other hand, disaster mitigation activities actually will prevent or reduce 
the impact of the hazard. Examples of mitigation activities are: 
¥ Installing hurricane shutters 
¥ Strengthening roofs 
¥	Anchoring outdoor items that can become projectiles in hurricanes and 
high winds 
¥	Implementing vegetation management - for example, removing fire-
pront dry plant material from gutters and around residences and other 
buildings, or trimming tree limbs that overhand roofs to avoid roof damage 
during hurricanes, tornadoes, or high straight-line winds 
¥ Clearing streams 
¥ Adopting/enforcing stricter building codes 
¥ Installing hail-resistant shingles 
¥ Installing fire-resistant shingles 
¥ Installing shatter-resistant window film 
¥	Conducting a needs assessment - determining the level and type of 
mitigation needs present in the community, for example, identifying clogged 
drainageways and streams that could cause flooding during periods of high 
rainfall; can include specific details on the number of areas that need clearing 
and a prioritization of which areas need to be cleared first based on the 
severity of the problems that could result if the stream or drainageway 
remains uncleared. 
¥ Bolting bookshelves to walls 
¥	Installing backflow valves - special valves that prevent toilet overflows 
when the household sewer systems is infiltrated with floodwater 
¥	Developing mitigation plans - specific plans for mitigation activities to 
address one or more hazards faced by a community 
¥	Building Safe rooms - specially designed rooms built to withstand high 
winds generally associated with tornadoes; these are available in modular, 
pre-built form or are built using specified materials to pre-engineering 
specifications 


Mitigation Partnership Case Studies (Emergency Managers working 
with CBO/FBO) 
¥ See Best Practices Report 
¥ See Case Studies on Page 9 of Resource Guide 
¥ www.fema.gov 


FEMA Voluntary Agency Liaison (VAL) Contacts 
Region I -Jennifer Yunker -CT,
MA, ME, NH, RI, VT
jennifer.yunker@fema.gov
1-800-SKY-PAGE; Pin #1732422
J.W. McCormack Post Office &
Courthouse, Rm. 432
Boston, MA 02109
(617) 223-9532
(617) 223-9507 FAX

Region II -Ken Curtin -NJ, NY, PR,

ken.curtin@fema.gov
1-800-SKY-PAGE; Pin #1701541
26 Federal Plaza, Rm 1337
New York, NY 10278
(212) 680-3664
(212) 680-3608 FAX
(917) 209-0162 Cell

Region II-Caribbean Area Office
Division -JosuŽ D’az-Miranda
Josue.diaz@fema.gov
1-800-SKY-PAGE; Pin# 1161801
FEMA-CAO
P.O. Box 70105
San Juan, PR 00936
(787) 296-3526
(787) 296-3640 FAX

Region III -Liz Monahan-Gibson -
DC, DE, MD, PA, VA, WV
Liz.Monahan-gibson@fema.gov
1-800-759-8888; Pin# 4851292
One Independence Mall, Sixth Fl
615 Chestnut Street
Philadelphia, PA 19106-4404
(215) 931-5632
(215) 931-5664 FAX

Region IV -Ken Skalitzky -AL, FL,
GA, KY, MS, NC, SC, TN
Ken.skalitzky@fema.gov
1-800-759-8888; pin# 1658326
3003 Chamblee-Tucker Road
Atlanta, GA 30341
(770) 220-5220
(770) 220-5344 FAX

Region V -Susan Jensen -IL, IN,
MI, MN, O, WI
susan.jensen@fema.gov
1-800-SKY-PAGE; Pin# 2161824
536 S. Clark Street, 6th Floor
Chicago, IL 60605
(312) 408-5337
(312) 408-5599 FAX

Region VI -Harry Noftsker -AR, LA,
NM, OK, TX
harry.noftsker@fema.gov
1-800-SKY-PAGE; Pin #2614083
Federal Center
800 North Loop 288
Denton, TX 76209
(940) 898-5115
(940) 898-5163 FAX
(800) 426-5460, ext. 5115

Region VII -Bernadette Frerker IA,
KS, MO, NE
bernadette.frerker@fema.gov
1-800-759-8888; Pin# 1788336
2323 Grand Blvd, Suite 900
Kansas City, MO 64108
(816) 283-7078
(816) 283-7042 FAX
816-283-7060 24 hours

Region VIII -Art Storey CO, MT, ND,
SD, UT, WY
Art.storey@fema.gov
1-800-SKY-PAGE; Pin# 1734279
Federal Regional Center
Building 710
Denver, CO 80225
(303) 235-4724
(303) 235-4939 FAX

Region IX -Laura Hokenstad -AZ,
CA, HI, NV, Pacific Territories
Laura.hokenstad@fema.gov
1-800-258-0000; Pin #130624
1111 Broadway, Suite 1200
Oakland, CA 94607

(510) 627-7100
(510) 627-7112 FAX

Region IX -Pacific Area Office -
Marilyn Shigetani
marilyn.shigetani@fema.gov
1-800-759-8888; Pin# 207-8683
Building T112, Stop 120
Fort Shafter, HI 96858-5000
(808) 851-7909
(808) 851-7940 FAX

Region X -Richard Balnicky -AK,
ID, OR, WA
NO PAGER
dick.balnicky@fema.gov
Federal Regional Center
130-228th St, S.W.
Bothell, WA 98021-9796
(425) 487-4733
(425) 487-4741 FAX

Brief History of CBO/FBO Involvement in Disaster Mitigation 
Traditionally, CBOs/FBOs have been involved in the disaster response and 
recovery phase - providing shelter, food, clothing, and emotional support to 
victims of disaster. However, during the 1970s, researchers and government 
officials began to shift their thinking about disasters away from a simple emphasis 
on immediate response. Disasters began to be seen from a more continuous 
perspective, rather than as independent single events. 
These ways of thinking stressed the need for disaster preparation and awareness - 
to be ready for disasters before they occurred rather than simply reacting afterward. 
Accordingly, how the conception of people who might be affected by disasters 
changed as well. 
Rather than passive "victims" of disasters dependent upon government assistance in 
the wake of a disaster, residents of affected communities began to be seen as 
potentially empowered to actively affect their own environment by taking action to 
mitigate the potential effects of disasters. 
The knowledge of potential disasters faced by a community came to be seen as an 
incentive for communities to better plan and prepare for their occurrence. For 
example, hurricanes will always occur, but the amount of damage they cause will be 
determined in large part by where and how people choose to build, and how well-
prepared they are to deal with the hurricane and it aftermath. Inherent in a number of 
these new ways of thinking about disasters was a realization that disasters could be 
effectively dealt with on a local level. This approach emphasized that local 
grassroots involvement was crucial to addressing the challenges that planning for a 
potential disaster posed to local communities. From these changes in thinking about 
disasters arose great interest in the concept of disaster mitigation. 
The goal of involving CBOs and FBOs in local disaster mitigation can clearly be 
traced back to a number of these developments in thinking regarding disasters. As 
locally based organizations with strong networks within communities, CBOs and 
FBOs are well situated to bring about grassroots involvement in disaster mitigation. 
They can provide a truly "bottom-up" approach to mitigation, featuring an emphasis 
on social, rather than technological, solutions and empowerment of the local 
community. 
Mitigation activities occur, first and foremost, at the local or individual level. 
Because of circumstances that are unique to individual communities, disaster 
mitigation must necessarily take place at a local level. Accordingly, the status of 
CBOs and FBOs as locally based organizations makes them excellent candidates 
to undertake or be involved in disaster mitigation activities. 
Case studies of successful EM/CBO/FBO mitigation partnerships
Credit: FEMA Mitigation Resources for Success CD, FEMA #372. CDs 
can
be ordered by calling FEMA Publications at 1-800-480-2520


Shingletown, California - Fire Mitigation

Reducing potential fire damage and associated suppression costs resulting 
from the spread of uncontrolled wildfires in wild land/urban interface areas by 
reducing fire fuel loads (vegetation) is the goal of this project. 
The community of Shingletown, California, developed a Community Fire 
Safe Program in 1993 using a multi-solution approach to mitigate wildfire 
hazards. This program identified education as the most important factor to 
successful fire management practices. 
As a result, the program established a residential vegetation disposal 
service to recycle local community vegetation waste (e.g., lawn clippings, 
shrub trimmings, etc.,) at a nearby cogeneration plant. The project is located 
within the forested areas surrounding the community of Shingletown in 
Shasta County, approximately 40 miles east of Redding, California. 
Historically, the surrounding area has experienced numerous wildfires, most 
notably the Fountain Fire in 1992, which burned through similar terrain, 
destroying 636 structures, causing one death, and threatening the nearby 
community of Burney. 
The California Department of Forestry and Fire Protection-Shasta County Fire 
Department (CDF) and the local community have implemented the 
Shingletown Community Fire Safe Program to educate residents about 
potential wildfire hazards, encourage them to reduce vegetation immediately 
adjacent to their homes, enforce fire-safe codes for new construction and 
replacement roofs, and implement a vegetation management program. This 
project reduces the potential of uncontrolled wildfires, improves wildfire 
containment, and reduces the potential risk to human life and safety. 
The development of the Shingletown Community Fire Safe Program was a 
cooperative effort, which involved the coordination of the California 
Department of Forestry and Fire, Shasta County Fire Department, California 
Department of Fish & Game, professional resource managers, and local 
residents to evaluate and prepare a comprehensive plan.


Tulsa, Oklahoma - Tornado/High Winds Mitigation 
Tulsa, Oklahoma, is prone to severe thunderstorms, high winds, flooding 
downpours, and tornadoes. Tulsa lies in the heart of Tornado Alley, one of 
the nation's worst tornado hot-spots. Tornadoes with major damage have hit 
Tulsa on the average of every four or five years over the past 25 years. Most 
recently, 
the May 3, 1999, tornadoes killed 44 and decimated entire towns 
throughout Oklahoma. 
There is a need for all citizens to understand that it is possible to reduce risk 
and, in addition, to know what their options are. Their vulnerability also 
provides a rich opportunity for community education and change, because 
Tulsa leaders, news media, and citizens are keenly aware of the hazard and 
eager to embrace ways to cut disaster losses. 
A comprehensive tornado safe room program was established with a goal of 
a tornado safe room in every newly constructed and existing home by the 
year 2020. The Tulsa safe room initiative is a partnership among many levels 
of government agencies and private citizens. Safe rooms are anchored and 
armored rooms that provide shelter during tornadoes, even above ground. 
The concept was introduced in October 1998, by the Federal Emergency 
Management Agency (FEMA) and the Wind Engineering Research Center of 
Texas Tech University, with the release of FEMA Publication 320 "Taking 
Shelter from the Storm - Building a Safe Room Inside Your House." 
Tulsa brought together a coalition of partners including FEMA, the 
Oklahoma Department of Civil Emergency Management, the Tulsa Public 
Works Department, Home Builders of Greater Tulsa, State Farm Insurance, 
and other community partners. The coalition agreed on building and 
construction standards, permitting, certification and compliance 
procedures, and public education and awareness activities, including 
workshops. 
Oklahoma, working with FEMA Region VI staff proposed an innovative 
initiative focused on saving lives through building technology. Through the 
Hazard Mitigation Grant Program (HMGP), Oklahoma was provided with the 
opportunity to take advantage of construction technology in tornado-prone 
areas. The state used the HMGP for a safe room initiative providing grants to 
homeowners to build a safe room in their house. Thousands of Oklahoma 
homeowners now have safe rooms as a result of this program, and Oklahoma 
has laid the foundation for other states to implement similar initiatives. 
The Safe Room Project will be deemed a complete success..... 
¥	When most people in town know about safe rooms, understand that it 
is possible to reduce tornado losses by safer construction and other 
techniques, and are motivated to seek ways to reduce risk and curb losses. 
¥	When builders, developers, engineers, architects, and other 
construction professionals embrace the concept of safer shelter, understand 
its market value, and voluntarily and eagerly offer options to buyers and 
remodelers. 
¥	When the construction trades and vocational schools routinely provide 
training in safer construction techniques. 
¥	When governments seek means to encourage safer shelter and 
construction through tax incentives or other means. 
¥	When public institutions and private businesses enthusiastically seek 
ways to provide safer shelter throughout the entire community. 
¥	When all persons have equal access to safe shelter, regardless of their 
income, neighborhood, race, and fitness or disability. 
¥	When safe sheltering options are incorporated routinely into multiple-
use schemes such as recreation rooms, so that they not only reduce risk but 
furthermore contribute every day to the livability of our community. 


Miami-Dade County, Florida - Flood/Hurricane Mitigation 
In the aftermath of a disaster there is a political and social opportunity for 
making mitigation a fundamental aspect of the disaster recovery process. 
Media and public attention are focused on the effects of the disaster, and, 
generally, there is considerable discussion of the types of strategies that 
should be implemented to prevent or reduce future disaster loss and damage 
in a specific area. 
In 1995, the Federal Emergency Management Agency (FEMA) developed 
and adopted a National Mitigation Strategy that is intended to "engender a 
fundamental change in the general public's perception about hazard risk 
and mitigation of that risk and to demonstrate that mitigation is often the 
most cost-effective and environmentally sound approach to reducing 
losses." 
FEMA's strategy recognizes that the key to accomplishing hazard mitigation 
rests firmly in the partnerships established with the State and local 
governments, private sector constituents, and most especially the general 
public. 
Miami-Dade County has implemented a regional mitigation program with a 
unique approach to conflict-resolution and project prioritization. After 
Hurricane Opal in 1996, which caused massive coastal erosion, and the El 
Ni–o flooding events in 1997, many mitigation proponents were galvanized 
into action. The State of Florida realized that hazard mitigation projects could 
be more effectively moved into the implementation stage if local communities 
supported the measures and if local governments were empowered with 
planning and decision-making authority. In 1997, the Florida Department of 
Community Affairs launched a $14,229,361 project to promote Local 
Mitigation Strategies (LMS). FEMA provided $5,285,704 in HMGP funds 
allocated under seven disaster declarations. The State of Florida contributed 
the other $8,943,656. 
The State prompted counties and local communities into a Local Mitigation 
Strategy process that has evolved into a successful program of cooperative 
local mitigation planning and implementation. The project provided funding 
for cities and counties to work together to prepare a single, unified LMS that 
serves as a bridge between local government's comprehensive and 
emergency management plans, land development regulations, building 
codes, and other ordinances. The effectiveness of the program became 
immediately apparent in the aftermath of severe flooding in Miami-Dade 
County in early October 2000. 
On October 3, 2000, a tropical low pressure center moved over South Florida, 
dumping more than 15 inches of rainfall on the Miami International Airport in 
less than 15 hours. Miami-Dade County was the most severely flooded with 
an estimated 94,350 homes and 500 businesses affected, and 15 schools 
closed. Standing water became contaminated with sewage and fuel, creating 
a serious public health threat in many parts of the city. Damages to the 
infrastructure have been estimated at $100,000,000, and agricultural losses 
will exceed $219,000,000. 
Recent experiences with large-scale disasters have created a strong 
motivation for local officials to begin mitigation efforts. Miami-Dade County 
rests within a 12-mile wide stretch of land between the Everglades to the 
west, and the Atlantic Ocean to the east, that is particularly vulnerable to 
hurricanes and tropical storm systems, highlighted by the impact of Hurricane 
Andrew in 1992, Hurricane Irene in 1999, and the October floods of 2000. Its 
geographic vulnerability is magnified by a complex local government system 
that makes communication and coordination difficult. Miami-Dade County 
consists of a network of local governments made up of 30 municipalities, and 
the unincorporated municipal services area. Each of the 30 municipalities has 
signed on to participate in the LMS program. The goal of the LMS program is 
to pre-identify and prioritize county and community projects that could reduce 
that area's vulnerability to future disaster losses. 
After Hurricane Irene, the Miami-Dade County Flood Management Task 
Force was created in 1999 to make region-wide recommendations. 
Immediately following the October floods, the state governor formed the 
Governor's South Florida Flood Management Working Group. This group 
represents an expanded effort to include more state and federal agencies, as 
well as local public and private sector interests to push forward the 
implementation of mitigation projects identified by the county and 
municipalities. The LMS program has become an important part of the 
strategies pursued by these groups, and a basis of local planning initiatives 
and projects. 
The people of Miami-Dade County are dependent on gravity-driven spillway 
structures for the primary flood control. Since land elevations are so low, the 
tidal cycles influence how much flow can be removed in the critical hours after 
a 
heavy rain. The county has little or no flood control capacity during incoming 
tides. Furthermore, because of the proximity of the canal system to 
Everglades National Park and Florida Bay, water control operations have the 
potential to create a significant negative environmental effect. Single focus 
flood control operational policies, such as extreme draw downs, could 
produce negative impacts to the water supply and to sensitive ecosystems in 
the region, and would not be allowed under state and federal environmental 
protection laws. 
Prioritization and the Creation of Local Mitigation Strategies 
The counties, in conjunction with their municipalities, were asked by the 
State to establish Mitigation Strategy Working Groups that would be 
responsible for developing the single, unified LMS. The working groups 
brought in other agencies and non-governmental organizations as active 
partners in the process. The state published an LMS Guidebook that 
established a consistent set of standards and procedures for each of the 
working groups, and the participants agreed to attend LMS workshops and 
technical training sessions. Funds were allocated according to population 
and to each community's vulnerability in terms of repetitive loss, risk, and 
mutual aid participation. 
In South Florida, the LMS program has created an unprecedented degree of 
cooperation among local, state, and federal agencies, as well as educational 
institutions, private relief organizations, business, and community 
organizations. This has been demonstrated in the coordinated local response 
to the October, 2000, floods, and also by the region-wide commitment to a set 
of comprehensive flood control initiatives and projects. 
A comprehensive tree trimming project based on experiences with wind 
damage during Hurricane Andrew. Tree trimming was given a high priority by 
the county as a whole, and by the separate municipalities. This initiative is to 
develop measures that reduce debris and protect the infrastructure from 
damaged sidewalks, curbs, water and sewer lines, power and phone lines 
(underground and overhead), and clogged storm drains. Also, the initiative 
identifies the best trees to plant; those that can stand wind, flood, or drought, 
and the proper pruning techniques to increase their survivability. 
The ability to mitigate and respond to the effects of any hazard is largely 
determined by the social structures and processes in place when a 
community is impacted. Equally important as its physical infrastructure is the 
strength of its institutions and organizations, including the viability of local 
government, businesses, churches, schools, social organizations, and 
families, as well as the social processes in place to promote coordination, 
cooperation and effective decision-making. Keeping these organizations 
informed is the key to any successful mitigation effort. 
In a multi-lingual and culturally diverse metropolitan area, such as Miami-
Dade, community outreach and public information campaigns are necessarily 
multifaceted. Information has to be distributed through multiple media 
channels and materials must be available in languages other than English. 
Two of the communities that have been hit hardest by recent floods, North 
Miami, with a large, Haitian, Creole-speaking population, and Sweetwater, 
with a predominantly Hispanic population, placed public information and 
community outreach among their top priorities. The municipalities proposed 
to develop Spanish and Creole videos, brochures, and newsletters to promote 
awareness of emergencies, and to educate residents on possible mitigation 
measures that they can take in their homes and neighborhoods. Both of these 
communities have a long history of repetitive loss, and both are primary 
targets of proposed mitigation efforts. Community outreach provides the 
means for getting the local communities behind these efforts.


Creating a Better Future 
The benefits of the LMS process became apparent in the October floods. The 
local response to the floods was strong, well organized, and coordinated. 
That coordination was created in the process of linking all of the different 
emergency response units in the context of the LMS. The prioritization tool 
reduced conflicts, and allowed communities to communicate their needs and 
interests. Increased communication meant a more coordinated response 
when the floods occurred. 
With the prepared response in place, mitigation proponents were able to use 
the floods as an opportunity to push for the immediate implementation of 
mitigation initiatives and projects. The Governor announced that flood 
mitigation in Miami-Dade County was moving to the top of the state's 
agenda, and local agencies began to prepare to move their projects into the 
implementation stage. The Mayor of Sweetwater, one of the hardest hit 
municipalities in recent floods, highlighted the importance of the work on 
LMS. Speaking to the Governor's Working Group he said, "You are our 
solution and our salvation. Sweetwater from one point to the other was 
flooded. This is no longer acceptable. We need to solve this problem now. Is 
the next 100-year storm six months off?" 
The long-term benefits of the Miami-Dade LMS are just beginning to 
materialize, and the city will certainly face another potentially disastrous 
flooding situation in the near future. The tropical storms and hurricanes will 
continue to visit the city. The rains will come and the canals will rise. Next 
time, however, the local communities may avoid the familiar scenes of 
flooded homes, streets, and schools. When that happens, the city can thank 
the hard-working and farsighted group of people that decided that they could 
bring their diverse communities together to solve a shared problem. They 
have taken on political, cultural, and economic obstacles that others have 
chosen to accept, and Miami may well be a much better place to live 
because of this.



Petersburg, Illinois - Flood Mitigation - Youth Involvement 
In the past few years, a group of high school students at PORTA High School 
have brought their community national recognition through a project centered 
on revitalizing flood-prone properties. Through a $386,000 Hazard Mitigation 
Grant Program buyout project, the city purchased a neighborhood that 
suffered severe flooding in 1994. The students who belong to the PORTA 
Community Problem Solvers Club creatively involved the entire community in 
transforming a blighted, flood-prone area into a flood-resistant focal point for 
the city. The ambitious project incorporates a flower garden, children's 
playground, community grove, and prairie restoration. 
Acting on a request by the students, the Petersburg City Council turned the 
land over to the students, empowering them to develop a plan, obtain 
funding, and implement the project. The Problem Solvers formed an initial 
partnership with the Petersburg Rotary Club. The Rotarians assisted in 
applying for grants, provided a sizable donation to the playground, and 
carried out a letter writing campaign to solicit donations from local 
businesses. They sought funding from a local bank and were rejected. The 
students demonstrated persistence. They obtained in-kind assistance from a 
master gardener to assist in planning the flower garden. Another resident 
offered the use and operation of his earth-moving equipment to prepare the 
land for planting. The American Legion joined in the cause, providing a 
flagpole and U.S. flag for the garden. The legion has since volunteered to 
provide long-term garden maintenance. Another student group, sponsored by 
AmeriCorps, assisted in planting. 
The Problem Solvers surveyed local elementary school children to plan the 
playground. Elementary school children throughout the district also grew 
flowers for the garden as part of a science project. Awesome Angels, a group 
of pre-school - 1st grade students from the local Presbyterian Church, helped 
to clean up the playground area. The Problem Solvers also received 
assistance from junior and senior high school church youth groups who 
helped to install the playground equipment. 
The students worked with state environmental and planning officials to apply 
for and obtain the necessary permits and clearances to install the playground. 
Funds were raised through an "Abe Auction." Large plywood silhouettes of 
Abe Lincoln were cut by vocational technical students at PORTA High School 
and painted in Abe's characteristic look. Local businesses were offered an 
Abe to dress in a manner reflecting the nature of their business (pharmacist 
for the local drugstore, etc.). The Abes were displayed in the business 
locations, with a place for donations provided nearby. At the end of the 
display period, the Abes were sold at a community auction. 
The students applied for a grant from the state of Illinois and were rejected 
upon their first application. A subsequent grant request was successful. As 
the project became better known, the flow of donations increased. The 
Problem Solvers presented their project at state, regional, and national 
conferences, gaining supporters and donors along the way. The community 
turned out to support the "First Citizens Grove." Trees have been planted to 
honor community leaders, officially known as "First Citizens." The trees are 
purchased and planted by another local group. Presently, the prairie 
restoration is in the planning stages; the students have partnered with a 
nearby university to strengthen their team for this component. 
In addition to other fundraising approaches, the Problem Solvers created 
laminated place mats highlighting interesting individuals from Petersburg 
history, including Ann Rutledge and Edgar Lee Masters. The place mats were 
offered to local restaurants in limited quantities to increase the project's 
visibility. They also were offered for purchase. 
The fundraising effort has been so successful that the students have been 
able to fund the majority of the project, with money left over to establish a 
capital maintenance fund for the children's playground. The students 
identified the following strategies as key to their success: 
¥	Be persistent; never give up. Keep stepping over obstacles; just 
because you are turned down once doesn't mean that you won't be 
successful a second time or under different conditions. 
¥	Plan and execute for the long term to achieve lasting results of benefit 
to the community. 
¥	Think as broadly as possible with regard to potential partnerships; look 
at individuals as well as community-based and faith-based groups. 
¥ Enable others to feel a sense of ownership in the project. 
¥	When you need money, send a kid to ask for it! It's hard to turn down a 
sincere young person. 
¥	Visibility is important. Once people become aware of your success, 
they are more willing to jump on the bandwagon. 


Brainstorming Techniques 
Brainstorming is designed to encourage a group to express various ideas and 
to defer critical judgment until later. Everyone offers ideas that are listed, 
combined, improved, and changed into various other ideas with the end 
results being agreement on a final resolution. You want to create an 
uninhibiting environment - no idea is a bad idea - to encourage out-of-the-
box thinking. 
Procedures: 
¥	Usually a group of 6-12 people discuss a specific problem, question, or 
issue. 
¥ One person records all the comments. 
¥	Encourage any and all ideas - the more creative the better! Quantity 
breeds quality - the more ideas you get, the more likely you are to arrive at 
the best solution. 
¥	Defer judgment - although it's instinctive to immediately judge an idea, 
deferring judgment, and reviewing all the ideas and evaluating them is the 
best way to get at the best ideas. 
¥ Evaluate the ideas at the end of the session. 
¥ At the end of the brainstorming, make three lists: 
1. Ideas of immediate usefulness 
2. Areas for further exploration 
3. New approaches to the problem, question, or issue 

Section 2 - Setting up for Success 
Red Cross Contact Information 
http://www.redcross.org/where/chapts.html 
VOAD Contact Information 
http://www.nvoad.org/membersdb.php?members=State 
Project Lists 
See Section 5 of Resource Guide on Page 37


How to Recruit Volunteers 
www.nonprofits.org/npofaz/keywords/5s.html (extensive tips and articles on 
volunteer recruitment)


Mitigation Opportunities List 
See Section 5 of Resource Guide on Page 37 
Section 3 - Program and Project Development 
Mentoring 
www.mentoring.org 
Funding Resources List 
See General Resources Section of Resource Guide on Page 58 
IBHS - Institute for Business & Home Safety 
www.ibhs.org


Safe Rooms 
www.fema.gov/mit/saferoom/faq.shtm 
www.fema.gov/mit/saferoom/resources.sht
m 
NVOAD - National Voluntary Organizations Active in Disaster 
www.nvoad.org


How to Find a Facilitator 
International Association of 
Facilitators www.iaf-world.org 
Facilitators work and consult with public, private, and non-governmental 
sectors. They practice organizational and social change using group process 
methodologies that include: 
¥ Group problem solving and decision-making 
¥ Strategic planning 
¥ Team building 
¥ Participatory planning 
¥ Idea generation and experiential learning 
¥ Large group facilitation 
¥ Online facilitation 
¥ Training, mentoring, and coaching 
¥ Leadership training 
¥ Electronic meeting support 
¥ Focus groups/discussion moderation 
¥ Technology of Participation (ToP(tm)) 
¥ Group process consultation 
¥ Board development 
¥ Information systems development 

Local school districts, community colleges, universities, education 
associations, and utilities often supply facilitators on a variety of subjects and 
sometimes at no charge. 
Community Organization and Public Consensus 
International Association for Public 
Participation www.iap2.org


Citizen Corps 
www.citizencorps.gov 
Citizen Corps was created after September 11 to help all Americans know 
how they can make a difference through volunteer service. Citizen Corps 
Councils help drive local citizen participation by coordinating Citizen Corps 
programs, developing community action plans, assessing possible threats, 
and identifying local resources. 
Citizen Corps is coordinated nationally by the Federal Emergency 
Management Agency (FEMA).


Environmental Protection Agency (EPA)'s Community Cultural 
Profiling Guide: Understanding a Community's Sense of Place 
www.epa.gov 
The Community Cultural Profiling Guide is designed to help develop a more 
sophisticated, comprehensive understanding of the social dynamics involved 
in community-based efforts. The guide outlines a flexible step-by-step 
process for building a Community Cultural Profile by identifying local values, 
beliefs, and behaviors as they relate to community life and the surrounding 
natural environment. Profiles reveal such things as local knowledge about 
particular issues, the language community members use, key subgroups 
within the community that influence these issues, historical trends in natural 
resource use, and other social factors. This information is crucial in 
developing sustainable strategies for community participation and planning 
regarding environmental protection. 
The guide introduces the concepts of "community" and "culture" and the 
guide'
s 
social science premise. It presents reasons for conducting a community 
profile, steps on how to proceed in a profiling project, and ways to use the 
results for strategic planning purposes. Users of the guide can choose from 
a list of community characteristics to investigate, including: demographic 
information, jobs and the economy, environmental awareness and values, 
governance and community decision-making, information flow and 
leadership, and community capacity. 
The guide describes methods for collecting needed information, such as 
surveys and polls, focus groups, interviews, census and economic data 
investigation, idea mapping, and content analysis. In most cases, it provides 
detailed directions on how to use a particular method. In other cases, it 
provides references to other publications, websites, or sources of expertise for 
more information. The guide 
also includes easy-to-use worksheets and a case study illustrating a 
community cultural profiling project.


AmeriCorps 
www.AmeriCorps.org 
AmeriCorps is a network of national service programs that engage more 
than 50,000 Americans each year in intensive service to meet critical 
needs in education, public safety, health, and the environment. 
AmeriCorps members serve through more than 2,100 nonprofits, public 
agencies, and faith-based organizations.


Volunteer Management and Recruitment 
The following web sites include a wealth of information on recruiting 
and managing volunteers: 
www.energizeinc.com 
www.serviceleader.or
g


Mentoring 
www.mentoring.org 
The National Mentoring Partnership is an organization that promotes, 
advocates, and is a resource for mentors and mentoring initiatives. This web 
site offers a wealth of tools and ideas you can use to be a great mentor or 
run a great mentoring program. 
A mentor is defined as someone, who through knowledge and experience, 
can offer guidance, knowledge, experience, encouragement, and 
motivation. 
The Institute of Cultural 
Affairs www.icaworld.org 
The Institute of Cultural Affairs is a world-wide private, non-profit organization 
whose aim is to develop and implement methods of individual, community, 
and organizational development. ICA activities include community meeting 
facilitation, educational research and training, organizational transformation, 
youth and women'
s programs, sustainable rural development symposia and 
projects, leadership training, personal development workshops, 
strategic planning seminars, conference facilitation, documentation, 
and evaluation.


Tax-Exempt/Tax-Deductible 
Often, businesses or individuals will ask if their donation is tax-deductible. 
Technically, the IRS recognizes donations to 501(c)(3) designated, non-
profit organizations as tax-deductible. If your organization is a 501(c)(3) 
organization, then the donation should be deductible. Information on 
forming a 501(c)(3) is 
available in the Resource Guide. It is always advisable to have donors 
contact their accountants for advice on tax write-offs.


Contacting Local Schools and Higher Education 
Higher Education: 
Colleges and universities can be an excellent source for enthusiastic 
volunteers, logistical support, and, at times-even funding. Many colleges 
and universities employ a full-time community service liaison or can direct 
you to a student-run service group. In addition, many large universities have 
departments that may study mitigation or incorporate study of natural 
hazards into their curriculum. Professors who study weather, geology, public 
administration, community development, or community planning may be 
interested in partnering with your group on mitigation projects. 
Similar to approaching volunteers or new organizations, approaches to 
universities should be framed to present your program as corollary to the 
mission of the college/university or program. Volunteer experiences are often 
attractive to higher education. 
Local Schools: 
Local schools, particularly high schools, can be a valuable resource as well. 
Many schools have community service programs and can act as a great 
volunteer resource. When contacting local school districts, attempt to work 
within established channels of communication. Most school districts have 
contact information listed on the Internet or in your local phone book. Larger 
districts may have an information officer you could contact, while smaller 
districts may require you to contact vice principals directly at the schools 
you're interested in working with. Either way, working with local schools can 
enrich your program immensely.


SAMPLE: HOMEOWNER'S/RESIDENT'S/TENANT'S ASSUMPTION 
OF RESPONSIBILITES AND RISKS LIABILITY RELEASE FORM 
I ___________________________________________ have received an 
orientation or have read and understand all the information presented about 
the ________________ mitigation project and agree to accept the risks and 
responsibilities associated with participating in the event. 
I authorize ___________________ volunteers to perform the following work 
("Work") in my home or apartment unit: (Check the items that are 
authorized) 
_________ Conducting a survey of my home or apartment (Hazard Hunt)
_________ Installing latches on cabinet drawers and doors
_________ Anchoring/bolting bookcases and/or china cabinets
_________ Securing safety straps on heavy items such as appliances
_________ Attaching safety hooks to pictures and/or wall hangings
_________ Rearranging furniture items for safety purposes
_________ Using museum wax on breakable/valuable items

I understand the Work may require drilling holes in the walls of my home 
or apartment unit, use of museum wax on breakable/valuable items, 
installing industrial Velcro on my furniture, equipment, appliances, and 
walls and may cause other damage or alterations to my personal 
property and my unit. 
In the event of injury, I give my consent to 
________________________ volunteers and representatives to 
administer first aid and to secure medical services on my behalf. 
I understand that my participation in the __________________________ 
event is voluntary and that the Work will be performed free of charge by 
volunteers. I further understand that all of the supplies used to perform the 
Work are also free of charge and provided by _______________________ 
and/or its supporting partners. 
I have been advised and understand that the Work will not guarantee or 
insure my safety during an emergency or disaster and that the anchored 
property may move, fall, injure or damage other property, me or other 
persons during an emergency or disaster. 
Further, I _________________________________________, hereby release 
and forever discharge ________________________________________, its 
volunteers, representatives, sponsors, partners, and each of their officers, 
agents and employees from any and all liability, expenses and claims of any 
kind, nature and character, including attorney fees and costs, for injuries 
and/or damages, that may occur to me or my personal property, in connection 
with the Work.


Tenant's Assumption of Responsibilities and Risks 
Liability Release Form 
By signing my name below, I agree to the above conditions of participation 
and
acknowledge that I have read and understand the conditions of participation 
as
described above.

______________________________________
___________________________
Signature of Tenant Date

_____________________________________________________________
___
____________________
Address of Tenant:

_______________________________________
___________________________
Signature of Property Owner Date
or Landlord on behalf of Property Owner

_____________________________________________________________
___
____________________
Address of Property Owner or Landlord


TENANT'S SATISFACTORY COMPLETION OF WORK STATEMENT 
I, ___________________________________________, hereby attest that 
the non-structural mitigation work (the "Work") that was performed by 
________________________________ volunteers, meets my approval and 
has been completed to my satisfaction. 
I have been advised and agree that, if I find any discrepancies, I will contact 
the ______________________________ coordinator immediately and that 
any discrepancies will be addressed in a timely manner and not later than 
the last day of the event. 
______________________________________
__ Signature of Tenant / Date


Volunteer Liability 
Liability is always a concern for volunteer groups. Mitigation work could 
potentially expose your volunteers to dangerous situations. Liability 
concerns should not deter your group from pursuing your goals, but you 
should be aware of the available information. 
There is general information regarding the Volunteer Protection Act of 1997 
available online at the following locations. The web sites contain 
information on when organizations can and cannot be held liable for 
volunteer behavior and/or injury: 
http://www.canonprofits.org/risk/articles/insuring.html 
http://www.eriskcenter.org/knowledge/normac/insuring.ht
ml http://nonprofitlaw.com 
Understand that the majority of information presented here applies to 
recognized non-profit organizations. Information on becoming a registered 
non-profit is available in the resource guide. In addition, volunteer law may 
vary from state to state. Please consult with a local resource for laws in your 
state. 
Information on obtaining insurance coverage for your group can be 
obtained here: 
http://www.cimaworld.com 
http://www.nonprofitlaw.com - a web site for tax-exempt organizations with 
information about how to start a nonprofit, nonprofit resources, and 
publications and information about the Volunteer Protection Act of 1997


Brief Synopsis: Volunteer Liability and the Volunteer Protection Act of 
1997 
If your organization takes advantage of this dedicated, unpaid labor force, you 
should be aware of how to protect both your organization and your volunteers 
from legal claims. The Volunteer Protection Act of 1997 removes volunteers 
(any individual performing services for a non-profit organization or 
governmental entity who does not receive compensation - other than 
reasonable reimbursement or allowance for expenses - in excess of $500 per 
year) from liability for negligent acts or omissions committed while acting 
within the scope of their duties as volunteers. The Act does not, however, 
relieve a volunteer from all responsibility for his or her actions. Specifically, 
the Act does not protect volunteers if their acts or omissions result from: 
¥ Willful or criminal misconduct 
¥ Gross negligence 
¥ Reckless misconduct 
¥	Conscious, flagrant indifference to the rights or safety of the individual 
the volunteer harms 

In addition, the Act does not cover volunteers if the harm is caused by the 
operation of a motor vehicle, vessel, aircraft, or other vehicle for which the 
state requires an operating license or insurance. Also, any misconduct that 
constitutes a crime of violence, a hate crime, a sexual offense, or violates a 
federal or state civil right law is not protected by the Act. Finally, the volunteer 
is not protected if he or she was under the influence of intoxicating alcohol or 
any drug at the time of misconduct. 
Be sure to find out if your state has made any changes to the Act. States 
can preempt the Act if they have other laws that provide volunteers with 
additional liability protection or opt out of coverage under the federal law. 
States also have the authority to (1) require nonprofit organizations to 
provide mandatory training for volunteers; (2) be liable for the acts or 
omissions of their volunteers to the same extent that they are liable for their 
employees and agents; and/or (3) carry insurance for individuals who may 
be harmed by volunteers. 
To limit the legal exposure of your organization and its volunteers: 
1. Treat your volunteers like you treat your paid staff: 
¥ Develop volunteer position descriptions 
¥ Use and carefully screen volunteer applications 
¥ Train and closely supervise your volunteers 
2. Promptly investigate and respond to any complaints or concerns regarding 
a volunteer'

s actions. 
3. Secure insurance protection for your volunteers, as well as your staff, 
officers, and directors. 

Section 4 - Media, Publicity and Recognition


How to Write a News Release 
When used properly, a news release can be the most valuable public 
relations vehicle for gaining publicity for an organization and its events. 
However, a poorly written or poorly designed story will fail to serve its 
purpose as it blends into the stacks of news releases that arrive at an editor's 
desk everyday. The most important thing to remember when writing the news 
release is that the story will have to appeal first to the editor and then to the 
general readership. Therefore, it must cover interesting subject matter, be 
written professionally, and organized in proper format to even gain initial 
consideration. The following tips will help in generating a news release that 
both stands up to the competition and endures the editor's scrutinizing eye. 
Tips for creating a successful news release: 
¥	Research and become familiar with publications. Ü Research what kinds 
of stories and topics are published Ü Explore basic facts about readership and 
circulation 

¥ Localize story or tailor to specific audience and reader interest. 
Ü	Consider what makes the story interesting to the publication or readers 
you are addressing, and highlight these aspects in the release 
¥	Write news releases that are newsworthy. Ü Make news releases timely 
Ü Search for unique angles on otherwise ordinary events Ü Explain how the 
story affects the lives of the readers 
¥	Begin with an effective and captivating lead that states the basics. Ü 
Hook readers with an interesting first sentence Ü Provide details about who, 
what, where, when, why, and how 
¥	Use journalistic form and style. Ü Write objectively; avoid sounding like 
an advertisement Ü Practice proper grammar and spelling (Associated Press 

Stylebook) 
Ü Order information from most important to least important 
¥	Keep the release simple; do not exceed one page unless necessary. Ü 
Include only relevant information 
¥	Follow up important releases with phone calls that both ensure the 
release was received, and allow contact with the editor to further pitch the 
story. 

News Release Template 
Contact: NEWS RELEASE
(Name)
(Title) For Immediate Release
(Date)
(Phone Number)

Headline Explaining What News Release Is About 
CITY, State - Begin with a short and concise lead sentence that explains 
generally what the story is about and draws the readers into the story. 
Complete 
the first paragraph by describing the who, what, when and where of the story. 
The middle paragraphs continue with details to further describe the 
essentials of the story and support the lead paragraph. In these paragraphs, 
the 
writer can quote credible authorities that represent key parties in the issue. 
The middle paragraphs should also include the significance of the story to 
the readers, as well as any positive features about the event being described. 
Use as much space as necessary, but only include main points. 
The final paragraph should be the least important because editors will 
often chop off the bottom of a story to make room in the publication. This 
paragraph should summarize any key facts or issues and clarify any 
additional 
information. 
At the bottom, the organization can include a statement, called a 
"motherhood" statement, that explains who the organization is and what it 
does. 
This should be the same on all news releases by the organization and is 
similar 
to a mission statement. Double space the copy. 
###
(the # symbol indicates the end of the release; center it at the bottom)

Media Relations - How to Work with Media


Media Relations 
Developing a relationship with members of the media that will potentially print 
your news release can be the most successful way to see your articles in print 
on a regular basis. Aside from writing professionally and maintaining high 
standards in the news releases that are sent out, it is helpful to form 
partnerships with editors and reporters. These partnerships can range from 
knowledge of professional preferences to genuine friendships. By fostering 
respect and personal relationships, an organization can avoid the 
complications and misunderstandings that often accompany faceless media 
relations.


How to Write a Publicity Plan - courtesy of Annmarie Marek 
(slightly modified) 
Annemarie Marek is the principal of Marek & Company, a Dallas-based 
consulting firm that specializes in business publicity and promotion. She 
has lectured widely on "How to Market Your Small Business." 
PR Point #1 - Know your organization's and/or project's goals. Define the 
goals of your organization/project and the means to reach them through 
effective publicity. 
PR Point #2 - Identify the media that will best serve those goals. Many 
people like the prestige of securing publicity in a popular medium, such as 
their local newspaper or on television. The reality is that unless this medium 
delivers results that relate to your goals, the publicity is of little value. 
PR Point #3 - Stay "niche-oriented" with your news. Target news about 
your project to the specific audiences that you want to engage. 
PR Point #4 - Create a separate media database of information. Include 
the name of the publication and for broadcast medium, the editor's name, 
the street address, the direct phone line, the fax number, and the e-mail 
address. These contacts will get to know everything about your organization 
over the long-term so that you become "visible." 
PR Point #5 - Contact the media for editorial calendars or programming 
schedules, and create a year-long media planning calendar. Become familiar 
with the "feature of the month, week, day, or hour." Understand what the 
editor or news department wants in order to match your project/goals with the 
various news/editorial cycles. 
PR Point #6 - Match your news to the interests of the editors. 
PR Point #7 - Pitch your story or news idea to editors via fax or email, not 
mail. It's faster, cheaper, and can actually aid an editor under deadline. 
Develop a 
one-page format that allows the editor to respond to your story idea with a 
"fax back" response on the same page. 
PR Point #8 - Keep plugging away with news angles that sell your 
project/organization to the editors. Editors will become familiar with your 
mission as you send them newsworthy press releases on a regular basis. 
The key is to stay in touch. 
PR Point #9 - Don't expect publicity to work like advertising - it is not a 
controllable medium. With advertising, you plan your schedule, the 
frequency of the ad, and the related costs. With publicity, you'll never know 
its length and, often, you may not know when it is scheduled to run. 
Be constant in your news making, and you will constantly find your 
organization/project in the news. By staying focused with your media and 
your message, you will also discover the payback in terms of increased 
visibility and increased Emergency Manager and CBO/FBO participation in 
mitigation activities.


News Story Formats 
Hard News Stories 
¥	Hard news stories often are structured in the traditional Inverted 
Pyramid style. The Inverted Pyramid organizes information with the most 
important information at the top of the story - often the "Who, What, When, 
Where, Why, and/or How." This method allows readers to gain the most 
interesting and pertinent information quickly in anticipation that they may not 
read the entire article. In addition, the Inverted Pyramid allows editors to 
delete information from the end of the story without cutting critical material. 
¥	Use the hard news format when announcing basic information on a 
mitigation activity or in recognizing volunteers for an outstanding effort. 

Feature Stories 
Common types of feature stories: 
¥	A personality profile: A story on an unusual person who has interesting 
incidents, experiences, and anecdotes to tell 
¥	An advice story: A "how-to" story with useful information, especially 
from a recognized expert or person with documentable experience 
¥	An experience story: How someone did something unusual yet 
valuable to readers 
¥ An explanation of a current issue or problem, or of science or research 
¥	Use the feature story format when you want to share more detailed 
information. 

In writing a feature story, follow these steps: 
¥	Select a clear, strong focus, and organize the content to achieve your 
purpose based on what kind of feature you are writing. 
¥ Make a list of main points to cover in any interview(s) you plan to conduct. 
¥	When you interview, get many specifics to back up general facts or 
quotes your interviewee gives you: numbers, examples, incidents. 
¥	Remember to cover the 5 Ws and 1 H (who, what, when, where, why, 
how). 
¥ Put lots of human interest in the story via people and quotes. 
¥	Let the interviewee tell the story through paraphrases, direct quotes, 
and partial quotes, with attribution in every paragraph. 
¥ Especially work hard on the headline, lead, and ending. 

News Writing Language & Style 
The Associated Press (AP) Stylebook is often the preferred standard writing 
tool for most journalists. It will help you win over editors and news-seekers 
and ultimately help get your information placed if you follow the AP style as 
closely as possible. Common references in the Stylebook include: the 
differences between "effect" and "affect" and "ensure" and "insure"; correct 
usage of prefixes and suffixes; accurate and ethical use of direct quotes; 
references to the race, sex, religion, disability, and/or ethnic origin of a 
newsmaker; use of first names and titles; and capitalization and punctuation. 
The AP Stylebook is readily available at most bookstores.


Special Event Planning 
Special events are creative tools that can bring organizations and their 
publics together while simultaneously creating positive publicity. The events 
can range from small-scale events that bring affected parties together to 
large-scale, community-wide events that create a fun atmosphere for an 
entire public. In addition, the events can be related directly to a specific 
centralized theme or can be a general method for developing awareness. 
Either way, the special event needs to be a positive experience for all people 
involved, and so planning becomes an important step of the process. 
Following are some ideas for how to plan and promote a successful special 
event. 
¥ Consider what type of event would be most relevant for your organization 
and would most effectively fulfill its need. Ü Formal or informal community 
meetings Ü Barbecues/picnics Ü Volunteer charity events Ü Anything is a 
possibility 
¥	Brainstorm ideas Ü List creative ideas, big or small, that can make the 
event unique. Ü List all possible problems that could occur, and consider ways 
to 

prevent them before they occur. 
¥	Consider a range of potential promotion vehicles relevant to the event Ü 
News releases, advertisements Ü Posters Ü Personal invitations 

¥ Create a step-by-step list of all tasks that must be completed before the 
event can be carried out. Ü Include minor tasks, and assign people to carry out 
each task. Ü Write them down, whether they seem self-explanatory or not. 

¥ Recruit sufficient volunteers to ensure that the event runs smoothly. 
Ü Plan far in advance so that the day of event doesn't find you 
scrambling to place people where you need more help. 
Ü	Assign one person a management/public relations role to direct 
everybody where they need to go (including media) and to answer questions 
anyone might have. 
¥	Create emergency/alternate plan if something goes wrong. Ü Avoid 
assumptions about what is going to happen. Ü Be creative when considering 
things that could damage the 

effectiveness of the event.


Sample Media Timeline for Special Event 
One Month prior To Event Day 
¥	Designate one person who will coordinate activities and information-
gathering from local participants. 
¥ Set agenda/schedule for kick-off events. 
¥ Identify speakers/presenters for events. 
¥	Prepare contact list for those involved in planning and media outreach. 
List should include at least one contact for each partner involved in kick off 
events. 
¥ Obtain folders to use for media kits. 
¥ Obtain materials to use for media kit folders. Three Weeks prior to Event 
Day 
¥ Draft one-pager identifying activities as they pertain to your community. 
¥	Identify spokespeople (i.e., business leaders, retro-fitted family, civic 
officials) that will be made available for media interviews. (Spokespeople are 
generally those individuals involved in kick-off events.) 
¥ Draft media advisory based on event schedule. 
¥ Develop talking points for people to use while pitching the media. 
¥ Develop local media list. 
¥ Contact photographer to cover events. 
¥ Contact local camera crew to record events. 
¥ Begin the production of banners/signage to post at event sites. Two Weeks 
prior to Event Day 
¥	Initiate information gathering from partners to obtain necessary 
information for partner bios/profiles. 
¥ Draft news release. 
¥ Draft city profile. 
¥ Draft condensed schedule. Ten Days prior to Event Day 
¥ Distribute media advisory to local media list. 
¥ Begin contacting media to encourage them to cover the events. Five Days 
Prior to Event Day 
¥ Copy all approved documents to prepare for media kit compilation. 
¥	Determine role for photographer at events (designate types of photos 
for the photographer to take during the events - i.e., action shots, photos with 
families, etc.) 
¥ Continue media calls/media pitching. 
¥ Compile media kits. Two Days prior to Event Day 
¥ Alert monitoring service to look for stories in the local media. 
¥ Continue media calls/media pitching. Event Day 
¥ Distribute news release to local media. 
¥ Distribute media kits at kick-off events. Within 24-48 hours of Event Day 
¥	Monitor for stories in local media. Send copies to FEMA, state 
emergency management, and state, local, and national organizations that 
were involved. 
¥ Obtain from photographer a contact sheet of event photos. 


Inspirational Quotes to Use in Volunteer Recognition 
¥	"Some succeed because they' re

re destined; others succeed because they' 
DETERMINED!" Author Unknown 
¥	"If you can see the obstacles in front of you, then you have taken your 
eyes off of the goal." Author Unknown 
¥	"Positive thoughts bring positive results." Author Unknown 
¥ "Challenges can be stepping stones or stumbling blocks. It'

s all in your 
perspective." Author Unknown 
¥	"We all have that spark within us to do something great. We just have 
to find the motivation and the determination to get the fire going." Author 
Unknown 
¥ "Clear your mind of can'

t.
" Author Unknown 
¥	"The actual is limited, the possible immense." Author Unknown 
¥	"Dream and dare. Let no one demoralize you. Do not allow anyone to 
deter you. Pursue your goal even in the face of difficulties. Convert difficulties 
into opportunities; for difficulties are divine surgeries to make you better and 
not bitter." Author Unknown 
¥	"You will never plough a field by turning it over in your mind." Author 
Unknown 
¥	"Things won are done, your soul lies in the doing." Shakespeare 
¥	"Admire those who attempt great things, even if they fail." Seneca 
¥	"The beginnings of all things are small." Cicero 
¥	"An overnight success usually takes about ten years." ---Author 
Unknown 
¥	"Great are those who dare to try..." ---Author Unknown 
¥	"Once you set your mind with enthusiasm and persistence, nothing is 
impossible." ---Author Unknown 
¥	"Great things are not done by impulse, but by a series of small things 
brought together." ---Vincent Van Gogh 
¥ "Silent gratitude isn'

t much use to anyone." ---
G.B. Stern 
¥	"Gratitude is the memory of the heart." ---Massieu 
¥	"How far that little candle throws his beams! So shines a good deed in 
a weary world." ---William Shakespeare 
¥ "The content of a man'

s character is not where he stands in times of 
comfort and convenience, but where he stands at times of challenge and 
controversy." ---Martin Luther King Jr. 
¥	"When you dig another out of their troubles, you find a place to bury 
your own." ---Anonymous 
¥	"Never give in --never, never, never, never." ---Winston Churchill, 1874-
1965, British Statesman, Prime Minister 
¥	"There is one thing stronger than all the armies in the world, and that is 
an idea whose time has come." ---Victor Hugo 

Section 5 - Identifying Projects
Mitigation Project Ideas
Flood

¥	Working with your local planning office, use Global Positioning 
Systems (GPS) to map the longitude and latitude of structures at risk from 
flooding. Alert residents and provide information about how they can mitigate. 
¥	To increase public awareness of flood hazards in the community, post 
markers showing the Base Flood Elevation. 
¥	Post signs showing height of past flooding events. Provide information 
about how people can prevent damage in a similar event. 
¥	Remove all debris from culverts, streams, and channels to allow the 
free flow of potential floodwaters. 
¥	Clean storm drains and gutters, and remove debris from residential 
properties to allow free flow of potential floodwater. 
¥ Build or provide platforms for residents to raise their appliances. 
¥ Construct a rain garden to help minimize flooding. 
¥ Rehabilitate abandoned lots into gardens that provide drainage. 
¥ Plant vegetation in areas that are at risk for mudslides/landslides. 
¥ Perform stream restoration activities. 
¥ Help a licensed plumber distribute and install backflow valves. Fire 
¥ Conduct a wildfire risk assessment. 
¥ Install smoke alarms. 
¥	Distribute smoke alarm batteries and/or reminders to change batteries 
or check alarms. 
¥	Move shrubs and other landscaping away from the sides of homes, 
public buildings, businesses - replace with plants that resist or retard fires, 
where possible. 
¥	Clear dead brush and grass from properties so that it will not be there 
to fuel a spreading fire. 
¥ Assist licensed professionals in removing trees near homes. Earthquake 
¥ Install cabinet locks. 
¥	Secure televisions, computers, or other heavy appliances and 
equipment using flexible straps. 
¥ Anchor bookshelves/large cabinets to walls. 
¥ Strap water heaters to walls. 
¥	Work with local building department to inspect homes and identify and 
implement improvements. This may include adding foundation walls or 
strengthening cripple walls. 
¥ Use museum wax to secure small items, such as knick-knacks or pictures. 
¥	Distribute and/or display FEMA 74, Non-Structural Guide, in 
appropriate places. 


Wind 
¥	Work with a local arborist to identify species of trees that are more 
resistant to high winds. Help promote the use of these trees. 
¥	Check and repair security devices, such as windows and door locks, 
and other light maintenance work. 
¥ Secure or remove items that could become projectiles in high winds. 
¥ Conduct minor repairs to the homes of the elderly. 
¥ Install and/or secure storm shutters. 
¥ Distribute and/or install hurricane clips and straps. 
¥ Strengthen windows and doors. 
¥ Build a demonstration safe room. 
¥ Assist licensed professionals in removing trees near homes. 
¥ Distribute and/or display FEMA 320, Taking Shelter from the Storm. 


Activities for Any Hazard 
¥ Identify and publicize natural hazard risks in the community. 
¥	Distribute disaster mitigation information packages to residents and 
businesses. 
¥	Identify and disseminate information about easy, cost-effective ways 
that home and business owners can protect themselves against potential 
dangers on their properties and in their neighborhoods. 
¥	Help the elderly and/or physically challenged prepare personal disaster 
plans. 
¥	Survey area with emergency management officials to identify risks and 
ways to mitigate against them. 
¥	Create tool lending library with tools and how-to guides necessary to 
perform simple, appropriate mitigation activities. 
¥	Research and create a map of elderly, home bound, disabled, and less 
accessible rural citizens who need to be located during a disaster. 
¥ Present Masters of Disaster modules to younger students. 
¥	Hold classes to educate residents about steps they can take to 
minimize their risks. 
¥	Retrofit child care centers, nursing homes, or other important facilities 
for multiple or most threatening hazards. 


Safety
Volunteer Safety Tips

¥	Avoid placing yourself in hazardous situations: If a situation looks 
dangerous, avoid it! Report the circumstances immediately to your supervisor. 
¥	Always remember Safety First: Always conduct yourself in a safe 
manner. Make sure you have appropriate clothing and equipment for your 
assignment. 
¥	Be calm and keep a positive attitude: Your reactions to situations will 
affect the reactions of others around you. A calm and positive demeanor will 
be helpful not only to you, but also to those around you. 
¥	Be Alert: Many safety problems can be avoided by being alert. If you 
spot a problem, inform your supervisor immediately. 
¥	Be aware of your surroundings: If you are working around heavy 
equipment or debris, be aware of what'

s going on around you. 
Remember, a heavy equipment operator may not be able to see or 
hear you. Take special care to avoid being injured. 
¥	Wear appropriate clothing: While in the field, you should always wear 
appropriate clothing. Long pants, a shirt, sturdy shoes (preferably boots), a 
hard hat, goggles, and gloves are all strongly recommended. 
¥	Think ahead about evacuation: Always keep evacuation routes in 
mind. You should have one route for each compass direction. 
¥	Avoid power lines: Power lines can be dangerous when they come 
down. Always assume they are electrified. Never try to drive over or through 
downed power lines. 
¥	Take care of yourself: Try to eat nutritious foods. Avoid excessive 
consumption of caffeine and sugar. Drink plenty of water. Avoid alcohol or 
drugs. 
¥	Recognize stress: Some of the symptoms of stress include agitation, 
irritability, anger, disorientation, confusion, apathy, and despair. Elevated 
stress levels can even lead to physical symptoms. 
¥	Understand Critical Incident Stress: If you or a co-worker encounters 
an extremely stressful event such as a death, or a life-threatening event, 
contact your supervisor immediately. 
¥ Don'

t attempt a job you are not qualified for: Working beyond 
your abilities can lead to stress and possible injury. Don'
t be afraid to say "No." 
¥	For any emergency, call 911: If the 911 system is not operational, 
check with your supervisor for emergency call procedures. 


Liability 
www.law.cornell.edu
www.nonprofitrisk.org
www.explorium.org (Volunteer Protection Act 1997)

Section 6 - Assessment - Learning from Our Experiences 
Evaluation Tools/Techniques
Friedman, M. 2001. Results and Performance: Accountability, Decision-
Making and Budgeting. Workshop Materials. Fiscal Policy Studies Institute, 
8
Charles Plaza, Suite 1407, Baltimore, Maryland 21201.
www.resultsaccountability.com


Before/After Self-evaluation 
Consider asking participants to conduct a before/after self-evaluation. This 
can be a simple evaluation, like the following example, or more elaborate if 
you prefer. This tool also can be used before and after specific projects to 
help participants realize how much they gain through volunteering. Before 
beginning the curriculum, or a particular project, ask participants to respond 
on a scale of 1-5 on the following questions: 
1= No 2= Very 
Unsure 3= 
Unsure 4= 
Fairly Sure 5= 
Yes 
1. I understand the activity. 
2. I understand how the activity helps me/my community. 
3. I value the activity. 
4. I understand the value of partnership. 
5. I have a firm understanding of the hazard risks in my community. 
6. I have a firm understanding of steps I can take to reduce those risks. 
7. I am involved in working with my community to reduce disaster risk. 
8. I know the majority of people in this room very well. 

Compare self-assessments from before and after the scheduled activity. Add 
or remove questions as you see fit, and feel free to be creative! Self-
assessment is a great tool for showing volunteers how much their efforts 
benefit themselves and the community. 
Section 7 - Sustainability - Keeping Volunteers Engaged 
See Best Practices Report 
www.fema.gov/fima/plansustain.sht
m


Leadership Styles, Decision-making, and Consensus 
The following materials were developed by:
Ball Foundation Consensus Tools, Ball Foundation, accessed May 2003,
<http://www.ballfoundation.org/ei/tools/consensus.html>


Consensus Decision Making > Steps to Reaching Consensus 
Purpose: To guide a team through the process of reaching consensus
When to Use: Whenever making a consensus decision
Whom to Involve: All team members


Tool: Steps and Tips 
First, review the meaning of consensus and the process of achieving 
consensus. Then agree on a targeted time period to reach consensus. 
1. Identify areas of agreement 
2. Clearly state differences 
¥ State positions and perspectives as neutrally as possible. 
¥	Do not associate positions with people. The differences are between 
alternative valid solutions or ideas, not between people. 
¥ Summarize concerns and list them. 
3. Fully explore differences 
¥ Explore each perspective and clarify. 
¥	Involve everyone in the discussion -avoid a one-on-one debate. 
¥	Look for the "third way": make suggestions or modifications, or create a 
new solution. 
4. Reach closure 
5. Articulate the decision 
¥	Ask people if they feel they have had the opportunity to fully express 
their opinions. 
¥	Obtain a sense of the group. (Possible approaches include "go rounds" 
and "straw polls," or the Consensus Indicator tool. When using the 
Consensus Indicator, if people respond with two or less, then repeat steps 
one through three until you can take another poll.) 
¥	At this point, poll each person, asking, "Do you agree with and will you 
support this decision?" 

Tips for Consensus Building 
Do's 
¥	Try to get underlying assumptions regarding the situation out into the 
open where they can be discussed. 
¥	Listen and pay attention to what others have to say. This is the most 
distinguishing characteristic of successful teams. 
¥	Encourage others, particularly the quieter ones, to offer their ideas. 
Remember, the team needs all the information it can get. 
¥	Take the time needed to reach the point where everyone can agree to 
support the group'

s decision. 
Don'ts 
¥	Do not vote. Voting will split the team into "winners and losers" and 
encourage "either-or" thinking when there may be other ways. Voting will 
foster argument rather than rational discussion and consequently harm the 
team process. 
¥	Do not make agreements too quickly or compromise too early in the 
process. Easy agreements are often based on erroneous assumptions that 
need to be challenged. 
¥ Do not compete internally; either the team wins or no one wins. 


Consensus Decision Making > Consensus Indicator 
Purpose: To give a team a way of gauging where team members stand on an 
issue 
When to Use: Whenever making a consensus decision 
Whom to Involve: All team members 
Time Needed: 1-5 minutes 
Ask individuals to react to the proposal by raising the number of fingers that 
correspond to their position:


FIVE: I'
m all for the idea. I can be a leader. 
FOUR: I'
m for the idea. I can provide support. THREE: I' s opinion and will not
m not sure but I am willing to trust the group' sabotage its efforts. 
TWO: I'
m not sure. I need more discussion. 
ONE: I can'
t support it at this time. I need more information. 
ZERO (FIST): No. I need an alternative I can support. 
Greenleaf Center for Servant Leadership 
www.greenleaf.org/


Center for Community Leadership 
http://www.communityleadership.org/ 
The following materials were developed by:
Out of the Box Coaching and BREAKTHROUGHS WITH THE ENNEAGRAM, Bast,
Mary R., Ph.D., accessed May 2003, <http://breakoutofthebox.com/>


LEADERSHIP STYLE ONE: The Idealist 
A self-observing Idealist can be a wonderful leader: wise, tolerant, 
balanced, and focused on standards of excellence in ways that provide an 
exemplary vision for followers. Ones are often the purveyors of quality in 
an organization. 
When less well-developed, they show their fixation on perfectionism. 
They carry an internal judging voice, which chastises themselves (or 
others) for falling short of perfection (preaching) or, in a very healthy 
individual, invokes higher attainment (teaching). Their driving force is 
anger, which is typically over-controlled until it erupts as resentment 
when someone has failed to live up to their expectations. They'
re good at 
moral tirades, yet they also show a "running amuck" side that allows them to 
escape their own high standards. 
Developmental skills include reducing the power of their internal critic, 
channeling anger more effectively, learning to respond to criticism non-
defensively, and moving away from black-and-white thinking with positive 
reframing and creative problem-solving. The key development need for this 
leadership style is patience, the willingness to accept conditions that do not 
conform to one'
s ideal.


LEADERSHIP STYLE TWO: The Mentor 
The most interpersonally oriented of all the leadership styles, healthy Mentors 
are unconditionally caring leaders who derive deep satisfaction from seeing 
and encouraging the development of others; they are typically great 
supporters of customer service. Well-developed Twos will also be aware of 
their own needs, which provides balance in their lives and allows them to give 
freely, without expectation of return. 
Their driving force is pride, which is attached to their self-image as helper; 
out of this they tend to be in the middle of things, giving help and advice 
whether others want it or not. When less developed they have a fixation on 
entitlement and can use manipulation to influence people. If they feel 
betrayed they may even become vindictive ("after all I'
ve done for you!"). Their 
key development need is humility, which accompanies true compassion 
without expectation. 
Developmental skills include acknowledging their own needs, seeing how 
they contribute to their own workload and saying no, setting clearer 
boundaries, and asserting their interpersonal power more directly.


LEADERSHIP STYLE THREE: The Star 
Star leaders are often expansive, risk-taking go-getters who ensure high 
productivity for their organizations. Formidable models for others, they are 
efficient and supremely goal-oriented; consequently, they tend to rise to top 
organizational levels, or to run their own companies. 
What under-developed Threes personify for all of us isour image-
making. They'
re good at self-promotion and can be perceived as 
showcasing themselves at the expense of the team. Threes tend to look 
outward for their reflection in the eyes of others - and their inner life can be 
lacking. Their driving force is vanity, which shows up in the fixation of self-
deception (e.g., convincing oneself that a failure to involve the team in a 
major business coup was not important because of the results achieved). 
Developmental skills include learning to collaborate instead of compete, 
clarifying their own values/developing internal criteria (vs. external validation), 
learning from failure, and accessing their feelings. Their key development 
need is truthfulness, speaking from the essential self and not through 
personality needs.


LEADERSHIP STYLE FOUR: The Innovator 
Innovators are vital to the health of an organization because they are able to 
view things from a new slant and are not bound by tradition; they can keep 
an organization from slowly dying out of untested and outdated assumptions. 
More in touch with their feelings than other types, they are in danger of 
sinking into moodiness if they meet with resistance to their ideas. The same 
talent that allows Fours to "look outside the box" can lead them to wonder 
why they never see things the way others do, and subsequently to question if 
they are flawed - their conversation is ripe with sad stories. Their driving 
force is envy, which shows up in the fixation of dissatisfaction, a perception 
that "the grass is always greener somewhere else." 
Developmental skills include focusing more on strengths and resources and 
less on the "tragedy" of life, learning to develop the possibilities of their 
current jobs, shifting their moods through physical exercise or creative outlets, 
reframing self-criticism in more positive ways, and championing a program or 
process they believe in. Their key development need is equanimity, the 
ability to live in the moment. 
LEADERSHIP STYLE FIVE: The Synthesizer 
Because of their ability to take in the whole picture and integrate its 
components in creative ways, well-developed Synthesizers can be 
consummate strategists and visionaries. Often very bright, they are 
extremely capable of influencing others through their knowledge. 
Sometimes they sound like they'
re giving a dissertation. Although Fives can 
be profound and passionate leaders, they tend to disdain the role of emotions 
in human interaction. They are the most independent of the nine styles and 
prefer to be surrounded by other highly capable people who need no direction 
or external reinforcement. Their driving force is hoarding, which shows up 
particularly in their fixation on detachment from emotions, a "stinginess" of 
feelings. 
Developmental skills include debating less and probing/listening more with 
the goal of mutually satisfying solutions, taking their role as coach more 
seriously - including giving attention to group process (meetings, 
teamwork, etc.), and affirming others'positive efforts. Their key development 
need is nonattachment, engaging with others without fear of being 
overwhelmed.


LEADERSHIP STYLE SIX: The Partner 
Partners at their best are highly team-oriented leaders and excellent 
managers who bring out the best in everyone. These are energetic 
executives who attend to interdependent organizational needs, which 
shows up in their language as thoughts about the group. 
Their driving force is fear, which is manifested in less well-developed Sixes 
as a fixation on accusation of others (particularly those in authority). Sixes 
also look for hidden agendas, and experience self-doubt. They may 
procrastinate and/or blurt out their feelings with a kind of reckless courage 
(driven by their anxieties), and then worry that they'
ve shot 
themselves in the foot - and they may have. The good news is that they 
challenge others in ways that hold them accountable; the bad news is that 
they'
re always looking for the bad news! 
Developmental skills include getting a reality check on their fears, 
empowering themselves vs. blaming others, focusing more on possibilities vs. 
worries, and centering their verbal presentations on a central theme and 
several key points. Their key development need is courage, consistent with a 
certain kind of "morality:" recognizing their own contribution to situations 
instead of playing "victim."


LEADERSHIP STYLE SEVEN: The Futurist 
Charming and easy to talk to, highly evolved Futurists are the 
organization'
s cheerleaders because of their natural optimism. They focus on 
long-term perspective and possibilities. Equality is important to them, so 
Sevens sometimes have to work around organizational constraints. 
Less developed leaders of this type can seem egotistical because they 
love to tell anecdotes and may forget to invite others to talk. They'
re 
sometimes perceived as lacking analytical ability because of 
oversimplifying or skating over the surface. The Seven'
s driving force is 
gluttony, a seeking of pleasure in order to avoid pain; consequently they 
are over-focused (fixated) on enthusiasm (the "bad" news is that they only 
want to hear the good news) and uneasy activity. 
Developmental skills include contingency planning for problems, eliciting and 
accepting feedback, using negative reframing to counter their optimism, and 
- particularly - disciplining themselves to follow through on 
their own development (it'
s hard work)! Their key development need is 
temperance: seeking moderation and letting go of materialism.


LEADERSHIP STYLE EIGHT: The Advocate 
Advocate leaders who have paid attention to their own development are 
able to shoulder huge responsibility without having to control everything. 
Right beneath the surface they are soft-hearted; when this is tempered with 
their typical self-confidence, they have loyal followers and can truly move 
mountains. 
Unfortunately, Eights have the reputation of power mongers and tyrants 
because it is difficult for them to feel enough trust to acknowledge any 
vulnerability. Their driving force is lust/excess. Often, they feel it is their 
responsibility to intervene in and direct situations, and they pursue power 
and control (their fixation) aggressively. They hold a value for justice - as 
self-defined! Advocates can have a "bull-in-the-china-shop" approach 
because they speak in imperatives. 
Developmental skills include enhancing their ability to put themselves in 
others'shoes, collaborative negotiation and active listening skills, and 
respecting and mentoring others. Their key development need is innocence 
- a regaining of the child they never were, accompanied by a shift to more 
altruistic and benign modes of operating, a focus on service to the world.


LEADERSHIP STYLE NINE: The Diplomat 
Serene and centered, well-developed Diplomats bring cooperation to any 
organization; they are highly capable of dealing with others'problems and 
building consensus. They have a natural tendency to honor diversity, and 
can get along with almost anyone. 
Unexamined Nines tend to merge with others'preferences, however, and to 
forget their own. Taking a strong position is particularly difficult for them, 
because they see all sides of an issue and because they are essentially non-
aggressive. Their driving force is indolence - not that they'
re lazy (they'
re very hard workers) but that they are out of touch with their own 
wishes, a fixation on self-forgetting. Though quiet, once they get started 
they tend toward epic tales (they hold so many alternative views it'
s hard to 
focus). 
Developmental skills include learning to speak up/confront others, 
recognizing passive-aggressive behavior/becoming more assertive, setting 
priorities/sticking to them, staying focused, and initiating change. 
Their key development need is active engagement, the 
willingness to stay focused on their own purpose, without 
distraction.


A Toolkit for Volunteer Leaders 
From the 4H of Nebraska: http://4h.unl.edu/volun/arlen/newpage1.htm 
Contains a wealth of information on group dynamics, leadership, mentoring, 
and decision making for volunteer groups.


Leadership Styles 
The following materials were developed by: 
ME96 Leadership Pages, The University of Edinburgh, accessed May 2003, 
<http://www.see.ed.ac.uk/~gerard/MENG/ME96/Documents/Styles/styles.ht
ml>


The Autocrat 
The autocratic leader dominates team-members, using unilateralism to 
achieve a singular objective. This approach to leadership generally results in 
passive resistance from team-members and requires continual pressure and 
direction from the leader in order to get things done. Generally, an 
authoritarian approach is not a good way to get the best performance from a 
team. 
There are, however, some instances where an autocratic style of leadership 
may not be inappropriate. Some situations may call for urgent action, and in 
these cases an autocratic style of leadership may be best. In addition, most 
people are familiar with autocratic leadership and therefore have less trouble 
adopting that style. Furthermore, in some situations, subordinates may 
actually prefer an autocratic style.


The Laissez-Faire Manager 
The Laissez-Faire manager exercises little control over the group, leaving its 
members to sort out their roles and tackle their work, without participating in 
this process. In general, this approach leaves the team floundering with little 
direction or motivation. 
Again, there are situations where the Laissez-Faire approach can be 
effective. The Laissez-Faire technique is usually only appropriate when 
leading a team of highly motivated and skilled people, who have produced 
excellent work in the past. Once a leader has established that the team is 
confident, capable, and motivated, it is often best to step back and let the 
team get on with the task, since interfering can generate resentment and 
detract from their effectiveness. By handing over ownership, a leader can 
empower the team to achieve its goals.


The Democrat 
The democratic leader makes decisions by consulting the team, while 
still
maintaining control of the group. The democratic leader allows the 
team to
decide how the task will be tackled and who will perform which task.

The democratic leader can be seen in two lights:

A good democratic leader encourages participation and delegates wisely, but
never loses sight of the fact that he or she bears the crucial responsibility of
leadership. He or she values group discussion and input from the team and 
can
be seen as drawing from a pool of team members'strong points in order to 
obtain
the best performance from the team. He or she motivates the team by
empowering the members to direct themselves, and guides them with a loose
rein.

However, the democrat can also be seen as being so unsure that 
everything is
a matter for group discussion and decision. Clearly, this type of "leader" is 
not
really leading at all.

Decision Making Techniques:
Decision Making Techniques, Harris, Robert,
Version Date: July 3, 1998 <http://www.virtualsalt.com/crebook6.htm>


ORID 
The following materials were developed by:
Roundtable Associates Homepage, Roundtable Associates, accessed May 
2003,
<http://www.roundtableassociates.com/orid.htm>

Objective (What):

¥ What words or phrases do you remember from the presentation? 
¥ What are some key ideas or images in the presentation? 

Reflective (Gut): 
¥ Where were you surprised? 
¥ What was a high point of the presentation for you? 

Interpretive (So What?): 
¥ What were the presenters saying? What was it about? 
¥ What issues does this dialogue bring up for you? 
¥ What are some of the deeper questions we could explore? 

Decisional (Now What?): 
¥ What can we do here about these issues? What actions can we take? What 
would be our first step? 

Section 8 - Examples of Success 
Lessons Learned: 
The following "Lessons Learned" were tips gained from the 10 
communities nationwide who implemented community-based pre-
disaster mitigation programs based on a workshop structure. 
1. Timing is Everything 
¥	Select time periods when volunteers are most available and disaster 
potential is low. People are often most receptive to mitigation some months 
after recovery from a disaster. 
¥	Allow sufficient amounts of time to establish networks and liaisons; 
build relationships among participating groups; and develop, plan, and 
complete a project. 
¥	Notify volunteers with sufficient lead time and follow-up on invitations. 
¥	Focus attention on potential projects that are achievable and likely to 
end in success. 
2. Do Homework on the Front End 
¥	Gain as much information as possible about potential stakeholders 
prior to initiating a project. 
¥	Identify and visit with key leaders and stakeholders to create and 
establish connections. 
¥	Research ways to incorporate mitigation into existing community 
projects or future plans. 
¥	Assess the best times and locations for meetings. Consider community 
needs, such as security concerns, and general work schedules within the 
community. 
¥	Understand potential partner organizations and their missions. Be able 
to articulate how mitigation projects tie in to the group's primary purpose and 
the benefits to its members. 
3. Organize the Organized 
¥	Build on relationships already woven into the fabric of the community. 
¥ Involve key players and stakeholders. 
¥	Identify and develop leadership in more than one individual or group. 
¥	Be prepared to suggest specific contributions that are compatible with 
each organization's activities and capabilities. However, be willing to accept 
whatever contribution they feel they can make. 
4. Utilize those Available 
¥	Try to incorporate underutilized volunteer groups such as youth, 
seniors, environmental groups (Sierra Club), and even prisoners (Habitat for 
Humanity has utilized their help) and others needing to fulfill community-
service requirements. 
¥	Look for organizations or individuals looking for volunteer opportunities. 
Possibilities include boy and girl scouts trying to earn top awards, high school 
and college honor societies, fraternities and sororities, civic organizations 
(Lions, Rotary, Elks, etc.), AmeriCorps program participants, etc. 
¥	Avoid overworking the already overcommitted; those who are already 
involved in many projects can be a resource for identifying others who may be 
more available. 
¥	Think of ways to make it easy for people to volunteer. Schedule 
multiple work times, identify contributions that can be made before and after 
the actual project, utilize existing skills, and/or provide opportunities to 
develop new ones. 
5. Educate, Educate, Educate 
¥	Teach the reasons for mitigation as well as how to implement 
mitigation. 
¥	Demonstrate how mitigation really benefits the community. Tie 
mitigation to other community goals and values. 
¥	Share successes of other communities. Provide inspiration as well as 
actual ideas for activities. 
¥ Start small and build on initial successes. 
6. Tap into Existing and Potential Resources 
¥	Identify funding for programs, incentives, and materials. Find out what 
funding the state or community is receiving for disaster assistance. Tie into 
existing FEMA or state-funded programs such as the Hazard Mitigation Grant 
Program or the Flood Mitigation Assistance Program. 
¥	Learn how to seek donations/grants/funding (this activity requires 
sufficient technical assistance). 
¥	Piggyback existing programs (recognize what is already being done in 
the community and how that can be built upon). Be creative with this 
approach. 
¥	Engage major corporations and businesses in the community. Ask 
them for support: financial assistance, technical support, staff resources, 
tools/equipment/space, etc. 
¥	Make friends with the media. They can be tremendous resources. Find 
out how you can help them help you. 
7. Tap into Technical Support 
¥	Recognize the importance of resources for involving a wide variety of 
community-building and "soft" skills, including media relations, organizational 
management, communication, issue framing, etc. 
¥	Identify resources and other sources of information on training, 
organization, programs, and potential funding assistance. 
¥	Get to know state and Federal officials who could provide technical 
assistance. Contact your State Hazard Mitigation Officer, State Floodplain 
Manager, State Community Development and Chamber 

of Commerce organizations, and Regional FEMA, EPA, and HUD 
liaisons. Learn about their programs and services. 
¥	Learn from other communities who have succeeded. Don't be afraid to 
ask them for ideas and assistance. 
8. Value the Importance of Personal Relationships 
¥	Schedule time to create/acknowledge/develop important relationships. 
¥	Recognize that personal relationships build commitment among 
volunteers and are valuable in recruiting new workers. 
¥	Express appreciation for each contribution, no matter how small. Try to 
give credit publicly. 
9. Build Relationships with Communities; Build Relationships across 
Communities 
¥ Solicit input from other involved communities across the nation. 
¥	Stay in contact with the network, and make information brief, specific, 
helpful, and encouraging. 
¥ Offer support to other communities. 
¥	Include neighboring jurisdictions. What you do will affect them and vice 
versa. Think about combining resources to work together. 
10.Utilize Community Expertise 
¥ Identify existing community expertise and experience. 
¥ Work within your community's plans, expectations, and desires. 
¥ Be flexible to challenges, disasters, and internal issues. 
¥	Share responsibilities - the more people feel ownership, the more 
successful the program will be. 
11.Repetition is the Mother of Success 
¥	Don't expect everyone to understand or absorb material immediately; 
provide repeated exposure to important materials. Also provide information in 
a variety of formats to cater to different people with different perspectives. 
¥	Provide repeat visits, contacts, and follow-up with involved 
organizations. 
¥	Appraise, evaluate, and celebrate success toward completion at every 
step. 
12.Safety is First 
¥	Be sure to educate and inform regarding safety issues; regulations; 
and local, state, and Federal laws (e.g., hazardous materials, roadside work, 
open-meeting laws, etc.). 
¥	Take precautions. Protect volunteers, beneficiaries, sponsors, and 
yourselves. 
¥	Work with professionals to determine safe activities and approaches. 
13.Focus on Shared Values 
¥	Listen to CBO/FBO goals and what their organizations hope to 
achieve. Find mitigation activities, recipients, and approaches that work with 
each organization. 
¥	Create understanding of why FBOs, CBOs, and individuals should be 
involved, how this project matches their mission, what they will get from 
participating, what and how they can contribute, and how important their 
leadership is. 
14.Celebrate and Share Success 
¥ Publicly celebrate accomplishments, and recognize contributions. 
¥	Share the completion of steps and final success of each project with 
others; expand on who did what and how it was accomplished. Show and tell. 
¥	Focus on how people and organizations are working together and how 
others can get involved. 
¥	Honor every contribution and the person or organization that made it. 



General Resources 
Note: All resources are subject to change due to legislation, expiration 
or unforeseen circumstances. 
Federal Emergency Management Agency (FEMA), Emergency 
Preparedness and Response Directorate, Department of Homeland 
Security 
http://www.fema.gov FEMA 
Publications: 1-800-480-2520 
¥ Multi-Hazard Identification and Risk Assessment 
¥ Reduce your Risk from Natural Disasters 
¥	FEMA's "How To" Series: From FEMA 386-1 CD: The Federal 
Emergency Management Agency (FEMA) has developed this series of 
mitigation planning "how-to" guides to assist states, communities, and tribes 
in enhancing their hazard mitigation planning capabilities. These guides are 
designed to provide the type of information state and local governments need 
to initiate and maintain a planning process that will result in safer 
communities. These guides are applicable to states and communities of 
various sizes and varying ranges of financial and technical resources. This 
how-to series is not intended to be the last word on any of the subject matter 
covered; rather, it is meant to provide easy to understand guidance for the 
field practitioner. In practice, these guides may be supplemented with more 
extensive technical data and the use of experts when necessary. 

The guides focus on showing how mitigation planning: 
¥	Can help your community become more sustainable and disaster-
resistant through selecting the most appropriate mitigation measures, based 
on the knowledge you gain in the hazard identification and loss estimation 
process; 
¥	Can be incorporated as an integral component of daily government 
business; 
¥	Allows you to focus your efforts on the hazard areas most important to 
you by incorporating the concept of determining and setting priorities for 
mitigation planning efforts; and 
¥	Can save you money by providing a forum for engaging in partnerships 
that could provide technical, financial, and/or staff resources in your effort to 
reduce the effects, and hence the costs, of natural and human-caused 
hazards. 

These guides provide a range of approaches to preparing a 
hazard mitigation plan. There is no one right planning process; 
however, there are certain central themes to planning, such as 
engaging 
citizens, developing goals and objectives, and monitoring 
progress. Select the approach that works best in your state or 
community. 
¥	Fact Sheets on Natural and Man-made Hazards, including: 
Earthquakes, fire, flood, nuclear, terrorism, tornadoes, volcanoes, etc. 
¥	Spring Break projects that involve multi-community participation and 
working with the Red Cross Youth and Disaster Education groups to do 
outreach to FBOs and CBOs 

¥	Mitigation Resources for Success CD (FEMA Publications 372 CD) - 
includes publications, technical fact sheets, case studies, and Federal 
and state mitigation program information and contacts 
¥ Success stories and case studies 
¥ Mitigation Planning Toolkit 
¥ FEMA for Kids: www.fema.gov/kids/ 
¥ FEMA National Flood Insurance Program: http://www.fema.gov/nfip/ 


NEMA - National Emergency Management Association 
http://www.nemaweb.org 
Citizens can access any state's emergency management agency/office from 
this web site. NEMA is the professional association of and for state 
emergency management directors. NEMA's mission is to: 
Ü	Provide national leadership and expertise in 
comprehensive emergency management. 
Ü	Serve as a vital emergency management information 
and assistance resource. 
Ü	Advance continuous improvement in emergency 
management through strategic partnerships, innovative 
programs, and collaborative policy positions.


Citizen Corps 
http://www.citizencorps.gov
Following the tragic events that occurred on September 11, 2001, state and 
local
government officials have increased opportunities for citizens to become an
integral part of protecting the homeland and supporting the local first 
responders.
Officials agree that the formula for ensuring a more secure and safer 
homeland
consists of preparedness, training, and citizen involvement in supporting first
responders. In January 2002, President George W. Bush launched USA
Freedom Corps, to capture the spirit of service that has emerged throughout 
our
communities following the terrorist attacks.

Citizen Corps, a vital component of USA Freedom Corps, was created to 
help coordinate volunteer activities that will make our communities safer, 
stronger, and better prepared to respond to any emergency situation. It 
provides opportunities for people to participate in a range of measures to 
make their families, their homes, and their communities safer from the 
threats of crime, terrorism, and disasters of all kinds. 
Citizen Corps programs build on the successful efforts that are in place in 
many communities around the country to prevent crime and respond to 
emergencies. Programs that started through local innovation are the 
foundation for Citizen Corps and this national approach to citizen 
participation in community safety. 
Citizen Corps is coordinated nationally by the Federal Emergency 
Management Agency. In this capacity, FEMA works closely with other federal 
entities, state and local governments, first responders and emergency 
managers, the volunteer


FEMA Floodmaps.net 
http://www.floodmaps.net 
FEMA-run site with flood mapping, flood plain and flood-related mitigation 
and funding information.


The American Red Cross 
http://www.redcross.org/services/disaster/beprepared/ 
http://www.redcross.org/services/disaster/keepsafe/ 
http://www.redcross.org/pubs/dspubs/cde.html -public domain materials 
that may be used without written permission 
http://www.redcross.org/disaster/Masters/intro.html -Masters of Disaster(tm) is a 
curriculum that teaches students about disaster safety. It helps teachers 
integrate important disaster safety instruction into their regular core subjects 
such as language arts, math, science, and social studies.


Tulsa Partners 
http://tulsapartners.org 
Tulsa, Oklahoma, is a community well-known for its mitigation efforts and 
its ability to involve CBOs/FBOs in mitigation activities. 
Future Problem Solvers Organization 
http://www.fpsp.org
Future Problem Solving and Community Problem Solving Programs are great 
for
involving youth in community projects.


Association of State Flood Plain Managers 
http://www.floods.org 
The Nation's Response to Flood Disasters: A Historical Account
National Flood Programs in Review
Mitigation Success Stories

National Voluntary Organizations Active in Disaster (NVOAD) 
http://www.nvoad.org 
Design for Success: Development Tool for Effective VOAD's -NVOAD


Disaster News Network 
http://www.disasternews.net 
Articles on disaster preparedness and mitigation efforts


National Oceanic and Atmospheric Administration (NOAA) 
http://www.noaa.gov 
These agencies (NOAA, USGS, NWS) have websites that provide historic 
and current risk data. In addition, they offer websites for schools and youth 
groups to use as learning tools.


United States Geological Survey (USGS) 
http://www.usgs.gov 
Maps, fact sheets, and hazard reports on various natural hazards, 
including volcanoes, earthquakes, floods, etc.


National Weather Service 
http://www.nws.noaa.gov 
Educational materials for the general public and for children.


Colleges and Universities 
Many colleges and universities offer website information - much of it with 
a wealth of local/site-specific information. For example, Northern Arizona 
University has an excellent tribal website and resource center. 
Natural Hazards Observer 
http://www.colorado.edu/hazards 
Geospatial Solutions 
http://www.geospatial-online.com 
The Learning Channel 
http://www.tlc.discovery.com
Documentary on Multiple Tornados in May of 1999 that hit Moore, Oklahoma.
Article on tornados on website (saved and printed). Videos can be ordered.

Network of State Hazard Mitigation Officers (NHMO) 
http://www.hazmit.net 
The Institute for Business and Home Safety (IBHS) 
http://www.ibhs.org 
Emergency Preparedness Information Exchange 
http://www.expix.hazard.net
International organization based in Canada. Provides links and information
regarding regional disaster-focused organizations.


Public Entity Risk Initiative 
http://www.riskinstitute.org
Risk and funding information for wide range of "risk factors." Disaster risk
included, and mitigation projects regularly funded.

Assessment
Friedman, M. 2001. Results and Performance: Accountability, Decision-
Making and Budgeting. Workshop Materials. Fiscal Policy Studies Institute, 
8
Charles Plaza, Suite 1407, Baltimore, Maryland 21201.
www.resultsaccountability.com

Safety
Occupational Safety and Health Administration,1993. Personal Protective
Equipment, OSHA Publication 3077. Washington, DC: US Department of
Labor.

Tel-A-Train, 1995. Power and Hand Tool Safety. Video. Chattanooga, TN.


Leadership/Partnership
Dessler, 2001. Leading People and Organizations in the 21st Century, 2/e.
Prentice Hall School Online Catalog. www.phschool.com/catalog.

* Student Edition ISBN 0130177806 
* Instructor'

s Manual ISBN 0130183628 
* Instructor'

s Resource CD ISBN 0130307416 
* Computerized Test Manager ISBN 0130310689 

Lowry, Don. True Colors. Leadership training/team-building training based 
upon
personality types.

Personality Types/Learning/Working Styles
Gardner, H. 1993. Multiple Intelligences: The Theory in Practice. Basic
Books, 10 East 53rd Street, New York, NY 10022-5299. ISBN 046501822X



Potential Funding Sources 
Please note: The following government agencies, organizations, and 
programs may be able to provide funding for your mitigation projects. 
The amount of funding available, application requirements and other 
factors are subject to change. Visit their websites or contact them 
directly to obtain the most current information about the programs. 
Federal Emergency Management Agency (FEMA), Emergency 
Preparedness and Response Directorate, Department of Homeland 
Security 
Pre-Disaster Programs 
¥ðThe Pre-Disaster Mitigation Program (PDM), authorized by DMA 
2000, can provide funding to states, communities, and tribes for 
cost-effective hazard mitigation planning activities that complement 
a comprehensive mitigation program and reduce injuries, loss of life, 
and damage and destruction of property before a disaster strikes. 
Check with your FEMA regional office on the status of funding. 
¥ðThe Flood Mitigation Assistance Program (FMA) provides funding to 
assist states and communities in implementing measures to reduce or 
eliminate the long-term risk of flood damage to buildings, 
manufactured homes, and other insurable structures. The three types 
of grants available through FMA are planning, project, and technical 
assistance grants. Only communities that participate in the National 
Flood Insurance Program (NFIP) can apply for project and technical 
assistance grants. Planning grants are to be used by states and 
communities to prepare flood mitigation plans, with a focus on 
repetitive loss properties. Currently, funding for FMA is provided 
through the NFIP and is funded at $20 million annually. 
Post-Disaster Programs ¥ðThe Stafford Act (Public Law 100-107, as 
amended) authorizes funding for all federal disaster-related assistance in 
place today. ¥ðThe Hazard Mitigation Grant Program (HMGP), authorized 
by Section 404 of the Stafford Act, provides grants to state, local, and 
tribal governments (up to 15% of the FEMA disaster funds they re-ceive) 
to implement long-term hazard mitigation measures after a major disaster 
declaration. ¥ðThe Assistance to Individuals and Households Grant 
Program is authorized by Section 411 of the Stafford Act and authorizes 
grants to be used for mitigation measures to cover serious unmet, 
disaster-related real property losses. ¥ðThe Public Assistance Program 
(PA) is authorized under Section 406 of the Stafford Act. This program 
provides funding, following a disaster declaration, for the repair, 
restoration, or replacement of damaged facilities belonging to 
governments and to private nonprofit entities, and for other associated 
expenses, including emergency protective measures and 
debris removal. The program also funds mitigation measures 
related to the repair of damaged public facilities. 
Community Assistance Program (CAP) - State Support Services 
Element 
CAP provides funding to meet negotiated objectives for reducing flood 
hazards in NFIP communities. The program is intended to identify, prevent, 
and resolve floodplain management issues in participating communities 
before they require compliance action by FEMA. Available CAP funding is 
provided on a 75-percent Federal maximum and 25-percent minimum state 
cost-sharing basis through the annual FEMA-State Performance Partnership 
Agreement or Cooperative Agreement. 
Federal Highway Administration (FHWA)


Transportation Enhancements 
Surface Transportation Program (STP) under the Transportation Efficiency 
Act for the 21st Century (TEA-21) / Transportation Enhancements . A total of 
10 percent of the Surface Transportation Program Budget is used for 
enhancements; projects generally selected competitively on a statewide 
basis.


Federal Transit Administration 
(FTA) Section 5309 Capital Funds 
Section 5309 (formerly Section 3) capital funds are available for fixed 
guideway (new starts, extensions, and rehabilitation), bus procurements, and 
acquisition or rehabilitation of major facilities. Section 5309 is designated as 
part of the congressional appropriations process to FTA grantees. 
Section 5307 Urban Formula/Transportation Enhancements 
Section 5307 (formerly Section 9) Urban Formula Grants are designated for 
transit capital and operating assistance in urbanized areas. Any transit-
related capital or operating expense is eligible for federal funding, requiring a 
20 percent local capital match and up to 50 percent operating match. Each 
year, 1 percent of the Section 5307 appropriation is set aside for transit-
related transportation enhancements. 
Section 5311f (formerly Section 18i) Inter-city Bus Program 
Under Section 5311(f), each state is required to spend 15 percent of its 
annual Section 5311 apportionment "to carry out a program to develop and 
support Inter-city bus transportation." Use of Section 5311(f) funds for capital 
projects in urbanized areas is limited to those aspects of the project, which 
can be identified as directly benefiting and supporting service to and from 
non-urbanized areas.


Livable Communities Initiative 
Nationally competitive program, generally $1 million in federal support 
requiring 20 percent local match.


Welfare-to-Work Initiative 
Capital/vehicle grant program, contingent on receipt of nationally 
competitive Welfare-to-Work funds from the Department of Labor 
U.S. Army Corps of Engineers (USACE)


Beach Erosion Control Projects 
The program is administered by the U.S. Army Corps of Engineers (USACE) 
and is intended to control public beach and shore erosion. Reconnaissance 
studies are Federally funded, and the costs of feasibility studies are shared 
50/50 with the local sponsor. Projects are designed and constructed by 
USACE. Federal participation cannot exceed $2 million.


Aquatic Ecosystem Restoration 
Section 206 of the Water Resources Development Act of 1996 provides a 65 
percent federal match for construction of projects designed to carry out 
aquatic restoration that will improve the quality of the environment, are in the 
public interest, and are cost-effective. The program focuses on designing and 
implementing engineering solutions that restore degraded ecosystems to a 
more natural condition. Project application may be made at any time. Projects 
are limited to $5,000,000 in federal participation and are awarded to state, 
tribal, and local governments. Projects include restoration of canals, 
wetlands, and floodplains, including wildlife habitat.


Flood Plain Management Services 
Section 206 of the 1960 Flood Control Act provides USACE in planning 
and technical services without charge to state, tribal, and local 
governments for studies, including hurricane evacuation studies, 
comprehensive flood plain management studies, flood damage 
reduction studies, urbanization impact studies, storm water management 
studies, and inventories of flood-prone structures.


Planning Assistance to States 
Section 22 of the Water Resources Development Act (WRDA) of 1974 allows 
the USACE to assist state, tribal, and local governments in the preparation of 
comprehensive plans for the development, utilization, and conservation of 
water and related land resources with up to 50 percent federal match. 
Technical and planning assistance may include wetlands evaluation studies, 
flood damage reduction studies, flood plain management studies, and water 
quality/quantity studies.


Project Modifications for Improvement of the Environment 
Section 1135 of the Water Resources Development Act of 1986 provides 
for ecosystem restoration by modifying the structures and/or operations of 
water resources projects constructed by the USACE, or by restoring 
areas where a USACE project contributed to the degradation of the area. 
Local funding is required to leverage an unspecified federal match.


Emergency Bank Protection 
This program provides bank protection of highways, highway bridges, 
essential public works, churches, hospitals, schools, and other nonprofit 
public services endangered by flood-caused erosion. State or local 
government officials should consult the nearest USACE District Engineer 
regarding specific problems and the possibility of remedial action under this 
program. An environmental assessment is required. In most cases, project 
studies will be at Federal expense. Cost sharing is required for project, but 
Federal participation cannot exceed $500,000. 
U.S. Department of Agriculture (USDA)


Emergency Watershed Protection Program (EWP) 
The Natural Resources Conservation Service provides technical and financial 
assistance to local sponsors for the relief of imminent hazard and reduction of 
the threat to life and property in watersheds damaged by severe natural 
events that are either local or national in nature (national disaster area 
declaration is not required). Emergency work includes establishing quick 
vegetative cover on denuded land, sloping steep land, and eroding banks; 
opening dangerously restricted channels; repairing diversions and levees; 
and other emergency work. The act also authorizes the purchase of rural and 
agricultural floodplain easements designed to retire land from frequent 
flooding to preclude federal disaster payments, retire land to allow levee 
setbacks, or limit the use of the land.


Watershed Surveys and Planning 
Watershed surveys and planning studies are for appraising water and 
related land resources and formulating alternative plans for conservation 
use and development. Studies are of limited scope and short duration, 
designed to provide specific information needed for planning purposes 
related to non-traditional flood recovery and floodplain management 
strategies, including land treatment measures, nonstructural measures, and 
structural measures.


Small Watershed Program (PL-566 Operations Phase) 
The objective of this program is to provide technical and financial assistance 
in carrying out works of improvement to protect, develop, and utilize the land 
and water resources in small watersheds. Funding is available to any state 
agency, county or groups of counties, municipality, town or township, soil and 
water conservation district, flood prevention or flood control district, Indian 
tribe or tribal organization, or any other nonprofit agency with authority under 
State law to 
carry out, maintain, and operate watershed works of improvement. 
Program funds may pay for up to 100 percent of flood prevention costs 
and requires preparation of an approved watershed plan.


Rural Utilities Service Water and Waste Disposal Program 
RUS provides grants and loans to rural communities with fewer than 10,000 
people for wastewater, drinking water, solid waste, and storm drainage 
projects. File requests any time of year at any rural development office in the 
county, district, or state. 
U.S. Department of Commerce (DOC)


Coastal Zone Management (CZM) Program 
The Coastal Zone Management Program assists state, tribal, and local 
entities through a 50 percent federal match in planning and implementing 
sustainable management of coastal zones. Section 306 Grants are used to 
administer CZM programs at the state level and for coastal hazard mitigation 
strategies, including the development of local hazard mitigation plans, 
outreach and education activities, monitoring programs, and projects to 
enhance program management. Section 308 Grants, The Coastal Zone 
Management Fund, provides emergency grants to address a wide range of 
unforeseen or disaster-related circumstances. Section 309 Grants are 
competitive funds designed to enhance state programs, including planning 
and land regulation activities, enhancing natural features, and preventative 
measures.


NOAA Coastal Service Center 
Go to this site via the Internet http://www.csc.noaa.gov/text/grant.html for 
many funding sources. This service will provide you with links to a variety of 
agencies and organizations that post information about grant funding for 
coastal and natural resource management related projects. 
Economic Development Administration (EDA) Business Recovery Loans


EDA Public Works and Infrastructure Development Grants 
This program is designed to promote long-term economic development and 
assist in the construction of public works and development facilities needed to 
initiate and support the creation or retention of permanent jobs in the private 
sector in areas experiencing substantial economic distress. Project proposals 
must be located within an economically distressed (EDA) designated area 
and be in conformance with an Overall Economic Development Program 
(OEDP) for the eligible area. Projects must also contribute to long-term 
economic development of the area by creating or retaining permanent jobs 
and raising income levels. Examples of projects include: (1) Infrastructure for 
industrial park development; (2) port development and expansion; (3) 
infrastructure necessary for economic development (e.g. water/sewer 
facilities); (4) renovation and recycling of old industrial buildings; (5) 
construction of vocational-technical facilities and skill 
centers; and (6) construction of incubator facilities. Project costs range 
widely, with an average of over $850,000, and Federal funding generally 
allocated to cover 50 percent of project costs (80 percent funding may be 
granted in special cases). 
U.S. Environmental Protection Agency (EPA)


Clean Water Act Section 319 Grants 
Formula funds are awarded to states (state agencies) to implement certain 
non-point source programs pursuant to Section 319(h) of the Clean Water 
Act, including wetland restoration. Federal participation is limited to 60 
percent, and an EPA-approved state non-point source management program 
is required.


Brownfields Economic Redevelopment Grants 
EPA's Brownfields Economic Redevelopment Initiative is designed to 
empower states, communities, and other stakeholders in economic 
redevelopment to work together in a timely manner to prevent, assess, safely 
clean up, and sustainable reuse Brownfields. A "Brownfield" is a site, or 
portion thereof, that has actual or perceived contamination and an active 
potential for redevelopment or reuse. EPA's Brownfields Initiative strategies 
include funding pilot programs and other research efforts, clarifying liability 
issues, entering into partnerships, conducting outreach activities, developing 
job training programs, and addressing environmental justice concerns. 
Projects are funded for two years at a total of $200,000.


Sustainable Development Challenge Grant (SDCG) 
The U.S. Environmental Protection Agency developed this competitive grant 
program in FY 1996 to encourage people, organizations, business, and 
governments to work together in their communities to improve their 
environment while supporting a healthy economy and a sense of community 
well-being. The program focuses on improving the quality of human life while 
living within the carrying capacity of supporting ecosystems. Sustainable 
development is placing equal and integrated emphasis on the three legs of 
the "sustainability stool"economic prosperity, environmental quality, and 
community well-being. Understanding the relationships among economic, 
environmental, and a community'
s social and cultural systems means that community problem-
solving in a sustainable development context will consider, enhance, and 
mutually reinforce each of these systems. Following the sustainable 
development approach is an opportunity to lift barriers to create synergistic 
activity between and among these systems. Grants are available for up to 
$200,000 and require a 20 percent non-Federal match. 
U.S. Department of Housing and Urban Development (HUD)


Community Development Block Grant (CDBG) Small Cities Program 
The program provides funding to cities with a population of less than 50,000 
and counties with a population of less than 200,000 in unincorporated areas. 
Funds are available to improve local housing, streets, utilities, and public 
facilities. Disaster Recovery Initiative (DRI) funds are provided for disaster 
relief, long-term recovery, and mitigation activities in areas affected by a 
presidential disaster declaration. The state must submit a detailed Action 
Plan for Disaster Recovery indicating how DRI funds will be used.


Community Development Block Grant (CDBG) Entitlement 
Communities Program 
The CDBG entitlement program annually allocates funds to metropolitan 
cities and urban counties to develop viable urban communities through 
decent housing, a suitable living environment, and by expanding economic 
activities, principally for low-and moderate-income persons. Funds require 
no local match and are allocated through a formula program.


Community Development Block Grant (CDBG) State-Administered 
Program 
The CDBG entitlement program annually allocates funds to designated 
state agencies for application to non-entitlement areas. The program is 
designed to develop viable urban communities through decent housing, a 
suitable living environment, and by expanding economic activities, 
principally for low-and moderate-income persons. Funds require no local 
match and are allocated through a formula program.


HOME Investment Partnerships Program 
Formula grants provide up to 75 percent federal assistance to states, local 
governments, and urban counties for permanent and transitional housing for 
low-income persons. HOME funds can assist renters, new homebuyers, and 
existing homeowners with acquisition, new construction, rehabilitation, and 
tenant-based rental assistance. 
Section 108 Loan Guarantee Program 
HUD offers CDBG recipients guaranteed loan funds to acquire real property, 
relocate homeowners and businesses, rehabilitate publicly owned real 
property (including infrastructure), housing rehabilitation, and economic 
development. 
U.S. Department of the Interior 
Federal Land-to-Parks Transfer Program 
The General Services Administration provides funds to identify, assess, and 
transfer available surplus federal real property to state and local entities for 
use as parks, recreation areas, and open space. The General Services 
Administration or Department of Defense must make federal property 
available. Up to 100 percent Federal participation is possible. 
Land Acquisition 
This program, administered by the U.S. Fish and Wildlife Service 
(FWS), identifies and acquires high-quality lands and waters for 
inclusion into the National Wildlife Refuge System.


North American Wetland Conservation Fund 
The U.S. Fish and Wildlife Service provides up to 50 percent federal funds 
to stimulate public-private partnerships to protect, restore, and manage a 
diversity of wetland habitats for migratory birds and other wildlife in the 
United States, Canada, and Mexico.


Partners for Fish and Wildlife 
The US Fish and Wildlife Service provides financial and technical 
assistance to private landowners, businesses, and local governments 
interested in restoring wetlands and riparian habitats on their land. 
Rivers, Trails, and Conservation Assistance Program 
The National Parks Service provides staff consultants and technical 
assistance for river and trail corridor planning and for open-space 
preservation efforts.




AmeriCorps 
Homeland Security 
The grants made under this announcement are to assist communities in 
getting involved in the war against terrorism on the home front. Funds are 
available for projects in the areas of public safety, public health, and disaster-
related activities, including preparation and mitigation projects. 
More Information is available at 
http://www.cns.gov/whatshot/notices/hs_030802.ht
ml 
Private Foundations


UPS Foundation 
http://www.community.ups.com/community/resources/foundation/grantguide.h
tml 
The UPS Foundation will consider high-impact philanthropic programs and 
projects from organizations recognized as tax-exempt under section 501 (c)(3) 
of the Internal Revenue Service code. 
The Foundation focuses its support on national programs in the areas of: 
Human Welfare, including programs for families and children in crisis, the 
economically or culturally disadvantaged, the physically or mentally 
challenged, and community development programs. Foundation dollars are 
put to use helping those struggling with systemic effects of illiteracy, hunger, 
poverty, and 
homelessness.


Wal-Mart Foundation 
http://www.walmartfoundation.org
The Wal-Mart Foundation funds numerous endeavors.
available at the web site.

Ford Foundation: 
http://www.fordfound.org 
AT&T 
http://www.att.com/foundation 
William and Flora Hewlett Foundation 
http://www.hewlett.org 
W.K. Kellogg Foundation 
http://www.wkkf.org 
New Profit, Inc. 
http://www.newprofit.com


Other Sources of Funding Information 
More information is 
Additionally, there are other valuable sources to identify funding information. 
Among these are: 
¥	There is a great deal of information at the "Catalog of Federal 
Domestic Assistance" on the Internet at http://www.cfda.gov/public/. 
¥	http://www.foundationcenter.org/ contains a wealth of information, but 
requires a subscription to search the database. 
¥	http://www.guidestar.org contains charitable foundations and other 
non-profits with a searchable index. 
¥	http://www.nesec.org/resources/index.cfm is the Northeast States 
Energy Consortium "DISASTER RESISTANT COMMUNITIES RESOURCES 
AND TOOLS" website. It has an extensive list of state, federal, and private 
resources. The site is searchable by hazard, state, and many other variables. 
The site will be most useful for states in the Northeast, but can also be a 
starting point for other regions. 
¥	http://www.communityfoundationlocator.com/search/index.cfm is a 
searchable database of community foundations. 
¥	The Council on Foundations, http://www.cof.org , provides information 
on foundation sources, as well as trends in grant making, and advice on how 
to best secure foundation funding. 
¥	Many states have an association of non-profits, similar to 
http://www.canonprofit.org, that offer general guidance on securing funding, 
and information on local grant makers. 


Smart Growth/Land Use Planning Resources 
Governor'
s Smart Growth Initiative 
http://www.dola.state.co.us/smartgrowth/index.ht
m> 
Smart Growth Home
http://www.dola.state.co.us/smartgrowth/chpg.htm> Heritage Planning Grants
http://www.dola.state.co.us/smartgrowth/ADRMediators/introduction.htm>

Dispute Resolution Program 
http://www.state.co.us/smartgrowth/download.ht
ml> 
Best Practices Reports 
http://www.dola.state.co.us/smartgrowth/resources.ht
m> 
Land Use Planning Resources 
http://www.dola.state.co.us/demog/index.ht
m> 
Demography 
http://www.dola.state.co.us/oem/cartography/cartog.ht
m> 
Cartography 
http://www.dola.state.co.us/LGS/FA/emia.htm> 
Energy & Mineral Impact Assistance Grants 
Colorado Department of Local Affairs Logo 
http://www.dola.state.co.us/smartgrowth/images/DoLA-logo-
color1.gif> http://www.dola.state.co.us/> Department 
Best Practices in Natural Hazards 
http://www.dola.state.co.us/smartgrowth/Documents/Hazardpercent20BPR.p
df> Planning and Mitigation -A new Colorado Heritage Report 
Model Land Use Code 
http://www.dola.state.co.us/smartgrowth/Documents/modelpercent20codeper
cen t20orderpercent20form.pdf> for Colorado'
s Small Communities




RESOURCE GUIDE TABLE OF CONTENTS 
Note: The resources noted here have been identified to correspond to 
each training module. Some resources may be applicable to multiple 
modules. 
Introductory Workshop 
¥ Cardstorming Technique 
¥ Before and After Self-Evaluation 

Section 1 -Identifying/Working with Volunteers 
¥ Definitions of CBO/FBO/Emergency Management 
¥ Community Risk Assessment 
¥ Terrorism 
¥ Mitigation versus Preparedness Check List 
¥ FEMA Voluntary Agency Liaison Contact Information 
¥ Brief History of CBO/FBO Involvement in Disaster Mitigation 
¥	Mitigation Partnership Case Studies Ü Shingletown, California - Fire 
Mitigation Ü Tulsa, Oklahoma - Tornado/High Winds Mitigation Ü Miami-Dade 
County, Florida - Flood/Hurricane Mitigation Ü Petersburg, Illinois - Flood 
Mitigation - Youth Involvement 
¥ Brainstorming Techniques 

Section 2 - Setting up for Success 
¥ Red Cross Contact Information 
¥ VOAD Contact Information 
¥ Project Lists 
¥ Volunteer Recruitment 
¥ Mitigation Opportunities List 

Section 3 - Program and Project Development 
¥ Mentoring 
¥ Funding Resources List 
¥ IBHS - Institute for Business & Home Safety 
¥ Safe Rooms 
¥ NVOAD - National Voluntary Organizations Active in Disaster 
¥ How to find a Facilitator 
¥ Citizen Corps 
¥	Environmental Protection Agency's (EPA) Community Cultural Profiling 
Guide 
¥ Americorps 
¥ Web Sites for Recruiting and Managing Volunteers 
¥ Mentoring ¥ Tax Exempt vs. Tax Deductible 
¥ Schools 
¥ Sample Liability Release Form for Homeowners 
¥ Volunteer Liability 

Section 4 - Media, Publicity, and Recognition 
¥ How to Write a News Release 
¥ News Release Template 
¥ Media Relations 
¥ How to Write a Publicity Plan 
¥ News Story Formats 
¥ News Writing Language and Style 
¥ Special Event Planning 
¥ Sample Media Timeline 
¥ Inspirational Quotes/Positive Affirmations 

Section 5 - Identifying Projects 
¥ Natural Disaster Project Ideas 
¥ Project Ideas for any Hazard 
¥ Volunteer Safety 
¥ Volunteer Liability 

Section 6 - Assessment - Learning from Our Experiences 
¥ Evaluation Tools and Techniques 

Section 7 - Sustainability - Keeping Volunteers Engaged 
¥ Best Practices Report 
¥ Leadership Styles, Decision-making, and Consensus 

Section 8 - Examples of Success 
¥ Best Practices 

General Resources 
¥ Federal Emergency Management Agency (FEMA) 
¥ FEMA for Kids 
¥ Citizen Corps 
¥ Flood Mapping, Flood Plain, and Flood-related Mitigation/Funding 
¥ The American Red Cross 
¥ The American Red Cross Masters of Disaster(tm) 
¥ Tulsa, Oklahoma, Mitigation Efforts 
¥ Future Problem Solvers Organization for Youth 
¥ Association of State Flood Plain Managers 
¥ National Voluntary Organizations Active in Disaster (NVOAD) 
¥ Disaster News Network 
¥ National Oceanic and Atmospheric Administration (NOAA) 
¥ United States Geological Survey (USGS) 
¥ National Weather Service 
¥ Colleges and Universities 
¥ Natural Hazards Observer 
¥ Geospatial Solutions 
¥ The Learning Channel 
¥ Network of State Hazard Mitigation Officers (NHMO) 
¥ Institute for Business and Home Safety (IBHS) 
¥ Emergency Preparedness Information Exchange 
¥ Public Entity Risk Initiative 
¥ Results and Performance Accountability 
¥ Personal Protective Equipment 
¥ Power and Hand Tool Safety 
¥ Leadership/Partnership 
¥ Personality Types/Working Styles 
¥ Potential Funding Sources 
¥ Land Use Planning 



FEM


FEMA XX


Community-
Based 
Pre-Disaster 
Mitigation 
Resource Guide