3. Collective Training Opportunities: Community stakeholders have tools or training opportunities to gain common understanding of each other (our site has developed strategies that help community stakeholders understand the history and cultural factors and challenges which may contribute to youth violence and victimization; we have created tools to capture key project terms that guide our respective efforts [calls for service vs. incident vs arrest; PBIS vs CBITs; CPTED, SPO protocols, SEL, etc.]).

4. Cultivate Stakeholder Leadership: Opportunities are available to support partners efforts to plan and lead projects/strategies (there are opportunities for community stakeholders to develop their leadership skills by co-leading the development, planning and/or implementation of the project/safety strategies).

2. Use Data to Prioritize Safety Challenges: Project team utilizes data and partner input to determine priority focus areas and strategies to address youth violence challenges (specific schools, youth, community locations) and track progress towards project goals (our team is using quantitative and qualitative data measures from multiple sources to prioritize schools/youth for programmatic service; our team has collected baseline data and has protocols in place to access specific process and outcome measures to help inform continuous project management decision-making).

3. Use Data to Tailor Evidence Based/Informed Strategies to Address Priority Challenges: Project team utilizes data and partner input to consider evidence based/informed strategies that align directly to student violence challenges we seek to address. 

2. Define Management Process: Project team has developed a common vision for project efforts and decision-making (there is agreement and common understanding among partners on how data will be used and how decisions about programmatic strategy and course corrections will be made).

3. Support Core Partnership: Project partnerships are creating opportunities for new relationships and opportunities to work collaboratively to achieve sustainable programmatic outcomes (our partners are cross-training each other on roles; responsibilities to enhance each parties' understanding of each other and the resources and constraints that will influence how they contribute to safety efforts).

4. Build External Partnerships: Project team is exploring outside partnerships and collaborations to achieve sustainable programmatic outcomes (our team will be regularly assessing areas of opportunity within our formal and informal networks to address gaps in programming, engage the community, and create sustainability opportunities through other funding sources). 

1. Identify Physical Environment Safety Linkages: Project team is actively identifying problems in the physical environment of specific places that impact youth violence and victimization such as school cafeterias, community parks, public transportation hubs, routes to/from school, etc. (Our team is looking at this from a trauma-informed perspective to assess both present dangers and historical impact of community violence; we are connected with funded and non-funded partners to identify potential opportunities to impact crime and disorder through current or planned physical or economic revitalization efforts [art/placemaking concepts, park renovations, community development projects]).

2. Review School Policies: Project team is routinely reviewing school safety plans and policies/procedures to consider the role project efforts can play to support youth safety in and around school grounds (creating alternative approaches to suspension/discipline, considering school dismissal times to reduce youth gatherings at transportation hubs, policies impacting persons that can work in schools, etc.).