Indicators for School Health Programs: HIV Prevention Local Education Agencies Fiscal Year: March 1, 2004 - February 28, 2005 Division of Adolescent and School Health Cooperative Agreement 03004: Improving the Health, Education, and Well-Being of Young People Through Coordinated School Health Programs Instructions This set of indicators describes the performance of your HIV project in seven areas: (1) policy; (2) curricula and instruction; (3) assessment of student standards; (4) external collaboration; (5) targeting priority populations; (6) project planning; and (7) other information and activities. A glossary of terms is included at the end of the indicators. Activities to be reported are those for which any amount of DASH funds were used, or in which staff time to develop, implement, or evaluate activities was funded in any amount by DASH. These questions address only portions of Program Announcement 03004. Do not include HIV prevention activities funded through supplements to 03004. Please answer each question carefully and accurately. Not all items or activities may reflect the emphasis of your HIV Project for the current fiscal year, and therefore you may report that you have not performed activities in those areas by entering zeros. Additionally, you may not currently collect information about some activities. If so, please leave the answer blank. Please be sure to include materials for those items requesting attachments. For further questions or assistance with completing this report please contact your CDC project officer. Name:______________________________________________________________________________ Title:_______________________________________________________________________________ City:_____________________________________ State:___________________________________ Phone:_____________________________________________________________________________ Email:______________________________________________________________________________ I. POLICY 1. During FY 04, did your HIV project DISTRIBUTE established or model policies, policy standards, or other policy materials on the following topics? (Choose one for each topic.) A. HIV education for students. YES NO-we have such policies but have not distributed them during FY 04. --> Skip to 1B NO-we do not have such policies --> Skip to 1B IF YES, provide the total: 1. Number of schools reached directly ______ 2. Number of hits on web site (if applicable) ______ B. Infection control/universal precautions for all school staff. YES NO-we have such policies but have not distributed them during FY 04 --> Skip to 1C NO-we do not have such policies --> Skip to 1C IF YES, provide the total: 1. Number of schools reached directly ______ 2. Number of hits on web site (if applicable) _____ C. Maintaining confidentiality of HIV-infected students and staff. YES NO-we have such policies but have not distributed them during FY 04 --> Skip to 1D NO-we do not have such policies --> Skip to 1D IF YES, provide the total: 1. Number of schools reached directly ______ 2. Number of hits on web site (if applicable) _____ D. Other established or model policies, policy standards, or other policy materials. YES NO-we have such policies but have not distributed them during FY 04 --> Skip to 2 NO-we do not have such policies --> Skip to 2 IF YES: 1. Specify policy topic____________________ 2. Number of schools reached directly ______ 3. Number of hits on web site (if applicable) ______ 2. During FY 04, did your HIV project provide PROFESSIONAL DEVELOPMENT that included information about established or model policies, policy standards, or other policy materials? (Choose one.) YES NO--> Skip to 3 If YES, provide the total: A. Number of professional development events focusing only on HIV policy _____ B. Number of participants in professional development events focusing only on HIV policy_____ C. Number of professional development events that combined HIV policy with other topic(s) (include only professional development in which activities or a portion of the event focused specifically on HIV policy) ______ D. Number of participants in professional development events that combined HIV policy with other topics______ E. Number of schools reached directly ______ F. Number of external partners reached directly ______ 3. During FY 04, did your HIV project provide INDIVIDUALIZED TECHNICAL ASSISTANCE on established or model policies, policy standards, or other policy materials? (Choose one.) YES NO--> Skip to 4 If YES, provide the total: A. Number of schools reached directly ______ B. Number of external partners reached directly ______ II. CURRICULA & INSTRUCTION 4. During FY 04, did your HIV project DISTRIBUTE any of the following on HIV prevention: health education standards, exemplary curricula, frameworks, or guidance? (Choose one.) YES NO-we have exemplary health education standards, curricula, frameworks, or guidance on HIV prevention but have not distributed them during FY 04 --> Skip to 5 NO-we do not have exemplary health education standards, curricula, frameworks, or guidance on HIV prevention --> Skip to 5 If YES, provide the total: A. Number of schools reached directly ______ B. Number of external partners reached directly ______ C. Number of hits on web site (if applicable) _____ 5. During FY 04, did your HIV project provide PROFESSIONAL DEVELOPMENT on exemplary HIV curricula or instruction? (e.g. training on selected curricula; the importance of scientifically accurate information; characteristics of effective HIV prevention programs; effective instructional strategies; aligning HIV prevention programs to meet health education standards.) (Choose one.) YES NO--> Skip to 6 If YES: A. Number of professional development events focusing only on HIV curricula or instruction ______ B. Number of participants in professional development events focusing only on HIV curricula or instruction_____ C. Number of professional development events that combined HIV curricula or instruction with other topic(s) (include only professional development in which activities or a portion of the event focused specifically on exemplary HIV curricula or instruction) ______ D. Number of participants in professional development events that combined HIV curricula or instruction with other topics______ E. Number of schools reached directly ______ F. Number of external partners reached directly ______ 6. During FY 04, did your HIV project conduct PROFESSIONAL DEVELOPMENT on any specific HIV prevention education curricula and/or program for youth? (Choose one.) YES NO--> Skip to 7 If YES, please provide the name of the curricula or programs A. ____________________ A1.(total number of participants ______) B. ____________________ B1.(total number of participants ______) C. ____________________ C1.(total number of participants ______) D. ____________________ D1.(total number of participants ______) E. ____________________ E1.(total number of participants ______) 7. During FY 04, did your HIV project provide INDIVIDUALIZED TECHNICAL ASSISTANCE on HIV curricula or instruction? (For example, help in reviewing, revising, developing, selecting or implementing instructional materials for HIV prevention.) (Choose one.) YES NO--> Skip to 8 If YES, provide the total: A. Number of schools reached directly ______ B. Number of external partners reached directly ______ 8. During FY 04, which of the following topics were emphasized by your HIV project in curricula or instruction? (Choose YES or NO for each topic.) YES NO A. ( ( Abstinence from sex as the only sure way of preventing HIV transmission B. ( ( Abstinence from IV drug use as the only sure way of preventing HIV transmission C. ( ( Proper and consistent use of condoms among sexually active youth as a method of reducing risk of HIV transmission D. ( ( Influencing social norms to prevent HIV infection E. ( ( Developing individual and interpersonal skills for preventing HIV infection (e.g. goal setting, decision making, refusal, negotiation, communication, advocacy) F. ( ( The relationship between HIV prevention and other STD prevention or pregnancy prevention G. ( ( The relationship between HIV prevention and prevention of alcohol or drug use III. ASSESSMENT OF STUDENT STANDARDS 9. In FY 04, did your HIV project DISTRIBUTE frameworks or guidelines about how to assess or measure, at the classroom level, students' knowledge and skills regarding HIV prevention? This does not include materials on how to conduct the Youth Risk Behavior Survey (YRBS) or the School Health Profiles (Profiles). (Choose one.) YES NO-we have frameworks or guidelines about how to assess or measure, at the classroom level, students' knowledge and skills regarding HIV prevention, but have not distributed them in FY 04. NO-we do not have materials about how to assess or measure, at the classroom level, students' knowledge and skills regarding HIV prevention. 10. In FY 04, did your HIV project conduct PROFESSIONAL DEVELOPMENT that included information about how to assess or measure, at the classroom level, students' knowledge and skills regarding HIV prevention? This would not include training on how to conduct the Youth Risk Behavior Survey (YRBS) or the School Health Profiles (Profiles). (Choose one.) YES NO--> Skip to 11 If YES, provide the total: A. Number of professional development events focusing on health education assessment, including HIV prevention (include only professional development in which activities or a portion of the event focused specifically on HIV student standards and health education assessment) _______ B. Number of participants from professional development events focusing on student standards and health education assessment, including HIV prevention _______ C. Number of professional development events focusing on student standards and health education assessment _______ D. Number of participants from all professional development events focusing on student standards and health education assessment _______ E. Number of schools reached directly _______ F. Number of external partners reached directly ______ 11. In FY 04, did your HIV project provide INDIVIDUALIZED TECHNICAL ASSISTANCE that included information about how to assess or measure, at the classroom level, students' knowledge and skills regarding HIV prevention? (Choose one.) YES NO--> Skip to 12 If YES, provide the total: A. Number of schools reached directly ______ B. Number of external partners reached directly _______ IV. EXTERNAL COLLABORATION 12. During FY 04, did your HIV project COLLABORATE with any external partners? (Choose one.) YES NO--> Skip to 13 If YES, choose YES or NO for each of the following external partners YES NO A ( ( Agencies serving primarily African American youth B. ( ( Agencies serving primarily Hispanic youth C. ( ( Agencies serving primarily American Indian/Alaskan Native youth D. ( ( Agencies serving primarily Asian/Pacific Islander youth E. ( ( Agencies serving primarily sexual minority youth F. ( ( AIDS service community organizations G. ( ( Alcohol and drug rehabilitation facilities H. ( ( Community organizations serving parents and families (this does not include internal school parent groups such as the PTA) I. ( ( Community based organizations (CBOs) J. ( ( Faith or religious organizations K. ( ( Health service organizations L. ( ( HIV Community Planning Group (CPG) M. ( ( Juvenile corrections facilities N. ( ( National organizations funded by CDC to assist with HIV prevention efforts O. ( ( Organizations that focus exclusively on abstinence P. ( ( Other national organizations Q. ( ( State education agency R. ( ( State health department S. ( ( State heath coalitions or networks T. ( ( Universities and other institutions of higher education U. ( ( Youth representing schools or communities V. ( ( Youth-serving community organizations W. ( ( Others (please specify______________________________________ ________________________________________________________ (If additional "others" are listed please label X-Z.) 13. During FY 04, which of the following descriptions best describes your local education agency's relationship with the state CDC-sponsored Community Planning Group (CPG) for HIV prevention? (Choose one.) __No one from the LEA attends the meetings __An LEA staff member attends meetings to observe, but has no formal role __An LEA staff member attends and serves as a content expert or technical advisor, but does not have voting privileges __An LEA staff member attends meetings and has voting privileges __Other (please specify)__________________________________________________ V. TARGETING PRIORITY POPULATIONS 14. In FY 04, did your HIV project implement programmatic activities to specifically target any of the following youth? Materials, professional development and individualized technical assistance may be specific to preventing HIV or may focus on reaching, serving, communicating with, or providing services for members of the priority populations listed below. If more than one priority population is specifically targeted in materials, professional development, or individualized technical assistance, report each group included, below. (Please Choose YES or NO in each box.) Materials A. African American youth YES NO B. Asian/Pacific Islander youth YES NO C. Hispanic youth YES NO D. American Indian/Alaskan Native youth YES NO E. Sexual minority youth YES NO Professional Development A. African American youth YES NO B. Asian/Pacific Islander youth YES NO C. Hispanic youth YES NO D. American Indian/Alaskan Native youth YES NO E. Sexual minority youth YES NO Individualized Technical Assistance A. African American youth YES NO B. Asian/Pacific Islander youth YES NO C. Hispanic youth YES NO D. American Indian/Alaskan Native youth YES NO E. Sexual minority youth YES NO (If NO to all responses, skip to 18.) 15. For the materials, professional development, or individualized technical assistance that you provided specifically targeting priority populations, what topics were included? (Choose all that apply.) Reaching members of priority populations to provide educational programs or services Providing culturally and linguistically competent educational programs or services Understanding the HIV prevention needs of members of priority populations Building the skill of school administrators, faculty, or staff to address members of priority populations Other (please specify)_____________________________________________________ (If NO to all professional development questions in 14, skip to 17) 16. During FY 04, describe the PROFESSIONAL DEVELOPMENT that your HIV project provided that focused on improving the quality of HIV prevention for specific priority populations: A. Number of professional development events that focused on improving the quality of HIV prevention for specific priority populations _______ B. Number of schools reached directly_______ C. Number of external partners reached directly _____ (If NO to all individualized technical assistance questions in 14, skip to 18) 17. During FY 04, describe the INDIVIDUALIZED TECHNICAL ASSISTANCE that your HIV project provided to reach specific priority populations: A. Number of schools reached directly ______ B. Number of external partners reached directly ______ 18. If your HIV project implemented any programmatic activities that directly targeted other youth in high risk situations, please list the categories that were specifically targeted. (Please refer to Attachment A for a complete list.) A. _________________________ F. _____________________ B. _________________________ G. _____________________ C. _________________________ H. _____________________ D. _________________________ I. _____________________ E. _________________________ VI. PROJECT PLANNING 19. Does your HIV project have a formal written training plan that guides PROFESSIONAL DEVELOPMENT activities? (Choose one.) YES NO (If YES, please attach.) 20. During FY 04, did your HIV project identify or maintain an HIV point of contact in selected schools? (Choose one.) YES NO--> Skip to 21 If YES, provide total: A. Number of schools with an identified HIV point of contact _____ VII. OTHER INFORMATION & ACTIVITIES 21. Is there information that we asked for in this year's Indicators that you estimated or guessed at? YES NO--> Skip to 22 A. What kind of information are you estimating or guessing at? (Mark all that apply.) _____ Distribution of print materials _____ Distribution of electronic materials _____ Professional development events _____ Individualized technical assistance B. On what topics are you estimating or guessing? (Mark all that apply.) _____ Policies _____ Curricula and instruction _____ Assessment of student standards 22. Is there information that we asked for in this year's Indicators that you do not collect at all? YES NO--> Skip to 23 A. What kind of information do you not collect at all? (Mark all that apply.) _____ Distribution of print materials _____ Distribution of electronic materials _____ Professional development events _____ Individualized technical assistance B. On what topics do you not collect information at all? (Mark all that apply.) _____ Policies _____ Curricula and instruction _____ Assessment of student standards 23. During FY04, did your HIV project conduct any additional, noteworthy, major activities to improve HIV policies, curriculum, instruction, or assessment, or to improve the quality of HIV prevention for African-American, Hispanic, American Indian/Alaskan Native or Asian/Pacific Islander youth or youth in high risk situations? If so, please describe in an attached narrative. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 24. Please describe in an attached narrative, one specific improvement to your HIV program during FY04 that occurred as a result of your evaluation activities. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 25. Please provide any additional general comments or information in the space below. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ THANK YOU FOR YOUR RESPONSES. PLEASE RETURN THE INDICATORS. Glossary Please refer to the following definitions when answering the questions: COLLABORATION - Two or more partners jointly plan and implement program activities with definable roles and responsibilities for each partner. CULTURAL COMPETENCE - Knowledge and skills that allow individuals to increase their understanding and appreciation of cultural differences and similarities within, among, and between groups. CURRICULUM - An educational plan incorporating a structured, developmentally appropriate series of intended learning outcomes and associated learning experiences for students; generally organized as a related combination or series of school-based materials, content, and events. DISTRIBUTE - Putting exemplary materials in the hands of appropriate personnel. Distribution may occur in response to requests for materials or through proactive sharing of information. DOCUMENTATION - Written records showing an activity occurred. EMPHASIZED - Curricula, instruction, and instructional activities are tailored to specific, primary HIV prevention topics and are primary messages in policy, professional development, or individualized technical assistance by an HIV project. Do not include topics that are only mentioned in passing and are not primary messages of curricula, instruction, or instructional activities. EVALUATION PLAN - A written evaluation plan may include process evaluation, to determine if activities were conducted as planned and how well they were conducted, as well as outcome evaluation to determine the impact of an activity or program on program objectives. EXEMPLARY - An evaluated curriculum or program with evidence of effectiveness, or a curriculum or program that has used research-based or science-based strategies. An exemplary curriculum or program is: (1) developmentally and culturally appropriate; (2) medically and scientifically accurate; (3) consistent with scientifically researched evidence of effectiveness; and (4) built on a theoretic approach based on proven principles for prevention. EXTERNAL PARTNERS - Agencies, organizations, and groups outside your own agency with which you collaborate or associate to further the goals of your HIV project. FISCAL YEAR (FY) - March 1, 2004 to February 28, 2005, the budget period for the cooperative agreement. FRAMEWORK - An outline or plan that presents both the content (such as important concepts, skills, and generalizations) and the process for developing curricula, instruction, and assessment. GUIDANCE - A set of strategies to apply frameworks to develop curricula, instruction, and assessment. HEALTH EDUCATION STANDARDS - An established set of indicators that describe the knowledge and skills essential to the development of student health literacy and provide the foundation for curriculum development, instruction, and assessment of student performance. Many states use the National Health Education Standards as the foundation for their own health education standards. An abbreviated version of the National Health Education Standards developed by the Joint Committee on National Health Education Standards can be found at: http://www.aahperd.org/aahe/pdf_files/standards.pdf. HIV PROJECT - Any activities or personnel that are funded, in part or whole, through CDC/DASH cooperative agreement funds for the HIV project. It is the work of contract and regional staff on DASH Program Announcement 03004, Priority #3. INDIVIDUALIZED TECHNICAL ASSISTANCE - Tailored assistance to meet site-specific needs with collaborative communication between a specialist and the site. Assistance takes into account site-specific circumstances and culture, and can be provided through phone, mail, e-mail, Internet, or in-person meetings. LINGUISTIC COMPETENCE - Knowledge and skills that allow individuals to increase their understanding and appreciation of verbal and non-verbal communication differences and similarities within, among, and between groups. MATERIALS - Resources approved by an HIV materials review committee, including written materials (e.g. curricula, training materials, pamphlets); audio visual materials (e.g. motion pictures and video tapes); pictorials (e.g. posters and similar educational materials using photographs, slides, drawings, or paintings); and electronic resources (e.g. web sites, pdf files, PowerPoint files). NUMBER OF SCHOOLS REACHED DIRECTLY - A school is reached directly when one or more school staff receive materials, training, or assistance from personnel funded by your HIV project. POLICY - Any mandate issued or policies adopted by local or school district boards of education, the state school board, state legislature, or other local, district, or state agencies that affect the environment in school districts or throughout the state. These include policies developed by your state, or those based on model policies developed elsewhere. Sample model policies are available in Fit, Healthy, and Ready to Learn: A School Health Policy Guide (March 2000), developed by the National Association of State Boards of Education (NASBE). Sample polices can be viewed at NASBE's web site: http://www.nasbe.org/healthyschools/fithealthy.mgi. PRIORITY POPULATIONS - Groups disproportionately affected by HIV/AIDS, including youth at high risk for health disparities. PROFESSIONAL DEVELOPMENT - Those processes and activities designed to enhance the professional knowledge, skills and attitudes of educators and others who work with youth, so that they might, in turn, improve the learning and health outcomes of children and adolescents. Professional development is consciously designed to actively engage learners and includes the planning, design, implementation, evaluation and follow-up of professional development events (e.g. training, workshops, conferences, web-based learning, coaching/mentoring). PROFESSIONAL DEVELOPMENT EVENT- A set of skill-building processes and activities designed to assist targeted groups of participants in mastering specific learning objectives. Such events are delivered in an adequate time span (at least 3 hours) and may include, but are not limited to, curriculum and other training, workshops, conferences, and on-line or distance learning courses. PROGRAM - A multi-faceted approach to decrease health risk behaviors that may include a combination of strategies such as one-on-one interventions, policy and climate changes, advocacy, peer interventions, mentoring programs, youth asset development, and outreach. SCHOOL - A division of the public school system consisting of students in one or more grades or other identifiable groups organized to give instruction of a defined type. One school may share a building with another school or one school may be housed in several buildings. Each school usually has an identification number assigned by the state department of education for tracking purposes. Synonyms for public schools include charter schools, magnet schools, vocational schools and alternative schools. SERVING PRIMARILY - Agencies whose main focus is on providing services tailored to a specific, identifiable population (e.g. by race, sexual orientation, etc.), or increasing the ability of others to provide services to that population. SEXUAL MINORITY YOUTH - Youth who identify as gay, lesbian, bisexual, transgender, or questioning; or youth who engage in same gender sexual activity. SPECIFICALLY TARGETING - Programs or activities that are tailored to a particular, identifiable population (e.g. by race, sexual orientation, etc.), or activities to increase the ability of others to provide such services or activities. YOUTH IN HIGH RISK SITUATIONS - Please refer to CDC's definition (Attachment A). ATTACHMENT A YOUTH IN HIGH-RISK SITUATIONS The following is the Centers for Disease Control and Prevention's definition of youth in high- risk situations. (From CDC. "Report of the Fourth Meeting of the CDC Advisory Committee on the Prevention of HIV Infection," November 7-8, 1990.) Young people between the ages of 10 and 24 who fit at least one of the following categories are considered at high risk for HIV infection: 1. Homeless youth 2. Runaway youth 3. Youth not in school and unemployed 4. Youth requiring drug or alcohol rehabilitation 5. Youth who interface with the juvenile corrections system 6. Medically indigent youth 7. Youth requiring mental health services 8. Youth in foster homes 9. Migrant farm worker youth 10. Gay or lesbian youth 11. Youth with STDs, especially genital ulcer disease 12. Sexually abused youth 13. Sexually active youth 14. Pregnant youth 15. Youth seeking counseling and testing for HIV infection 16. Youth with signs and symptoms of HIV infection or AIDS without alternative diagnosis 17. Youth who barter or sell sex 18. Youth who use illegal injected drugs (including crack cocaine) Some characteristics of youth who fit the definition of youth at high risk for HIV infection pose barriers to effective intervention. Those characteristics include: * feeling invulnerable to disease; * having little adult supervision, whether at home, having run away from home, or having been asked to leave home; * a history of emotional, sexual, and/or physical abuse; * distrust of adults; * serious emotional and personal problems; * disenfranchised from institutions that normally provide structure and support; and * difficulty filling basic human needs for food, shelter, money, and safety -- consequently placing prevention of HIV infection at a low priority.