Form 1 C-1 Indicators for School Health Programs: HIV Preventio

Indicators of the Performance of Local and State Education Agencies in HIV Prevention and Coordinated School Health Program Activities for Adolescent and School Health Programs

Attachment C-1 (HIV SEA - FY2007)

Indicators for School Health Programs: HIV Prevention (for State Education Agencies)

OMB: 0920-0672

⚠️ Notice: This form may be outdated. More recent filings and information on OMB 0920-0672 can be found here:

2011-04-12 - Revision of a currently approved collection

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Attachment C-1
Indicators for School Health Programs: HIV Prevention, State Education Agencies
(FY2007)

Indicators for School Health Programs:
HIV Prevention
State Education Agencies
Fiscal Year: March 1, 2007 – February 29, 2008
Division of Adolescent and School Health
Program Announcement No. 03004:
Improving the Health, Education, and Well-Being of Young People Through
Coordinated School Health Programs
Instructions
This set of indicators describes the performance in seven areas of your HIV prevention project: (1) policy;
(2) curricula and instruction; (3) assessment of student performance; (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
apply only to priority health risk behaviors addressed in 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 Prevention 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.
Public reporting burden of this collection of information is estimated to average 9 hours per response, including the time
reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing
the collection of information. An agency may not conduct or sponsor, and a person is not required to respond to a collection of
information unless it displays a current valid OMB control number. Send comments regarding this burden estimate or any other
aspect of this collection of information, including suggestions for reducing this burden to CDC/ATSDR Reports Clearance
Officer; 1600 Clifton Road NE, MS-E-11, Atlanta, Georgia 30333; ATTN: PRA (0920-0672).

For further questions or assistance with completing this report
please contact your CDC project officer.
Person completing the Indicators:
Name:____________________________________________________________________________
Title:_____________________________________________________________________________
State:_____________________________________ Phone:________________________________
Email:____________________________________________________________________________

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
CENTERS FOR DISEASE CONTROL AND PREVENTION

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

I. POLICY
1.

During FY07, did your HIV prevention project DEVELOP (or revise or assist in developing)
model policies, policy standards, or other policy materials for district or school staff on the
following topics?
A.

HIV education for students.

{
{

YES
NO

Infection control/universal precautions for all school staff.

{
{

YES
NO

Maintaining confidentiality of HIV-infected students and staff.

{
{

YES
NO

Certification requirements for teachers of HIV education (e.g., passing a state test in
topic area).

{
{

YES
NO

Other model policies, policy standards, or other policy materials.

{
{

YES
NO

During FY07, did your HIV prevention project DISTRIBUTE to district or school staff
established or model policies, policy standards, or other policy materials on the following topics?
(Choose one for each topic.)
A.

HIV education for students. (Choose one.)

{
{
{

YES
NO—we have such policies but have not distributed them during FY07. Æ Skip to 2B
NO—we do not have such policies.Æ Skip to 2B
IF YES, provide the total:
1. Number of districts reached directly
______
2. Number of hits on web site (if applicable) ______
3. Number of listservs, Internet mailing lists, or discussion boards used (do not list
number of e-mails posted but the number of electronic distribution lists used) _____
Please continue on the next page Æ

HIV PREVENTION, STATE EDUCATION AGENCIES

Infection control/universal precautions for all school staff. (Choose one.)

{
{
{

YES
NO—we have such policies but have not distributed them during FY07. Æ Skip to 2C
NO—we do not have such policies. Æ Skip to 2C
IF YES, provide the total:
1. Number of districts reached directly
______
2. Number of hits on web site (if applicable) ______
3. Number of listservs, Internet mailing lists, or discussion boards used (do not list
number of e-mails posted but the number of electronic distribution lists used) _____

Maintaining confidentiality of HIV-infected students and staff. (Choose one.)

{
{
{

YES
NO—we have such policies but have not distributed them during FY07. Æ Skip to 2D
NO—we do not have such policies. Æ Skip to 2D
IF YES, provide the total:
1. Number of districts reached directly
______
2. Number of hits on web site (if applicable) ______
3. Number of listservs, Internet mailing lists, or discussion boards used (do not list
number of e-mails posted but the number of electronic distribution lists used) _____

Certification requirements for teachers of HIV education. (Choose one.)

{
{
{

YES
NO—we have such policies but have not distributed them during FY07. Æ Skip to 2E
NO—we do not have such policies. Æ Skip to 2E
IF YES, provide the total:
1. Number of districts reached directly
______
2. Number of hits on web site (if applicable) ______
3. Number of listservs, Internet mailing lists, or discussion boards used (do not list
number of e-mails posted but the number of electronic distribution lists used) _____

Other established or model policies, policy standards, or other policy materials. (Choose
one.)

{
{
{

YES
NO—we have such policies but have not distributed them during FY07. Æ Skip to 3
NO—we do not have such policies. Æ Skip to 3
IF YES,
1. Specify policy topic____________________
2. Number of districts reached directly
______
3. Number of hits on web site (if applicable) ______
4. Number of listservs, Internet mailing lists, or discussion boards used (do not list
number of e-mails posted but the number of electronic distribution lists used) _____
Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

During FY07, did your HIV prevention project provide PROFESSIONAL DEVELOPMENT to
district or school staff that included information on established or model policies, policy
standards, or other policy materials?
{
{

YES
NOÆ Skip to 4

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 districts reached directly ______
G.
Number of regional support units reached directly (if applicable) _____
H.
Number of external partners reached directly _____
Please specify type, e.g., CBO, Health Agencies _______________________________
4.

During FY07, did your HIV prevention project provide INDIVIDUALIZED TECHNICAL
ASSISTANCE to district or school staff on established or model policies, policy standards, or
other policy materials?
{
{

YES
NOÆ Skip to 5

Please continue on the next page Æ

HIV PREVENTION, STATE EDUCATION AGENCIES

II. CURRICULA & INSTRUCTION
5.

During FY07, did your HIV prevention project DEVELOP (or revise or assist in developing) any
of the following on HIV prevention for district or school staff: health education standards,
exemplary curricula, frameworks, or guidance?
{
{

YES
NO

During FY07, did your HIV prevention project DISTRIBUTE to district or school staff any of
the following on HIV prevention: health education standards, exemplary curricula, frameworks,
or guidance? (Choose one.)
{
{
{

YES
NO—we have health education standards, exemplary curricula, frameworks, or guidance
on HIV prevention but have not distributed them during FY07. Æ Skip to 7
NO—we do not have health education standards, exemplary curricula, frameworks, or
guidance on HIV prevention. Æ Skip to 7

If YES, provide the total:
A.
Number of schools reached directly ______
B.
Number of districts reached directly ______
C.
Number of regional support units reached directly (if applicable) _____
D.
Number of external partners reached directly _____
Please specify type _______________________________
E.
Number of hits on web site (if applicable) ______
F.
Number of listservs, Internet mailing lists, or discussion boards used (do not list number
of e-mails posted but the number of electronic distribution lists used) _____
7.

During FY07, did your HIV prevention project provide PROFESSIONAL DEVELOPMENT to
district or school staff 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; or aligning HIV prevention programs to
meet health education standards.)
{
{

YES
NOÆ Skip to 8

Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

If YES, provide the total:
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 districts reached directly ______
G.
Number of regional support units reached directly (if applicable)_____
H.
Number of external partners reached directly ____
Please specify type________________________________________
8.

During FY07, did your HIV prevention project conduct PROFESSIONAL DEVELOPMENT
to district or school staff on any specific HIV prevention education curricula and/or
programs for youth?
{
{

YES
NOÆ Skip to 9

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
9.

______
______
______
______
______

During FY07, did your HIV prevention project provide INDIVIDUALIZED TECHNICAL
ASSISTANCE to district or school staff on HIV curricula or instruction? (e.g., help in reviewing,
revising, developing, selecting, or implementing instructional materials for HIV prevention)
{
{

YES
NOÆ Skip to 10

Please continue on the next page Æ

HIV PREVENTION, STATE EDUCATION AGENCIES

10.

During FY07, which of the following topics were emphasized by your HIV prevention project in
curricula or instruction?
YES

{

D.
E.

{
{

{

Abstinence from sexual intercourse as the only sure way of preventing
HIV transmission
Abstinence from IV drug use as the only sure way of preventing HIV
transmission
Proper and consistent use of condoms among sexually active youth as a
method of reducing the risk of HIV transmission
Influencing social norms to prevent HIV infection
Developing individual and interpersonal skills for preventing HIV
infection (e.g., goal setting, decision making, refusal, negotiation,
communication, advocacy)
The relationship between HIV prevention and other STD prevention or
pregnancy prevention
The relationship between HIV prevention and prevention of alcohol or
other drug use
How to implement universal precautions

Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

III. ASSESSMENT OF STUDENT PERFORMANCE
11.

In FY07, did your HIV prevention project DEVELOP (or revise or assist in developing) for
district or school staff frameworks or guidelines that include how to assess or measure, at the
classroom level, students’ knowledge and skills regarding HIV prevention?
{
{

12.

In FY07, did your HIV prevention project DISTRIBUTE to district or school staff frameworks
or guidelines that include 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.)
{
{

{

13.

YES
NO

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 FY07.
NO—we do not have materials about how to assess or measure at the classroom level,
students’ knowledge and skills regarding HIV prevention.

In FY07, did your HIV prevention project conduct PROFESSIONAL DEVELOPMENT to
district or school staff that included information about how to assess or measure, at the classroom
level, students' knowledge and skills regarding HIV prevention? This does not include training
on how to conduct the Youth Risk Behavior Survey (YRBS) or the School Health Profiles
(Profiles).
{
{

YES
NOÆ Skip to 14

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 assessing student performance related to HIV
prevention) _______
B.
Number of participants from professional development events focusing on health
assessment including HIV prevention (include only professional development in which
activities or a portion of the event focused specifically on assessing student performance
related to HIV prevention) _______
C.
Number of professional development events focusing on health education assessment
_______
D.
Number of participants from all professional development events focusing on health
education assessment _______
E.
Number of schools reached directly _______
F.
Number of districts reached directly _______
G.
Number of regional support units reached directly (if applicable) _____
H.
Number of external partners reached directly ____
Please specify type ________________________________________
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HIV PREVENTION, STATE EDUCATION AGENCIES

14.

In FY07, did your HIV prevention project provide INDIVIDUALIZED TECHNICAL
ASSISTANCE to district or school staff that included information about how to assess or
measure, at the classroom level, students' knowledge and skills regarding HIV prevention?
{
{

YES
NOÆ Skip to 15

Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

IV. EXTERNAL COLLABORATION
15.

During FY07, did your HIV prevention project COLLABORATE with any external partners?
{
{

YES
NOÆ Skip to 16

If YES, choose YES or NO for each of the following external partners:
YES
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U.
V.
W.

Agencies serving primarily African-American youth
Agencies serving primarily Hispanic youth
Agencies serving primarily American Indian/Alaskan Native youth
Agencies serving primarily Asian/Pacific Islander youth
Agencies serving primarily sexual minority youth
AIDS service community organizations
Alcohol and drug rehabilitation facilities
CDC-funded local education agency HIV projects
Community organizations serving parents and families
(this does not include internal school parent groups such as the PTA)
Education organizations (e.g., advocacy, service, professional,
or membership associations)
Faith or religious organizations
Health organizations (e.g., advocacy, service, professional,
or membership associations)
HIV Community Planning Groups (CPG)
Juvenile corrections facilities
National organizations funded by CDC to assist with HIV prevention
efforts
Organizations that focus exclusively on abstinence
Other national organizations
State health department
State heath coalitions or networks
Universities and other institutions of higher education
Youth representing schools or communities
Youth-serving community organizations
Other types of external partners not listed above
Please specify ____________________________________________
________________________________________________________
(If additional space is needed to list “other types of external partners
not listed above,” please label them X-Z.)

{
{
{
{
{
{
{
{

{

{
{

{
{
{

{
{
{
{
{
{
{
{
{

Please continue on the next page Æ

HIV PREVENTION, STATE EDUCATION AGENCIES

16.

During FY07, which of the following descriptions best describes your state education agency's
relationship with the state CDC-sponsored Community Planning Group (CPG) for HIV
prevention? (Choose one.)
{
{
{
{
{

No one from the SEA attends the meetings
An SEA staff member attends meetings to observe, but has no formal role
An SEA staff member attends and serves as a content expert or technical advisor, but
does not have any voting privileges
An SEA staff member attends meetings and has voting privileges
Other
Please specify______________________________________________________

V. TARGETING PRIORITY POPULATIONS
17.

In FY07, did your HIV prevention 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.
(Choose YES or NO in each box.)

Priority Populations

Materials
Distribution
YES NO

Professional
Development
YES
NO

Individualized
Technical Assistance
YES
NO

A. African-American youth

{

B. Asian/Pacific Islander youth

{

C. Hispanic youth

{

D. American Indian/Alaskan
Native youth

{

E. Sexual minority youth

{

(If NO to all responses, skip to 21)

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FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

18.

For the materials, professional development, or individualized technical assistance that you
provided to district or school staff 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 or 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 17, skip to 20)
19.

During FY07, describe the PROFESSIONAL DEVELOPMENT to district or school staff that
your HIV prevention project provided that focused on improving the quality of HIV prevention
for specific priority populations:
A.
B.
C.
D.
E.

Number of professional development events that focused on improving the quality of
HIV prevention for specific priority populations _______
Number of schools reached directly _______
Number of districts reached directly ______
Number of regional support units reached directly (if applicable) _______
Number of external partners reached directly ____
Please specify type___________________________________________

(If NO to all individualized technical assistance questions in 17, skip to 21)
20.

During FY07, describe the INDIVIDUALIZED TECHNICAL ASSISTANCE to district or
school staff that your HIV prevention project provided to reach specific priority populations:
A.
B.
C.
D.

21.

Number of schools reached directly ______
Number of districts reached directly ______
Number of regional support units reached directly (if applicable) _____
Number of external partners reached directly _____
Please specify type ________________________________________

If your HIV prevention project implemented any programmatic activities that directly targeted
other youth in high risk situations, please list the categories of youth that were specifically
targeted. (Please refer to Attachment A for a complete list.)
A. _________________________
B. _________________________
C. _________________________
D. _________________________
E. _________________________

F. _____________________
G. _____________________
H. _____________________
I. _____________________
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HIV PREVENTION, STATE EDUCATION AGENCIES

VI. PROJECT PLANNING
22.

In FY07, what evaluation activities did you conduct?
A.
B.
C.
D.
E.
F.

Conducted formative evaluation
Created a logic model
Wrote SMART objectives
Conducted process evaluation
Conducted outcome evaluation
Other
Please specify____________________________________

YES

{
{
{
{
{
{

23.

In FY07 what coordinated school health program components were integrated
with your HIV prevention activities?
YES
NO
A. Health education
{
{
B. Physical education
{
{
C. Health services
{
{
D. Counseling/psychological/social services
{
{
E. School nutrition services
{
{
F. Staff health promotion
{
{
{
{
G. Parent/community involvement
H. Healthy school environment/policy
{
{

24.

How many school districts do you have in your state? ______ TOTAL

25.

How many regional support units do you use to support HIV prevention? (if applicable)
______TOTAL

VII. OTHER INFORMATION & ACTIVITIES
26.

In FY07, did you make PRESENTATIONS that focused on policy, curriculum, or student
assessment related to HIV prevention?
{
{

YES
NOÆ Skip to 27

If yes:
A.

How many presentations did you make focused on policy, curriculum, or student
assessment related to HIV prevention? _________

How many presentations did you make on HIV prevention in the context of coordinated
school health?______________
Please continue on the next page Æ

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

Please check all audiences to whom you presented in FY07:
___ District-level staff or administrators
___ School-level staff or administrators
___ Staff or students at universities or other institutions of higher education
___ Community-based organization staff
___ State or local health agency staff
___ Legislators
___ Parents/parent groups
___ School-aged youth
___ Other
Please specify____________________________________________

27.

In FY07, did you provide PRE-SERVICE LEARNING events that focused on policy,
curriculum, or student assessment related to HIV prevention?
{
{

YES
NOÆ Skip to 28

If yes:
A.

28.

How many pre-service learning events did you provide focused on policy, curriculum, or
student assessment related to HIV prevention? _____________

Is there information that we asked for in this year’s Indicators that you estimated or guessed at?
{
{

YES
NOÆ Skip to 29

A. What kind of information did you estimate or guess at? (Mark all that apply.)
_____
_____
_____
_____
_____

Distribution of print materials
Distribution of electronic materials
Professional development events
Individualized technical assistance
Presentations

B. On what topics did you estimate or guess at information? (Mark all that apply.)
_____ Policies
_____ Curricula and instruction
_____ Assessment of student performance
29.

Is there information that we asked for in this year’s Indicators that you did not collect at all?
{
{

YES
NOÆ Skip to 30
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HIV PREVENTION, STATE EDUCATION AGENCIES

A. What kind of information did you not collect at all? (Mark all that apply.)
_____
_____
_____
_____
_____

Distribution of print materials
Distribution of electronic materials
Professional development events
Individualized technical assistance
Presentations

B. On what topics did you not collect information at all? (Mark all that apply.)
_____ Policies
_____ Curricula and instruction
_____ Assessment of student performance
30.

During FY07, did your HIV prevention project conduct any additional, noteworthy, major
activities to improve HIV policies, curriculum, instruction, assessment, or collaborations? Did
these activities focus on improving the quality of HIV prevention for African-American,
Hispanic, American Indian/Alaskan Native, Asian/Pacific Islander youth, or youth in high risk
situations? Please describe in an attached narrative.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
31.

Please describe in an attached narrative, one specific improvement to your HIV prevention
program during FY07 that occurred as a result of your evaluation activities.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

32.

Please provide information about any additional professional development events or materials
distribution activities not captured by the questions above. In particular, please report on
activities in meetings or conferences not sponsored by your agency and for which you could not
collect information on participants or recipients of materials.

Please provide any additional general comments or information in the space below.

THANK YOU FOR YOUR RESPONSES. PLEASE RETURN THE INDICATORS.

HIV PREVENTION, STATE EDUCATION AGENCIES

Glossary
Please refer to the following definitions when answering the questions:
COLLABORATE - Two or more partners jointly plan and implement program activities with definable
roles and responsibilities for each partner.
COORDINATED SCHOOL HEALTH PROGRAM (CSHP) - A coordinated school health program is
a planned and organized set of courses, services, policies, and interventions designed to meet the health
and safety needs of K-12 students. Schools promote optimal physical, emotional, social, and educational
development of students by providing health education; physical education; health services; nutrition
services; counseling, psychological and social services; and a healthy and safe environment; and by
promoting parent/community involvement and staff wellness. A successful and well-coordinated school
health program is characterized by administrators, teachers, and school board members who view health
protection and promotion as an essential part of the school’s mission; a school health council comprised
of school, family, and community representatives to ensure a planning process for continuous
improvement; a school health coordinator responsible for organizing and managing the school health
program; and school staff who help plan and implement a full array of school health courses, services,
policies, and interventions.
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.
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, 2007 to February 29, 2008, the budget period for the cooperative
agreement.

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

FORMATIVE EVALUATION - Gathering information during the early stages of your project or
program, with a focus on finding out whether your efforts are unfolding as planned, uncovering any
obstacles or unexpected opportunities that may have emerged, and identifying adjustments and
corrections to your program.
FRAMEWORK - An outline or plan that presents both the content (e.g., 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 - Includes planned sequential materials, instructions, and educational
experiences delivered in the classroom setting that provide students with opportunities to acquire the
knowledge and skills necessary for making health promoting decisions and achieving health literacy.
Quality health education is based on sound theories of development and behavior change or empirically
supportive practices that result in increased knowledge and positive behavior change.
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 PREVENTION PROJECT - Any activities or personnel that are funded, in part or whole, through
CDC/DASH cooperative agreement funds for the HIV prevention 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 sitespecific 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.
LOGIC MODEL - A logic model is a pictorial diagram that shows the relationship between your
program components and activities and desired health outcomes. A logic model is a planning tool that
might describe your entire program or a particular program objective or initiative.
MATERIALS - Resources approved by an HIV materials review committee, including written materials
(e.g., curricula, training materials, and 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, and PowerPoint files).
MODEL POLICY - Model policies provide a framework to assist school officials in developing their
own state or local policies. They are written as statements of best practice which can be adapted to fit
local circumstances. Model policies reflect state-of-the-art, scientifically reliable information on what
constitutes effective school health programs and the expert opinions of many reviewers. Included in
model policies are excerpts or references to actual national, state, and local policies; a purpose or goals;
rationale; and definitions.

HIV PREVENTION, STATE EDUCATION AGENCIES

NUMBER OF DISTRICTS REACHED DIRECTLY - A district is reached directly when one or more
district level staff receives materials, training, or assistance from personnel funded by your HIV
prevention project. Each district reached is counted only once as being reached for a particular topic
regardless of the number of district staff from that district are reached or the number of times district staff
are reached.
NUMBER OF EXTERNAL PARTNERS REACHED DIRECTLY - An external partner is reached
directly when one or more external partner’s staff receives materials, training, or assistance from
personnel funded by your HIV prevention project. Each external partner reached is counted only once as
being reached for a particular topic regardless of the number of external partner staff from that external
partner are reached or the number of times external partner staff are reached.
NUMBER OF REGIONAL SUPPORT UNITS REACHED DIRECTLY - A regional support unit is
reached directly when one or more regional support unit staff receives materials, training, or assistance
from personnel funded by your HIV prevention project. If you specifically fund a CBO or NGO to
provide regional support, report their activities ONLY under regional support units and not under external
partners. Each regional support unit reached is counted only once as being reached for a particular topic
regardless of the number of regional support unit staff from that regional support unit are reached or the
number of times regional support unit staff are reached.
NUMBER OF SCHOOLS REACHED DIRECTLY - A school is reached directly when one or more
school staff receives materials, training, or assistance from personnel funded by your HIV prevention
project. Each school reached is counted only once as being reached for a particular topic regardless of the
number of school staff from that school are reached or the number of times school staff are reached.
OUTCOME EVALUATION - Evaluation undertaken to determine if the changes ascribed to a program
(e.g., changes in systems, collaborations, policies, or knowledge, attitudes, or behavior among
administrators, teachers, school staff, community members, or youth) are associated with program
activities.
PHYSICAL EDUCATION - A planned and structured program of instruction and learning experiences
that enables students to develop the knowledge, attitudes, skills, behaviors, and confidence needed to be
physically active for life. Other health issues also may be included in physical education curricula, such
as nutrition, physical activity, and tobacco-use prevention.
POLICY - Any mandate issued or policies adopted by school district boards of education, the state
school board, state legislature, or other 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.
PRESENTATION - an informational and awareness raising activity taking at least 30 minutes and no
more than 3 hours that focuses on a set of specific public health, curricular, or coordinated school health
program topics. Presentations are tailored to specific audiences such as school administrators, faculty,
education or health professionals, adolescents, parents, legislators, or community groups. Tutorials and
presentations made available on-line and on-line events are also considered presentations.

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

PRE-SERVICE LEARNING - Pre-service learning provides pre-professionals serving youth (e.g.,
educators, nurses, counselors) with an understanding of the central concepts, tools of inquiry, and
structures of relevant disciplines.
PRIORITY POPULATIONS - Groups disproportionately affected by HIV/AIDS, including youth at
high risk for health disparities.
PROCESS EVALUATION - Collecting and analyzing data to determine who, what, when, and where,
and how much of program activities have been conducted. Process evaluation allows staff to assess how
well the program has been implemented.
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, and 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.
REGIONAL SUPPORT UNITS - A state-recognized agency or organization (e.g., universities, regional
education support agencies, regional offices of education, regional training centers, teacher centers,
county superintendent’s offices, etc.) that provides professional development, technical assistance, and
educational materials to school districts and schools within the state.
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. Public schools
include charter schools, magnet schools, vocational schools, and alternative schools.
SCHOOL DISTRICT - An education agency at the local level that exists primarily to operate public
schools or to contract for public school services. Synonyms include local basic administrative unit, local
education agency, SAU, parish, independent school districts, etc.
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.

HIV PREVENTION, STATE EDUCATION AGENCIES

SMART OBJECTIVES - Objectives are statements that describe program results to be achieved and
how they will be achieved. Specific objectives include who will be targeted and what will be
accomplished. Measurable objectives include how much change is expected, specifically enough that
achievement of the objective can be measured through counting or documenting change. Achievable
objectives can be realistically accomplished given your program’s existing resources and constraints.
Realistic objectives address the scope of the health problem and propose reasonable programmatic

steps. Time-phased objectives provide a timeline indicating when the objective will be met.
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).

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

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:
Χ
feeling invulnerable to disease
Χ
having little adult supervision, whether at home, having run away from home, or having been
asked to leave home
Χ
a history of emotional, sexual, and/or physical abuse
Χ
distrust of adults
Χ
serious emotional and personal problems
Χ
disenfranchised from institutions that normally provide structure and support
Χ
difficulty filling basic human needs for food, shelter, money, and safety -- consequently placing
prevention of HIV infection at a low priority

HIV PREVENTION, STATE EDUCATION AGENCIES

FISCAL YEAR 2007 SCHOOL HEALTH PROGRAM INDICATORS

File Type	application/pdf
File Title	Microsoft Word - Attachment C-1 _HIV SEA - FY2007_.doc
Author	fhh6
File Modified	2008-02-15
File Created	2008-02-15