Training Topics Required by RPE
RPE PROGRESS REPORT FORM SMART Sheets Guide – 2020The RPE Progress Report consists of several different forms. Please complete the appropriate forms to document your progress as an RPE Grantee during the last six months. These forms can be accessed via the RPE Grantee Webpage. The webpage is password protected, so make sure you have the password handy in order to complete your progress report forms.The forms include:Section A: Organization Information and Prevention Overview (Pages 3-4 in this guide) – This smartsheets form and attachment will be submitted once per grant cycle UNLESS there are changes to the program that requires updating.Section B: Prevention Strategy Report (Pages 5-14 in this guide) – This smartsheets form will be submitted once per grant cycle per prevention strategy UNLESS there are substantial changes to the prevention strategy/strategies. The section B attachment will be submitted each time 6-month progress reports are due. Section C: Reach Log: (Pages 15-17 in this guide) – This form is to be completed ONGOING, any time you complete an unique cycle of a prevention activity.Section D: Training Log: (Pages 18-21 in this guide) – This form is to be completed ONGOING, any time you complete a training.Along with this reporting form, please submit the following in PDF format:Revised budget for current budget period, if neededProgram logic modelWork Plan with progress towards meeting objectives briefly notedAny other supplemental documentation about program activities (ie. Evaluation reports, artwork or pictures, event announcements, etc.)Any Other Information upon request of the SATF. All of the forms and any attachments will be submitted through SMART Sheets. To review how to use SMART Sheets and complete the forms, please review these webinars: Updated SMART Sheets Walk-Through Webinar – Recorded 2/1/2018RPE Reporting Tool and Measuring Reach Webinar – This is a recording of the webinar we completed in 2017 on the reporting form and measuring reach.For any questions or concerns please contact: Meg FosterPrevention Program CoordinatorOregon Sexual Assault Task Force3625 River Road N, Suite 275Keizer, OR 97303Phone: 503-990-6541Fax: 503-990-6547Email: megan@ Section A: Organization and Prevention Program InformationIn this section you will need to identify your organization using the drop down menu, and provide a breakdown of prevention funds.A1. Please provide an overview of your whole Prevention Program on the template provided. Please use the Section A Attachment to answer A1. Use the following questions to help you describe any prevention work you are doing: What are your goals for your prevention program? What do your efforts aim to change? What methods are used to affect that change (e.g., potential impact)? How do the goals and components of your prevention strategies relate to the primary prevention of sexual violence?How do the different components of your prevention program fit together?How does your prevention program fit into your organizations overall work?A2. What is the total annual RPE budget for your organization?This is pre-filled in for you. A3. What percentage of your overall Prevention Program budget is RPE?A4. What types of violence does your prevention program directly address?Select all that your program directly and intentionally addresses.Sexual ViolenceChild Abuse and NeglectChild Sexual AbuseHuman TraffickingYouth ViolenceIntimate Partner ViolenceTeen Dating ViolenceSuicideOther(s)? Please type in any other forms of violence your program directly addresses.A5. Do you have funds specifically allocated to evaluate your prevention strategy(s)? (Select one of the options below)Yes, for evaluation for each prevention strategy. Yes, but only at the implementing organization level.No, not allocated at all for evaluation. N/A, eval is only implemented at the state. A6. How many of the mandatory grantee monthly meetings did your prevention person/team or supervisor attend during the reporting period?A7. Provide any additional information or elaborate on any of the above questions as needed. Is there any other information or narrative that you would like to add about other RPE funding requirements?A8. Is there any other information or narrative that you would like to add about your efforts to prevent sexual violence?Please remember to save with your site's initials at the end of the file name (example: for the task force submission 2019-2020_Section A_SATF.docx) and upload the following- Related files or supplemental documentation, if applicable*Attachment limits: up to 30MB per file, 10 files per submission. Section B: Narrative Overview of RPE WorkIn this section, please describe your RPE prevention work during this reporting period. Please include an overview of your organization's efforts, details about sessions/efforts, and any successes/challenges you would like to highlight. You will complete one smartsheets form and one Section B Attachment for each of your prevention strategies (at least those listed on your RPE work plan). General Prevention Strategy InformationPrevention Strategy TypeIdentify the strategy from the list below. Educational SessionsTraining Programs for ProfessionalsCommunity MobilizationCoalition BuildingPolicy EducationB1. Name of Prevention StrategySome examples may include: See it. End it., WINGS Action Team, Youth Health Community Coalition, Training Program, etc.B2. Provide a summary of this prevention strategy's sessions/activities you conducted. Please use the Section B Attachment to answer B2. Please include:What did you do related to this strategy, during this reporting period?What progress has been made on this strategy?Date(s) and location of the session(s)/activities (if this includes a coalition/collaboration, please include the name and purpose of the coalition)Topic(s) included in the session(s) (including curriculum used) How did the sessions go (successes/challenges encountered)What adaptations were made, if any, to this strategy during this reporting period?Evaluation results (including what is the evidence of effectiveness)B3. What is the evidence for the effectiveness of this strategy, in addressing sexual violence?(Select one or use the ‘Other’ box below)Example Approach Listed in the STOP SV Technical PackageBased on Best Available Research EvidenceBased on Practice-Based EvidenceB4. In a few sentences, describe your reasons for selecting this prevention strategy.What data did you use to inform your selection of this strategy? Please also include a brief description of the needs and sexual violence problem(s) of the focus population(s).B5. How many sessions/trainings/meetings/activities of this prevention strategy did you conduct during this reporting period?B6. How many unique cycles of this strategy did you implement during this reporting period? (Please enter a # only)A unique cycle of implementation refers to a single implementation of a prevention strategy. For example, if you are implementing The 4th R in one school with three populations (i.e. grade 10 students, grade 11 students and grade 12 students), that is considered to be 3 unique cycles of implementation.B7. How were the sessions/activities delivered?Who delivered the sessions/activities, methods of delivery, setting, population of focus, why delivered this way, etc.)B8. What materials, if any, were distributed as part of the sessions/activities?Focus Populations and Communities for your Prevention StrategyB9. Is there a specific community or population that you are focusing on for this strategy?If this strategy is not focused on a specific population, and/or is meant to be delivered universally, please select NO here.If there are specific populations that you are focusing on with this strategy, please select all that apply.LGBQ+ and Trans* CommunitiesHomelessIncarcerated or Formerly IncarceratedMigrant WorkersMilitaryPoor or Economically DisadvantagedPeople with DisabilitiesPeople who Perpetrated Crime/ViolenceRuralTribal CommunitiesUrbanVeteransVictims/Survivors of Crime/ViolenceVulnerable or At-Risk PopulationAdolescentAfrican-American and/or Black PopulationAsian PopulationChildren and FamiliesEldersFoster Youths and/or FamiliesHispanic or Latino PopulationImmigrants and/or RefugeesMen and BoysPacific Islanders PopulationParents and/or FamiliesSingle ParentsWomen and GirlsOther Focus Population(s)? Type in any additional focus populations in the ‘Other’ space.B11. Please indicate the types of individuals, organizations, or geographic communities that are an intentional focus of this prevention strategy - those which you intend to affect with this strategy?(The selected categories should align with the narrative description of your activities as well.)Types of Individuals who are an Intended Focus of the Prevention Strategy?(Select all that apply - or type in additional options not listed)StudentsYouthTeachers/ProfessorsSchool StaffPolicy MakersParentsHealthcare ProfessionalsMental Health ProvidersEmployees of an OrganizationTypes of Organizations which are an Intended Focus of the Prevention Strategy?(Select all that apply - or type in additional options not listed)School AdministrationsGovernmental AgenciesNon-Governmental AgenciesNon-ProfitsBusinessesBarsHomesEmployersTypes of geographic communities which are an Intended Focus of the Prevention Strategy?(Select all that apply - or type in additional options not listed)CountyCityCensus Tract/Zip CodeCommercial DistrictNeighborhoodTerritory AreaPark and Recreational AreaB12. Enter the total number of participants in these sessions by population. (Please only enter #’s here)How many participants were...…preschool students?...elementary school students?...middle/junior high school students...high school students?...college/university students?...teachers/staff?... professionals in the same sector as you?...professionals in your community?... community partners?... general community members?... Organizations?... Geographic Communities?Please describe any additional participants not counted in above categories:How many participants fall into the "additional participants" category?B13. What information or data, and from what sources, did you use to identify and select the focus populations for this strategy?B14. Is there anything else we should know about the population or setting of focus?STOP SV and Your Prevention StrategyB15. Which of these best describes the development of this prevention strategy: (Select one - the best fit)Developed locallyPre-packaged developed by another organizationLocal adaptations based on a pre-packaged programB16. Which approach from the CDC’s STOP SV technical package best aligns with the focus of this prevention strategy? (Select one – the best fit)Bystander ApproachesEmpowerment-Based TrainingMobilizing Men/Boys as AlliesSocial-Emotional LearningTeach Healthy, Safe Dating and Relationship Skills to AdolescentsPromoting Healthy SexualityStrengthening Economic Supports for Women/FamiliesStrengthening Leadership & Opportunities for GirlsImproving Safety and Monitoring in SchoolsEstablishing and Consistently Applying Workplace PoliciesAddressing Community-Level Risks through Environmental ApproachesOther (Promote Social Norms that Protect Against Violence, Teach Skills to Prevent Violence, Opportunities to Support/Empower Girls/Women, Create Protective Environments)Other: If you selected 'Other' in the list, please specify here.B17. Please explain how your prevention strategy aligns with the STOP SV Approach selected.Evaluation of this Prevention StrategyB18. Were the sessions evaluated?YesNoB19. What are the intended outcomes of this prevention strategy?What are the intended changes? (Some examples to consider: what knowledge, attitudes and/or behaviors are you trying to change? What environmental changes are you trying to make?)B20. Which of the following PROTECTIVE FACTORS does this prevention strategy directly/intentionally address for your focus population(s)?Individual Level Protective Factors(Select all that apply - or type in additional options not listed)Emotional health and connectednessEmpathy and concern for how one's actions affect othersSkills solving problems in non-violent mannerHigh education/academic achievementRelational Level Protective Factors(Select all that apply - or type in additional options not listed)Family support and connectednessConnection to a caring adultAssociation with prosocial peersConnection/commitment to schoolParental use of reasoning to resolve family conflictCommunity Level Protective Factors(Select all that apply - or type in additional options not listed)Coordination of services among community agenciesAccess to mental health and substance abuse servicesCommunity support and connectednessB21. Which of the following RISK FACTORS does this prevention strategy directly/intentionally address for your focus population(s)?Individual Level Risk Factors(Select all that apply - or type in additional options not listed)Low education/educational achievementDelinquencyLack of non-violent problem solving skillsPoor behavior/impulse controlPsychological/mental health problemsSubstance useEmpathetic deficitsSuicidal behaviorPrior violent victimization or perpetrationWitnessing violenceHostility towards womenGeneral aggressiveness and acceptance of violenceAdherence to traditional gender role normsHypermasculinityPreference for impersonal sex and sexual risk-takingEarly sexual initiationCoercive sexual fantasiesExposure to sexually explicit mediaRelational Level Risk Factors(Select all that apply - or type in additional options not listed)Social isolation/lack of social supportEmotionally unsupportive familial environmentAssociation with sexually aggressive, hyper-masculine, or delinquent peersGang involvementPoor parent-child relationships, particularly with fathersFamily environment characterized by physical violence and conflictChildhood history of physical, sexual or emotional abuseInvolvement in a violent or abusive intimate relationshipEconomic stressCommunity Level Risk Factors(Select all that apply - or type in additional options not listed)PovertyHigh unemployment rates/diminished economic opportunitiesLack of institutional support from police and judicial systemPoor neighborhood support or cohesionHigh alcohol outlet densityCommunity violence/general tolerance of violence within communityWeak community sanctions against sexual violence perpetratorsSocietal Level Risk Factors(Select all that apply - or type in additional options not listed)Societal norms that support sexual violenceCultural norms that support aggressionHarmful gender normsSocietal norms that support male superiority and sexual entitlementSocietal norms that maintain women's inferiority and sexual submissivenessWeak health, educational, economic and social laws and policies relating to sexual violence and gender equityHigher levels of crime and other violenceMedia violenceB22. How does this prevention strategy address the identified risk and protective factors among the focus populations you identified?B23. What methods/approaches did you use to evaluate the implementation of this prevention strategy (process evaluation)?What types of information/data did you collect about the implementation of this prevention strategy?(Select all that apply - or type in additional options not listed)AttendanceParticipant Satisfaction or EngagementBarriers and/or Facilitators to ImplementationNumber of sessions/services/activities delivered or providedContextual InformationOtherB24. What methods/approaches did you use to evaluate the outcomes of this prevention strategy (outcome evaluation)?What types of information/data did you collect about the outcomes of this prevention strategy?(Select all that apply - or type in additional options not listed)Changes in Risk/Protective FactorsRates of VictimizationRates of PerpetrationChanges in Knowledge/SkillsChanges in Behaviors/SkillsSocial NormsChanges in Policy/PracticeEnvironmental ChangeOtherB25. Please report on the indicators (if any) you selected for this prevention strategy.From the dropdown list, select your first indicator.Percent of athletes who completed CBIM program with demonstrated knowledge of where and how to receive help.Percent of athletes who completed CBIM program with demonstrated knowledge of what constitutes abusive or disrespectful behavior.Percent of athletes who completed CBIM program with demonstrated attitudes that promote gender equality.Percent of athletes who completed CBIM program demonstrating increased intentions to intervene when witnessing disrespectful or abusive behavior.Percent of athletes who completed CBIM program with demonstrating increased intentions to intervene when witnessing abuse among peers.Percent of students who identify an increased connection to their cultural identity.Percent of students who identify they have social skills to navigate public settings.Percent of 5-12th grade students who demonstrate increased knowledge of consent and how it applies to their life.Percent of 5-12th grade students who demonstrate an increased ability to identify characteristics of healthy relationships.Percent of troupe members reporting an increase in knowledge, attitudes, and skills related to teen dating and sexual violence prevention.Percent of North Valley High School, Illinois Valley High School, and Hidden Valley High School 9th grade students [and N and S MS 8th Grade Students] reporting an increase in analyzing how outside influences shape their views.Percent of Young Women’s class participants reporting increased confidence in ability to safely intervene as an active bystander.Percent of Young Men’s class participants reporting increased confidence in ability to safely intervene as an active bystander.Percent of WINGS Action Team students reporting increased confidence in ability to create change in their communities.Percent of students who self-identify as able to describe bystander intervention.Percent of students who self-identify as able to analyze variables that impact bystander intervention.Percent of students who self-identify ability to address interpersonal conflicts without harming self or others.Percent of students who self-identify ability to analyze influences on expectations and stereotypes of gender.Percent of students who self-identify ability to differentiate between biological sex, sexual orientation, sexual identity, sexual behavior, gender identity, and gender expression.Percent of students who self-identify ability to identify ways to support and show respect for people of all gender identities, expressions, and sexual orientations.Percent of teachers interviewed who report the toolkit prepared them to support their students’ learning about dating and sexual violence.Percent of coaches able to define abusive and healthy relationship behavior.Percent of coaches able to define abusive and healthy relationship behavior.Percent of coaches using CBIM kit materials to facilitate athletes’ discussion and reflection on their attitudes and behaviors in relationships.Percent of workshop participants who report increased understanding of cultural considerations in sexual violence prevention and intervention work.What is the percentage for the first indicator?...select your second indicator....percentage for the second indicator?...select your third indicator (if applicable)....percentage for the third indicator?...select your fourth indicator (if applicable)....percentage for your fourth indicator?...select your fifth indicator (if applicable)....percentage for your fifth indicator?B26. What is the time period the data you entered in B25 was collected?B27. How do you use the data you collect for program improvement?Other Prevention Strategy InformationB28. Who did you partner with on this strategy?B29. Please describe the sector of those partners.(Select all that apply - or type in additional options not listed)Business/LaborEducationJusticeHealth ServicesHousingMediaPublic HealthSocial ServicesOtherB30. How did these partners contribute to this prevention strategies?(Select all that apply - or type in additional options not listed)FundingResourcesStaffingOtherB31. Please share a brief success story, a quote or piece of feedback that demonstrates the impact of your prevention efforts.B32. Is there any other information or narrative that you would like to add about this prevention strategy and/or efforts to prevent sexual violence?UPLOAD FILES. After you complete the attachment describing the activities you conducted for each prevention strategy, please save with your site's initials at end of file name (example: 201908-202001_Section B_SATF.docx) and upload the file here. Include other related files, if applicable.In order to highlight or best represent your prevention efforts, it is often helpful to attach supplemental documentation about program activities. These may include: evaluation/data reports, media coverage, testimonials, picture/art, etc.This form will reload for a new entry after the submit button is selected.Section C: Reach LogThis is one of the ONGOING forms for RPE reporting. You will complete this form whenever you finish one unique cycle of one of your prevention activities. For example, when you wrap up the final session of a 10 session curriculum, you will complete the reach form. If you complete different cycles at the same time, you will complete the reach form multiple times. If you finish the final session with 10th grade students, as well as the final session with 8th grade students – you will complete the reach form twice, once for each group. If you finish the final session with two different schools, they each get their own submission. Similarly, if you are conducting different elements of your program but there may be overlap in population, these still get different submissions. If you have a basic education component and then a youth action team component, and you wrap these up at the same time, they would still get different submissions, even if there is overlap in the participants.After this form is submitted, the form will reload for another entry.Reporting Period: August 1, 2018 – January 31, 2019What is the name of the implementing organization?Prevention Strategy CategoryEducational SessionsTraining Programs for ProfessionalsCommunity MobilizationCoalition BuildingPolicy EducationPrevention Strategy Name and DescriptionPlease include any information that is useful to distinguish the prevention strategy (for example: Prevention Education Program - 7th grade curriculum, 8 out of 10 lessons).To what extent do your prevention strategies reach or affect change in the selected target populations? Please complete a separate entry for each population that you work with for each activity.Activities are actual events or actions that take place to carry out components of the prevention strategy. Examples include sessions from an SV prevention curriculum, a training, a community engagement event, or a coalition meeting.Please choose ONE primary focus population per reach form.You will report reach for all populations you choose on separate reach forms.Describe the populationPlease include any information that is useful to distinguish the population (for example: Weston-McEwen High School, 5th period, 9th grade students).Select ONE unit of analysis (Individual, Organizational or Community).IndividualsStudentsSchool StaffParentsHealth Care ProfessionalsGeneral PublicIndividuals with Specific CharacteristicsOther (Please Describe)OrganizationalSchoolGovernment AgencyNon-governmental AgencyNon-ProfitBusinessHomeOrganizations Serving Individuals with Specific CharacteristicsOther (Please Describe)CommunitySchool DistrictCountyCityCensus tract/zip codeCommercial DistrictNeighborhoodPark and Recreational AreaCommunities with Specific CharacteristicsOther (Please Describe)Number of Participants:Number that could have participated in the activity:Any additional information about the prevention strategy activity, the population served, and/or the reach?This form will reload for a new entry after the submit button is selected.This form was previously represented by the table on the next page. If you want to compile this information prior to submitting the form, the table below may still be useful for you, so I’ve included it here. Unit of Analysis Select One (Individual, Organizational, Community, etc.)Target Population Description & Name of Implementing OrganizationActivityPrevention Strategy Category (Educational Sessions, Training for Professionals, Community Mobilization, or Policy Education)Actual Reach (Number participating in the activity)Potential Reach (Number that could have participated in the activity)Reach Impact (Actual divided by Potential, as a %)???Section D: Training LogThis is one of the ONGOING forms for RPE reporting. You will complete this form whenever each person finishes a training. Reporting Period: August 1, 2018 – January 31, 2019What is the name of the implementing organization?Name of Preventionist (who completed the training):Training Topics Required by RPETopicHoursDate of Completion by PreventionistOrganization Providing Training & Title of Training (e.g., SATF Advocate Training)SA DynamicsVictim Impact (the effect of trauma)Effective AdvocacyHow to Support SurvivorsInterrupting Victim BlamingMedical Response & AdvocacyDocumentation & ConfidentialityLegal Advocacy & Civil Legal Remedies Victim’s Rights Criminal Justice System Collaboration & Systems Advocacy Oppression and the Root Causes of Violence Cultural Sensitivity and Considerations of Working with Specific Populations Adolescent Sexual AssaultLGBTQ Survivors of Sexual AssaultNative American Victims of Sexual AssaultPeople with Disabilities2017 RPE Identified Core Competencies for PreventionistsTopicHoursDate of Completion by Prevention CoordinatorOrganization Providing Training & Title of Training (e.g., SATF Advocate Training)Prevention and RPE Program ImplementationEmotional stability – able to handle negative feedback and unpredictable classroom environmentLogic Models, SMART Objectives, and Work PlansPedagogy (teaching strategies, learning styles, curricula, answering questions, etc.) Strength in teaching anti-oppression, healthy relationships, classroom managementCommunity organizing, outreach, and communicationAbility to provide technical assistance to schools, churches, other communities implementing prevention programming. Confidentiality protocols and best practice with student disclosuresEmotional stability – able to handle negative feedback and unpredictable classroom environmentPractice and Outcome EvaluationMeasuring Reach, and practical ways to collect or report the data.Designing outcome and process evaluation plans, choosing realistic measures, and collecting data.Using data, reviewing data, and making sense of it.Using Logic Models, SMART Objectives, and Work Plans to evaluate programsPrimary Prevention (Theory, practice, and strategies)Understand and use the Nine Principles of Effective Prevention Social Justice, Anti-Oppression Frameworks, and Community Reflective PracticesHealth Promotion as violence prevention (Including Sexual Health Promotion)Knowledge about risk and protective factorsKnowledge of alternative forms of justice, including restorative and transformative justice practicesTrauma informed preventionOther Training Preventionists Accessed to Improve their PracticeTopicHoursDate of Completion by Prevention CoordinatorOrganization Providing Training & Title of Training (e.g., SATF Advocate Training)What other training would you like us to support and/or provide that is not listed above?UPLOAD FILESPlease upload the following documents and remember to add your site name to the end of the file name. For example, the task force would save their document with the following: 201708-201801_Section C_SATF.docx.Any related files, if applicable*Attachment limits: up to 30MB per file, 10 files per submission ................
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