Many of you joined us for our web meeting last week on virtual implementation of EBPs. At this point there is still a lot of uncertainty about whether and how we can reach young people to engage them in sexuality education. School re-opening may look very different in each community or city borough. It is also not certain that school staff, administrators, or teachers, are interested in working with you this school year given the complexity of re-opening schools safely. However, together we are moving ahead with planning virtual implementation so that we will have something to offer young people and teachers soon.
Asynchronous vs. Synchronous Learning
We will form work groups for three EBPs: Be Proud Be Responsible, Making Proud Choices, and Making a Difference. (TOP and Project AIM developers have provided us with virtual implementation guidelines and material. We will be meeting with providers who selected TOP and Project AIM separately.)
We propose to develop one template for asynchronous learning and one for synchronous learning.
- Asynchronous learning refers to providing curriculum via platforms such as Google Classroom or Schoology where young people will study online following teacher instructions. They can do this individually at their own pace, working and submitting responses online using the platform.
- Synchronous learning refers to providing curriculum live online via platforms such as Zoom or Skype where young people sign in at the same time and participate in activities online.
The material we develop in the work groups will be available on the website. Once you know if and how you can access young people in schools or through community-based organizations, you can tailor these materials for your site. We will develop fidelity guidelines and will ask you to submit your online curriculum for review before you implement.
Develop online EBP material on your own?
You are welcome to work with your local project team to develop online material for any of the EBPs you usually implement. As mentioned above we will develop fidelity guidelines and ask you to submit your online curriculum for review.
Documentation in the ORS? Entry and exit surveys?
We are still working on adjusting the Online Reporting System (ORS) to the different virtual implementation processes. Similarly, we are still discussing how to administer the entry and exit surveys required for PREP contracts.
Incentives for virtual implementation?
If implementation is not part of a virtual school classroom, CAPP and PREP providers may use incentives. You may be able to recruit young people through teachers for synchronous, live implementations outside the virtual school structure. You can use incentives for virtual implementation for community-based agencies and afterschool settings. At this time incentives are not allowed in the SRAE initiative. We will advocate for incentives for virtual implementation for SRAE contracts.
Continue current virtual efforts (non EBP-based)?
You can continue your current social media efforts to engage youth with sexual and reproductive health and healthy relationship information as well as continue Component 2 virtual programming. Again, we recognize that some of you may not be able to work with the schools to deliver EBPs virtually. Schools may set different priorities at this time.
Online learning requires different techniques to keep young people engaged and motivated to learn. ETR, the purveyor of many EBPs including Be Proud Be Responsible, Making Proud Choices, Making a Difference, Reducing the Risk, and Cuídate, has made available a set of resources / tip sheets to guide the translation of EBPs to virtual platforms.
Adapting Teaching Strategies for a Virtual Environment
Adapting Trauma-Informed Practices to a Virtual Environment
Alternative Video Guidance