**HIV Program Inventory**

The purpose of the HIV Program Inventory is to provide a snapshot of
what your HIV program currently is doing related to four program
components:

1\. Program management and staffing

2\. Program planning and monitoring

3\. Professional development and technical assistance

4\. Partnerships

**Program Coordinators and program staff should complete the Program
Inventory together.**

Each of the four program components in the Program Inventory has several
elements that describe the fundamental requirements of DASH-funded
programs. You may add additional elements that are characteristic of
your program under each component.

Rate each element using the following response options:

-   *Not in Place*: An element that is not proposed in the current
    workplan and is not currently being implemented

-   *Under Development*: An element that is proposed in the current
    workplan but is not currently being implemented

-   *Partially in Place*: An element that is being implemented, but not
    to the fullest extent necessary to meet requirements of the
    cooperative agreement

-   *In Place:* An element that is already implemented to the extent
    necessary to meet requirements of the cooperative agreement

Record a brief comment for each element indicating specifically what
your program already has in place with respect to that element and what,
if anything, you might need to develop or improve.

**Please complete the Program Inventory to the fullest extent possible
and e-mail it to your Project Officer by April 21, 2008. Please bring a
copy of the completed Program Inventory to the April 28--May 2, 2008
Orientation. You are strongly encouraged to complete a second Program
Inventory in the 2^nd^ or 3^rd^ year of the cooperative agreement. DASH
will also require you to complete this Program Inventory at the end of
the 5^th^ year of this Cooperative Agreement.**

**Contact Information**

Program Coordinator:      

Agency Name:      

Email:      

Phone Number:      

Identify staff who participated in completing the Program Inventory:

  ----------------------------------- -----------------------------------
  **Name**                            **Title**

                                           

                                           

                                           

                                           

                                           

                                           
  ----------------------------------- -----------------------------------

**HIV Program Inventory:**

**Program Management and Staffing**

This portion of the Program Inventory asks you to consider program
management and staffing. *Program management* refers to the
qualifications and skills of program staff to conduct activities under
the cooperative agreement. *Program staffing* refers to the
establishment of position(s) required under the cooperative agreement.

+---+-----------------------------+---+---+---+---+------------------------+
| * |                             | * |   |   |   | **Comments:**          |
| * |                             | * |   |   |   |                        |
| E |                             | R |   |   |   | What does the program  |
| l |                             | e |   |   |   | already have in place? |
| e |                             | s |   |   |   |                        |
| m |                             | p |   |   |   | What do you need to    |
| e |                             | o |   |   |   | improve/develop?       |
| n |                             | n |   |   |   |                        |
| t |                             | s |   |   |   |                        |
| s |                             | e |   |   |   |                        |
| * |                             | O |   |   |   |                        |
| * |                             | p |   |   |   |                        |
|   |                             | t |   |   |   |                        |
|   |                             | i |   |   |   |                        |
|   |                             | o |   |   |   |                        |
|   |                             | n |   |   |   |                        |
|   |                             | s |   |   |   |                        |
|   |                             | \ |   |   |   |                        |
|   |                             | * |   |   |   |                        |
|   |                             | * |   |   |   |                        |
|   |                             | * |   |   |   |                        |
+===+=============================+===+===+===+===+========================+
|   |                             | N | U | P | I |                        |
|   |                             | o | n | a | n |                        |
|   |                             | t | d | r | P |                        |
|   |                             | I | e | t | l |                        |
|   |                             | n | r | i | a |                        |
|   |                             | P | D | a | c |                        |
|   |                             | l | e | l | e |                        |
|   |                             | a | v | l |   |                        |
|   |                             | c | e | y |   |                        |
|   |                             | e | l | I |   |                        |
|   |                             |   | o | n |   |                        |
|   |                             |   | p | P |   |                        |
|   |                             |   | m | l |   |                        |
|   |                             |   | e | a |   |                        |
|   |                             |   | n | c |   |                        |
|   |                             |   | t | e |   |                        |
+---+-----------------------------+---+---+---+---+------------------------+
| * | Designate at least one      |   |   |   |   |                        |
| * | full-time (1.0 FTE) program |   |   |   |   |                        |
| 1 | coordinator within the      |   |   |   |   |                        |
| * | education agency devoting   |   |   |   |   |                        |
| * | 100% time to DASH HIV       |   |   |   |   |                        |
|   | prevention cooperative      |   |   |   |   |                        |
|   | agreement work.             |   |   |   |   |                        |
+---+-----------------------------+---+---+---+---+------------------------+
| * | > Assign the responsibility |   |   |   |   |                        |
| * | > and authority to carry    |   |   |   |   |                        |
| 1 | > out all approved HIV      |   |   |   |   |                        |
| a | > prevention workplan       |   |   |   |   |                        |
| * | > activities to the program |   |   |   |   |                        |
| * | > coordinator.              |   |   |   |   |                        |
+---+-----------------------------+---+---+---+---+------------------------+
| * | > Require the program       |   |   |   |   |                        |
| * | > coordinator to have the   |   |   |   |   |                        |
| 1 | > credentials, training,    |   |   |   |   |                        |
| b | > and experience to         |   |   |   |   |                        |
| * | > implement and assess HIV  |   |   |   |   |                        |
| * | > prevention workplan       |   |   |   |   |                        |
|   | > activities, including     |   |   |   |   |                        |
|   |                             |   |   |   |   |                        |
|   | -   program planning and    |   |   |   |   |                        |
|   |     monitoring              |   |   |   |   |                        |
|   |                             |   |   |   |   |                        |
|   | -   professional            |   |   |   |   |                        |
|   |     development and         |   |   |   |   |                        |
|   |     technical assistance    |   |   |   |   |                        |
|   |                             |   |   |   |   |                        |
|   | -   partnerships            |   |   |   |   |                        |
+---+-----------------------------+---+---+---+---+------------------------+
| * | > Require the program       |   |   |   |   |                        |
| * | > coordinator to have the   |   |   |   |   |                        |
| 1 | > knowledge, training, and  |   |   |   |   |                        |
| c | > experience to work with   |   |   |   |   |                        |
| * | > staff and students in     |   |   |   |   |                        |
| * | > school settings.          |   |   |   |   |                        |
+---+-----------------------------+---+---+---+---+------------------------+
| * | > Require the program       |   |   |   |   |                        |
| * | > coordinator to have the   |   |   |   |   |                        |
| 1 | > knowledge, training, and  |   |   |   |   |                        |
| d | > experience to work with   |   |   |   |   |                        |
| * | > staff who serve youth at  |   |   |   |   |                        |
| * | > disproportionate risk for |   |   |   |   |                        |
|   | > HIV transmission.         |   |   |   |   |                        |
+---+-----------------------------+---+---+---+---+------------------------+
| * | Provide professional        |   |   |   |   |                        |
| * | development opportunities   |   |   |   |   |                        |
| 2 | for the HIV prevention      |   |   |   |   |                        |
| * | staff funded under this     |   |   |   |   |                        |
| * | cooperative agreement to    |   |   |   |   |                        |
|   | increase their HIV          |   |   |   |   |                        |
|   | prevention education        |   |   |   |   |                        |
|   | knowledge and skills.       |   |   |   |   |                        |
+---+-----------------------------+---+---+---+---+------------------------+
| * | Other element(s) related to |   |   |   |   |                        |
| * | management and staffing     |   |   |   |   |                        |
| 3 | (specify)                   |   |   |   |   |                        |
| * |                             |   |   |   |   |                        |
| * |                             |   |   |   |   |                        |
+---+-----------------------------+---+---+---+---+------------------------+

> \*Responses are:

-   *Not in Place*: An element that is not proposed in the current
    workplan and is not currently being implemented

```{=html}
<!-- -->
```
-   *Under Development*: An element that is proposed in the current
    workplan but is not currently being implemented

-   *Partially in Place*: An element that is being implemented, but not
    to the fullest extent needed to meet fundamental requirements of the
    cooperative agreement

-   *In Place:* An element that is already implemented to the extent
    needed to accomplish fundamental requirements of the cooperative
    agreement

**HIV Program Inventory:**

**Program Planning and Monitoring**

This portion of the Program Inventory asks you to consider program
planning and monitoring. *Program planning* is the process of choosing
activities and identifying appropriate individuals to involve in your
activities. *Monitoring* is tracking your program activities.

+---+------------------------------+---+---+---+---+-------------------------+
| * |                              | * |   |   |   | **Comments:**           |
| * |                              | * |   |   |   |                         |
| E |                              | R |   |   |   | What does the program   |
| l |                              | e |   |   |   | already have in place?  |
| e |                              | s |   |   |   |                         |
| m |                              | p |   |   |   | What do you need to     |
| e |                              | o |   |   |   | improve/develop?        |
| n |                              | n |   |   |   |                         |
| t |                              | s |   |   |   |                         |
| s |                              | e |   |   |   |                         |
| * |                              | O |   |   |   |                         |
| * |                              | p |   |   |   |                         |
|   |                              | t |   |   |   |                         |
|   |                              | i |   |   |   |                         |
|   |                              | o |   |   |   |                         |
|   |                              | n |   |   |   |                         |
|   |                              | s |   |   |   |                         |
|   |                              | \ |   |   |   |                         |
|   |                              | * |   |   |   |                         |
|   |                              | * |   |   |   |                         |
|   |                              | * |   |   |   |                         |
+===+==============================+===+===+===+===+=========================+
|   |                              | N | U | P | I |                         |
|   |                              | o | n | a | n |                         |
|   |                              | t | d | r | P |                         |
|   |                              | I | e | t | l |                         |
|   |                              | n | r | i | a |                         |
|   |                              | P | D | a | c |                         |
|   |                              | l | e | l | e |                         |
|   |                              | a | v | l |   |                         |
|   |                              | c | e | y |   |                         |
|   |                              | e | l | I |   |                         |
|   |                              |   | o | n |   |                         |
|   |                              |   | p | P |   |                         |
|   |                              |   | m | l |   |                         |
|   |                              |   | e | a |   |                         |
|   |                              |   | n | c |   |                         |
|   |                              |   | t | e |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Identify populations of      |   |   |   |   |                         |
| * | youth at disproportionate    |   |   |   |   |                         |
| 1 | risk for HIV infection using |   |   |   |   |                         |
| * | a variety of epidemiological |   |   |   |   |                         |
| * | data (e.g., YRBS data,       |   |   |   |   |                         |
|   | HIV/STD prevalence data      |   |   |   |   |                         |
|   | among youth, or pregnancy    |   |   |   |   |                         |
|   | rate data among youth).      |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Assess the needs of          |   |   |   |   |                         |
| * | populations of youth at      |   |   |   |   |                         |
| 2 | disproportionate risk for    |   |   |   |   |                         |
| * | HIV transmission.            |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Develop and refine a         |   |   |   |   |                         |
| * | strategic plan for your      |   |   |   |   |                         |
| 3 | program.                     |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Develop a workplan that is   |   |   |   |   |                         |
| * | all of the following         |   |   |   |   |                         |
| 4 |                              |   |   |   |   |                         |
| * | -   consistent with your     |   |   |   |   |                         |
| * |     agency\'s priorities,    |   |   |   |   |                         |
|   |     policies, and            |   |   |   |   |                         |
|   |     legislative or state     |   |   |   |   |                         |
|   |     codes                    |   |   |   |   |                         |
|   |                              |   |   |   |   |                         |
|   | -   aligned with funding     |   |   |   |   |                         |
|   |     requirements under this  |   |   |   |   |                         |
|   |     cooperative agreement    |   |   |   |   |                         |
|   |                              |   |   |   |   |                         |
|   | -   consistent with your     |   |   |   |   |                         |
|   |     strategic plan           |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Plan your program by using   |   |   |   |   |                         |
| * | SMART objectives and a       |   |   |   |   |                         |
| 5 | program logic model.         |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Identify or develop guidance |   |   |   |   |                         |
| * | for constituents (i.e.       |   |   |   |   |                         |
| 6 | schools, districts, or       |   |   |   |   |                         |
| * | tribal divisions) that       |   |   |   |   |                         |
| * | addresses all of the         |   |   |   |   |                         |
|   | following issues in          |   |   |   |   |                         |
|   | developing or adopting HIV   |   |   |   |   |                         |
|   | prevention curricula         |   |   |   |   |                         |
|   |                              |   |   |   |   |                         |
|   | -   based on current         |   |   |   |   |                         |
|   |     education and public     |   |   |   |   |                         |
|   |     health research          |   |   |   |   |                         |
|   |                              |   |   |   |   |                         |
|   | -   developmentally and      |   |   |   |   |                         |
|   |     culturally relevant      |   |   |   |   |                         |
|   |                              |   |   |   |   |                         |
|   | -   consistent with state    |   |   |   |   |                         |
|   |     and local guidelines     |   |   |   |   |                         |
|   |                              |   |   |   |   |                         |
|   | -   consistent with          |   |   |   |   |                         |
|   |     community values         |   |   |   |   |                         |
|   |                              |   |   |   |   |                         |
|   | -   consistent with state    |   |   |   |   |                         |
|   |     and national standards   |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Identify or develop          |   |   |   |   |                         |
| * | resources for constituents   |   |   |   |   |                         |
| 7 | (i.e. schools, districts, or |   |   |   |   |                         |
| * | tribal divisions) to         |   |   |   |   |                         |
| * | implement HIV prevention     |   |   |   |   |                         |
|   | curricula.                   |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Identify or develop          |   |   |   |   |                         |
| * | resources for constituents   |   |   |   |   |                         |
| 8 | (i.e. schools, districts, or |   |   |   |   |                         |
| * | tribal divisions) to use in  |   |   |   |   |                         |
| * | student assessment that are  |   |   |   |   |                         |
|   | both of the following        |   |   |   |   |                         |
|   |                              |   |   |   |   |                         |
|   | -   aligned with state,      |   |   |   |   |                         |
|   |     local, and national      |   |   |   |   |                         |
|   |     standards                |   |   |   |   |                         |
|   |                              |   |   |   |   |                         |
|   | -   approved by the HIV      |   |   |   |   |                         |
|   |     review panel             |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Conduct HIV prevention       |   |   |   |   |                         |
| * | activities within the        |   |   |   |   |                         |
| 9 | context of a coordinated     |   |   |   |   |                         |
| * | school health program.       |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Involve youth in the         |   |   |   |   |                         |
| * | identification, planning,    |   |   |   |   |                         |
| 1 | delivery, and assessment of  |   |   |   |   |                         |
| 0 | HIV prevention education     |   |   |   |   |                         |
| * | programs.                    |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Involve community members    |   |   |   |   |                         |
| * | and students\' families in   |   |   |   |   |                         |
| 1 | the identification,          |   |   |   |   |                         |
| 1 | planning, delivery, and      |   |   |   |   |                         |
| * | assessment of HIV prevention |   |   |   |   |                         |
| * | education programs.          |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Establish and regularly      |   |   |   |   |                         |
| * | update state or local HIV    |   |   |   |   |                         |
| 1 | prevention policies on all   |   |   |   |   |                         |
| 2 | of the following             |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
| * | -   attendance of students   |   |   |   |   |                         |
|   |     with HIV infection       |   |   |   |   |                         |
|   |                              |   |   |   |   |                         |
|   | -   procedures to protect    |   |   |   |   |                         |
|   |     HIV-infected students    |   |   |   |   |                         |
|   |     and staff from           |   |   |   |   |                         |
|   |     discrimination           |   |   |   |   |                         |
|   |                              |   |   |   |   |                         |
|   | -   maintaining              |   |   |   |   |                         |
|   |     confidentiality of       |   |   |   |   |                         |
|   |     HIV-infected students    |   |   |   |   |                         |
|   |     and staff                |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Communicate HIV prevention   |   |   |   |   |                         |
| * | policies and program         |   |   |   |   |                         |
| 1 | activities to stakeholders   |   |   |   |   |                         |
| 3 | and other audiences.         |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Report on the education      |   |   |   |   |                         |
| * | agency\'s HIV prevention     |   |   |   |   |                         |
| 1 | activities using DASH        |   |   |   |   |                         |
| 4 | *Indicators for School       |   |   |   |   |                         |
| * | Health Programs.*            |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Document the implementation  |   |   |   |   |                         |
| * | of HIV prevention policies,  |   |   |   |   |                         |
| 1 | programs, and practices at   |   |   |   |   |                         |
| 5 | the school level using       |   |   |   |   |                         |
| * | School Health Profiles or a  |   |   |   |   |                         |
| * | similar survey.              |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Conduct process evaluation   |   |   |   |   |                         |
| * | on the development and       |   |   |   |   |                         |
| 1 | implementation of HIV        |   |   |   |   |                         |
| 6 | prevention policies,         |   |   |   |   |                         |
| * | programs, and practices.     |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Review and revise the        |   |   |   |   |                         |
| * | workplan annually to reflect |   |   |   |   |                         |
| 1 | evaluation findings and to   |   |   |   |   |                         |
| 7 | improve HIV prevention       |   |   |   |   |                         |
| * | policies, programs, and      |   |   |   |   |                         |
| * | practices.                   |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Communicate program          |   |   |   |   |                         |
| * | accomplishments by writing   |   |   |   |   |                         |
| 1 | and disseminating at least   |   |   |   |   |                         |
| 8 | one success story on a       |   |   |   |   |                         |
| * | yearly basis.                |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+
| * | Other element(s) relating to |   |   |   |   |                         |
| * | program planning and         |   |   |   |   |                         |
| 1 | monitoring (specify)         |   |   |   |   |                         |
| 9 |                              |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
| * |                              |   |   |   |   |                         |
+---+------------------------------+---+---+---+---+-------------------------+

> \*Responses are:

-   *Not in Place*: An element that is not proposed in the current
    workplan and is not currently being implemented

```{=html}
<!-- -->
```
-   *Under Development*: An element that is proposed in the current
    workplan but is not currently being implemented

-   *Partially in Place*: An element that is being implemented, but not
    to the fullest extent needed to meet fundamental requirements of the
    cooperative agreement

-   *In Place:* An element that is already implemented to the extent
    needed to accomplish fundamental requirements of the cooperative
    agreement

**HIV Program Inventory:**

**Professional Development (PD) Events and Technical Assistance (TA)**

This portion of the Program Inventory asks you to consider your
activities related to professional development and technical assistance.

*Professional development* is the systematic process used to strengthen
the professional knowledge, skills, and attitudes of those who serve
youth to improve the health, education and well-being of youth.
Professional Development is consciously designed to actively engage
learners and includes the planning, design, marketing, delivery,
evaluation, and follow-up of professional development offerings (events,
information sessions, and technical assistance).

-   *Professional development event* refers to 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 curriculum and other training, workshops, and on-line or
    distance learning courses.

-   *Technical assistance* refers to tailored guidance to meet the
    specific needs of a site or sites through collaborative
    communication between a specialist and the site(s). Assistance takes
    into account site-specific circumstances and culture and can be
    provided through phone, mail, e-mail, Internet, or in-person
    meetings. **For the purposes of the Program Inventory only,
    technical assistance also includes presentations that do not meet
    the criteria for a professional development event.**

+---+-----------------------------+---+---+---+---+--------------------------+
| * |                             | * |   |   |   | **Comments:**            |
| * |                             | * |   |   |   |                          |
| E |                             | R |   |   |   | What does the program    |
| l |                             | e |   |   |   | already have in place?   |
| e |                             | s |   |   |   |                          |
| m |                             | p |   |   |   | What do you need to      |
| e |                             | o |   |   |   | improve/develop?         |
| n |                             | n |   |   |   |                          |
| t |                             | s |   |   |   |                          |
| s |                             | e |   |   |   |                          |
| * |                             | O |   |   |   |                          |
| * |                             | p |   |   |   |                          |
|   |                             | t |   |   |   |                          |
|   |                             | i |   |   |   |                          |
|   |                             | o |   |   |   |                          |
|   |                             | n |   |   |   |                          |
|   |                             | s |   |   |   |                          |
|   |                             | \ |   |   |   |                          |
|   |                             | * |   |   |   |                          |
|   |                             | * |   |   |   |                          |
|   |                             | * |   |   |   |                          |
+===+=============================+===+===+===+===+==========================+
|   |                             | N | U | P | I |                          |
|   |                             | o | n | a | n |                          |
|   |                             | t | d | r | P |                          |
|   |                             | I | e | t | l |                          |
|   |                             | n | r | i | a |                          |
|   |                             | P | D | a | c |                          |
|   |                             | l | e | l | e |                          |
|   |                             | a | v | l |   |                          |
|   |                             | c | e | y |   |                          |
|   |                             | e | l | I |   |                          |
|   |                             |   | o | n |   |                          |
|   |                             |   | p | P |   |                          |
|   |                             |   | m | l |   |                          |
|   |                             |   | e | a |   |                          |
|   |                             |   | n | c |   |                          |
|   |                             |   | t | e |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Conduct an assessment of    |   |   |   |   |                          |
| * | the PD and TA needs of      |   |   |   |   |                          |
| 1 | district and school staff   |   |   |   |   |                          |
| * | related to each of the      |   |   |   |   |                          |
| * | following                   |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   curricula               |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   instruction             |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   assessment of student   |   |   |   |   |                          |
|   |     performance             |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   policy                  |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Apply the findings of the   |   |   |   |   |                          |
| * | PD and TA needs assessment  |   |   |   |   |                          |
| 2 | to design and/or improve    |   |   |   |   |                          |
| * | your program\'s PD in all   |   |   |   |   |                          |
| * | of the following            |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   sustain a professional  |   |   |   |   |                          |
|   |     development             |   |   |   |   |                          |
|   |     infrastructure          |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | ```{=html}                  |   |   |   |   |                          |
|   | <!-- -->                    |   |   |   |   |                          |
|   | ```                         |   |   |   |   |                          |
|   | -   design professional     |   |   |   |   |                          |
|   |     development offerings   |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   market professional     |   |   |   |   |                          |
|   |     development offerings   |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   deliver professional    |   |   |   |   |                          |
|   |     development             |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   provide follow-up       |   |   |   |   |                          |
|   |     support                 |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   evaluate professional   |   |   |   |   |                          |
|   |     development processes   |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide on-going PD and TA  |   |   |   |   |                          |
| * | to PD providers (e.g.       |   |   |   |   |                          |
| 3 | master trainers, training   |   |   |   |   |                          |
| * | cadres).                    |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Include PD and TA           |   |   |   |   |                          |
| * | objectives in the workplan  |   |   |   |   |                          |
| 4 | that both                   |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
| * | -   are based on the PD and |   |   |   |   |                          |
|   |     TA needs assessment of  |   |   |   |   |                          |
|   |     district and school     |   |   |   |   |                          |
|   |     staff                   |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   define the roles and    |   |   |   |   |                          |
|   |     responsibilities of     |   |   |   |   |                          |
|   |     internal and external   |   |   |   |   |                          |
|   |     partners                |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide PD event(s) to      |   |   |   |   |                          |
| * | district or school staff on |   |   |   |   |                          |
| 5 | science-based curricula and |   |   |   |   |                          |
| * | HIV prevention              |   |   |   |   |                          |
| * | instructional materials     |   |   |   |   |                          |
|   | including all of the        |   |   |   |   |                          |
|   | following                   |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   reviewing               |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   selecting               |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   implementing            |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   revising                |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   developing              |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide PD event(s) to      |   |   |   |   |                          |
| * | district or school staff on |   |   |   |   |                          |
| 6 | how to align HIV prevention |   |   |   |   |                          |
| * | materials with local,       |   |   |   |   |                          |
| * | state, or national          |   |   |   |   |                          |
|   | standards and frameworks.   |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide PD event(s) to      |   |   |   |   |                          |
| * | district or school staff on |   |   |   |   |                          |
| 7 | school-based program and    |   |   |   |   |                          |
| * | prevention strategies to    |   |   |   |   |                          |
| * | reduce health disparities   |   |   |   |   |                          |
|   | among youth                 |   |   |   |   |                          |
|   | disproportionately affected |   |   |   |   |                          |
|   | by HIV infection, other     |   |   |   |   |                          |
|   | STD, and unintended         |   |   |   |   |                          |
|   | pregnancy.                  |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide PD event(s) to      |   |   |   |   |                          |
| * | district or school staff    |   |   |   |   |                          |
| 8 | that includes information   |   |   |   |   |                          |
| * | about how to                |   |   |   |   |                          |
| * | measure/assess, at the      |   |   |   |   |                          |
|   | classroom level, students\' |   |   |   |   |                          |
|   | knowledge and skills        |   |   |   |   |                          |
|   | regarding HIV prevention.   |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide PD event(s) on how  |   |   |   |   |                          |
| * | to integrate HIV prevention |   |   |   |   |                          |
| 9 | content with other          |   |   |   |   |                          |
| * | curriculum areas (e.g.,     |   |   |   |   |                          |
| * | literacy, science, or       |   |   |   |   |                          |
|   | math).                      |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide PD event(s) on the  |   |   |   |   |                          |
| * | development and             |   |   |   |   |                          |
| 1 | dissemination of policies   |   |   |   |   |                          |
| 0 | related to all of the       |   |   |   |   |                          |
| * | following                   |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
|   | -   attendance of students  |   |   |   |   |                          |
|   |     with HIV infection      |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   procedures to protect   |   |   |   |   |                          |
|   |     HIV-infected students   |   |   |   |   |                          |
|   |     and staff from          |   |   |   |   |                          |
|   |     discrimination          |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   maintaining             |   |   |   |   |                          |
|   |     confidentiality of      |   |   |   |   |                          |
|   |     HIV-infected students   |   |   |   |   |                          |
|   |     and staff               |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide PD event(s) on how  |   |   |   |   |                          |
| * | to work with local          |   |   |   |   |                          |
| 1 | community based             |   |   |   |   |                          |
| 1 | organizations or agencies   |   |   |   |   |                          |
| * | to plan, implement, and     |   |   |   |   |                          |
| * | assess HIV prevention       |   |   |   |   |                          |
|   | education programs.         |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide PD event(s) in a    |   |   |   |   |                          |
| * | variety of formats to       |   |   |   |   |                          |
| 1 | decrease barriers to        |   |   |   |   |                          |
| 2 | participation (e.g.,        |   |   |   |   |                          |
| * | release time, substitute    |   |   |   |   |                          |
| * | teacher issues, school      |   |   |   |   |                          |
|   | calendar, or travel         |   |   |   |   |                          |
|   | restrictions).              |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide PD follow-up        |   |   |   |   |                          |
| * | support.                    |   |   |   |   |                          |
| 1 |                             |   |   |   |   |                          |
| 3 |                             |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Track the delivery of PD    |   |   |   |   |                          |
| * | event(s) and follow-up      |   |   |   |   |                          |
| 1 | support (e.g. number of     |   |   |   |   |                          |
| 4 | events or number of         |   |   |   |   |                          |
| * | participants).              |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Evaluate PD event(s) and    |   |   |   |   |                          |
| * | TA.                         |   |   |   |   |                          |
| 1 |                             |   |   |   |   |                          |
| 5 |                             |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Refine PD event(s) annually |   |   |   |   |                          |
| * | based on participant needs  |   |   |   |   |                          |
| 1 | and feedback.               |   |   |   |   |                          |
| 6 |                             |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Other element(s) related to |   |   |   |   |                          |
| * | your PD event(s) (specify)  |   |   |   |   |                          |
| 1 |                             |   |   |   |   |                          |
| 7 |                             |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide TA to district or   |   |   |   |   |                          |
| * | school staff on             |   |   |   |   |                          |
| 1 | science-based curricula and |   |   |   |   |                          |
| 8 | HIV prevention              |   |   |   |   |                          |
| * | instructional materials     |   |   |   |   |                          |
| * | including                   |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   reviewing               |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   selecting               |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   implementing            |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   revising                |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   developing              |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide TA to district or   |   |   |   |   |                          |
| * | school staff on how to      |   |   |   |   |                          |
| 1 | align HIV prevention        |   |   |   |   |                          |
| 9 | materials with local,       |   |   |   |   |                          |
| * | state, or national          |   |   |   |   |                          |
| * | standards and frameworks.   |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide TA to district or   |   |   |   |   |                          |
| * | school staff on             |   |   |   |   |                          |
| 2 | school-based program and    |   |   |   |   |                          |
| 0 | prevention strategies to    |   |   |   |   |                          |
| * | reduce health disparities   |   |   |   |   |                          |
| * | among youth                 |   |   |   |   |                          |
|   | disproportionately affected |   |   |   |   |                          |
|   | by HIV infection, other     |   |   |   |   |                          |
|   | STD, and unintended         |   |   |   |   |                          |
|   | pregnancy.                  |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide TA to district or   |   |   |   |   |                          |
| * | school staff that includes  |   |   |   |   |                          |
| 2 | information about how to    |   |   |   |   |                          |
| 1 | measure/assess, at the      |   |   |   |   |                          |
| * | classroom level, students\' |   |   |   |   |                          |
| * | knowledge and skills        |   |   |   |   |                          |
|   | regarding HIV prevention.   |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide TA on how to        |   |   |   |   |                          |
| * | integrate HIV prevention    |   |   |   |   |                          |
| 2 | content with other          |   |   |   |   |                          |
| 2 | curriculum areas (e.g.      |   |   |   |   |                          |
| * | literacy, science, or       |   |   |   |   |                          |
| * | math).                      |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Provide TA on the           |   |   |   |   |                          |
| * | development and             |   |   |   |   |                          |
| 2 | dissemination of policies   |   |   |   |   |                          |
| 3 | related to all of the       |   |   |   |   |                          |
| * | following                   |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
|   | -   attendance of students  |   |   |   |   |                          |
|   |     with HIV infection      |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   procedures to protect   |   |   |   |   |                          |
|   |     HIV-infected students   |   |   |   |   |                          |
|   |     and staff from          |   |   |   |   |                          |
|   |     discrimination          |   |   |   |   |                          |
|   |                             |   |   |   |   |                          |
|   | -   maintaining             |   |   |   |   |                          |
|   |     confidentiality of      |   |   |   |   |                          |
|   |     HIV-infected students   |   |   |   |   |                          |
|   |     and staff               |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Track the delivery of TA    |   |   |   |   |                          |
| * | and follow-up support       |   |   |   |   |                          |
| 2 | (e.g., number of TA         |   |   |   |   |                          |
| 4 | contacts).                  |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Refine TA processes and     |   |   |   |   |                          |
| * | content annually based on   |   |   |   |   |                          |
| 2 | participant needs and       |   |   |   |   |                          |
| 5 | feedback.                   |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+
| * | Other element(s) relating   |   |   |   |   |                          |
| * | to your TA provision        |   |   |   |   |                          |
| 2 | (specify)                   |   |   |   |   |                          |
| 6 |                             |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
| * |                             |   |   |   |   |                          |
+---+-----------------------------+---+---+---+---+--------------------------+

> \*Responses are:

-   *Not in Place*: An element that is not proposed in the current
    workplan and is not currently being implemented

```{=html}
<!-- -->
```
-   *Under Development*: An element that is proposed in the current
    workplan but is not currently being implemented

-   *Partially in Place*: An element that is being implemented, but not
    to the fullest extent needed to meet fundamental requirements of the
    cooperative agreement

-   *In Place:* An element that is already implemented to the extent
    needed to accomplish fundamental requirements of the cooperative
    agreement

**HIV Program Inventory:**

**Partnerships**

This portion of the Program Inventory asks you to consider program
partnerships. *Partnerships* are collaborations or associations with
other organizations or groups to further the goals of your project.
*Internal partners* are organizations and groups within your own agency.
*External partners* are agencies, organizations, and groups outside your
own agency.

+---+------------------------------+---+---+---+---+------------------------+
| * |                              | * |   |   |   | **Comments:**          |
| * |                              | * |   |   |   |                        |
| E |                              | R |   |   |   | What does the program  |
| l |                              | e |   |   |   | already have in place? |
| e |                              | s |   |   |   |                        |
| m |                              | p |   |   |   | What do you need to    |
| e |                              | o |   |   |   | improve/develop?       |
| n |                              | n |   |   |   |                        |
| t |                              | s |   |   |   |                        |
| s |                              | e |   |   |   |                        |
| * |                              | O |   |   |   |                        |
| * |                              | p |   |   |   |                        |
|   |                              | t |   |   |   |                        |
|   |                              | i |   |   |   |                        |
|   |                              | o |   |   |   |                        |
|   |                              | n |   |   |   |                        |
|   |                              | s |   |   |   |                        |
|   |                              | \ |   |   |   |                        |
|   |                              | * |   |   |   |                        |
|   |                              | * |   |   |   |                        |
|   |                              | * |   |   |   |                        |
+===+==============================+===+===+===+===+========================+
|   |                              | N | U | P | I |                        |
|   |                              | o | n | a | n |                        |
|   |                              | t | d | r | P |                        |
|   |                              | I | e | t | l |                        |
|   |                              | n | r | i | a |                        |
|   |                              | P | D | a | c |                        |
|   |                              | l | e | l | e |                        |
|   |                              | a | v | l |   |                        |
|   |                              | c | e | y |   |                        |
|   |                              | e | l | I |   |                        |
|   |                              |   | o | n |   |                        |
|   |                              |   | p | P |   |                        |
|   |                              |   | m | l |   |                        |
|   |                              |   | e | a |   |                        |
|   |                              |   | n | c |   |                        |
|   |                              |   | t | e |   |                        |
+---+------------------------------+---+---+---+---+------------------------+
| * | Build/strengthen             |   |   |   |   |                        |
| * | coordination and planning    |   |   |   |   |                        |
| 1 | efforts among internal       |   |   |   |   |                        |
| * | partners.                    |   |   |   |   |                        |
| * |                              |   |   |   |   |                        |
+---+------------------------------+---+---+---+---+------------------------+
| * | Build/strengthen             |   |   |   |   |                        |
| * | partnerships with external   |   |   |   |   |                        |
| 2 | partners interested in       |   |   |   |   |                        |
| * | promoting and improving HIV  |   |   |   |   |                        |
| * | prevention efforts, such as  |   |   |   |   |                        |
|   |                              |   |   |   |   |                        |
|   | -   non-governmental         |   |   |   |   |                        |
|   |     organizations            |   |   |   |   |                        |
|   |                              |   |   |   |   |                        |
|   | -   health departments       |   |   |   |   |                        |
|   |                              |   |   |   |   |                        |
|   | -   institutions of higher   |   |   |   |   |                        |
|   |     education                |   |   |   |   |                        |
|   |                              |   |   |   |   |                        |
|   | -   community groups         |   |   |   |   |                        |
+---+------------------------------+---+---+---+---+------------------------+
| * | Develop or maintain          |   |   |   |   |                        |
| * | memoranda of understanding   |   |   |   |   |                        |
| 3 | (MOU) whereby the education  |   |   |   |   |                        |
| * | agency and partners          |   |   |   |   |                        |
| * | negotiate all of the         |   |   |   |   |                        |
|   | following                    |   |   |   |   |                        |
|   |                              |   |   |   |   |                        |
|   | -   clearly defined roles    |   |   |   |   |                        |
|   |                              |   |   |   |   |                        |
|   | -   responsibilities         |   |   |   |   |                        |
|   |                              |   |   |   |   |                        |
|   | -   goals                    |   |   |   |   |                        |
|   |                              |   |   |   |   |                        |
|   | -   timelines                |   |   |   |   |                        |
+---+------------------------------+---+---+---+---+------------------------+
| * | Develop or facilitate strong |   |   |   |   |                        |
| * | collaborations to support    |   |   |   |   |                        |
| 4 | the education agency's HIV   |   |   |   |   |                        |
| * | prevention program with      |   |   |   |   |                        |
| * | partners such as             |   |   |   |   |                        |
|   |                              |   |   |   |   |                        |
|   | -   advisory committees      |   |   |   |   |                        |
|   |                              |   |   |   |   |                        |
|   | -   other categorical        |   |   |   |   |                        |
|   |     program areas            |   |   |   |   |                        |
|   |                              |   |   |   |   |                        |
|   | -   contractors              |   |   |   |   |                        |
|   |                              |   |   |   |   |                        |
|   | -   training cadres          |   |   |   |   |                        |
+---+------------------------------+---+---+---+---+------------------------+
| * | Use available                |   |   |   |   |                        |
| * | community-based HIV          |   |   |   |   |                        |
| 5 | prevention resources in the  |   |   |   |   |                        |
| * | planning and delivery of     |   |   |   |   |                        |
| * | school-based HIV prevention  |   |   |   |   |                        |
|   | education programs.          |   |   |   |   |                        |
+---+------------------------------+---+---+---+---+------------------------+
| * | Build/strengthen             |   |   |   |   |                        |
| * | partnerships with external   |   |   |   |   |                        |
| 6 | partners that serve youth at |   |   |   |   |                        |
| * | disproportionate risk for    |   |   |   |   |                        |
| * | HIV infection.               |   |   |   |   |                        |
+---+------------------------------+---+---+---+---+------------------------+
| * | Build/strengthen a           |   |   |   |   |                        |
| * | partnership with the state,  |   |   |   |   |                        |
| 7 | regional, or local Community |   |   |   |   |                        |
| * | Planning Group for HIV       |   |   |   |   |                        |
| * | prevention.                  |   |   |   |   |                        |
+---+------------------------------+---+---+---+---+------------------------+
| * | Participate in a state,      |   |   |   |   |                        |
| * | regional, or local school    |   |   |   |   |                        |
| 8 | health coordinating council, |   |   |   |   |                        |
| * | if available.                |   |   |   |   |                        |
| * |                              |   |   |   |   |                        |
+---+------------------------------+---+---+---+---+------------------------+
| * | Build/strengthen             |   |   |   |   |                        |
| * | partnerships with external   |   |   |   |   |                        |
| 9 | partners interested in       |   |   |   |   |                        |
| * | promoting HIV prevention     |   |   |   |   |                        |
| * | policies.                    |   |   |   |   |                        |
+---+------------------------------+---+---+---+---+------------------------+
| * | Work with state, regional,   |   |   |   |   |                        |
| * | tribal, and local partners   |   |   |   |   |                        |
| 1 | to enhance program           |   |   |   |   |                        |
| 0 | sustainability by securing   |   |   |   |   |                        |
| * | additional funding or        |   |   |   |   |                        |
| * | in-kind support.             |   |   |   |   |                        |
+---+------------------------------+---+---+---+---+------------------------+
| > | Other element(s) relating to |   |   |   |   |                        |
|   | your partnerships (specify)  |   |   |   |   |                        |
| * |                              |   |   |   |   |                        |
| * |                              |   |   |   |   |                        |
| 1 |                              |   |   |   |   |                        |
| 1 |                              |   |   |   |   |                        |
| * |                              |   |   |   |   |                        |
| * |                              |   |   |   |   |                        |
+---+------------------------------+---+---+---+---+------------------------+

> \*Responses are:

-   *Not in Place*: An element that is not proposed in the current
    workplan and is not currently being implemented

```{=html}
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```
-   *Under Development*: An element that is proposed in the current
    workplan but is not currently being implemented

-   *Partially in Place*: An element that is being implemented, but not
    to the fullest extent needed to meet fundamental requirements of the
    cooperative agreement

-   *In Place:* An element that is already implemented to the extent
    needed to accomplish fundamental requirements of the cooperative
    agreement