SCHOOL-BASED VIOLENCE PREVENTION ACTIVITY (SBVPA)

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SCHOOL-BASED VIOLENCE PREVENTION

ACTIVITY (SBVPA)

Year I Work Plan February 23, 2017 to February 22, 2018

REVISED SEPTEMBER 22, 2017

This work plan is made possible by the support of the American People through the United States Agency

for International Development (USAID.) The contents are the sole responsibility of DAI and do not

necessarily reflect the views of USAID or the United States Government.

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Program Title: School-Based Violence Prevention

Activity (SBVPA)

Sponsoring USAID Office: USAID/Honduras Office of Education

Contract Number: AID-522-C-17-00001

Contractor: DAI GLOBAL, LLC

Date of Revision:

Activity Start and End Dates:

Major Counterpart Organizations:

September 4, 2017

February 23, 2017 – February 22, 2022

Ministry of Education and other Social

Network Actors including the Ministry

of Security, the National Directorate for

Youth, Adolescence and Family

(DINAF), National Police, Fiscalia de la

Ninez, District and Departmental

Education Directorates in 5 Target

Cities, Municipal Prevention

Committees and Officials, the National

Prevention Program (PNP), Municipal

Education Councils (COMDEs),

Councils for School Development

(CEDs), Escuela de Padres Civil Society

Organizations (CSOs), the Church,

Other Service Providers and Families.

Geographic Coverage:

Reporting Period:

Tegucigalpa, San Pedro Sula, Choloma,

La Ceiba, Tela.

February 23, 2017 – February 22, 2018

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Table of Contents Acronyms ................................................................................................................... ..5

Project Description ....................................................................................................... 7 Results Framework and Theory of Change………………………………………...……..9 Background………………………………………………………………………………..9 Activity Coverage and Targeted Beneficiaries………………………………..…………10

Guiding Principals for Year I…………………………………………………..……...…13 Year I Activities linked to Objectives, Tasks and Expected Achievements..……………17 Project Objective 1: Improved School Ability to Reduce SBV through Creation of Safe

Learning Environments………………………………….……………………………….19 Activity 1.1: Select SBVPA Partner Schools……………………………………20 Activity 1.2: Conduct Participatory School Diagnostics and Develop Integrated

SBV Prevention Strategies……………………………………………….......................22

Activity 1.3: Generate Buy-in through Quick Wins…………………………….24 Activity 1.4: Help Schools Integrate Violence and Gender-Based Violence Prevention into Existing Curriculum……………………………………………25 Activity 1.5: Strengthen Teachers' Capacity to Identify at-risk Students……….28

Activity 1.6: Improve Extracurricular Activities Offered by Schools……….....29 Activity 1.7: Provide Key Cosmetic Improvements…………..……………….33 Activity 1.8: Establish Scale-up and Replication Protocol…………………….34

Project Objective 2: Strengthen Local Networks that Increase School Safety…………36 Activity 2.1: Develop Systems Maps…………………………………………..36 Activity 2.2: Strengthen COMDEs and CEDs to Serve as Network Leaders….38 Activity 2.3: Support Schools to Develop Partnerships to Increase Safety and

Prevent Violence…………………………..…………………………………..39 Activity 2.4: Strengthen Referral Mechanisms and Protocols for Child Protection Cases…………………………………………………………...........................43 Activity 2.5: Create Communications Strategies and Host Community

Events………………………………………………………………………….45

Project Objective 3: Increase Capacity of MOE and Social Protection Actors to Prevent and Respond to SBV…………………………………………………………………..46

Activity 3.1: Support MOE to Develop Protocols for SBV Prevention in Schools................................................................................................................47 Activity 3.2: Strengthen Education Directorates to Monitor Prevention Activities ………………………………………………………………………………….51

Activity 3.3: Collaborate with MOE to Enhance Information Transparency….53 Activity 3.4: Improve Coordination between MOE and Child Protection Actors…………………………………………………………………………..55 Activity 3.5: Strengthen Referral Mechanisms and Protocols for Child Protection

Mechanisms…………..……………………………………………………….57

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Project Objective 4: Lower Risk Factors and Enhance Protective Factors for Students that Qualify for Secondary Prevention Services (SPS)……………………………………60

Activity 4.1: Support Schools and Education Centers to Apply Screening Models

to Identify High-Risk Youth…………………………………………………..60 Activity 4.2: Identify and Improve Secondary Prevention Service Packages…62 Activity 4.3: Ensure Students Receive Specialized Interventions……………..65

Cross Cutting Themes………………………………………………………………...67 Sustainability Mechanisms……………………………………………………………69 Coordination and Integration with USAID / DO 1………………...…………………69 Grants under contract …………………………………………………………………70

Security Risks and Challenges to Implementation……………………………………71 Project Management…………………………………………………………………..72 Budget…………………………………………………………………………………75 Program Monitoring and Evaluation…………………………………………………..76

Collaborative Learning and Adapting…………………………………………………77 Quick Startup…………………………………………………………………………..79 SBVPA Year I Gannt Chart Implementation Timeline……………………………….80… SBVPA Year I Budget………………………………………………………………..105

Fee Distribution Schedule……………………………………………………………...106

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Acronyms ADS Automated Directives System (ADS) ASJ Asociación para una Sociedad más Justa

BAM Becoming a Man CLA Collaboration, learning and Adapting CARSI Central American Regional Security Initiative CASM Comisión de Acción Social Menonita

CDCS Country Development Cooperation Strategy CDH Centro de Desarrollo Humano CED Consejo Escolar de Desarrollo CEPROSAF Centro de Promoción, Salud, y Asistencia Familiar

CIARH Coordinacion de Asociaciones e Instituciones de Rehabilitacion de Honduras

CIPRODEH Centro de Investigación y Promoción de los Derechos Humanos CLA Collaborating, Learning, and Adapting

COIPRODEN Red de Instituciones por los Derechos Humanos COMDE Consejo Municipal de Desarrollo Educativo CBT Cognitive Behavioral Therapy COP Chief of Party

COR Contracting Officer’s Representative CSO Civil Society Organization DAI DAI Global, LLC DINAF National Directorate for Youth, Adolescents and Families

DO Development Objective DQA Data Quality Assessment ER Expected Result FAS Field Accounting System

FIHS Honduran Fund for Social Investment FOPRIDEH Federación de Organizaciones No Gubernamentales para el Desarrollo de

Honduras FUNADEH Fundación Nacional para el Desarrollo de Honduras

GBV Gender-Based Violence GESIP Gestión Social, Cultural, Educativa GIZ German Society for International Cooperation GOH Government of Honduras

ICT Information Communication Technology IDB Inter-American Development Bank IDECOAS Institute for Community Development, Water and Sanitation INAMI National Institute for Youth Violators of the Law

INL International Narcotics and Law Enforcement IR Intermediate Result IUDPAS Instituto Universitario en Democracia, Paz, y Seguridad KM Knowledge Management

LOE Level of Effort M&E Monitoring and Evaluation

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MEL Monitoring, Evaluation, and Learning MESCLA M&E Support for Collaborative Learning and Adaptation MOE Ministry of Education

MOU Memorandum of Understanding MOMUCLA Foro de Mujeres por la Vida MOU Memorandum of Understanding ODECO Organización de Desarrollo Étnico Comunitario

OTI Office of Transition Initiatives OMM Oficina de la Mujer PBS Place-Based Strategy POA Partners of the Americas

PPP Public Private Partnerships QRG Quick Reference Guide RD Regional Director RETE RE.TE. Organization

SBV School-Based Violence SBP School-Based Prevention SBVPA School-Based Violence Prevention Activity SPS Secondary Prevention Services

SRGBV School-Related Gender-Based Violence STTA Short-Term Technical Assistance UNAH Universidad Nacional Autonoma de Honduras UNICEF United Nations Children’s Fund

UNESCO United Nations Educational Scientific and Cultural Organization USAID United States Agency for International Development YSET Youth Service Eligibility Tool

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Project Description The purpose of the School-Based Violence Prevention Activity (SBVPA) is to address

school-based violence (SBV) that impedes the delivery of education and its goal of

access, retention, and learning; and to use education and school processes to

contribute to violence prevention in target communities. This Activity seeks to address the causes and mitigate the occurrence of SBV, improve student academic performance, and school enrollments rates, as well as transition students into secondary

education, and assure secondary completion rates. It is a $20-million-dollar effort with a period of performance from February 23, 2017 to February 22, 2022, implemented by DAI Global, LLC (DAI) with support from subcontractor Partners of the Americas (POA) and in close collaboration with Mexican-based consultants from Gestión Cultural,

Social, Educativa (GESIP). SBVPA is strengthening education systems to address school-based violence in classrooms, education centers and school communities. The project is assisting

Government of Honduras (GOH) institutions, the Ministry of Education, the Ministry of Security, and other key social network actors to develop and implement a national strategy for preventing and responding to school-based violence. The Activity brings together key stakeholders such as schools and the Ministry of Education (MOE); civil

society; and others at the national, municipal and local level to create and implement a common vision of safe learning spaces within education centers and supportive school communities. Geographically, the work focuses on five target municipalities: Tegucigalpa, San Pedro Sula, Choloma, La Ceiba, and Tela. The Activity has four key

objectives that are meant to complement each other in such a way that while working at the school level to reduce violence (Objective 1), the support network, Ministry of Education and other social protection actors develop prevention and response mechanisms, and form linkages with the schools (Objective 2 and 3). Meanwhile, overall

risk factors are lowered and protective factors are enhanced for students (Objective 4). This activity is fully aligned with USAID Education Strategy Goal 3 – Access to Education in Crisis and Conflict Environments.

Objectives and expected key result areas:

• To improve school ability to reduce school-based violence (SBV) through

creation of safe learning environments;

• To strengthen local networks that increase school safety;

• To increase the capacity of Ministry of Education and social protection actors to prevent and respond to SBV; and

• To lower risk factors and enhance protection factors for students who qualify for secondary prevention services (SPS).

Linkage of activity objectives with wider US government (USG), regional and GOH

initiatives:

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(i) The SBVP Activity contributes to several broader USG and regional programs. It falls under the umbrella of the 2014 Alliance for Prosperity, a $750 million initiative aimed at reducing incentives for migration to the

United States. It is part of the Central America Regional Security Initiative (CARSI), a multi-million-dollar effort by the U.S. Department of State to combat the effects of organized crime and strengthen the rule of law. In addition, activities under this project contribute to achieving the U.S. Agency

for International Development’s (USAID) 2015 – 2019 Honduras Country Development Cooperation Strategy (CDCS) Development Objective 1 (DO1) “Citizen security increased for vulnerable populations in urban, high-crime areas.” More specifically, SBVPA responds to Sub-Intermediate Result (IR):

“quality services that protect against violence increased”.

(ii) On a national level, in Honduras, SBPVA is aligned with the GOH 2010 “Vision del País”, which underlines the government commitment to

democracy, security and non-violence. Objective #2 of this document highlights a need for an educated and healthy Honduras, with “strong systems of social protection”. Moreover, the country’s “Plan del País”, links education and prevention, underscoring the importance of security and

harmony or “convivencia”. Finally, in Article 27 of Chapter IV within the “Ley Fundamental de Educación” the GOH provides guidelines for making education for prevention and rehabilitation a crosscutting issue in the basic national curriculum.

The work plan relates work to be performed to the level of effort (LOE) and schedule. It is a working document to be used for effective monitoring and triangulation. The work plan clearly shows the relationship between the tasks and sub-tasks that lead to

completion of milestones, results and deliverables. It includes resources needed and LOE of activities per objective. The document also reports on the strategic and geographic focus for Year I, with an emphasis on crosscutting themes such as the gender analysis and strategy, public-private partnerships (PPPs), grants to support local organizations

‘prevention efforts, and building evidence by working with local research institutions, such as the National Autonomous University (UNAH) and its University Institute for Democracy, Peace and Security (IUDPAS). It contains the timeline in Gannt form, the Year 1 budget, and the report on program costs and ingredients, as well as a section on

how the activity is making progress implementing their gender strategy. The costed work plan will include the following:

1. A systematic presentation (i.e., Gantt chart) of activities to be accomplished under the different components and sub-components, on a monthly basis;

2. The proposed location and deliverable of the activity; 3. The number of participants benefitting from the activity;

4. The anticipated outputs and outcomes from each activity conducted; 5. The anticipated level of effort required from program technical staff and financial

resources required to complete the tasks; and

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6. Year one budget with quarterly projections of expenditures based on the costed work plan.

Results Framework and Theory of Change SBVPA is based on the understanding that schools operate as part of a complex, changing ecosystems where teachers and administrators, students, community members and relevant national government policy makers intersect and influence each other,

continuously reshaping how schools function. Based on this understanding, SBVPA operates at the level of schools (directly with entire school communities), network partners (including families, service providers, national police, child protection actors, faith-based groups and neighborhood leaders, among others) and Ministry of Education

(at central, department and district levels) in order to address SBV and turn the schools themselves into safe learning environments. Through SBVPA students will become more resilient and will be better prepared to face adverse and violent contexts inside and outside their schools. SBVPA is expected to impact the rate of SBV, the levels of

academic performance and overall school enrollment rates. SBVPA’s theory of change is as follows:

➢ IF schools become safe learning spaces through the holistic integration of violence prevention curriculum, tools and practices;

➢ IF schools partner with communities to develop and maintain violence prevention networks in their systems that provide comprehensive SBV prevention, care and

support; and ➢ IF GOH institutions reinforce the networks with necessary performance standards,

oversight and support,

THEN student access, attendance and retention in those schools will improve and students will develop the skills and coping mechanisms to deal with risk factors for violence inside and outside of school. This will lead to enhanced opportunities for further education or jobs, and reduce levels of violence in target communities.

Background School-based violence – including the presence of gangs, domestic violence, gender-based violence, bullying, harassment, extortion, and other issues – is a factor that

intrinsically impacts school performance and citizen security. As an entry point into and a reflection of community dynamics, it is not uncommon to find various manifestations of violence in schools, including student-on-student violence, but also teacher-on-student, student-on-teacher, and teacher-on-teacher as well.

Most school administrators report feeling frustrated in the face of the extreme challenges they confront; not only high homicide rates and gang control at the community-level, but also increasing manifestations of psycho-social challenges in the classroom, such as

aggressive behavior, threats and suicide attempts. Schools have neither the tools, nor the

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institutional support or technical capacity and resources needed, to respond to and mitigate the various types of violence that occur in or affects students in the classroom. For lack of a planned-out and integrated approach, they end up dedicating a significant

portion of classroom time to resolving conflicts, thereby limiting their remaining time and their ability to provide quality education. Low school retention rates and decreased access to quality education resulting from

extreme violence remain growing concerns and have significantly impacted the Honduran economy and community social cohesion. In addition, these issues put youth at increased risk of being further victimized, or even perpetrators, of violence. While teachers and administrators must be prepared and empowered to respond to, mitigate and prevent

violence, they cannot be expected to do so alone. Other social protection actors at the local, municipal and national level must be effectively mobilized and integrated into the support for school violence prevention and care, including through the development of a clear and targeted oversight strategy on the part of the Ministry of Education. Until these

mechanisms are in place, teachers will continue to feel isolated and forced to develop and employ ad hoc solutions to the crime and violence that plagues Honduras’ most vulnerable communities.

Significant efforts have been made to respond to violence, especially through donor supported programs such as GIZ, Miles de Manos, and USAID’S CREOH, CONVIVE, PUENTES and FORPAZ, as well as other efforts by the World Bank and Inter-American Development Bank (IDB). These programs seek to address the drivers of violence in

schools as a means for enhancing student access to education. However, efforts have not been holistic in nature, and youth in early adolescence (between ages 12 and 15) are particularly neglected as many school-based interventions focus on children up to age 11.

For this reason, SBVPA is critical to ensuring access to education for young people by guaranteeing safe spaces both in and around education centers at all levels through the creation of protocols and response mechanisms. To do this, it is crucial to engage not only teachers and school administrators, but also the vast network of actors that support

youth, such as their extended family, other service providers, faith-based groups, neighborhood leaders, and the district, municipal and department-level government entities. Ensuring approaches are tailored to the local reality of each community or school is particularly important, especially with regard to gender issues that involve

young girls’ self-worth and boundaries.

Activity Coverage and Target Beneficiaries

SBVPA is using a phased-in cohort approach to working with 70 target schools during

the life of the project. By assigning school coordinators to cover approximately 4 education centers at a time, the project savings accumulated during Year I will be used to hire 5 additional coordinators for the highest periods of implementation, Years III and IV. It is launching its effort in 14 basic education centers during Year I, and increasing to

include 28 new ones in Year II, and 28 in Year III. The benefit of employing this phased-in approach is that it allows for application and study of the effectiveness of interventions

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in a targeted sub-group of schools during initial project implementation, and the expansion to a larger group during subsequent Years II and III. No new intervention schools will be added to the project in Years IV and V, to ensure sufficient time for study

and adaptation of the intervention model employed based on lessons learned throughout the Activity. The spread of intervention schools across the 5 municipalities can be seen in the table below.

Number and Spread of School Interventions

Municipality Year 1 Year 2 Year 3 Year 4 Year 5 Total

Tegucigalpa 4 8 8 No new schools 20

San Pedro Sula 3 5 5 No new schools 13

Choloma 2 5 5 No new schools 12

La Ceiba 3 6 6 No new schools 15

Tela 2 4 4 No new schools 10

TOTAL 14 28 28 No new schools 70

All schools are being chosen using pre-determined selection criteria. These include basic

qualifiers, such as selecting local, public schools in urban zones predefined by USAID to be within or adjacent to areas within the Mission’s place-based strategy (PBS). During the first year of the project, schools must have an average matriculation rate of between 500 and 1,000 in San Pedro, Choloma and Tegucigalpa, and 300 – 1,000 in Tela and

Ceiba, due to the smaller size of communities in those cities. Subsequently, during Year II, the Activity will expand efforts to include schools with larger matriculation rates, such as Institutos which require students to travel beyond their neighborhood to study, resulting in greater exposure to opportunities for violence while in route. Schools are

distributed across the 5 cities of intervention, with the greatest weight placed on Tegucigalpa and San Pedro Sula, due to their higher population density and challenges with violence and matriculation rates (see Activity map below for greater detail).

Beyond these basic qualifiers, partner schools are being chosen using a 3-step process. The first filter involves inclusion of all schools recommended by the Ministry of Education (MOE) where there are low or decreasing retention, matriculation

and/or student performance rates. The second involves elimination of those schools where homicides and crime are low, or other social issues are not taking

place, and/or there are limited social asset networks for responding to challenges as they arise, taking into particular consideration where other

USAID projects such as Unidos por la Justicia, are working. The last involves a visit to each school to guarantee strong receptivity and commitment on the part of school principal and authorities, by presenting the project scope and level of effort involved in its implementation.

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The number of direct and indirect beneficiaries will vary across schools, depending on the population size of each individual education center. However, a standard can be established using an average student body population size of 774 per school, taking into

account that Institutos have a generally higher enrollment rate, as well as the spread of schools SBVPA will work in.1 This will include all students who qualify for secondary service prevention under Objective #4 of the Activity which, based on recent application of the Youth Services Eligibility Tool (YSET) by USAID implementing partner Proponte

Mas, is expected to be approximately 10% of those students between the ages of 8 and 17 at all target schools, or 58 students per school, for a total of 4,083 across the life of the project.

Approximately 62% (or 329) of the students at each school are expected to be between grades 4 and 9, and form part of SBVPA’s direct beneficiary cohort, as this is the age at which at-risk behavior becomes more prevalent. Indirect beneficiaries will therefore include the remaining students who fall in groups up to grade 4, or those beyond grade 9,

approximately 38% (or 202) of the population of each school. In addition, they will incorporate those students from any non-intervention schools that benefit from applied methodologies developed by SBPVA and replicated by the MOE.

While difficult to estimate at this time, SBVPA will work with the Ministry to track this information. The complete number of unique direct and indirect student beneficiaries in SBPVA intervention schools by year, multiplied by the number of schools in each municipality, and by grade-level are included in the table below.2

Number of Direct Beneficiaries


Tegucigalpa 2,424 3991 3,991 885 885 12,176

San Pedro Sula 1,578 2,495 2,495 719 719 8,006

Choloma 824 2,495 2,495 554 554 6922

La Ceiba 1,264 2,993 3,003 719 719 8,698

Tela 554 1,996 1,996 461 461 5,468

TOTAL 6,644 13,970 13,980 3,338 3,338 41,270

Number of Indirect Beneficiaries


Tegucigalpa 1,343 2,686 2,686 891 891 8,497

1 SBVPA will be working with both Centros de Educación Básica (CEB in Spanish) and Institutos. The CEBs include schools with grades 1 to 9, while the Institutos include grades 7 to 12. SBVPA proposes to

intervene at a rate of 60% CEBs and 40% Institutos in prioritized municipalities over the life of the project. CEBs have an average school size of 531 students and Institutos have an average of 1,138. 2 SBVPA defines direct beneficiaries in CEBs as students in grades 4 to 9 (on average 62% of students).

Those from grades 1 to 3 are considered indirect beneficiaries (the 38% remaining students). For the Institutos, the direct beneficiaries are those in grades 7 to 9 (representing 53% of students) and the indirect beneficiaries are those from grades 10 to 12 (composed of the remaining 47%).

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San Pedro Sula 861 1,679 1,679 729 729 5,677

Choloma 434 1678.75 1,679 567 567 4,926

La Ceiba 668 2,015 2,015 729 729 6,155

Tela 268 1343 1343 486 486 3,926

TOTAL 3,574 9,401 9,401 3402 3402 29,1803

Guiding Principles for Year I SBVPA is built around a four-step sequence involving (i) defining partner schools, (ii)

identifying each school’s unique needs and opportunities through diagnostics and systems mapping, (iii) developing integrated SBV prevention approaches and (iv) adopting activities as they are implemented based on the results of frequent assessments among teachers, students, and their families. This flexible model involves innovations

and adaptations based on evidence gathered from SBVPA implementation, as well as lessons learned from other internationally and locally employed approaches. This will help the project to test prevention and response models that resolve ongoing SBV challenges in schools, demonstrating success that can be documented and replicated

amongst other schools as the project continues to expand. With this in mind, SBVPA efforts will be systematized in each school, with the end goal of creating a menu or package of best practices that has been consistently tested and proven successful over time, and eventually will become part of the MOE and other social protection actors’

institutional policies and overall strategic approach to violence prevention. For instance, the Activity aims to incorporate the Center for Disease Control’s (CDC) public health approach through application of the socio-ecological model, which takes

into account the actions of individuals, families, communities, and society. At the societal level, SBVPA will linkup with procedures and institutional protocols used by the MOE departmental and district offices, and will engage with the MOE’s national offices in Tegucigalpa. In addition, it will seek to strengthen the relationship between MOE and the

municipal government to ensure sustainability of school-based prevention (SVP) activities. At the community level, the Activity will connect with the efforts of Municipal Education Councils (COMDEs) and Councils for School Development (CEDs). To involve families, it will engage the parent associations and Escuela de Padres in each

school and at the individual level will work with youth as leaders in the planning and implementation of violence prevention strategies. During Year I, the emphasis will be on developing the necessary relationships and trust

needed with the MOE to ensure their ownership of SBVPA. This will involve establishing mechanisms for regular engagement across schools, parent associations, CEDs, COMDEs, and the MOE, as well as with the municipal government in Tegucigalpa, San Pedro Sula, Choloma, La Ceiba, and Tela. This will guarantee the

3 It’s important to note that during Years IV and V, the number of direct and indirect beneficiaries only increases by the incoming number of 4th graders (for direct) and 1st and 10th graders (for indirect) during the 2021 school year. No new schools will be added the last 2 years of implementation.

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program has a strong network of supporters for interventions and protocols introduced within schools and communities, and will enable an effective expansion and scaling up of efforts in Years II through V. Early interventions or “quick wins” aim to build an initial

foundation of trust and engagement, thereby opening the door for more systemic change at the policy and even national level, leading to eventual sustainability in future years of the program.

As part of Year I efforts, SBVPA will build on existing USAID school-based prevention such as CREOH, Puentes, FORPAZ, and CONVIVE! by taking lessons learned from these programs and incorporating them into current project implementation. For instance, in the case of Puentes, the Activity will study ways in which this project has

helped contribute to the sustainability of Miles de Manos, by employing lessons learned to strengthen the efforts’ oversight mechanism within MOE. With regard to CREOH, SBVPA will be looking at what after school activities, and other extracurricular events, have been most successful in reducing violence. SBVPA will engage closely with

Honduras CONVIVE! to leverage lessons learned including linking the police to schools as appropriate and coordinating SBV activities with multiple community actors. SBVPA will further support other USAID-funded efforts implemented through the place-

based approach, which focuses on targeted micro-level high crime areas across the project’s five cities of intervention. SBVPA will complement existing program infrastructure and progress from the implementation of the Miles de Manos model, originally introduced by GIZ to work across students, families and teachers. During Year

I particular attention will be placed on neighborhoods that are of greatest priority to the MOE, such as Rivera Hernandez, Satélite and Chamelecón in San Pedro Sula; Quebrada Seca and La Canada in Choloma; Tornabé and San Jose in Tela; San Judas, El Confite and Las Mercedes in La Ceiba; and Villa Franca, Altos de los Pinos, La Travesia and

Centeno 1 in Tegucigalpa. Year II schools sites will be selected by end of September 2017. Under SBVPA’s Chief of Party (COP), and with support from DAI home office and

oversight from USAID, activities this year and throughout the project will involve:

• Identification of most prevalent types of violence in schools. Given the fact that

each partner school presents very specific characteristics, for example in terms of size, place of origin of the students, or surrounding socio-economic contexts, SBVPA will carry out diagnostic surveys in order to identify the specific types of violence most prevalent in each school. Diagnostic survey reports will be completed and

presented amongst the first cohort of schools, as well as to USAID and other key actors, by consultants from Gestión Social, Cultural, Educativo (GESIP), with oversight from SBVPA Director for Technical Operations under Objective #1 in September and October 2017.

• Systematization of existing evidence of what works to prevent school-based

violence. SBVPA will identify and document existing evidence of what works to prevent school-based violence. Best practices, particularly in similar contexts in

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countries of the Northern Triangle, will inform SBVPA on the best strategy to use in each partner school. Under Objective #4, systematization of evidence of what works will be completed by the Senior Technical Advisor in October 2017 of Year I.

• Creation of an integration plan/strategy between SBVPA and other DO1

Activities. Based on discussions with USAID and other implementing partner

projects, SBVPA will develop joint concept notes for collaboration with parallel projects that have significant relation with the Activity. Emphasis will be placed on Proponte Mas for its integration on the application of the Youth Service Eligibility Tool (YSET) to identify at-risk youth under Objective #4, and Unidos por la Justicia

for promoting activities to strengthen the social network asset under Objective #2. These 2 concept notes are expected to be completed in September of Year I.

• Work to support previous achievements. A significant number of schools in high

crime hotspot areas are receiving Education and other USAID Offices’ support as part of the CDCS DO1. SBVPA will seek to enhance the efforts of, and lessons learned from these initiatives, matching the progress of their work with holistic engagement in violence prevention through ongoing participation in and documentation of best

practices for application in SBVPA. This process will be carried out by the Knowledge Management (KM) Team’s Monitoring and Evaluation (M&E) Officer, with oversight from the KM Director.

• Specificity through place-based and other support. Recognizing the hyper-localized nature of crime and the fact that the majority of violence occurs in a small and targeted number of locations in urban areas throughout the country, SBVPA will focus on interventions that can reduce crime specifically in those locations. In

particular, it will employ techniques that increase students’ access to education through activities that help make areas in and around schools, as well as on the way to them, visibly and sustainably safer. Lessons learned from Convive! show that community and local ownership, and engagement of a wide variety of actors, such as

police and others, will be key to ensuring its long-term success. In addition, under Objective #1, the SBVPA School Coordinators and Regional Directors will ensure the PBS approach is an integral part of the school prevention strategies to be developed in October 2017, with oversight from the Technical Director of

Operations.

• Evidence-based interventions that involve collaborating, learning, and adapting

(CLA). Monitoring and evaluation, new innovations, and regular performance reviews, are expected to provide a variety of quantitative and qualitative data to guide best practices and the overall implementation of interventions. As part of its flexible model, SBVPA will use rigorous data collection, working in close collaboration with M&E experts within USAID as a means to encourage strong knowledge management,

learning, and adaptation across all levels of the project. In addition, significant home office support will be provided to build the team’s capacity on survey instrument design and application, as well as use of technology in data tracking, management and results. Short-term technical assistance from home office will be deployed in

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September and October of Year I to support this process. More information on the project’s approach to CLA and M&E can be found in the sections below.

The project will seek to develop a common understanding of what works, what doesn’t, and why. The Activity will look not only at standard project data collection on activity completion, but also go beyond that to study behavior change among project beneficiaries, keeping in mind scalability and cost-benefit to ensure an

effective transfer of knowledge and implementation to the MOE and other local agencies upon completion. The SBVPA team will work in close collaboration with beneficiaries on these processes to ensure effective oversight and integration of appropriate methods. In particular, the team will actively support two external CLA

initiatives implemented by a USAID-selected subcontractor, as well as collaborate with M&E Support for Collaborative Learning and Adaptation (MESCLA) and other third party learning organizations. The KM Director will oversee this effort, with support from the M&E Specialist and entire KM Team throughout Year I.

• Proactive emphasis on secondary education. As mentioned previously, the move from primary to much-needed secondary education is where many young people

dropout of the education system. In particular, youth between the ages of 12 and 15 are the most neglected. While SBVPA will work at all levels of the school, and with particular emphasis on grades 4 through 9, a specialized focus will also be placed on this older cohort, engaging them not only as direct beneficiaries, but also proactive

agents of positive change in their community, especially through leadership roles and peer-to-peer engagement. Under Objective #1, Regional Directors will work closely with SBVPA School Coordinators, under the guidance of the Technical Director of Operations, to ensure this targeted focus throughout Year I.

• Collaboration and referrals for secondary service provision. SBVPA will work with other USAID-supported projects, such as Proponte Mas, on referrals and secondary service provision. In addition, the Activity will seek to gain the trust of,

and formally establish protocols for working with, the National Director for Youth, Adolescents, and Families (DINAF); the National Institute for Youth Violators of the Law (INAMI); and other GOH agencies that work on social service provision. Moreover, SBVPA will pilot the introduction of psycho-social support services

within schools, adapting methodologies used in programs such as Becoming a Man (BAM), Miles de Manos, and others. The Senior Technical Advisor will work with the Technical Director of Operations to ensure the integration of secondary service provision across the project under Objective #4.

• Taking advantage of municipal government emphasis on violence prevention.

Each of the five DO1 municipalities maintains an ongoing discourse on issues of crime and violence prevention, working through municipal-level councils or

committees to promote peace and harmony. The program can leverage these efforts to insert itself as a key player in promoting engagement on these topics, thereby engaging mayors at the municipal level on school-based prevention. The team will manage this with care, remaining focused on the potential formal budgetary,

17

procedural, and institutional support that can be obtained by working with the mayors’ office, without getting caught up in city politics. To do this, it will work with the recently awarded USAID municipal citizen security program (GS4).

SBVPA’s Network Lead will oversee this process under Objective #2, with oversight from the Technical Director of Operations.

• Articulation of a unified, comprehensive, and sustainable approach within the

Ministry of Education. This will be crucial to the project’s success and sustainability over the long-term by ensuring school-based interventions do not operate solely at the day-to-day community level, but also integrate into the wider MOE vision and

internal strategy for violence prevention. With this in mind, SBVPA will seek to identify key departments and individuals to champion the program’s efforts, making it part of the Ministry’s regular operating procedures. The SBVPA COP will oversee this process under Objective #3, working closely with the MOE and other social asset

network actors supporting the Ministry during Year I.

• Partnerships. School-based interventions will be carefully designed and adapted to the local contextual needs of a given neighborhood in order to obtain precise,

meaningful, and lasting results, with a focus on engaging individuals and community-based organizations that can lead efforts throughout the process. School Coordinators and Regional Directors, under guidance from the Technical Director of Operations, will work together to ensure this effort under Objective #1.

• Legitimacy and safety. The program seeks to be a positive force and, following the motto of “do no harm”, will not seek to place additional unnecessary security or other burdens on already overworked and overwhelmed school teachers and administrators.

Rather, it will promote interventions that integrate into regular school strategies, programming, and learning agendas. Employing the Activity’s Security Plan, the SBVPA COP will work with DAI’s internal Security Team to ensure a holistic strategy with regard to safety and legitimacy that puts neither staff nor communities

at unnecessary risk or additional burden. In addition, the Technical Director of Operations will work across the team’s effort to ensure that the Ministry of Security, Ministry of Education and other actors are engaged in supporting SBVPA activities and overall security.

Year I Activities linked to Objectives, Tasks, Expected

Achievements The Year I activities are outlined in the sections below, divided by overall objectives, intermediate results, tasks, and sub-tasks. In particular, each activity seeks to support the

project’s overall goal and expected indicators within it (outlined below), aligning with all other indicators within the Monitoring and Evaluation (MEL) Plan. For each activity the work plan succinctly defines the task to be achieved, highlighting outputs, outcomes and deliverables based on number of beneficiaries, and the MEL Plan targets. Emphasis has

been made to integrate the project’s approach to security, by including the Security Plan’s guidelines where applicable.

18

The SBVPA Goal is to: address SBV that impedes the delivery of education and its

goals of access, retention and learning; and use education and school processes to

contribute to violence prevention in target communities. The indicators to measure Activity success in achieving this goal are:

• Percentage of students, teachers and administrators who feel safe in the school

environment.

• Academic performance rates of students in the selected schools.

• Percentage of change in attendance of students in selected schools.

• Number of students dropping out or transferred in select schools due to SBV.

• Percentage of students enrolled at the end of the year that were unable to go to school because they felt unsafe.

The SBVPA approach emphasizes “quick wins”, which will help gain the trust of beneficiary organizations during the first school year amongst target education centers and other organizations – such as MOE and other government agencies, as well as the

communities, youth, and families they serve. A comprehensive approach to monitoring and evaluation that produces strong results and adapts to lessons learned is integrated throughout all interventions introduced in Year I. Recognizing that there are important differences in school needs across the five DO1 target municipalities, all of SBVPA will

support an ongoing feedback loop between the target audience, implementers, and school and government administrations, as well as across projects. This will facilitate the creation, implementation, and advancement of more effective and lasting projects, and will support institutional policy regarding school-based violence prevention educational

approaches, activities, protocols, and procedures. SBVPA is prepared to respond with agility to the changing dynamics that take place in the communities, schools, and agencies it supports, highlighting specific new needs as they arise, and supporting community-based organizations and leaders in working with schools to address them in a

way that produces sustainable results. Working in close collaboration with Partners of the Americas, and with technical support from GESIP, SBVPA will engage communities and the schools that serve them to ensure

a commitment to reducing violence and enhancing access to education. The Activity will expand upon and replicate community-level interventions in other locations, and integrate best practices into policy discussion at the national level to promote long-term success. By the end of Year 1, SBVPA will use the “quick wins” and other successes achieved

early on as a foundation for a holistic approach to violence prevention that can be integrated into the Ministry of Education’s internal agenda. The SBVPA team will document lessons learned to secure the necessary evidence required to obtain MOE support and commitment through financial resources, staff time, space, equipment, and

other means. SBVPA will also leverage previous educational programs supported by USAID, including Puentes (using the Miles de Manos model), CREOH, Proyecto METAS, and

Save the Children’s FORPAZ. In addition, it will engage with other projects supported by

19

USAID under DO1 such as Proponte Mas, Office on Transition Initiatives (OTI) Convive! and fellow DAI-implemented Unidos por la Justicia Activity. Moreover, the program will work with other donor-supported projects beyond USAID by connecting

field-based interventions and results with UNICEF-promoted policies, additional initiatives introduced by groups such as Glasswing and others engaging schools, and the wider range of embassy actors on place-based strategies, including the Bureau of International Narcotics and Law Enforcement Affairs (INL).

Finally, the SBVPA team will seek to mobilize Honduran civil society organizations (CSOs). These include groups such as the Red de Instituciones por los Derechos de la Niñez (COIPRODEN), which focuses on human rights issues, and the Centro de

Desarrollo Humano (CDH), which promotes community engagement. The Activity will also collaborate with Transformemos Honduras, engaging with its technical lead organization, the Asociación para una Sociedad más Justa (ASJ), on incorporating evidence-based models that involve families and youth more proactively in the

construction of their own education. In particular, ASJ’s experience working on education and violence prevention provides a combination of technical skills and experiences that will be valuable to SBVPA.

The following section describes all program related activities to be implemented by SBVPA during Year I. It includes the overall context, approach, potential partners and stakeholders, target numbers, and key results expected within each activity. It is followed by sections on the Year I Implementation Timeline and overall project budget required to

complete the activities successfully.

Project Objective 1: Improved School Ability to Reduce SBV

through Creation of Safe Learning Environments Initial meetings with MOE department and district directors, as well as school principals

and teachers, in the five DO1 urban areas, demonstrates a strong desire for and commitment to reducing violence in schools and communities. Staff appear to want to promote change and encourage youth resiliency, but often don’t have the tools with which to do so, or the capacity to ensure sustainability of efforts where introduced.

While there has been some progress in reducing violence at the community level, to date these have been isolated efforts that require greater institutional backing to ensure they are integrated into the regular day-to-day pedagogical and procedural approaches teachers and administrators apply in the classroom. As part of this, school staff and administrators

need to be oriented on how to identify and respond to risk factors, and recognize and promote protection factors. Teachers have little formal training in these approaches and don’t actively see the ways in which they can apply them to make their jobs easier and ensure youth get the services and educational support they need to be successful.

Working with teachers, principals, and MOE administrators is crucial to improving schools’ ability to reduce violence and create a safe learning environment. SBVPA will build on the advances achieved to date in violence prevention at the community level and

will apply targeted school-based intervention techniques designed to enhance school

20

capacity to integrate violence prevention into core school functions, such as curriculum development, delivery, and in- and after-school activities. Teachers will be prepared to not only identify and respond to different types of violence, but also recognize the root

causes and patterns that promote this violence over time. This enhanced response will be integrated into their normal functions as educators so as not to create an extra burden or responsibility.

In particular, Objective 1 will seek to affect the following intermediate results: (1.1) decrease in the rate of violence in schools, (1.2) number of teachers and administrators who successfully complete SBV prevention training, (1.3) percentage of teachers who apply key SBV prevention concepts in the classroom and other school settings, (1.4)

percentage of students, teachers and administrators who are aware of how to prevent, respond, report, and monitor SBV, including School-Related Gender-Based Violence (SRGBV) and (1.5) percentage of participants that view gender-based violence (GBV) as unacceptable after participating in or being exposed to USG programming.

Activities, tasks, expected outputs, outcomes and deliverables are outlined below. Activity 1.1: Select SBVPA Partner Schools

Activity 1.1 lays the foundation for the project’s overarching indicators underneath the overall goal of addressing school-based violence and using educational process to

contribute to violence prevention. Select indicators to be measured within that goal include I.R 2 academic performance, I.R 4 dropout rates, and I.R 3 percent change in enrollment and attendance rates, (I.R 5). By choosing education centers where these performance indicators are currently low, the project posits that through violence

prevention program interventions they should improve over time.

Task 1.1.1: Develop School Selection Criteria. As an initial foundational step under Objective #1, in March 2017, the SBVPA Chief of Party (COP) prioritized development

of a rigorous yet flexible list of selection criteria based on potential barriers to accessing education for youth. Using a three-tiered approach, she worked with the team to create an initial long list of schools, including those that fit within place-based strategy (PBS) locations, or adjacent to but serving young people that travel beyond the PBS, as part of

Tier #1 criteria. From there, the team focused on eliminating some schools by identifying those from the list with greater social and crime challenges impacting education, including homicide rates and relative levels of gang control, prioritizing schools where the social asset network is stronger. Finally, in Tier#3, the project narrowed the list even

further by identifying locations where there is a significant commitment from school staff. This was done in March 2017.

No. Activity, Task, Sub-task by

Objective

Target Group Resources

Labor (estimated LOE days for

Year 1)

Process & Outcome Measures

Output

Type Number

Task 1.1.1.

Develop School Selection Criteria. Working with USAID using a 3-

tiered approach to filter out schools

Education

Center 14

COP 15 USAID and SBVPA define

standard for site

USAID approved

criteria

21


Objective


Labor (estimated

LOE days for Year 1)

Process &

Outcome Measures Output

Type Number

that do not meet SBVPA conditions. selection

Task 1.1.2: Collect Data for Selection Criteria. SBVPA will work in collaboration with

key government organizations to collect data on school matriculation and retention, as well as social and crime issues and community support networks. For instance, the team will meet with MOE departmental and district directors to review trends in student attendance and school desertion over time, with particular emphasis on the previous two

school years. In addition, we will work with municipal-level violence observatories and local police stations to match data on school performance rates with neighborhood crime trends (where available). Finally, the project will hold half-day stakeholder sessions with potential target school principals in each of the five target cities to discuss the local

challenges and context, and gauge their overall level of interest in and commitment to violence prevention. While SBVPA will prioritize schools where principals are more receptive to SBV prevention during Year I, those that remain important for MOE will be put on the list for future years, once the project has gained some momentum from its

initial success. These stakeholder sessions and the overall data collection process will be completed during March and April of the project.


Objective Target Group

Resources

Labor (estimated


Process &


Task 1.1.2.

Collect Data for Selection Criteria.

Engage the MOE departmental and district directors on school attendance and desertion, and police

on violence rates.

Education Center

14

COP with support from

Regional Directors, School

Attendance Rates, Homicide Data

30

5 SBVPA and local

beneficiary stakeholder

sessions

Data on 14

intervention schools

Task 1.1.3: Assess Potential Partner Schools against Criteria, Analyze Together

with USAID. Following completion of the stakeholder sessions, SBVPA’s COP will

compile the information collected for review in collaboration with USAID. Based on the different tiers of information, and emphasizing recent changes in trends in school attendance and performance, SBVPA’s COP will work with USAID to make a recommendation of the top 14 schools for interventions during Year I. As part of this, the

team will compare data collected for priority schools with other information sources such as recent news articles on schools with social and crime challenges and problems with reduced attendance or dropouts because of violence. This will take place throughout March and April for Year I schools and September for Year II schools.


Objective

Target Group

Resources

Labor (estimated LOE days

for Year 1)


Output

Task 1.1.3.

Assess Potential Partner Schools against Criteria, Analyze Together

Education Center

14 COP with support

from Regional 15 SBVPA and

Data on 14 Year I

22


Objective

Target Group

Resources


for Year 1)


Output

with USAID. Engage the MOE departmental and district directors on school attendance and desertion, and

police on violence rates.

Directors, School Attendance Rates,

Homicide Data

USAID meeting to analyze data for short list of priority

schools

intervention schools

Task 1.1.4: Work with USAID to Make Final Selections for Initial Tranche of

SBVPA Partner Schools. Using the recommendations made in Task 1.1.3 above, the

SBVPA team will work with USAID to select the final schools for implementation during Year I. This school list will be finalized in May for Year I and September for Year II schools.

No. Activity, Task, Sub-task by Objective Target Group

Resources

Labor (estimated


Process &

Outcome Measures

Output

Task 1.1.4.

Work with USAID to Make Final Selections for Initial Tranche of

SBVPA Partner Schools. Engage the MOE departmental and district directors on school attendance and

desertion, and police on violence rates.

Education Center

14

COP,

Regional Directors and USAID, Final

Selection Data

5

SBVPA makes recommendations

regarding proposed intervention

schools

List of 14 Year I partner

schools

Activity 1.2: Conduct Participatory School Diagnostics and Develop Integrated SBV Prevention Strategies

Using school diagnostics, SBVPA seeks to obtain an initial data point on student, teacher and administrators’ perceptions of safety (I.R 1) within education centers, as well as how much violence is reported over time (I.R 1.1) to support the project’s ongoing efforts to

track these indicators under the overall goal and project Objective #1. Complemented by perception surveys completed during the baseline study, this information will provide an initial understanding of the education community’s current perception of safety and the level of reported violence within the school environment. From there, this can be tracked

over time using quarterly survey tools, as outlined in the Activity’s MEL Plan. Task 1.2.1: Conduct Diagnostic Survey. Working with the Mexican-based group GESIP, SBVPA will launch a series of diagnostics exercises in each of the 14 proposed

schools of intervention for Year I. The diagnostic is a participatory tool for developing a holistic strategy to social inclusion, resilience, and violence prevention by evaluating how and what kinds of violence are present in a given school. As part of this activity, GESIP will work in collaboration with the SBVPA Senior Technical Advisor and DAI’s home

office citizen security practice to adopt an appropriate methodology for Honduras. The diagnostics will involve both field and desk research (e.g. news review, data, etc.), including both qualitative and quantitative evidence of violence in each partner school, and serve as a baseline of information for school interventions. Within this, particular

attention will be on school culture, existing violence prevention curricular or extracurricular activities, types of violent behavior, number and location of injuries and

23

deaths, frequency of incidents, victimology of violence and details on types of perpetrators. In addition, SBVPA will focus on identifying gender-based violence challenges as part of the project’s Activity Gender Analysis and Inclusion Strategy to be

completed during June 2017, with the intention of applying the MEL Plan’s key indicators to measure changes in these issues over the short- and long-term. Subsequently, GESIP will help orient SBVPA project staff on how to implement the

diagnostics to understand risk and prevention factors among youth, as well as potential responses for addressing them. After the orientation, the SBVPA team will mobilize to conduct diagnostics with mentorship and accompaniment from GESIP across the 14 school sites chosen for Year I. The staff orientation and diagnostics process will roll out

during June and July of the project.



Resources

Labor (estimated


Process & Outcome

Measures

Output

Task 1.2.1.

Conduct Diagnostic Survey. Work

with GESIP to develop team’s capacity, and then implement, the school diagnostics.

Education Center

14

COP, Technical Advisor, Regional

Directors, Coordinators, GESIP, Diagnostic Surveys 140

14 3-day visits

to schools for qual and quant data collection

14 school diagnostic reports

Task 1.2.2: Using Diagnostic Results, Support each Partner School to Develop an

Integrated SBV Reduction Strategy. The results of the school diagnostics are expected to form the foundation for identifying crime and violence challenges in and around schools identified as the 14 sites of violence interventions, and will be used to create an

integrated SBV reduction strategy for each school during Year I. The team’s School Coordinators will complete these strategies, under the supervision of Regional Directors and the Director of Technical Operations, with a focus on areas in which there are both differences and commonalities. Using this information, SBVPA will work in

collaboration with local MOE district and departmental representatives, teachers, community networks, and families, as well as the Ministry of Security, DINAF representatives and local CSOs and police to develop targeted responses tailored to meet each individual school’s needs.

Through this participatory process that activates key actors in the local school’s ecosystem, the Activity will over time gain support for its approach, customizing each individual school’s strategy, created in collaboration with the community, based on the

number and types of incidents and the expected target goals and timeline. These strategies will be designed in September and October of implementation and could include screening for violence or gender violence; support to teachers through mock training sessions that helps them build their capacity to identify and respond to violence;

integration of key violence prevention concepts (e.g. conflict resolution, civic participation, etc.) into curricular or extracurricular approaches; the development of protocols for reporting in the event violence does take place; and linkages with secondary service providers.

24

Based on the results of the diagnostics and school strategies, the Senior Technical Advisor will adapt the approach to diagnostics employed, taking lessons learned on what works and what doesn’t to strengthen application during the next school year, starting in

Year II of the project.

No. Activity, Task, Sub-task by Objective

Target Group

Resources Labor (estimated

LOE days for

Year 1)

Process & Outcome

Measures

Output

Task 1.2.2.

Using Diagnostic Results, Support each Partner School to Develop an Integrated SBV Reduction Strategy. SBVPA

collaborates with MOE and other network actors to develop integrated school response.

Education Center

14

Director of Technical

Operations, Regional Directors,

Coordinators, Survey Data 168

4 strategic planning

sessions at each of 14 schools

14 holistic

school strategies

Task 1.2.3 Design of a Portfolio of Solutions to Common Crime Challenges. During the first year of the project, SBVPA’s Senior Technical Advisor will work to identify

evidence-informed solutions that are complementary to addressing the variety of dimensions of school-based violence in Honduras. Working with the results of the school diagnostics reports completed in September of Year I, the Advisor will create a menu of options of primary and secondary prevention programs that have proven to be effective,

or demonstrate promise, in other settings relevant to the country context. These programs will be implemented parallel and in collaboration to any secondary prevention services obtained through the Activity’s referral mechanism (outlined in Objective #4 below). This task will be completed in September and October 2017, to ensure the prevention

programs are taken into account within the development of the holistic school strategies.



Resources

Labor (estimated


Process & Outcome

Measures

Output

Task 1.2.3.

Design a Portfolio of Solutions to Common Crime Challenges.

Senior Technical Advisor engages other programs locally in the region and internationally on best practices

applicable to SBVPA.

Education Center

14

Senior Technical Advisor,

Documented Evidence / Research

on Other Efforts

10

Desk research, review and

networking regarding effective

programming

Menu of proposed

primary and secondary prevention

approach

Activity 1.3: Generate Buy-in through Quick Wins

Task 1.3.1: Help Schools Identify Immediate Win-Win Opportunities to be Funded

through Grants and Local Subcontracts. In collaboration with the Director of Technical Operations, the School Coordinators will use their initial community and school-level engagements, especially through the systems mapping analysis process

(discussed in detail under Task 2.1 below) to identify appropriate local organizations and school beneficiaries to serve as recipients of grants and subcontracts. As part of this, the team will seek out win-win opportunities that allow communities to address ongoing and urgent community needs while enhancing the visibility of, and promoting the public and

school beneficiaries’ trust in, the SBVPA approach. These grants will focus on low-level

25

cosmetic improvements, such as installing gates, fixing broken windows, improving restroom facilities and sanitary supplies, or painting a community wall. Where possible, the project will promote a participatory process that encourages young people to take on a

leadership role in completing the activities, with the support and mentorship from groups such as community based organizations, the police and parent associations, where active. The Activity will roll out a minimum of seven “quick win” activities (e.g. one per school) in November and December. These early interventions will help garner buy-in from

participating field sites, laying a foundation for further success through commitment from local teachers, school administrators, and volunteers.


Target Group

Resources

Labor (estimated

LOE days for Year

1)


Output

Task

1.3.1.

Help Schools Identify Immediate Win-Win Opportunities to be Funded through Grants and Local

Subcontracts. School Coordinators work with education centers to identify much needed quick wins.

Education

Center 14


Operations, Grants

Officer, School Coordinators &

Regional Directors 75

Visits to schools to identify specific

needs and tailor responses 7 quick-win

projects

Activity 1.4: Help Schools Integrate Violence and Gender-Based Violence (GBV) Prevention into Existing Curriculum

This activity will be key for ensuring progress on IR.I of the project indicators. Specifically, all trainings will be linked to the number of teachers and administrators who successfully complete SBV prevention training (I.R 1.2) under Activity 1.4.1 and 1.4.2, as well as the percentage of teachers who apply key SBV prevention concepts in the

classroom (I.R 1.3) under Activity 1.6.3. In addition, those sub-activities within this that have a gender focus, will contribute to indicators I.R 4 percentage of students, teachers and administrators who are aware of how to prevent, avoid and respond to SBV, including SRGB and I.R. 5 percentage of participants that view GBV as unacceptable

after participating in SBVPA supported activities to promote attitudinal change with regard to perceptions of the acceptability of gender-based violence. More on these activities is included below.

Task 1.4.1: Conduct Cascading Training-of-Trainers (TOT) Program for Select

Administrators and Teachers. Using mock classroom exercises where teachers have an opportunity to train, self-critique, and receive feedback from their peers, SBVPA will roll-out a comprehensive series of TOT sessions for a cadre of teachers and

administrators who will serve as champions, or facilitators, of SBVPA best practices in gender-based violence, domestic violence, leadership, empathy, self-control and socio-emotional skills. The mock exercises will provide an opportunity for teachers to role-play different teaching and activity-based scenarios and their reaction to them. In

particular, the program expects to build teachers’ capacity to resolve conflict, and/or determine when a situation is sufficiently advances that it requires reporting or referring it to a supporting social asset network.

26

Working with the Spanish CSO CESAL’s local Honduran office, SBVPA will award a subcontract for an approximately 40-hour certification carried out during the school break

in the MOE’s regional training facilities with support from the Ministry’s National Offices for Violence Prevention and Student Services and Teacher Professional Development Unit (Dirección General de Desarrollo Profesional). This contract will be built around experiences and lessons learned from the application of the Nicaraguan-

based Centro de Prevencion de Violencia (CEPREV)’s previous training efforts in which CESAL participated. It will involve the promotion of a psychoanalysis intervention and training course that emphasizes leadership in working with at-risk youth to reduce violence in schools and among families.

The SBVPA team will develop a clear profile for the champions expected to participate, including not only the skills they will bring to the effort, but also levels of commitment, such as time to work on implementing, promoting, and replicating SBV prevention

efforts through support for the training other teachers and administrators. In particular, SBVPA champions’ knowledge will be infused with extensive information on SBV and SRGBV prevention themes that encourage emotional intelligence and a positive mindset for responding to crises in the home and daily life, moving away from the “street

mindset” that promotes violence. Ultimately, the goal is to restructure teaching practices to reinforce the prevention of SBV and SRGBV and promote a safe learning environment for all students, ensuring teachers understand they can be agents of change in preventing, responding, reporting and monitoring school-based violence, as well as making referrals

as needed. Course participants will include not only school teachers and administrators, but also technical supervisors from the MOE’s district and departmental offices, professionals

from the regional training centers and representatives from the Ministry’s National Offices for Violence Prevention and Student Services and Teacher Professional Development Unit. These individuals will be charged with providing oversight of the training process, and ensuring that champions’ skills are recognized within the wider

Ministry, and their approaches are linked to agency-wide mechanisms being developed for responding to violence. In addition, with SBVPA support, they are expected to lead the replication of the training approach under Task 1.4.2. As part of this, Student Services and Teacher Professional Development will be asked to work with regional

training centers to guarantee SBVP becomes a regular part of MOE capacity building and institutional priorities. In addition, the district and departmental technicians will be expected to provide regular mentorship to schools throughout and beyond SBVPA implementation schools to ensure that teachers and administrators integrate the

methodologies into their curricular and extracurricular activities.

Initial SBVPA basic certification of 25 champions in each of the project’s 3 regions – Tegucigalpa, San Pedro Sula and Ceiba – will take place during November and

December of the project; however, technical support for this cadre will be ongoing across the life of SBVPA. Extended support will include observation of and

27

accompaniment in the application of SBV prevention activities, and assistance replicating the approach in future training-of-trainers (TOT) sessions that they would lead.



Resources

Labor

(estimated LOE days for

Year 1)


Output

Task

1.4.1.

Conduct Cascading Training-of-

Trainers (TOT) Program for Select Administrators and Teachers. Select group prepared as

leading agents of change in identify, responding to and making referrals

in cases of violence in schools.

Teachers and

administrators 75

CESAL, Senior Technical Advisor,

Director of

Technical Operations

90

2-week TOT in each of 3

regions (Tegucigalpa, Ceiba and San

Pedro Sula)

Cadre of 75 certified champions

with the ability to lead and replicate SBVPA model

Certified training materials

Task 1.4.2: Support Administrators / Teacher to Train other School Staff. During the months of January through June 2018, the SBVPA will support the MOE in replicating the TOT among other school teachers and administrators with support from CESAL. The Ministry’s National Office for Violence Prevention and Student Services

will be encouraged to work together to rollout the replication at the regional training centers. Teachers and administrators from SBVPA sites will be invited to participate in Years II and III while the project is still expanding to new schools. Subsequently, in Years IV and V, SBVPA will recommend the Ministry expand the program by making

the training available to teachers from other cities. SBVPA will suggest MOE provide incentives for teachers and administrators to participate, by linking the capacity building courses with internal mechanisms for recognition and guaranteeing participating schools receiving priority attention in the rollout of violence prevention and response protocols.

Emphasis will be on remaining loyal to core program concepts in SBV prevention and SRGBV activities to enhance access to safe spaces inside the learning environment, as well as in the community around the school. During Year I, certified facilitators will

replicate the TOT among 150 fellow teachers and administrators from each of the 19 new schools selected for intervention during Year II, with approximately 20 new participants attending trainings taught by 3-person teams of accredited SBVPA facilitators. This number will increase in subsequent years as facilitators gain experience in testing,

piloting, and perfecting the program approach.



Resources Labor (estimated

LOE days for

Year 1)

Process & Outcome

Measures

Output

Task 1.4.3.

Support Administrators / Teachers to Train other School Staff. SBVPA certified

champions replicate the violence-prevention capacity building model amongst fellow

teachers and administrators from new Year II schools.

Teachers and administrators

150



Operations, and Teachers &

Administrators, Training Materials

90

2-week follow-

on TOT in each of 3 regions (Tegucigalpa,

Ceiba and San Pedro Sula)

Cadre of 150

additional teachers and administrators

prepared in model

28

Activity 1.5: Strengthen Teachers’ Capacity to Identify at-risk Students

Task 1.5.1: Conduct Basic Orientation on and Develop a Directory of Services

Available for Teachers and Administrators to Identify and Refer at-risk Students.

The Senior Technical Advisor will work with the Director of Technical Operations and

Regional Directors, with support from GESIP, on the development of directories for referring students identified to services that respond to the needs of at-risk students beginning in November and December 2017, and for the rest of Year I of the project. As part of the process, teachers and administrators will receive a one-day orientation

from SBVPA Regional Directors in January and February on fundamental approaches available in the community for preventing, responding to, reporting and monitoring violence issues. Using a comprehensive approach, SBVPA will work with a subcontracting organization to prepare a directory of available services in each of the 5

cities of intervention that provides teachers options for making recommendations to students, parents, and extended on available services. To do this, SBVPA will build on previously successful efforts, such as those that have worked on identifying and referring youth at-risk to much needed secondary and tertiary prevention services, such as

Proponte Mas and GESIP. Recognizing that no one model has proven successful among all age groups and types of communities, SBVPA will integrate a variety of efforts that respond to challenges identified in the classroom, depending on the individual needs of the location and required response.


Objective

Target Group

Resources

Labor

(estimated LOE days

for Year 1)


Output

Task 1.5.1.

Conduct Basic Orientation on and Develop Manual for Teachers and Administrators to

Identify and Refer at-risk Students. SBVPA Regional Directors will develop a referrals

manual to serve as a too. for providing services to at-risk youth,

based on lessons learned by GESIP in their creation in Mexico.


140

Senior Technical

Advisor, Director of Technical Operations,

Regional Directors, and

GESIP

42

Desk and field research to identify available

resources in each of 5 municipalities

One-day orientation for teachers and

administrators in each of the 14 schools

Directory of

services 140 teachers

and administrators

oriented on its functions

Task 1.5.2: Host Peer-to-Peer Workshops to Share Knowledge and Lessons

Learned. In addition to the ongoing accompaniment from SBVPA staff in the application

of the TOT mentioned in Task 1.4.1, SBVPA school coordinators will work with those who participated in the training to share what they’ve learned with other teachers through peer-to-peer meetings and support networks during jornadas de convivencia discussed in Activity 2.3.3 below. The support network activities will commence in Year II and

continue from there as part of quarterly municipal jornadas de convivenica where teachers and administrators will share best practices from their SBV prevention extracurricular and curricular activities. The SBVPA team will collect information reports from these sessions using structured reporting requirements. In addition, on a

29

quarterly basis, SBVPA will facilitate workshops for a wider group of teachers and administrators to share lessons learned, challenges, and innovative solutions developed.


Resources

Labor

(estimated LOE days

for Year 1)


Output

Type Number

Task

1.5.2.

Host Peer-to-Peer Workshops to Share Knowledge and Lessons Learned. Create peer-to-peer support

networks and workshops to share lessons learned and best practices in

prevention and response.

Teachers

and administrato

rs 150


Operations,


Coordinators

96

Quarterly workshops

Teachers prepared on lessons learned,

challenges and successes from

previous year

Activity 1.6: Improve Extracurricular Activities Offered by Schools 1.6.1: Work with School Administrators, Teachers, Mentors, Students, and

community stakeholders to Design and Implement a Variety of Extracurricular

Programs. Starting in October 2017, and continuing throughout the rest of the year, SBVPA will work with school administrators, teachers, mentors and student leaders to launch after-school extracurricular activities. Emphasis will be on not only augmenting

the number, type, and approach used by schools, but also strengthening what exists by incorporating topics of emotional wellbeing and resilience. As part of this, SBVPA School Coordinators will set targeted goals for schools, including integrated sports, debates, and art. These activities will strive to identify clear and age-appropriate

behavioral changes among youth in regard to team work, leadership, conflict resolution, and the application of psychosocial management skills. In particular, the project will promote emotional intelligence as a response to negative stimuli, such as bullying, gender-based violence, physical threats, and verbal aggressions. Extracurricular activities

will be designed to reinforce classroom pedagogy on violence prevention by allowing young people an opportunity to apply what they learn in non-classroom based spaces. To do this, SBVPA School Coordinators will work closely with volunteer youth mentors from the community to integrate SBV prevention lessons teachers are applying during

class. Again, as in the case with Task 1.5.2, SBVPA will ensure Task 1.6.1 is targeted to each individual school’s given needs based on the age of the students, the violence that takes

place there, and the wider social context of challenges and supporting social asset networks that exist in the community. During Year I, all 14 schools will enhance their menu of afterschool extracurricular activities or incorporate new ones into their existing learning approach to working with youth.


Objective


Labor

(estimated LOE days

for Year 1)


Output

Type Number

Task 1.6.1.

Work with School Administrators,

Teachers, Mentors, Students, and community stakeholders to Design

Teachers,

administrators, community 200


Operations, Regional Directors, School

60

Development

of extracurricular

1 targeted

extracurricular activities

30


Objective



for Year 1)

Process & Outcome

Measures

Output

Type Number

and Implement a Variety of Extracurricular Programs. Development of and orientation on

extracurricular activities.

volunteers Coordinators, Desk and Field Research on

Effective Extracurricular

Approach

approach, tailored to school needs

launched per school each month in Yr I

Task 1.6.2: Help Existing Clubs Integrate Key SBV Lessons into their Activities. For those SBVPA schools that already have existing after school clubs, Task 1.6.2 will complement Task 1.5.2 by integrating extracurricular approaches and lessons learned

from them into the existing club’s regular daily functions. This will be implemented by School Coordinators in collaboration with administrators and community volunteers and take place starting in October 2017.


Objective


Labor


Year 1)


Output

Type Number

Task

1.6.2.

Help Existing Clubs Integrate

Key SBV Lessons into their Activities. Using lessons learned

from best practices employed in afterschool activities, SBVPA will work with schools to adapt already

existing clubs and other approaches.

Teachers,

administrators, community volunteers,

students 200



Coordinators, Desk and Field Research on

Extracurricular

Approaches

60 Monthly

workshops

Teachers

prepared on lessons learned,

challenges and successes from previous school

year

Task 1.6.3: Ensure that Extracurricular Activities include Dimensions of Preventing

SRGBV and Promoting Gender Equality. Extracurricular activities will promote gender equality and prevent SRGBV from October onward. As with other SBV

prevention practices, School Coordinators will work with administrators and mentors to emphasize applying what students learn in the classroom by encouraging volunteer mentors to mirror the pedagogical approach. Activities will focus on culturally appropriate adaptions of messages surrounding respectful treatment of girls and women,

and the diverse positive and healthy ways in which to express masculinity. Starting in Year II, the Activity will integrate specific methodologies that SBVPA trained teachers are prepared to lead, based on their participation in the capacity building efforts

under Activity 1.4.1. In particular, an emphasis will be placed on technique that promote a change in behavior and attitudes among students who attend extracurricular activities.


Objective


Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task 1.6.3.

Ensure Extracurricular Activities

include Preventing SRGBV and Promoting Gender Equality. Using lessons learned from other

efforts, and working with volunteer

Teachers,

administrators, community volunteers,

students 200



Coordinators, Desk and

Field Research on

60

Development of

concept note Integration into

overall

Teachers,

administrators and volunteers integrate

SRGBV into

31


Objective



for Year 1)

Process & Outcome

Measures

Output

Type Number

mentors, SBVPA will develop positive culturally appropriate methodologies that surrounding

respect for women and girls that support behavior change.

Effective Extracurricular

Approach

extracurricular approach

extracurricular approach

Task 1.6.4: Use Public-Private Partnerships (PPPs) to Improve Extracurricular

Programs. Building on lessons learned from previous education projects, SBVPA’s Director of Technical Operations, School Coordinators, and other team members will promote the adoption of target schools by large companies as part of their corporate social responsibility (CRS) strategy. To do this, the Activity will target companies that

have a clear mandate for engaging the education sector, and a record for doing so in the past. This includes Lady Lee, Tigo, Banpais and its Fundacion de Educacion, FEREMA’s Fundacion, which has been headed up by previous Minister of Education Esmilda Montoya, and Pricesmart’s Fundacion Robert Price.

SBVPA will engage Lady Lee, Tigo, Banpais and FEREMA on in-kind support for much needed educational materials, such as text books, supplies, desks and laptops and tablets. While not direct related to prevention, these basic necessities are often unavailable in

schools, and necessary for providing a safe learning environment where students can focus during classroom hours. They can also be integrated into violence prevention extracurricular activities, such as the creation of print materials that support school strategies, information dissemination or procedures for responding to violence.

To promote sustainability, these efforts will be implemented in collaboration with the local chambers of commerce and the department and central MOE offices in each of the five DO1 cities. Encouraging collaboration through regular information sharing meetings

between these different offices should eventual eliminate the proverbial “middle man” by having private sector donations run through USAID implementers. Ministry of Education, schools and other actors will be empowered to make these fundraising connections directly.

PPPs will be incorporated into school-based efforts starting in November 2017.


Objective


Labor (estimated


Process &


Type Number

Task 1.6.4.

Use PPPs to Improve

Extracurricular Programs. Ensure CSR and private sector engagement in education and prevention. Students 1,0504

Director of

Technical Operations, School

Coordinators

15

Meetings /

engagement of private sector actors

Material donation

4 This activity is expected to reach 3 clubs per school, with a base of 25 students per club.

32

Task 1.6.5: Support Partner Schools to use the “Open Schools” Model to Make

Public School Spaces Available on Weekends . Beginning in October 2017, SBVPA

Coordinators will work with the Director of Technical Operations and Senior Technical Advisor in Year I interventions schools to promote a model of open schools used by the United Nations Educational Scientific and Cultural Organization (UNESCO) where applicable in each of the 14 intervention sites. This involves reclaiming the school

learning environment by opening it up as a more public community space for not only youth during classroom hours, but also their families and the wider community after school and on weekends. As part of this, an organized network of community volunteers will be mobilized to support activities for youth and their extended family through

engagement in leisure, culture, digital events, movies, clubs, and other social events. Open schools will help form the foundation for “taking back” school spaces from organized crime and other groups that might occupy them in non-classroom hours. Initial events will include a “Sabado Recreativo” in the months of October and November.


Objective



for Year 1)


Output

Type Number

Task 1.6.5.

Support Partner Schools to use the “Open Schools” model to Make

Public School Spaces Available on Weekends. Create peer-to-peer support networks and workshops to

share lessons learned and best practices in prevention and response.

Teachers, administrat

ors, students, families

2,3333

students 166 teachers 840 parents5



School Coordinators

58

Planning sessions

with schools

28 weekend events

28 examples of “open schools” through sabados

recreativos in each of 14

intervention sites before the school year ends

Task 1.6.6: Help SBVPA Interns Support Extracurricular Activities. Starting initially in January and February 2018 and then continuing throughout the remainder of the project, (described below in Task 2.1), SBVPA will identify 1 intern who has graduated from each Year I intervention school to support the project. In particular, their efforts will

focus on providing mentorship to at-risk youth in target schools, and providing support in the implementation of afterschool and weekend activities, as well as clubs focused on violence prevention. Interns will work under the supervision of the KM Director to develop a holistic understanding of school-based violence prevention programming.


Objective


Labor (estimated LOE days for

Year 1)

Process &


Type Number

Task 1.6.6.

Help SBVPA Interns Support

Extracurricular Activities. Design a holistic year-long internship

program for youth from target communities to learn skills for

Youth leaders 14

KM Director,

Regional Directors,

School Coordinators

90 Monthly workshops

Concept note on

internship

Identification of Year I interns

5 Numbers based on an average student body size in Year I schools of intervention.

33


Objective


Labor (estimated


Process &


Type Number

school-based violence prevention.

Activity 1.7: Provide Key Cosmetic Improvements

Task 1.7.1: Work with Partner Schools to Define Priority Cosmetic Improvements

for Crime Prevention through Environmental Design (CPTED) to Support Critical

Safety and Security Improvements. During September - February of Year I, SBVPA School Coordinators will focus on integrating CPTED as a foundation activity in improving school ability to support safety and security. As part of this, efforts will

include rehabilitation and cosmetic improvements that help promote a positive change in the school environment, helping teachers and students to feel more supported in violence prevention activities. These cosmetic changes will include fixing broken windows, improving fences, painting murals, covering up graffiti, cutting down trees or bushes that

provide coverage for illicit activities, and other interventions. During this process, SBVPA School Coordinators, under supervision from Regional Directors and the Technical Director of Operations, will work with youth and adult leaders as promoters of these activities in the community. As per conversations with USAID, schools requiring

larger infrastructure projects will be referred to USAID implementing partner and Honduran government agency Honduran Fund for Social Investment (FIHS) / Institute for Community Development, Water and Sanitation (IDECOAS).


Resources

Labor

(estimated LOE days for Year 1)


Output

Type Number

Task

1.7.1.

Work with Partner Schools to Define

Priority Cosmetic Improvements to Support Critical Safety and Security

Improvements. Develop a long list of CPTED foundation activities for improving school safety in intervention sites.

Education

Centers 14

Director of

Technical Operations,

Regional

Directors, School

Coordinators

28 School visits and walkabout surveys

at each of 14 sites

Identification of CPTED

activities for implementation

Task 1.7.2: Support Initial Quick-win Cosmetic Improvements. As a complement to Task 1.3.1 immediate win-win opportunities, School Coordinators will incorporate low-level cosmetic improvements into quick-win interventions during October 2017 –

February 2018 of the project. The systems mapping analysis implemented in Task 2.1 will help identify appropriate project grant recipients for these projects, and SBVPA School Coordinators will work with intervention sites to identify appropriate community and school youth leaders to coordinate their completion.


Target Group

Resources

Labor

(estimated LOE days

for Year 1)


Output

Type Number

34


Target Group

Resources


for Year 1)

Process &


Type Number

Task 1.7.2.

Support Initial Quick-win Physical Improvements. Create peer-to-peer

networks & workshops to share lessons learned & practices in


Education

Centers 14



Coordinators

70

Implementation of

CPTED plans, one in each school of intervention

Completion of

CPTED project in each of 14 schools

Task 1.7.3: Provide Grants through SBVPA and/or Help Schools Secure Greater

Funding for CPTED from other Donors. To support Task 1.7.1, SBVPA School Coordinators will develop small grants for basic improvement projects starting in

October. When improvement needs goes beyond the scope of SBVPA, such as through classroom refurbishment and the development of new infrastructure, the project will look to other initiatives at the municipal level or beyond, such as that of FIHS / IDECOAS, or to additional donors to secure greater funding. These grants will not only develop

community-based groups’ skills in engaging with schools on violence prevention, but will also enhance their ability to manage grant funds. During Year I, twenty-eight small grants will be completed.


Resources

Labor


Process &

Outcome Measures

Output

Type Number

Task

1.7.3.

Provide Grants through SBVPA and/or Help Schools Secure Greater Funding for CPTED from Donors. SBVPA holds

regular coordination meetings with FIHS / IDECOAS and other actors to ensure engagement on wider structural challenges.

Schools 14


Operations,


Coordinators

15 Monthly

meetings

School needs

linked with existing infrastructure

support from USAID or

others

Activity 1.8: Establish Scale-up and Replication Protocols

Task 1.8.1: Help Initial Partner Schools Document and Analyze Successful Models

and Strategies to Inform Future Activities and Replication. As part of the project’s approach to continuous learning and adaptation, SBVPA will support the development of

integrated models for data collection and document best practices in school-based violence prevention. Lessons learned will be shared across school projects and throughout the MOE to ensure visibility of successes, and a strong understanding of challenges and functional solutions. As part of this, the SBVPA team will employ rapid

feedback loops, applied research, and complex data collection to support effective monitoring and evaluation. SBVPA’s Knowledge Management Director and supporting staff will work in close collaboration with the COP and USAID to oversee the process and analyze results to determine the best ways to integrate information collected by

partner schools into the overall project methodology and resource allocation. Evidence collected through documentation will be shared in a group on the USAID Education and Crisis Conflict Network website for use by other projects such as Proponte Mas,

35

Convive!, GIZ-funded efforts and the IDB. In addition, the project will create a monthly newsletter and quarterly learning meetings, as well as develop on-demand workshops, to share information on new and innovative approaches to violence prevention activities.

This will support the replication and scale-up of promising practices among additional education centers in Honduras, as well as lay the foundation for developing MOE protocols and guidelines that ensure sustainability and integration of the approach into the wider school system. This process of documentation and analysis will commence in

November and continue for the remainder of Year I. Beyond SBVPA led learning, starting in Year II, we will work with the Ministry of Education’s National Education Information System (USINEH) to enhance features used

to evaluate school achievement, potentially integrating them into MOE’s information management database: Sistema de Administracion de Centros Educativos (SACE). In particular, the Ministry will be encouraged to examine changes in school attendance and performance as they are linked to targeted SBVPA interventions. As SBVPA intervened

schools begin to demonstrated measured improvement from high to medium or low levels of violence, lessons learned from these successful interventions will be showcased in roundtable discussions and information pieces to analyze what makes them effective, determining how to better link them with institutional resources, practices and procedures

in violence prevention. This “graduation model” for categorizing schools based on resilience indicators place special emphasis on lessons learned from jointly implemented efforts between the Secretary of Security and MOE.


Resources

Labor


Year 1)


Output

Type Number

Task

1.8.1.

Help Initial Partner Schools

Document and Analyze Successful Models and Strategies to Inform

Future Activities and Replication. Development of module for implementing SBVP activities.

Implementing

partners, MOE, Secretary of

Security, other government and local agencies 25

KM Director,

project implementer

project docs, and summary

activities

35

Desk review,

research, writing

Quarterly workshop to share info

Best practices

for and evidence in

Year I SBVP implementation documented

Task 1.8.2: Pair Staff and Partner Schools to Share Ideas and Provide Lessons

Learned through Peer Mentoring Process. Under the supervision of the Director of Technical Operations, SBVPA Regional Directors and School Coordinators will support peer-to-peer workshops and other partner activities that ensure mentoring, learning, and

sharing of information across teachers. This method has proven effective for improving teachers’ performance and for providing them with a support network on the implementation of best practices in violence prevention. Pairs will support each other by sharing regular updates on the results of applying SBV, as well as giving feedback

through frequent observation visits and reporting on teachers’ progress. Each pair will consist of two teachers from different but neighboring schools that have similar violence challenges. Teachers will rotate pairs on an annual basis to vary the energy and ensure wider integration of effective school approaches. Pairs will be created in January 2018

in Year I of the project starting initially with those trained in the first TOT group under

36

Task 1.4.1. Subsequently, successful trainers will oversee other teacher pairs among future TOT groups as trainings continue to move forward in Task 1.4.2.


Resources

Labor



Output

Type Number

Task

1.8.2.

Pair Staff and Partner Schools to

Share Ideas and Provide Lessons Learned through Peer Mentoring.

Launch a system for peer mentoring amongst teachers from new and more established schools.

Teachers and administrators 150

Director Tech Operations,

Regional

Directors, Coordinators

15

Teacher-to-teacher

workshop

Monthly meeting for teachers at partner schools

Teachers

develop an understanding

of successes and challenges in Year I

Project Objective 2: Strengthen Local Networks that Increase

School Safety

Objective 2 is geared toward strengthening school safety through activation of the wider school network, including work with the Ministry of Education, Ministry of Security, COMDEs, CEDs, parent-teach associations, and Escuelas de Padres, as well as community-based stakeholder groups such as CSOs, religious organizations, local

businesses, police, and others. In addition, this objective will involve work with municipal and national level government agencies, such as the Oficina de la Mujer in each one of the five municipalities, and the DINAF, Fiscalia, INAMI, and others. Finally, it will entail engagement of other USAID-funded projects, especially those focused on

the PBS approach, such as Proponte Mas, and the Unidos por la Justicia Activity, implemented by DAI, which have a strong emphasis on community policing. Currently, the support these social asset networks provide to schools is weak and, in cases

where received, it is not systematic or sustainable. SBVPA will address this by promoting the following intermediate results: (2.1) network actor collaboration index, (2.2) percentage of network actors with improved capacity support SBV prevention (2.3) number of network actors who successfully complete SBV awareness and engagement

training, (2.4) number of social network actors who engage with intervention schools on violence prevention activities and (2.5) number of community engagement project implemented in intervention schools related to SBV.

Activity 2.1: Develop Systems Maps The systems mapping exercise is foundational in identifying key actors who will be relevant for the project’s social network asset. It is the first step in determining who the

actors are that the project will examine under the second objective of the project. Specifically, using I.R 2.1 the network collaboration index and by measuring the percentage of network actors with improved capacity to support SBV prevention (I.R 2.2)

Task 2.1.1: Use a Participatory Process to Develop a Systems Map for each

Municipality and at the National Level. As part of the SBVPA foundation activities,

37

the project will develop a systems map to identify relevant relationships and entry points for engaging and supporting school on violence prevention in each municipality, as well as for national-level efforts. During May and June , SBVPA technical staff, including

School Coordinators, Regional Directors and the network lead will receive a 3-day comprehensive and hands-on training on systems mapping from DAI’s home office experts through short-term technical assistance (STTA). As part of this, the team will roll out the mapping exercise in the 14 schools of intervention for Year 1. It will highlight

enablers and overall strengths of the social asset network, as well head off potential barriers to violence prevention at all levels of the CDC public health model: the individual, family, community, and society. This will expand agency support options available to high-risk youth.


Resources


for Year 1)

Process & Outcome

Measures

Output

Type Number

Task 2.1.

Use a Participatory Process to Develop a Systems Map for each Municipality and Nationally. Tech team trained in a 3-part series

comprehensive workshop to develop systems map.

SBVPA

Team 12

Senior Advisor, Regional Directors,

Coordinators

160

3-part workshop on systems

mapping

SBVPA team trained on systems map

approach

Task 2.1.2: Upload the Systems Maps onto a Secure Website. To remain current, during June 2017, the SBVPA network lead will guarantee systems maps are uploaded

onto a secure online system for use by key stakeholders through the year, as well as for potentially more thorough updating starting in Year II and annually.


Objective


Labor (estimated


Process & Outcome

Measures Output

Type Number

Task

2.1.2.

Upload the Systems Maps onto Secure Website. Systems map

developed and uploaded for application by SBVPA

SBVPA Team 12

Senior Technical Advisor, Regional

Directors, School Coordinators

50

Team works together to upload data to systems

map as part of final workshop

SBVPA

systems map online

Task 2.1.3: Provide Key Stakeholders with Login Credentials so that they Continue

to Refine and Update Maps. Key stakeholders – including project staff, other USAID implementing partners, and local stakeholders identified through schools and their networks (e.g. COMDEs, CEDs, etc.) – will be provided with the opportunity to update the maps on a regular basis. The network lead will provide login credentials that they will

be able to use as soon as the maps are uploaded during June.


Resources

Labor (estimated


Process & Outcome

Measures

Output

Type Number

Task 2.1.3.

Provide Key Stakeholder with Login Credentials to Continue to Refine / Update Map. Credentials made

available to select municipal and MOE staff.

SBVPA

Team 20

Regional Directors

1 Stakeholders obtain online

data

Stakeholders have access to

map

38

Activity 2.2: Strengthen COMDEs and CEDs to Serve as Network Leaders

COMDE, CED and other leaders who are successfully engaged in trainings under Activity 2.2., will contribute to enhancing progress under Intermediate Result 2.3 – number of social network actors who successfully complete SBV awareness and engagement training. Based on the results of this training, it is expected that both I.R.

2.4 and I.R 2.5 improve: number of social asset network actors who engage with intervention schools on violence prevention activities and number of community engagement projects implemented in intervention schools related to SBV. More on these capacity building activities can be found below.

Task 2.2.1: Provide Technical Assistance to COMDE members and CED directors

to hold quarterly systems mapping update sessions. To ensure systematic engagement of the network of MOE coordinating bodies available to support school-based prevention,

the SBVPA team will facilitate the implementation of mapping updates, launching June. These meetings will be used as a means for involving the wider community on school issues of budgeting, infrastructure, and safety concerns. Within this, the project team will promote relationship across COMDEs, CEDs, and other partners that ensure institutional,

financial, and technical support for extracurricular activities, school improvements, and integration of best practices in wider protocols and teaching methodologies.


Resources

Labor (estimated


Process & Outcome

Measures

Output

Type Number

Task

2.2.1.

Provide Technical Assistance to COMDE members and CED directors to hold

quarterly systems mapping exercise. SBVPA team convened stakeholders from

COMDEs, MOE, ASJ, DINAF and municipal prevention committees for a regional event to review and contribute to systems mapping

exercise.

Government and CSO

reps 25

Regional Directors,

School Coordinators

3 Stakeholders develop capacity

in systems map

SBVPA

systems project map complete

with stakeholder contributions

Task 2.2.2: Train and Assist COMDEs (at the Municipal Level) and CEDs (at the

School Level) to Serve as Network Facilitators by Connecting Relevant Partners

and Helping Develop Relationships with New Partners. COMDEs and CEDs are

supported under the Law for Strengthening Public Education and Community Participation. COMDEs are the municipal-level mechanism for administration and strategic planning of, and responding to, school resources and needs. CEDs are the local means for students, teachers and the wider education community to engage in this

process. At the municipal level, COMDEs are often led by the MOE department office director or deputy and are made up of municipal government representatives, MOE staff and others from the education community. According to the law, these bodies are expected to follow up on evaluations and reports generated by the General Director for

Evaluating Quality Education (DIGECE) to help improve education indicators. However, their mandate is loose and, while COMDEs exist on paper, there is little

39

evidence of successful efforts of their implementation put into practice beyond donor-supported efforts in the western highlands.

Recognizing this, the Activity’s initial steps in this area will focus on supporting MOE to launch COMDEs in each of the 5 cities where they are currently inactive (Tela, Ceiba, San Pedro Sula and Tegucigalpa), as well engaging the Choloma COMDE in strengthening its functions. To promote this, SBVPA has been meeting with assigned

COMDE leaders in each of the 5 cities of intervention. In addition, the project has rolled-out equipos escolares to work on violence prevention efforts, in each of the Year I intervention schools, whose efforts are expected to form the foundation for the creation of CEDs (the 14 schools do not currently have a functional CED).

Using lessons learned from COMDE efforts in the western highlands, regular meetings of both COMDEs and CEDs will be formally launched in November. SBVPA staff will ensure COMDEs and CEDs develop a leading role in integrating different network actors

into school functions. For instance, COMDEs might facilitate a connection between particular schools and municipal-level violence prevention strategies, thereby ensuring greater funding and sustainability. Likewise, CEDs could seek out and engage local partners such as religious organizations and civil society groups that can volunteer to

work with youth on afterschool activities, youth clubs, and other best practices. In addition, CEDs can link secondary services with schools as needed. Under the coordination of the project’s Network Lead, SBVPA expects COMDEs and CEDs to participate in a significant capacity building exercise to enhance these bodies’ ability to

engage on planning of and participation in violence prevention, response, reporting and monitoring. This will be carried out with technical support from CSO groups such as the Foundation for Education, Ricardo Ernesto Maduro Andrea (FEREMA), the Council for Preventing Violence against Youth in Honduras (COPREV) and other groups that have

engaged on building COMDE / CED capacity in these locations.


Resources

Labor (estimated


Process & Outcome

Measures

Output

Type Number

Task

2.2.2.

Train and assist COMDEs and CEDs to

Serve as Network Facilitators by Connecting Relevant Partners and Helping new Ones. Launch a series of

capacity building meetings and workshops to prepare COMDEs and CEDs to engage in school-based violence prevention

oversight and support.

COMDE

and CED official 40

Network Lead,

support from Senior Technical

Advisor,

subcontract (FEREMA,

COPREV)

80

Launch quarterly

stakeholder meetings in November

2-part series of capacity building

rollout in January

Development of initial COMDE

/ CED operating structure &

capacity

Establishment of criteria

Activity 2.3: Support Schools to Develop Partnerships to Increase Safety and

Prevention Violence Task 2.3.1: Support School Administrators to Engage with Key Social Asset

Network Partners to Provide Services Complementary to the Schools’ Mandate. To

40

guarantee the ongoing collaboration developed between schools and the wider social asset network of partners, the SBVPA network lead will oversee the engagement of the wider network system at the school level, ensuring school administrators are aware of the

presence, role and responsibility of other network partners. Starting in November 2017,

the Network Lead will start to develop a list of core service providers that complement school mandates and violence prevention needs, as well as private sector engagement on issues of security, in-kind support through materials, and equipment for monitoring

safety, and provision of other support. In addition, CSOs such as Centro de Promoción, Salud, y Asistencia Familiar (CEPROSAF), Coordinacion de Asociaciones e Instituciones de Rehabilitacion de Honduras (CIARH) and Centro de Investigación y Promoción de los Derechos Humanos (CIPRODEH) will be included provide technical

support in project implementation. Points of contact, including names and phone numbers will be developed in each key violence area identified by diagnostics for schools during Year I. These service providers contribute to the project’s Intermediate Result 2.4: number of social asset network actors who engage with intervention schools on violence

prevention activities.


Objective


Labor (estimated


Process & Outcome

Measures

Output

Type Number

Task 2.3.1.

Support School Administrators to Engage with Key Social Asset

Network Partners to Provide Services Complementary to the Schools’ Mandate. List of service

providers identified for each of 14 schools.

Network Actors 14

Network Lead, support from School

Coordinators, Teachers,

Administrators and

Social Asset Network

42

Visits with

school administrators and network

actors to define terms of MOU

List of service

providers for secondary service and

other prevention

Task 2.3.2: Provide Schools with Quick-Reference Guides (QRGs) on how to

Manage MOUs. As part of the activities related to Task 1.5.1, and the overall collaborative process and simultaneous to initial partnership development across the referral network, the Senior Technical Advisor and Network Lead will work together to create a QRG for schools on the management of MOUs during Year II. This document

will be a reference within the referral manual created under Task 1.5, and provide clear guidelines for the construction, modification, and implementation of the MOUs in a way that ensures they move beyond agreements on paper to becoming dynamic forms of engagement.


Objective



for Year 1)

Process & Outcome

Measures

Output

Type Number

Task

2.3.2.

Provide Schools with Quick-Reference Guides (QRGs on how to Manage MOUs). To be

incorporated into the referrals manual under Task 1.5.1

Network Actors 14

Network Lead, support from Senior Technical Advisor

and Social Asset Network

None in

Year I

Development of

QRG

1 QRG on referrals

process

41

Task 2.3.3: Host Jornadas de Convivencia to Bring Together Network Actors. Beginning in January 2018 of Year I of the project, SBVPA’s network lead will hold monthly jornadas de conviviencia , or a convening event, for leading points of contact on

violence prevention and youth wellbeing at all network actors in each of the 14 intervention sites. These jornadas will include the participation of school administrators, teachers, parent-teach associations, escuelas de padres, COMDEs, CEDs, CSOs, private sector groups, municipal government, and MOE partners, as well as students and

community members. The goal of these jornadas will be to support improved services, activities, and overall school safety through amplified visibility of violence prevention efforts. These jornadas will involve public demonstrations, community festivals, clean-up of the neighborhood, and other activities to demonstrate a shared commitment to crime

and violence prevention. Young people will be invited to participate through advocacy efforts by the redes de jóvenes and youth congress groups to promote non-violence and conflict reduction. This is an additional activity which will strengthen the results under I.R 2.4, by increasing the number of social network actors who engage with intervention

schools on violence prevention activities. In addition, it supports I.R 2.5, by enhancing the number of community engagement projects implemented under intervention schools related to SBV.


Objective


Labor



Output

Type Number

Task 2.3.3.

Host Jornadas de Convivencia to Bring together Network Actors. Initial Jornadas held in each of 5

municipalities by end of Year I. Network Actors 2586

Network Lead,

support from Senior Technical Advisor


10 Network actors engage in SBV

prevention

1 Jornada de Convivencia in each of 5

municipalities

Task 2.3.4: Through Grants, Support Local Organizations to Provide Community

Services where Students can Participate in Safe Activities and Learn Non-violent

Collaboration. Starting in January and continuing throughout the project, SBVPA will generate grants to support community service by working in collaboration with CSOs that have extensive experience organizing citizens, particularly youth, at the community level. For instance, it will work with recognized organizations such as the

Fundación Nacional para el Desarrollo de Honduras (FUNADEH), RE.TE. Organization (RETE) and the Organización de Desarrollo Etnico Comunitario in the Garifuna communities that it supports. In addition, the Activity will engage the platform of over 70 CSOs that make up Federación de Organizaciones No Gubernamentales para el

Desarrollo de Honduras (FOPRIDEH) in order to identify which of these CSOs are best positioned to participate in non-violence and safety promotion. These grants will go beyond those introduced through “quick wins” to demonstrate that a small amount of money can produce significant results by encouraging students, their parents, and the

6 Calculation involved using a base of 12 local actors from each of the 5 municipal social asset networks

(60 total). This plus approximately 6 school administrators and teachers per 14 schools (114 total), and the local community network of about 8 representatives from CSOs, churches, Patronatos and others in each of the 14 intervention sites (84 total). The grand total for the target group is 258.

42

wider community to take on the leadership of these activities. Because safety is everyone’s business and requires a co-responsibility on the part of community members and public administrators (in this case schools), grants will work to strengthen social

capital by introducing activities such as neighborhood gardens, clubs, and watch or support groups willing to report on violence, among other activities. Special attention will be paid not only to safety near schools that fall within designated PBS areas, but also those that are adjacent and require students to travel beyond their neighborhood. These

types of interagency collaborations at the community level strengthen the project’s results under I.R. 2.4 and I.R 2.5.


Resources

Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task

2.3.4.

Through Grants, Support Local

Organizations to Provide Community Services where Students can Participate in Safe Activities and Learn Non-violent

Collaboration. To be incorporated into school prevention strategies based on results of diagnostics of each education center.

CSO Group 3

Grants Officer, Regional


15

Development of TDRs for

ongoing grant implementation

1 grant per CSO in each of

5 cities

Task 2.3.5: Coordinate with USAID / Unidos por la Justicia Program to Help

Partner Schools Implement Place -Based Community Policing Needs and Activities.

In addition to the community-based efforts described in 2.3.4, during August and throughout the project, SBVPA will work to improve collaboration with GOH actors by

police on community safety. In conjunction with Unidos por la Justicia, the SBVPA COP and School Coordinators will promote the PBS approach by engaging schools in Unidos por la Justicia target hotspots to develop a model project on community policing from the citizen and youth perspective. Particular emphasis will be on activities that increase

access to education by promoting safe passages and spaces on the way to and around schools through citizen-police “walkabouts” during high traffic hours for students. In addition, the project will seek out ways in which to ensure police or other security accompaniment for students as they wait for transportation and move about between

home and school. Moreover, police officers will be invited to visit and work with schools on gang, drug, and other prevention efforts through public talks, assemblies, radio programming or other events that provide youth with a neutral setting to engage with and ask questions of law enforcement tasked with protecting the community. As in Task

2.3.3, the red de jovenes and other youth organizations will play an active role in leading community-police efforts. This activity also enhances the results under SBVPA project I.R 2.4 and I.R 2.5.


Objective


Labor



Output

Type Number

Task 2.3.5.

Coordinate with USAID / Unidos

por la Justicia Program to Help Partner Schools Implement Place-

Education Centers 14

COP, Network

Lead, School Coordinators

25

Concept note on

institutional collaboration with

Concept note

Collaboration on

43


Objective



for Year 1)


Output

Type Number

Based Community Policing Needs and Activities. Ongoing implementation of joint concept for

collaboration across projects.

Unidos Definition of areas to

collaborate (e.g. referrals, community

events, support on security, etc.)

minimum of 1 key activity per municipality

each month

Ongoing support across projects

Task 2.3.6: Support Partnerships with Business, Women’s CSOs, Oficinas de la

Mujer (OMM), and other Relevant Stakeholders to Improve Consideration for

Girls’ Safety. The SBVPA team will engage other groups such as women’s CSOs like the Foro de Mujeres por la Vida (MOMUCLA) or the Oficinas de la Mujer situated in all five municipal-level governments on gender-based violence and girls’ safety. Beginning in February, the project will ensure the support of each OMM and at least one CSO per

DO1 city. This will link to Activity work on both school-based training activities as part of Objective 1 efforts to improve schools’ ability to reduce violence, as well as the development of protocols that ensure girls’ protection, guaranteeing services are available as needed in the event of referrals from schools for service provision.


Objective



for Year 1)

Process & Outcome

Measures

Output

Type Number

Task 2.3.6.

Support Partnerships with Business, Women’s CSOs, Oficinas de la Mujer (OMM), and other

Relevant Stakeholders to Improve Consideration for Girls’ Safety.

Incorporation of women’s CSOs, OMM and women-owned businesses in SBVPA strategy.

Network Actors 5

Network Lead,

support from Senior Technical Advisor and Social Asset

Network

10

Engagement of women’s groups through grants,

participation in violence

prevention activities and trainings.

Mobilization of

1 women’s group per

municipality

Activity 2.4: Create Communications Strategies and Host Community Events Task 2.4.1: Help Schools Communicate the Vision Statement (as Defined in the

Integrated SBV Prevention Strategy) with the Broader Network and Community

Members. Once violence prevention infrastructure and classroom-based activities are underway, the SBVPA Network Lead, in collaboration with the Communications Specialist and School Coordinators, will work with the 14 schools of intervention in October 2018 to develop a communications strategy on SBV prevention. Each school’s

strategy will be implemented at all major community and other public events for the surrounding neighborhood, such as the jornadas de convivencia described in detail under Task 2.3.3 (above). The strategy will include a vision statement, developed in collaboration with community and youth leaders that clearly communicates each

individual school’s approach to prevention. This vision statement will be incorporated into extracurricular activities, school clubs, and other interventions to engage youth and

44

the community, and will help promote response protocols and reporting mechanisms in the event violence occurs. Initial efforts the communications strategy will be ready to support school events in October and November this year, with a more intensive rollout

of the communications plan after elections take place, and at the start of the new year in February.


Objective


Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task 2.4.1.

Help Schools Communicate the

Vision Statement (as Defined in the Integrated SBV Prevention Strategy) with the Broader

Network and Community Members. Creation of vision statement tailored in collaboration

with each individual school’s prevention strategy.

Education Center,

Teachers,

Students, Parents 10,0007

Network Lead and Communications

Specialist with support from School

Coordinators

20

Meetings with schools to

develop communications strategy

14 tailored

communication strategies

Task 2.4.2: Work with Schools and Students to Develop a Slogan that Defines the

Vision and Determines the best Modes for Communicating it. During November, SBVPA Network Leader and School Coordinators will engage schools in the design of a slogan that supports the unique SBV prevention approach for each site. Through efforts such as workshops, public debates, contests, or other forms of competition, Coordinators

will encourage excitement about the communications campaign, building on the momentum gained during quick win and other early interventions to establish a clear message regarding crime and violence prevention. The slogans and vision developed in November will be rolled-out as part of the education centers’ integral violence prevention

plans at the start of the new school year in February.


Objective


Labor (estimated


Process & Outcome

Measures

Output

Type Number

Task 2.4.2.

Work with Schools and Students to Develop a Slogan that Defines

the Vision and Determines the best Modes for Communicating it. Work with schools to define their

slogan for violence prevention through public debates, workshops

and other competitions.

Education Center,

Teachers, Students,

Parents 10,0008



10 Development of QRG

1 QRG on referrals

process

7 The task aims at providing assistance to each “school team” to communicate the vision statement of the project to the broader network and community. Each “school team” is composed of approximately 12

people, including 3 teachers, 3 parents, and 6 students. This means that there are 12 members per school, times 14 schools totals 168 target beneficiaries. The indirect beneficiaries would total some 10,000. 8 Ibid.

45

Task 2.4.3: Through Grants, Support Schools to Create Permanent Signs, and

Community and Youth Leadership Campaigns through Festivals to Increase

Community Support for and Participation in SBV Prevention Activities. Through

SBVPA grants, the project will support schools to create products that promote youth leadership campaigns and festival backdrops. This is expected to increase community, school, and student support for and participation in SBV prevention activities. The images for these materials will be locally designed by community members to ensure

they are appropriate for each specific neighborhood and school’s given context. These materials will be created in February of Year I.


Objective


Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task 2.43.

Through Grants, Support Schools

to Create Support Schools to Create Permanent Signs, and Community and Youth Leadership

Campaigns through Festivals to Increase Community for and Participation in SBV Prevention

Activities. Development of a standard shirt and handouts that are

easy to prepare, supported by a banner tailored to the needs of the school.

Education Center,

Teachers, Students, Parents 10,000

Network Lead, support from

Communications

Specialist and Grants Officer

10

Creation of a standard

approach to violence prevention

communications materials for

schools

14 signs and

other promotional materials for

youth leadership campaign

Activity 2.5: Create Opportunities for Community Service Participation Task 2.5.1: Collaboration with NGOs, Churches, Community Outreach Centers and

School Clubs to Identify and Implement Community Service Projects in at-risk

Neighborhoods. Community service will be crucial to the implementation of SBVPA. Throughout the project, beginning in February 2018, School Coordinators and other project staff will use the previously described grants, as well as rehabilitation projects and other school-based interventions, especially after school clubs, to promote service

projects. Emphasis will be placed on ensuring that community-based groups, CSOs, and other organizations are engaged in neighborhood activities that support school safety, such as cleaning parks, revitalizing public spaces, painting community murals, removing abandoned objects or other materials (e.g. old cars or parts that can be used as a weapon),

street theatre or other forms of art, dance, and cultural performance. The objective will be to provide positive outlets, role models, and mentors for youth in the community through activities led by volunteer adults and successful youth leaders. Where possible, activities will be held in and around the school space to create a greater community investment and

ensure the use of school facilities for constructive ends when school is not in session. During Year I, approximately 280 will engage in community service. Community service will be crucial to involving local community leaders in the project’s success. It will guarantee ownership by increasing the number of community engagement projects

implemented under I.R 2.5.

46


Resources


for Year 1)

Process & Outcome

Measures

Output

Type Number

Task 2.5.1.

Collaboration with NGOs, Churches, Community Outreach Centers and School Clubs to Identify and

Implement Community Service Projects in at-risk Neighborhoods.

To be incorporated into the referrals manual under Task 1.5.1

Students, Parents 20

Network Lead,

support from School Coordinators

15

20 students involved in the

implementation of 14 community

service projects

14 community

service projects

Task 2.5.2: Sponsor Youth Groups in Target Municipalities to Serve as Leaders in

Promoting Community Service, Cultivating Positive Role Models and Promoting

“Local Neighborhood Heroes”. Specifically, within the project’s efforts to engage volunteers on community service projects, starting in January SBVPA will promote monthly neighborhood heroes, or niños heroes, for young people who have demonstrated exemplary civic or other behavior oriented toward supporting community wellbeing.

These youth will provide peer-to-peer mentorship support for other young people in the neighborhood.


Resources

Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task

2.5.2.

Sponsor Youth Groups in Target

Municipalities to Serve as Leaders in Promoting Community Service, Cultivating Positive Role Models &

Promoting “Local Neighborhood Heroes”. Identification of youth mentors to serve as heroes and positive role models.

Education Centers, Students

14 schools

140

youth9

School Coordinators with support from Regional Directors

and Senior Technical Advisor

15

140 students involved in

peer-to-peer mentorship

140 established

youth mentors

Project Objective 3: Increase Capacity of MOE and Social

Protection Actors to Prevent and Respond to SBV Amongst the network partners discussed in Project Objective 2 (above), the MOE, and its supporting agencies such as the COMDEs and the CEDs, are key and must serve as the

leading institutional voice on SBV prevention policy, education practices, and promotion through protocols, school-based activities, and pedagogical approaches. The Fundamental Law on Education promotes this by providing youth with access to basic education; however, MOE actors require more effective support to understand and activate a

violence prevention approach as part of a sustainable and comprehensive vision to their engagement of youth. Working across the spectrum of government agencies, MOE and other educational bodies must collaborate with organizations such as DINAF, Fiscalia de Ninez, INAMI, and others. Under Objective 3, SBVP will seek to achieve this by

promoting the following intermediate results: (3.1) number of new SBV-related

9 10 youth per education center.

47

guidelines created or old guidelines adapted by MOE, (3.2) percentage of intervention schools implementing MOE SBV and SRGBV guidelines, (3.3) capacity index of MOE to prevent and respond to SBV, (3.4) capacity index of protection actors to respond to

SBV, and (3.5) number of municipalities in which community, civil society and local government organizations use SBV prevention results for decision-making. Key activities to support these results include the development of guidelines for SBV prevention, enhancement of MOE’s ability to monitor their application, and an overall

collaboration with the agency to support information sharing on progress and challenges. As part of this component, SBVPA will not only be looking to strengthen the capacity of MOE and its supporting agencies (e.g. COMDEs, CEDs, department and district offices), but also outside groups that support them (e.g. CSOs, and other technical assistance),

including the Mesa Temática para la Prevención de Violencia en Centros Educativos. Tasks and sub-tasks for Objective 3 are described in greater detail below. Essential to measuring progress in this Objective will be the number of new SBV-related

guides created, or old guides adapted by MOE, under support from SBVPA (I.R 3.1), as well as the capacity of the MOE to implement them in preventing and responding to violence (I.R. 3.3). Activity 3.1 will contribute to that capacity building and the creation of guidelines, through Activities 3.1.1 and 3.1.2 respectively. In addition, under Activity

3.1.4, by working with partner schools, the MOE can test and determine the effectiveness of these protocols and the Ministry’s ability to expand them to new intervention schools. As part of this, the project will use a capacity index to measure MOE (I.R 3.3) and other social protection actors’ (I.R 3.4) ability to respond to SBV. Activities 3.1, 3.2 and 3.4

will build the capacity of these institutions to do so. Activity 3.1: Improve the capacity of MOE to Create Guidelines and Standards to Help

Schools Anticipate, Mitigate and Respond to Violence

Task 3.1.1: Assist MOEs General Directorate of Prevention and Social

Rehabilitation and Education Directors Develop, Pilot and Roll-out Regulations to

Help School Staff Prevent, Respond, Report and Monitor Violence within their Core

Functions. Currently the General Directorate of Prevention and Social Rehabilitation and Education is very weak in institutional capacity and resources. The unit supports only limited violence prevention activities and does not have a clear vision or comprehensive

strategy for responding to crime and violence in schools. During Year I, SBVPA will seek to strengthen the directorate’s efforts beginning with the launch of a capacity assessment of this and the wider MOE’s strengths, weaknesses, and specific needs for creating leadership and commitment to an institutional approach. This assessment will

look at this area’s management structure, practices, information systems, monitoring and evaluation capacity, knowledge of SBV prevention, response, reporting and monitoring. In addition, it will assess the role other areas in the MOE should be playing with regard to violence prevention, including Info-technology, Sports, Planning and Academics. The

results of this assessment are expected to be complete after the national elections in January and February 2017.


Resources Labor Process & Output

48

Type Number

(estimated LOE

days for

Year 1)

Outcome Measures

Task 3.1.1

Assist MOEs General Directorate of Prevention & Social Rehabilitation & Education Directors Develop, Pilot and Roll-out Regulations to Help

School Staff Prevent, Respond, Report and Monitor Violence within their Core Functions.

Assessment of MOE, with specific emphasis on the Directorate of Prevention and Social Rehabilitation. MOE 1

GESIP to complete

assessment, with support from COP

30

Interviews and focus groups with

key representatives

from the MOE

Final

report

Task 3.1.2: Work with MOE to Create a Guide to Preventing, Responding,

Reporting and Monitoring SBV and other Guidelines that Outline Roles and Best

Practices or Promoting SBV Prevention. Subsequent to the assessment, in November, the COP in collaboration with the MOE, GESIP, and the Mesa Tematica10, will develop a plan to enhance the Directorate’s capacity and visibility as a leader in SBV prevention among other government actors. As part of this, efforts will focus on ensuring a common

understanding of risk and protective factors, and develop a standard response process and available network of agency resources in the event a problem is identified and/or reported. SBVPA will seek to identify protocol gaps in supporting the development of programs to ensure safe learning spaces, using the MOE’s current active Strategy for

Prevention, Protection, Reduction and Control of Violence in Education Centers in Honduras (EPREVACEH) that was introduced with the technical support of ASJ in July and supported by the Minister of Education. As part of this process, SBVPA will engage the Ministry of Security and other actors, specifically through activities in shared target

schools that support the joint strategy implemented by the MOE and Ministry of Security. Efforts will be focused on identifying critical issues identified during the school diagnostics process as problematic for schools in SBVPA target areas. We will seek to

provide clear instructions for how to respond in the event of reported or observed violence in schools or the community, as well as provide information on services available for victims, witnesses, and perpetrators. In particular, the guides will clearly delineate how to reach specific points of contact within support social asset network

agencies that support schools, including DINAF, the Fiscalia de la Ninez, as well as anonymous hotlines for reporting violence. SBVPA will build on existing networks and project efforts, such as the referral systems promoted by Proponte Mas, as well as the existing structure for making a report on gender-based violence within the MOE. Guides

could focus on how to reduce negative incentives, such as suspension and expulsion, instead of developing alternative sentencing through peer courts for nominal offenses,

10 The Mesa Tematica para la Prevencion de Violencia en Centros Educativos is made up a variety of CSOs and other groups that have been supporting the MOE on school-based violence prevention, and were

instrumental in passing the country’s Anti-Bullying Law. Currently it is led by Plan International, and participants include the World Bank, IDB, ASJ, Childfund and others. In the past year or more, the Mesa has become less articulated with MOE’s existing efforts to develop a SBV strategy and overall approach.

ASJ has begun to take the lead in this process; however, the experience of the entire group is extensive. SBVPA will work to incorporate the whole of the Mesa into its Activity, strengthen the group’s role as a technical advisor.

49

and positive incentives for students who perform acts of service or act as positive role models. In addition, they may emphasize conflict resolution to reduce bullying, youth isolation, and negative identity alternatives, such as by participating in gangs. Guidelines

may vary across the five different DO1 cities depending on whether national-level support for their development can be achieved, as well as the individual municipal-level needs and level of responsiveness within the MOE. The guidelines to support the areas identified will be comprehensive in nature and completed starting in Year II of the

Activity, once national elections have passed and SBVPA has an opportunity to glean key lessons learned from field activities in the first 14 schools of intervention.


Objective


Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task 3.1.2.

Work with MOE to Create a Guide to Preventing and Responding to SBV and other

Guidelines that Outline Roles and Best Practices or Promoting SBV Prevention. Planning session in

November 2017 to support the identification of areas for guidelines

to be rolled-out starting in Year II. MOE 1

COP to develop plan

with support from MOE, GESIP, ASJ, Technical Working

Group

20

Document

review of institutional strategies,

approach, operations

2-day planning session with

MOE and supporting actors

Plan for

Responding to SBV through institutional

guidelines

Task 3.1.3: Help MOE’s General Directorate Engage Women’s Groups to Identify

Gender-Specific Protocols Needed for Safer School Environments and Access to

Education for Girls. Besides promoting the MOE’s structure for reporting violence against girls, SBVPA will also identify protocols needed to support a safety network in the event of gender-based violence that takes place or impacts schools. Working with Honduran women’s groups such as the Centrode Derechos de la Mujer, SBVPA will

identify specific needs with regard to SRGBV protocols and develop a Guide for Preventing and Responding to it in the classroom that engages these other actors as potential first responders to be mobilized as support to teachers and school administrators in the event of violence in the classroom. Along with the SBVP guide, this one will also

be rolled out in Year II after the national elections.


Resources

Labor (estimated


Process & Outcome

Measures

Output

Type Number

Task 3.1.3.

Help MOE’s General Directorate Engage

Women’s Groups to Identify Gender-Specific Protocols Needed for Safer School Environments and Access to Education for

Girls. Incorporation of national-level women’s organizations and businesses; implemented parallel to their engagement at municipal level.

Network

Actors 3

COP with

support from

Network

Lead and MOE

Year II

Engagement of women’s groups

through grants, participation in violence

prevention activities and

trainings.

Mobilization of 3 national level

women’s groups

50

Task 3.1.4: Support MOE to Work with SBVPA Partner Schools to Test and

Determine which Protocols are Most Effective in Improving School Performance

and Safety, Refining Protocols and Guidelines as Needed. The plan described in Tasks

3.1.2 above will be tested in schools and modified, as well as complemented with supporting materials throughout the project from Year II onward, to allow time for testing best practices through school interventions. While the methodology for implementation remains to be determined, SBPVA will work with an external consultant

to develop the tools for testing, evaluating and recommending what interventions work for refinement of protocols.


Resources

Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task

3.1.4.

Support MOE to Work with SBVPA

Partner Schools to Test and Determine which Protocols are Most Effective in Improving School Performance and

Safety, Refining Protocols and Guidelines as Needed. To be implemented in Year II to allow time for testing best practices.

Education

Centers, Teachers, Students 10,000

COP, Regional Directors and Coordinators,

Teachers and Administrators

None in Yr I

Quarterly

meetings to develop and

test protocols starting in Year II

Protocols tested and

refined at school level

Task 3.1.5: Support Department-Level Education Directorates to Conduct Capacity

Building for Teachers and Administrators on How to Apply the New Protocols in

their Schools. Subsequent to the development of the violence prevention guidelines described (above) in Tasks 3.1.2 – 4, during Year II of implementation, SBVPA will

work with CSO groups, such as ASJ, to support senior MOE staff involved in the creation of the guidelines to implement a series of quarterly workshops starting at the halfway point of this year. These workshops will allow for capacity building in key areas of the new protocols. Parallel to this process, SBVPA will also instate an ongoing

mechanism for monitoring and coaching MOE staff in the application of these protocols, with regular check-ins through meetings on a monthly basis. These workshops will target department and district MOE leaders and technical assistants, COMDE and CED representatives, and project intervention school teachers and administrators, and will train

participants on the newly introduced protocols in the SBV and SRGBV guidelines. Bringing together school directors, teachers, and MOE and other department and district administrators in a series of trainings to demonstrates the importance of violence prevention approach to the Ministry, and helps encourage a more widespread application

of the guideline protocols. The details of this task will be defined moving into Year II as the terms of the protocols and their implications are developed.


Objective


Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task 3.1.5.

Support Department-Level

Education Directorates to Conduct Capacity Building for Teachers & Administrators on How to Apply

the New Protocols in their Schools.

Education

Centers, Teachers,

Administrators,

Students 10,000

GESIP, with

support from ASJ, COP, Regional Directors and

Coordinators,

None in Yr I

Quarterly

workshops and monthly meetings

starting in Yr II

Teachers and

administrators prepared to apply new

protocols in

51


Objective



for Year 1)

Process & Outcome

Measures

Output

Type Number

To be implemented in Yr II to allow time for testing best practices.

Teachers and Administrators

their schools

Activity 3.2: Strengthen Education Directorates to Monitor SBV Prevention Activities

Task 3.2.1: Support Education Directorates to Monitor and Evaluate Partner

Schools’ use of SBV Prevention Standards and Protocols. The workshops described in Task 3.1.5 provide a foundation for the start of a more targeted dialogue about prevention

and response mechanisms between MOE staff and the school teachers and administrators they support. Parallel to this task, SBVPA will work with the Ministry of Education to develop a system for data collection and analysis that allows for informed decision making about policy making and project implementation, based on evidence gleaned

from application of best practices in the field. The data collected through this system will not only serve in making informed SBV policy, but also facilitate a long-term approach to monitoring and evaluating institutional performance, and measuring the ability to mitigate and respond to violence.

The Activity will leverage existing information management systems, such as the Sistema de Informacion Educativo (SACE) and Plan Maestro de Infraestructura Educativa, which are used to track teachers’ and students’ attendance and matriculation rates, as well as

overall school performance. As part of this, SBVPA’s COP will work with groups such as the UNAH’s IUDPAS to support the MOE in ensuring that standard SBV-related data, as tracked by the project, are rolled-up within the Ministry’s ongoing approach to monitoring and tracking departments, districts and schools. Ultimately, the project will

seek to encourage the Ministry to utilize this data to evaluate effectiveness, demonstrate long-term success and adapt strategies based on the employment of resources in what works to achieve a specific outcome. The measurement system will be developed initially using some of the indicators that are part of the MEL Plan – including academic

performance and percentage change in school enrollment and dropout rates, as its linked to violence and other social challenges, as well as changes in rates of violence reported, number of schools with a violence response plan, and secondary services provided. It will also incorporate the “graduation model” for categorizing schools based on resilience

indicators as outlined in Task 1.8.1. These will be strengthened and integrated in the Ministry’s overall approach starting in Year II after the national elections are complete and new senior ministry level posts have been assigned at the end of this year.


Objective


Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task Support Education Directorates to MOE 1 GESIP, IUDPAS, None in Yr I Quarterly Data

52


Objective



for Year 1)

Process & Outcome

Measures

Output

Type Number

3.2.1. Monitor and Evaluate Partner Schools’ use of SBV Prevention Standards and Protocols. To be

launched in-full during Year II, working with the indicators

measured during Year I as a platform for advocating for data systems within the MOE.

COP with support from KM Team

working group meetings to develop and test

data management systems in Yr II

management systems tested and refined

Task 3.2.2: Assist Education Directorates and Relevant CSOs to Collect key SBV

Prevention-Related Data and Evaluate Evidence. During Year II and beyond, using the measurement indicators developed under Task 3.2.1, SBVPA will support national and departmental-level directorates to monitor school progress, working in collaboration

with local universities (UNAH, UPN, etc.) on guide implementation. Collaborating with the MOE’s team of technical assistants that work on supporting curriculum development and the integration of pedagogical techniques across schools, the project will train this cohort of individuals to apply the data collection system to track and analyze and use

information such as absenteeism, dropouts, violence referrals, and other issues for decision-making and determining policy.


Objective


Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task 3.2.2.

Assist Education Directorates and Relevant CSOs to Collect key SBV

Prevention-Related Data and Evaluate Evidence. Employing the

indicators developed in Task 3.2.1, SBVPA will accompany the MOE in their application MOE 1

GESIP, IUDPAS, COP with support

from KM Team

None in Yr I

Quarterly

working group meetings to apply data

management systems in Yr II

Data

management systems put into practice as

part of regular MOE functions

Task 3.2.3: Work with Education Directorates to Incorporate Data Monitoring into

Quarterly School Evaluations and Teacher Evaluations. Data collected under Task 3.2.2 can be incorporated into the regular quarterly evaluation reports completed of teachers by the end of Year II of the project. Specifically, the data can be used to

incentivize schools toward improvement or identify particular violence prevention needs that may have gone unattended previously.


Objective


Labor (estimated


Process &

Outcome Measures

Output

Type Number

53


Objective



for Year 1)

Process & Outcome

Measures

Output

Type Number

Task

3.2.3.

Work with Education Directorates to Incorporate Data Monitoring into Quarterly School Evaluations

and Teacher Evaluations To be incorporated into the referrals

manual under Task 1.5.1

Teachers,

Administrators 45011

Universities, COP

with support from KM Team

None in

Year I

Quarterly peer-to-peer

evaluation meetings

SBV data monitoring is

incorporated into quarterly evaluations

Task 3.2.4: Support COMDEs and CEDs to Evaluate Compliance with SBV

Prevention Protocols as part of their Overall Reporting. While still rather politicized and weak in capacity, COMDEs and CEDs should play a role in ensuring compliance

with educational goals. To do this, they need to be prepared to evaluate progress on the indicators for monitoring violence prevention. After attending the Task 3.1.5 workshop, COMDE and CED representatives will be better oriented on violence prevention interventions and responses. As such, SBVPA will work them and MOE Directorate staff

jointly on tracking and documenting successes and challenges to better understand where MOE and municipal-level budgetary and other resources should be dedicated for each individual school’s violence prevention response. Similar to the data monitoring performed by MOE, COMDEs and CEDs will launch initial efforts to collect information

by the end of Year II, to allow time during Year I for SBVPA’s Network Lead and other staff to support the establishment of the COMDE / CED structure where it doesn’t exist, and to strengthen it where it already does.


Objective


Labor


Process &

Outcome Measures

Output

Type Number

Task 3.2.4.

Support COMDEs and CEDs to

Evaluate Compliance with SBV Prevention Protocols as part of their Overall Reporting. Capacity

building for COMDE / CED oversight on SBVP in schools.

COMDE / CED 28

Network Lead, support from COP

and GESIP

None in Year I

Quarterly workshops Ongoing

mentorship and accompaniment

COMDEs / CEDs oriented on oversight of

SBVP in schools

Activity 3.3: Collaborate with MOE to Enhance Information Transparency

Task 3.3.1: Support Education Directorates, COMDEs, and CEDs to Link with

Honduran Partners to Better Collect and Study SBV-Related Data. To support

improved data management and information sharing across institutions, SBVPA will link school social network actor efforts by COMDEs and CEDs with those of outside institutions such as the Universidad Nacional Autónoma (UNAH). This will be done through collaboration with UNAH’s national and regional violence observatories, the

World Bank’s transparency website for education and USAID implementing partners

11 Includes teachers from 28 education centers (intervention Years I and II), plus approximately 50 departmental and district representatives from MOE.

54

HLG and the newly awarded reading project, so as not to duplicate efforts. The network leader will work with these groups on a subcontract to ensure data on trends in violence and school responses is available to these groups, to municipal-level government, and to

the public, by working with the municipal-level violence observatories. Not only will this encourage greater transparency in implementation, but it also allows for increased communication and integrated practices across government agencies, particularly in between municipal staff and the MOE, using the COMDEs and CEDs as a management

and performance link. Initial steps in information sharing will take place in the second half of Year II of the project.


Objective


Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task

3.3.1.

Support Education Directors,

COMDEs and CEDs to Link with Honduran Partners to Better Collect and Study SBV-Related

Data. Integration of MOE efforts with municipal initiatives, working with COMDEs and CEDs to Study

SBV-Related Data

COMDE /

CED 28

Network Lead, support from COP

and GESIP, support from Observatories

None in

Year I

Quarterly meetings to track and present data

Desk review of data managed

Information and

data on SBV practices more widely shared

and integrated across municipal level

actors

Task 3.3.2: Support Education Directorates, COMDEs, and CEDs to Publish the

Data Openly to Encourage Transparency about SBV and Promote Community-

Level Engagement. During January, SBVPA will move beyond publicizing data on violence trends and prevention activities and will work with CEDs and COMDEs to facilitate the publication of a report developed in partnership with UNAH, municipal-level authorities, and ASJ’s Transformemos Honduras. The Activity will emphasize

lessons learned on what’s worked, what hasn’t, and why, with the ultimate goal of clearly linking analysis of the crime and violence situation in individual schools and neighborhoods to what kinds of models are effective at addressing it. The publication will serve as a communications tool for promoting Activity progress, as well as put COMDEs

and CEDs in a leading position on the coordination and analysis of SBV prevention activities and school violence protocols. The publicity will further provide positive incentives for teachers, administrators, MOE staff, and other network leaders to support violence prevention and will be rolled out in Year II.


Objective


Labor

(estimated LOE days

for Year 1)


Output

Type Number

Task 3.3.2.

Support Education Directorates, COMDEs and CEDs to Publish the Data Openly to Encourage

Transparency about SBV and Promote Community-Level Engagement Jointly implemented

publication on data and trends in SBV prevention activities.

Network

actors, donors, CSOs,

education centers 60

Network Lead, support from Senior

Technical Advisor, COP and KM

Director in

collaboration with ASJ and MOE

None in Year I

ASJ, MOE, SBVPA and other actors

develop a model for jointly disseminating

information best practices

1 jointly

organized publication and public event

55

Task 3.3.3: Help Education Directorates Work with UNAH, CSOs, and COMDEs to

Host Municipal-level Workshops so that School Staff, Parents and Network

Partners can use the Findings to Adapt Protocols in Order to Improve Safety and

Security. SBVPA’s COP will work with UNAH, ASJ, COMDEs, and others to ensure the publication receives ample public attention and visibility through the completion of municipal-level workshops on evaluation research progress and findings. During

February 2018, the first of these events held in each of the 3 regional project centers – Tegucigalpa, San Pedro Sula and Ceiba – will serve as an opportunity for school administrators and teachers, parents, and network partners to come together to discuss research findings and to propose ways in which to adapt school protocols for improved

safety and security. In the case of Tegucigalpa, the event will coincide with the project launch, expected to be held at the MOE’s General Direction for Professional Development (DGDP), thereby ensuring greater ownership of the project by MOE staff. Topics to be covered include the outcomes and lessons learned in implementation during

Year I of project activities, to allow for greater transparency and public engagement in the project progress, thereby creating more demand for future activities. SBVPA will use these events to apply the CLA process to close the feedback loop by ensuring workshop participant recommendations are integrated into the existing crime and violence

prevention, and intervention models implemented by schools and overseen by the MOE through institutional protocols and guidelines.


Resources

Labor (estimated

LOE days for Yr 1)

Process &

Outcome Measures

Output

Type Numb

er

Task 3.3.3.

Help Education Directorates work with

UNAH, CSOs, & COMDEs to Host Municipal Workshops so Schools, Parents and Network Partners can use Findings to

adapt Protocols. Public workshop to share findings from Year I implementation.

Teachers,

parents, students,

social

network asset 10,000

Network Lead, support from COP and


40

Public

informed on info & knowledge

on lessons learned

3 public

events

Activity 3.4: Improve Coordination between MOE and other Child Protection Actors

Task 3.4.1: Help the General Directorate and Education Directorates Analyze Key

Needs and Issues of Child Protection Actors that Operate within the School Safety

and Violence Prevention Network. To ensure improved coordination between the MOE

and other child protection actors in the school network, SBVPA will revisit the foundational systems maps initially created under Objective 2 with results from MOE, COMDE, and CED evaluations of school-based prevention interventions and institutional protocols. As part of this, the team will work with an external consultant and specialists

in youth protection, engaging CSO COIPRODEN, to encourage the national and departmental-level MOE directorates to do a review of child protection actors who support school safety. This will include the Honduran National Police, DINAF, prosecutors and investigators from the Fiscalia and courts, and INAMI, among others. As

part of this review, SBVPA will encourage the MOE to study the role these organizations currently play in responding to crime and violence, and the quality of their collaboration

56

with schools and with each other, identifying gaps and potential opportunities for improvement. Particular emphasis will be placed on ensuring the project is connected with the joint SBV prevention strategy and efforts between MOE and the Ministry of

Security. The MOE will make recommendations for strengthening this network during January 2018 of the project.


Resources

Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task

3.4.1.

Help the General Directorate and Education

Directors Analyze Key Needs and Issues of Child Protection Actors that Operate within the

School Safety and Violence Prevention Network. Work with an external consultant and MOE to develop assessment report.

MOE 1

External

consultant, COIPRODEN, with oversight

from COP and support from Network Lead

35

Review of child protection actors and support

safety network capacity

Final report and recommendations on gaps and

opportunities for improvement

Task 3.4.2: Strengthen Linkages and Coordination by Hosting Quarterly

Engagement Sessions with MOE Units and Child Protection Actors. SBVPA will strengthen linkages and coordination between child protection actors by hosting quarterly engagement sessions with the MOE starting in February of Year II of the project.

During these sessions, participants will discuss recommendations for improving network partnerships for preventing, responding, reporting and monitoring school based violence, including the identification and tracking of at-risk youth. By Years II and III of the project, SBVPA will work with MOE to take on the leadership of these sessions,

leveraging the increased number of schools being supported by the Activity to ensure the Directorate for Prevention and Rehabilitation begins to develop a voice in coordinating interagency efforts to prevent, respond, report and monitor school-based violence.


Resources

Labor



Output

Type Number

Task

3.4.2.

Strengthen Linkages and

Coordination by Hosting Quarterly Engagement Sessions with MOE

Units & Child Protection Actors . To commence in Yr II on completion of review of actors.

MOE and its Units 1

External consultant,

COIPRODEN facilitation with

oversight from COP and support from

Network Lead

None in

Year I

Quarterly engagement

sessions

Recommendations for enhancing prevention and

response network protocols

Task 3.4.3: Help MOE Units and Child Protection Actors to Develop Protocols and

Guidelines for Minimum Standards of Care. To formalize ongoing engagement with these actors, SBVPA will work with the participants in biweekly taskforce sessions to quarterly sessions to develop directives that provide minimum guidelines and standards

of care for youth victims, offenders, and others exposed to violence. These directives will be rolled out for application in the first quarter of Year II of the project. Progress in their application will be monitored and discussed during the quarterly child protector engagement meetings.

57


Objective



for Year 1)

Process & Outcome

Measures

Output

Type Number

Task 3.4.3

Help MOE Units and Child Protection Actors to Develop Protocols and Guidelines for

Minimum Standards of Care. To be incorporated in Year II of the

project, once linkages and coordination between MOE and other actors has been strengthened.

MOE and its Units 1

External consultant and COIPRODEN,

facilitation with oversight from COP

and support from Network Lead

None in Year I

Protocol for engagement strengthened

Establishment

of protocols for engaging across child protection

actors

Activity 3.5: Strengthen Referral Mechanisms and Protocols for Child Protection Cases Task 3.5.1: Work with DINAF to Support the Strengthening, Expansion, and

Implementation of their Guia de Atencion a los Casos por Vulneracion. As a key step

toward strengthening referral mechanisms and protocols, SBVPA will collaborate with DINAF to enhance its Guia de Atencion a Casos por Vulneracion. As part of this, during January and February, an external consultant will oversee an assessment of the quality of overall response currently provided by the DINAF to youth requiring social services

and protection in cases of violence, abandonment, or other issues. In particular, we will look at whether the guide is being effectively applied and if its protocols respond to specific risk and protective factors, as well as overall needs of youth and families. In addition, the assessment will analyze the ability of DINAF and its network of social

protection actors to effectively collaborate on service provision. Resulting assessment recommendations will build on and complement efforts from other assessments and work completed by projects such as Proponte Mas.


Objective


Labor


Process &

Outcome Measures

Output

Type Number

Task

3.5.1.

Work with DINAF to Support the

Strengthening, Expansion, and Implementation of their Guia de

Atencion a los Casos por Vulneracion. Assessment of response quality by DINAF. DINAF 1

External consultant

and COIPRODEN, facilitation with

oversight from COP and support from

Network Lead

20 Completion of

assessment

Assessment

report

Task 3.5.2: Help DINAF Develop Protocols for Student Referrals within their

Network of Alternative Care, Building on the ProNinez Project’s Work to

Strengthen DINAF’s Internal Protocols and Referral Mechanisms. Following the assessment, SBVPA will work with DINAF to improve upon the guide and other

institutional protocols in order to ensure they align with the response required for effective alternative child care and referral mechanisms. Specifically, the SBVPA project will analyze the progress made thus far under Proponte Mas and ProNinez, and leverage their work with other social network actors like CSOs that provide child protection services through referrals for psychosocial and cognitive behavioral therapy, recreational

activities, mentoring, or community service. Based on this analysis, the SBVPA team will

58

work with DINAF to strengthen its protocols starting in January and February of Year I activities.


Objective


Labor



Output

Type Number

Task 3.5.2.

Help DINAF Develop Protocols for

Student Referrals within their Network of Alternative Care,

Building on the ProNinez Project’s Work to Strengthen DINAF’s Internal Protocols and Referral

Mechanisms. To be incorporated into the referrals manual under Task 1.5.1 DINAF 1

COP with support

from external consultant and

Network Lead

20

Enhanced

guidelines and institutional

protocols

Recommendations

made to improve Guia de Atencion a

Casos

Task 3.5.3: Support DINAF to Make the Referral Process Smoother with

Streamlined Requirements for Information Sharing with other Network Actors. In addition to strengthening DINAF protocols, the SBVPA project will also seek to enhance the overall referral process through streamlined management of information and

collaboration with other network actors. The goal will be to improve wraparound family services by establishing requirements for case management, information sharing, and general procedures for engagement that ensure youth are not re-traumatized through engagement and able to effectively obtain the services they need through more seamless

collaboration between government and CSO agencies. Initial steps to strengthen the case management and engagement system will be carefully coordinated with Proponte Mas and introduced starting in the early part of Year II to enhance secondary prevention services provided under Objective #4 below. As part of this, SBVPA will adhere to

USAID Global Health guidelines on the referral loopback system for case management, ensuring a level of responsibility for not only the referral, but also the successful treatment of the case referred.


Objective


Labor



Output

Type Number

Task

3.5.3

Support DINAF to Make Referral

Process Smoother with Streamlined Requirements for

Information Sharing with other Network Actors. To be incorporated into the referrals mechanism

implemented under Objective #4. DINAF 1


and COP and in collaboration with

Proponte Mas

None in

Year I

Introduction of system for

streamlined information management

Strengthened system for case

management and information sharing

Task 3.5.4: Help Schools and Network Actors Establish Better Reporting

Mechanisms with Police, DINAF, and Fiscalia de la Ninez. Beyond the case management process, as part of SBVPA activities, the project will introduce a clear

system for reporting on violence across different entities engaged in youth protection. Through this reporting mechanism, teachers, and other school administrators would have

59

a clear and safe means of sharing information on the challenges presented by school based violence. Students would be linked with police, prosecutors, and other social service agencies as the situation warrants, or a more targeted intervention if it is required

in the case of violence in the home or on the street. This will be done in the early part of Year II.


Objective


Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task 3.5.4.

Help Schools and Network Actors Establish Better Reporting Mechanisms with Police, DINAF

and Fiscalia de la Ninez. To be incorporated into SBVPA collaboration efforts with Proponte

Mas and Unidos por la Justicia.

Police,

DINAF, Fiscalia 5

Network Lead,

support from Senior Technical Advisor

and COP and in

collaboration with Proponte Mas and

Unidos por la

Justicia, Social Asset Network

40

Development of

a clear linkage for sharing

information between MOE, DINAF, Police,

Fiscalia and others

Established reporting

systems in cases of response

Task 3.5.5: Work with the Ministry of Security to Integrate School-Based Violence

into their Overall Vision for Prevention. SBVPA will work with the Ministry of Security to build their capacity on school-based violence prevention. As a strategic player within the local government infrastructure, starting in August 2017, the Activity will host a series of planning meetings with them during Year I to support the integration

of SBV prevention between this Ministry and MOE. Ensuring MOE and the Ministry of Security’s target schools are aligned during the coming school year, SBVPA will work with both agencies to create an integral approach to violence in a subset of 5 intervention schools in Tegucigalpa and potential for others in other cities of intervention. As part of

this, the project will encourage a dialogue that ensure knowledge is shared about best practices in addressing SBV, with an eye toward identifying evidence-based interventions that can be successfully integrated into the Ministry of Security’s overall approach. While efforts will initially focus on biweekly planning and integration meetings, these

will lay the foundation for jointly developed and implemented targeted activities to be introduced into schools in November 2017 and February 2018.


Objective


Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task

3.5.5.

Work with the Ministry of

Security to Integrate School-Based Violence into their Overall Vision

for Prevention. Work with Ministry of Security to build their capacity for and generate our understanding for

their vision of

Ministry of

Security, MOE, Target

Schools 5

COP, Senior

Technical Advisor, Regional Directors

40

Development of

a model for implementation and information

sharing across MOE and Ministry of

Security

Established example of

field and interinstitutional collaboration

60

Project Objective 4: Lower Risk Factors and Enhance

Protection Factors for Students that Qualify for Secondary

Prevention Services (SPS) Building MOE linkages with the social asset network supporting schools under Objective

3 lays the foundation for tasks under Objective 4. Working with network actors that provide secondary prevention services, SBVPA will enhance school-based violence prevention activities, pedagogical approaches, and protocols with complementary secondary prevention services. Using evidence-informed screening processes and

matching referrals based on identified risk factors, SBVPA will help schools provide holistic support to youth who are exposed to (as witnesses or victims) or demonstrating violent behavior. After matching with services, the SBVPA team will work in close collaboration with Proponte Mas and other secondary service providers, to ensure they

receive proper treatment, working with the team to measure success and refine the packaged approach of SPS as needed. Ultimately, this treatment is expected to reduce dropout rates, improve student well-being and ensure increased access to education for students in target schools.

As part of Objective 4, SBVPA has set the following intermediate results: (4.1) number of SPS providers that define service packages that are responsive to the unique needs of each school and community, (4.2) number of SPS providers trained in SBV prevention

and response, (4.3) number of referred at-risk students receiving the appropriate level of support from SPS actor and (3.4) percentage of SPS students who maintain or lower the risk level. Significant progress has been made in this area by existing USAID DO1 project Proponte Mas’ effort to strengthen resiliency and reduce risk factors amongst

youth and their families. SBVPA will complement this work by applying screening models to identify at-risk youth, improving secondary service packages, piloting new school-based and/or non-school based secondary prevention service interventions, and guaranteeing quality delivery of needed interventions through theory and practice on

family systems. Activity 4.1: Support Schools and Education Centers to Apply Screening Model to

Identify High-Risk Youth Task 4.1.1: Provide Training to School Administrators and Teachers on How to Use

Existing Screening Processes (such as YSET) to Measure Each Student’s Exact

Level of Exposure to Risk Factors, Protection Factors, and other Socio-Economic

Dynamics. While not all students display outward signs of risk for violence, and individual youth and family needs vary, teachers and administrators must be prepared to understand the early warning signs of students who require greater social service support

beyond standard classroom-based interventions. To address this, working in collaboration with Proponte Mas, SBVPA will provide training to subcontracting CSO organizations and MOE department and district-level staff, as well as select school administrators in

61

each of the 5 municipalities where the program works. Up to a total of 60 individuals will be trained with the customized screening tool by November 2017.

Applying the Youth Service Eligibility Tool (YSET) model of examining 9 risk favors, SBVPA will work with Proponte Mas to ensure the questionnaire is relevant for deployment in the school setting and different age groups’ comprehension level as needed. Trainings in YSET will be implemented on a rolling basis among a subset of up

to 3 of the SBVPA intervention schools beginning in November with Ceiba and Tela, and continuing throughout the project by adding more new schools every 2 months. This phased-in approach will allow the project to test and learn from the integration of YSET into a wider school-based prevention strategy. Once tested in the initial sub-set of

schools in November, a second training on and application of YSET will be completed amongst a new group of education centers at the start of the new school year. This activity will contribute to Intermediate Result 4.3 by providing information on the number of youth identified through custom screening models that are in need of

secondary prevention services.


Target Group

Resources

Labor (estimate

d LOE days for Year 1)

Process & Outcome

Measures Output

Type Number

Task 4.1.1.

Provide Training to School

Administrators and Teachers on How to Use Existing Screening Processes (such as YSET) to

Measure Each Student’s Exact Level of Exposure to Risk Factors,

Protection Factors, and other Socio-Economic Dynamics. YSET tool is customized and SBVPA trains 60

individuals in its application across the 5 municipalities.

YSET

Enumerators at MOE and

subcontracting

implementersTBD 60

Senior Technical

Advisor, Proponte Mas,

MOE, Subcontractors

, Schools

160 Week-long training to prepare team in

application of YSET

60 enumerators trained in

use of YSET

Task 4.1.2: Support Administrators, Teachers or other Community Leaders in the

Network to Match Students with Appropriate Services based on the Needs

Identified in each Screening Tool. Upon completion of the first training, SBVPA School Coordinators will work with the participating MOE representatives and enumerators to apply what they’ve learned in the classroom. Through classroom-based

accompaniment and observation, using a checklist method, coordinators will assist schools with the initial process of screening all youth between the ages of 8 and 17 through the YSET model. As this is the first application of the tool, and because Proponte Mas currently has a mandate to not pre-select students for screening, the project

will follow Proponte’s suggested guidelines for implementation. Based on the results of this first phase of implementation, and after learning more about its application in schools, the Activity will develop a pre-YSET selection protocol and criteria that allow MOE to administer the tool and accompanying treatment to students who most need it.

62

As part of this process, sufficient time will be left in the process for planning and early feedback loops of information sharing between SBVPA, Proponte Mas and USAID to monitor the effectiveness of the checklist method.

SBVPA will use a neutral screening mechanism, for instance choosing a different enumerator (where available) to apply the YSET tool, than the one who made the original recommendation, thereby reducing any potential bias. Students selected to need further

treatment will move on to receive a specially tailored package of SPS. This process will begin in November and continue for the remainder of Year I and the project as new students are identified and incorporated into the approach. The activity will contribute to achieving I.R 4.4 by ensuring the number of referred at-risk students receiving

appropriate support from SPS providers increases.


Objective


Labor (estimated


Process & Outcome

Measures

Output

Type Number

Task 4.1.2.

Support Administrators, Teachers or other Community Leaders in

the Network to Match Students with Appropriate Services based on the Needs Identified in each

Screening Tool. be incorporated into the referrals manual under Task 1.5.1 Students 2,72212

Senior Technical

Advisor, technical support from KM Director, Proponte

Mas, MOE and schools

60

Pool of students

aged 7 – 18 identified for secondary

prevention services

Report

summarizing key individual risk factors for

cohort #1

Activity 4.2: Identify and Improve Secondary Prevention Service Packages

Task 4.2.1: Help Schools and Network Partners Understand the Various Existing

Secondary Prevention Services Available and Which Students (Based on Screening

Results) are Most Relevant for Each Service. Starting in November, and continuing on a rolling basis prior to recommending students for treatment, SBVPA will orient schools on existing SPS available and on which ones are most relevant for the different types of violence challenges identified. Many students who qualify for secondary and tertiary

prevention using YSET will be referred to Proponte Mas for an initial year-long treatment under the family genealogy model used by their team. However, in cases where more specialized treatment is required, STTAs and other support, mobilizing the SBVPA social asset network, will be considered to incorporate new psycho-social

services as needed. Special attention will be placed on ensuring that teachers and administrators develop a holistic understanding of services available for responding to gender-based violence, sexual violence, bullying, cyber-bullying, gang violence (physical or verbal), as well as other forms of aggression. Services might include crisis-orientation,

counseling, training in anger or behavior management, assistance on creating dating boundaries, self-esteem classes, sports or other recreational support activities, help with homework, temporary or long-term alternative shelter, or law enforcement, and other

12 This number is based on an approximation provided by the MOE of the quantity of students on average in grades 2 – 9 in the 5 municipalities where the project works. It is represents 1/3 of the schools for Year I interventions.

63

legal interventions. Within this, SBVPA will work with teachers and administrators on viewing violence prevention as a holistic process that requires agile yet creative responses involving frequent monitoring and adaptation as the context and individual

needs of a case change.


Objective


Labor (estimated


Process & Outcome

Measures

Output

Type Number

Task 4.2.1.

Help Schools and Network Partners Understand the Various

Existing Secondary Prevention Services Available and Which Students (Based on Screening

Results) are Most Relevant for Each Service. Ensure teachers and

schools in the 7 sites of intervention are broadly prepared for referral process, and aware of secondary

services available.

Education

Centers 7

Senior Technical Advisor, School

Coordinators, Proponte Mas and

STTA support

20

Schools’ capacity built through ongoing weekly

strategy sessions during

application of YSET model

All schools are aware of secondary

services available and next steps post-

application of YSET

Task 4.2.2: Assist Schools and Network Partners to Create a Menu of Options

Describing Each Type and Level of Service so that Teachers, School Administrators,

and Community Leaders can Make Appropriate Student Referrals. SBVPA will

work with schools on a rolling basis starting in November 2017 to create a menu of options for SPS – applying best practices that have worked locally and showcasing others which have proven effective in an international context. Of particular importance will be the referrals manuals outlined in Task 1.5.1 that SBVPA is creating as a school resource

for identifying and responding to at-risk students. This manual will serve as a guide for school teachers and administrators, and help provide an alternative menu of services that go beyond the wraparound model of family-centered attention. Those services unavailable locally will be identified by SBVPA during stakeholder sessions with schools

and network asset actors as part of a varied response to violence prevention and response needs identified by the project. The completion of this activity will be an initial foundation for ensure that an increased number of SPS providers define their service packages in response to unique needs of individual students, based on global violence

patterns that are ongoing across school (I.R 4.1).


Objective


Labor (estimated


Process & Outcome

Measures

Output

Type Number

Task 4.2.2.

Assist Schools and Network

Partners to Create a Menu of Options Describing Each Type

and Level of Service so that

Teachers, School

Administrators, and

Community Leaders can Make Appropriate Student Referrals.

Education Centers 7

Senior Technical

Advisor with support from Regional Directors and

Coordinators

10

Stakeholder

sessions to understand the varied needs and

responses

Understanding

of targeted needs beyond standard project

scope

64


Objective



for Year 1)

Process & Outcome

Measures

Output

Type Number

Creation of menu of options in stakeholder meetings with

schools and asset network actors.

Task 4.2.3: Engage Key Short-term Technical Experts to Review and Assess

Available Secondary Prevention Services to Identify any Needed Improvements or

Modifications. Starting in September, SBVPA will engage STTAs to assess available SPS, developing a holistic understanding of the various options that exist, and where the gaps lie in responding to student needs as per results of YSET screening. To support this, SBVPA will create a “menu of options” that describes the services available for each

potential individual need: e.g. responding to gang recruitment, responsible adolescent dating, drugs, etc. This activity is the next step in ensuring progress on the SBVPA project’s I.R 4.1.


Objective


Labor


Process &

Outcome Measures

Output

Type Number

Task

4.2.3.

Engage Key Short-term Technical

Experts to Review and Assess Available Secondary Prevention Services to Identify any Needed

Improvements or Modifications. To be incorporated into the referrals

manual under Task 1.5.1

Education

centers 7

Senior Technical Advisor with support

from COP, USAID and DAI home office

10 Ongoing working

group meetings

Menu of

Options

Task 4.2.4: Support Schools and Service Providers to Make Adaptations to Better

Align Secondary Prevention Services with the Most Common Selection Thresholds

and Risk Factors Identified in Each of the SBVPA Partner Schools. Upon

completing the initial application of the YSET model, and completion of first cohort of referrals, SBVPA will hold stakeholder sessions with school teachers, administrators and others engaged on the application in February. The goal will be to determine the successes, challenges and ongoing needs in developing a model for replication with a

common threshold and identified risk factors that can be applied across the project. STTAs will help support modifications for improvement in the areas of counseling and other support networks for treating youth violence that respond directly to needs identified through the YSET tool. As part of this activity, SBVPA will train and

accompany service providers in piloting and integrating approaches into their regular procedures. As in the previous 2 activities, Activity 4.2.4 also encourages SPS service providers to define packages more responsive to unique school needs (I.R 4.1).


Objective


Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task Support Schools and Service Education 7 Senior Technical 10 5 stakeholder Identification of

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Objective



for Year 1)

Process & Outcome

Measures

Output

Type Number

4.2.4. Provers to Make Adaptations to Better align Secondary Prevention Services with the Most Common

Selection Thresholds and Risk Factors Identified in each of the

SBVPA Partner Schools. Stakeholder sessions in each of 5 municipalities.

centers Advisor, Proponte Mas, STTA

sessions ongoing needs for selection thresholds and

routine YSET model

implementation

Activity 4.3: Ensure Students Receive Specialized Interventions Task 4.3.1: Use Grants and Contracts to Help Schools, Network Partners and

DINAF Pilot Tailored Prevention Services, Refining the Package of Services

(“Treatments”) as they Identify Successful Models. As part of this process, the grant making efforts for community service and infrastructure described in previous tasks above will be complemented with those that support for improved SPS treatment. Starting in February and onward, grants will seek to respond to needs identified using

the YSET model to measure risk factors. In particular, the Grants Manager will support CSOs, schools and social service partners’ safe access to schools, community centers, churches and other locations during or after school, and on nights and weekends. As part of this, the Activity will take into consideration the results achieved during Cognitive

Behavioral Therapy (CBT) interventions through JPAL, USAID’s Doorways and other efforts. Currently, SBVPA is exploring a collaboration with the World Bank to build on lessons learned from their evaluation of the Safer Municipalities’ CBT provided by counselors for victims of trauma in La Ceiba, Choloma and Progreso last year. Details of

this collaboration are still being discussed and will be clearer by the end of the Honduran school year.


Objective


Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task

4.3.1.

Using Grants to Help Schools,

Network Partners and DINAF Pilot Tailored Prevention Services, Refining the Package of Services

as they Identify Successful Models. Grant making in key areas identified as needs that go beyond traditional

package, as identified by schools.

Education

Centers, other local

beneficiary

organizations 7

Senior Technical Advisor with support

from COP, DAI

home office Grants Officer / Team, and

Proponte Mas

45 Development of

grants

Grant making

mechanism

Task 4.3.2: Support Schools, Network Partners, and DINAF to Monitor which

Models are Most Successful in Different Schools and with Different Student

Populations to Support Replication and Scaling Up. Beginning in February, the

project will explore mechanisms for tracking successful secondary service provision. As students begin to receive referral services, SBVPA Network Lead will work with DINAF

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and other agencies to track different types of incidents of violence, number of students referred and services received from network actors. In particular, she will look for targeted individuals within these agencies’ departments who can pick-up the task of

tracking and monitoring the results of the YSET application through data collection, management, oversight and analysis. The Network Lead will be looking for departments with a clear link to both the MOE, as well as other agencies beyond that can provide a variety of secondary and other services to at-risk youth, including police, psychosocial

service interventions, recreation, job placement and others. The management of this task will be intrinsically linked with the efforts from the MOE at the department and district level and, while potentially hosted by DINAF, will require a strong working relationship between the 2 agencies.

Beyond this monitoring of the models’ implementation, SBVPA will seek to inform broader youth policies, by using a quasi-experimental study that evaluates the effectiveness of intervention treatments used, in an effort to determine their relevance for

replication and expansion of what works. The details of this study will be developed starting in the coming school year, with the help of an external group to work with the Activity on an impact evaluation. To date, SBVPA has begun talks with a variety of potential external organizations to provide this support, including researchers at Arizona

State University (point of contact Dr. Charles Katz) and the University of California Irvine (point of contact Dr. Nancy Guerra) and the University of Chicago Crime Lab.


Objective


Labor (estimated


Process &

Outcome Measures

Output

Type Number

Task

4.3.2.

Support Schools, Network

Partners and DINAF to Monitor which Models are Most Successful in Different Schools and with

Different Student Populations to Support Replication and Scaling Up. To be incorporated into the

referrals manual under Task 1.5.1 DINAF 1

Network Lead, support from Senior

Technical Advisor and Social Asset

Network

20

Identification of

network partner department

1 host for engagement on

monitoring of SPS provision

Task 4.3.3: Analyze the Effectiveness of Each Secondary Prevention Service and

Make Further Refinements as Needed. Based on the results of progress made under

Tasks 4.3.1 and 2 to implement and monitor secondary prevention services, SBVPA COP will work with STTAs with organizations such as Arizona State University, and others who have experience engaging on YSET, to analyze and modify SPS based on lessons learned and best practices gleaned from the practice, starting in January and continuing

throughout the remainder of the project. Adaptations will lay the foundation for replication and scale-up beyond individual pilot communities, within the intention of laying the foundation for a national level guideline or approach. Measuring progress on this activity will be crucial for understanding if the program has achieved its objective of

increased SPS delivery by measuring the number of referred at-risk students who receive appropriate levels of support (I.R 4.3)

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Objective



for Year 1)

Process & Outcome

Measures

Output

Type Number

Task 4.3.3

Analyze the Effectiveness of each Secondary Prevention Service and Make Further Refinement as

Needed.

Education

Centers 7

COP, STTA, Proponte Mas

15

Development of evaluation model for measuring

progress

Identification of areas for STTA evaluation and

follow-up

Cross Cutting Themes

The SBVPA Activity will be underscored by the implementation of the following crosscutting themes outlined below in greater detail: gender analysis and strategy; public

private partnerships; grants to support local organizations in school-based violence prevention; and the generation of evidence on best practices in what works within SBVP.

• Gender analysis and strategy. As per the Gender Analysis, there is a general

recognition of the prevalence of GBV in families and schools; however, there is also a high-level of tolerance toward the issue. Parents and teachers appear to accept the problem as part of the fabric of community life, and both girls and boys end up repeating patterns that promote violence. As part of this, cyber-bullying

and sexting are becoming increasingly common, with sexual violence remaining an ongoing practice both in the household, as well as in schools. The Activity will seek to prioritize these concerns, using school diagnostics to

identify a subset of schools with which to work on targeted issues. In particular schools with a high degree of internet connectivity among the student population, will be identified and supported in the introduction of efforts to address these challenges, through use of social media and messaging as a tool. Moreover,

participatory organizations, such as COMDEs, CEDs and others, that have potential reach at the community level, will be mobilized in raising awareness amongst parents and community members at large about these challenges. As part of SBVPA’s communications strategy, SBVPA will incorporate use of

technology so that it is not only a threat, but a means for articulation of project goals. Beyond this, the program will use existing data on gender-based violence to

identify project specific information that will promote gender equality and introduce gender-specific protocols for access to education in safe environments. Data collected during the school diagnostics will provide a foundation for studying current challenges in gender-based violence, and will be augmented by

ongoing data collection through the life of project. Upon approval of the Gender Analysis, the Activity will use key areas identified within the diagnostics to help bridge gender gaps and address GBV issues, making gender equality and female empowerment a mainstream issue for the program and schools with which

SBVPA works. Reporting on these indicators will address gender-related challenges, recommendations, and lessons learned to adapt the SBP models to improve disparities between girls and boys.

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• Building evidence with local institutions . Evidence-based approaches are

foundational to SBVPA’s success, both at a field level, in applying interventions that have proven to have a meaningful and lasting impact in reducing violence and increasing school performance, but also at the institutional level. Without the evidence to demonstrate that these initiatives work, it will be difficult for SBVPA

to impact a policy-level discussion on how to prevent and respond to school-based violence.

Recognizing the importance of evidence in decision-making, SBVPA will use Year I to identify 2 local organizations to be the long-term holder of project data. Within this, the Activity is considering groups such as the UNAH’s Violence

Observatory, and the Universidad Pedagógica or others, to develop and sustain the systems needed to manage and analyze data, as well as propose solutions to long-term patterns of violence. In particular, SBVPA will look at the relationships developed by other USAID projects with these groups, such as Convive! and

Proponte Mas, to understand better what’s been effective and how to improve. It is expected that local counterpart organizations would serve as leaders in monitoring activities, providing feedback and making policy-level recommendations to the MOE, Ministry of Security and other important

government actors.

SBVPA priorities during Year I will focus on developing the tools needed for

tracking data that demonstrates the link between academic achievement and school-based violence. This will be foundational for showing how Activity interventions help to improve access to education, by enhancing safety in schools. Central to this will be the design of Activity 1.8.1’s graduation model for

categorizing levels of violence in education centers, based on clear indicators of school-based resilience, thereby providing a platform for introducing resilience as a key issue within the MOE. Beyond this, SBVPA will engage the MOE to make its select schools of intervention a focal point for the Ministry’s violence

prevention strategy, sharing evidence with leading staff within the Directorate of Rehabilitation and Prevention. In addition to internal project activities, SBVPA will coordinate efforts to support

USAID implementing partner MIDEH in developing and applying research questions on associated factors within the education sector. This survey to be rolled out in October 2017 will involve questions on violence and the role of gangs in school, that go beyond SBVPA project activities to explore power

dynamics within school.

• Number of local organizations supported through grants to establish

sustainable services. Working through an established grant mechanism, SBVPA

will provide technical assistance and facilitate subcontracts starting in November. These grants will seek to make community-based organizations the visible lead on implementation of SBVP approaches in order to promote locally-generated

69

positive change, that while tailored to specific schools’ needs, still link with the overall Activity’s strategy. Initially, this will be carried out through quick wins such as security camera installation, bathroom enhancement, or other small

cosmetic improvement efforts. Subsequently, however, it will entail more strategic and long-term efforts that involve extended community engagement and address the root causes of longstanding crime and violence problems that become ongoing barriers to education. These efforts will differ from location-to-location.

Sustainability Mechanisms SBVPA’s sustainability mechanism is built on the idea that program systems must be integrated into the local beneficiary structures which the project seeks to support. With that in mind, partner schools, Ministry of Education, Ministry of Security, DINAF and

other agencies are being engaged as leaders in developing, managing, implementing and tracking effective project solutions. SBVPA’s CLA approach is central to this approach because, as successful efforts are documented for future replication and expansion, documentation is disseminated amongst local partners for future use as a manual or

implementation guide. In addition to this technical knowledge, the information management systems launched during Year II will allow the Ministry of Education, DINAF and others to monitor and analyze the progress of service provision efforts. Moreover, grants to organizations such as the municipal violence observatories and local

universities, will allow for local knowledge capture and sharing beyond the life and scope of SBVPA. Beyond working individually with each beneficiary agency, SBVPA views project

activities as part of a holistic approach to school-based violence prevention that requires also enhancing pathways for communication, collaboration and coordination between local actors at the community, municipal, departmental and national level. To support this model, it will work closely with the MOE and Ministry of Security to use the 70 schools

of intervention as a laboratory for introducing evidence-based practices proven effective in other locations. After adapting and applying the approach to the local Honduran context, successful efforts will be scaled-up for replication among other schools and with support from higher-level MOE administrative offices at the district, departmental and

national level. Ultimately, these interventions are expected to become an integral part of the Ministry’s internal systems and inform policy.

Coordination and Integration with USAID / DO 1

SBVPA seeks to meet basic education goals of retention, learning and matriculation. As has been seen globally through other donor work, education development interventions have much to contribute to long-term violence prevention efforts in targeted communities, as per USAID’s Development Objective #1: “citizen security increased for

vulnerable populations in urban, high-crime areas.” Within that objective, IR 1.1 states that “resilience of communities and individuals to crime is increased”. To support this, the Activity is working closely with Unidos por la Justicia and other USAID

70

implementers to support the PBS in a manner which goes beyond simply collaborating to work in the same field sites, but also identifying specific areas in which the project is able to integrate resources, time and technical approach. This includes linking quality services

provided by justice actors, through work with the Modelo de Atención Integral (MAEI), a specialized area opened by the Ministerio Público to respond to domestic and gender-based violence, amongst other issues. In addition, it involves targeted engagement of community police and other justice actors in communities where SBVPA and Unidos por

la Justicia are both working, to ensure an integrated response when crimes happen and/or citizens want to make a report. Further, IR 1.2 goes on to say that “quality services that protect against violence is

increased”. In this area, SBVPA has developed a close working relationship with USAID implementing partner Proponte Mas to ensure that the YSET model is piloted in a subset of the Activity’s Year I schools. This will allow for the Activity to test YSET’s applicability in a new setting – education centers, as one component within a larger

system of service delivery. In addition, it will help provide SBVPA the tools with which to targeted areas of need, based on identified risks among youth who participate in the program. The ultimate goal is to strengthen both primary and secondary prevention services available to schools.

Project Area of Collaboration

Expected T imeline for

Launch Mechanism

Unidos por la Justicia Linkages with justice

actors from the MAEI,

police and other agencies

on issues of gender-based

violence and other

challenges.

Starting in November

2017, when student and

family referrals are made.

-Through identification of

need via YSET.

-Reporting of case through

the school coordination

teams.

Unidos por la Justicia Community policing and

other justice sector

engagement in schools as

part of a holistic

prevention strategy

developed by each

individual education

center.

Starting in November and

ongoing, dependent on

Justice efforts and

presence in SBVPA

communities.

-School administrators

identify targeted areas

within their strategy that

require police intervention

and an invitation is

extended by the school.

Proponte Mas Capacity building of

SBVPA team, school

administrators and MOE in

application of YSET.

November 2017. -Subcontract for rollout of

YSET among select

schools.

Proponte Mas Application of the Family Model among qualify

youth and their families.

November and ongoing. -Subcontract for secondary services treatment.

Grants under Contract

SBVPA will use a varied and comprehensive grant making function that not only supports initial entry into the SBVPA schools of intervention, but also a systematic approach to overall engagement of the education sector, and its supporting partners. Some of the initial grantees identified to date by the Activity include the following,

developed in conversations with the partner organizations mentioned below:

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Organization

and/or Person(s)

to Provide Purpose of Grant Designation Period

Implementation

Period

3 distinct grant

opportunities

targeting MOE in

each of the 3

departments of

intervention:

Cortés, Francisco

Morazán and

Atlántida

RFA for schools and the MOE to apply for

prevention activities related to immediate school

functions inside and outside of schools. While

the Ministry is expected to receive grants, all

target schools will also benefit .

Projects within this activity will vary but are

expected to cover school kits, supporting

materials, small rehabilitation projects, CPTED,

among others. This will be the bulk of grant

activities during Year I

August – October

2017

November –

February 2018

Asociación para

una Sociedad más

Justa

Grant to support SBV prevention capacity

building at the national level, working with the

MOE to enhance institutional understanding of

and ability to respond to violence when it

occurs, as well as promote a national prevention

plan.

September – October

2017

October – March

2018

Teléfono de la

Esperanza

Provide direct and immediate assistance to

students at-risk (suicide attempts, cutting, self-

infliction). Potential for exploring if the

assistance applies to other at -risk behavior such

as gang involvement, abuse, etc.

September - October

2017

November – March

2018

IHADFA Direct and immediate assistance to students at

risk for drug and alcohol abuse


2017

November – March

2018

Support on

ongoing “quick

win” activities.

Activities include but are not limited to the

celebration of the Día del Nino on September

9th, end of school year festivities and targeted

educational materials that can support violence

prevention activities, such as theatre kits,

markets, arts and crafts, etc.


2017

October – March

2018

Security Risks and Challenges to Implementation Recognizing the potential volatility of the local political and security situation, the Activity will remain on-top of shifting social conditions that present themselves. This volatility may manifest itself though violence, both in the lead-up to national elections in

November 2017, as well as in power dynamics between rival gangs at the community level. However, it can also present delays when it comes to the team’s engagement with local officials, particularly at the national level within the MOE and Ministry of Security. These challenges have been taken into account in the planning and development of the

team’s Year I Gannt timeline, wherein a number of the activities requiring greater political will power have been staged to take place after the national elections, to ensure beneficiaries’ time and energy are not tied up or linked to the elections.

With regard to security challenges in particular, SBVPA has complete support from DAI’s security team, including 1 fulltime staff person in the Tegucigalpa office, serving both Unidos por la Justicia and SBVPA, as well as a second one based out of San Pedro to support these projects in SPS and Ceiba. The integrated platform this team delivers

includes a combination of both capacity building, as well monitoring and information dissemination on national and local dynamics with the potential to affect security. The

72

team has provided SBVPA with training on basic security protocols, crisis management, land travel, handling emergencies, working with police and other topics. In addition, the security staff has surveyed all 14 SBVPA field sites to develop an understanding of the

geographic dynamics and potential risks that could occur in working in hotspot areas. Under the security team’s recommendation, SBVPA is in the process of procuring GPS systems and radios for all field staff and drivers in the communities. In addition, the team has created an emergency telephone channel in the event of any issues that might arise.

Beyond that, as a standard precaution, police officials in all SBVPA communities have been made aware of our presence. Typically the SBVPA field team goes into schools accompanied by a community leader during the first few visits. Please see the SBVPA Security Plan for further information on standard security practices.

Project Management Due to the complex nature of SBVPA, the Activity requires a flexible management system with regard to activity implementation, tracking and monitoring results. Adapting

management for this project involves a strong planning component that incorporates lessons learned as the process progresses. Adaptive management entails conceptualizing the project in such a way that, across the team, DAI and subcontracting staff and other STTAs are involved in the learning, management and integration of knowledge into

project activities. Partners of the Americas will play a key role in integrating their knowledge of the municipal and national-level beneficiaries’ network into all project activities, through the national Network Lead and School Coordinators they contribute in each of the 3 regional offices. In addition, STTAs such as GESIP, and those provided

through technical assistance in other areas, such as ICT, information management and capacity building on SBV topics will be incorporated into one of the 4 project objectives and their ongoing activities. Specific areas of technical assistance and international travel required to support this process are included in the 2 tables below.

Technical Assistance Needed

O rganization and/or

Person(s) to Provide

where Known

Type of

Assistance

Purpose of Assistance Estimated Dates

Local Research Firm(s) TBD

Subcontract Baseline Data Collection October – November 2017

3 Local Consultants TBD STTA Qualitative Baseline Data

Collection

October – November 2017

CESAL Subcontract TOT on: GBV, Masculinity, Soft

Skill Provision

November – December

2017

1 Local CSO in each

Regional Hub (Teguc,

SPS, Ceiba)

Subcontracts YSET / Family Model

Implementation

November 2017

FEREMA / COPREV Subcontracts Planning / strengthening of

COMDEs and CEDs

November – December

2017

GESIP

(Patricio Chaves / Andrea

Barrios)

STTA -Manuals for Referrals

-Institutional Assessment

(No Travel Required)

November 2017

External Consultant TBD STTA Enhance DINAF’s Guia de

Atencion a Casos de Vulneracion

December 2017

COIPRODEN or other Subcontract Review of Child Protection Actors January 2018

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External Consultant TBD STTA Strengthen DINAF capacity to

Develop Protocols and Referral

Mechanisms

January - February 2017

Chris Jaffe (B.A.M.) STTA CBT Curriculum Development

Support if Identified as Needed

January – February 2017

STTA Psychosocial Service Support as

Identified during YSET

January – March 2017

Name of Traveler(s) Purpose of International Travel Destination Estimated Dates

Andrea Lozano Overall KM Instrument / Baseline

Support

Tegucigalpa Sept 18 – 29, 2017

Karim Bin-Humam ICT Support for KM Systems /

Project

Tegucigalpa October 2017

December 2017

Antonio Iskandar Overall Project Support /

Engagement with MOE

Tegucigalpa September – October 2017

January – February 2017

TBD SPS Service Provision Training #1 Tegucigalpa January – March 2017

TBD SPS Service Provision Training #2 Tegucigalpa January – March 2017

GESIP

(Patricio Chavez / Andrea

Barrios / Lizett Gomez)

TA to MOE / SBVA

-School Selection

-Diagnostics -Present Diagnostics

-School Strategies

-Plan for Institutional Guidelines

Tegucigalpa / SPS

/ Ceiba

May 2017

July – August 2017 September 2017

October 2017

November 2017

DAI’s management responsibilities include guaranteeing that the ongoing feedback loop from project results is documented and shared across the team, its supporters and among project beneficiaries and stakeholders. As part of this, the COP will have regular exchanges (minimum weekly, or as needed) with the Contracting Officer’s

Representative (COR). The Knowledge Management Director will be charged with overseeing research on, and documentation of, lessons learned and best practices, and the Senior Technical Advisor will be charged with integrating this information, and the results of other interventions, across project activities. Moreover, the Director of

Technical Operations, will oversee the smooth implementation of project components at the field level. The organization chart below includes all current full-time staffing areas, identifying

which positions are tasked with overseeing each of the 4 project objectives. POA team members have been identified for ease of reference.

74

Cost Ingredients. DAI worked with USAID to establish cost ingredients for the project

in line with USAID Education sector guidelines. Activities described in the work plan will be tracked based on these ingredients as applicable, with financial and technical reporting corresponding to the ingredients listed included herein. The following categories have already been assigned within DAI’s internal Field Accounting System

(FAS), using a coded number system to which staff are reporting project time as it is accrual.

• Operations: management and operations; M&E for ongoing monitoring; and

M&E for impact evaluation.

• Optional categories: teacher training; training development; and training implementation.

• Policy and capacity: policy and capacity development; host government capacity/policy; local NGO / CBO capacity.

• Parents and community involvement: development; implementation.

• Safety and school infrastructure: safe schools and infrastructure; development;

implementation; construction, furniture and equipment.

• Grants: governmental institutions; nongovernmental organizations; payment for service delivery.

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Year I Deliverables

Included in the table below is the Year I deliverables schedule:

Honduras SBVPA Deliverable Date First Submitted Date Resubmitted

Rapid Mobilization and Quick Startup

Plan

March 6, 2017 March 13, 2017

Grants Manual March 27, 2017 June 2, 2017

Branding Implementation and

Marketing Plan

April 24, 2017

Environmental Mitigation and

Monitoring Plan

April 24, 2017

Monitoring, Evaluation, and Learning

Plan

April 24, 2017

Security Plan April 24, 2017 May 26, 2017

Work Plan April 24, 2017 September 1, 2017 (and annually)

Quarterly Report FY2017 Q2 May 1, 2017

Gender Analysis June 23, 2017

Quarterly Report FY2017 Q3 July 28, 2017

Annual Performance Report Due within 30 calendar days of the

end of each 12-month period of

performance

Quarterly Report FY2017 Q4 Due on or before October 30, 2017

Quarterly Report FY2018 Q1 Due on or before January 30, 2018

Budget

Financial Management Approach. In implementing work plan activities, DAI will

leverage established financial management systems, policies, and procedures developed specifically to improve compliance and reduce risk in the implementation of USAID contracts. These systems include our proprietary Technical and Administrative Management Information System (TAMIS), which includes workflow modules for core

functions such as procurement. This system was designed to manage for risk in the event of fraudulent or other behavior, through significant checks and balances on internal reviewers and approvers.

We have also our standard Field Accounting System, which is being used by our finance and administration team to manage, review, and report on daily project finances. In addition, we are implementing our customized Field Operations Manual to include detailed roles, responsibilities, authorities, and guidelines for daily field financial

operations per DAI corporate policy and the SBVPA contract requirements. Budget Overview and Specifics to this Year. DAI has recently completed the start-up phase of project implementation, which tracked a lower-than-budgeted burn rate of

project expenditures in the first six months. Now that the project is in fully operational implementation mode, we anticipate steadily ramping during the remainder of project Year 1 to achieve a total projected expenditure for the year that is closer to the contract budget. Specifically, the activities outlined here include associated costs that will increase

the project burn rate, including launch of the grants program, a fully staffed project team, specific technical assistance assignments, and subcontracts to organizations working with

76

SBVPA to support the team’s overall technical approach. As always, DAI will constantly monitor and review the financial performance of the project to ensure optimal cost effectiveness and efficiency, and will work with USAID to review options for new

resource allocations and/or budget realignments as needed. Fee Distribution Table . The project’s final fee distribution schedule is will be developed pending approval of the Activity’s MEL Plan. A draft copy of that schedule has been

included as an annex at the end of this document. Costed Effectiveness Approach. SBVPA will seek to maximize cost effectiveness through a blend of local and international procurement and resources that achieves best

value for USAID as set forth in the project’s approved budget. In the development of this workplan, the project has evaluated the specific cost elements required for each objective and determined the most cost effective approach for each. In addition, as described above, DAI will employ integrated systems that maximize efficiency by providing

constant real-time cost analysis capabilities to project leadership and USAID in order to enable flexible analysis and decision making to identify opportunities to improve cost effectiveness and efficiencies. The retention of Marco Peñalba, a senior financial management professional, as the project’s Finance and Operations Director will lend

experienced high-level leadership for the project’s financial team. Mr. Peñalba will be tasked with ensuring that local project systems and procedures align with DAI’s corporate policies and procedures and USAID rules and regulations to ensure cost effectiveness and efficiency.

Program Monitoring and Evaluation SBVPA’s technical approach to M&E aligns with the Automated Directives Systems (ADS) 201 to promote: (i) monitoring – ensuring and refining routine data collection,

analysis and review; (ii) evaluation – planning, designing and conducting program evaluations per USAID requirements and to inform decision, and (iii) learning - incorporating collaboration, learning and adapting (CLA) as a core tenant in the design and scale-up of activities. Using the MEL Plan as the basis for this exercise, the Activity

will judge progress of interventions throughout the 5-year contract period, adapting the plan as needed to ensure flexibility, under a USAID approval process. In particular, the Activity’s M&E approach will include an annual review that measures

overall impact to identify potential modifications moving forward, and more targeted quarterly reviews to measure progress against established indicators for addressing violence challenges. Data collection will include a baseline study at the start of implementation activities, as well as ongoing regular methods for collecting and

uploading information for access and use by the SBVPA and USAID. Planned monitoring activities will examine the capacity of the MOE, DINAF, schools and other institutions, and changes in behavior within the target population at the community level. Survey instruments will be developed to support this process in collaboration with DAI’s

home office, USAID, MOE and other implementing partners to ensure the system employed is relevant for future MOE uptake and management.

77

In addition to the overall M&E approach, the Activity will apply a cost analysis to determine the replicability of given project investments in targeted schools by the MOE,

the Ministry of Security, DINAF and others. The results of this analysis will be documented by the project, as part of the regular M&E features and approach to creating a holistic package for hand-off to local agencies.

Data Quality Assessments. Performance will be tacked using a visual web dashboard, customized to provide high quality data that is simple, measureable, achievable, relevant and timely (SMART). Formal DQAs will be completed the 12th and 18th month of project implementation to identify any problems, risks or other issues that require further

evaluation or addressing before moving forward. In addition, routine data quality assessments (DQAs) will be completed by DAI’s home office staff on a regular basis, with reports to the COP and USAID COR upon completion. The focus of these DQAs will be examining the systems and approaches used to collect data, and will make any

findings or recommendations as needed. Specifically, the DQAs will focus on validity, reliability, timeliness, precision and integration of data to minimize risks and safeguard against unauthorized changes.

Evaluations Schedule. External evaluations will be completed in Year II and Year V of the project by an external mission still to be determined. In addition, an internal evaluation will be completed by the KM team through study of inputs, outputs and effective behavior change, using ongoing quarterly workshops across the life of the

project, as well as a Strategic Review Session. This session will be organized and carried out in collaboration with USAID, using the project’s key indicators and progress over time as the basis for a discussion on: (i) achievements, (ii) challenges, (iii) proposed solutions, and (iv) potential adjustments to implementation methodology and / or surveys.

Collaborative Learning and Adapting Collaborative learning and adapting is central to SBVPA. As part of this approach to CLA, the team will connect with the entire portfolio of USAID EDO and DO1 activities, to ensure the best of this portfolio is highlighted within our approach in schools. This

includes Reading, Teacher Professional Development, Convive!, Unidos por la Justicia and Proponte Mas, with whom the Activity has a clear mandate for collaboration, but also takes into account leveraging previous experiences from USAID projects such as Puentes, CREOH, METAS, FORPAZ, PASMO and others. In particular SBVPA has

determined that these projects should form part of a menu of options for responding to SBV within each individual school’s violence prevention strategy, rather than serving as isolated activities. The role of the KM Director and team is to help integrate that approach by providing guiding information on what works, what doesn’t and why.

During the first year of the project, staff time has been set aside for attending other project activities to learn more about their work, and communicate it regularly to other SBVPA staff and USAID. In particular, the Tegucigalpa M&E Officer (Victoria

Mendoza) and Communications Specialist (Margee Salgado) will dedicate 20% of their

78

time respectively. The KM Director will help oversee this process by coordinating these activities, as well as ensuring their results are infused in wider project deliverables for the year including:

• Directory of institutions, with name and contact information currently working on secondary violence prevention approaches that can serve as a resource in project

referrals at the school level.

• Synthesis of information and methodological approach to the SBVPA Year I interventions including: (i) key activities, (ii) approach, (iii) key inputs and outputs, (iv) overall results. This should serve as a handbook or guide to the

MOE in implementation during Year II. Communications Approach. Communications is an integral component within the SBVPA team’s approach to knowledge management. Not only does the project’s strategy

involve messaging of violence prevention among project beneficiaries, but it also entails sharing the information collected on best practices and lessons learned. This will engage other actors in SBVPA’s overall methodology, raising awareness amongst government agencies, CSOs and communities about successes and/or how challenges are being

addressed, and understanding overall what works, what doesn’t and how to replicate successful experiences. By disseminating information about project implementation with other actors, SBVPA will increase public demand for effective violence prevention programming, laying the foundation for its introduction into the wider policy arena

within the MOE, Ministry of Security and other key actors. The Activity’s communications strategy during Year I contemplates the following target activities:

• Standard project branding and material development – This will ensure name

recognition among beneficiaries through easy to recognize symbols and messaging.

• Development of customary stock project materials – Includes pencils, notepads,

folders, stickers, T-shirts and other supporting materials to promote SBVPA.

• Standardized project identity – Involves the creation of go-to project materials to explain what SBVPA is in easily accessible language for a variety of audiences. Includes pamphlets and shared talking points for the team, based on the approval

of a project name by Sept 29, 2017.

• Weekly project updates bulletins – A brief report of key activities taking place within SBVPA each week; target audience is DAI home office, USAID and other implementing partners.

• Monthly case studies – Stories tailored to show successes from the “frontline” that have meaning and connect with wider project goals.

• Regular fact sheets and quarterly reports on effective approaches – As needed, the

goal of these documents would be to disseminate information on a topic of interest for a particular audience, as relevant. These reports or fact sheets will be published, at a minimum, on a quarterly basis; however, could be more frequent depending on a given political or policy-level need that might arise.

• Publication of Handbook on Year I experience – This publication will support the overall KM team goals, through design and dissemination of a manual for the

79

MOE on the experience, lessons learned and best practices gleaned from the introduction of the project methodology in 14 schools.

GIS and Overall ICT Components. SBVPA will collect information for all indicators regularly and through a variety of survey tools which are built upon mobile and web information communication technology (ICT) applications. Specific survey forms will be developed for data requested by the Education directorates, schools, network actors, etc.

Each survey will specify the frequency of data collection, specific questions and methodologies for data collection (some will be data compilation from official sources, others will be primary data collection, etc.). Each survey form and ICT application will be developed in tandem between the component technical leads and MEL team to ensure

the data collected is relevant and technically appropriate. For each survey, an appropriate ICT solution will be deployed to aid in data collection that provides cost savings to the project, reduces opportunities for human error, and reduces the time lag from collection to analysis and reporting. After data is submitted through the various data collection

channels, it will be stored and managed from a SQL database on the Microsoft Azure cloud, providing a safe and secure means for protecting personally identifiable information collected by the project.

Quick Start-up

As per the SBVPA contract, DAI quickly mobilized a start-up team including Program Manager Michael Goode and Director Antonio Iskandar in the first two weeks of implementation. In addition, then Acting COP Shanna Tova O’Reilly traveled to Honduras for 6 weeks to launch the project. With support from human resources from Melissa McElhiney, this team launched project activities. They included hiring of key

staff positions (e.g. coordinators, regional directors and operations staff), as well as opening field offices in 3 strategic locations – Tegucigalpa, San Pedro Sula and Ceiba. In addition, with support from then Acting Director of Operations and Finance Edmundo Ballivian, the team registered the project in Honduras, obtained an RTN number and

opened bank accounts to support operations. On the technical side, they developed a list of field site selection criteria and identified an initial long list of schools of priority to USAID and the MOE, as per the initial criteria. Relationships with those schools were developed, as well as with other municipal and national-level actors relevant to education

and child welfare and protection. This startup process formed the foundation of program activities as described in the narrative above, and the Gannt timeline attached, and supported by the Year I budget included herein.

80

SBVPA Year I Gannt Chart Implementation Timeline

No. Activity, Task, Sub-

task by Objective


Cost

Labor (estimated

LOE days for Yr 1)

Process &

Outcome Measures

Output 2017

Type Number Feb March April May June July

Activity Goal: Address school-based violence that impedes the delivery of education and its goals of access, retention and learning; and use education and school processes to contribute to violence prevention in target communities

OBJECTIVE 1. IMPROVEMENT ABILITY OF SCHOOLS TO REDUCE SBV THROUGH CREATION OF SAFE LEARNING ENVIRONMENTS.

Act.

1.1

Select SBVPA

Partner Schools.

Task

1.1.1.

Develop School

Selection Criteria. Working with USAID using a 3-tiered

approach to filter out schools that do not meet SBVPA

conditions.

Education Center 14 COP

15

USAID and SBVPA define

standard for site selection

USAID

approved criteria

XXX

Task 1.1.2.

Collect Data for Selection Criteria.

Engage the MOE departmental and district directors on

school attendance and desertion, and police on violence rates.

Education Center 14

COP with support

from Regional Directors, School Attendance Rates,

Homicide Data

30

5 SBVPA and

local beneficiary stakeholder sessions

Data on 14 intervention schools XXX XXX

Task 1.1.3.

Assess Potential

Partner Schools against Criteria,

Analyze Together with USAID. Engage the MOE departmental

and district directors on school attendance and desertion, and

police on violence

Education Center 14 COP with support

from Regional Directors, School Attendance Rates,

Homicide Data

15

SBVPA and USAID meeting to

analyze data for short list of priority schools

Data on 14 Year I intervention

schools XXX XXX

81


task by Objective


Cost


for Yr 1)


Output 2017


rates.

Task 1.1.4.

Work with USAID to

Make Final Selections for Initial Tranche of SBVPA

Partner Schools. Engage the MOE departmental and

district directors on school attendance and

desertion, and police on violence rates.

Education Center 14 COP, Regional

Directors and USAID, Final Selection Data

5

SBVPA makes recommendations regarding

proposed intervention schools

List of 14 Year I partner schools XXX

Act. 1.2

Conduct Participatory School

Diagnostics and Develop Integrated SBV Prevention

Strategies

Task 1.2.1.

Conduct Diagnostic Survey. Work with

GESIP to develop team’s capacity, and then implement, the

school diagnostics.

Education Center 14

COP, Technical

Advisor, Regional Directors,

Coordinators, GESIP,

Diagnostic Surveys

140

14 3-day visits to

schools for qual and quant data collection

14 school diagnostic

reports XXX XX

Task

1.2.2.

Using Diagnostic Results, Support each Partner School

to Develop an Integrated SBV

Reduction Strategy. SBVPA collaborates with MOE and other

network actors to develop integrated school response.

Education Center 14 COP, GESIP,

Technical Advisor,

Regional Directors, Coordinators, Survey

Data

168

4 strategic planning sessions

at each of 14 schools

14 holistic school strategies

82


task by Objective


Cost


for Yr 1)


Output 2017


Task

1.2.3.

Design a Portfolio of

Solutions to Common Crime

Challenges. Senior Technical Advisor engages other

programs locally in the region and internationally on best

practices applicable to SBVPA.

Education Center 14 Senior Technical

Advisor

10

Desk research,

review and networking regarding effective

programming

Menu of

proposed primary and secondary

prevention approach

Act.

1.3

Generate Buy-in

through Quick Wins

Task

1.3.1.

Help Schools Identify Immediate Win-Win

Opportunities to be Funded through Grants and Local

Subcontracts. School Coordinators work

with education centers to identify much needed quick wins.

Education Center 14

Director of Technical Operations, School

Coordinators and Regional Directors

75

Visits to schools to

identify specific needs and tailor responses

7 quick-win projects

Act. 1.4

Help Schools

Integrate Violence and Gender-Based Violence (GBV)

Prevention into Existing Curriculum

Task 1.4.1.

Conduct Cascading

Training-of-Trainers (TOT) Program for Select

Administrators and Teachers. Select group prepared as


75



Operations

90

2-week TOT in each of 3 regions (Tegucigalpa,

Ceiba and San Pedro Sula)

Cadre of 75

certified champions with the ability to

lead and replicate SBVPA model

83


task by Objective


Cost


for Yr 1)


Output 2017


leading agents of

change in identify, responding to and

making referrals in cases of violence in schools.

Certified training

materials

Task

1.4.2.

Support

Administrators / Teachers to Train other School Staff.

SBVPA certified champions replicate

the violence-prevention capacity building model

amongst fellow teachers and administrators from

new Year II schools.

Teachers and

administrators 150

CESAL, Senior

Technical Advisor, Director of Technical

Operations, and Teachers &

Administrators,

Training Materials

90

2-week follow-on TOT in each of 3

regions (Tegucigalpa,

Ceiba and San Pedro Sula) Cadre of 150

additional

teachers and administrators prepared in

model

Act. 1.5

Strengthen Teachers’ Capacity to Identify at-risk Students

Task 1.5.1.

Conduct Basic Orientation on and

Develop Manual for Teachers and Administrators to

Identify and Refer at-risk Students.

SBVPA Regional Directors will develop a referrals manual to

serve as a tool for providing services to at-risk youth, based on


140

Senior Technical

Advisor, Director of Technical Operations,

Regional Directors, and GESIP

42

Desk and field

research to identify available resources in each

of 5 municipalities

One-day orientation for teachers and

administrators on its application

Directory of

Services 140 teachers and

administrators oriented on its functions

84


task by Objective


Cost


for Yr 1)


Output 2017


lessons learned by

GESIP in their creation in Mexico.

Task 1.5.2.

Host Peer-to-Peer

Workshops to Share Knowledge and Lessons Learned.

Create peer-to-peer support networks and workshops to share

lessons learned and best practices in



Director of Technical Operations, Regional

Directors, School

Coordinators

None in Year I

Quarterly workshops

Teachers

prepared on lessons learned, challenges and

successes from previous year

Act.

1.6

Improve Extracurricular

Activities Offered by Schools

Task

1.6.1.

Work with School Administrators,

Teachers, Mentors, Students, and

community stakeholders to Design and

Implement a Variety of Extracurricular Programs.

Development of and orientation on

extracurricular activities.

Teachers, administrators,

community volunteers 200



Coordinators, Desk

and Field Research on Effective

Extracurricular

Approach

60

Development of extracurricular

approach, tailored to school needs

Task

1.6.2.

Help Existing Clubs Integrate Key SBV

Lessons into their Activities. Using


community volunteers, 200


Directors, School Coordinators, Desk

60 Monthly

workshops

Teachers prepared on

lessons learned, challenges and

85


task by Objective


Cost


for Yr 1)


Output 2017


lessons learned from

best practices employed in

afterschool activities, SBVPA will work with schools to adapt

already existing clubs and other approaches.

students and Field Research on

Extracurricular Approaches

successes from

previous school year

Task 1.6.3.

Ensure Extracurricular

Activities include Preventing SRGBV

and Promoting Gender Equality. Using lessons learned

from other efforts, and working with volunteer mentors,

SBVPA will develop positive culturally

appropriate messages surrounding respect for women and girls.


community volunteers,

students 200



Coordinators, Desk and Field Research on

Effective

Extracurricular Approach

60

Development of concept note

Integration into overall extracurricular

approach

Teachers, administrators and volunteers

integrate SRGBV into extracurricular

approach

Task

1.6.4.

Use PPPs to Improve

Extracurricular Programs. Ensure CSR and private

sector engagement in education and

prevention. Students 1,050

Director of Technical Operations, School

Coordinators

15

Meetings / engagement of

private sector actors

Material

donation

Task

1.6.5.

Support Partner Schools to use the “Open Schools”

model to Make Public School Spaces Available on


students, families 3,339



58

Planning sessions with schools

28 weekend events

28 examples of “open schools” through sabados

recreativos in each of 14 intervention sites

86


task by Objective


Cost


for Yr 1)


Output 2017


Weekends. Create

peer-to-peer support networks and

workshops to share lessons learned and best practices in


before the

school year ends

Task 1.6.6.

Help SBVPA Interns Support

Extracurricular Activities. Design a

holistic year-long internship program for youth from target

communities to learn skills for school-based violence prevention. Youth leaders 14

KM Director, Regional


90 Monthly workshops

Concept note on internship

Identification of

Year I interns

Act. 1.7

Provide Key

Infrastructure Improvements

Task

1.7.1.

Work with Partner

Schools to Define Priority Infrastructure to

Support Critical Safety and Security Improvements.

Develop a long list of CPTED foundation

activities for improving school infrastructure in

intervention sites. Education Centers 14



28 School visits and walkabout surveys

at each of 14 sites

Identification of CPTED

activities for implementation

Task 1.7.2.

Support Initial Quick-win Education Centers 14


70 Implementation of CPTED plans, one

Completion of CPTED project

87


task by Objective


Cost


for Yr 1)


Output 2017


Infrastructure

Improvements. Create peer-to-peer

networks & workshops to share lessons learned &

practices in prevention and response.

Directors, School

Coordinators

in each school of

intervention

in each of 14

schools

Task 1.7.3.

Provide Small Infrastructure

Grants through SBVPA and/or Help

Schools Secure Greater Funding for CPTED from

Donors. SBVPA holds regular coordination meetings

with FIHS / IDECOAS and other

actors to ensure engagement on wider structural challenges. Schools 14



Coordinators

15 Monthly meetings

School needs linked with

existing infrastructure support from

USAID or others

Act. 1.8

Establish Scale-up

and Replication Protocols

Task 1.8.1.

Help Initial Partner Schools Document

and Analyze Successful Models

and Strategies to Inform Future Activities and

Replication. Development of module for

Implementing partners, MOE,

Secretary of

Security, other government and local agencies 25

KM Director, project

implementer project docs, and summary

activities

35

Desk review, research, writing

Quarterly workshop to share

info

Best practices for and evidence

in Year I SBVP implementation

documented

88


task by Objective


Cost


for Yr 1)


Output 2017


implementing SBVP

activities.

Task 1.8.2.

Pair Staff and

Partner Schools to Share Ideas and Provide Lessons

Learned through Peer Mentoring. Launch a system for

peer mentoring amongst teachers from

new and more established schools.


Director Tech


Coordinators

15

Teacher-to-teacher workshop

Monthly meeting

for teachers at partner schools

Teachers develop an

understanding of successes and

challenges in Year I

OBJECTIVE 2. STRENGTHEN LOCAL NETWORKS THAT INCREASE SCHOOL SAFETY.

Act.

2.1

Develop systems

maps.

Task

2.1.1

Use a Participatory Process to Develop a

Systems Map for each Municipality and at the National

Level. SBVPA key technical team trained in mapping in a 3-part

series comprehensive workshop to develop

systems map. SBVPA Team 12

Senior Technical Advisor, Regional Directors, School

Coordinators 160

3-part workshop

on systems mapping

SBVPA team trained on

systems mapping approach

XX XX

Task.

2.I.2

Upload the Systems Maps onto Secure Website. Systems

map developed and uploaded for application by SBVPA SBVPA Team 12

Senior Technical Advisor, Regional Directors, School

Coordinators 50

Team works together to upload data to systems

map as part of final workshop

SBVPA systems

map online

XX

Task 2.1.3.

Provide Key

Stakeholder with Login Credentials to SBVPA Team 20

1 Stakeholders obtain online data

Stakeholders

have access to map XX

89


task by Objective


Cost


for Yr 1)


Output 2017


that they Continue to

Refine and Update Map. Credentials

made available to select municipal and MOE staff.

Regional Directors

Act.

2.2.

Strengthen COMDEs

and CEDs to serve as network leaders.

Task 2.2.1.

Provide Technical Assistance to

COMDE members and CED directors to hold quarterly

systems mapping exercise. SBVPA

team convened stakeholders from COMDEs, MOE, ASJ,

DINAF and municipal prevention committees for a regional event to

review and contribute to systems mapping

exercise.

Government and

CSO reps 25

Regional Directors, School Coordinators

3

Stakeholders

develop capacity in systems map

SBVPA systems project map

complete with stakeholder contributions

XX XX

Task

2.2.2.

Train and assist COMDEs and CEDs to Serve as Network

Facilitators by Connecting Relevant Partners and

Helping new Ones. Launch a series of

capacity building meetings and workshops to prepare

COMDE and CED official 40

Network Lead, support from Senior Technical Advisor, subcontract

TBD (FEREMA, COPREV)

80

Launch monthly stakeholder

meetings in November

2-part series of

capacity building

rollout in January

Development of initial COMDE /

CED operating structure &

capacity Establishment

of criteria

90


task by Objective


Cost


for Yr 1)


Output 2017


COMDEs and CEDs

to engage in school-based violence

prevention oversight and support.

Act.

2.3.

Support schools to develop partnerships

to increase safety and prevent violence.

Task 2.3.1.

Support School Administrators to

Engage with Key Social Asset Network Partners to Provide

Services Complementary to

the Schools’ Mandate. Minimum of 1 MOU signed with

each of 14 schools. Network Actors 14


Coordinators, Teachers,

Administrators and


42

Visits with school administrators and

network actors to define terms of

MOU

List of service providers for

secondary service and

other prevention

Task 2.3.2.

Provide Schools with Quick-Reference Guides (QRGs on

how to Manage MOUs). To be

incorporated into the referrals manual under Task 1.5.1 Network Actors 14

Network Lead, support from Senior Technical

Advisor and Social

Asset Network None in Year I

Development of QRG

1 QRG on referrals process

Task 2.3.3.

Host Jornadas de

Convivencia to Bring together Network Actors. Initial Network Actors 258

Network Lead, support

from Senior Technical Advisor and Social

Asset Network

10

Network actors

engage in SBV prevention

1 Jornada de

Convivencia in each of 5 municipalities

91


task by Objective


Cost


for Yr 1)


Output 2017


Jornadas held in each

of 5 municipalities by end of Year I.

Task 2.3.4.

Through Grants,

Support Local Organizations to Provide Community

Services where Students can Participate in Safe

Activities and Learn Non-violent

Collaboration. To be incorporated into school prevention

strategies based on results of diagnostics of each education

center. CSO Group 3

Grants Officer,

Regional Directors, School Coordinators

15

Development of

TDRs for ongoing grant

implementation

1 grant per CSO in each of 5 cities

Task 2.3.5.

Coordinate with USAID / Unidos por

la Justicia Program to Help Partner Schools Implement

Place-Based Community Policing Needs and Activities.

Ongoing implementation of

joint concept for collaboration across projects. Education Centers 14

COP, Network Lead, School Coordinators

25

Concept note on institutional

collaboration with Unidos

Definition of key areas of

collaboration (e.g. referrals, community events,

support on security, etc.)

Concept note

Collaboration on minimum of

1 key activity per municipality each month

Ongoing

support across projects

Task 2.3.6.

Support

Partnerships with Business, Women’s CSOs, Oficinas de la Network Actors 5


10

Engagement of

women’s groups through grants, participation in

Mobilization of

1 women’s group per municipality

92


task by Objective


Cost


for Yr 1)


Output 2017


Mujer (OMM), and

other Relevant Stakeholders to

Improve Consideration for Girls’ Safety.

Incorporation of women’s CSOs, OMM and women-

owned businesses in SBVPA strategy.

Advisor and Social

Asset Network

violence

prevention activities and

trainings.

Act. 2.4

Create

Communications Strategies and Host Community Events.

Task 2.4.1.

Help Schools

Communicate the Vision Statement (as Defined in the

Integrated SBV Prevention Strategy)

with the Broader Network and Community

Members. Creation of vision statement tailored in

collaboration with each individual

school’s prevention strategy.

Education Center,


Network Lead and

Communications Specialist with support

from School

Coordinators12,750

20

Meetings with schools to develop communications

strategy

14 tailored communication

strategies

Task 2.4.2.

Work with Schools and Students to

Develop a Slogan that Defines the Vision and

Education Center, Teachers, Students,

Parents 10,000


Advisor and Social Asset Network

10 Development of QRG

1 QRG on referrals process

93


task by Objective


Cost


for Yr 1)


Output 2017


Determines the best

Modes for Communicating it.

Work with schools to define their slogan for violence prevention

through public debates, workshops and other

competitions.

Task 2.4.3.

Through Grants, Support Schools to

Create Permanent Signs, and Community and

Youth Leadership Campaigns through Festivals to Increase

Community for and Participation in SBV

Prevention Activities. Development of a standard shirt and

handouts that are easy to prepare, supported by a banner tailored to

the needs of the school.

Education Center,


Network Lead, support from Communications

Specialist and Grants Officer

10

Creation of a standard approach

to violence prevention communications

materials for schools

14 signs and other

promotional materials for

youth leadership campaign

Act. 2.5

Create communications strategies and host

community events.

Task

2.5.1.

Collaboration with NGOs, Churches,

Community Outreach Centers Students, Parents 20


15

20 students involved in the

implementation of 14 community

14 community

service projects

94


task by Objective


Cost


for Yr 1)


Output 2017


and School Clubs to

Identify and Implement

Community Service Projects in at-risk Neighborhoods. To

be incorporated into the referrals manual under Task 1.5.1

Coordinators service projects

Task 2.5.2.

Sponsor Youth

Groups in Target Municipalities to

Serve as Leaders in Promoting Community Service,

Cultivating Positive Role Models and Promoting “Local

Neighborhood Heroes”.

Identification of youth mentors to serve as heroes and positive

role models.

Education Centers,

Students

14

schools

140

youth

School Coordinators with support from

Regional Directors and

Senior Technical Advisor 15

140 number of students involved in peer-to-peer

mentorship

140 established youth mentors

OBJECTIVE 3. INCREASE CAPACITY OF MOE AND SOCIAL PROTECTION ACTORS TO PREVENT AND RESPOND TO SBV.

Act. 3.1

MOE has Improved Capacity to Create

Guidelines and Standards to Help Schools Anticipate,

Mitigate and Respond to Violence

Task 3.1.1

Assist MOEs

General Directorate of Prevention & Social Rehabilitation MOE 1

30

Interviews and

focus groups with key representatives

Final report

Capacity building plan

95


task by Objective


Cost


for Yr 1)


Output 2017


& Education

Directors Develop, Pilot and Roll-out

Regulations to Help School Staff Prevent, Respond, Report and

Monitor Violence within their Core Functions. Creation

of a capacity building plan based on an

assessment of MOE, with specific emphasis on the Directorate of

Prevention and Social Rehabilitation.

GESIP to complete

assessment, with support from COP

COP to develop plan

from the MOE

Document review

of institutional strategies, approach,

operations

Task 3.1.2.

Create a Guideline to Preventing and

Responding to SBVP. First guide to be

created based on current national prevention strategy. MOE 1

COP with support from GESIP and ASJ

20 Development of guidelines based

on strategy

1 guide

Task

3.1.3.

Help MOE’s General

Directorate Engage Women’s Groups to Identify Gender-

Specific Protocols Needed for Safer

School Environments and Access to Education for Girls. Incorporation of national-level women’s

organizations and Network Actors 3

COP with support from

Network Lead and

MOE

None in

Year I

Engagement of

women’s groups through grants, participation in

violence prevention

activities and trainings.

Mobilization of 3

national level women’s groups

96


task by Objective


Cost


for Yr 1)


Output 2017


businesses;

implemented parallel to their engagement at

municipal level.

Task 3.1.4.

Support MOE to Work with SBVPA Partner Schools to

Test and Determine which Protocols are Most Effective in

Improving School Performance and

Safety, Refining Protocols and Guidelines as

Needed. To be implemented in Year II to allow time for

testing best practices.

Education Centers,

Teachers, Students 10,000

COP, Regional Directors and

Coordinators, Teachers

and Administrators

None in Yr I

Quarterly

meetings to develop and test

protocols starting in Year II

Protocols tested and refined at school

level

Task 3.1.5.

Support Department-Level

Education Directorates to Conduct Capacity

Building for Teachers & Administrators on

How to Apply the New Protocols in

their Schools. To be implemented in Yr II to allow time for

testing best practices.

Education Centers, Teachers,

Administrators,

Students 10,000

GESIP, with support from ASJ, COP,

Regional Directors and Coordinators, Teachers

and Administrators

None in Yr I

Quarterly workshops and monthly meetings

starting in Yr II

Teachers and administrators prepared to apply

new protocols in their schools

Act. 3.2

Strengthen Education Directorates to

97


task by Objective


Cost


for Yr 1)


Output 2017


Monitor SBV

Prevention Activities

Task 3.2.1.

Support Education

Directorates to Monitor and Evaluate Partner

Schools’ use of SBV Prevention Standards and

Protocols. To be launched in-full during

Year II, working with the indicators measured during Year

I as a platform for advocating for data systems within the

MOE. MOE 1

GESIP, IUDPAS, COP with support from KM

Team

None in Yr I

Quarterly working

group meetings to develop and test data management

systems in Yr II

Data management systems tested and refined

Task 3.2.2.

Assist Education Directorates and

Relevant CSOs to Collect key SBV Prevention-Related

Data and Evaluate Evidence. Employing the indicators

developed in Task 3.2.1, SBVPA will

accompany the MOE in their application MOE 1

GESIP, IUDPAS, COP with support from KM

Team

None in Yr I

Quarterly working group meetings to

apply data management

systems in Yr II

Data management systems put into

practice as part of regular MOE

functions

Task 3.2.3.

Work with Education

Directorates to Incorporate Data Monitoring into

Quarterly School

Teachers,

Administrators 450

Universities, COP with support from KM

Team

None in Year I

Quarterly peer-to-

peer evaluation meetings

SBV data monitoring is

incorporated into quarterly

evaluations

98


task by Objective


Cost


for Yr 1)


Output 2017


Evaluations and

Teacher Evaluations To be incorporated

into the referrals manual under Task 1.5.1

Task 3.2.4.

Support COMDEs

and CEDs to Evaluate Compliance with SBV Prevention

Protocols as part of their Overall

Reporting. Capacity building for COMDE / CED oversight on

SBVP in schools. COMDE / CED 28

Network Lead, support from COP and GESIP

None in Year I

Quarterly

workshops Ongoing mentorship and

accompaniment

COMDEs / CEDs

oriented on oversight of SBVP

in schools

Act. 3.3

Collaborate with MOE to Enhance Information

Transparency

Task 3.3.1.

Support Education Directors, COMDEs

and CEDs to Link with Honduran Partners to Better

Collect and Study SBV-Related Data. Integration of MOE

efforts with municipal initiatives, working

with COMDEs and CEDs to Study SBV-Related Data COMDE / CED 28

Network Lead, support from COP and GESIP,

support from

Observatories None in Year I

Quarterly

meetings to track and present data

Desk review of data managed

Information and data on SBV

practices more widely shared and integrated across

municipal level actors

Task 3.3.2.

Support Education

Directorates, COMDEs and CEDs

Network actors,

donors, CSOs, education centers 60

Network Lead, support

from Senior Technical Advisor, COP and KM

None in Year I

ASJ, MOE,

SBVPA and other actors develop a

1 jointly organized

publication and public event

99


task by Objective


Cost


for Yr 1)


Output 2017


to Publish the Data

Openly to Encourage Transparency about

SBV and Promote Community-Level Engagement Jointly

implemented publication on data and trends in SBV

prevention activities.

Director in

collaboration with ASJ and MOE

model for jointly

disseminating information best

practices

Task 3.3.3.

Help Education Directorates work

with UNAH, CSOs, & COMDEs to Host Municipal

Workshops so Schools, Parents and Network Partners

can use Findings to adapt Protocols.

Public workshop to share findings from Year I

implementation.

Teachers, parents, students, social

network asset 4,083

Network Lead, support from COP and Social

Asset Network

40

Public informed on info & knowledge on

lessons learned

3 public events

Act.

3.4

Improve Coordination between MOE and

other Child Protection Actors

Task

3.4.1.

Help the General

Directorate and Education Directors Analyze Key Needs

and Issues of Child Protection Actors that Operate within MOE 1

External consultant, COIPRODEN, with oversight from COP


35

Review of child protection actors

and support safety network capacity

Final report and recommendations on gaps and

opportunities for improvement

100


task by Objective


Cost


for Yr 1)


Output 2017


the School Safety and

Violence Prevention Network. Work with

an external consultant and MOE to develop assessment report.

Task 3.4.2.

Strengthen Linkages

and Coordination by Hosting Quarterly Engagement Sessions

with MOE Units & Child Protection

Actors . To commence in Yr II on completion of review of actors. MOE and its Units 1

External consultant, COIPRODEN


and support from

Network Lead

None in Year I

Quarterly

engagement sessions

Recommendations for enhancing

prevention and response network

protocols

Task

3.4.3

Help MOE Units and

Child Protection Actors to Develop Protocols and

Guidelines for Minimum Standards

of Care. To be incorporated in Year II of the project, once

linkages and coordination between MOE and other actors

has been strengthened. MOE and its Units 1

External consultant and

COIPRODEN, facilitation with

oversight from COP


None in

Year I

Protocol for

engagement strengthened

Establishment of protocols for

engaging across child protection actors

Act.

3.5

Strengthen Referral Mechanisms and

Protocols for Child Protection Cases

Task

3.5.1.

Work with DINAF to Support the

Strengthening, Expansion, and DINAF 1

External consultant and COIPRODEN,


20 Completion of

assessment Assessment report

101


task by Objective


Cost


for Yr 1)


Output 2017


Implementation of

their Guia de Atencion a los Casos

por Vulneracion. Assessment of response quality by

DINAF.

and support from

Network Lead

Task

3.5.2.

Help DINAF Develop Protocols for Student Referrals within

their Network of Alternative Care,

Building on the ProNinez Project’s Work to Strengthen

DINAF’s Internal Protocols and Referral

Mechanisms. To be incorporated into the

referrals manual under Task 1.5.1 DINAF 1

COP with support from external consultant and

Network Lead

20

Enhanced guidelines and

institutional protocols

Recommendations made to improve

Guia de Atencion a Casos

Task 3.5.3

Support DINAF to Make Referral

Process Smoother with Streamlined Requirements for

Information Sharing with other Network

Actors. To be incorporated into the referrals mechanism

implemented under Objective #4. DINAF 1


Advisor and COP and in collaboration with

Proponte Mas

None in Year I

Introduction of

system for streamlined information

management

Strengthened

system for case management and

information sharing

Task

3.5.4.

Help Schools and

Network Actors

Police, DINAF,

Fiscalia 5


None in

Year I

Development of a

clear linkage for

Established

reporting systems

102


task by Objective


Cost


for Yr 1)


Output 2017


Establish Better

Reporting Mechanisms with

Police, DINAF and Fiscalia de la Ninez. To be incorporated

into SBVPA collaboration efforts with Proponte Mas

and Unidos por la Justicia.

Advisor and COP and

in collaboration with Proponte Mas and

Unidos por la Justicia, Social Asset Network

sharing

information between MOE,

DINAF, Police, Fiscalia and others

in cases of response

Task 3.5.5

Work with the

Ministry of Security to Integrate School-Based Violence into

their Overall Vision for Prevention. Work with Ministry of

Security to build their capacity for and

generate our understanding for their vision of

Ministry of Security, MOE, Target Schools 5

COP, Senior Technical

Advisor, Regional

Directors

40

Development of a

model for implementation and information

sharing across MOE and Ministry of Security

Established example of field and

interinstitutional collaboration

OBJECTIVE 4. STRENGTHEN THE CAPACITY OF SCHOOLS AND NETWORK ACTORS TO LOWER RISK FACTORS AND ENHANCE PROTECTIVE FACTORS FOR S TUDENTS THAT QUALIFY FOR

SECONDARY PREVENTION SERVICES (SPS).

Act.

4.1.1

Support Schools and Education Centers to Apply Screening

Model to Identify High-Risk Youth

Task 4.1.1.

Provide Training to

School Administrators and Teachers on How to

Use Existing Screening Processes

YSET

Enumerators at MOE and

subcontracting implementersTBD

60

Senior

Technical Advisor,

Proponte Mas,

MOE, Subcontractors,

160

Week-long training to prepare team in

application of

YSET

60 enumerators trained in use of

YSET

103


task by Objective


Cost


for Yr 1)


Output 2017


(such as YSET) to

Measure Each Student’s Exact Level

of Exposure to Risk Factors, Protection Factors, and other

Socio-Economic Dynamics. YSET tool is customized and

SBVPA trains 60 individuals in its

application across the 5 municipalities.

Schools

Task 4.1.2

Support Administrators,

Teachers or other Community Leaders in the Network to

Match Students with Appropriate Services

based on the Needs Identified in each Screening Tool. be


Students 2,722

Senior

Technical Advisor, technical

support from KM Director,

Proponte Mas, MOE and schools

60

Pool of students

aged 7 – 18 identified for

secondary prevention services

Report summarizing key individual risk

factors for cohort #1

Act

4.2

Identify and Improve Secondary

Prevention Service Packages

Task 4.2.1

Help Schools and Network Partners

Understand the Various Existing Secondary

Education Centers 7

Senior Technical

Advisor, School Coordinators, Proponte Mas

20

Schools’ capacity built through

ongoing weekly strategy sessions during application

All schools are aware of secondary

services available and next steps post-application of YSET

104


task by Objective


Cost


for Yr 1)


Output 2017


Prevention Services

Available and Which Students (Based on

Screening Results) are Most Relevant for Each Service.

Ensure teachers and schools in the 7 sites of intervention are

broadly prepared for referral process, and

aware of secondary services available.

and STTA

support

of YSET model

Task 4.2.2

Assist Schools and Network Partners to

Create a Menu of Options Describing Each Type and Level

of Service so that Teachers, School

Administrators, and Community Leaders can Make

Appropriate Student Referrals . Creation of menu of options in

stakeholder meetings with schools and asset

network actors

Education Centers 7

Senior

Technical Advisor with support from

Regional Directors and

Coordinators 10

Stakeholder sessions to

understand the varied needs and

responses

Understanding of

targeted needs beyond standard

project scope

Task 4.2.3

Engage Key Short-term Technical Experts to Review

and Assess Available Secondary Prevention Services

to Identify any

Education centers 7

Senior Technical

Advisor with

support from COP, USAID and DAI home

office

10 Ongoing working group meetings

Menu of Options

105


task by Objective


Cost


for Yr 1)


Output 2017


Needed

Improvements or Modifications. To be


Task 4.2.4.

Support Schools and

Service Provers to Make Adaptations to Better align

Secondary Prevention Services

with the Most Common Selection Thresholds and Risk

Factors Identified in each of the SBVPA Partner Schools.

Stakeholder sessions in each of 5

municipalities.

Education centers 7

Senior

Technical Advisor,

Proponte Mas,

STTA

10 5 stakeholder

sessions

Identification of ongoing needs for

selection thresholds and routine YSET

model implementation

Act. 4.3

Ensure Students Receive Specialized

Interventions

Task 4.3.1.

Using Grants to Help Schools, Network

Partners and DINAF Pilot Tailored Prevention Services,

Refining the Package of Services as they

Identify Successful Models. Grant making in key areas

identified as needs that

Education Centers,

other local beneficiary

organizations

7

Senior Technical

Advisor with support from COP, DAI

home office Grants Officer /

Team, and Proponte Mas

45 Development of

grants Grant making mechanism

106


task by Objective


Cost


for Yr 1)


Output 2017


go beyond traditional

package, as identified by schools.

Task

4.3.2

Support Schools, Network Partners

and DINAF to Monitor which Models are Most

Successful in Different Schools and

with Different Student Populations to Support

Replication and Scaling Up. To be incorporated into the

referrals manual under Task 1.5.1

DINAF 1

Network Lead, support from

Senior Technical

Advisor and


20

Identification of

network partner department

1 host for engagement on

monitoring of SPS provision

Task 4.3.3

Analyze the

Effectiveness of each Secondary Prevention Service

and Make Further Refinement as Needed.

Education Centers 7

COP, STTA, Proponte Mas

15

Development of evaluation model

for measuring

progress

Identification of areas for STTA evaluation and

follow-up

SCHOOL-BASED VIOLENCE PREVENTION ACTIVITY (SBVPA)

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