The document discusses building a comprehensive prevention strategy from good to great by asking four questions. It outlines a framework for prevention that includes critical processes, leadership support, a culture of assessment, and intentionally building an approach. It emphasizes the importance of strategic planning, goal setting, using data and research to evaluate programs and make improvements. The key is developing a logic model to map activities, outputs, and outcomes to goals and mission in order to have the greatest impact.

1. The Four Questions You Must Ask
to Transform Your Prevention Strategy from Good to Great
Rob Buelow
Vice President
Partner Education
Lauren Soutiea
Senior Research Analyst
Partner Education

2. PROGRAMMING
POLICY
CRITICAL PROCESSES
INSTITUTIONALIZATION
A Framework for Comprehensive Prevention
Critical Processes
are the engine that
power programming
and policy efforts
2

3. LEADERSHIP
Support from
senior leaders
USE OF DATA PERCEPTIONSSHARING OF
RESOURCES
Institutional
researchers
STRUCTURES
Systematic approach
with clear
communication lines
Admin, faculty,
and staff perception
Sharing data with
key stakeholders
A Culture Supportive of Critical Processes
“CULTURE OF ASSESSMENT”
An institution’s or organization’s ways of operating that favor or hinder the
use of information to make programmatic or policy decisions
Five Key Factors that Favor a Culture of Assessment
Source: EverFi Coalition interview.
3

4. Intentionally Building a Comprehensive Approach
4

5. Strategic Planning
DEFINE
DIRECTION
& ALLOCATE
RESOURCES
DEVELOPED
&
DEPLOYED
EVALUATED
&
UPDATED
Establish goals
and objectives
Determine actions
to meet goals
Mobilize resources
& specify a plan

6. Strategic Planning and Goal-Setting
6
of schools have
engaged in a formal
strategic planning
process
SEXUAL ASSAULT ALCOHOL
of schools have
engaged in a formal
strategic planning
process
45% 63%
Source: EverFi SADI, N = 38; EverFi ADI, N = 72
SMART GOALS
SPECIFIC
MEASURABLE
ATTAINABLE
RELEVANT
TIMELY
of schools have set
specific, measurable
goals to improve
prevention
of schools have set
specific, measurable
goals to improve
prevention
34% 74%

7. A Framework for Breakthrough Prevention Progress
7

8. What is a Logic Model?
INPUTS OUTCOMES
LOGIC : a reasonable way of making sense of something
+
MODEL : a representation or simplified version of something

9. Addressing upstream
and downstream
factors associated
with perpetration.
PERPETRATION
Educating and
empowering
students to identify,
reduce, and react
to risk.
VICTIMIZATION
Creating a
community that
promotes safe,
healthy, positive
attitudes and actions.
COMMUNITY
Instituting
comprehensive and
effective disciplinary
systems and
processes.
POLICY&
ADJUDICATION
Offering
accessible and
accommodating
resources to ensure
survivors’ health and
wellness.
COUNSELING
&HEALTHCARE
Creating a
community that
speaks out against
violence and
supports survivors.
ADVOCACY
&SUPPORT
PREVENTION RESPONSE&INPUTS
The purpose of your
efforts, towards
which you direct the
use of resources.
GOALS
The tangible and
intangible resources
available to help
you achieve goals.
The overarching
ideals and objectives
of your institution.
MISSION
FORMATIVE PROCESS SUMMATIVERESEARCH &
EVALUATION
What resources do we
have?
How are we going to
use our resources?
How are we going to
measure results?
Are we meeting our
goals and mission?

10. PREVENTION RESPONSE&INPUTS
The purpose of your
efforts, towards
which you direct the
use of resources.
GOALS
The tangible and
intangible resources
available to help
you achieve goals.
The overarching
ideals and objectives
of your institution.
MISSION
FORMATIVE PROCESS SUMMATIVERESEARCH &
EVALUATION
What problem are we trying to
solve? Why does it matter?

11. Formative Evaluation: Conducting a Needs Assessment
Establish a planning group
Conduct the needs assessment
Health problem
Behavioral causes
Individual determinants
Environmental determinants
Identify specific needs and target groups
Develop long-term behavioral objectives for the target group
Review prior intervention efforts (identify successes/challenges)
Assess community and group capacity
1
2
3
4
5
6

12. Where: Accessing and Collecting Data
STUDENT SURVEY DATA
CLIMATE SURVEY
INSTITUTIONAL DATA SOURCES
• AOD/Sexual Assault Offices
• Campus Police and Safety
• Student Involvement
• Student Conduct
• Residence Life
• Greek Life & Athletics
• Facilities
• Health Services
• Student Counseling Center
• Alcohol and Sexual Assault
Diagnostic Inventory
COMMUNITY DATA SOURCES
• City/Town Police
• Hospital Admissions
• Court Records
• Greek National
• Campus Community Coalition
• Neighborhood Association
Campus prevention professionals
collaborate with key partners to
ensure record keeping yields quality
information that is useful
12

13. Why is Prevention “Mission Critical”?
$
✓
Reputation, brand, recruitment
Safety, liability, risk management
Fundraising, donors, costs
Regulations, policies, compliance
Enrollment, student success, retention
13

14. Why is Prevention “Mission Critical”?
$
✓
Reputation, brand, recruitment
Safety, liability, risk management
Fundraising, donors, costs
Regulations, policies, compliance
Enrollment, student success, retention
• Negative media coverage  fewer applications
• Positive recognition of proactive SA leadership
• 40% of students feel school administrators
could do more to protect them from harm
• Scandals have resulted in fewer alum donations
• $200k per SA claim resulting in litigation
• 55% of students have not received training on
how to report an incident of sexual assault
• SA has statistically significant impact on GPA
• 43% of survivors have considered transferring
Source: HBS (2016); EverFi Climate Survey, n=14k/407; United Educators (2015); Forbes (2014); EverFi SADI, N=38
14

15. PREVENTION RESPONSE&INPUTS
The purpose of your
efforts, towards
which you direct the
use of resources.
GOALS
The tangible and
intangible resources
available to help
you achieve goals.
The overarching
ideals and objectives
of your institution.
MISSION
FORMATIVE PROCESS SUMMATIVERESEARCH &
EVALUATION
What problem are we trying
to solve? Why does it
matter?
What are our goals?

16. SMART Goal-Setting
Specific Is the goal defined clearly with no ambiguous language?
Measurable Can you track progress and measure the outcomes?
Attainable Is the goal reasonable enough to be accomplished?
Relevant
Is the goal worthwhile? Will accomplishing it meet your
needs?
Timely Is there a clearly established timeline for achieving the goal?

17. Considerations for Setting SMART Goals
Instead of… Try…
Engage more students as bystanders
who take action to prevent sexual
and relationship violence
Increase self-reported bystander
intervention behaviors by 25%
by the end of 2017-18 school year
Increase awareness of support and
reporting resources to better meet
the needs of survivors
Increase the number of reported cases
and/or service requests by 50% by the
end of 2017-18 school year

18. How your resources
will be utilized
towards prevention.
ACTIVITIES
The products and
deliverables based
on your activities.OUTPUTS
What happens
as a result of
your activities
and outputs.
OUTCOMES
How your resources
will be utilized
towards response.
ACTIVITIES
The products and
deliverables based
on your activities.
OUTPUTS
What happens
as a result of
your activities
and outputs.
OUTCOMES
PREVENTION RESPONSE&INPUTS
The purpose of your
efforts, towards
which you direct the
use of resources.
GOALS
The tangible and
intangible resources
available to help
you achieve goals.
The overarching
ideals and objectives
of your institution.
MISSION
FORMATIVE PROCESS SUMMATIVERESEARCH &
EVALUATION
What problem are we trying
to solve? Why does it
matter?
What are our goals?
What outcomes need to
happen to meet our goals
and what activities will
produce them?

19. INTERVENTION MAPPING:
A SYSTEMATIC PLANNING PROCESS

20. Establish Learning and Environmental Change Objectives
INDIVIDUALS ENVIRONMENT
Identify individual and environmental determinants of behaviors
Develop intermediate
learning objectives
Develop environmental
change objectives
Establish priorities based on importance and ability to change
Other priorities Community capacity Available resources Political environment
Literature review Expert opinion Program experience Theoretical models
INDIVIDUALS

21. The individual knows basic facts about the health issue and the behavioral alternative
The individual has more positive than negative attitudes toward the behavioral alternative
The individual believes that advantages of behavioral alternative outweigh disadvantages
The individual perceives more social (normative) pressure to perform the behavioral
alternative than not to do so
The individual perceives that performing the behavioral alternative is more consistent than
inconsistent with their own self-image or standards
The individual has the skills necessary to perform the behavioral alternative
The individual perceives that they have the capability to perform the behavioral alternative
at specific times and places, and there are no insurmountable environmental constraints
that make it impossible to act
Individual Determinants of Behavior Learning Objectives
Knowledge
Attitudes
& Beliefs
Perceived
Outcomes
Social
Norms
Personal
Norms
Behavioral
Skills
Perceived
Behavioral
Control

22. Designing and Implementing Interventions
Knowledge
Attitudes
& Beliefs
Perceived
Outcomes
Social
Norms
Personal
Norms
Behavioral
Skills
Perceived
Behavioral
Control
Develop
Intervention
Strategy
Conduct
Formative
Research
Execute
Intervention
Plan

23. OUTCOME MEASURES
AFTER
the program/policy
implementation
Using data to determine what
each activity is accomplishing
Did the program/policy change
behaviors or the functioning of
the environment?
A logic model can help identify
the outcomes to measure
PROCESS MEASURES
DURING
the program/policy
implementation
Using data to understand what
we are doing
How are we using resources
(staff, dollars, etc.)?
Is the intended population
being reached?
Improving Intervention Efforts through Data
200 students completed
prevention program
$3,400 spent on program
85% demonstrated
increased confidence
72% changed behaviors
WHEN
WHAT
EXAMPLE
23

24. EXAMPLE: AlcoholEdu for CollegeTM

25. Health and Quality of Life Objective: AlcoholEdu for CollegeTM
Students will suffer
fewer harms in
conjunction with
their own or other
students’ alcohol
consumption
• DUI
• Unsafe Sex
• Assaults
• Sexual Assault
• Property Damage
• Academic Problems
• Unintentional Injuries

26. Long-Term Behavioral Objectives: AlcoholEdu for CollegeTM
ABSTAINERS Abstainers will continue to choose not to drink
DRINKERS
Drinkers will more often choose not to drink any alcohol
When drinking, students will take steps to keep BAC in a safer range
ALL
STUDENTS
Students will help protect someone who has had too much to drink
Students will try to help a friend who might have a problem with alcohol
Students will make informed decisions to avoid using marijuana, other drugs
Students will seek consent if and when they engage in sexual activity

27. Students will help protect someone who
has had too much to drink
Students will seek consent if and
when they engage in sexual activity
Identify signs of a possible alcohol overdose Knowledge Describe the critical elements of consent
Agree: Choosing to intervene could save that
person’s life
Attitudes
& Beliefs
Agree: Using alcohol to get an otherwise
unwilling person to have sex is sexual assault
Agree: A true friend will later thank me for
cutting them off, taking their keys, etc.
Perceived
Outcomes
Agree: Sexual interactions will be better if I
communicate with partners
Agree: My friends and family would want me
to intervene to protect another person
Social Norms
Agree: Most students think that seeking
consent is a critical part of engaging in sexual
activity
Agree: Intervening is consistent with my
self-image as a caring person
Personal Norms Agree: I want to have healthy relationships
Demonstrate how to prevent someone from
drinking too much by cutting off the alcohol
Behavioral Skills
Explain how to make sure that consent has
been obtained in a sexual situation
Agree: I have the ability to take control of a
dangerous situation by calling for help
Perceived
Behavioral Control
Agree: I can be more certain whether my
partner is consenting to sexual activity if we’re
Learning Objectives: AlcoholEdu for CollegeTM
27

28. How your resources
will be utilized
towards prevention.
ACTIVITIES
The products and
deliverables based
on your activities.OUTPUTS
What happens
as a result of
your activities
and outputs.
OUTCOMES
How your resources
will be utilized
towards response.
ACTIVITIES
The products and
deliverables based
on your activities.
OUTPUTS
What happens
as a result of
your activities
and outputs.
OUTCOMES
PREVENTION RESPONSE&INPUTS
The purpose of your
efforts, towards
which you direct the
use of resources.
GOALS
The tangible and
intangible resources
available to help
you achieve goals.
The overarching
ideals and objectives
of your institution.
MISSION
FORMATIVE PROCESS SUMMATIVERESEARCH &
EVALUATION
What problem are we trying
to solve? Why does it
matter?
What are our goals?
What outcomes need to
happen to meet our goals
and what activities will
produce them?
What resources do we have?
What do we need?

29. Prevention Budget
AGGREGATE SMALL (<5K) MEDIUM (5K-10K) LARGE (>10K)
$47,710
$4.38/student
$32,158
$11.33/student
$58,718
$7.44/student
$59,673
$2.84/student
$27,564
$2.54/student
$17,600
$7.21/student
$23,300
$2.94/student
$38,000
$1.96/student
ALCOHOLSEXUALASSAULT
Source: EverFi SADI, N = 38; EverFi ADI, N = 72
For this year, how much recurring funding has
been allocated from your institution's budget
to prevention efforts, not counting
grant-supported work and excluding personnel
costs?
29

30. Prevention Staffing
AGGREGATE SMALL (<5K) MEDIUM (5K-10K) LARGE (>10K)
2.4 FTE
1 FTE per
4,529 students
2.0 FTE
1 FTE per
1,436 students
3.1 FTE
1 FTE per
2,580 students
2.6 FTE
1 FTE per
8,174 students
2.0 FTE
1 FTE per
5,492 students
1.5 FTE
1 FTE per
1,639 students
1.7 FTE
1 FTE per
4,567 students
2.5 FTE
1 FTE per
7,719 students
ALCOHOLSEXUALASSAULT
Source: EverFi SADI, N = 38; EverFi ADI, N = 72
What is the total FTE (full-time equivalent)
whose primary responsibility is devoted to
prevention on your campus – including your
time, other staff, and paid student help?
30

31. How many times has your
Chancellor or President publicly spoken
alcohol/sexual assault in the past 12 months?
Are student health, safety, and/or
wellness mentioned as priorities in
your institution’s strategic plan?
Visible Leadership on the Issues
0
times
1
time
2
times
3
times
4+
times
60%
40%
20%
0%
YES NO
n=40 n=41
Source: EverFi SADI, N = 38; EverFi ADI, N = 72
31
Sexual Assault Alcohol

32. Wrapping Up

33. Addressing upstream
and downstream
factors associated
with perpetration.
PERPETRATION
Educating and
empowering
students to identify,
reduce, and react
to risk.
VICTIMIZATION
Creating a
community that
promotes safe,
healthy, positive
attitudes and actions.
COMMUNITY
Instituting
comprehensive and
effective disciplinary
systems and
processes.
POLICY&
ADJUDICATION
Offering
accessible and
accommodating
resources to ensure
survivors’ health and
wellness.
COUNSELING
&HEALTHCARE
Creating a
community that
speaks out against
violence and
supports survivors.
ADVOCACY
&SUPPORT
PREVENTION RESPONSE&INPUTS
The purpose of your
efforts, towards
which you direct the
use of resources.
GOALS
The tangible and
intangible resources
available to help
you achieve goals.
The overarching
ideals and objectives
of your institution.
MISSION
FORMATIVE PROCESS SUMMATIVERESEARCH &
EVALUATION
What problem are we trying to
solve? Why does it matter?
What are our goals?
What outcomes need to happen
to meet our goals and what
activities will produce them?
What resources do we have?
What do we need?

34. A Mission-Critical, Leadership Priority
April 2, 2016
To the Editor:
Re: Colleges spending
millions to deal with sexual
misconduct complaints
“…the funding and bureaucracy…are a wise
investment in the future of today’s students —
tomorrow’s leaders. Our top priority as
custodians of our student body is to make sure
that they are safe during their time on our
campus.
As part of our educational mandate, it is our
responsibility to ensure that our graduates leave
us as societal leaders prepared to make the right
decisions, on the job and in life. We cannot
compromise on that directive.”
Steven DiSalvo, PhD
34

35. The Four Questions You Must Ask
to Transform Your Prevention Strategy from Good to Great
Rob Buelow
Vice President
Partner Education
Lauren Soutiea
Senior Research Analyst
Partner Education