Special Project at Two Rivers Receives Local and National Attention
In 2012, the sexual assault program at Harborview Medical Center received a Community Development grant from the State’s Office of Crime Victims Advocacy to implement a sexual assault prevention project at Two
Rivers School. Harborview staff initially met the staff and principal, and after seeing the benefit of this project for the school, they allowed the project to be implemented during the school day. The students were then recruited to join the Leadership class, which was co-facilitated by the Two Rivers teacher Laurie Weinkauf and
Harborview staff Rebecca Milliman.
Over the next three years, leadership students assessed the scope of sexual harassment, bullying, and sexual assault amongst their peers as well as the protective factors in the community that were already in place. They administered an all school survey to learn more about the issue. Students then worked to prevent violence by raising awareness and changing attitudes, beliefs, and norms among peers and adults. The students’ goal for the project and dream for Two Rivers was to create safe, respectful, and supportive relationships, and a welcoming school.
Students identified one of the underlying issues was the negative reputation that their school had in the community. Several students reported that Two Rivers was often used as a “threat” for kids if they were “being bad.” Students thought that sometimes people might not feel totally safe when they first come to the school.
New students might be scared, and might try to be tough and act out, because they have heard that is how kids act there. Another underlying issue was some students’ attitudes that made excuses for sexual assault and a general lack of understanding of how to intervene or prevent it.
As a response, stakeholders created comprehensive initiatives to address these issues, including:

Creation of a mentorship program for incoming students. Each new student who enters is offered student mentors to help them get adjusted and learn the great things about the school.

Production of a short documentary called “Welcome to Two Rivers.” This video has been viewed by 1400 on
YouTube, and another 2500 at community events and MSHS Wildcat TV. View it here: http://bit.ly/1Kjy14V.

Student presentations at Parent Nights, Exhibitions, School Board Meetings, Local Middle Schools, and two
“Be the Change” conferences for SVSD

Implementation of a welcome campaign that included posters throughout the school

Production of five scenario-based videos focused on “Harassment, Intimidation, and Bullying.” The students also wrote a corresponding lesson plan which can be used in any middle school or high school. These videos have over 600 views on YouTube and many more in classroom settings. View the videos here: http://bit.ly/1MjebsG.
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Coordination of three large scale, all-school events focused on sexual assault prevention
Evaluation of outcomes for the project, which showed a significant positive change in the perception of the school by students and community members.
Two Rivers has not only made an impact on the local community, but has also received a great deal of recognition. In May 2015, the Two Rivers leadership students were recognized by the Free the Children organization for their community service projects in local and international communities. They earned an

invitation to attend “We Day” at Key Arena. Most recently, this project was selected to be highlighted at the
National Sexual Assault Conference. Rebecca Milliman traveled to Los Angeles in September 2015 to present on the community development model, which empowers youth to make meaningful change in their community.
The session was attended by 200 sexual assault professionals from across the U.S. and Pacific Islands. The project at Two Rivers was highlighted as the model example. When the videos created by Two Rivers students were shown, each one received a roaring applause. Several participants expressed interest in using the videos with youth in their local communities.
Although the grant project officially came to an end in June 2015, many of the new programs and initiatives at
Two Rivers will continue, under the leadership of Laurie Weinkauf, principal Amy Montanye-Johnson, and the amazing leadership students at Two Rivers School.
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Evaluation of Student Stakeholders
Student stakeholders were surveyed as they exited the project. This survey measures changes in attitudes as a result of the project. 43 students completed the survey (a small number may be duplicated).
Statement
Because of my participation in leadership…
Strongly disagree
1
Somewhat
Disagree
2
Neutral
(I feel the same as
I did before leadership)
3
Somewhat
Agree
4
Strongly agree
5
…I am more aware about different types of sexual assault.
…I feel I can speak up when I hear a hurtful comment or joke.
…I think I can prevent other people’s bullying behavior.
…I try to be an example at school for treating others with respect
…Even when it’s not about me, I can make a difference in preventing sexual assault.
... I can help to stop sexual rumors when I hear them going around
…I believe my friends will listen if I speak out against sexual assault
…I would confront a friend who was being abusive or disrespectful
…I feel I have made positive changes for Two Rivers School.
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
4.7%
2.3%
0%
0%
7.0%
2.3%
25.6%
9.5%
9.3%
14.0%
16.3%
7.0%
14.0%
20.9%
25.6%
25.6%
11.9%
27.9%
27.9%
30.2%
18.6%
23.3%
72.1%
72.1%
48.8%
78.6%
62.8%
53.5%
51.2%
74.4%
62.8%

… I have helped make Two Rivers a safer and more welcoming school
0% 0% 9.3% 23.3% 67.4%
“I feel like I can speak up… before being in leadership I thought that saying something wouldn’t make a difference, but now I realize it does.”

“I have always done my best being a role model/ helper to all the students that go to Two Rivers. I love this school and do my best to help those who attend it to feel safe.”

“I feel I have made positive changes for Two Rivers because I have contributed to projects and events that have helped change the reputation of our school. I worked with fellow students for a purpose that was bigger than just for my school.”

“I feel like I can fight against people who make sexual jokes or comments towards people at our school and outside of school.”

“Being in leadership helped me gain confidence in standing up for myself and others. I can now be a positive example for anyone who needs it.”

“Being in this project made me realize I can change my community for the better.”

“I believe I have been taught and supported to be able to speak out and discuss sexual assault prevention. I am very confident and passionate.”
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Evaluation of Mentorship Program
Another outcome of the project was the creation of the mentorship program. Students identified one of the underlying causes of sexual assault in their community was the negative reputation that their school had in the community. The students thought that sometimes people might not feel totally safe when they first come to the school because of what they had heard. An additional challenge is that new students can start at Two Rivers at any term throughout the year, so there are new cohorts of students starting each month.
The student stakeholders created a mentorship program as a way to reach out to new students, to help them adjust, and to help them feel safe and welcome. They visited the new students several times during orientation and participated in team building activities. Then new students had the option to select mentors, and each new student was assigned two mentors by the time they started classes. Mentors introduced their mentees to other students, provided small treats and gifts, invited them to social events, and provided social support.
Results:
Total students mentored: Approximately 80
Total mentees who completed survey: 56
Number of Mentees reporting that their mentor was helpful in making them feel safe and welcome: 51 (91%)
Number of Mentees reporting that they feel safe and welcome at Two Rivers School: 55 (98%)
Comments about the mentorship program:

“My mentor ended up becoming my best friend!” -Mentee, Year 3

“I just appreciate how welcoming you guys are. Thank you.” -Mentee, Year 1

“Everyone has been very nice and accepting.” –Mentee, Year 3

“I am so much happier than I was at [my previous school]. Thank you!” -Mentee, Year 2

“This mentorship program is something that will continue for years at this school.” -Teacher/ Advisor
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Evaluation of Video Projects
“Welcome to Two Rivers” (Link to video- http://bit.ly/1Kjy14V )
Students identified one of the underlying causes of sexual assault in their community was the negative reputation that their school had in the community. In fact, several students reported that being sent to Two
Rivers was often used as a “threat” for kids if they were “being bad.” The students thought that sometimes people might not feel totally safe when they first come here, they might be scared, or they might try to be tough and act out, because they have heard some negative rumors about the school.
As a response, the students produced a video called “Welcome to Two Rivers” in 2013 (updated in 2014). The video shows “the way it really is” at Two Rivers and includes unscripted, genuine interviews of students and staff. The intention was to show a students’ viewpoint of the school, including the positive environment and the level of respect. It’s a way to show people what to expect when they come to the school and to re-set social norms. This video and music was written, directed, filmed, and created entirely by leadership students.
Results:
YouTube Views (Spring 2013-Spring 2015): 1350
Views on District Website: 220
Views at Community Events: 2360
Total Views: 3930
Comments about the “Welcome to Two Rivers” video:

“A parent saw our video and decided Two Rivers might be a good school option for her son. She invited me to talk to their family and I told them how great it is here.” -Student Stakeholder

“A parent told me she did not want her kid here. The kid made her watch the video and now the parent has decided to send them here.” -Principal

“A student at another school was struggling. The counselor at that school pulled out the video and the parent decided to come in for a tour.” –Teacher/Counselor
“Harassment, Intimidation and Bullying” (Link to Videos- http://bit.ly/1MjebsG )
In 2015, students embarked on another video project. This time, the initiative was to revamp the school’s education on harassment, intimidation and bullying. The videos feature relevant scenarios and are solution focused (with intervention and prevention strategies). The 5 YouTube videos now have over 570 views.
Comments about the “Harassment, Intimidation and Bullying” videos:

“Respect people as individuals, ask people for their consent, respect people’s boundaries, and give people their privacy.” -Written reflection from student after watching videos, on how to create a safer school culture

“We now have district interest in our Harassment, Intimidation and Bullying Videos. We are going to take the show on the road to other schools!” -Principal
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All School Survey Results: Dosage
The student stakeholders, with support from project staff, created an all school survey to measure the impact of their comprehensive project over three years. A post survey was conducted in May 2015 and was completed by
56 students. These results show the percentage of students at the school who participated in various prevention initiatives over the 3-year project.
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All School Survey Results: Attitudes & Beliefs
The student stakeholders, with support from project staff, created an all school survey to measure the impact of their comprehensive project over three years. A pre-survey was administered with the entire student body in
November 2012 (47 respondents) and a post-survey was administered with the entire student body in May 2015
(56 respondents). These survey items measure attitudes and beliefs related to rape myths, dynamics of sexual assault, and prevention. Respondents answered on a 5-point Likert scale indicating their level of agreement.
The items with the greatest change are presented here. The first table presents the percentage who strongly disagreed for items where the ideal change was to increase disagreement.
Statement % Strongly disagree
31.9%
% Strongly disagree
65.5% If someone was raped while they were drunk, they are at least somewhat responsible for letting things get out of control.
I believe that talking about sex destroys the romance (in the moment).
Men cannot be raped.*
If a person doesn’t fight back, you can’t really say it was rape.
Rape accusations are often used as a way of getting back at the person
A woman who “teases” men deserves anything that might happen.
21.7%
48.9%
51.1%
15.9%
45.7%
30.4%
76.8%
67.9%
36.4%
67.9%
The second table presents the percentage who strongly agreed for items where the ideal change was to increase agreement.
Statement % Strongly agree
10.6%
% Strongly agree
24.1% I believe that drugs and alcohol affect my sexual decision making
Even when I’m not involved and it’s not about me, I can make a difference in helping to prevent violence*
I have the skills to help someone who has been abused or sexually assaulted
I believe my friends will listen to me if I speak out against sexual violence
28.9%
6.5%
28.3%
35.7%
14.3%
41.1%
These results show positive changes in the students at Two Rivers over a 3 year period. Students in the larger student body were less supportive of harmful rape myths, more supportive of survivors, and more empowered to prevent sexual violence.
* These items changed with statistical significance when comparing strongly disagree or disagree responses versus agree or strongly agree responses using a chi-square test.
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All School Survey Results: Change in Perception of the School
On the post-survey conducted with the entire student body, Two Rivers students were asked about their perceptions of the school before coming and about their opinions of the school now. These images below
(created with wordle™) show the frequency of each answer: the larger the font, the more popular the response.
Q: How would you have described Two Rivers BEFORE YOU CAME here?
Q: How would you describe Two Rivers AFTER COMING here?
These images show the change in perception of the school among students, indicating a significant positive change in community social norms and school climate. The top responses among students shifted from “bad kids” (68%), “drug/alcohol problems” (64%), and “drop outs” (54%) to “nice teachers” (92%), “friendly” (90%),
“welcoming” (82%), and “safe” (82%). These social norms undoubtedly influence the way students think about their school, talk about their school, and treat each other at the school.
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Community Survey Results
As discussed earlier, one of the underlying causes of sexual violence in the school identified by stakeholders was the negative perception of the school in the larger community. To measure the success of the project, key community members were asked to complete a survey. 74 individuals responded, including parents from the
Snoqualmie Valley School District (SVSD), administrators and teachers at SVSD schools, administrators and staff at the district office, school board members, and service providers.
The survey results showed that there was a good amount of saturation of the initiatives in the community. 48% of respondents reported having seen a Two Rivers student provide a presentation. 52% reported having seen the video “Welcome to Two Rivers” and 45% had seen the other prevention videos. The survey also measured the community’s change in perception of the school. Comments include:
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Community Survey: Change in Perception of the School
As discussed earlier, one of the underlying causes of sexual violence in the community identified by stakeholders was the negative perception of the school. To measure these perceptions, an online survey was given to key community members. One item on the survey asked respondents how their opinions/ perceptions of the school have changed, where they selected answers from a word bank. These images show the frequency of each answer: the larger the font, the more popular the response.
Q: How would you have described Two Rivers BEFORE [3 years ago]?
Q: How would you describe Two Rivers NOW?
The change in the community’s perception of the school indicates a significant positive shift. The top responses shifted from “drug/ alcohol problems” (72%), “drop outs” (67%), and “lazy students” (44%), to “supportive”
(79%), “welcoming” (62%), and “nice teachers” (65%). These perceptions likely indicate the way the community talks about the school, thus influencing the ways that prospective and new students expect the school to be.
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