AttachmentB I. BASIC PROGRAM INFORMATION rum lv romo ng Health Ar@ eens -- Ariat -- - 1 . I ,1 ri 'Ey inence,`Sexual ea an It 1M 1 TD1 Edu on,: eIf-Effic cy lthy Rj tio shipsn - 1 1 I- I 1' October 2011 Please espec ic gra evelso 1 1, 1 I program(s`"fi nm f` re es, specifically, the StateofFIorida, A State of Texas, State of New York, State of South i Carolina, State of Oklahoma, State of Tennessee, . 1 State of Alaska, State of Georgia, State of North 1 Carolina, Kansas, Nebraska, Oklahoma and many I - - .- - -1 1?1 Check the setting(s) in which you have provided services to schools in the past. Urban Rural . . Suburban Check the setting(s) in which you are I prepared to provide services to schools in the future, 1 (X Urban) (X Rural) (X Suburban) 5 Chec the categoryt a est escribes your 1 organization. (X For profit) Not for Profit 1 Governmental Entity Institution of Higher Learning (X Educational Entity) Other (describe) 1 T-- Page 10 -- Ilh gl-%nflk1! I-- A if A i I ion urri urT1._` I -- if I the confidence, knowledge and skills necessary to I practice abstinence effectively, while conveying I knowledge on teenage pregnancy, STDs and HIV that I increases students' understanding of these issues. - Please Also indicate which keywords best match your program's offerings: I I Keywords -- abstinence, sexual education, STD, HIV and I pregnancy prevention education It Classroom instruction - Facilitator Training by Developers- I Classroom activities - DVD viewings, Games, Role-plays, I I Goals, Leaming Objectives, Strategies for Achieving I Abstinence--based Sexual Choices. Our curricula . I encourage a high-degree of interaction amongst I adolescents and with their facilitator. I I Training - SMI Offers Developer-led Training and Certification for all of our interventions. I I Equipment- Curricula, DVDs, Hand-outs, Posters, II: Student Workbooks, Cards. I. I Please provide a sample of program's offerings: I Curriculum, DVDs, Posters, Hand-outs, Developer-led I, I Training, Training Agenda, Preview Modules, and more. ul I1 - HI, 'll You may suggest additional keywords that might be I II I1 included in a searchable database of providers: I Training manuals, manuals, fidelity monitoring tools, data . II I evaluation tools, data evaluation manual, teach-back 1; tools, research tools, abstinence, evidence-based, self- I efficacy, facilitator trainin behavioral health -- . Ie- ug Page 12 liilpgmn; unnuqnq I rs attac `t ii i below i I the eight--h.our curricl?in was I small group setting with African American students in grades 6 and.] on two Saturdays gl four diffe_rent=urban public schoolg this I random control trial; 662 African Americanparticipants between the ages of 10 and 15, I I mean age 12.,.2 years, were stratified by gender and ?age and random'Iy assigned to receive one of tive curricula: an 8-hour abstinence-oriy interventions an 8-hou safer-sex-only nterventiorman 8 wor 12? hour combined abstinence and safer-sex intenrentiorylor an_8- I hour health-promotion control group. The adolescents received the curricufum in smam Il groups of six to eight. ,5 T. The participants compl months after the . yi . fi, 98% attended at I least one of the follow ups. ?`tl . only intervention was I self-report of ever having sex v'-T - ?follow-up. Secondary I outcomes were other self-reported sexual behaviors in the previous 3 months such as sexual intercourse, multiple partners, unprotected intercourse and consistent condom use. - The abstinence only intervention significantly reduced recent sexual intercourse. Participants who received the abstinence-only intervention were less likely to report I having sexual intercourse in all follow-up sessions than the entire group or the safer It sex only participants. I - The abstinence only curriculum reduced the sexual initiation among participants. Other findings included: It It - Adolescents believing more strongly that practicing abstinence would prevent pregnancy and AIDS. - Less favorable attitudes towards sexual intercourse - Weaker intentions of having sexual intercourse of the next three months than did I those inthe control group I This is just a cursory examination of the program's efficacy. For further information, p'Iease I Il refer to the following study, also attached to this proposal, and on the USB drive as tile E2: Ir I Jemmott, J.B., Jemmott L.S. Fong, G.T. (2009). "Efficacy of a Theory-Based . Abstinence-Only Intervention Over 24 Months: A randomized control trial with young I adolescents." Archives of Pediatric and Adolescent Medicine, 164(2): 152-159J-.ilinciicutcrs. A 1- -.- -. Page 14 tl Promoting Health Among Teens -- Abstinence Only is labeled an abstinence-based curriculum because it exclusively focuses on knowledge, attitudes and skills necessary for . .ycung people to have in implementing or maintaining abstinence in their relationships. The I focus of every Ieaming activity is on abstinence. By "abstinence" we mean avoidance of oral sex, anal sex and vaginal sex. There is no use or mention of "safer" sex methods such as condoms in this program. I I I Curriculum objectives include: li I lil 1. Increased understanding ofthe nature of pregnancy, STDs and HIV. I I 2. The cognitive skills that will allow students to examine their beliefs about personal I risks and their consequences and to analyze the behaviors or situations that I increase their risk of HIV, other STDs, and pregnancy. . 3. The intrapersonal skills to understand and manage feelings and thoughts. 4. The interpersonal skills to define and exercise behavior that reduce personal risk. 5. A sense of self-eflicacy or the confidence required to allow them to make sound I decisions about sexual choices. 6. The motivation to apply these skills to their everyday lives. I, 7. More positive attitudes and beliefs about abstinence. 8. Increased confidence in their ability to negotiate abstinence. 9. Stronger intentions to abstain from sex. I I 10.A lower incidence of STDIH IV risk-associated sexual behavior. I I 11.A stronger sense of pride and responsibility in promoting abstinence based health I I in students' lives and HETL i- till"! **42 yi?lj-T II mp', In In I- is H, ICIBCII I fol lng.| I I I II 1E Describe the specific process you use to assessldiagnose student needs, identify I I skill or knowled I gaps, and prescribe instructional program based on the student's individual needs. 2. Describe the specific process you use to evaluate, I monitor, and track student progress on a continuous and regular basis. 3. Describe how you develop a timetable for each student's achievement gain that includes I Iclear goals for the student. I I Promoting Health Among Only wiQencourage adofescents tor I Ipractlce abstinence to lininateflhe fklsof pregnancy and STDs, Ecluding [t is I ?ds1?ned to: ga) Increase knowledge apd strengthen behavioral I beliefs supporting abstinence. hcludihg the beIief?that abstinence can prevent pregnan I HIV and the belief that, abstinence foster attainment of future goals, andcg I Iincrease self-efficacy and regardig the my to resist pressure to have sexuall .o 6 ..1 tI. I Page 15 A sence owledge after i 5 intervention are measured by pre ilattachment DE), post (D3) and Data evaluation training trains faci rtators and their colleagues to assess studen level of knowledge beforelmplementjg the program and accurately collecting information to judge the efficacy of their delivery of the Promoting Health Among Teens ??>>Abstinence Only program. Facitators are taught taassess their own performance as well during fhe process so as to deliver with increasing effectiveness ?the intervention (see attachment Q1).i E, PHAT-AB conta? activities to increase participants' confidence about decisions to in protect themselves and their community from and not become nor get ill someone pregnant,.,Various teaching methodologiesincluding group discussion! videos, 'yi role-plays and bteractive games are used to assess participants* knowledge gaps.,and ll monitor their progress,S*1crease their knowledgqi and improve their attitudes regarding pi abstinence.tActivities also center on their goals and dreams and how abstalorTng from sex lf. 3wI help them bring their goals and dreams to fruitiolg A video with a cast of g` adolescents explores. physicdE sexual; and emotional changes during puberty; Participants trainstorm ways to express affection other than having intercourse and the T, |reater benefits of abstinence compared with sexual involvement. . A PHAT-AB also oontalns activities on the transmission. consequences, and i of inclu?rg the possibility of infections. Activities are designed to increase perceived vulnerability to STDs and to relativesafety of different 1 ways of expressing sexual feelings without haavhg sex. lt also consequences and prevention of pregnancy., PHAT-AB cdhtarns activities to build at?resisting pressure to have sex,. Participants analyze scenarios Q1 which a person is being . i ni pressured to`have sexi They clscuss setti_ng,clear personal limits on p'hysical'ly expressing Fi affection md learn to communicate?their ilmits effectively.,The curriculum builds il negotiation and refusal skills and self-efficacy tlrough role-play scenarios [n it which participants review and rehearse effective oammunication to ensnl? success at il abstinence. 'lihe adolescents practice ways of handing the various forms of pressure to . have ysex, and; wiih the- assistance ofthe facilitator and the group, develop a plan to abstain from sex that is acceptabke and achievable for theme i Page 16 IINI iEURfina cia evidence may include: a description of how you currently receive funds grants, I . fees-for-service, etc.); audited tinanciahstatements; credit ratings from an A I independent rating agency; organizational budgets that account for revenues, I expenses and cash flow activity; andlor proof of liability insurance. (Include I I company name and policy number, or a copy of the policy cover page). I I Select Media, Inc. earns revenues through fees-for-service, the sale of curriculum, I . DVDs, accompanying material such as posters, hand-outs, etc., and through I intervention trainings. We are covered for liabilities under Hartford Insurance (policy I I number #1 SSBAR07539). Attached to this proposal is 1) a certificate of insurance (F1), 2) certification of worker's compensation (F2), 3) a W-9, 4) facsimile of a contract between Select Media, Inc. and - the Georgia Gampaign for Adolescent Pregnancy Prevention for training on Promoting . Health Among Teens! -- Abstinence Only Edition and Be Proud! Be Responsible! Be I Protective! (F4), 5) Select Media, lnc.'s certificate of incorporation (F5), 6) a copy of . supplier certification (F6). Since the release of PHAT --AO in 2011 we have I .. disseminated over 500 programs. A sample list of these organizations for review are I gd I provided in the attachment under (F7). Page 17 Attachment BUDGETICOST SUMMARY Applicant SRP Name: Select Media, Inc. Provide an average per pupil cost, per unit of service. (Please describe the length and cost of a typical unit of service one hour, one month, one semester, one year, etc.). This page may be duplicated as neededAbstinence Only A acil torQs nd A _l p_ mpanying DVD cost per DVD i AA A A $125.00 A A Promoti l-lea A Am6ng rCost (a kit includes the curriculum; all Sl . other mateflals necessary _to maintain absolute fidelity to ll. ,o t_o_ .15 Sha sie A ens - Abstinence Only oo at `o l? ITmining,-of Facilitator Cost (does not include travel, lodging, or per diem). A lasts two days and Ts I It, Ycond cted by the curriculum's researchers and A . -.-1 - - rr- QT A |Prom ng Health` ?mong ee - ce `o A Training of FacilitatorTrainer Cost (does not include travel, lodging, or per diem). A lasts tive days and is conducted by the curriculums authors, researchers and .o A A T: -- T-AB Student Workbook undle Page 18 Evaluation Methods Tram ng nualsAttachment In submitting this application to be included on the Mississippi Department of Education's Approved Supplemental Resource Services Provider List, I certify that: 1. The organization will comply with applicable federal, state, and local laws. 2. The organization is fiscally sound and will be able to complete services to Mississippi public schools The organization will ensure that the instruction and content used are consistent with the instruction provided and content used by the local educational agency and are aligned with the Mississippi Curriculum Frameworks for Comprehensive Health. Page 19 ;;jn1 pj$u?j Zi ..-1 I ruin - Research Evidence Study Citation: lemmott, B.,Ill, Iemmott, L. S., Fong, G. T. (2010]. Efficacy of a theory-based abstinence-only intervention over 24 months: A randomized controlled trial with young adolescents. Archives of Pediatrics Adolescent Medicine, 152-159. Study Setting: Saturday program offered to students attending four public middle schools in a low-income African American community in the northeastem United States Study Sample: African American students in grades 6 and 7 Mean age 12 years 53% female and 47% male Study Design: Randomized controlled trial. Study participants were randomly assigned to one of five conditions: an 8-hour abstinence-only intervention; an 8-hour safer sex-only intervention; (3) an 8-hour comprehensive abstinence and safer sex intervention; a 12-hour comprehensive abstinence and safer sex intervention; or(5] an 8-hour general health-promotion program that served as a control group. Surveys were administered immediately before the intervention [baseline) and at five later periods--3, 6, 12, 18, and 24 months after baseline. The effectiveness of each intervention was assessed relative to the control group. This report focuses only on the effectiveness of the 8-hour abstinence-only intervention. Study Rating: The study met the review criteria for a high study rating. Study Findings: Averaged across the five follow-up periods: Adolescents participating in the intervention were significantly less likely to report having had sexual intercourse in the previous three months. Adolescents participating in the intervention who were sexually inexperienced at baseline were significantly less likely to report having initiated sexual intercourse. The study found no statistically significant program impacts on the likelihood of having multiple sexual partners or unprotected intercourse in the past three months. The study also examined program impacts on consistency of condom use. Findings for this measure were not considered for the review because they did not meet the review evidence standards. Specifically, findings were reported only for subgroups of youth defined by sexual activity at follow up. ml - - D-t d' qnuunu 3 ii if ?Qi] It i i I in-B an wmunh twill ?n inhuh .. il hm iq-q I sn mnallue nl: j?1.q?.dua1 . i Appendices: Appendix A: Additional Games /Activities Appendix B: Background Supplemental information Appendix C: Group Management Problems I Appendix D: Glossary Target Population: Available information describes the target population as African American, Hispanic, and white adolescents, ages 11-13, attending middle schools and youth-serving community-based programs. Curriculum Materials: The curriculum basic package consists of a facilitator manual, an activities and games packet, and video clips. The full package includes support products as well. Both packages are available at: http: 'l`raining and TA: Six to eight hours of training is recommended for educators who are knowledgeable about STDs, and adolescent sexuality and who have experience implementing an HIV prevention curriculum with youth. Twenty-four hours of training is recommended fonedueatqs without this knowledge and experience. Research Evidencei Study Citation: lemmott, B., lemmott, L. S., Fong, G. T. (1998). Abstinence and safer sex HIV risk-reduction interventions for African American adolescents: A randomized controlled trial. lournal of the American Medical Association, 279[19), 1529-1536. Population Evaluated: African American adolescents in grades 6 and 7 from three middle schools serving low-income African American communities Mean age 11.8 years 53% female and 47% male Setting: Saturday program serving low-income African American communities of Philadelphia, ev Study Findings: At the 3-month follow-up: adolescents participating in the intervention who were sexually inexperienced at baseline were significantly less likely to report having had sexual intercourse in the previous 3 months. i This summary of evidence is limited to studies of the intervention meeting the inclusion criteria and evidence standards for the Pregnancy Prevention Research Evidence Review. Findings from these studies include only those showing a statistically significant positive impact on sexual risk behavior or its health consequences. Studies may present other positive findings beyond those described; however, they were not considered as evidence for effectiveness because they focused on non-priority outcomes or subgroups, did not meet baseline equivalence requirements, or were based on follow-up data with high sample attrition. For additional details on the review process and standards, see the review' Technical Documentation.