-- -. .- - - - -- . . . Attachment I I . I. BASIC PROGRAM INFORMATION .n?I Lyn;f"rIF-''-inI-IIMode Qt- hat I yl - - .--.-. - . I II Delivery IJ-. I I I I -- Qi?hlr it., o?p?n? . . at semen ICO'hta?t Per?on's NamlTicCityi Glen State: ll/IS ZIP: 38846 Phone: 862) 427-8469 Fax (662) 427-8469 Email: crgowen@belIsouth.net Web Site: risetoyourdreams.com Hours of eration: Qpen daily and 11. Program Provide a very brief (3 sentences maximum) description of your Description program's offerings that schools could use in their compliance with the MS House Bill 999. 1. The abstinence-only curriculum correlates with the federal Abstinence-Only Definition A-H, correlates with H.B. No.999, Section 1, page 2 through by teaching the required standards in age appropriate classes. See attachment B2 in RFP and curriculum. 2. All students are required to have written parental permission for participation in the program. Page 5, Section 3. 3. Parents may participate in this program in order to see what their children are learning and to develop skills to discuss the sensitive issues with their children. Section 1, (5). Please Also indicate which keywords best match your program's Classroom instruction: The curriculum is taught in the classroom Classroom activities: Activities include discussion, games, roleplay, Power Point presentations, video, etc. Training: Training is provided for teachers as needed ,for parents, and teachers and staff development in summer institutes. This curriculum was approved for CEU 's for classroom teachers. Please see Attachment 3 Equipment 3 No equipment per se is included; however, a projector and computer is needed for Powerpoint slides and video in curriculum. Please provide a sample of program's offerings (eg. curriculum, training agenda, and sample assessment): Please see attachments B4 for curriculum, training agenda, and sample assessment. You may suggest additional keywords that might be included in a -. --.-..22 ripowegsc - gg,} I 4 .4 . -44.4liulami I I I - Thi! intern-; I ashun I *1 I indtimh @15% I In I 5;*irsI RISE To Your Dreams is a medically accurate, research -- based curriculum that has been approved by the U.S. Department Of Health and Human Services, the Mississippi Department of Human Services, the Mississippi Department of Health, and the National Abstinence Clearinghouse. See attachments C1 newspaper articles This curriculum was presented at the U.S. Dept. of Health Human Services Region IV conference in May 2006 at the request of the MS Dept. of Human Services; the curriculum was also presented at the 4 Pathways to Adulthood Conference in Portland Oregon on May 19, 2006 at the request of and as co- I presenter of Dr. Stan Koutstaal, Abstinence Director of the Administration for Children Families, U.S. Dept. of Health Human Senrices, Washington, D. C. I RISE To Your Dreams was also selected and presented by author Carolyn Gowen at the Regional Abstinence Training as a Best Practice Program in Boston, Mass. in April 2007, requested by U.S. Dept,. of Health and Human Services. was chosen as a "best practice" program twice by the U.S. Dept. of Health Human Services, Washington, D.C. and it has been taught in schools in Mississippi, Alabama, and Georgia since 2003; The Mississippi Department of Health funded the first Title Grants for abstinence education in Mississippi and the Rise To Your Dreams curriculum was one of the first to be approved and used. In order to be selected for the above honors, the curriculum had to correlate with the Federal Abstinence Definition A-H and be medically accurate. The RISE curriculum has three pages of bibliography citing sources and statistics primarily from the Centers For Disease Control as well as others. See curriculum pages 37-40. I- I Attachment C2, please note a letter of support signed by 11 school superintendents where QZ ll the RISE curriculum has been taught as well as other letters from teachers and community organizations, student responses, news articles, etc in support of the continued used of the curriculum. See attachments 1 Provide letters of reference from previous clients (schools, districts, students, teachers, etc.) offering I testimonial information on the positive impact of your program. Provide contact information, start I and end dates of service provided, and school and school district name for each reference. (Submit if a minimum of 5 letters and a maximum of 10.) *a ll Letters and testimonials about the positive impact of RISE To Your Dreams curriculum are included from teachers, superintendents, students, and family resource centers. The contact l' information indicated by school letterhead, and start and end dates of service are referenced in if attachments C1 C2. I, Provide additional evidence of improved outcomes, such as student attendance, retentionlpromotion _rates, graduation rates, andlor student behaviorldiscipline. (Cite available research studies). i . I i The Boonevile Sch0&District administered a --Based Abstinence Educatlon Grant from 2004 through The curric1?1m RISE To Your Dream! was used ?1 grades- six through 12 for abstinence educationg Alsg a mentoring 1 tutorin program was added,. Mr,. Larry Morganmsuperintendent at the 'tim?.wrote an articie the loca; news and the federal government to d'ocument.effectivenessW1 many areas; He stated that the program empowered students both socially and . Especlalb the program pleased the parents as their students grades improved and self I oe 4 o. 4; Jail; rj GII B. Connection to State Academic Standards and Districts Instructional Programs (Limit 1 page) The proposal will be evaluated based on the extent to which you are able to clearly and specifically describe your programs connection tothe Mississippi Curriculum Frameworks for Comprehensive Health and district(s) instructional program(s). Your description should address both of the following indicators. 1. Describe yourHogram's connection to specific competencies in the Mississippi Curriculum Frameworks for Comprehensive Health. Please cite the specific competencies your program addresses. 2. Describe your programs connection with the instructional program(s) of the Mississippi school district(s). Rise to Your Dreams was approved in 2006 to be taught for a 1/2 Carnegie unit course. The course code is 500518 and the academic discipline is Social Studies. Required teacher licensure code is "any valid license". The instructional management plan for the this course includes the following framework format: Course design - Rise to Your Dreams is an acronym for Responsibility, integrity, Self-control Empowerment. This course is designed to teach how a person can reach goals and fulf.ilI dreams by developing and integrating positive character traits in h.is/her life. lt is designed to help guide students in developing critical thinking skills relative to academics, career, health, and families. Course description- This program teaches discipline, personal responsibility for one's actions, attitudes and behaviors, principle-based decision making, social and communication skills, and goal setting. Teaching methods include highly interactive activities such as modeling, role-playing grouping, journaling and student speeches. competencies/Strand objectives suggested objectives/Content objectives suggested student and teacher activities suggested assessment strategies See attachment 4 which contains Education Framework Strands and Comprehensive Health Framework Strands. C. Monitoring of Student Progress (Limit 1 page) The proposal will be evaluated based on the extent to which you clearly describe the specific programs and practices you use to diagnose a students needs, prescribe an instructional program to meet that students needs, and evaluate and monitor students progress towards clearly identified goals. Your description should address all three of the following indicators. 1. Describe the specific process you use to assess/diagnose student needs, identify skill or knowledge gaps, and prescribe an instructional program based on the students individual needs. Rise To Your Dreams will utilize conventional assessment strategies such as surveys and grading rubrics, however, an important assessment tool is that ofthe students' self- assessment. Students take a deeper ownership for their success when held accountable to self-assess. As stated earlier in this RFP, a pgpost test is included in the curriculum whic_llhel determi no ge is i detemwine Bwdividual needs of students. Those data can be reviewed in Attachment C1. I I nl I 2. Describe the specific process you use to evaluate, monitor, and track student progress on a continuous and regular basis. I II There are quizzes at the end of each chapter andlor section of study and teachers in the ll. Il jj past have used those to track progress along with journaling. Attachment 5. I, The student's ability to participate effectively in a team setting will also be evaluated. I FOV example I Does the student actively participate in the group? I I gl Does the student know the rules and values of the group? j? 5> Does the student listen to others? I 5- ls the student sensitive to others ideas and views? I. ls the student willing to compromise to achieve a goal? II ya} Can the student work in changing settings? fil Can the student work with people of differing backgrounds? I The students' personal management skills are also considered when assigning a grade. I Class attendance T. Meeting deadlines ji - Developing caneer goals II . I Knowing personal and weaknesses Demonstrating self-control . Paying attention to details I. Following written and oral directions Igili Desire to learn new skills I I Identifying and suggesting new ways to get the job done I I IIN Participation in group discussions I 'Iu Perhaps, the most valid assessment of the effectiveness Bt Rise To Your Dreams will be I I the reduction of relationallemotional problems among those students who have taken I the course and those students who have not participated in Rise To Your Dreams. The course has been taught in block classes for nine weeks in the Booneville School E, Iljl District in the past. lt has been approved by MDE as a semester elective so the student attends for that length of time. The objectives are stated for each I Vg? I sectionlchapter of the course and if the students meet those with a passing grade at Ii I I the classroom's teacher's discretion, helshe successfully completes the course. Attachment Iglygimi .iio II I II RISE To Your Dreams Inc. conducts business at 173 CR 944, Glen, MS., 38846. This S- corporation I I was organized in 2002 with the purpose of promoting abstinence-only education. This curriculum has been tau ht in over 30 school districts across the state and in many community I organizations and churches. It also has been selected as a "best practice" program and presented nationally in Las Vegas, Boston, Portland, Ore., and Washington D.C. RISE is a I nimble, focused entity that operates without the institutional constraints that often limit large I organizations from quickly responding to the dynamic needs of the local community. RISE To Your ll Dream's reputation is so highly regarded in the state that the Mississippi Department of Human I Services and the Department of Health regularly called on RISE staff for consultation and training for i their agencies. See Attachment 8. I . One of the partner schools approached the RISE staff to expand the existing RISE curriculum in 1, I order to offer it- as a pilot program for a high school elective course. From 2006- 2011, Rise To Your I Dreams was taught in Booneville High School as a semester course elective. RISE staff below: a .s.i u? I li, IEducator/School I Program Director of U.S. Dept. of Health Human Services funded ,rI_ Employed by I Counselor /Author School District I-laithy Marriay Grail (5 Years), Director of II Booneville School Gomrqmity-Based Abstinence ucation years) and past . . iji . . reasurer. Level 1 8. 2 Certified Abstinence Trainer through lil Employed by EducatorIAuthorIPotter_ Abstinence Clearing House with 8 years experience as Abstinence-only 'll Booneville School 5 leducallor. fh Il; District ars Trainum and owen -pro I orga za i n'caIled Aiming for Healt LI Families, Inc. through which they have also administered several abstinence education grants through MS. Dept. of Human Services and which currently administers a tobacco prevention grant through the Mississippi State Department of Health. They are very knowledgeable and capable of maintaining a leadership system to enable high standards. 2. Submit evidence demonstrating that your organization possesses adequate organizational I resources to meet consumer demand. Your evidence may include: business plans or profiles, I descriptions of financial and staff resources. 1, There are presently over 500 RISE TO Your Dreams workbooks printed and available for delivery. I I. The three ring binders with PowerPoint Slides on CDs are produced in house with a very minimal I j` turnaround time. Printing is done by a local vendor in volume as needed. (Brownline Printing) I 1 Materials are generally shipped the same or next day upon request outside a 50 mile radius; within the 50 miles they are band delivered. Training and services are conducted as needed on demand. n' The accountinglbookkeeping system to account for revenues and cash flow activity used in RISE To Your Dreams Inc. is quickbooks. Mrs. Vicki Gann, CPA audits the organization, ll" . reports, figures and submits quarterly taxes online, etc. to oversee the Enancial activities. li 3. Do you issue contracts, warrantees, or guarantees for services provided? lf yes, please describe I, I this process and submit a sample document. The organization writes and sells curricula so we do not issue contracts, warrantees, etc. We fill il I I orders and mail or deliver the products. See sample order form and invoice in attachment 7; 4. Do you maintain formal contracts, data collection, accounting, and communications processes and I I systems? lf yes, please describe these systems. l:l It li, We do not maintain formal contracts. lf a school using the curriculum collects data on pre -post tests Y, and requests that we analyze the data, we will provide percentages in graphs. I 5. Submit copies of business license or formal documentation of legal status with respect to conducting business inthe state. 1 Attached please find a U.S. Income Tax Retum for the organization as well as a State of Mississippi I license to do business. See attachment 8,9. I Attachment I II I SUMMARY II Ap licant SRP Name: RISE To Your Dreams, Inc. Provide an average per pupil cost, per unit of . service. (Please describe the length and cost of a typical unit of senrice one hour, one month, I II one semester, one year, etc.). This page may be duplicated as neededing Bin` er ith Powerpoint CD I udent kbL{?ralni 30own rave I $100.service. This curriculum has been taught by abstinence I I I trainers from outside the classroom (through grants) as I well as by teachers on staff inside the school. For a I I I school to purchase the curriculum and training, the cost I I I is above. How to calculate per pupil per unit of service, I I I one would have to know what grade level and in what I I setting it would be taught? At what scale this would be I I I determined is unclear. The school district would have Rise To Your Dre venues in the past. This curriculum, as referenced in the II II II table of contents, may be taught one hour per day, per II II II II class period, for three days (this is the very minimum I I time to et in all the information.) This RISE trainers have taught in the schools as outside I I II presenters. Example: go into a social studies class II I I Monday and teach all 7 classes day one information, I I Tuesday teach all 7 classes day two information, I I I I Wednesday, teach all 7 classes day three informationYour Dreams may minutes each; eight sessions, 50 minutes each or twelve I I II I sessions 35-45 minutes each. This curriculum is I scalable; the content and times may be altered to meet I the needs of the schools. Obviously, with all the extra- I . curricular activities, weather, absenteeism etc. the I o=;4o_ has no n--stone sc edule; flexibility Ilyl In order to be age-appropriate, the language is changed i jh from the middle school program to the high school I I iworkbook, to meet the needs of the students. If the I lg) program is taught in-house, incorporated into the school day, it could be used as a supplement at the teacher's discretion. In addition to the curriculum content, there are I games, role-plays and other activities to supplement the ?El For the past five years, Booneville School District has I taught Rise To Your Dreams every day as a high school I I elective for credit. Students are assigned the six I I l?I I chapter workbook with quizzes, worksheets, etc. and the 5 I AllThe schools and teachers who have used this curriculum I cannot say enough positive things about it. In the letter I IH referenced in Attachment C2, the Wheeler High School teacher shared her witness of the success of I . Rise To Your Dreams by stating a reduction in teen I pregnancy in that school. She integrates it into her .qg_ ar: gn. II l` i I Corinth Hig School and Marshall County School Personnel also testify to the success ofthe curriculum ir; Attachment C2. Perhaps the most rewarding statements are those made directly by students in . Attachment C1. When we can actually have a part in I I I changing the attitudes and behaviors of young people I I which ultimately could change the course of their lives; I you have to know what a difference a program can I make. gg I I is1.*1 ki *1 I- eu in nm.-m. mr 1 1 umn tcuiuq mh, mq; Ilifi in/ld! I ul gf nilnh muck- nu ws 55; 11 1 I-ii 1 Pifif F-VAttachment 1 Report on Survey Results: Analysis and Reporting Each student participating in the RISE To Your Dreams abstinence -- only curriculum activities offered in the proj ect are asked to complete a 12- item questionnaire both before and after their participation. Students could respond with a "yes" or "no" to each question. The intent of the survey was to measure shifts in participant's sch?-reported attitude, knowledge, and behavior that could be attributed to course participation. Differences in students' responses to these items from the pre- to post- test are assumed to be largely attribu?ble to their participation in the program. The items on this questionnaire have been designed to summatively evaluate the success of the program in terms of its goals and objectives and also to formatively evaluate progress by monitoring changes in students' knowledge, attitudes, and self--reported behaviors relevant to the program's content. They are reported in the format used by the proj ect evaluation and management team to formatively assess the program's progress. The bar-graphs below illustrate and quantify how strongly students agree with statements related to the program's cof1tent before (PRE) and alter (POST) their participation. Overall, these graphs show a substantial positive shift in the knowledge, attitudes, and self-reported behaviors of students as a result of participating in the project. The data in this _2008 through July 2009. These data will comin ?r analyzed by the extemal evaluation team in pre li? Si 'ng on the annual performance report. Attachment 1 1. Do you It"s okay to have sex before marrlage? las N2 Pm 21% SBS 12% Post 12% B21 7% - 1-you It's okay to have sex hetore marrlage 3 t` 1w a il; Lf ri'L`?eik - -.-1 1 1, ya, 1 13 e'?2111;.2 . 1 .. 1 1-1.- 1 1- Yes No Not Sure 2. 1 2. Do you understand the possible negatlve consequences of sex outslde of marriage? (pregnancy, STDs, broken heart} Ia.: No Pm 5% 6% Post 95you understand the possible negative consequences of RQ sex outside of marriage (pregnancy, STDs. broken Heart) 11 1 1 1 1 1.121- _1 1 111 1 __an 1 . 1 I 1uUNot Sure Ut - Qt I Attachment 1 3. Do you ifs okay you$ ago to have soxPost 8% 85% 7% I Do you irs okay for kids your ago to have sox `Yf Uni". nxgi I 73 ll! 8U zi 1 '2n' ,3 1 7-I giiq . i_ n' .. .o`k 7 1 e; #5 -.3, - o_giv`-all J. -- -41 1 2u?ooNot Burs I 4. Do you think sox Is anormal oftoonago dating? Ina No Pro 35% 47% 17% Post 31you think sox is a normal part oftoonago dating I. . -.. rzilYes 'Nn Not8urs 1 5. Do alcohol and drugs make lt harder to sexual advances? LES. No l1l0l.Sum Pm 45% 22% 33% Peaalcohol and drugs make at harder to sexual advances ,Ilffifl N?t8ure I 6. Do you plan to avoid uslng drugs and alcohol? In No Pre 81]% 13% Post 81you plan to avold uslng drugs and alcohol gpg,-" . Notsure Attachment 1 7. ls It okay for unmarilod toonagon to have cbihlion? In No hl?LSum Pm 9% 80% 11% Pose okay for unmamod toonagors to havo 1; zi {1 if {Qi off-IV.-13 . .VNot Sure . 8. Do you know that NOT having sox Is tho only certain way to koop from havlng a baby or an STD io.: No 11l?.L8um Pro 83% 8% 8% Pm Bass you know that NOT having sox Is tho only cortaln way to gg koop from having a baby or goqlng rtfPro gy`; - kkNot Suro 1 I I 1 9. Do you It"s okay to Ilve together befoh Isa No Nntium Pre 35% 15% Post 35% 52% 13% Do you lt's okay to Ilve together before marrying l:Not8ure 10. Can you stand up for yourself and reslst pressures ro have sex? No N?LSurcan you stand up for yourself and reslst pressures to have NdSurI Attachment 1 11. Ara you committod to saving sox untll nnanlago? I In Nu I Pre 59% 21% 21% Pcat 71Are you oommittod to--savIng sox untll marrlago I - 1_12. Ifsomoono has had sox. can that person stop and start over? In Hu Hm?um Pm 29% 21% Post 43somoons has had sox, can that porson stop and start- I OVOY 1 I I . I . .._jg;IiI IWI mtsum I ih Attachment 1 Parent Survey Please circle below to indicate your answers. 1, Are you aware that your child has been receiving abstinence education at school? 2. ln the last three years, have you talked with your child about your family's attitudes towards pre-marital sex'? .. it 3. lh the last three years, have you talked with your child about the consequences of sexual behavior unwanted pregnancy, sexually transmitted diseases, etc.) How much do you agree or disagree with the following statements? 4. Abstinence education is an important part of my child's education. Astrongly disagree Adisagree Aagree trongly agre 5. Abstinence education should continue at my child's school. d_ I Astrongly disagree Adisagree Aagree agree Do you have any additional comments or suggestions regarding abstinence education? am Attachment t_tt 1 lnuhin tL? 1. . UQ if gt jl;3" . - - I t` 'V?f -- . . 3 A {a?.L?ud?sk?u.A Lama+rs"1w+L` :?.hQVj; ip; Jige ft-. - if -- -- Jumw can hm we =1 -- ti _-tt . . {Avcx-rqait xi'. it viiPNNL RM1 tf dk f` T. - 3""Awvug hir`? I os L4 IL- - Enom y?vL$ I UI ilkcz) the macfqacr CI 4 . Irnh,\ 0b?u* ,.h,i6m. TI .6 mddev! i age Nk?x-I4 I Change my 1 [ww ra A CX Young 1 VC S?ugcc, I we amy nb lrkc? er - to @0 cx {mm dmanr p?q??n?a . _tt_ -- .Z i . A .