Attachment I. BASIC PROGRAM INFORMATION 1. Program Name 2 Federal Social Security Number 3. Content Strands Covered 4. Date SRP Formed 5. Grade Levels 6. Service Area WAIT (Why Am I Tem td?) Training 1. Comprehend concepts related to health promotion and disease prevention. 2. Demonstrate the ability to obtain valid health information and health-promoting products and services. 3. Demonstrate the ability to practice health-enhancing behaviors and reduce health risks. 4. Analyze the influence of culture, media, technology, and other factors on health. 5. Demonstrate the ability to use interpersonal communication skills to enhance health. 6. Demonstrate the ability to use goal-setting and decision-making skills to enhance health. 7. Demonstrate the ability to advocate for ersonal, famil and communi health. Please list the date (month, year) in which you first delivered supplemental resource products/training/equipment to schools. Preview copies sent Oct 31 2011 Please list the specific grade levels of your program(s). Basic Training 4-6th grade WAIT Training Middle School WAIT Training High School Please list the d|strict(s) and school(s) in which you are currently providing products training and equipment D|str|ct(s) School(s) WAIT Training is in 43 states ln the last 15 years we have trained over 10 0000 educators . . 'Geographic Setting 8. Type of Organhation 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 prepared to provide sen/ices to schools in the future 0 Urban Rural 0 Suburban Urban, Rural, Suburban, Check the category that best describes your organization. For profit (Not for Profit X) Governmental Entity Institution of Higher Learning Educational Entity Other (describe) . - instruction on-line/Web based etc). interactive classroom instruction Delivery 10 Provider Contact information Contact Person Name' Joneen Mackenzie President/ Founder The Center for Relationship Education Street Address 8101 East Belleview Suite D-2 City Denver State Colorado Zip 80237 Phone 720 488 8888 ext 201 Fax 720 214 2001 Email Web Site: Hours of operation: 9-5 Monday through Friday 9, WE of Fliiease describe the methods by which your tolstuldenfslife., classroom Description 11. Program Provide a very brief (3 sentences maximum) description of your program's offerings that schools could use in their compliance with the MS House Bill 999. 1. WAIT (Why AM I Tempted?) Training is an evidenced based school and community curriculum that can be implemented in abstinence only or abstinence plus format meeting the guidelines of Mississippi House Bill 999. 2. WAIT (Why AM I Tempted?) Training meets the parameters of the A-H guidance for abstinence only educational frameworks as listed in the legislative language with no information about condoms and contraceptives. 3. WAIT (Why AM Tempted?) Training meets the parameters of House Bill 999 for the abstinence plus portion of the bill which includes the A-H legislative language guidelines as well as information (no demonstrations or instruction on the use of condoms) regarding contraceptives, STDs including along with factual presentation of the risks and failure rates. Please Also indicate which keywords best match your program's offerings: Classroom instruction Classroom activities Training Equipment Please provide a sample of program's offerings curriculum, training agenda, sample assessment)> You me su est additional ke words that mi ht be included in a l0|l'l v1 . _-li - - I ATTACHMENT II. INDICATORS OF QUALITY The following measures will allow the Mississippi Department of Education to determine the quality of services you provide. Directions: Shaded upper box is a description of what is required; the lower box contains questions to be answered. A. Evidence of Effectiveness (Limit 2 pages) The proposal will be evaluated based on the extent to which you are able to clearly and specifically show your program's evidence of effectiveness and/or medical accuracy to at least two or more of the indicators listed below. Please cite all sources of evidence. lf yours is a newly developed program, you will not have a record of effectiveness to draw upon. We will weigh heavily the indicators in Part B. Offerors must provide evidence of effectiveness and/or medical accuracy that fall into at least two or more of the categories below in orderto be approved. 1. Provide evidence that your program has a positive impact on students' ability to gain information to develop positive attitudes, behaviors and skills necessary to make health- enhancing decisions that are age and developmentally and apply skills responsibly for a lifetime (Cite available research studies). 2. The Tested Effectiveness of WAIT Training WAIT Training has been using a pre- and post-test with positive results of change in attitude, knowledge and intent. Based on pre post preliminary results, the initial assessment is the WAIT Training curriculum is demonstrating immediate impact among participating youth as demonstrated by percentage increases and statistically significant favorable shifts ranging from 4.2% to 22.8% with In Weld County, Colorado County Commissioner David Long, President of the Colorado Health and Human Services Commissioner Board, investigated the effectiveness of the WAIT Training program with the research team at the Weld County Department of Health. The written conclusion states; "Weld County's teen fertility rate has decreased by 25% since 2000 with the implementation of the Weld WAIT program." This data was taken from the Colorado State Health Department 2009 pronle for Weld County, Colorado. Nationally, WAIT Training has shown effectiveness in two recent evaluations, one published and one unpublished. The first published study commenced in I\/liami, Florida under the direction of Project U-turn incorporating materials from the WAIT Training curriculum (2004) targeting African American and Hispanic youth located in neighborhoods with the highest concentrations of teen pregnancy and STls. The program was implemented in school and church settings. Some initial Endings demonstrate that youth who were sexually active before the program indicated an increase in their ability and skills to return to a risk avoidance choice and remain abstinent in the future. "For youth who have had sexual intercourse prior to the program, McNemar's change test compared the percentage that had sexual intercourse within the last three weeks at pretest and post~test. At post-test, there was a significant reduction in the number of students that had sexual intercourse within the last three weeks from 31 to 19 (26.2% to I\/lcNemar test, Of the 19 youth that had sexual intercourse within the last three weeks at post-test, used a condom or other form of of Youth Ministry, Vol 8, No. 1, Fall 2009). Additionally, an unpublished evaluation in Earle, Arkansas was set up as a quasi-experimental design using a matched comparison group in the 2008-2009 school year with the cohort receiving the WAIT Training curriculum. The two initial tindings stated, "The program did not demonstrate statistically signiticant impacts on sexual initiation rates. The program did make signiticant reductions in sexual activity and multiple partners." The WAIT Training curriculum has been studied and evaluated with moderate to high successful lindings but not in a rigorous randomized control group evaluation. Additional information is available upon request. Medical Accuracy WAIT Training has been through a rigorous medical accuracy review from the United States Health and Human Sen/ices; Administration for Children and Families (ACF) as well as the Office of Adolescent Health medical team and has been certified as medically accurate. 2. Provide letters ot reference from previous clients (schools, districts, students, teachers, etc.) offering testimonial information on the positive impact of your program. Provide contact information, start and end dates of service provided, and school and school district name for each reference. (Submit a minimum of 5 letters and a maximum of 10.) 3. Provide additional evidence of improved outcomes, such as student attendance, retention/promotion rates, graduation rates, and/or student behavior/discipline. (Cite available research studies). References (letters to be included with curriculum) In regard to "sex education," I think we have persisted too long as a society in the teaching of sexuality as a physiological entity quite apart from the sociological and relational context in which it occurs. This has led to a generation of youth who may know more than their parents about the nuts and bolts of sex, but who know much less than their grandparents about the relationship context surrounding sexual expression. The prevailing attitudes among our youth are fundamentally antithetical to the development of attitudes more clearly associated with long-term, stable marriages. That is why I endorse the WAIT Training program.-Scott Stanley, Co-director, Center for l\/larital and Family Studies, University ot Denver WAIT Training is a program that provides teens with the skills they need to delay sexual relationships. In understanding and talking to teens involved in the program, I have come to appreciate that WAIT Training actually does make an impact by reducing sexual activity in teens and makes abstinence a viable alternative for today's youth.-Foster Cline, It/l.D. The middle and high school students in the state of Nebraska are very receptive to the Nebraska is veiypleased to be an active participant in your . .. program. -Carol Iverson, MSN, RN, CSN School and Adolescent Health Consultant for the Nebraska Department of Health What Teens Have Said About WAIT Training Awesome presentation! Helped me discover real sexuality. I like learning the differences between love and lust. I want to know why I never heard this message before. I want to be able to walk down the aisle with a white dress and mean it. WAIT Training taught me how to accomplish that. Your presentation helped me a lot. You talked about starting fresh, starting over, forgetting past mistakes and making better, healthier decisions. I never knew how to have healthy relationships. Living with a single mom, all I ever heard was how bad men were and I should never trust them. Thank you for giving me a new way to think about guys. Thank you for giving us more than just the yucky slides that show diseased body parts. That is scary stuff, but this is so much more valuable. I love the personality profiles activity. It already has helped me understand my parents and my brothers. This stuff is teen should go through WAIT Training. Testimonials from n1id@3@_Ijigh schoqwstudents across the@r]gy. 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 program's connection to the Mississippi Curriculum Frameworks for Comprehensive Health and district(s) instructional program(s). Your description should address both of the following indicators. 1. Describe your program's connection to specific competencies in the Mississippi Curriculum Frameworks for Comprehensive Health. Please cite the specific competencies your program addresses. 2. Describe your program's connection with the instructional program(s) of the Mississippi school district(s). WAIT Training Curriculum includes the following and aligns with the Mississippi Health Education Standards and Frameworks for Comprehensive Health Education. 1. Comprehend concepts related to health promotion and disease prevention. 2. Demonstrate the ability to obtain valid health information and health-promoting products and services. 3. Demonstrate the ability to practice health-enhancing behaviors and reduce health risks. 4. Analyze the influence of culture, media, technology, and other factors on health. 5. Demonstrate the ability to use interpersonal communication skills to enhance heahh. 6. Demonstrate the ability to use goal-setting and decision-making skills to enhance health. _ii -- . - 7. Demonstrate the for personal, family, and community-he-ahh. Additionally WAIT Training is in alignment and compliance with other important standards WAIT Training is aligned with the 17 Characteristics of Effective Programs and the CDC Health Education Curriculum Analysis Tool (HECAT). WAIT Training meets the CDC Sexual Health Guidelines as outlined in the Healthy Youth Sexual Health Guidelines Report which can be found at: 4. WAIT Training is aligned with the 9 target areas found consistently in the adolescent health literature to help students delay sexual debut, which are: Target #1--Enhance knowledge of: a) physical development and sexual risks b) personal relationships Target Target #3 Support personal attitudes and beliefs that value sexual risk avoidance Improve perception of and independence from negative peer and social norms Target #4-Build personal competencies and self-efficacy to refuse sexi] Target #5 Target #6 Target #7 -Strengthen personal intention and commitment to avoid sexual involvement -Identify and reduce the opportunities for sexual involvement -Acknowledge and address common rationalizations for sexual involvement Target #8-Strengthen future goals and opportunities Target #9 -Partner with parents WAIT Training meets the criteria for the National Health Education Standards. WAIT Training is aligned with the criteria for age appropriate messaging and cognitive development skill building, as well as positive youth development and asset-building approaches. WAIT Training aligns with what most parents say they desire for their children (see "National Survey of Adolescents and Their Parents Report"). WAIT Training is designed on sound theoretical frameworks for child pedagogy and educational best practicesMonitoring 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 student's 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 assessfdiagnose student needs, identify skill or knowledge gaps, and prescribe an instructional program based on the student's individual needs. 2. Describe the specific process you use to evaluate, monitor, and track student progress on a continuous and regular basis. 3. Describe how you develop a timetable for each students achievement gain that includes clear goals for the student. WAIT Training utilizes a pre and post test using anonymous identifier to connect the pre test with the post test. Evaluation/ l\/lonitoring techniques used are: attendance records class participation rates, graded discussions, .. . . 1- graded homework assignments - role play observations quizzes and tests reports meetings with students on a regular basis parent teacher meetings and conferences . -1 D. Financial and Organizational Capacity (Limit 1 page) The proposal will be evaluated based on the extent to which you offer strong evidence of your capacity to deliver quality services over time to the identified population. You may use the following as sources of evidence: 9 Copies of business license or formal documentation of legal status with respect to conducting business in the state if applicable 9 Contracts, warranties, or guaranties for services provided 9 Proof of liability insurance (company name and policy number, or a copy ofthe policy cover page) 9 A description of how the provider currently receives funds grants, fees-for-sen/ice, etc.) 9 Audited financial statements 9 Credit ratings from an independent rating agency 9 Business plans or profiles that might include: goals, timelines, and expected outcomes; detailed action steps; descriptions of financial and staff resources; organizational budgets that account for revenues and expenses and cash flow activity; and outlines of roles and responsibilities of staff within the organization 9 Descriptions of an experienced management team CEO, CFO, COO, Marketing Director, Director of Staff Development, etc.) and senior staff members who help set direction and maintain a leadership system 9 Samples or descriptions of formal contracts, da-ta collection, accounting, and communications processes and systems. Description should address Nc. 1 below (financial stability) and at least one additional indicator from this category. 1. Submit evidence demonstrating that your organization is financially sound. Your evidence may include: a description of how you currently receive funds grants, fees-for-service, etc.); audited financial statements; credit ratings from an independent rating agency; organizational budgets that account for revenues, expenses and cash flow activity; and/or proof of liability insurance. (Include company name and policy number, or a copy ofthe policy cover page). Ll T.. 1. Submit evidence demonstrating that your organization has a sound management structure Your evidence may include: business plans or profiles; descriptions of an experienced management team CEO, CFO, COO, l\/larketing Director, Director of Staff Development etc.) and senior staff members who are involved in setting direction and maintaining a leadership system that enables your students reach high standards. 2. Submit evidence demonstrating that your organization possesses adequate organizational resources to meet consumer demand. Your evidence may include: business plans or profiles, descriptions of financial and staff resources. 3. Do you issue contracts, warrantees, or guarantees for services provided? lf yes, please describe this process and submit a sample document. 4. Do you maintain formal contracts, data collection, accounting, and communications processes and systems? lf yes, please describe these systems. 5. Submit copies of business license or formal documentation of legal status with respect to conducting business in the state. The CRE mission statement is: The CRE is dedicated to educating, equipping and empowering individuals with the skills necessary to develop healthy relationships, build strong marriages, and maintain safe and stable families forthe health and well being of children, adults and communities. CRE was founded in 2003 and has the experience and capacity to manage several federal, state and local grants as well as provide professional educational and training services to students, parents, educators, health and human service personnel, medical professionals and youth serving agency organizations. Specifically, CRE has managed federal grants from the United States Department of Health and Human Services; Administration for Children and Families (HHS, ACF) and Centers for Disease Control, Division of Adolescent and School Health (CDC-DASH). CRE is completing the final months of a five-year Healthy Marriage Demonstration Grant entitled the Colorado Healthy Marriage Project CRE recently completed a five year Cooperative Agreement with CDC-DASH developing a data driven curricula assessment tool with national experts for adolescent health. The Arapahoe County Human Services TANF office has funded and partnered with CRE since 2007. CRE's Board of Directors (BOD) is a governing body that is responsible for reviewing and approving CRE's strategic direction, annual budget, key financial transactions and compensation practices adhering to Generally Accepted Accounting Principles (GAAP) governance policies. The BOD includes eleven members with diverse backgrounds, experience, organizational and financial skills. The BOD is also involved with organizational growth, development and sustainability. CRE has completed three mandatory financial audits (available upon request) with successful results. All work, invoices, and receipts for any grant funded project are coded for QuickBooks. The work, invoices, and receipts are then approved by the Executive Director to ensure correct grant category coding. All financial transactions are monitored and reviewed by on site bookkeeper, contracted CPA and three key CRE staff members in addition to oversight from the BOD. The CRE has both a financial management policy manual along and an employee manual outlining all policies and procedures for the organization. CRE is committed to not supplant any dollars from other funding sources. The CRE has received TANF funding from counties in Colorado to promote and facilitate classes imparting skills to reduce poverty and increase self sufficiency. CRE hosted a state-wide "Strengthening Colorado's Families" conference in Denver, with 200 participants. Following the conference "Call to Action" committees developed and collaborative partners were formed. These alliances formed back in 2007 are still in place creating a community-saturation approach to optimal health and wellness of children and adults alike. CRE has 8 full time employees and contracts with facilitators, trainers and professional speakers across the country. See Organizational Chart BUDGETICOST SUMMARY Attachment Applicant SRP Name: The Center for Relationship Education; WAIT Training Curriculum and professional development trainers. Provide an average per pupil cost, per unit of sen/ice. (Please describe the length and cost of a typical unit of sen/ice one hour, one month, one semester, one year, etc.). This page may be duplicated as needed. DESCRIPTION OF SERVICE COST Cost of rofessional trainer $1500 00 day 2 days $3000 00 Travel and accommodations Airfare car gas parking meals ap roximately $1000 000 $1000 00 Curriculum $299 00 er unit minimum of 10 for trainin $2990 00 A Total for sustainable program implementation $6990.00 17|= 1 Attachment ASSURANCES AND SIGNATURE FORM ln submitting this application to be included on the Mississippi Department of Education's Approved Supplemental Resource Sen/ices Provider List, 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. The undersigned hereby certifies that I am an individual authorized to act on behalf of the organization in submitting this application and assurances. certify that all of the information provided herein is true and accurate, to the best of my knowledge. understand that the discovery of deliberately misrepresented information contained herein may constitute grounds for denying the applicant's request for approval to be placed on the list of Approved Supplemental Resource Providers orfor removal from the same list. Typed Name of Organization: The Center for Relationship Education Printed Name of Authorized Representative: Joneen Mackenzie RN, BSN Signature of Authorized Representative: P, Typed Title: President I Founder Date Signed: if 18|l" Ziff