If you have designed any visuals, handouts, or tools that you are willing to share with the CAPP and PREP community, please send them to Jutta: firstname.lastname@example.org
ReferralsReferrals in the CAPP and PREP initiatives are more than just handing a young person a brochure about services. The referral process is described in the document below, where you'll also find a form to help you document the process.
CAPP and PREP Referrals (PDF)
School and Community OutreachHow can you market your services to schools and communities? How can you ensure that the school agrees to implement the program with fidelity? CAPP and PREP providers have shared resources below. For additional marketing pieces you can use, see EBPs Go to School.
Program SummaryThis summary of MPC can be used as a handout to explain what the curriculum covers. Similar handouts could be designed for other EBPs.
Outreach to SchoolsOur thanks go to Hudson Headwaters Health Network for sharing the excellent tools they developed for outreach to schools.
BOE Presentation (PowerPoint presentation)
Letter of Agreement (Word)
Sample Parent Opt-Out LettersThanks to all who sent in sample opt-out/passive consent letters that can be provided to schools for use with parents. Below are just a few that we received.
Opt-out - BPBR (Word)
Opt-out - MPC (English) (Word)
Opt-out - MPC (Spanish) (Word)
Community OutreachIn this nicely designed community outreach flyer, local statistics lead into the case for comprehensive sex education. County rank is highlighted, underscoring the need in Chemung County. Thanks go to Planned Parenthood of the Southern Finger Lakes.
Outreach Flyer (PDF)
Programming PackagesThis program request form facilitates the process of scheduling EBPs and additional programming as a package. Thanks to Mothers and Babies Perinatal Network for sharing this strategy.
Program Request Form (PDF)
Getting FeedbackThe Research Foundation for SUNY at Stony Brook gathers feedback from host sites to help evaluate EBP educators. We thank them for sharing the survey, which is usually completed by school teachers who have observed the EBP instructor in a classroom setting.
Venue Survey (Word)
Preparing for Different Program SettingsMany EBPs were designed for community settings, where timing may be flexible. However, many providers are implementing these programs in classroom settings with rigid timeframes. To maintain fidelity, careful preparation is needed. The tools below may help.
Create an equipment checklistWhat equipment and materials will you need and when will you need them? Save time by developing a checklist that you can share among educators for each program cycle.
Create a curriculum-specific master list of adaptationsBased on the Fidelity Checklist, a master list identifies all of the adaptations you plan to make, including how and why a given activity will be modified. Important reminder: Since your adaptations should reflect your target population and community, you'll need to create your own list. Be sure to send it to ACT for Youth for review. Once approved, the master list will become the starting point for completing your Fidelity Checklist, since many of your adaptations will already be listed.
Update medical informationUse the resources below to add language about PrEP and PEP.
Adjust for different age groupsSome providers have adjusted EBPs to make them more relevant for an older audience and pregnant/parenting participants.
Adjust for Spanish-speaking audiencesPlanned Parenthood of Nassau County created PowerPoint slides in Spanish to facilitate implementation of BPBR (2016) to predominantly Spanish-speaking audiences. The slides include instructions for activities, key words, and posters.
¡Sean Orgullosos! ¡Sean Responsables! (PowerPoint presentation)
Include youth with intellectual disabilitiesACT for Youth asked Luca Maurer to develop a guide to assist educators who are implementing BPBR with participants who have learning or intellectual disabilities. This guide and Maurer's more general guidelines are linked below.
Include LGBTQ youth
Use inclusive language: LIGALY staff developed a master list of adaptations for Be Proud Be Responsible (2016) that clearly documents how to modify language to be inclusive for LGBTQ youth. Use this master list to guide changes to language. Important note: when reporting in the ORS, you do not have to list each change in the detail you see in this master list. Instead, just make a note in the comment section that you are using LGBTQ-inclusive language.
Strategies and principles to make programming LGBTQ inclusive: Below are suggestions and recommendations from a past CAPP work group, as well as a recording and slides from a webinar on gender-expansive education presented by Julia Stern of Hetrick-Martin Institute.
Webinar Recording (Video)
Create visuals to support curriculum content
PowerPoint slides: Many CAPP and PREP providers are using PowerPoint slides to support implementation of BPBR or MPC. We're seeing a lot of positive uses of PowerPoint, but also some uses that concern us. Your TA team brainstormed a few DOs and DON'Ts for your consideration.
Condom Step Cards: If documented school policies prohibit the condom demonstration, in some districts you may be able to use these Condom Step Cards. The steps can be printed out on card stock and posted as you review each step, or used as handouts. Text from Be Proud Be Responsible (2006).
Condom Step Cards (Word)
Condom Step Cards (PDF)
Game Show: The YWCA of Jamestown developed this "game show" as an adaptation for BPBR 2016 Module 1, Activity D: Discussing HIV and AIDS. This adaptation provides the same information in a more interactive way.
BPBR 2016 Game Show (PowerPoint presentation)
Posters: Posters provided in the BPBR and MPC program kit are fairly small and hard to read. ACT for Youth has created color slides of each poster and enhanced their design. These slides can be downloaded and enlarged.
Slides of BPBR 2016 Posters (PowerPoint presentation)
Slides of MPC 2016 Posters (PowerPoint presentation)