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Teen Pregnancy-Administration Accomplishments [2]
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Teen Pregnancy-Administration Accomplishments [2]
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Records of the First Lady's Office (Clinton Administration)
Jennifer Klein's Files
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Date:
6/4/96
Time:
1:30 pm.
To:
Jennifer Klein
Company:
White House
Fax:
- 2878
ADVOCATES
From:
Susan Pagliaro
FOR YOUTH
Pages:
10
(including cover sheet)
Hi Jennifer,
Here's the information on the
School based program. my contact
is Kathy Bowman- Harrow !
phone (407)312-3200x7791
FAX (407) 312 - 3369.
I'll let you know what else
I come up with.
Ausan
YES! I want to be an advocate for youth!
CLUCA E PR N
If you are interested in NAME
becoming an advocate for
TITLE
youth, you can join our
Advocates Alert Network-an
ORCANIZATION
educational project to share
STREET ADDRESS
information between the state
CITY, STATE, ZIP
and federal levels. The free
Alerts are published on an as-
Please send my alert by:
needed basis and address
FAX
legislative efforts around
(YOUR PAX NUMBER)
adolescentreproductive and
ELECTRONIC MAIL
(YOUR E-MAIL ADDRESS)
sexual health.
LETTER
Suite 200 1025 Vermont Avenue. NW Washington, DC 20005 USA 202.347.5700 202.347.2263 Fax
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ORANGE COUNTY PUBLIC SCHOOLS
SEXUALITY EDUCATION AND
COMPREHENSIVE HEALTH EDUCATION
THE DATA
The alarming rate of early pregnancy, coupled with the fact that a large percentage of these girls are
unwed, results in young mothers and children at great risk for poverty and the need to be supported by tax
dollars. In 1988 Orange County reported 1,356 babies born to women under the age of 18 with 33 of those
young women under the age of 14. Recent Orange County schools dropout records reveal that 463 females
of that same age group received Aid to Families with Dependent Children.
Aside from the high cost for taxpayers, early pregnancies pose a health risk for both mother and child
Babies born to teen mothers are more likely to die, be of low birth weight, have low intelligence and suffer
serious birth defects. Early pregnancy not only affects the female but also impacts the lives of the teen father,
their families and society in general. In addition, the teen parent is usually not prepared to shoulder the
responsibilities of rearing a child, thus, complicating and compounding the cycle of dysfunctional families.
The possibility of teen pregnancy knows no economic, social or ethnic barriers. Factors contributing
to the problem of teenage pregnancy include substance abuse, dysfunctional families, low self-esteem and
lack of factual knowledge of human reproduction. An absence of skills in decision making and in
communicating with parents or other adults often contributes to the situation. In addition to the concern about
early pregnancy, sexually active young people face the risk of contracting sexually transmitted diseases
including HIV/AIDS.
REQUIREMENTS FOR K-12 COMPREHENSIVE HEALTH EDUCATION
Comprehensive Health Education has been required in Florida schools since 1973. Florida Statute
233.067 Comprehensive health education and substance abuse prevention, section (2) states that The
Legislature recognizes that sound health habits are essential 10 the educational and personal success of the
student. The Legislature further recognizes that schools are uniquely situated to effectively promote the
establishment of sound health habits among our youth, including prevention of substance abuse and an
awareness of the benefits of sexual abstinence and the consequences of teenage pregnancy. To this end, it
is the intent of the Legislature to implement a comprehensive health education and substance abuse
prevention program in Florida's public schools.
In the past, most health education programs focused on the human body and hygiene. While this
information is still cosidered essential today, the emphasis is now on wellness--the highest level of health
to which an individual can aspire. Health programs based on wellness provide information that will enable
students to make positive, informed choices regarding their health and well-being. Acquiring the
knowledge, skills and attitudes necessary to achieve and maintain wellness helps children learn to take a
major responsibility for their own health.
LOCAL RESPONSE
Concern about teenage pregnancy and related problems became an item of special interest of the
District Advisory Committee. During the November 1986 District Advisory Committee meeting, the
health education and substance abuse subcommittee discussed the lack of sex education in schools. The
advisory committee displayed interest in assessing needs and presenting a program on that subject. The
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conducted by the subcommittee. Fifteen of 19 principals indicated that more sex education would be
beneficial. As a result of this study, the school board directed the Superintendent to establish a committee
with broad community representation to further study sex education and the development of an appropriate
sex education program for Orange County Schools. The membership of the sex education committee was
chosen with representation from clegy, students, parents, educators, county and state agencies, and various
community organizations. Twenty-eight members were selected and meet for approximately 18 months.
The Sex Education Committee appointed by the Superintendent held four public forums. Approxi-
mately 100 persons spoke to members of the committee during the forums. During the same period, a sex
education survey was prepared and distributed to parents of students K-12 and high school students. One
thousand parents and 600 students responded to the survey. The results indicated support for a sex education
program in the Orange County Public Schools.
Based on the survey responses, forum input, review of available information, extensive discussion
by the members, it was the committee's recommendation that a sexuality education program De developed
and implemented in Orange County schools. In addition, curriculum guidelines and concepts were
developed and recommendations generated for implementation, teacher training and parent education.
In December 1989 principals, directors and county staff identified elementary, middle and high
school teachers, guidance counselors and curriculum resource teachers to make up the writing team. The
writing team worked from January through August 1990 on the curriculum to be piloted during the 1990-
91 school year.
STATE RESPONSE
On June 29, 1990 the Florida Legislature passed House Bill 1739 which amplified Florida Statute
233.067 Comprehensive health education and substance abuse prevention. Florida Statute 233.067 (c) states
that the comprehensive health education and substance abuse prevention program shall include the following
in all public and laboratory schools:
(9) Instruction in reproductive health, interpersonal skills, and-parenting to reduce pregnancy and promote
healthy behavior in Florida's children for all students in kindergarien through grade 12, beginning with the
1991-1992 school year. In order that children make informed and constructive decisions about their lives,
complete and accurate comprehensive health education shall be made available to all young people.
Curriculum will be developed to reduce destructive behavior in children, including:
early sexual involvement,
substance abuse,
suicide,
activities which result in sexually transmitted diseases
and
early teenage pregnancy,
with subject materials appropriate to the grade level and values consistent with those of the community.
Instruction shall also include:
an understanding of the body and its system,
identification and prevention of child abuse in the lower grades,
decision-making in the middle and higher grades.
ii
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Instruction of human sexuality will take into account the whole person, present ethical and moral
dimensions, shall not be an expression of any one sectarian or secular philosophy, and shall respect
theconscience and rights of students and parents. School districts and laboratory schools are encouraged
to provide written materials on reproductive health to parents, as well as opportunities for parents to become
informed about the instruction their children are receiving and to receive instruction themselves. All course
materials and oral or visual instruction shall conform to the requisites and intent of all Florida law and the
state constitution. All instructional materials, including teachers' manuals, films, tapes., and other
supplementary instructional material shall be available for inspection by parents or guardians of the
children engaged in such classes.
Abstinence: Florida Statute 233.0672 (2) states that, Throughout instruction in acquired immune
deficiency syndrome, sexually transmitted diseases, or health education, when such instruction and course
material contains instruction in human sexuality, a school shall:
(a) Teach absiinence from sexual activity outside of marriage as the expected standard for all school-age
children while teaching the benefits of monogamous heterosexual marriage.
(b) Emphasize that abstinence from sexual activity is a certain way to avoid out-of-wedlock pregnancy,
sexually transmitted diseases, including acquired immune deficiency syndrome, and other associated
health problems.
(c) Teach that each student has the power to control personal behavior and encourage students to base
action on reasoning, self-esteem, and respect for others.
(d) Provide instruction and material that is appropriate for the grade and age of the student.
Exemption from Instruction: Florida Statute 233.067 (4) 5. states that, Any student whose parent
makes written request to the school principal shall be exempt from reproductive health or AIDS instructional
activities, as requested.
PILOT PROGRAM
When the Florida Legislature passed House Bill 1739 in June of 1990, Orange County Public Schools
found that the work that had begun in 1986 was in line with the state mandated requirements. The law
required that during the 1990-91 school year instruction was to begin in the middle grades of 6th, 7th and
8th. Orange County's master plan went beyond the state requirement with a pilot program schedule to be
implemented in ten schools; 5 elementary, 2 middle and 3 high schools. The pilot schools were:
Elementary Schools: Arbor Ridge
Ridgewood Park
Blankner
Windermere
Richmond Heights
Middle Schools:
Jackson
Lee
High Schools:
Apopka
University
Jones
Prior to the implementation of the pilot sexuality education program, training was provided for the teachers
in the schools and information about the curriculum was given to parents.
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PARENT INYOLVEMENT
It is recognized that the basic responsibility for sex education belongs to the home, while the church,
school, and other community agencies have supplementary roles in strengthening the efforts of parents.
Although the school can contribute to and reinforce wholesome attitudes while presenting factual informa-
tion, it is the parents who can best give these facts their special spiritual and emotional quality. Classroom
instruction in this area should support the family as the basic unit of society and provide the individual learner
with a foundation for future decision making.
To communicate information regarding the Sexuality Education program the advisory committee
that developed the guidelines for the curriculum presented a general overview of the program to parents at
the Orange County Council of PTAs in January 1990. In addition the district sponsored three paren*
workshops on answering kids' questions about sex, the abstinence message and AIDS that were designed to
encourage parent/student communication. At each of these sessions, parents could ask questions of OCPS
district employees coordinating the program.
Parents also were invited, during a four-month period, to the Educational Leadership Center to
review the materials used in the sexuality education curriculum. In addition curriculum guides were
available at the main downtown library and the nine branch libraries. After looking at the materials, parents
could record their comments on a form designed for that purpose. Additionally, OCPS district employees
made presentations about the program at selected schools. The curriculum was discussed by parents and their
recommendations and concerns were recorded and incorporated in the sexuality education curriculum
revision process.
PILOT PROGRAM EVALUATION AND REVISIONS
Curriculum revision workshops were held for all teachers who implemented the program in the pilot
schools. They provided input about the pre- and post staff development training they received and made
recommendations for modifications to the course content. Two teachers per grade level were selected from
each of the pilot schools to parricipate in the curriculum revision and rewrite process.
In addition to parent, pilot teacher and pilot school secondary student recommendations a formal
evaluation of the curriculum was completed by the OCPS Program and Evaluation Department The
Program Evaluator evaluated the curriculum according to the District Curriculum Guidelines. Before
recommended revisions were included in the rewrite process they were also evaluated according to the
curriculum guidelines that were established by the local Sexuality Education Advisory Committee.
Although the pilot school evaluation process is complete, an evaluation of the curriculum including books
and audio-visual materials recommended for use with the curriculum, will be an on going process each year.
Parents as well as teachers are invited to take an active part in the process.
IMPLEMENTATION OF THE CURRICULUM
Sexuality Education will be made available to all students enrolled in Orange County Public
Schools beginning with the 1991-92 school year.
Teachers must attend staff development training before teaching the curriculum.
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The validity and success of this curriculum is dependent upon careful selection of the teaching
personnel. Administrators should be careful to select people who are capable, willing, trained and
who are supportive of the program and the curriculum guidelines.
Whenever possible the sexuality education curriculum in elementary schools should be taught by
the classroom teacher. Assistance from other school personnel and approved outside resources may
be appropriate as long as all involved are capable, willing and trained to follow the curriculum
guidelines.
The middle school curriculum will be implemented through seventh grade comprehensive health
education. In grades six and eight, the sexuality education curriculum will be infused into existing
content curriculum. These teachers will be selected by the building level principal. Selected teach-
ers will receive specialized training.
The high school curriculum will be implemented through the required Life Management Skills
course which is also part of comprehensive health education. Instruction will be provided for
eleventh and twelfth grade students through seminars titled "Women's Issues" and "Men's Issues".
Approved speakers trained to follow the curriculum guidelines and concepts will present current,
factual information and answer student questions.
The curriculum strongly reaffirms the existing position of the school board to present a balanced
perspective on all controversial issues pertinent to the sexuality education curriculum.
Parent and Family Enrichment activities are designed to encourage communication within the
family. Students are encouraged to take the activities home and discuss them with their parents.
Students should not be penalized if they are unable to obtain family involvement. Parent involve-
ment enhances the program.
It is intended that the teacher will spend a few minutes at the beginning of each class period review-
ing Parent and Family Enrichment activities as applicable.
Teachers may modify the lessons to best meet the needs of each class, but objectives that meet
county guidelines should not be compromised and no other materials may be used.
The teacher needs to stress the abstinence message and to present all information in a factual, non-
judgemental manner.
The teacher needs to be aware of and sensitive to the various maturity levels in their classroom. It is
expected that the teacher will encourage a well organized, mature and "safe" classroom environment
for the students.
Grades can not be used to penalize students that have been opted out of the Sexuality Education
Program.
<
900
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TO THE TEACHER
This curriculum guide provides the teacher with the objectives, content, and activities that reflect the
Orange County School Board approved grade level concepts and curriculum guidelines for Sexuality
Education. Various educational materials and community resources have been recommended to support the
effective implementation of the program. No other materials may be used.
HOW TO USE THE CURRICULUM GUIDE
1. Before beginning instruction review the Curriculum Guidelines found on page vii and the
Appendix.
2. Objectives and recommended activities are listed under each concept.
3. The estimated class time is approximate.
4. The teacher should review the Teacher Resources and Student Materials sections prior to planning
and preparing materials.
5. Parent activities are listed for most, but not all objectives. These can be assigned as homework,
extra credit, or no credit. Students should not be penalized if they can not get parent(s)/family
involved.
6. The teacher should cover Classroom Ground Rules before implementing the Sexuality Education
curriculum as it deals with personal and sensitive issues.
7. All pages are keyed as follows:
Single page number = Concept Lesson plan(s)
Example: 22
Support materials for Concept pages will be followed by sequential numbers
Example: 22.1
Support materials that are intended as student handouts will end in an H
Example: 22.1H
Support materials that are intended to be used as transparencies will end in a T
Example: 22.2T
Support materials that are teacher resources will end in an R
Example: 22.3R
Support materials that are Parent or Family Enrichment Activities will end in a P Example: 22.4P
vi
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ORANGE COUNTY PUBLIC SCHOOLS
SEXUALITY EDUCATION
SCHOOL BOARD APPROVED CONCEPTS
Concepts are the same for designated grade levels, content is different.
ELEMENTARY K-1-2-3
ELEMENTARY 4-5
I. PERSONAL DEVELOPMENT
I. PERSONAL DEVELOPMENT/
A. Socialization Skills
SOCIALIZATION
B. Roles and Responsibilities of Family
A. Roles and Responsibilities of Family
Members
Members
C. Abstinence (Decision Making)
B. Personal and Social Responsibilities
D. Handling Conflict
C. Handling Conflict
E. Identifying Pressures of Society
D. Dealing with Pressures of Society
F. Drug Awareness
E. Dealing with Alcohol/Drug Abuse
G. Emotions and Feelings Caused by Body
F. Dealing with Emotions and Feelings
Changes
Caused by Body Changes
II. HUMAN BODY
II. HUMAN BODY
A. Knowledge of Human Body
A. Hygiene
B. Awareness of Child Abuse
B. Knowledge of Human Reproductive
C. Hygiene
System
D. HIV/AIDS Awareness
C. Awareness of Child Abuse
D. HIV/AIDS Prevention
III. TEENAGE PREGNANCY PREVENTIC
A. Abstinence/Decision Making
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SCHOOL BOARD APPROVED CONCEPTS
Concepts are the same for designated grade levels, content is different.
SECONDARY 6 & 8
SECONDARY 7, 9-10
I. PERSONAL DEVELOPMENT/
*I. PERSONAL DEVELOPMENT/
SOCIALIZATION
SOCIALIZATION
A. Personal and Societal Standards
A. Roles and Responsibilities of Family
B. Roles and Responsibilities of Family
Members
Members
B. Personal and Community Standards
C. Handling Conflict/Decision Making
C. Handling Conflict/Decision Making
D. Dealing with Pressures of Society
D Identifying Pressures of Society
E. Dealing with Alcohol/Drug Abuse
E. Dealing with Emotions and Feelings
Caused by Body Changes
II. HUMAN BODY
F. Dealing with Alcohol and Drug Abus
A. Knowledge of Human Body and
"These concepts are a part of the 7th grade Health and 9th-10th
Reproductive System
Life Management Skills comprehensive health/home economics
B. Fertilization to Birth
curriculum. Teachers may integrate activities from the above
concepts into the required units of instruction.
C. Dealing with Emotions and Feelings
Caused by Body Changes
II. HUMAN SEXUALITY
D. Hygiene
A. Knowledge of Human Reproductive
E. Child Abuse
System
F. Sexual Abuse/Rape Awareness
B. Hygiene
G. HIV/AIDS Prevention
C. HIV/AIDS Prevention
H. STD Prevention
D. STD Prévention
III. TEENAGE PREGNANCY
III. SEXUAL ABUSE
A. Preventing Teen Pregnancy
A. Awareness of Child Abuse
1. Abstinence
B. Rape Awareness
2. Contraception/Birth Control
B. Teen Pregnancy Options
IV. TEENAGE PREGNANCY
1. Child Rearing
A. Preventing Teen Pregnancy
2. Adoption
1. Abstinence
3. Abortion
2. Contraception/Birth Control
B. Teen Pregnancy Options
1. Child Rearing
2. Adoption
3. Abortion
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CURRICULUM GUIDELINES
The following guidelines were established by the Sex Education Committee to help provide clear,
concise directives for sexuality educators. The committee membership included representatives from the
clergy, students, parents, educators, county and state agencies and various community organizations.
1 Decision-making skills should be stressed at every level throughout the sexuality education
curriculum.
2 A positive, proactive and practical message of abstinence from sexual activity before marriage
should pervade the entire curriculum, especially at middle and high school levels. Strong
curriculum emphasis on self-esteem should be the foundation of a convincing abstinence message.
3 The sexuality education curriculum should incorporate concepts for teaching absunence that are
practical and will equip the student with specific skills to reinforce the abstinence message.
4 In the context of family planning, contraception/birth control needs to be presented, but not to the
extent that the abstinence message is diluted. Facts about contraceptives should be given along with
the failure rates and consequences.
5 The demonstration or classroom circulation of contraceptives is prohibited from the sexuality
education program.
6 Community societal standards such as: equality, honesty, promise keeping, respect, responsibility,
self-control and social justice shall be integrated into the sexuality education curriculum.
7 Knowledge of the human reproductive system should be taught in a sensitive fashion with
consideration for the developmental level of all students.
8 The curriculum's emphasis on abstinence should be reaffirmed in any discussion of teenage
pregnancy options.
9 It is the position of the committee that the teen pregnancy options of child rearing, adoption and
abortion should be presented in a factual manner, emphasizing that the options are, in fact,
controversial and emotional. In addition, it should be emphasized that all these options would have
an adverse impact on the pregnant teen, the father, their families, the child and society.
10 In K-3, HIV/AIDS should be taught in the context of health instruction on disease prevention with
emphasis on transmission through blood contact with an infected person. Further development of
the topic should begin in the fourth grade. Instruction in the causes, transmission, and prevention of
HIV/AIDS and other sexually transmissible diseases shall be included in the 6-12 sexuality
education curriculum.. Factual information about the use of condoms and their failure rates will be
presented in the discussion of HIV/AIDS and sexually transmissible diseases with emphasis on
abstinence as the only effective means of preventing these diseases.
11 As questions about homosexuality are asked by students in any portion of the sexuality education
curriculum, homosexuality should be presented in a factual manner as it relates to the significant
health risks associated with HIV/AIDS and other sexually transmitted diseases. Respect for all
people shall be affirmed.
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OCPS COMM RELATIONS/VOL SUCS 812024567028
NO. 057
01
ENABL
"Education Now and Babies Later"
The Florida ENABL program is a multifaceted program of direct education, mass media, parental
involvement and community support. The Florida Legislature mandated the program in the
Spring of 1995. Local County Public Health Units in coordination with local School Districts and
Community Agencies will implement the community based education component. The ENABL
program has four major components:
Community Based Direct Education. Provision of the Postponing Sexual Involvement (PSI)
for Preteens curriculum with middle school-aged children.
Statewide Media and Public Relations Campaign The State Health Office in coordination with
the Ounce of Prevention Fund will create and mount an advertising campaign reinforcing the
Education Now and Babies Later theme while encouraging parental and community
involvement.
Evaluation of the program by process. outcome and impact evaluations. The State Health
Office will coordinate an evaluation of the initial pilot site grants for ENABL programs. An
extensive evaluation will assess the impact of the program on reducing teenage sexual
activity.
Training of local ENABL program staff. peer counselors and community leaders. The State
Health Office will coordinate a training program for the PSI teachers and peer counselors and
provide technical assistance on ENABL
The Postponing Sexual Involvement (PSI) curriculum developed by Dr. Marion Howard at
Emory University has preteen and parent components. The PSI for Preteens is designed for the
middle school (5th and 6th grade) students. PSI measurably reduces initiation of sexual activity
and reduces teen pregnancy.
PSI consists of five one hour classes offered to teens by a trained teacher and trained peer
counselors. Homework assignments are designed to involve parents. The curriculum develops
communication skills. The curriculum enables youth to resist pressures to become sexually
involved. Teaching methods include: videotapes, role-playing, class discussions, and group
process.
PSI teaches communication skills helping children respond to the pressures from peers. media
and society to engage in sexual activities. The curriculum mentions birth control, however, it
does not teach how to use birth control methods. The emphasis is on why young people are
having sex and how they might avoid it. The program dissuades children from sexual activity,
teaches about the consequences of too early pregnancy and encourages responsible decision
making.
Eleven (11) counties were selected through competitive bid process to pilot the ENABL program
in Florida. About $260,000 in grants and $300,000 in-kind contributions provide the means for
about 9,000 5th and 6th graders to take the PSI program. Five other counties are providing PSI
training as in-kind participants in the Florida ENABL program.
Local Contact:
State Contact Virginia Miller
Women's Health, Family Health Services
SunCom 278-2901 or (904)488-2901
Date
# of
Post-it® Fax Note
7671
3/8/96
pages
12
To Debbil Fine
From Lindo
Co./Dept White House
Co,
OCPS
Phone #
Phone 407-849-3236
Fax "202-456-7028
Fax 401-849-3242
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OCPS COMM RELATIONS/VOL SVCS -> 812024567028
NO.057
002
APPENDIX V:
RISK INDICATORS CHART
Directions: Complete the chart below with data on your county. Use
the most recent data available. Report race when available. This
data may be obtained from the following resources:
1. Florida Vital Statistics, 1993 or 1994, if available.
2. Quality Improvement Data Used for the County Public Health Unit
Quality Improvement.
3. Key Facts About the Children: A Report on the Status of Florida's
Children: Volume V: The 1994 Florida Kids Count Data Book.
4. Public Health Information Data Systems, 1994.
5. Family Planning Data Summary, June 12, 1995.
Indicators
Total
White
Nonwhite
LOW BIRTH WEIGHT - 1994
Percent of Live Births
8.2%
6.6%
12.6%
TEENAGE PREGNANCY - 1994
Number of birth mothers under 18 years old
731
380
351
Rate of births per 1,000 females under 18
20
15
38
years old
Percent of repeat teenage birth mothers
23.1%
NA
NA
aged 15-19
POVERTY
Number of children of mothers on AFDC
25,000
25.19%
74.81%
(1994)
Children in poverty under 6 (# & %) (1994)
13,276
NA
NA
Children in poverty under 18 (# & t) (1994)
36,827
29.84%
66.96%
Median income of county
$30,352
NA
NA
Percent students on free/reduced lunch
37.8%
NA
NA
(Feb. 1994 districtwide)
SCHOOL MEASURES
Graduation rate (1994 districtwide)
77.8%
NA
NA
In-school suspensions (1994 districtwide)
F 6,375
2,193
4,182
M 14,313
5,542
8,771
Out-of-school suspensions (1994
F 5,616
1,537
4,079
districtwide)
M 17,467
5,902
11,565
CRIME AND DELINQUENCY
Delinquency cases (received 1994)
9,901
4,952
4,861
Juvenile detentions
1,317
553
758
Transfers to adult court
325
146
179
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NO. 057
903
ENABL
APPLICATION FOR PROGRAM DESIGN
FLORIDA DEPARTMENT OF HEALTH AND REHABILITATIVE SERVICES
AND
DEPARTMENT OF EDUCATION
Funding to begin November 1, 1995. Subsequent funding for ENABL is contingent
upon legislative appropriations and satisfactory program progress.
Name of County: Orange County
Summary:
Total In-Kind Contributions:
$ 11,079
Total amount requested from DHRS:
$ 11,079
Total Budget:
$ 22,158
Number of schools participating:
3
Total number of students in program:
965
Approximate cost per student:
$
23
Send to:
HRS/Family Health Services, Family Planning Office, HSFHG
1317 Winewood Boulevard
Tallahassee, Florida 32399-0700
If delivering through a commercial parcel carrier, the street address is:
HRS/Family Health Services, Family Planning Office, HSFHG
2551 Executive Center Circle, West
214 Lafayette Building
Tallahassee, Florida 32301
It is the applicant's responsibility to ensure the receipt of the application
by September 15, 1995, which is the due date for this proposal.
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NO. 057
004
A.
DESCRIPTION OF PROGRAM
Directions:
Please limit your submission of Section A to no more than five typed pages.
Address each of the following items by number. These pages will provide a
summary of the project you propose. Failure to address any of the following
issues will result in a lower score.
1. Include a brief statement of the county's needs and how this project will
address those needs (teenage pregnancy rates, births to girls under 15
years of age, HIV/AIDS transmission and reported cases among teens and
young adults, teenage pregnancy programs, repeat teenage pregnancies,
graduating students, cocaine babies, school dropouts, suspensions, juvanile
arrests, juveniles in detention and other related high risk behaviors).
Complete the Risk Indicators Chart making it a page of the final
application. (See Appendix V: Risk Indicators Chart. The Family Planning
Office will help you with the information needed for this page.)
Pregnancy among teenagers is considered very problematic because of its
potential adverse health, economic, and psychosocial consequences. In
Orange County, the birth rates to girls 14 and under have continued to
climb since 1988, as have the non-white rates for 15- to 19-year olds.
These statistics point to an immediate and urgent need for comprehensive
prevention programs.
Three middle schools in Orange County have been selected to participate in
the ENABL program. These schools are located in areas with the highest
teenage pregnancy rates, poorest maternal and child health outcomes, and
the highest incidence of reported AIDS cases. They are: Carver Middle
School (32805), Memorial Middle School (32805), and Robinswood Middle
School (32818). The proposal targets sixth graders in these middle
schools.
Live births in Orange County totaled 932 in 1994. of these, 1,737 were
born to teens. Vital statistics analysis conducted for the Coalition by
Healthy Beginnings at the University of South Florida (USF) College of
Public Health indicated that the average birth rate for teenagers age 14
and under in Orange County from 1987 to 1990 was 2.0 per 1,000 females.
The goal in the 1989 Florida State Health Plan was 1.5 per 1,000. The
birth rates for teenagers in Orange County, ages 15 through 19, was 69.1
per 1,000, which is higher than the Coalition's Year 2000 goal of 40 per
1,000. The 1987 to 1990 average non-white birth rate was 128.2 per 1,000,
which is significantly higher than the goal of 75 per 1,000 in the 1989
Florida State Health Plan.
The Florida State Health Plan Standard for 1995 indicates that birth rates
for teens aged 15-19 should not exceed 40 per 1,000 females. In zip code
32805 in 1993 this number was 141/1,000. The rates for the 32818 zip code
were calculated with the rates of births in 34716 and 34787. These three
zip codes had a rate of 30-1/1,000.
201
Since it usually takes 10-12 years after infection for a person to be
diagnosed with AIDS, it is difficult to realize the impact of this
infection among sexually active teens in the 13- to 19-year-old range. In
1993 HIV infection/AIDS was the leading cause of death among persons aged
25 to 44 years in Orange County. As of August 1995 there were 2,650 total
AIDS cases reported in Orange County.
There were two reported AIDS cases in Orange County among teens aged 13-19.
There were 13 cases among young adults ages 20-24 and 56 cases among those
ages 25-29. There were eight HIV positive mothers in Orange County who
gave birth between 10/94 and 7/95; one of their babies was HIV positive.
Considering the lengthy gap from time of infection to the onset of AIDS,
and given that HIV infection is spreading fastest among heterosexual young
people, these figures reveal the devastating effects of early onset
intercourse
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According to HRS statistics, as of July 1995 there were 163 reported cases
of babies born to cocaine-addicted mothers in Orange County. It is
expected that there are actually 1,193 substance-exposed infants born each
year.
Orange County reported 1,317 youths detained for delinquency in 1993-94.
of these, 46.6% were teens ages 10-15. Orange County is ranked fifth among
the top seven counties with the most at-risk students according to a 1993-
94 Safe and Drug-Free Schools Needs Assessment.
Zip code areas which encompass the highest risk neighborhoods in Orange
County for poor maternal and child health outcomes were targeted by the
Healthy Start Coalition. One of these geographical clusters surrounds the
urban area of Parramore Street (32805 zip code). This cluster also
includes two of the middle schools, Carver and Memorial, targeted to
implement the ENABL program. The 32805 zip code had higher rates than the
county average for teen pregnancy.
One of Parramore's census tracts, 106, had a teen pregnancy rate of 35%.
The repeat teen pregnancy rate in this census tract is an astounding 46%.
The Parramore area, located in the center of Orange County, is adjacent to
the downtown Orlando Business District and has a population of 29,263
individuals. In 1993, residents there were 76.1% black, 20.0% white, and
3.9% Hispanic. The area includes two of the lowest income census tracts in
the county ($7,237 and $11,029 annual income respectively), as well as
working class areas where incomes range from $15,000-$20,000 per family.
This area has the heaviest concentration of AFDC recipients in Orange
County. Fifty-five percent of the population in this area is below the
poverty level ($12,674 or less annually). Only 29% of the Parramore
residents surveyed have a high school diploma.
Zip
Censue
State
County
Zip
Tract
Neighborhood
Code
Tract (s)
Item
Goal
Rate
Rate
Rate
Parramore
32805
106
Birth to
9%
9.40%
28%
35%
Teens
Repeat
Births to
None
28%
39%
46%
Teens
Lace or No
Prenatal
10%
23%
43%
44%
Care
Low Birth
5%
7.80%
13.60%
18.40%
Weight
Another high-risk zip code area, West Pine Hills (zip code 32818), is
located in the northwest quadrant of Orange County. It has a population of
30,491 individuals. Pine Hills population has traditionally been diverse.
There are 24.3% black, 64.4% white and 11.3% Hispanic residents. The per
capita income for Pine Hills is $14,570 compared to $16,094 for the county.
The area has a heavy concentration of AFDC recipients. Census tract
analysis of zip code areas 32818, 34787, 32781 indicated the teen pregnancy
rate at DO per 1,000.
201
CARVER MIDDLE SCHOOL-Located in the Orlando urban area in zip code
32805 The enrollment is majority-minority (10.57% white, 84.58%
black, 3.74 Hispanic, 1.10% other) Sixty-six percent of the students
are on free or reduced lunch; 40% are bussed. The out-of-school
suspension rate is 30% which is significantly higher than the state and
district averages. In the last five years, reading scores have remained
the same (25) and math scores have decreased from 23 to 21. Writing
scores are below district and state averages. The school reported 1,161
incidents of disorderly conduct, crime and violence in 1994. The
average daily attendance is below district and state averages.
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MEMORIAL MIDDLE SCHOOL-Located in the Orlando urban area in zip code
32805. The enrollment is majority-minority (15.67% white, 78.61% black,
5.26% Hispanic, .44% other). Seventy percent of the students are on
free or reduced lunch; 45% are bussed. The out-of-school suspension rate
is 26.4% which is significantly higher than the state and district
averages. Reading scores have decreased in the last five years (36 to
27). Math scores have decreased from 30 to 15 in the past five years.
Writing scores are below district and state averages. There were 1,073
reported incidents of disorderly conduct, crime and violence in 1994.
The average daily attendance is below district and state averages.
ROBINSWOOD MIDDLE SCHOOL-Located just outside the Orlando urban area in
zip code 32818 and in the northwest quadrant of the county. The
enrollment is majority-minority (238 white, 65% black, 3% Hispanic, 9%
other). Fifty-two % of the students are on free or reduced lunch; 48%
are bussed. The out-of-school suspension rate (28.8%) is significantly
higher than the state and district averages. There was one expulsion in
1994. In the past five years reading scores have dropped from 42 to 33;
math scores from 34 to 30. Writing scores are below district and state
averages. There were 861 reported incidents of disorderly conduct,
crime and violence in 1994. The average daily attendance is below
district and state averages. The student population represents 35
countries, making it the most culturally diverse middle school in the
county.
In conclusion, teen pregnancy is the direct result of not abstaining from
sexual intercourse and initiating sexual relations early. Teens may adopt
these behaviors in response to the psychosocial stresses and social norms that
are pervasive in their communities. These behaviors are not being countered
adequately by the positive support of their families, peers, others in their
communities, and the media.
2. Describe how the ENABL program will be implemented in the county to promote
sexual abstinence and postpone sexual involvement among teens. Identify
the agency whose staff will be employed to carry out the organizing,
planning and teaching of the ENABL program. Indicate the number of
students and schools that will be served by the project. Please indicate
the grade level (5th grade) at which the ENABL program will be
taught Describe how the ENABL program will interface with any existing
teen pregnancy prevention programs in your county.
The ENABL program will be implemented through the Human Sexuality Education
program which is mandated as a component of the Comprehensive Health
Education Bill, Florida Statute 233.067. This curriculum is taught in
grades K-12 in all Orange County Public Schools. The instructional support
teacher for Health/Human Sexuality at the district level will manage all
aspects of the implementation as it relates to the school.
The sixth grade students (total of 965) from three middle schools (Carver,
Memorial, Robinswood) identified by specific needs assessments to be in
"high risk" zip codes will receive the ENABL program through classroom
instruction in science classes (Carver) and physical education classes
(Robinswood and Memorial). The teachers and the three principals involved
have previous experience in implementing materials relative to the human
sexuality curriculum. There is already close communication and
coordination between the schools and the district office as it relates to
such curriculum.
At this time the existing teen pregnancy prevention programs in Orange
County are offered primarily in centers that provide after-school programs.
The Orange County Teen Pregnancy Prevention Task Force is currently working
to identify successful programs and to provide an official forum for the
various agencies involved in teen pregnancy prevention to interface.
3. Describe the selection process to be used for identifying teachers and peer
counselors. Identify professional qualifications for PSI teachers (e.g.,
professional nurse, certified teacher, certified health educator,
psychologist, social worker, etc.).
Teachers will be selected by the school principals with assistance from the
instructional support teacher for Health/Human Sexuality from the district
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office. They know well the benefit of choosing a qualified individual to
teach lessons related to the human sexuality curriculum. There is ongoing
assistance available through the district office. All teachers must be
state certified to teach in Orange County, thus insuring professional
integrity. Most physical education teachers and science teachers have
experience in teaching health related issues. As the principals know, and
the district realizes, it is paramount that the teachers selected to teach
the PSI curriculum have an excellent rapport with students and parents.
The three middle schools involved have strong peer mediation groups which
will provide a representative pool of students who may be chosen as peer
counselors for the PSI curriculum.
4. Describe the referral system for children and families who request or need
other health or social services, that may include, without limitation,
primary health care, family planning, STD treatment, HIV counseling, HIV
testing, referral for alcohol and drug abuse treatment, mental health
services, housing assistance, transportation, and nutrition services.
Orange County has a strong base of community resources and an intact
referral system to deal with children and families who have the need for or
request various health services. The school system coordinates with many
of these community and county agencies to ensure that needs are met to the
greatest degree possible. The Orange CPHU can currently assist children
and families with primary health care, family planning, STD treatment, HIV
counseling and testing, and nutrition services. There are specific county
agencies identified and used in referrals to deal with alcohol and drug
abuse prevention, mental health services, housing assistance and
transportation. In addition, all middle schools are staffed by a SAFE
coordinator who is trained to provide assistance for children and families
in crisis. There is a strong network of assistance throughout the
county/community.
Counselors and social workers have at their fingertips a state-of-the-art
electronic referral system, the result of a collaborative effort among
community workers. For those who cannot access the electronic system,
there is a loose-leaf resource manual which is updated annually.
5. Describe how the CRUB and school district will encourage the participation
of community representatives in planning and operationalizing the ENABL
program. Identify the community agencies with which you will be working.
The ENABL program will encourage the support and assistance of various
community agencies such as the Healthy Start Coalition, the Orange County
Teenage Pregnancy Prevention Task Force, the Orange County Citizens
Commission for Children, the Orange County Tenants Association, the Orlando
Housing Authority, PTA's, Ministerial Alliances, the Orange County Medical
Association, Orlando Regional Health Care System, the Children's Home
Society, Frontline Outreach, the Metropolitan Orlando Urban League, Allen
Outreach, the District VII HIV/AIDS Prevention Community Planning
Partnership Coalition, and local churches, teachers, and parents.
6. Describe the strategies to reinforce and disseminate the ENABL message in
the community, through involvement of parents, schools, churches, and other
community groups and organizations.
The Postponing Sexual Involvement parent module will be purchased and
available as a resource at each selected school, the Orange County Public
Library and the Orange County Public Schools district office. Copies will
also be available to lend out to committed assisting agencies. The
curriculum will be promoted and advertised to familiarize parents and
community members. This can best be done through the supporting community
agencies as well as through media promotions via the TV, newspapers, and
local radio stations. Any Statewide Media Campaign materials will be used
as well. ENABL bookcovers, balloons, pencils, and T-shirts will be
distributed to the students. Local convenience stores will be solicited to
display posters with the "Education Now and Babies Later" message.
Each school will also host a parent orientation event to allow parents to
review and become familiar with the curriculum and program expectations.
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7. Describe the procedure for parents to exempt their child from the ENABL
program. Enclose the written request form to opt out of the ENABL program.
Orange County has an intact system with opt-out forms for parents who do
not want their child to participate in all/part of the Human Sexuality
curriculum. These forms can be used or revised to include an outline of
the ENABL program. It is not anticipated that parents will find objections
to this curriculum. A copy of our current form (English and Spanish) is
included. The PSI curriculum is intended to be considered as an additional
resource to the existing curriculum. It can effectively be used to enhance
instruction for already established objectives.
8. Describe the capacity to match funds: One dollar ($1) cash or in-kind
matching services is required for every one dollar ($1) provided by the
grant. Provide letters of agreement from members of the community or other
agencies making a commitment of time, dollars, services, goods or other in-
kind contributions.
The school district will provide matching funds as follows:
Personnel
Substitutes to release teachers for training
$ 1,033
15% of instructional support teacher to
coordinate project activities among schools
4,743
2% of 8 health teachers' classroom instruction
4,843
Indirect cost
460
$11,079
The Orange County Public Health Unit will maintain documentation of
services provided to students and will submit the quarterly reports of
project activities. The OCPHU will coordinate the administration of
customer satisfaction surveys of students, faculty, parents and community.
They will assist in pre- and post-testing and any follow up requirements.
The OCPHU will assist with communicating and coordinating with the
applicable community members at large.
9. Describe federal, private foundation, or other funding opportunities that
you will explore to further develop and expand the ENABL program in your
county.
The Orange County Public Health Unit (OCPHU) and Orange County Public
Schools will continue to research and seek additional funding to expand the
ENABL program into 7th and 8th grades in all middle schools in Orange
County. It is anticipated that as the success of the program becomes known
there will be additional financial support from the various community
agencies who share an interest in the welfare of children and who support
the philosophy of the ENABL campaign.
10. Describe how you will assist the State Health Office identifying and
linking up with media to publicize the purposes and goals of the ENABL
program and to promote the Statewide Media Campaign.
Orange County Public Schools will provide the State Health Office with a
complete listing of all television and radio stations operating and airing
in Orange County. The list will include the name and addresses of the
stations, the contact person for commercial advertising, and the contact
person for public service advertising. Contacts for the local newspaper
can be provided as well. If needed, translation services will also be
sought from community agencies that deal with these issues. It is
anticipated that there will be a donation of billboard space within the
target zip code area. The bus lines will be invited to support the ENABL
campaign through bus board advertising and contacts will be provided.
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B.
BUDGET
Directions:
For FY 1995-96 funding is anticipated to begin November 1, 1995.
Budget narrative is required to justify expenses for a 12-month
funding period. This section should be no longer than five pages.
Non-Allowable Costs:
The funding does not provide for physical space, rent , furniture,
computers, telephones or capital outlay. Indirect costs are not
allowed. Staff training expenses will be paid separately by the State
Health Office in coordination with the Department of Education.
Allowable Costs:
Allowable costs include: Salaries and benefits, and expenses such as
supplies, travel, contracts, costs for PSI curricula, supplies and
materials for distribution during the educational sessions.
Parts of the Budget:
Part 1
Proposed Personnel Costs: This page should be used for
personnel.
Part 2
Expenses: This page is to be used for expenses and
contracted services.
Part 3
In-Kind Contributions: This page should be used to document
all In-Kind contributions which are required for the dollar-
for-dollar match as outlined in the ENABL legislation.
Part 4
Budget Narrative: This page should be used to describe and
justify each item of the budget.
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B. BUDGET: PART 1. PROPOSED PERSONNEL COSTS
Complete this section for personnel who are to be funded through this
application. Round off all numbers to the dollar amount.
Personnel: Approximately 70% of the requested budget may be used for
personnel (salaries or wages plus fringe benefits). The amount and
type of personnel must be consistent with the program for which you
are applying. Indicate if the positions are Career Service (CS) or
Other Personnel Services (OPS). Note: 1 FTE=2,080 hours per year.
CS Personnel: 1995-96
CS Class/Title
FTE
Amount Required
Total CS Subtotal
CS Fringe Benefits are
calculated @ 35% of salaries
Total CS Salaries/Fringe
OPS Personnel: 1995-96
OPS Class/Title
FTE
Amount Required
Substitute Teachers
$ 960
Part-time Clerical
$ 420
$ 1,380
Total OPS Subtotal
OPS FICA @ 7.65% and retirement
$ 179
Total OPS Salaries
$ 1559
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B. BUDGET: PART 2. EXPENSES
1995-96
Expenses:
Amount Requested
Travel. This is routine travel
within the school district
$ 1,305
Supplies and Materials. These are
supplies, such as PSI curriculum,
office supplies, paper, pamphlets,
videos, educational materials required
by ENABL or the curriculum
$ 4,600
Printing, Photocopying and Postage
$ 1,150
Contracted Services
$ 1,700
Peer Counselors
$
765
TOTAL EXPENSES:
$ 9,520
Budget Summary:
Total CPHU Personnel Cost
$ 1,599
Total Expenses
$ 9,520
Total In-Kind Contributions
$11,079
Total Budget
$22,158
Total amount request from DHRS
$11,079
Total number of students in program
965
Approximate cost per student
$
23
B. BUDGET: PART 3. IN-KIND CONTRIBUTIONS
Directions:
Itemize below the in-kind contributions which are supported by the
attached letters of agreement.
Donor
Contributed Item(s) Amount/Value
Orange County Public Schools
In-Kind Personnel
$10,619
Orange County Public Schools
Indirect Cost
$ 460
TOTAL $11,079
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B.
BUDGET: PART 4. BUDGET NARRATIVE
Directions:
The budget narrative should include a brief justification for each
item in the budget. This narrative should reflect how the dollar
amounts and the need for items requested were determined. Address
each of the following by number.
1. Describe a plan for the project coordinator to track all revenues
and expenses related to the project by category. The project
coordinator must be able to provide a report of these upon request.
In addition, reports on all revenues and expenses connected with the
project will be reviewed during Quality Improvement Visits and be
part of the mandated quarterly reports.
2. Provide a description/justification for each line item. Justify
staff personnel in terms of project activities that will require
their specified knowledge, skills, and experience.
3. Report the anticipated cost per student in the project schools.
1. The school district will establish a project account and a record of
all project expenses will be maintained using the accounting system
of the Florida Department of Education. The instructional support
teacher will maintain a log of her time and the time spent by the
involved eight classroom teachers to verify our in-kind personnel
contributions.
2. See attached budget narrative.
3. The budget request and the in-kind contributions total $22,158. We
anticipate serving 965 students at a cost of $23 per student.
3pd211 (9/14/95)
-9-
Date:
614/96
Time: 3pm
To:
Jennifer Klein
Company:
White House
Fax:
456-2878
ADVOCATES
From:
Susan Pagliaro
FOR YOUTH
Pages:
(including cover sheet)
HiJennifer,
Enclosed is a Girls Inc. Program in
winter Haven which is about 30
minutes from Orlando.
Also, you mentioned that you
had been in contact with Samure
from the Urange County Healthy Start
Coalition If this has been
unsuccessful, I tracked down these Contacts!
Jackic shulerortindor Stone
407-740-6307
het me knowit There's anything 407-740-6777 Assan else I can do to herp!
YES! I want to be an advocate for youth!
PLUCO P E P.R N
If you are interested in
NAME
becoming an advocate for
TITLE
youth, you can join our
Advocates Alert Network-an
ORGANIZATION
educational project to share
STREET ADDRESS
information between the state
CITY, STATE, ZIP
and federal levels. The free
Alerts are published on an as-
Please send my alert by:
needed basis and address
FAX
(YOUR PAX NUMBER)
legislative efforts around
adolescentreproductive and
ELECTRONIC MAIL
(YOUR E-MAIL ADDRESS)
sexual health.
LETTER
Suite 200 1025 Vermont Avenue, NW Washington, DC 20005 USA 202.347.5700 202.347.2263 Fax
100
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Girls Incorporated Preventing Adolescent Pregnancy
Girls Incorporated Preventing Adolescent Pregnancy® is an effective and comprehensive program
that gives girls the information, skills and confidence they need to avoid early pregnancy and
plan full and satisfying lives. Four age appropriate curricula address the needs of girls ages 9 to
18. Together, these programs cover: developing parent-daughter communication, assertiveness
skills and the ability to say"no," awareness of contraception and disease protection, and career
and education planning. HIV/AIDS education is incorporated throughout each curriculum. Since
1989, over 66,000 girls across the nation have taken Preventing Adolescent Pregnancy
workshops. Results from the evaluation report released in 1991 Indicated that:
Older teens who completed the program were half as likely to get pregnant as those who
participated less or not at all and
-
Younger teens who completed the program were twice as likely to postpone sexual
intercourse.
200
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Advocates for Youth
1996-1997 Pregnancy Prevention Program Survey
Name of
program: GIRLS INCORPORATED OF WINTER HAVEN
Address: PO Box 1913
WINTER HAVEN ,FL 33883-1913
Phone: 941-967-2874
FAX: 941-967-2864 -call 1ST
Email:
Director of program/title: PEGGY SPILLANE, EXECUTIVE DIRECTOR
Contact person/title:
MICKEY WRIGHT, PROGRAM DIRECTOR
Name of sponsoring agency:
Sponsoring agency
contact person/title:
Address:
Phone:
FAX:
Email:
Person completing form PEGGY SPILLANE
If you are unable to complete the enclosed questionnaire, please submit this
completed form by Wednesday, April 19, 1996, to:
Susan Pagliaro
Pregnancy Prevention Program
Advocates for Youth
1025 Vermont Ave., NW, Suite 200
Washington, D.C. 20005
FAX: (202)347-2263
Please check if applicable:
We do have programs relevant to this survey but we are unable to
participate at this time.
We do not have any adolescent programs related to adolescent sexual
reproductive health.
We wish to be included in Advocates for Youth's mailings.
1025 VERMONT AVENUE. N.W.
SUITE 200
202/347-5700
WASHINGTON. D.C. 20005 USA
ADVOCATES
FAX 202/347-2263
FOR YOUTH
100
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page 2
Please check all that apply:
Primary Goal(s) of This Program
Primary pregnancy prevention for adolescents
Adolescent STD prevention education
(prevention of first pregnancy)
Adolescent STD treatment
Prevention of subsequent adolescent pregnancy
Enhancement of the general health and
Adolescent HIV/AIDS prevention education
well-being of adolescents
Adolescent HIV/AIDS treatment
Other:
Types of Services Offered by This Program
On Site
Referral
Child care
Contraceptive Access
Contraceptive Education
Cultural Awareness
Education/Tutoring Services
Eating Disorder Services
Family Counseling
HIV/AIDS Prevention Education
HIV/AIDS Screening
HIV/AIDS Treatment
Life Skills
(Communication, Decision-making, Goal setting)
Mental Health Counseling
Mentoring
Nutrition Education
Parenting Education/Training for Adolescent Parents
Parenting Education/Training for Parents of Adolescents
Peer Education/Counseling
Pregnancy Options Counseling:
Abortion
Adoption
Parenting
Pregnancy Options Services:
Abortion
Adoption
Prenatal Care
Primary Health Care
Sexual Abuse Assessment
Sexual Abuse Counseling
Sexuality Education:
Information on abstinence only
Information on abstinence and contraception
Sports/Recreation/Fitness
STD Prevention Education
STD Screening
STD Treatment
Substance Abuse Education
(alcohol, drugs, tobacco)
Substance Abuse Counseling
Support Groups
Violence Prevention/Conflict Resolution
Vocational Employment/Placement
Vocational Training
Other:
Please return to: Advocates For Youth 1025 Vermont Avenue. NW. Suite 200 Washington, DC 20005 FAX:202/347-2263
DOO
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4566238
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page 3
Geographic Area Served by This Program (indicate largest area served)
Neighborhood
School
School District
Town/City
County
Multi-County
State
Regional
National
Country
Multi-Country
Other:
Populations Targeted by This Program (check all primary audiences)
Rural Youth
Urban Youth
Suburban Youth
Youth From Low-Income Families
Adolescent Females
Adolescent Males
Parenting Adolescents
Extended Family
Gay/Lesbian/Bisexual Youth
Specific Racial/Ethnic Group:
Youth with Disabilities
Youth in Treatment Facilities
/African American
Out of School Youth
Youth in Detention Centers
Hispanic
Street/Homeless/Runaway Youth
Native American/Alaska Native
Aslan/Pacific Islander
Caucasian
Other Populations Targeted by This Program:
Age of Participants in This Program
0-8
9
10
11
12
13
14
15
16
17
18
19
20-24
>24
Program Delivery Site(s) (check all that apply)
Elementary School
Middle School
High School/Secondary School
Neighborhood Center
Social Service Agency
Health Center/Clinic
Hospital
HMO
Place of Worship
Recreational Facility
College/University
Subsidized Housing Development
Detention Center
Shelter
Community Agency
Family Planning Clinic
Treatment Facility
Military Base
Home-based services
Other:
Has This Program Been Professionally Evaluated?
Yes
No
In Process
Name of Eyaluator:
Address:
Affiliation: GIRLS INCORPORATED
Phone: )
List This Program's Three Primary Funding Sources
1. UNITED WAY OF CENTRAL FLORIDA
2. PUBLIX CHARITIES
3. PRIVATE DONATIONS
Please estimate the percentage of funding derived from public/private sources
350/0
U.W
Public
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
65
Private
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Please return to: Advocates For Youth 1025 Vermont Avenue, NW, Sulte 200 Washington, DC 20005 FAX:202/347-2283
S00
006 "ON
ADV FOR YOUTH 202-347-2263 4562878
15:35
96/04/96
APR-25-1996 13:47 TO:213 - J. KLEIN
FROM:DADE, J.
P. 3/10
DRAFT
Testimony of
Dr. Henry Foster
at
Subcommittee on Human Resources and
Intergovernmental Relations of the House Committee on Government
Reform and Oversight
"Preventing Teen Pregnancy in America:
Coordinating Community Efforts"
April 30, 1996
APR-25-1996 13:47 TO:213 - J. KLEIN
FROM:DADE, J.
P. 4/10
1
It is an honor to be here today to testify at this important h earing on
preventing teen pregnancy.
For almost four decades, as a teacher, as a university leac er, as a
practicing obstetrician/gynecologist I have dedicated my life to br nging
healthy lives into this world -- and to helping people reach their fu Il
potential.
And I bring this commitment and enthusiasm to my new role as the
President's Senior Advisor for Teen Pregnancy and Youth Issues and
liaison to the National Campaign to Prevent Teen Pregnancy -- a recently-
formed private-sector effort led by a diverse group of prominent A mericans.
In my new role, I've enjoyed a number of great opportunitie S:
The opportunity to learn more about the Clinton Administra lon's
comprehensive strategy to prevent teen pregnancy - which includ as
demonstration grants to communities, state-of-the-art research, ar d a
strong prevention message from the top.
APR-25-1996 13:47 TO:213 - J. KLEIN
FROM:DADE, J.
P. 5/10
2
The opportunity to see first-hand innovative prevention strate jies
being developed at the grass-roots level, many of which have feder l
support.
And perhaps most uplifting, the opportunity to join the Presid nt in
challenging all caring adults to listen to our young people. help then form
positive goals, and give them the support to achieve them.
And make no mistake, that part includes helping our young I eople
remain abstinent and postpone pregnancy until they are ready to care for
both themselves and their children.
Why is teen pregnancy such a big problem?
Early sex and early pregnancy so often compounds problems
already evident in the lives of these teenagers -- exposure to poverty.
violence, drug use, HIV/AIDS, and so many other negative outcome 3.
Because children born to teen parents are more likely to be I oor,
more likely to have serious health problems,
...
more likely to drop out of school,
APR-25-1996 13:47 TO:213 - J. KLEIN
FROM:DADE, J.
P. 6/10
3
and more likely to become teen parents themselves.
And because there is nothing more in the national self-intere st than
the protection and nurturing of children and our future leaders.
That's why I launched the "I Have a Future" program in Nasl ville,
Tennessee back in 1986 -- and there's a lot we can learn from this effort to
promote abstinence and reduce teen pregnancy.
The fact is, too many children today believe that their only h pe is
having babies.
We've got to replace that with a dream of hope and unlimite<
achievement.
That's the philosophy behind the "I Have a Future" program.
Our program is anchored in Nashville's public housing
developments. The program emphasizes abstinence and involves all
family members and the entire community.
Everybody from parents to politicians and from the clergy to
business leaders has a role to play.
APR-25-1996 13:47 TO:213 - J. KLEIN
FROM:DADE, J.
P. 7/10
4
There are three parts to the program:
First, we equip young women and young men with the bas =
Information they need about health, human sexuality, and drug ar d alcohol
use so they understand the benefits of abstinence and the conse( uences
of early sexual activity and other risky behaviors.
Second, we provide a comprehensive array of adolescent t ealth
services, with a focus on abstinence and academic achievement.
And third, and most important, we help young people enhance their
life options through activities that improve their job skills, self-reliar ice,
values and self-esteem.
For example, the youth entrepreneurial component of our P 'ogram
helps teenagers learn more about themselves and about the work of work
by empowering them to start businesses in their communities.
We also take the time to understand the unique aspects of young
peoples' lives, and to help them build up their self-esteem.
And the program is working.
APR-25-1996 13:47 TO:213 - J. KLEIN
FROM:DADE, J.
P. 8/10
5
This year, of the 24 program participants who are graduati ng from
high school, 16 are going on to college, and four are joining the a med
services. Eight of these college-bound students are African-Ameri can
males.
It's a difficult process that takes time and requires lots of pe ople --
but it does work.
This shows you what one community can do when it comes together
and makes teenage well-being a real priority -- and I believe this k nd of
success is possible in every community.
But let me be clear: What works in Nashville may not work in
Chicago or Charlotte.
It will be up to local communities to decide what's best for th em.
I will continue to work with communities across the United S ates to
help them develop their own successful programs that help young people
avoid the pitfalls and instead achieve their greatest potential.
And make no mistake, as President Clinton has said, "We've got to
ask our community leaders and all kinds of organizations to help U! stop
APR-25-1996 13:47 TO:213 - J. KLEIN
FROM:DADE, J.
P.9/10
6
our most serious social problem: the epidemic of teen pregnancie S and
births where there is no marriage."
There are no easy answers to this national tragedy.
but we must have the courage to take on this tough batti 3
-- and the commitment to demand results.
Let's not forget, we have made some progress. The most I ecent
figures show teen pregnancy and birth rates declining.
According to the Centers for Disease Control and Preventio 1, the
birth rate for teens aged 15-19 declined 4 percent from 1991 to 1893.
The birth rate for teens aged 15-17 declined 2 percent from 1991 to
1992, and remained stable in 1993.
And teen pregnancy rates declined from 1991 to 1992 in 30 of the
41 reporting states.
But we still have 3 long way to go.
APR-25-1996 13:47 TO:213 - J. KLEIN
FROM:DADE, J.
P. 10/10
7
We must send a clear and consistent message to teenage poys and
girls that they should abstain from sex.
But most important, we must give them reasons to want to postpone
early sexual activity.
And we must expect them to succeed.
We've all must to come together to solve this problem. Th 3 hearing
is the right step in the right direction.
Thank you.
THE CLINTON ADMINISTRATION RECORD ON
REDUCING TEEN PREGNANCY
A Summary Report
President Clinton has called teen pregnancy one of the nation's most serious social problems, and
reducing its incidence has been a key goal of this administration's policy for young people. All over
the country Americans are beginning to address this and other issues by reasserting responsibility for
themselves, their families and their communities, and they are starting to make a difference -- the
teen pregnancy rate has come down two years in a row.
Although there has been progress, teenage pregnancy remains a profound problem, and we need to
do more. Real solutions lie at the grassroots level, with families, communities and young people
themselves. The federal government can help focus resources in support of work at the local level,
and most important, it can help ensure that our policies support our national values. The Clinton
Administration's policy on teen pregnancy, and on youth generally, have been built on two
fundamental values:
Responsible Behavior: Personal responsibility has been a central part of the President's
message to young people, as he has urged them not to become parents before they are adults,
have finished school, and are ready to support their children. He has supported policies that
embody this principle, including abstinence-based curricula, welfare reforms that discourage
early parenting and require young mothers to live at home and stay in school, and tough new
child support enforcement provisions that drive home the responsibility of parenthood to
young men.
Opportunities for Youth: Teen pregnancy cannot be addressed in isolation from the wide
range of other problems confronting youth, their families, their communities and their schools.
Much of the Administration's social and economic agenda, ranging from education to crime
prevention to empowerment zones, is designed to provide increased opportunities for young
people and to give them something to say 'yes' to. If our youth do not have access to
education, health services, jobs, or safe places to go after school and on weekends, they will
not have a chance to make the right choices.
This summary report provides some facts about teen pregnancy in the United States and highlights
some of the key components of Administration's teen pregnancy and youth agenda, including: (1)
Research and Evaluation to learn more about the causes of teen pregnancy, (2) Community
demonstrations to help communities try different approaches to learn what works, (3) Policies that
promote responsible behavior among young people, and (4) Policies that provide young people with
greater opportunities.
Recognizing that government cannot solve this problem alone, the President has called for a national
private sector campaign to prevent teen pregnancy, and the administration has been working to
catalyze such an effort. This report is not intended to address the status of private sector initiatives,
nor does it provide a comprehensive description of all federal efforts directed at teens.
January 27, 1996
The Facts About Teen Pregnancy
A NATIONAL EPIDEMIC
Every year, about 1 million American teenagers become pregnant -- that's approximately 11%
of women ages 15-19.
From the 1950s through the early 1980s, the rate of births to teens decreased steadily.
However, in 1986, that trend reversed, and over the period 1986-91, the rate grew by 24%.
Recent news has been somewhat positive: From 1991 to 1993, the national rate declined by
4%.
As the teenage population grows, teen births are expected to increase. Even if the teen birth
rate remains constant, the number of births is expected to jump 30% by the year 2010.
TREND TOWARDS OUT-OF-WEDLOCK CHILDBEARING
In 1960, only 15% of teenage mothers were unmarried. As of 1993, 71% were unmarried.
INTERNATIONAL COMPARISONS
The rate of births to teens in the United States is now twice as high as in the United
Kingdom and six times as high as in France, Italy, and Denmark.
ROLE OF ADULT MALES
A recent survey indicates that at least half the babies born to teenage women ages 15-17 are
fathered by adult men ages 20 or older.
COSTS TO THE CHILDREN
Children born to teens are more likely to die in their first year of life, to have lower cognitive
achievement, to repeat a grade in school, to be victims of abuse and neglect, and to become
teen parents themselves.
80% of children born to unwed teenage mothers who have not completed high school live in
poverty. In contrast, of those children born to 20 year-old married parents who are high
school graduates, only 8% live in poverty.
COSTS TO SOCIETY
In 1990, slightly more than half of all mothers receiving Aid to Families and Dependent
Children (AFDC) first had children as teenagers. And 43% of the long-term welfare
recipients are women who gave birth at or before age 17.
More than three-fourths of all unmarried teen mothers receive welfare (AFDC) at some point
during the 5 years following the birth of their child.
Research and Evaluation:
Learning What Works to Prevent Teen Pregnancy
The Clinton Administration supports comprehensive approaches to research and evaluation with an
emphasis on prevention of both first and repeat pregnancies. Working to understand teen
populations and the many forces that influence behavior both in and outside of the home, monitoring
and targeting new data, and evaluating old and new programs to learn more about what approaches
may be most effective in lowering teen pregnancy rates in the United States are priority elements of
our approach to research and evaluation. Following are some examples:
Comprehensive Study: In June of 1995, the Department of Health and Human Services
issued, "Beginning Too Soon: Adolescent Sexual Behavior, Pregnancy, and Parenthood,"
a two volume report containing a comprehensive and exhaustive review of the most recent
research literature on teenage sexual behavior, pregnancy and parenthood and on effectiveness
of teenage pregnancy prevention programs. This report was produced by Child Trends, Inc.
with funding from the Department of Health and Human Services, and is now available on
the Internet at http://aspe.os.dhhs.gov/hsp/cyphome.htm.
State Data: In September 1995, HHS reported state-level teenage pregnancy data for 1991
and 1992. This marks the first time that HHS is able to report state-level teen pregnancy
data. Updating trends on a state-by-state basis regularly provides more information for
making effective policy decisions and enables us to see where we need to target our
resources.
Family Planning and Adolescent Family Life : HHS funds, as part of Family Planning and
Adolescent Family Life programs, research projects and studies that focus on adolescent
sexual behavior. Goals of these studies range from developing strategies to improve services
to sexually active adolescents who are at-risk for contraceptive non-compliance and young
women who visit family planning clinics, to learning more about: precursors and results of
pregnancy and birth among adolescent males, the factors that influence teen attitudes toward
sexual behavior, and the consequences for teen mothers who decide to parent as compared to
those who place their children for adoption.
New Mothers' Study: HHS funds The New Mothers' Study and has expanded its original
scope to provide support for a 5-year follow-up to look at longer term outcomes, including
employment and welfare dependency. The Study focuses on research and analysis of a study
in Memphis, Tennessee, where a sample of first-time, low-income, pregnant women received
weekly visits from a nurse. Approximately 65% of the research sample were 18 or younger at
enrollment. Early findings indicate that there were significantly fewer repeat pregnancies
within two years following the birth of the child for those women who received home visits.
It was originally started in 1988, and is also supported by other government agencies and
private foundations.
Teenage Parent Demonstration: In order to gain further insight into the occurrence of repeat
pregnancies, in 1993, HHS funded a 5-year follow-up evaluation of the Teenage Parent
Demonstration, initially conducted from 1986 to 1991. This program targeted the high-risk
population of teenage mothers on welfare, providing case management and support services
such as education, training and child care. The follow-up evaluation continues to monitor
these mothers and focuses on the occurrence of repeat pregnancies.
Reaching Into Our Communities And Promoting Partnerships
to Prevent Teen Pregnancy
"I'm trying to do things that I believe will help our country meet the challenges
we face today so that young people will have a better future. And it's obvious
to me that unless young people have good, healthy, constructive lives at the
grass-roots level, the things that I do will not succeed in getting you the future
you deserve." President Clinton; August 9, 1995
The Clinton Administration encourages local governments and communities to pilot new and
innovative demonstration efforts to prevent teenage pregnancy, and works with them to help
make these programs a reality. The Administration has sponsored a range of approaches
from abstinence-based education to service-oriented community collaborations. If a program
proves effective, one goal of collaboration is to foster sustainability so that it can eventually
operate without government assistance. Following are some examples of programs funded
under the Clinton Administration:
Adolescent Family Life Program: In September of 1995, HHS's Adolescent Family
Life Program awarded 15 grants totaling $4.2 million dollars for comprehensive
demonstration programs aimed at preventing early teenage sexual activity and reducing
teenage pregnancies. These programs feature innovative ways to emphasize
abstinence as the best way to prevent adolescent pregnancy and to encourage the
involvement of parents in these discussions with their children.
Community Coalition Partnership Programs for Prevention of Teen Pregnancy: In
September of 1995, Centers for Disease Control and Prevention launched the new
Community Coalition Partnership Programs for Prevention of Teen Pregnancy by
awarding 13 grants totalling $6.5 million over two years. These grants enable
communities to develop plans for implementing and evaluating community-wide
interventions that are innovative, comprehensive and sustainable. In addition, these
demonstrations include an evaluation component.
Healthy Schools/Healthy Communities: In 1994, the Administration started the new
Healthy Schools/Healthy Communities program -- funding 27 new school-based
health centers in 20 states and the District of Columbia. These centers provide for
the health services and education needs of children and teenagers at high risk for poor
health, teenage pregnancy, and other problems. A comprehensive evaluation of this
program is currently being conducted.
The Corporation for National Service: Created under the Clinton Administration in
1993, the Corporation for National Service supports over 50 teen pregnancy programs
in 20 states across the country -- working both to prevent teen pregnancy and to
assist teen parents. National service participants provide case management, mentor
pregnant teens, sponsor health fairs, teach parenting skills to teen parents, make
presentations on teen pregnancy prevention to school-age youth, help youth access
health care, provide referrals to health care providers, and develop social supports for
teen parents. National service programs are operated with members of AmeriCorps,
Learn and Serve America, and the National Senior Service Corps, who work
collaboratively with school districts, universities, churches, health departments,
national non-profits, and community-based organizations.
Healthy Start Program: HHS continues to support the Healthy Start Program, which
has demonstration projects underway in 22 communities nationwide to reduce infant
mortality in the highest-risk areas and to improve the health and well-being of
women, infants and their families. Among a broad array of services provided,
thousands of teenagers participate in prevention programs exclusively designed for
them that encourage healthy lifestyles, youth empowerment, sexual responsibility,
conflict resolution, goal setting, and the enhancement of self-esteem. A
comprehensive evaluation is ongoing and results are expected in 1997.
The Home Visiting Services Demonstration: In September 1994, HHS launched this
new grant program that is currently operating in three sites. Under the demonstration,
paraprofessional home visitors provide first-time teenage parents on welfare with
instruction and supportive guidance related to family planning, parenting skills, health
care for themselves and their children, and child support. The visitors also facilitate
the teenagers' participation in the required education and employment-related activities.
Promoting Personal Responsibility
Among Young People
President Clinton has made personal responsibility a central part of his message to young people,
urging young people not to get pregnant or father a child. Estimates indicate that over half the
mothers who receive Aid to Families with Dependent Children were teenagers when they had their
first child. To prevent welfare dependency in the first place, teenagers must get the message that
staying in school, postponing sexual activity, and preparing to work are the right things to do.
By supporting welfare reform that promotes work, demands responsibility, and toughens child
support enforcement activities, President Clinton has sent a message that, "Nobody should get
pregnant or father a child who isn't prepared to raise the child, love the child, and take
responsibility for the child's future."
Welfare Reform: The President supports welfare reform that sends a clear message to minor parents
seeking assistance: to get help, you have to live with a responsible adult, you have to stay in school,
and you have to prepare for work. Congress has endorsed the President's proposal requiring
unmarried teen mothers to live at home and stay in school in order to qualify for assistance.
Congress also supports the Administration's efforts to establish "Second Chance" homes, or adult-
supervised group homes, as alternative living situations to help teen parents break the cycle of
welfare dependency.
Strengthening Child Support Enforcement: In 1995, the Administration collected a record $11 billion
in child support from non-custodial parents, an increase of 40% since 1992. From 1992 to 1995,
paternity establishments have also risen by over 40%, to an estimated 735,000. This increase
includes, for the first time, paternities established as part of the Clinton Administration's in-hospital
paternity establishment program.
President Clinton proposed a comprehensive child support enforcement plan as part of his welfare
reform legislation. The plan would streamline paternity establishment; require new hire reporting;
make child support laws uniform across state lines; computerize state-wide collections to speed up
payments; and require states to revoke drivers' and professional licenses to parents who refuse to pay
child support. Both House and Senate have adopted these provisions--changes that should increase
child support collections by $24 billion over the next 10 years. In addition, in 1995 President Clinton
signed an Executive Order to crack down on Federal employees who owe child support.
State Welfare Reform Demonstrations: The Administration has approved state welfare reform
demonstrations to a record 35 states that include various provisions affecting minor parents. Nineteen
states have authority to implement provisions linking AFDC benefits to the school attendance of
minor parents. Seven states have received waiver authority to require minor parents to live with their
parents or guardians or in an adult-supervised setting. A comprehensive evaluation will be
conducted for each of these demonstrations.
Teen Pregnancy Prevention As Part Of A
Comprehensive Approach to Youth Policy
The Clinton Administration has worked to address the high rate of teen pregnancy by
confronting the complex economic and social factors often behind these high rates. We have
stressed the importance of investing in young people and in the communities where they live
in order to offer them positive alternatives to early parenting and sexual behavior. Critical
to this effort are Administration initiatives to invest in early childhood and adolescent
development, to provide equal educational opportunities for our children and youth, to invest
in distressed urban and rural communities, and to create more jobs.
Researchers have documented correlations between poor academic skills and early
childbearing; high dropout rates, illiteracy, a history of physical and/or sexual abuse, and
poor employment prospects are all risk factors for early childbearing. Research has also
shown that the risk factors for teen pregnancy, violent behavior, delinquency, and drug use
are similar and that comprehensive programs focused on changing behaviors related to
alcohol, drugs and teen pregnancy -- such as focusing on raising self-esteem -- have an
impact.
Following are examples of programs and initiatives in this area that the Administration
supports:
LEARNING MORE ABOUT YOUTH AT-RISK
National Adolescent Health Survey: Teens have been a significantly understudied
sector of the population. In 1994, the National Institutes of Health began funding a
new 5-year study known as Add Health, the first comprehensive study of the
determinants of adolescent health. Using a national sample of 7th through 12th
graders, Add Health examines the personal, familial, peer-related and community
related influences on health behavior, taking a more comprehensive look at the
health of our nation's teenagers in order to provide a better understanding of the
complex forces that promote good health for our young people and those factors that
put youth at risk.
Preventing Youth Violence in Public Housing: This year, HUD and CDC have
awarded a $550,000 grant to collect and develop information on youth violence
prevention research. The intent is to disseminate existing information on successful
programs to Indian and Public Housing authorities so that they can make more
informed choices about prevention programs, which offer alternative services and
activities for youth that can play a major role in preventing teen pregnancy as well.
Comprehensive Strategy and Guide for Implementation: In December of 1993, the
Department of Justice published a Comprehensive Strategy for Serious, Violent, and
Chronic Juvenile Offenders, following up with a Guide to implementing the
Comprehensive Strategy in June of 1995. Studies on the causes and correlates of
delinquency, which used large random samples of inner-city, high-risk youth in three
sites, provided the research underpinnings for these publications. All three studies
showed that chronic violent delinquent offenders have higher rates of dropping out
of school, gun ownership for protection, gun use, gang membership, teenage
sexual activity, teenage parenthood, and early independence from their family.
Comprehensive Strategy and its Guide for implementation provide an alternative to
increasing reliance on the criminal justice system by calling for the establishment of a
coordinated system of prevention and graduated sanctions programs that provide a
continuum of care for each child.
Review for Practitioners: Family Life, Delinquency, and Crime: A Policymaker's
Guide--Research Summary, was completed in May of 1994 by the Department of
Justice. Its findings indicate that family is one of the most powerful socializing
forces for young people, and can therefore seriously impact children's behavior.
Parenting Initiative: The Department of Justice completed research work in 1993
under a grant to the University of Utah and the Pacific Institute for Research and
Evaluation. This four-year major parenting initiative resulted in a document entitled
Effective Parenting Strategies for Families of High-Risk Youth (December 1993),
which identified a representative group of 25 programs as potentially the most
promising. The research findings underscore the importance of a family-focused
approach to prevention and intervention of youthful problem behavior.
EXPANDING OPPORTUNITIES FOR YOUTH AT-RISK
SafeFutures: In September 1995, the Department of Justice created the SafeFutures
Program, a five-year program which will provide approximately $8 million per year to
six jurisdictions for a comprehensive and coordinated delinquency prevention and
intervention program for at-risk and delinquent youth. Several programmatic
components allow the four cities, one rural jurisdiction and one tribal government, to
address teen pregnancy and receive support for specific counseling and education
services. These include support for family strengthening activities, mentoring, specific
services to at-risk and delinquent females, and general delinquency prevention
activities.
High Risk Youth Demonstration: HHS supports the High Risk Youth Demonstration
program, which funds innovative and effective model programs for preventing
alcohol and drug use among high-risk youth. One component of the program targets
the specific needs of females from 12 to 20 whose use of substances often occurs with
special factors (e.g. sexual abuse and domestic violence) that underlie or contribute to
women's addictive problems. Every component of the program is evaluated.
School Health Programs: The CDC has established a national framework to support
school health programs that are locally determined and consistent with community
values. Programs in all 50 states and 18 major cities are designed to help young
people avoid those risk behaviors that result in HIV infection, other sexually
transmitted diseases, and unintended pregnancies. CDC's Youth Risk Surveillance
System provides information about the prevalence of behaviors practiced by youth that
put their health at risk, and states, cities, and CDC use this information to more
effectively target and evaluate school health programs.
Youth Development Initiative: Started in 1994 under the Departments of Veterans
Affairs and Housing and Urban Development, the purpose of this initiative is to
address the problem of violence in low-income communities by providing young
people aged 13 to 25, with access to education and employment opportunities and
supportive services. Offering these positive alternatives and services to youth to
reduce violence are shown to be effective for affecting other teen behavior as well,
such as sexual behavior that could lead to teen pregnancy.
Youth Fair Chance: In July 1994, the Department of Labor implemented the Youth
Fair Chance program, funding seventeen sites. Youth Fair Chance is a community-
based program that targets money directly into high poverty areas where youth
problems are greatest. Working in cooperation with local service providers, these
sites use in- and out-of-school components to provide a variety of services that focus
on youth problems, like teen pregnancy, unemployment, drug and gang involvement,
and dropping out of school. Some of the sites utilize AmeriCorps volunteers.
The Community Schools Youth Services and Supervision Grant: Through this new
program established in 1994 under the Crime Bill, HHS provides matching grants to
communities with significant poverty and juvenile delinquency for after-school,
weekend and summer recreation and education programs. The program includes
an evaluation component.
Family Planning: In the face of strong opposition, the President has proposed budget
increases for the federal Family Planning Program each year and successfully
maintained the program. Among other reproductive health and education services, this
program makes family planning information and contraception available to millions of
women who might not otherwise get reproductive health care.
4-H Youth Development Program and Children, Youth and Families at Risk Initiative:
The Department of Agriculture, through the Cooperative Extension System, funds
these important initiatives serving young people. These programs work with
communities to implement effective research-based programs which address a broad
range of issues and needs, including teen pregnancy, child abuse, infant mortality,
community crime and violence, and child care.
Safe and Drug-Free School Act: Passed in 1994, this act responds to the continuing
crisis of violence and drugs in our schools by supporting comprehensive school-and
community-based drug abuse and violence prevention programs. Local school
districts in high need areas are coordinating violence and drug prevention programs
with comprehensive school health education programs.
Comprehensive Services for Teenage Parents on Welfare: In 1994, HHS funded these
grants, which supported development of programs providing comprehensive services
to meet the personal, physical and social needs of teenage parents, as well as
aiding the cognitive, physical and emotional development of their children. They were
implemented in conjunction with mandatory participation requirements for education
and employment-related activities.
LIFELONG LEARNING: INVESTING IN OUR YOUNG PEOPLE
"We can do all these things -- put our economic house in order, expand world
trade, target the jobs of the future, guarantee equal opportunity -- but if we're
honest, we'll admit that this strategy still cannot work unless we also give our
people the education, training, and skills they need to seize the opportunities of
tomorrow." President Clinton; January 25, 1994
Under the Clinton Administration, the Department of Education has launched a number of
initiatives that address teen pregnancy prevention through improved schooling for
disadvantaged students, coordination of health and social services, and school-to-work
opportunities to increase economic self-sufficiency. Drop-out prevention and drug-free
schools and communities programs address risk factors that are the same or related to those
leading to teen pregnancy.
Specific initiatives started or expanded include: The Goals 2000: Educate America Act,
Improving America's Schools Act, Title I Program; 1994 School-To-Work Opportunities
Act; and Head Start.
EMPOWERING COMMUNITIES TO SOLVE PROBLEMS
The Clinton Administration has worked hard to encourage investment in distressed
communities, to create jobs and to help these communities rebuild themselves by designing
initiatives like the Empowerment Zones and Enterprise Communities and The Community
Development Banking and Financial Institutions Act.