[Sample Teacher Letter. This letter, which can be adapted to fit your needs, is designed to be sent to teachers once an administrator has given approval. Fill in correct information in bracketed/highlighted areas.]

[Teacher]

[School]

[School Address]

[Date]

Dear [teacher name]

The Comprehensive Adolescent Pregnancy Prevention (CAPP) program at [your agency's name] has reached an agreement with your school to provide an evidence-based program in adolescent sexual health. I am writing to introduce CAPP and the program we will be providing, and to ask for your support and partnership as we launch the program.

Evidence-based programs

CAPP is funded by the New York State Department of Health to address the high level of teen pregnancy and STDs in our county. [Insert local data and compare to statewide data. One helpful source: The most critical of our core strategies is the implementation of evidence-based programs (EBPs) that have been shown to have a positive impact on risky sexual behavior. While not a panacea, EBPs can serve as an essential component of any serious community response to teen pregnancy. We offer the [Be Proud! Be Responsible!]curriculum, which, when implemented as designed, has been shown to [increase the frequency and consistency of condom use among students who were sexually active before participating in the program (results averaged across 3-, 6-, and 12-month follow-up surveys)--see OAHimplementation reports to add correct findings to your letter:

EBPs increase students' knowledge of pregnancy and HIV prevention, and address their perception of their own risk, peer norms, intention to be abstinent, intention to limit the number of sexual partners they have, communication and refusal skills, and ability to use condoms. While they include information on contraception and condoms, they stress that abstinence is the only way to be completely safe from pregnancy and STDs/HIV.

Importantly, EBPs do NOT bring about an increase in sexual behavior.Research has established that educating young people about sex and how to protect one's sexual health does not cause them to initiate or increase sexual activity.

Benefits to schools

Across the state, CAPP providers are working with schools to bring effective teen pregnancy and STD/HIV prevention curricula to students. Locally, we have worked in the ______and ______[schools or districts]. Working with CAPP offers schools several advantages:

  • Proven programs provided at no additional cost to the district. CAPP has purchased the curriculum we will use and our facilitators will come prepared with all handouts and materials.
  • Trained facilitators and technical support. Our facilitators have been trained in the curriculum and have access to technical assistance as implementation questions arise. Technical assistance and evaluation are provided by ACT for Youth Center of Excellence based at Cornell University. [Add any other information about your agency or facilitator training that may be appropriate here.]
  • Compliance with state regulations regarding HIV/AIDS education. Many of the programs currently used in teen pregnancy prevention were developed to address HIV/AIDS, and can help schools fulfill the New York State mandate for age-appropriate HIV education.
  • Alignment with New York State health education standards. Evidence-based programs can be aligned with New York State health education standards at many points. We can provide documentation of alignment with the Health Education Learning Standards and the Health Education Skills from the New York State Guidance Document for Health Education.[ONLY AVAILABLE FOR CERTAIN PROGRAMS: SEE this point if your program is not on the list.]

Planning for results

EBPs get results only when they are implemented correctly. To be effective, EBPs must be implemented without compromising the core components of the program. Some modification is inevitable, but certain adaptations will undermine delivery of results. During the planning process, we will work with you and your principal to set the stage for good implementation. Issues that need special consideration include:

  • Timing of modules: With planning, some EBPs can be matched to school periods, but a sufficient number of periods must be allowed for the full program to be presented.
  • Overall program length: Some EBPs are designed to be implemented over a particular period of time. To produce results, some EBPs will need to be presented more than once a week. [Change this language to reflect the specifics of your EBP]
  • Content and teaching strategies:EBPs build knowledge, but they are also designed to change perceptions, attitudes, and skills. Based on learning theories, EBPs use games, videos, and role plays as teaching strategies. EBPs are interactive, giving youth opportunities to practice communication strategies (for example, role-playing non-confrontational ways to refuse sex). Where permitted, some EBPs allow youth to become familiar with the correct use of condoms by putting a condom on an anatomical model.(A summary of the curriculum is enclosed.)
  • Teacher support:Your support is vitalfor planning, introducing the program to students positively, and assisting with basic classroom management.Your knowledge of the students and classroom dynamics is invaluable, and we ask for your partnership for successful program implementation.

I look forward to working with you and am happy to answer any questions. I can be reached at [phone number and email address].

Best regards,

[your name

your title]

Enclosed: [Be Proud! Be Responsible! curriculum overview(1-page summary of modules, any other relevant information. This can be based on OAH implementation reports: ]