SEXUAL HEALTH EDUCATION TOOLKIT

Transcription

1 CPS Sexual Health Education Toolkit 1 SEXUAL HEALTH EDUCATION TOOLKIT Guidelines and Resources for Implementing Chicago Public Schools Sexual Health Education Policy

2 CPS Sexual Health Education Toolkit 2 TABLE OF CONTENTS ACKNOWLEDGEMENTS... 3 INTRODUCTION.. 4 BACKGROUND 4 SEXUAL HEALTH EDUCATION OVERVIEW.. 6 DEFINITIONS... 6 CPS SEXUAL HEALTH EDUCATION POLICY HIGHLIGHTS. 7 SEXUAL HEALTH EDUCATION CURRICULUM... 8 ALIGNMENT WITH STATE AND NATIONAL STANDARDS AND SCHOOL CODE 9 PLANNING AND IMPLEMENTATION 12 PREPARATION SEXUAL HEALTH EDUCATION TRAINING INSTRUCTIONAL PLANNING.. 15 PARENTS/GUARDIANS POST IMPLEMENTATION. 19 TECHNICAL ASSISTANCE CONDOMS OUTSIDE CONSULTANTS SUPPLEMENTAL INSTRUCTIONAL MATERIALS 21 HEALTH AND WELLNESS MATERIALS REVIEW COMMITTEE SEXUAL HEALTH EDUCATION TOOLS AND RESOURCES. 22 GENERAL RESOURCES.. 22 POLICIES AND STATUTES SEXUAL HEALTH EDUCATION CURRICULUM CLASSROOM TOOLS IMPLEMENTATION TOOLS AND REPORTS. 23 STI PROJECT AND CONDOM AVALABILITY 24 NATIONAL SEXUALITY EDUCATION STANDARDS SUPPLEMENTAL MATERIALS. 24 APPENDICES APPENDIX A: CPS Sexual Health Education Policy 26 APPENDIX B: Scope and Sequence.. 29 APPENDIX C: National Sexuality Education Standards By Topic APPENDIX D: 2014 Illinois Statutes APPENDIX E: Sexual Health Education Implementation Planning Checklists 43 APPENDIX F: Frequently Asked Questions.. 45 APPENDIX G: Sexual Health Education Implementation Planning Tool APPENDIX H: Ground Rules 63 APPENDIX I: The Giggle Minute 64 APPENDIX J: Sample Parent Notification Letters (English/Spanish) APPENDIX K: Chicago Department of Public Health Condom Order Form. 67 INDEX. 68 REFERENCES

3 CPS Sexual Health Education Toolkit 3 ACKNOWLEDGEMENTS The Office of Student Health and Wellness would like to thank the following stakeholders for their contributions to the development of the CPS Sexual Health Education Policy and Guidelines. The Sexual Health Education Policy, passed in February 2013, will ensure that all students receive comprehensive sexual health education every year at each grade level. Board of Education National Coalition for STD Directors Mikva Challenge and the Teen Health Council Communities in Schools Chicago Robert Crown Center Chicago Department of Public Health (Office of Adolescent and School Health) Planned Parenthood of Illinois Illinois Caucus for Adolescent Health University of Illinois at Chicago Chicago Public Schools Teachers Chicago Public Schools Parents The CPS Sexual Health Education program, which is supported by grant funding from the Centers for Disease Control and Prevention, is designed to help reduce rates of sexually transmitted infections (STIs), including human immunodeficiency virus/acquired immune deficiency syndrome (HIV/AIDS), and unplanned pregnancies, and to decrease risk-taking behaviors by CPS students.

4 CPS Sexual Health Education Toolkit 4 INTRODUCTION Since 1965 the Board of Education for the City of Chicago (Board) has held Chicago Public Schools (CPS) responsible for providing sexual health education to students. In 1996 CPS developed guidelines to support the training of teachers. These guidelines were updated and the Board passed the Family Life and AIDS Education Policy in In 2008 this policy was amended and renamed the Family Life and Comprehensive Sexual Health Education Policy. On February 27, 2013, the Board rescinded that policy and adopted a new Sexual Health Education Policy (Appendix A) to stay current with research and practice, to more clearly outline the educational requirements and to continue to provide support for CPS students and their educational needs. This Sexual Health Education Policy and Toolkit has been developed by the CPS Office of Student Health and Wellness (OSHW) in partnership with the Sexual Health Education Strategic Planning Committee. This Committee is comprised of experts in sexual health, youth development, violence prevention, health care, sexual/gender identity and healthy relationships. This Toolkit continues to address the importance of providing education about sexually transmitted infections (STIs) and human immunodeficiency virus/acquired immune deficiency syndrome (HIV/AIDS), but it has been expanded to promote a more comprehensive approach to address the reality of the serious risks Chicago youth are facing. The purpose of the Toolkit is to provide guidance and support for the implementation of sexual health education for principals, instructors, parents/guardians and community organizations. The Toolkit includes detailed information, resources and tools that address the essential content, curricula, messages and best practices outlined in the CPS Sexual Health Education Policy. This includes a full curriculum and scope and sequence that are based on the National Sexuality Education Standards (NSES) and best practices for implementing sexual health education at every grade level. Principals and instructors can utilize resources from the Toolkit to help implement sexual health education in their schools. Some of these resources include checklists, implementation planning tools and the full CPS-approved curriculum for kindergarten through 12 th grade, as well as a directory of approved providers of sexual health education. The Toolkit replaces the Revised Guidelines for Teaching Family Life and AIDS Education which was adopted in BACKGROUND To realize the impact of STIs, including HIV, on CPS students, it is important to first understand national and local rates of disease. This perspective, combined with information from CPS students on their risk behaviors that contribute to STI transmission, support the steps that the Board has taken through the CPS Sexual Health Education Policy to reduce risk amongst CPS students. CHLAMYDIA & GONORRHEA Cook County, including Chicago, ranks 1st and 2nd for cases of gonorrhea and chlamydia in the nation. Nationally, African-Americans, especially young men, continue to be disproportionately affected by HIV and AIDS. In 2010, African- Americans accounted for 44% and Hispanics/Latinos accounted for 21% of new HIV infections in the U.S. The rate of new HIV infections among African-American men was 6.6 times the rate for white men and African American women, and 20.1 times the rate for white women. In 2010, youth ages accounted for 24% of all new HIV infections in the U.S. By age at infection, the largest percentage (38%) of new HIV infections among African American males occurred in those aged years; this percentage was higher than that for the same age group of Hispanic/Latino males (25%) and of white males (16%). i CPS serves a vast and diverse community. The racial make-up of our more than 400,000-student population consists of 44.1% Latino, 41.6% African-American, 8.8% White, 3.4% Asian/Pacific Islander and 0.4% Native American (2013). While the residents of some of the city s 77 community areas are well served, many others lack sufficient health resources, including access to care such as testing and treatment for STIs and other sexual health-related services.

5 CPS Sexual Health Education Toolkit 5 According to the Chicago Department of Public Health (CDPH), the percentage of yearolds diagnosed with HIV steadily increased by an average of 5% between 2007 to 2011, while all other age groups observed a decrease during the same time period. CDPH also reported 10,304 cases of chlamydia and 3,261 cases of gonorrhea among youth ages years old more than one-third of total diagnoses for the City of Chicago in Overall, Chicagoans in the age group accounted for 67% of gonorrhea and 71% of chlamydia cases in the majority of STI diagnoses in Chicago. ii Both of these STIs are substantially under-diagnosed and underreported, in part because they are asymptomatic. Consequently, about twice as many new infections are estimated to occur each year than are reported. In an effort to identify and address the behaviors that lead to high morbidity and mortality rates among Chicago youth, CPS has worked with the Centers for Disease Control and Prevention to conduct the Youth Risk Behavior Survey (YRBS) in high schools since 1989 and middle schools since Many sexual risk-taking behaviors, including not using male or female condoms during sexual intercourse, contribute to high STI rates. CPS high school students reported, through the 2013 YRBS, that more than half have had sexual intercourse and nearly 10% first had sexual intercourse before the age of 13. For students who reported that they are currently sexually active, 39% did not use a condom during their last sexual intercourse. iii TOP 10 CHICAGO ZIP CODES FOR GONORRHEA AND CHLAMYDIA AMONGST YEAR-OLDS (2011) (Roseland/Pullman) (Auburn Gresham) (South Lawndale/ North Lawndale) (East & West Garfield Park/North Lawndale) (Austin) (Chatham/Avalon Park) ( West Englewood) (Humboldt Park) (Woodlawn/W. Woodlawn/Hyde Park ) (Englewood) As long as Chicago youth continue sexual risk-taking behaviors and do not get tested, infection rates will continue to rise. This and other data collected through the YRBS have been extremely helpful in developing the Sexual Health Education Policy and this Toolkit. The Board has demonstrated its commitment to providing comprehensive STI, including HIV/AIDS and pregnancy-prevention education, by establishing the Sexual Health Education Policy. By adopting this policy the Board intends for all students to receive comprehensive, medically accurate, scientifically-based, developmentally appropriate and age appropriate sexual health education, emphasizing abstinence. The Sexual Health Education Policy is consistent with goals under the Illinois Standards for Physical Development and Health, Social/Emotional Learning, the 2012 NSES and Illinois law, including the School Code and the Critical Health Problems and Comprehensive Health Education Act. MAP OF THE TOP 10 CHICAGO ZIP CODES FOR GONORRHEA AND CHLAMYDIA AMONGST YEAR-OLDS (2011)

6 CPS Sexual Health Education Toolkit 6 SEXUAL HEALTH EDUCATION OVERVIEW This overview consists of commonly used definitions related to sexuality education, highlights from the CPS Sexual Health Education Policy and information about the development of the CPS Sexual Health Education Curriculum and its alignment with state and national learning standards. DEFINITIONS Throughout the Toolkit you will find the following commonly used terms that are fundamental to sexual health education and essential to understanding the content of this document. Sexual Health Education: A comprehensive education program that builds a foundation of knowledge and skills relating to human development, relationships, decision making, abstinence, contraception and disease prevention. Sexual health education starts in kindergarten and continues through 12 th grade. At every grade level, lessons teach age-appropriate and medically-accurate information that build upon the knowledge and skills students mastered in the previous stage.» In grades K-4, the foundational instruction includes anatomy, physiology, puberty, adolescent development, identity, reproduction, healthy relationships and personal safety, often referred to as Family- Life Education.» In grades 5 through 12, the knowledge gained in grades K-4 serves as a foundation upon which to add new information about puberty, adolescent development and STIs, including HIV, and more specifically information on abstinence, medically recommended contraceptives, transmission and prevention of STIs and HIV, informed decision making and sexual orientation. Medically Accurate: Verified or supported by the weight of research conducted in compliance with accepted scientific methods and published in peer-reviewed journals, if applicable, or comprising information recognized as accurate, objective and complete. Age Appropriate: Suitable to particular ages or age groups of children and adolescents, based on the developing cognitive, emotional and behavioral capacity typical for the age or age group. Developmentally Appropriate: Designed to teach concepts, information and skills based on the social, cognitive, emotional and experience level of most students at a particular developmental level. Abstinence: Choosing for a period of time to refrain from sexual behaviors that involve a partner, including vaginal, oral and anal sex. Postponing can be used in place of abstinence as a form of delaying or not participating in sexual behaviors for a period of time. Sexual Orientation: A person s romantic and sexual attraction to people of either their same and/or other gender. Current terms for sexual orientation include straight, gay, lesbian, bisexual, heterosexual, homosexual and others (e.g., pansexual). Gender: The emotional, behavioral and cultural characteristics attached to a person s assigned biological sex. Gender can be understood to have several components, including gender identity, gender expression and gender role.» Gender Identity: Individuals inner sense of their gender. Most people develop a gender identity that corresponds to their biological sex, but some do not.» Gender Expression: The manner in which individuals outwardly express their gender.» Gender Role: The societal expectations of how people should act, think and/or feel based on their assigned biological sex. Culturally Sensitive: Materials and instruction that respond to culturally diverse individuals, families and communities in an inclusive, respectful and effective manner.

7 CPS Sexual Health Education Toolkit 7 CPS SEXUAL HEALTH EDUCATION POLICY HIGHLIGHTS 1. CPS will offer students in kindergarten through 12 th grade sexual health education that:» is aligned with the National Sexuality Education Standards;» is age and developmentally appropriate;» provides strategies to support all students regardless of gender, race, disability, sexual orientation, gender identity and gender expression;» is culturally sensitive;» provides a focus on health promotion and risk reduction within the context of the world in which students live;» is medically accurate; CPS SEXUAL HEALTH EDUCATION POLICY On February 27, 2013 the Chicago Board of Education passed a new Sexual Health Education Policy (Appendix A). The new Policy emphasizes comprehensive, medically-accurate and developmentally and age-appropriate sexual health education for all CPS students.» emphasizes abstinence as a component of healthy sexual decision-making and the only protection that is 100% effective against unintended pregnancy, sexually transmitted infections and HIV when transmitted sexually;» includes instruction designed to promote a wholesome and comprehensive understanding of the emotional, psychological, physiological, hygienic and social responsibilities of family life;» is consistent with state laws enacted to address the need for students to receive comprehensive health education;» emphasizes that parents/guardians are the primary sexual health educators for their child(ren);» offers parents/guardians information on comprehensive sexual health education provided to students via Board-approved education lessons; and» gives parents/guardians the opportunity to opt their child(ren) out of sexual health education in accordance with Illinois law. 2. All Chicago public schools are required to provide a minimum amount of sexual health instructional minutes to all students. Administrators and teachers shall ensure that sexual health education courses provide:» a minimum of 300 minutes of instruction per academic year at every grade level, K - 4;» a minimum of 675 minutes of instruction per academic year at every grade level, All principals must designate and arrange for a minimum of two instructors per school to participate in CPS Sexual Health Education Training. 4. Any teacher or other staff member who serves as a sexual health education instructor must participate in CPS Sexual Health Education Training prior to teaching the lessons. 5. All sexual health education instruction should be based on lessons and resources approved by OSHW. 6. Any school may retain the services of an outside consultant, approved by OSHW, to deliver sexual health education or to supplement its staff-provided instruction.

8 CPS Sexual Health Education Toolkit 8 SEXUAL HEALTH EDUCATION CURRICULUM OSHW has created a recommended curriculum that addresses the minimum education requirements set in the CPS Sexual Health Education Policy. The curriculum has been aligned with the NSES and the Illinois Standards for Physical Development and Health and Social/Emotional Learning. By aligning CPS lessons with the goals under these standards, OSHW has provided a comprehensive and guided approach to improving adolescent sexual health. By implementing these lessons, CPS will address and work to eliminate adolescent STIs, HIV and unintended pregnancies. REQUIRED ANNUAL INSTRUCTION PER GRADE K min./yr. 675 min./yr. Appendix B includes the scope and sequence for grades K-12 that outlines progressive lessons that are developmentally appropriate, support improved health outcomes for all students, focus on health promotion and risk reduction, are medically and scientifically accurate, holistic in approach, consistent with state laws and aligned with the NSES. Through the use of essential classroombased lessons and activities, extended activities and recommended resources, the minimum requirement of 300 minutes per grade for K-4 and 675 minutes per grade for 5-12 will be met. Theory The Sexual Health Education Curriculum utilizes Social Cognitive Theory and Health-Behavior Theory. The curriculum was designed to focus on the following relevant factors: (1) external constraints and factors (e.g., finding medically accurate resources and accessing health care, contraceptives or counseling services), (2) acquisition of skills (i.e., how to put a condom on correctly), (3) self-efficacy (i.e., individuals belief in their ability to make healthy sexual choices), (4) attitude (i.e., the belief that the benefits of delaying sexual activity or using contraceptives outweigh the risks), (5) social pressure and norms (i.e., the beliefs of a community or culture that influence an individual), (6) self-image (i.e., self-reflection on how key topics relate to personal health and well-being), (7) emotional reaction (e.g., fear of becoming pregnant or contracting a STI) and (8) intention (e.g., delaying sex or using a condom for all sexual activity). iv,v,vi Research has shown that comprehensive sexual health education, including information on abstinence and contraceptives, is effective in delaying first sex and increasing contraceptive use. vii In a review of the effectiveness of school-based programs to reduce sexual risk behaviors, programs that combine decision making and negotiation skills with medically-based education on pregnancy and STI-transmission proved most effective in decreasing sexual risk behaviors. viii Sexual health education lessons integrate effective decisionmaking models and communication skills beginning at the earliest grade levels and extending through grade 12. Decision-making lessons utilize normative and dual-process (i.e., rational processing and experiencebased or affective paths) decision-making models for effective sexual health decision making. ix Accuracy Very few evidence-based programs and curricula have been aligned to meet the NSES, which were released in January To create a complete CPS Sexual Health Education Curriculum, OSHW drew from several evidence-informed programs such as BART, All4You!, Seattle and King County s Family Life and Sexual Health (FLASH) curriculum and Olweus Bullying-Prevention Program and created its own novel lessons. In an effort to create medically and scientifically accurate lessons, OSHW collaborated with sexual health stakeholders of varying expertise in multiple disciplines. Completed lessons were reviewed by approved community partners and sexual health education stakeholders for accuracy, acceptability, bias and cultural competency. To empower students to seek medically-accurate knowledge and resources within the context of the lessons, instructors guide them through exercises that explore resources and points of access to medical care and

9 CPS Sexual Health Education Toolkit 9 counseling in their schools and communities. By aligning the Sexual Health Education Curriculum with CPS s approved Common Sense Media curriculum, educators can teach students to evaluate websites and other media for accuracy while continuing to meet the NSES. Cultural Competency Youth who face discrimination or lack access to medical care and other resources are disproportionately affected by unplanned pregnancy and STI and HIV transmission. x Race, socioeconomic status, ethnicity, citizenship status, gender, sexual orientation and identity can all influence students ability to access medical care and information about their sexual health. Students attending Chicago Public Schools come from a wide variety of cultures, backgrounds, experiences and ethnicities. With the guidance of community partners and sexual health stakeholders, the Sexual Health Education Curriculum was developed to reach students of all cultures, races, genders and sexual orientations. Self-reflection, discussion and instructor-led activities on cultural influences allow older students (grades 5-12) to explore the impact of their culture and experiences on their sexual health. Younger students (K-4) are exposed to various family make-ups, cultural images and gender expressions and encouraged to show respect for all people. Materials Materials for lessons in grades K-12 include books and videos. Books are available through OSHW and Chicago Public Libraries. Videos are available on Safari Montage or by contacting the HIV/STI Prevention Initiative Project Assistant at (773) Additional materials may include computers for teacher and student access, a projector, white board or butcher paper, writing and coloring materials and drawing paper. Materials should be easily accessible within the classroom setting. Internet Safety Policy Alignment Common Sense Media (CSM), the adopted CPS curriculum, is supported by the Office of Education Tools and Technology and fulfills the mandates of the Sexual Health Education Policy, Board Report No PO2, and the Child Internet Protection Act. Sexual Health Education lessons for grades K-12 integrate appropriate CSM lessons into the extension activities to build on key concepts in the Sexual Health Education Curriculum. CSM topics reinforce the NSES and aid instructors in meeting the required teaching minutes outlined in the CPS Sexual Health Education Policy. Prior to beginning instruction, educators should register for FREE access to the Common Sense Media Curriculum at The full scope and sequence of the curriculum can be found under the Digital Citizenship link under the Educators dropdown menu on CSM s homepage. Educators are encouraged to review the site and make use of additional teaching tools to fulfill their obligations under CPS Policy and augment sexual health education. ALIGNMENT WITH STATE AND NATIONAL EDUCATION STANDARDS AND SCHOOL CODE The CPS Sexual Health Education Curriculum is aligned with both state and national standards in order to address educational requirements, build school capacity for implementation, maximize health education instruction time and utilize the gold standards for sexual health education that were developed through research and professional expertise. Alignment occurs with the following education standards: 1. Illinois Learning Standards for Physical Development and Health 2. Illinois Standards for Social/Emotional Learning

10 CPS Sexual Health Education Toolkit National Sexuality Education Standards. Illinois Standards for Physical Development and Health and Social/Emotional Learning As required by the Illinois State Board of Education, the CPS Sexual Health Education Curriculum addresses several goals under the Illinois Standards for Physical Development and Health, and Social/Emotional Learning. These standards communicate to students, teachers and parents the basic knowledge and skills that students are expected to learn to serve them throughout their lives. The Physical Development and Health Standards and Social/Emotional Learning goals are interrelated and incorporating these goals into sexual health education enhances the Board s efforts to prevent HIV/AIDS, STIs and unintended pregnancy. The Sexual Health Education Curriculum aligns with the following goals under the Illinois Standards for Physical Development and Health:» Goal 22 - Understand principles of health promotion and the prevention and treatment of illness and injury.» Goal 23 - Understand human body systems and factors that influence growth and development.» Goal 24 - Promote and enhance health and well-being through the use of effective communication and decision-making skills. In addition, the curriculum aligns with the following goals under the Illinois Standards for Social/Emotional Learning:» Goal 1 - Develop self-awareness and self-management skills to achieve school and life success.» Goal 2 - Use social awareness and interpersonal skills to establish and maintain positive relationships.» Goal 3 - Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. National Sexuality Education Standards The 2012 NSES were developed to address the inconsistent implementation of sexuality education nationwide and the limited time allocated to teaching the topic. The goal of the NSES is to provide clear, consistent and straightforward guidance on the essential minimum core content for sexuality education, which is developmentally and age appropriate for students in grades K 12. xi With this goal in mind, the CPS Sexual Health Education Policy has been aligned with the NSES. The NSES outline seven essential content areas including anatomy and physiology, puberty and adolescent development, pregnancy and reproduction, sexually NATIONAL SEXUALITY EDUCATION STANDARDS Review the essential content that students should master by the end of 2nd, 5th, 8th and 12th grade in Appendix C. transmitted diseases and HIV, identity, healthy relationships and personal safety. For each essential content area, clear expectations or performance indicators have been written to indicate the skills and knowledge that students should master by the end of 2 nd, 5 th, 8 th and 12 th grades. The NSES performance indicators are listed under the seven essential content areas and are aligned with the eight National Health Education Standards, including:

11 CPS Sexual Health Education Toolkit 11 Core Concepts Students will comprehend concepts related to health promotion and disease prevention to enhance health. Analyzing Influences - Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. Accessing Information - Students will demonstrate the ability to access valid information and effective products and services to enhance health. Interpersonal Communication - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Decision-Making - Students will demonstrate the ability to use decision-making skills to enhance health. Goal-Setting - Students will demonstrate the ability to use goal-setting skills to enhance health. Self-Management - Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Advocacy - Students will demonstrate the ability to advocate for personal, family and community health. Visit to find more information about how the standards were developed, the theoretical framework, topics and key indicators. Illinois School Code The CPS Sexual Health Education Policy is in compliance with recent amendments to the School Code and the Critical Health Problems and Comprehensive Health Education Act passed in April In accordance with School Code, the CPS Policy specifies that:» sexual health education is comprehensive and provides instruction on both abstinence, as part of healthy decision making, and contraceptives to prevent unplanned pregnancies and the transmission of STIs including HIV;» information on sexual intercourse is included in grades 6-12;» parents/guardians have an opportunity to review instructional materials; and» a curriculum for instruction is provided that is developmentally and age appropriate, medically accurate and scientifically based. NATIONAL SEXUALITY EDUCATION STANDARDS Check out the National Sexuality Education Standards at: uments/josh-fose-standardsweb.pdf ILLINOIS SCHOOL CODE Review the Illinois School Code in Appendix D Highlights from the amendments to the School Code and the Critical Health Problems and Comprehensive Health Education Act are as follows:» each class or course in comprehensive sex education offered in any of grades 6 through 12 shall include instruction on both abstinence and contraception for the prevention of pregnancy and sexually transmitted diseases, including HIV/AIDS;» all classes that teach sex education and discuss sexual intercourse in grades 6 through 12 shall emphasize that abstinence from sexual intercourse is a responsible and positive decision and is the only protection that is 100% effective against unwanted teenage pregnancy, sexually transmitted diseases and acquired immune deficiency syndrome (AIDS), when transmitted sexually;» an opportunity shall be afforded to individuals (not just parents or guardians) to examine the instructional materials to be used in the class or course;

12 CPS Sexual Health Education Toolkit 12» if a sex education class or course is offered in any of grades 6 through 12, the school district may choose and adapt the developmentally and age-appropriate, medically accurate, evidence-based and complete sex education curriculum that meets the specific needs of its community;» Comprehensive Health Education Program shall include the educational area of evidence-based and medically accurate information regarding sexual abstinence (instead of the area of sexual abstinence until marriage). xii PLANNING AND IMPLEMENTATION OSHW has assembled tools, enhanced training and provided technical assistance to build the capacity of schools to roll out sexual health education instruction. Since the passage of the Sexual Health Education Policy in February 2013, schools have been working to add sexual health education at every grade level with thoughtful, step-wise planning that integrates the lessons in ways that work best for their individual school s climate and culture. This section of the Toolkit provides information, best practices and tools to help educators get prepared, plan and implement sexual health education. GETTING STARTED Use the Sexual Health Education Checklists for principals and instructors (Appendix E) to serve as a guide for the planning, implementation and reporting process. PREPARATION As principals and their instructors navigate the requirements under the Sexual Health Education Policy, thorough planning will be key to successful implementation. The Sexual Health Education Checklists (Appendix E) can be used to help guide principals and instructors through the necessary steps for effective implementation, instruction and reporting plans. As part of this process, principals or instructors should create an implementation plan at the beginning of the school year in order to ensure that the minimum minute requirements are met at every grade level and the planned instruction will satisfy the essential content outlined in the NSES. When planning instruction, it is important to create an outline that meets the needs of the students and fits with the school s schedule. Lessons can be provided over the entire school year, within a single month or week, or on consecutive days. It is up to the principal and/or instructors to design a plan that best works for their school. The Sexual Health Education Planning Tool (Appendix F) can be used to identify:» when instructors will provide education;» who will provide education;» the lessons that will be taught to meet the minute requirements for each grade level;» partners to provide sexual health education instruction;» the number of students to be instructed;» the class periods for instruction. Principals or instructors can collect and compile these documents to ensure that the required education is planned out and will be met for each grade level that year. This document will also aid in completing the Sexual Health Education School Instruction Report (available in the Sexual Health Education Folder on Google Drive).

13 CPS Sexual Health Education Toolkit 13 SEXUAL HEALTH EDUCATION IMPLEMENTATION SCHOOL RESPONSIBILITIES Principal reviews Sexual Health Education Policy & Toolkit Principal designates and arranges for a minimum of 2 instructors to complete training Ensure that all necessary steps have been completed for sexual health education Create sexual health education implementation plan Provide parents/guardians with 3 notifications and 1 info session In grades 5-12, conduct assessment to gauge students knowledge level, create question and answer box and review lessons Provide instruction for every grade level lessons can be integrated into daily, weekly or other periodic schedules If using an outside consultant, arrange with an approved community partner to provide sexual health education Complete post-unit assessments with students K-12 Complete post-implementation report within 15 days of completion of instruction and provide feedback on any outside consultants Start OSHW SUPPORTS Sexual Health Education Policy & Toolkit In-person, online or school training available Principal & Instructor Implementation Planning Checklists (Appendix E) Sexual Health Education Implementation Planning Tool (Appendix G) Sample Parent Notification Letter in English & Spanish (Appendix J) CPS Approved Curriculum & Assessments (Sexual Health Education folder on Google Drive) CPS-Approved Curriculum (Sexual Health Education folder on Google Drive) Ground Rules (Appendix H) Giggle Minute (Appendix I) Community-Based Organization Locator Tool (Sexual Health Education folder on Google Drive) CPS Approved Curriculum & Assessments (Sexual Health Education folder on Google Drive) Sexual Health Education School Instruction Report (Sexual Health Education folder on Google Drive) SEXUAL HEALTH EDUCATION TRAINING The CPS Sexual Health Education Policy requires that all principals designate and arrange for a minimum of two instructors per school to participate in the CPS Sexual Health Education Training. Trained instructors are expected to provide all students with sexual health education. Principals should determine the appropriate number of instructors, beyond the minimum requirement, who will be needed to provide sexual health education at every grade level on an annual basis. Principals should designate instructors who are comfortable teaching sexual health-related topics, interact well with students and have the capacity to implement sexual health education lessons during the school year. Teachers of Health, Science, Biology, Physical Education and Special Education, as well as school social workers, nurses, counselors and psychologists, are encouraged to complete the Sexual Health Education Training. Any other staff members (e.g., teaching assistants) who support the trained instructor to provide sexual health education must complete the training as well. Other staff members who work with students are encouraged to participate in the training. Students often approach other trusted adults in the school to answer questions they have related to sexual health and all staff should be prepared to answer these questions or refer students to medically accurate resources.

14 CPS Sexual Health Education Toolkit 14 Any teacher or staff member who will provide sexual health education to students must complete the Sexual Health Education Training prior to lesson implementation. The Sexual Health Education Training topics include:» CPS Policy and Guidelines Overview for Sexual Health Education Implementation» Anatomy and Physiology» Puberty and Adolescent Development» Identity» Pregnancy and Reproduction» Sexually Transmitted Infections and HIV» Healthy Relationships» Personal Safety» Sexual Health Education for Diverse Learners» Review of Essential Documents SEXUAL HEALTH EDUCATION TRAINING Sign up for Sexual Health Education Training online at CPS University. Use keyword search term sexual health. Training can be completed online or inperson at district-wide training sites. Upon course completion, instructors must take a proficiency exam and pass with a score of 80% or better. Instructors will receive a certificate of completion that is valid for a period of four years. After the four-year period, instructors are required to renew their certificates to continue providing sexual health education. Instructors are allowed three attempts to pass the proficiency exam. If a score of 80% is not achieved, a member of the Sexual Health Education Training Team will:» meet with the participant to discuss strategies and make recommendations to achieve proficiency;» notify the school principal to discuss contingency planning for sexual health education implementation; and» provide ongoing technical assistance to the participant and the school until sexual health education implementation begins. Trained instructors will receive access to the complete CPS Sexual Health Education Curriculum, supplemental resources and a directory of approved community-based providers through the Google Drive, to aid them in providing education that helps students acquire the knowledge, health-promoting attitudes and skills they need to make healthy decisions and achieve academic success. Training opportunities Instructors and staff are able to register for training through CPS University using search term sexual health. Trainings are offered in two different formats: in-person or online. In-person Training: In-person district-wide trainings are scheduled throughout the school year on a monthly basis and are approximately 6 hours in length. Training sites are available throughout the district. In addition, principals or designees can ask to host training at their schools. Training requests require a minimum of 8 participants from the requesting school. Principals are encouraged to host a training open to district staff if they have space available. SEXUAL HEALTH EDUCATION TRAINING To host training at your school, contact the Office of Student Health and Wellness at (773) Review FAQs about sexual health education in Appendix F. Online Training: The online training course, a selfpaced, module-based, learning opportunity, is

15 CPS Sexual Health Education Toolkit 15 approximately 5 hours long. Once instructors initiate the course, they have three weeks to complete the modules. The content of the online training course is equivalent to the training provided in-person. To ensure that learners complete modules in their entirety, settings are in place that require them to touch and interact with every slide and answer at least two questions correctly from each module. This is how the learner receives a completed status for each component. Both in-person and online trainings require that participants complete a proficiency exam. If the proficiency exam is not completed, participants will not receive their certificate or CPDUs for completing the Sexual Health Education Training course. It is recommended that trainees review the frequently asked questions in Appendix F to address questions that may arise when their training is complete. If a school does not have a trained instructor who is comfortable with the lessons, feels confident in his or her ability to deliver the content or for any other reason, schools may seek outside consultants, approved through OSHW, to provide or supplement sexual health education instruction. The approval procedures are detailed below in the section titled Outside Consultants and Supplemental Instructional Materials. Schools must retain at least two trained instructors, even if they use an outside consultant to provide instruction. INSTRUCTIONAL PLANNING After instructors or a consultant have been identified, the principal and instructors should determine the dates for implementation. Schools should consider beginning sexual health education as early in the academic year as possible to ensure enough time is allotted to meet the required teaching minutes for each grade level. Implementation can occur in successive days or it can be scheduled throughout the academic year. When identifying dates, schools should take into account bell schedules, non-attendance days for students, standardized test preparation and implementation, school intercession, holidays, field trips and other seasonal school events. SEXUAL HEALTH EDUCATION INSTRUCTION PLANNING Use the Sexual Health Education Implementation Planning Tool (Appendix G) to schedule dates when lessons will be taught. The Sexual Health Education Implementation Planning Tool (Appendix G) outlines the CPS-approved lessons from the scope and sequence (Appendix B) that are required to fulfill the instructional requirements at each grade level under the policy. This tool allows instructors to identify the dates, class periods and number of students and make notes relevant to implementation planning. This tool can also be used to track the use of outside consultants to provide instruction and ensure that there are no gaps in the content that should be covered in each grade level. Lesson Preparation Sexual health education instructors who complete the training and pass the proficiency exam will be given access to a variety of resources to assist with sexual health education instruction. OSHW provides instructors with an approved curriculum for use in Kindergarten to 12 th grade. The CPS Sexual Health Education Curriculum, which is free for instructors to use, includes lessons, activities, resources and supplementary lessons that are aligned with the NSES and meet the Sexual Health Education Policy requirements for instruction. INSTRUCTOR RESOURCES Many additional resources can be found on Safari Montage under the Health folder or by conducting a keyword search. ontage/login/login.php?

16 CPS Sexual Health Education Toolkit 16 Lessons and materials should be reviewed at least 24 hours prior to implementation to ensure instructor preparedness. All lessons are available in the Sexual Health Education folder on the Google Drive and should be downloaded for the specific grade level and lesson for which the instructor is preparing. Please be aware that some lessons may require the use of technology or special materials. Instructors should allow time to secure the necessary equipment, resources and materials when lesson planning. For lessons utilizing the Common Sense Media Curriculum, it is recommended that instructors register, at no cost, at Educators are encouraged to review the site and make use of additional teaching tools. Classroom Structure Sexual health education instruction can be provided in a co-ed or single-gender setting. Sexual health education instructors should use discretion when choosing the appropriate setting based on their knowledge of their student population and how information will be best received. Whether in a co-ed or single-gender setting, the same instruction must be provided. It is important to create a safe and supportive classroom environment when discussing sensitive topics. Sexual health education involves topic areas that are sometimes uncomfortable and difficult to talk about. Students have the right to pass on questions or discussions. They should not be pressured to participate in discussions. To help create a safe, comfortable and respectful setting for instruction and discussion, it is important for instructors to establish a set of ground rules (Appendix I) with students for discussing sexual health education and to explain why these rules are important. These ground rules should supplement preexisting school and classroom rules. INSTRUCTOR RESOURCES Review the Ground Rules for sexual health education in Appendix H and instructions for the Giggle Minute Icebreaker in Appendix I. Instructors should take care to avoid discussing their own personal lives and the lives of their students. Students may ask the instructor, for example, when he or she first had sex. To maintain the focus on encouraging students to make informed decisions, the instructor might explain that it is his/her job to provide education to help students make informed decisions for themselves, not to discuss the personal decisions the instructor made. When asked personal questions, a teacher should highlight the no personal questions ground rule. It is important for teachers to have a values neutral approach to instruction. Teachers should remember that CPS has a very diverse student population that represents many different religious and cultural beliefs and values that influence an individual s decisions. Instructors should not impose their personal values relating to sexuality on their students. In addition, students should be allowed to express their opinions on different topics as long as they are respectful of the diversity of their classmates. INSTRUCTOR RESOURCE: QUESTION BOX To ensure anonymity, instructors can provide the following direction: All students must place something in the question box. If you have a question, write it down but don t put your name on it. If you don t have a question write I don t have a question and don t include your name. When everyone is done or at the end of class, I ll have everyone put their paper in the question box. To encourage student involvement and help gauge students current sexual health education knowledge base, instructors should

17 CPS Sexual Health Education Toolkit 17 make a question box that students can use to anonymously submit questions related to any of the sexual health education topic areas. Student-provided questions will aid the instructor in finding out what students really have questions about, allow for time to find the correct answers and allow for alignment of the answer with the appropriate lesson to provide context and additional information. When introducing topics like anatomy and physiology or other topics that may at first be uncomfortable or embarrassing for students and adults, use the Giggle Minute exercise (Appendix I) to help students relax, get out the giggles and feel more comfortable when medically accurate terms are used during sexual health education instruction. Evaluation and Assessments Upon completion of sexual health education instruction, students should be evaluated based on their understanding of key concepts, vocabulary and facts from the lessons. Teachers are given points of evaluation to quantify student knowledge gained per grade. K through 4 students are given an overall evaluation. Students in grades 5-12 are given a pre- and post-test, located in the Sexual Health Education Curriculum folder on the Google Drive, which gives a quantitative evaluation of student knowledge before and after sexual health education. PARENTS/GUARDIANS Notification Schools are required to provide three notifications to parents/ guardians that sexual health education will occur at their school. The best practice is to send notice as soon as possible, but the last notification must be given at least two weeks prior to implementation. School registration, open house and report card pick-up are ideal opportunities to provide notification. Sample parent notification letters can be found in Appendix J and should be placed on school letterhead and modified with school- specific information. PARENT/GUARDIAN NOTIFICATION Sample parent/guardian notification letters are available in English and Spanish in Appendix J. Schools are strongly encouraged to use at least three forms of communication when notifying parents/guardians including, but not limited to:» letters attached to student-registration packets» letters attached to student report cards» letters sent home with students» Letters sent via the U.S. mail» » telephone calls» parent/school newsletter» notification on school website PARENT/GUARDIAN NOTIFICATION - SAMPLE TIMELINE 1 - First week of school notification letter sent home with students 2 - Notify parents during report card pick up, on a kiosk, via or any other way that is appropriate for your parent/guardian population 3 - Two weeks prior to the start of instruction, the final notification letter must be sent home with students Role of Parent/Guardian The Board acknowledges that parents/guardians are the primary sexual health educators for their child(ren). CPS is committed to partnering with parents/guardians by offering information sessions on the education provided to students through the Sexual Health Education Curriculum. School staff who would like assistance in providing a parent/guardian information session on the CPS Sexual Health Education Policy or curriculum at

18 CPS Sexual Health Education Toolkit 18 Local School Council, Parent Advisory Council or other parent/guardian meetings or events should contact OSHW at (773) The Board recommends that parents/guardians:» talk to their children about sexual health, relationships, their values about sex, and the emotional and physical consequences of sexual relationships;» involve themselves in their child s education by being aware of and supporting provision of sexual health education at their school;» support honest, balanced, sexual health education that is comprehensive and includes information on abstinence and contraception;» know the official policies on sexual health education for Chicago Public Schools. PARENT/GUARDIAN ROLE Adolescents who reported feeling connected to parents and their families were more likely than other teens to delay initiating sexual intercourse. vi Sexual Health Education Information Session Schools are required to make sexual health education lessons available for parents/guardians to review. Schools should host an information session where parents/guardians are able to learn more about the sexual health education curriculum that the school will utilize, ask questions and review instructional materials. An invitation to this meeting can be included in the notification letter. If a school plans to utilize approved outside consultants, the consultant should attend the information session with their instructional materials for parental review. Suggested times to host the information session include but are not limited to report card pick-up, as part of parent-teacher conferences, a stand-alone event or during other parent-focused meetings. Right to Opt-Out The Illinois School Code provides: No pupil shall be required to take or participate in any class or course on AIDS or family life instruction if his parent or guardian submits written objection thereto, and refusal to take or participate in the course or program shall not be reason for suspension or expulsion of the pupil. 105 ILCS 110/3 (Appendix D), Students will receive sexual health education unless a parent/guardian provides a timely written notification opting their child(ren) out of participating. No student will be suspended or expelled for a parent/guardian s written objection. Students Opted Out of Sexual Health Education When a parent/guardian submits a written notification to opt their child(ren) out of sexual health education, the instructor must notify the school principal, who will assign the student to another classroom, the library, or another area with adult supervision. Students should not be placed in disciplinary settings (e.g., detention) or made to feel punished because their parent/guardian has chosen to exclude them from participating. School staff has no obligation to provide an alternate activity or instruction for students who are opted out of the curriculum. They may do homework or read. Schools may not opt students out of sexual health education instruction. INSTRUCTOR RESOURCES: POST IMPLEMENATION Complete your Sexual Health Education School Instruction Report within 15 days of completing sexual health education instruction.

19 CPS Sexual Health Education Toolkit 19 POST IMPLEMENTATION Instructors must complete a Sexual Health Education School Instruction Report, located in the Sexual Health Education folder on the Google Drive, within 15 days of the end of instruction. This Report will ask for the following information:» who provided instruction;» dates of instruction;» the number of minutes of instruction;» the number of students taught;» grade level; and» curriculum that was delivered (i.e. CPS approved, other curricula or community-based provider). TECHNICAL ASSISTANCE Schools can contact OSHW for technical assistance, which may include:» training for additional staff members;» support creating an implementation plan;» clarification on CPS-approved lessons;» responding to questions about approved providers of sexual health education;» assisting a community-based organization you would like to work with to become an approved provider;» resources for health fairs;» resources for in-class teacher support on content areas that are unfamiliar;» checking out supplemental resources for use in your school;» resources for parents; and/or» support at parent, LSC or other school meetings. CONDOMS Demonstrations Following the foundational instruction for sexual health education, contraceptive methods are introduced beginning in 5 th grade. Students will learn that the transmission of STIs and/or HIV through oral, anal and vaginal sex can be greatly reduced if a condom (latex or polyurethane) or another barrier method is used correctly each and every time a person has sex. Correct condom use is demonstrated by a person who has completed the Sexual Health Education Training or an approved provider. Condom demonstrations are allowed in 5 th through 12 th grade. Principals should be notified if condom demonstrations will occur so that they can be prepared to address any concerns. Condom-demonstration information should be included in the parent/guardian notification letter. A suggested outline for the notification letter and parent/guardian meeting is included in Appendix J. Availability If schools seek to make condoms available to their students as a resource, OSHW has the following recommendations in the absence of a policy and guidelines on condom availability:

20 CPS Sexual Health Education Toolkit Schools making condoms available should ensure that instructors who have completed Sexual Health Education Training are accessible for student questions. By completing this training these staff will have: a. factual information on topics related to condom use, including STIs/HIV, other contraceptive methods, human development, puberty, healthy relationships and identity; b. practical experience on condom demonstrations and information for proper and effective use of condoms to reduce the risk of STIs, including HIV, and/or unplanned pregnancy; and c. the ability to provide answers to questions that students may have about sexual health. CONDOM ORDER FORM Condoms are available at no cost to schools through the Chicago Department of Public Health. The Condom Order Form can be found in Appendix K. 2. Students should be made aware of the time and place condoms will be made available in the school. 3. Parents/guardians should be notified, before any sexual health education is provided, that condoms will be available to students. School employees should not distribute condoms, but may make them available in a place students can access (e.g., in a bowl on a desk for students to take on their own). 4. Principal approval and support of condom availability is required. OUTSIDE CONSULTANTS Principals are responsible for creating an implementation plan that works best for their school and staff. Principals should determine whether their OUTSIDE CONSULTANTS school staff or an outside consultant will provide sexual health education instruction. Any school may Use the Community-Based retain the services of an outside consultant, who has Organization Locator Tool to help been approved by the Health and Wellness Materials match your needs with an approved Review Committee (HWMRC) to supplement its provider of sexual health education. sexual health education program or courses. If an This tool additionally contains outside consultant is unable to provide all of the contact information for health fairs, components of sexual health education as outlined STI testing/treatment services and in the NSES, the principal must ensure that trained other resources for instructors. school instructors or another approved consultant cover the remaining topics to fulfill the CPS Sexual Health Education Policy requirements for instruction. A listing of approved providers and supplemental materials is provided during Sexual Health Education Training, can be obtained through the OSHW or downloaded from the Sexual Health Education folder on the Google Drive. If a principal receives a solicitation from an agency or consultant who is not on the approved list or would like to utilize a consultant or materials not currently approved through the HWMRC, he or she should refer the consultant or materials to the OSHW s sexual health education team. It is the responsibility of the principal to ensure that outside consultants have been approved by the HWMRC before they are hired. Principals can use the approved Community-Based Organization Locator Tool, ask the consultants to provide their HWMRC approval letter or check on approval status with OSHW staff.

21 CPS Sexual Health Education Toolkit 21 SUPPLEMENTAL INSTRUCTIONAL MATERIALS Supplemental materials such as pamphlets, videos, posters, websites or curriculum must also be approved by the HWMRC before they can be used to support sexual health education. It is the responsibility of the sexual health education instructor to ensure that all supplemental materials are on the approved materials list or have been approved by a member of the Sexual Health Education Team. Some approved supplemental videos are available to all staff with a CPS log-in account and guest users through the CPS video library, Safari Montage, at Schools can also contact the Sexual Health education Team to borrow copies of supplemental materials. It is the responsibility of the school to cover any cost associated with using supplemental materials. Additionally, OSHW has compiled a library of approved fiction and non-fiction, health and wellness literature, including sexual health literature that is in compliance with health and wellness policies and supports the CPS Literacy Content Framework, Social Science 3.0 Framework and the Common Core State Standards. The literature in this library can be used by CPS educators to integrate and promote heath education in core subjects for grades K-12. The library of literature resources can be accessed in the Sexual Health Education folder on the Google Drive or by following the link: HEALTH AND WELLNESS MATERIALS REVIEW COMMITTEE The Health and Wellness Materials Review Committee (HWMRC) was created to review and approve healthrelated educational materials, curricula and programs for use in Chicago Public Schools. The HWMRC, which is convened on a quarterly basis to review materials, speakers and/or programs that outside consultants submit for approval, is comprised of representatives from community-partner organizations, community stakeholders and various CPS offices and disciplines with expertise in curriculum, instruction and health education. The committee may include, but is not limited to, representatives of groups such as local and state health departments, teachers, students, parents, school administrators and curriculum experts. Steps for Curriculum/Program/Materials Review 1. Organizations seeking approval should complete the Health and Wellness Provider Application at 2. After an application has been submitted, a copy of the curriculum/program/materials must be sent to Chicago Public Schools, Office of Student Health and Wellness, Kristen Donnelly, 125 S. Clark Street, 9th Floor, Chicago, IL, OSHW staff will review Applications, notify the provider if they will be invited to present their curriculum/program/materials to the HWMRC, and give a date and time to present. Priority is given to organizations that focus on sexual health education, food and fitness. 4. Providers should work with the OSHW to ensure that they are prepared with the correct materials and information to present to the HWMRC. Priority Topic Areas» Sexually Transmitted Infections and HIV/AIDS» Anatomy and Physiology» Pregnancy and Reproduction (including contraception and abstinence)» Healthy Relationships (including family, friendship and romantic relationships)» Puberty and Adolescent Development» Personal Safety (including the use of social media, bullying, sexual harassment, sexual abuse, rape and dating violence)» Identity (including gender expression, gender identity, gender role and sexual orientation)

22 CPS Sexual Health Education Toolkit 22 General Criteria for Approval Program or materials must:» have educational value;» be scientifically-based and medically accurate;» be age and developmentally appropriate;» comply with the CPS Policy and Guidelines for Teaching Sexual Health Education (if applicable); and» comply with the CPS Local School Wellness Policy Addressing Nutrition and Physical Activity in School (if applicable). After Presentation 1. A letter of approval or non-approval will be forwarded to the agency CEO/Director within 2 months after the presentation. 2. If approved, additional requirements, in accordance with the CPS Volunteer Policy, will apply and be detailed in the letter of approval. 3. Upon approval, agencies, speakers, programs, etc. are expected to work with CPS to match services to schools. It is not the role of the HWMRC or CPS to promote any approved consultant, external organization or supplemental resource. SEXUAL HEALTH EDUCATION TOOLS AND RESOURCES The following tools and resources are available to schools and trained sexual health education instructors to help support the implementation of the Sexual Health Education Policy. Many of these resources are available in the Google Drive for instructors who have completed the Sexual Health Education Training course, the CPS Knowledge Center, Safari Montage or the appendices of the toolkit. Some resources are available in multiple locations. Below you will find short descriptions of each tool or resource and embedded links that will take you directly to their location. GENERAL RESOURCES Sexual Health Education Overview - The Overview provides basic information about Sexual Health Education in CPS, including information on STI rates, parent involvement and instructional requirements. Sexual Health Education Frequently Asked Questions- These are the most commonly asked questions about sexual health education by instructors, principals and administrators (Appendix F). They are also available on the OSHW Knowledge Center page. Sexual Health Education Training Schedule Sexual Health Education Training courses are available online and in-person. Annual training schedules can be viewed on the OSHW Knowledge Center page. Review these documents for information about course registration and the available district-wide training dates. POLICIES AND STATUTES Sexual Health Education Policy (English)/(Spanish) - The CPS Sexual Health Education Policy outlines the minimum requirements for sexual health education instruction for CPS students (Appendix A). The policy was ratified by the Board of Education for the City of Chicago on February 27, The English and Spanish translation of the Policy can also be viewed on the OSHW Knowledge Center page.

23 CPS Sexual Health Education Toolkit Illinois Statutes The statutes specify the subjects that schools are required to address and provide for parent/guardian opt out (Appendix D & OSHW Knowledge Center page). Anti-Bullying Policy - It is the goal of the Chicago Board of Education to create a learning environment in all its school communities where students are protected from bullying so they feel safe and supported in their efforts to succeed academically and develop emotionally into responsible, caring individuals. The full policy can also be viewed on the OSHW Knowledge Center page. Comprehensive Non-Discrimination, Title IX and Sexual Harassment Policy This policy, which established procedures for the reporting, investigation and resolution of complaints of sexual harassment, discrimination and retaliation in Chicago Public Schools, can be viewed on the OSHW Knowledge Center page. Domestic Violence, Dating Violence and Court Orders of Protection, Restraint or No Contact - This policy, which addresses the obligations of school staff who become aware of dating and domestic violence and court orders to prevent this violence, can be viewed on the OSHW Knowledge Center page. SEXUAL HEALTH EDUCATION CURRICULUM CPS Sexual Health Education Curriculum - The approved CPS curriculum is provided to all instructors who complete the Sexual Health Education Training course and pass the proficiency exam. The curriculum provides all of the lessons, activities and resources that meet the minute requirements for each grade level and are aligned with the NSES. Sexual Health Education Scope and Sequence K-HS - This document outlines all sexual health education lessons provided in the CPS Sexual Health Education Curriculum by grade level (Appendix B). CLASSROOM TOOLS Ground Rules - Designed to help sexual health education instructors create a safe, comfortable and respectful setting for instruction and discussion (Appendix H). The Giggle Minute - When introducing topics like anatomy, physiology or other topics that may at first be uncomfortable or embarrassing for students and adults, instructors are encouraged to use the Giggle Minute exercise to help students relax, get out the giggles and feel more comfortable when they hear medically accurate terms (Appendix I). IMPLEMENTATION TOOLS AND REPORTS Sample Notification Letters (English)/(Spanish) - Sample letters in English and Spanish are provided for administrators to use to inform parents/guardians that students will receive sexual health education instruction (Appendix J & OSHW Knowledge Center page). Sexual Health Education Implementation Planning Checklist These checklists ensure alignment with the Sexual Health Education Policy requirements and help guide administrators and instructors in preparation for implementation. They include information from the first step of designating sexual health education instructors to final reporting and follow-up (Appendix E). Community-Based Organization Locator Tool The Community-Based Organization (CBO) Locator Tool can be utilized to match an approved provider with the instructional needs of your school based on grade level and topic area. The CBO Locator Tool also contains information on organizations that participate in school health fairs, support groups, sexual health services (including STI testing and treatment) and other approved supplemental materials. This tool, which is accessible to trained instructors through the Google Drive, must be downloaded and opened in Microsoft Excel to work correctly.

24 CPS Sexual Health Education Toolkit 24 Sexual Health Education Implementation Planning Tool K-12 - Instructors and principals can use the Implementation Planning Tool to identify when instruction will occur during the school year, who will provide instruction during which class periods, lessons for instruction, total number of minutes and total number of students. This tool can help track useful information for completing the Sexual Health Education School Instruction Report (Appendix G). Sexual Health Education School Instruction Report Sexual health education instructors are required to submit reports to record the topic areas covered, dates implemented, teaching minutes and number of students educated within 15 days of the completion of instruction. When outside consultants are used to provide sexual health education instruction, schools must complete the CBO- curriculum portion of the Instruction Report to provide feedback on their experience with the consultant. STI PROJECT AND CONDOM AVAILABILITY HIGH SCHOOLS ONLY STI Project Overview & Letter of Intent - Provides basic information about STI testing, sexual health education and the positive impact this project has on students and schools. Information on how high schools can get involved is included. CDPH Condom Order Form - This order form can be used to obtain condoms, at no cost, from the Chicago Department of Public Health (Appendix K). NATIONAL SEXUALITY EDUCATION STANDARDS National Sexuality Education Standards (NSES) - As outlined in the Sexual Health Education Policy, CPS sexual health education is in alignment with the NSES. This document, which provides background information about how and why the standards were formed and how they should be used, can be viewed on the OSHW Knowledge Center page. National Sexuality Education Standards by Topic - This is an abbreviated document that includes all of the National Sexuality Education Standards that students should master by the end of 2 nd, 5 th, 8 th and 12 th grades by topic (Appendix C & OSHW Knowledge Center page). Sexual Health Education Curriculum Alignment with NSES - This document delineates the CPS Sexual Health Education Curriculum s alignment with the NSES, and outlines the grade levels for which lessons are provided and the approximate length of time required for instruction. This Excel spreadsheet must be downloaded to be viewed and for it to function correctly. SUPPLEMENTAL MATERIALS Approved Health & Wellness Materials - This document provides supplemental resources that support the literacy framework. The references are organized by topic area followed by level of difficulty, beginning with kindergarten and going through 12 th grade.

25 CPS Sexual Health Education Toolkit Appendices 25 APPENDICES Healthy CPS Office of Student Health & Wellness

26 CPS Sexual Health Education Toolkit Appendix A 26 Chicago Public Schools Policy Manual Title: SEXUAL HEALTH EDUCATION Section: Board Report: PO1 Date Adopted: February 27, 2013 Policy: THE CHIEF EXECUTIVE OFFICER RECOMMENDS: That the Board rescind Board Report PO4 and adopt a new Sexual Health Education Policy ( Policy ). PURPOSE: The Board recognizes the need for a comprehensive approach to sexual health education that is applied consistently throughout the District. This Policy reflects the Board s commitment to ensure that the District s comprehensive family life and sexual health education programming: is aligned with the National Sexuality Education Standards: Core Content and Skills, K-12; is developmentally appropriate; provides strategies to support all students regardless of gender, race, disability, sexual orientation, gender identity, gender expression; is culturally sensitive; provides a focus on health promotion and risk reduction within the context of the world in which students live; is medically accurate; emphasizes abstinence as a component of healthy sexual decision-making and the only protection that is 100% effective against unintended pregnancy, sexually transmitted infections and HIV when transmitted sexually; includes instruction that promotes a wholesome and comprehensive understanding of the emotional, psychological, physiological, hygienic and social responsibility aspects of sexuality and family life; is consistent with State laws enacted to address the need for students to receive comprehensive health education; emphasizes that parents/guardians are the primary sexual health educators for their child(ren); offers parents/guardians information on comprehensive sexual health education provided to students via the District-approved education lessons; and offers parents/guardians the opportunity to opt their child(ren) out of comprehensive sexual health education lessons in accordance with State law. POLICY TEXT: A. Program Components: The comprehensive sexual health education instructional program in grades kindergarten through 12th grade provides a foundation of knowledge and skills related to human development, relationships, decision-making, abstinence, medically recommended contraception and disease prevention. At each grade level, the instructional program teaches developmentally-appropriate, medically-accurate information that builds on the knowledge and skills that were taught in the previous grades. Healthy CPS Office of Student Health & Wellness

27 CPS Sexual Health Education Toolkit Appendix A 27 In grades K-4, the foundational comprehensive sexual health education instruction is comprised of lessons on the following four topic areas specified in the National Sexuality Education Standards: anatomy and physiology, reproduction, healthy relationships and personal safety. This foundational instruction is often referred to as Family Life Education. In grades 5-12, comprehensive instruction expands on the foundational lessons in grades K-4by providing lessons on the following five topic areas specified in the National Sexuality Education Standards: abstinence, healthy relationships (including informed decision-making, sexual orientation, gender identity and personal safety) medically-recommended contraceptives, transmission and prevention of sexually transmitted infections, including HIV. B. Annual Instruction: Schools shall annually provide developmentally-appropriate and medically-accurate sexual health education at each grade level as part of its instructional program. Lessons should be integrated into common core subjects in accordance with best practice. Schools shall select and use approved lessons and resources identified in the Guidelines to this Policy. Lessons provided to students in grades K-4 shall total a minimum of300 minutes per school year addressing all four topic areas outlined in Section A of this Policy. Lessons provided to students in grades 5-12 shall total a minimum of 675 minutes per school year addressing all five topic areas outlined in Section A of this Policy. C. Parent/Guardian Opt-Out: No student whose parent/guardian provides a timely written objection shall be required to participate in any sexual health education lesson and no student shall be suspended or expelled for refusal to participate in any such lesson or program. Any student whose parent/guardian does not provide a written objection to participation in a sexual health education lesson or program shall be required to participate. D. Mandatory Training for Instructors: Any teacher who provides sexual health education instruction and any other staff member who supports a teacher in providing such instruction must successfully complete the District s Comprehensive Sexual Health Education Instructor training prior to teaching lessons. Individuals who successfully complete this instructor training shall receive a certificate valid for a four-year period. To ensure all students at every grade level receive comprehensive sexual health instruction, each principal shall annually designate a minimum of two instructors to deliver instruction at his/her school and ensure these instructors successfully complete the required training. E. Use of Outside Consultants: A school may retain the services of an approved outside consultant to provide sexual health education programming. Outside consultants must be approved in accordance with the process specified in the Guidelines prior to providing a school with sexual health education services. If an outside consultant is unable to provide a course or program that includes all comprehensive components as described in Section A herein, the school must ensure that students receive supplemental instruction to satisfy the comprehensive requirements of this Policy. F. Anti-Bullying: Schools shall foster a respectful and open learning environment and take steps to support appropriate classroom behaviors and pre-empt behaviors that may disrupt sexual health education lessons. Bullying, intimidation or harassment of students will not be tolerated. Schools shall discipline students who engage in such behaviors to the fullest extent permitted under the Board s Anti-Bullying Policy and the Student Code of Conduct. G. Support and Oversight: The Office of Student Health and Wellness shall oversee Policy implementation and compliance and shall: Healthy CPS Office of Student Health & Wellness

28 CPS Sexual Health Education Toolkit Appendix A Provide schools with technical assistance and support to ensure comprehensive sexual health education programming is provided to students in accordance with this Policy; 2. Offer school support services through various departments including the Office of Student Health and Wellness and the Office of Teaching and Learning to ensure full implementation of this Policy; 3. Oversee sexual health education curriculum development and materials review for alignment with research-based characteristics of effective sexual health education, the National Sexuality Education Standards and the purpose and objectives of this Policy; and 4. Ensure schools provide comprehensive sexual health education lessons at every grade level in accordance with this Policy by requiring schools to periodically submit implementation reports. H. Guidelines: The Chief Health Officer or designee in collaboration with the Chief Teaching and Learning Officer or designee shall develop and implement guidelines, procedures and toolkits for the effective implementation of this Policy. Amends/Rescinds: Rescinds PO4 Cross References: PO4; ED14; ED2; ; ; ; Legal References: 105 ILCS 110/3; 105 ILCS 5/27-9.1; 105 ILCS 5/27-9.2; 23 IL Admin. Code 1.420(n); National Sexuality Education Standards: Core Content and Skills, K-12, January 2012 Healthy CPS Office of Student Health & Wellness

29 CPS Sexual Health Education Toolkit Appendix B 29 Sexual Health Education Scope and Sequence for Grades Kindergarten to High School Kindergarten Lesson 1: Public vs. Private Students identify public and private body parts using medically-accurate vocabulary. Lesson 2: Good Touch, Bad Touch Students learn that no one is allowed to touch their private parts without permission. Lesson 3: Secrets Students learn strategies for telling a trusted adult about a secret that makes them scared or uncomfortable. Lesson 4: Smart About Strangers Students learn tips for staying safe online and in the real world. 1st grade Lesson 1: Respecting Everyone Students use creative drawing to show that everyone is a unique individual who deserves dignity and respect. Lesson 2: Families Students identify diverse family structures and brainstorm ways to treat all families with respect. Lesson 3: Families Change Students explore ways a family can change and how to handle feelings that come with a changing family. Lesson 4: Bullying Students identify forms of bullying and what to do if they or a classmate is being bullied. 2nd Grade Lesson 1: My Body Students learn about the body including the male and female genitalia. Lesson 2: All Living Things Reproduce Students identify characteristics of all living things and study the life cycle of a frog. Lesson 3: Gender and Identity Students role play strategies for breaking down gender stereotypes and learn to treat all people in their community with respect. Lesson 4: Keeping My Body Healthy Students practice infection control strategies for staying healthy. 3rd Grade Lesson 1: Respecting Myself and Others Students learn concepts of respect for others and self-respect. Students will practice communicating respectfully. Lesson 2: Building Relationships Students examine traits of healthy and unhealthy relationships. Lesson 3: Building Communities (optional) Students examine their own strengths and struggles, and how they can use their strengths to create a healthy classroom community. Lesson 4: Bullying Students learn how they can be leaders against bullying in their classroom community. 4th Grade Lesson 1: What is Puberty Students are introduced to the physical, social, and emotional changes of puberty. Healthy CPS Office of Student Health & Wellness

30 CPS Sexual Health Education Toolkit Appendix B 30 Lesson 2: Puberty Boy, Puberty Girl Students are split into groups of boys and girls to learn about the physical changes of puberty specific to males or females. Lesson 3: Puberty Stress Management and Goal Setting Students learn techniques to manage the stresses of puberty and set goals for the future. Lesson 4: Germs and Your Immune System (optional) Students identify difference between bacteria and viruses and learn how the immune system keeps the body safe from infection. Lesson 5: What is HIV? Students are introduced to HIV as a bloodborne virus, and learn universal precautions for protecting themselves from blood borne illnesses. 5 th Grade Lesson 1: Puberty Students learn about the physical, social, and emotional changes of puberty, including changes specific to male and female bodies. Lesson 2: Health and Hygiene Students learn proper hygiene practices to keep their growing bodies healthy. Lesson 3: Body Image Students explore the influence of media and social culture on their changing body image. Lesson 4: Human Reproduction Students are introduced to concepts in human reproduction and explore how puberty prepares the body for reproduction. Lesson 5: Abstinence and Contraceptives Abstinence is stressed as a developmentally appropriate sexual practice. Hormonal and barrier method contraceptives are introduced as ways to prevent pregnancy and STIs. Lesson 6: HIV HIV is defined as a sexually transmitted disease, and students learn ways to protect themselves from transmission of HIV and other sexually transmitted infections. Abstinence is stressed as developmentally appropriate sexual behavior. Lesson 7: Gender and Identity Students learn the difference between sex and gender and brainstorm ways to show respect to different ways of gender expression. Lesson 8: Personal Safety and Abuse Students identify behaviors of sexual abuse and harassment and learn techniques for protecting themselves against sexual abuse and harassment. Lesson 9: Identifying Resources and Review Students review key concepts from the unit and identify resources of medically-accurate information on puberty, human reproduction, and personal safety. 6 th Grade Lesson 1: Human Reproduction - Students describe male and female sexual and reproductive systems, including body parts and their functions. Students define sexual intercourse and its relationship to human reproduction. Lesson 2: Pregnancy and Birth - Student identity signs and symptoms of pregnancy and learn prenatal practices that contribute to a healthy pregnancy. Lesson 3: Exploring Abstinence - Students will identify abstinence as the only 100% effective method of protecting against unplanned pregnancy and sexually transmitted infections. Student will develop and communicate a plan for practicing abstinence. Lesson 4: Contraceptives - Students will learn the benefits, risks, and effectiveness rates of various types of contraceptive methods, including abstinence, condoms, hormonal methods, and emergency contraceptives. Lesson 5: STI and HIV Prevention: - Students will learn medically-accurate information about STIs and HIV. Students will develop a plan to reduce their risk for STIs and HIV. Lesson 6: Decision Making - Students apply a decision making model to adolescent and sexual health scenarios. Lesson 7: Delay Tactics and Refusal Skills - Students practice communicating effectively about their sexual health decisions. Lesson 8: Sexual Health Resources - Students identify medically-accurate sources of information about sexual health, STIs, and HIV. Healthy CPS Office of Student Health & Wellness

31 CPS Sexual Health Education Toolkit Appendix B 31 7 th Grade Lesson 1: Adolescent Development - Students describe the physical, social, cognitive, and emotional changes of adolescence. Lesson 2: Self-esteem and Body Image - Students analyze how friends, family, media, and culture can influence self-esteem and body image. Lesson 3: Decision Making - Students apply a decision making model to some of the tough decisions of adolescence. Lesson 4: Relationships I Keeping it Healthy - Students discuss characteristics of healthy and unhealthy relationships and apply the criteria for healthy relationships to various scenarios. Lesson 5: Relationships II Influences - Students analyze the ways friends, family, media, society, and culture can influence relationships. Lesson 6: Relationships III Communication - Students learn and apply techniques for communicating assertively and respectfully to express what they do and do not want in relationships. Students practice saying no is aggressive situations. Lesson 7: Technology and Relationships - Students discuss the role of technology in relationships and develop a plan for remaining safe while using technology and social media. Lesson 8: Identity I - Students differentiate between gender identity, gender expression, and sexual orientation, and explore external influences that impact one s attitude about gender expression and sexual orientation. Lesson 9: Identity II - Students learn to communicate respectfully with and about people of all gender expressions and sexual orientations. Students develop a plan to promote dignity and respect for all people. 8th Grade (New and Required) Lesson 1: (Cyber)Bullying - Students describe situations that constitute real life and cyber bullying. Students discuss the impacts of bullying and create a plan for communicating respectfully with everyone. Lesson 2: Dating Violence - Students will define dating violence, identify phases of the cycle of violence, and learn how to advocate for safer environments. Lesson 3: Sexual Violence - Students will define consent in relationship to sexual violence. After teaching Lessons 1-3, educators for grade 8 have the option of completing sexual health education using the Relationship Building Track or the STI and Pregnancy Prevention Track. Both tracks provide a review of key concepts from the 6 th and 7 th grade lesson sequence through use of selected lessons. Educators should evaluate students using the pretest, as well as knowledge about the students proficiency in these topic area and cultural and community influences. Completing either track will meet the minute requirements outlined in CPS policy. Choose one 8 th Grade Relationship Building Track Lesson 1: Decision Making - Students apply a decision making model to some of the tough decisions of adolescence. Lesson 2: Relationships I Keeping it Healthy - Students discuss characteristics of healthy and unhealthy relationships and apply the criteria for healthy relationships to various scenarios. Lesson 3: Relationships II Influences - Students analyze the ways friends, family, media, society, and culture can influence relationships. Lesson 4: Relationships III Communication - Students learn and apply techniques for communicating assertively and respectfully to express what they do and do not want in relationships. Students practice saying no is aggressive situations. Lesson 5: Gender Expression and Sexual Orientation - Students differentiate between gender identity, gender expression, and sexual orientation, and explore external influences that impact one s attitude about gender expression and sexual orientation. Healthy CPS Office of Student Health & Wellness

32 CPS Sexual Health Education Toolkit Appendix B 32 8 th Grade STI and Pregnancy Prevention Track Lesson 1: Pregnancy and Birth - Student identity signs and symptoms of pregnancy and learn prenatal practices that contribute to a healthy pregnancy. Lesson 2: Exploring Abstinence - Students will identify abstinence as the only 100% effective method of protecting against unplanned pregnancy and sexually transmitted infections. Student will develop and communicate a plan for practicing abstinence. Lesson 3: Contraceptives - Students will learn the benefits, risks, and effectiveness rates of various types of contraceptive methods, including abstinence, condoms, hormonal methods, and emergency contraceptives. Lesson 4: STI and HIV Prevention - Students will learn medically-accurate information about sexually transmitted infections and HIV. Students will develop a plan for reducing their risk for sexually transmitted infections and HIV. Lesson 5: Sexual Health Resources - Students identify medically-accurate sources of information about sexual health, STIs, and HIV. Lesson 6: Decision Making - Students apply a decision making model to adolescent and sexual health scenarios. 9 th Grade Lesson 1: Decision Making Students discuss the choices and consequences of sexual health decisions and practice using a decision making model to make healthy choices. Lesson 2: Pregnancy Students study the signs and symptoms of pregnancy and research prenatal practices for a healthy pregnancy. Lesson 3: Teens and Parenting Students participate in activities that illustrate resources needed to care for a child and the challenges that face teen parents. Lesson 4: Teen Sexual Health and Pregnancy Options Students explore laws that effect sexual health care options for minors. Lesson 5: Contraceptives Students compare and contrast the use and effectiveness of various contraceptive methods, including abstinence. Lesson 6: Sexually Transmitted Infections and HIV Students learn how to lower their risk of acquiring a sexually transmitted infection and explore resources for testing and treatment. Lesson 7: Negotiation Skills Students role play scenarios on sexual health and practice using techniques to set sexual boundaries and delay sexual activity. Lesson 8: Resources Students create an annotated bibliography on topics of sexual health and access to care. Lesson 9: External Influences and Sexual Health Students learn how drugs, alcohol, and other external influences can affect sexual health decisions. 10 th Grade Lesson 1: The Sexual Response Cycle Students learn the physiological process of the human sexual response cycle, including the role of hormones. Lesson 2: Healthy Relationships Students discuss qualifications of a healthy relationship and how to effectively communicate within romantic relationships and peer relationships. Lesson 3: Technology and Relationships Students learn how to use technology safely, respectively, and ethically in romantic and non-romantic relationships. Lesson 4: Body Image and Self-Esteem Students explore how media, friends, and family can affect their self-esteem and body image. Lesson 5: Identity Students discuss how gender bullying and homophobia can hurt individuals and the community and create a strategy for showing respect and dignity to everyone. Healthy CPS Office of Student Health & Wellness

33 CPS Sexual Health Education Toolkit Appendix B 33 Lesson 6: Bullying and Sexual Harassment Students compare and contrast bullying, harassment, and sexual harassment and strategize ways to respond to bullying, harassment, and sexual harassment. Lesson 7: (Cyber) Bullying Students learn how online gossip and comments can have real life consequences. Lesson 8: Sexual Violence Students identify fact and myths of sexual violence and learn how media and culture can influence their perception of sexual violence. Lesson 9: Sex and Alcohol - Students identify how alcohol and drugs can influence sexual decisions and practice strategies for maintaining personal safety. Track Extension Lesson sequences for grades 11 and 12 provide students the opportunity to review and expand on previously covered lessons from grades 9 and 10. Selected lessons from grade 9, which focus on the prevention of sexually transmitted infections and unplanned pregnancy, comprise the bulk of the 11 th grade curriculum. These lessons are followed by a 135- minute peer-teaching project that challenges students to be peer advocates for safer sex practices, while meeting the NSES. Similarly, grade-12 curriculum pulls selected lessons from the 10 th grade sequence focusing on healthy relationships and identity. Lessons culminate in a 135-minute advocacy project. 11 th Grade Lesson 1: Pregnancy - Students study the signs and symptoms of pregnancy and research prenatal practices for a healthy pregnancy. Lesson 2: Teens and Parenting - Students participate in activities that illustrate resources needed to care for a child and the challenges that face teen parents. Lesson 3: Teen Sexual Health and Pregnancy Options - Students explore laws that effect sexual health care options for minors. Lesson 4: Contraceptives - Students compare and contrast the use and effectiveness of various contraceptive methods, including abstinence. Lesson 5: Sexually Transmitted infections and HIV - Students learn how to lower their risk of acquiring a sexually transmitted infection and explore resources for testing and treatment. Lesson 6: Negotiation Skills - Students role play scenarios on sexual health and practice using techniques to set sexual boundaries and delay sexual activity. Lesson 7: External Influences and Sexual Health - Students learn how drugs, alcohol, and other external influences can affect sexual health decisions. Final Project: Peer Teaching - Students work cooperatively to educate peers on safer sexual health practices. 12 th Grade Lesson 1: Healthy Relationships - Students discuss qualifications of a healthy relationship and how to effectively communicate within romantic relationships and peer relationships. Lesson 2: Technology and Relationships - Students learn how to use technology safely, respectively, and ethically in romantic and non-romantic relationships. Lesson 3: Identity - Students discuss how gender bullying and homophobia can hurt individuals and the community and create a strategy for showing respect and dignity to everyone. Lesson 4: Bullying and sexual harassment - Students compare and contrast bullying, harassment, and sexual harassment and strategize ways to respond to bullying, harassment, and sexual harassment. Lesson 5: (Cyber)Bullying - Students learn how online gossip and comments can have real life consequences. Lesson 6: Sexual Violence - Students identify fact and myths of sexual violence and learn how media and culture can influence their perception of sexual violence. Healthy CPS Office of Student Health & Wellness

34 CPS Sexual Health Education Toolkit Appendix B 34 Lesson 7: Sex and Alcohol - Students identify how alcohol and drugs can influence sexual decisions and practice strategies for maintaining personal safety. Final Project: Advocacy Students work cooperatively to explore differences in gender identity, gender expression, and sexual orientation and advocate for a culture of tolerance and respect in their school community. Healthy CPS Office of Student Health & Wellness

35 CPS Sexual Health Education Toolkit Appendix C 35 National Sexuality Education Standards by Topic The CPS Sexual Health Education Policy requires that sexual health education instruction aligns with the NSES. The seven topic areas under the NSES include anatomy and physiology, puberty and adolescent development, identity, pregnancy and reproduction, sexually transmitted diseases and HIV, healthy relationships and personal safety. For each topic area the standards outline what students should know and the skills that they should acquire by the end of 2 nd, 5 th, 8 th and 12 th grades. The CPS-approved curriculum is aligned with these standards and satisfies the performance indicators. Any instructor or community provider who uses other approved curriculum should ensure that students receive instruction that satisfies the performance indicators for their grade level. If not, then schools must provide additional instruction to meet the performance indicators. The table below outlines the standards by topic area and the core concepts and skills that should be mastered by a specific grade level. 1. Anatomy and Physiology By the end of the 2nd Grade, students should be able to: Use proper names for body parts, including male and female anatomy. By the end of the 5th Grade, students should be able to: Describe male and female reproductive systems including body parts and their functions. Identify medically-accurate information about female and male reproductive anatomy. By the end of the 8th Grade, students should be able to: Describe male and female sexual and reproductive systems including body parts and their functions. Identify accurate and credible sources about sexual health. By the end of the 12th Grade, students should be able to: Describe the human sexual response cycle, including the role hormones play. 2. Puberty and Adolescent Development By the end of the 2nd Grade, students should be able to: No items By the end of the 5th Grade, students should be able to: Explain the physical, social, and emotional changes that occur during puberty and adolescence. Explain how the timing of puberty and adolescent development varies considerably and can still be healthy. Describe how puberty prepares human bodies for the potential to reproduce. Describe how peers, media, family, society and culture influence ideas about body image. Identify medically-accurate information and resources about puberty and personal hygiene. Identify parents/trusted adults who they can ask questions about puberty and adolescent health issues. Explain ways to manage the physical and emotional changes associated with puberty. By the end of the 8th Grade, students should be able to: Explain the physical, social, cognitive and emotional changes of adolescence. Analyze how peers, media, family, society and culture influence self-concept and body image. Identify medically-accurate information sources about puberty, adolescent development and sexuality. Demonstrate the use of a decision-making model to evaluate possible outcomes of decisions adolescents might make. By the end of the 12th Grade, students should be able to: Healthy CPS Office of Student Health & Wellness

36 CPS Sexual Health Education Toolkit Appendix C 36 Analyze how brain development has an impact on cognitive, social and emotional changes of adolescence and early adulthood. Analyze how peers, media, family, society, religion and culture influence self-concept and body image. Apply a decision-making model to various situations relating to sexual health. 3. Identity By the end of the 2nd Grade, students should be able to: Describe differences and similarities in how boys and girls may be expected to act. Provide examples of how friends, family, media, society and culture influence ways in which boys and girls think they should act. By the end of the 5th Grade, students should be able to: Define sexual orientation as romantic attraction to an individual of the same gender or of a different gender. Identify parents/trusted adults to whom they can ask questions about sexual orientation. Demonstrate ways to treat others with dignity and respect. Demonstrate ways students can work together to promote dignity and respect for all people. By the end of the 8th Grade, students should be able to: Differentiate between gender identity, gender expression and sexual orientation. Explain the range of gender roles. Analyze external influences that have an impact on one s attitudes about gender, sexual orientation and gender identity. Access accurate information about gender identity, gender expression and sexual orientation. Communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations. Develop a plan to promote dignity and respect for all people in the school community. By the end of the 12th Grade, students should be able to: Differentiate between biological sex, sexual orientation and gender identity and expression. Distinguish between sexual orientation, sexual behavior and sexual identity. Analyze the influence of peers, media, family, society, religion and culture on the expression of gender, sexual orientation and identity. Explain how to promote safety, respect, awareness and acceptance. Advocate for school policies and programs that promote dignity and respect for all. 4. Pregnancy and Reproduction By the end of the 2nd Grade, students should be able to: Explain that all living things reproduce. By the end of the 5th Grade, students should be able to: Define sexual intercourse and its relationship to human reproduction. Define sexual abstinence as it relates to pregnancy prevention. Explain the health benefits, risks and effectiveness rates of various methods of contraception, including abstinence and condoms. Define emergency contraception and its use. Examine how alcohol and other substances, peers, media, family, society and culture influence decisions about engaging in sexual behaviors. Demonstrate the use of effective communication skills to support one s decision to abstain from sexual behaviors. By the end of the 8th Grade, students should be able to: Define sexual intercourse and its relationship to human reproduction. Define sexual abstinence as it relates to pregnancy prevention. Explain the health benefits, risks and effectiveness rates of various methods of contraception, including abstinence and condoms. Define emergency contraception and its use. Describe the signs and symptoms of a pregnancy. Identify prenatal practices that can contribute to a healthy pregnancy.

37 CPS Sexual Health Education Toolkit Appendix C 37 Examine how alcohol and other substances, peers, media, family, society/culture influence decisions about engaging in sexual behaviors. Demonstrate the use of effective communication skills to support one s decision to abstain from sexual behaviors. Identify medically-accurate resources about pregnancy prevention and reproductive health care. Identify medically-accurate information about emergency contraception. Identify medically-accurate sources of pregnancy-related information and support, including pregnancy options, safesurrender policies and prenatal care. Demonstrate the use of effective communication and negotiation skills about contraception including abstinence and condoms. Apply a decision-making model to various sexual health decisions. Describe the steps to using a condom correctly. By the end of the 12th Grade, students should be able to: Compare and contrast the advantages and disadvantages of abstinence and other contraceptive methods, including condoms. Describe the signs of pregnancy. Describe prenatal practices that can contribute to or threaten a healthy pregnancy. Compare and contrast the laws relating to pregnancy, adoption, abortion and parenting. Define emergency contraception and describe its mechanism of action. Identify the laws related to reproductive and sexual health care services (i.e. contraception, pregnancy options, safesurrender policies, prenatal care). Analyze influences that may have an impact on deciding whether or when to engage in sexual behaviors. Analyze internal and external influences on decisions about pregnancy options. Analyze factors that influence decisions about whether and when to become a parent. Access medically-accurate information about pregnancy options. Access medically-accurate information about contraceptive methods, including emergency contraception and condoms. Access medically-accurate information and resources about emergency contraception. Access medically-accurate information about prenatal care services. Demonstrate ways to communicate decisions about whether or when to engage in sexual behaviors. Apply a decision-making model to choices about contraception, including abstinence and condoms. Assess the skills and resources needed to become a parent. Describe the steps to using a condom correctly. 5. Sexually Transmitted Infections and HIV By the end of the 2nd Grade, students should be able to: No Items. By the end of the 5th Grade, students should be able to: Define HIV and identify some age-appropriate methods of transmission, as well as ways to prevent transmission. By the end of the 8th Grade, students should be able to: Define STIs, including HIV, and how they are and are not transmitted. Identify medically-accurate information about STIs, including HIV. By the end of the 12th Grade, students should be able to: Compare/contrast behaviors, including abstinence, to determine the potential risk of STI/HIV transmission from each. Evaluate the effectiveness of abstinence, condoms and other safer sex methods in preventing the spread of STIs, including HIV. Describe the laws as they relate to sexual health care services, including STI/HIV testing/treatment. Describe the signs, symptoms, and potential impacts of STIs, including HIV. Describe common symptoms of treatments for STIs, including HIV. Analyze the impact of alcohol and other drugs on safer sexual decision-making and sexual behaviors. Analyze factors that may influence condom use and other safer sex decisions. Identify local STI/HIV testing/treatment sources.

38 CPS Sexual Health Education Toolkit Appendix C 38 Access medically-accurate prevention information about STIs, including HIV. Explain how to access local STI/HIV testing/treatment services. Demonstrate the use of effective communication skills to reduce/eliminate risk for STIs, including HIV. Demonstrate skills to communicate with a partner about STI/HIV prevention/testing. Apply a decision-making model to choices about safer sex practices, including abstinence and condoms. Analyze individual responsibility about testing for and informing partners about STIs/HIV status. Describe the steps to using a condom correctly. Develop a plan to eliminate or reduce risk for STIs, including HIV. Advocate for sexually active youth to get STI/HIV testing/treatment. 6. Healthy Relationships By the end of the 2nd Grade, students should be able to: Describe the characteristics of a friend. Identify healthy ways for friends to express feelings to each other. By the end of the 5th Grade, students should be able to: Describe the characteristics of healthy relationships (ex. family, friends, peers). Compare positive and negative ways friends and peers can influence relationships. Identify parents and other trusted adults they can talk to about relationships. Demonstrate positive ways to communicate differences of opinion while maintaining relationships. Demonstrate ways to treat others with dignity and respect. By the end of the 8th Grade, students should be able to: Compare/contrast the characteristics of healthy and unhealthy relationships. Describe the advantages and disadvantages of communicating using technology and social media. Analyze the impact of technology and social media on friendships and relationships. Describe the potential impacts of power differences such as age, status or position within relationships. Analyze the similarities and differences between friendships and romantic relationships. Describe a range of ways people express affection within various types of relationships. Analyze the ways in which family, friends, peers, media, society and culture can influence relationships. Demonstrate communication skills that foster healthy relationships. Demonstrate effective ways to communicate personal boundaries and show respect for the boundaries of others. Demonstrate effective skills to negotiate agreements about the use of technology in relationships. Explain the criteria for evaluating the health of a relationship. Describe strategies to use social media safely, legally and respectfully. Develop a plan to stay safe when using social media. By the end of the 12th Grade, students should be able to: Describe the characteristics of healthy/unhealthy romantic/sexual relationships. Describe a range of ways to express affection within healthy relationships. Define sexual consent and explain its implications for sexual decision-making. Evaluate the potentially positive and negative roles of technology and social media in relationships. Explain how media can influence one s beliefs about what constitutes a healthy sexual relationship. Analyze factors, including alcohol and other substances, that can affect the ability to give/perceive the provision of consent to sexual activity. Demonstrate how to access valid information and resources to help deal with relationships. Demonstrate effective strategies to avoid or end an unhealthy relationship. Demonstrate effective ways to communicate personal boundaries as they relate to intimacy and sexual behavior. Demonstrate respect for the boundaries of others as they relate to intimacy and sexual behavior. Describe strategies to use social media safely, legally and respectfully. 7. Personal Safety By the end of the 2nd Grade, students should be able to: Explain that all people, including children, have the right to tell others not to touch their body when they do not want

39 CPS Sexual Health Education Toolkit Appendix C 39 to be touched. Explain why bullying and teasing are wrong. Identify parents and other trusted adults they can tell if they are feeling uncomfortable about being touched. Identify parents and other trusted adults they can tell if they are being bullied or teased. Demonstrate how to respond if someone is touching them in a way that makes them feel uncomfortable. Demonstrate how to respond if someone is bullying or teasing them. Demonstrate how to clearly say no, how to leave an uncomfortable situation, and how to identify and talk with a trusted adult if someone is touching them in a way that makes them feel uncomfortable. By the end of the 5th Grade, students should be able to: Define teasing, harassment and bullying and explain why they are wrong. Define sexual harassment and sexual abuse. Explain why people tease, harass, or bully others. Identify parents and other trusted adults students can tell if they are being teased, harassed or bullied. Identify parents or other trusted adults they can tell if they are being sexually harassed or abused. Demonstrate ways to communicate about how one is being treated. Demonstrate refusal skills (clear no statement, walk away, repeat refusal). Discuss effective ways in which students could respond when they are or someone else is being teased, harassed or bullied. Persuade others to take action when someone else is being teased, harassed or bullied. By the end of the 8th Grade, students should be able to: Describe situations and behaviors that constitute bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence. Discuss the impacts of bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence and why they are wrong. Explain that no one has the right to touch anyone else in a sexual manner if they do not want to be touched. Explain why a person who has been raped or sexually assaulted is not at fault. Identify sources of support such as parents or other trusted adults that they can go to if they are or someone they know is being bullied, harassed, abused or assaulted. Demonstrate ways to communicate with trusted adults about bullying, harassment, abuse or assault. Describe ways to treat others with dignity and respect. Demonstrate ways they can respond when someone is being bullied or harassed. Advocate for safe environments that encourage dignified and respectful treatment of everyone. By the end of the 12th Grade, students should be able to: Compare and contrast situations and behaviors that may constitute bullying, sexual harassment, sexual abuse, sexual assault, incest, rape, and dating violence. Analyze the laws related to bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence. Explain why using tricks, threats or coercion in relationships is wrong. Explain why a person who has been raped or sexually assaulted is not at fault. Describe potential impacts of power differences (age, status, position) within sexual relationships. Analyze the external influences and societal messages that impact attitudes about bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence. Demonstrate ways to access accurate information and resources that provide help for survivors of sexual abuse, incest, rape, sexual harassment, sexual assault and dating violence. Access valid resources for help if they or someone they know are being bullied or harassed, or have been sexually abused or assaulted. Demonstrate effective ways to communicate with trusted adults about bullying, harassment, abuse or assault. Identify ways in which they could respond when someone else is being bullied or harassed. Advocate for safe environments that encourage dignified and respectful treatment of everyone. * Future of Sex Education Initiative. (2012). National Sexuality Education Standards: Core Content and Skills, K-12 [a special publication of the Journal of School Health]. Retrieved from

40 CPS Sexual Health Education Toolkit Appendix D Illinois Statutes School Code Courses of Study Special Instruction, Sex Education, 105 ILCS 5/ (effective 1/1/14). (a) In this Section: Adapt means to modify an evidence-based program model for use with a particular demographic, ethnic, linguistic, or cultural group. Age appropriate means suitable to particular ages or age groups of children and adolescents, based on the developing cognitive, emotional, and behavioral capacity typical for the age or age group. Evidence-based program means a program for which systematic, empirical research or evaluation has provided evidence of effectiveness. Medically accurate means verified or supported by the weight of research conducted in compliance with accepted scientific methods and published in peer-reviewed journals, if applicable, or comprising information recognized as accurate, objective, and complete. (a-5) No pupil shall be required to take or participate in any class or course in comprehensive sex education if his parent or guardian submits written objection thereto, and refusal to take or participate in such course or program shall not be reason for suspension or expulsion of such pupil. Each class or course in comprehensive sex education offered in any of grades 6 through 12 shall include instruction on both abstinence and contraception for the prevention of pregnancy and sexually transmitted diseases, including HIV/AIDS. Nothing in this Section prohibits instruction in sanitation, hygiene or traditional courses in biology. (b) All public school classes that teach sex education and discuss sexual intercourse in grades 6 through 12 shall emphasize that abstinence from sexual intercourse is a responsible and positive decision and is the only protection that is 100% effective against unwanted teenage pregnancy, sexually transmitted diseases, and acquired immune deficiency syndrome (AIDS) when transmitted sexually. (c) All classes that teach sex education and discuss sexual intercourse in grades 6 through 12 shall satisfy the following criteria: (1) Course material and instruction shall be developmentally and age appropriate, medically accurate, and complete. (1.5) Course material and instruction shall replicate evidence-based programs or substantially incorporate elements of evidence-based programs. (2) Course material and instruction shall teach honor and respect for monogamous heterosexual marriage. (3) Course material and instruction shall place substantial emphasis on both abstinence, including abstinence until marriage, and contraception for the prevention of pregnancy and sexually transmitted diseases among youth and shall stress that abstinence is the ensured method of avoiding unintended pregnancy, sexually transmitted diseases, and HIV/AIDS. (4) Course material and instruction shall include a discussion of the possible emotional and psychological consequences of preadolescent and adolescent sexual intercourse and the consequences of unwanted adolescent pregnancy. (5) Course material and instruction shall stress that sexually transmitted diseases are serious possible hazards of sexual intercourse. Pupils shall be provided with statistics based on the latest medical information citing the failure and success rates of condoms in preventing AIDS and other sexually transmitted diseases. (6) Course material and instruction shall advise pupils of the laws pertaining to their financial responsibility to children born in and out of wedlock.

41 CPS Sexual Health Education Toolkit Appendix D 41 (7) Course material and instruction shall advise pupils of the circumstances under which it is unlawful for males to have sexual relations with females under the age of 18 to whom they are not married pursuant to Article 11 of the Criminal Code of (8) Course material and instruction shall teach pupils to not make unwanted physical and verbal sexual advances and how to say no to unwanted sexual advances. Pupils shall be taught that it is wrong to take advantage of or to exploit another person. The material and instruction shall also encourage youth to resist negative peer pressure. (9) (Blank). (10) Course material and instruction shall teach pupils about the dangers associated with drug and alcohol consumption during pregnancy. (d) An opportunity shall be afforded to individuals, including parents or guardians, to examine the instructional materials to be used in such class or course. (e) The State Board of Education shall make available resource materials, with the cooperation and input of the agency that administers grant programs consistent with criteria (1) and (1.5) of subsection (c) of this Section, for educating children regarding sex education and may take into consideration the curriculum on this subject developed by other states, as well as any other curricular materials suggested by education experts and other groups that work on sex education issues. Materials may include without limitation model sex education curriculums and sexual health education programs. The State Board of Education shall make these resource materials available on its Internet website. School districts that do not currently provide sex education are not required to teach sex education. If a sex education class or course is offered in any of grades 6 through 12, the school district may choose and adapt the developmentally and age-appropriate, medically accurate, evidence-based, and complete sex education curriculum that meets the specific needs of its community. School Code Courses of Study Special Instruction, Family Life, 105 ILCS 5/ (effective 1/1/90) If any school district provides courses of instruction designed to promote wholesome and comprehensive understanding of the emotional, psychological, physiological, hygienic and social responsibility aspects of family life, then such courses of instruction shall include the teaching of the alternatives to abortion, appropriate to the various grade levels; and whenever such courses of instruction are provided in any of grades 6 through 12, then such courses also shall include instruction on the prevention, transmission and spread of AIDS. However, no pupil shall be required to take or participate in any family life class or course on AIDS instruction if his parent or guardian submits written objection thereto, and refusal to take or participate in such course or program shall not be reason for suspension or expulsion of such pupil. The State Superintendent of Education shall prepare and make available to local school districts courses of instruction designed to satisfy the requirements of this Section. The State Superintendent of Education shall develop a procedure for evaluating and measuring the effectiveness of the family life courses of instruction in each local school district, including the setting of reasonable goals for reduced sexual activity, sexually transmitted diseases and premarital pregnancy. The goals shall be set by the beginning of the school year. The State Superintendent shall distribute a copy of the procedure to each local school district. Each local school district may develop additional procedures or methods for measuring the effectiveness of the family life courses of instruction within the district. Before the beginning of the school year, the State Superintendent shall collect and evaluate all relevant data to determine whether the goals are being achieved Critical Health Problems and Comprehensive Health Education Act, 105 ILCS 110/3 (effective 1/1/14) 3. Comprehensive Health Education Program. The program established under this Act shall include, but not be limited to, the following major educational areas as a basis for curricula in all elementary and secondary schools in this State: human ecology and health, human growth and development, the emotional, psychological, physiological, hygienic and social responsibilities of family life, including sexual abstinence until marriage, prevention and control

42 CPS Sexual Health Education Toolkit Appendix D 42 of disease, including instruction in grades 6 through 12 on the prevention, transmission and spread of AIDS, ageappropriate sexual abuse and assault awareness and prevention education in grades pre-kindergarten through 12, public and environmental health, consumer health, safety education and disaster survival, mental health and illness, personal health habits, alcohol, drug use, and abuse including the medical and legal ramifications of alcohol, drug, and tobacco use, abuse during pregnancy, evidence-based and medically accurate information regarding sexual abstinence, tobacco, nutrition, and dental health. The program shall also provide course material and instruction to advise pupils of the Abandoned Newborn Infant Protection Act. The program shall include information about cancer, including without limitation types of cancer, signs and symptoms, risk factors, the importance of early prevention and detection, and information on where to go for help. Notwithstanding the above educational areas, the following areas may also be included as a basis for curricula in all elementary and secondary schools in this State: basic first aid (including, but not limited to, cardiopulmonary resuscitation and the Heimlich maneuver), heart disease, diabetes, stroke, the prevention of child abuse, neglect, and suicide, and teen dating violence in grades 7 through 12. The school board of each public elementary and secondary school in the State shall encourage all teachers and other school personnel to acquire, develop, and maintain the knowledge and skills necessary to properly administer life-saving techniques, including without limitation the Heimlich maneuver and rescue breathing. The training shall be in accordance with standards of the American Red Cross, the American Heart Association, or another nationally recognized certifying organization. A school board may use the services of non-governmental entities whose personnel have expertise in life-saving techniques to instruct teachers and other school personnel in these techniques. Each school board is encouraged to have in its employ, or on its volunteer staff, at least one person who is certified, by the American Red Cross or by another qualified certifying agency, as qualified to administer first aid and cardiopulmonary resuscitation. In addition, each school board is authorized to allocate appropriate portions of its institute or in-service days to conduct training programs for teachers and other school personnel who have expressed an interest in becoming qualified to administer emergency first aid or cardiopulmonary resuscitation. School boards are urged to encourage their teachers and other school personnel who coach school athletic programs and other extracurricular school activities to acquire, develop, and maintain the knowledge and skills necessary to properly administer first aid and cardiopulmonary resuscitation in accordance with standards and requirements established by the American Red Cross or another qualified certifying agency. Subject to appropriation, the State Board of Education shall establish and administer a matching grant program to pay for half of the cost that a school district incurs in training those teachers and other school personnel who express an interest in becoming qualified to administer cardiopulmonary resuscitation (which training must be in accordance with standards of the American Red Cross, the American Heart Association, or another nationally recognized certifying organization) or in learning how to use an automated external defibrillator. A school district that applies for a grant must demonstrate that it has funds to pay half of the cost of the training for which matching grant money is sought. The State Board of Education shall award the grants on a first-come, first-serve basis. No pupil shall be required to take or participate in any class or course on AIDS or family life instruction if his parent or guardian submits written objection thereto, and refusal to take or participate in the course or program shall not be reason for suspension or expulsion of the pupil. Curricula developed under programs established in accordance with this Act in the major educational area of alcohol and drug use and abuse shall include classroom instruction in grades 5 through 12. The instruction, which shall include matters relating to both the physical and legal effects and ramifications of drug and substance abuse, shall be integrated into existing curricula; and the State Board of Education shall develop and make available to all elementary and secondary schools in this State instructional materials and guidelines which will assist the schools in incorporating the instruction into their existing curricula. In addition, school districts may offer, as part of existing curricula during the school day or as part of an after school program, support services and instruction for pupils or pupils whose parent, parents, or guardians are chemically dependent..

43 End of school year Ongoing over the school year Beginning of the School Year CPS Sexual Health Education Toolkit Appendix E 43 Principals SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING CHECKLISTS Items to be completed Yes No Comments Read and understand the Sexual Health Education Policy and Guidelines. Identify and designate a minimum of 2 staff to be trained to implement sexual health education. Plan for school staff to attend a district-wide training, complete online training or host training at my school. Optional: Contact the Office of Student Health and Wellness to arrange training at my school. Review instructor implementation plan to ensure that all students will receive sexual health education. Assist as necessary in identifying and securing supplemental resources, such as outside consultants, to aid in the implementation of sexual health education. Observe sexual health education implementation to ensure medically accurate information is provided. Optional: Contact OSHW for technical support. Ensure parents/guardians have been informed of implementation dates and provided with and info session. Ensure that the last of the 3 parent/guardian notifications is sent out at least 2 weeks prior to sexual health education implementation. Attend, if necessary, parent/guardian info session. Designate a location where opted out students can read or do homework. No alternate work should be provided. Determine if additional resources need to be allocated for future implementation of sexual health education. Ensure at least 2 trained staff members will be available to provide sexual health education next year. Host a debriefing session with instructors to determine if they were successful and identify areas for support. Healthy CPS Office of Student Health & Wellness

44 End of school year Ongoing over the school year Beginning of the School Year CPS Sexual Health Education Toolkit Appendix E 44 Sexual Health Education Instructors Instructor Checklist Items Yes No Comments Register at CPS U for Sexual Health Education Training (key word search sexual health ). Attend district-wide training or complete online Sexual Health Education Training course. Take the sexual health education proficiency exam and pass with at least 80% correct answers. Review the CPS Sexual Health Education Policy, guidelines and recommended lessons to prepare for sexual health education implementation. Optional: Using the CBO Locator Tool, identify any needed supplemental resources, such as outside consultants, to aid in the implementation of sexual health education Complete the sexual health education implementation planning tool and identify dates for instruction. Notify parents/guardians 3 times that sexual health education will occur. The last notification should be sent at least 2 weeks prior to the start of instruction. Optional: Add information about condom availability to parent/guardian notifications. Identify a date for the parent/guardian sexual health education info session and send notices. Host an info session that gives parents/guardians an opportunity to review the lessons. Collect written notifications from parents/guardians who opt their child(ren) out of sexual health education and turn them into the principal. Designate a location where opted out students can read or do homework. No alternate work should be provided. Implement lessons covering all topics mandated by the Sexual Health Education Policy. Notification date 1: Notification date 2: Notification date 3: Info session date: Complete online sexual health education reporting form within 15 days from the end of instruction. Healthy CPS Office of Student Health & Wellness

45 CPS Sexual Health Education Toolkit Appendix F 45 FREQUENTLY ASKED QUESTIONS WHO SHOULD TEACH SEXUAL HEALTH EDUCATION? All principals shall designate a minimum of two instructors per school to participate in CPS Sexual Health Education Training to meet the expectation that all students, at every grade level, will receive annual sexual health education instruction. Other staff members who work with students shall be encouraged to participate in the training. Principals should approve instructors who are comfortable teaching sexual health related topics, relate well with students and have the capacity to implement sexual health education lessons during the school year. Teachers of Health, Science, Biology, Physical Education and Special Education, as well as school social workers, nurses, counselors and psychologists, are encouraged to become qualified and to teach sexual health education. WHAT IF NO ONE IN THE SCHOOL IS TRAINED TO TEACH SEXUAL HEALTH EDUCATION? Per the CPS Sexual Health Education Policy, principals must annually designate and arrange for a minimum of two instructors to complete the Sexual Health Education Training. A principal may choose to have more than two instructors trained or may contract with an outside consultant to provide instruction. DO YOU HAVE TO BE TRAINED TO TEACH SEXUAL HEALTH EDUCATION? Yes. Any teacher or staff member who teaches or supports a teacher in providing sexual health education instruction must complete the Sexual Health Education Training prior to lesson implementation. Instructors must attend either an in-person training session or complete the online course and must receive a score of at least 80% on the proficiency exam. IF I ATTENDED THE CPS SEXUAL HEALTH EDUCATION TRAINING IN THE PAST, DO I HAVE TO ATTEND THE TRAINING AGAIN? Anyone who attended training prior to the school year must attend training again to learn about major changes that are being implemented. All instructors are required to renew their training after a period of 4 years. IF I M A CERTIFIED HEALTH TEACHER DO I STILL HAVE TO PARTICIPATE IN THE CPS SEXUAL HEALTH EDUCATION TRAINING? Yes. Any teacher or staff member who wants to provide sexual health education instruction must complete the training, either in person or online, and score at least 80% on the proficiency exam, prior to lesson implementation HOW MANY PEOPLE SHOULD BE TRAINED PER SCHOOL TO TEACH SEXUAL HEALTH EDUCATION? The CPS Sexual Health Education Policy requires a minimum of 2 trained instructors per school. The principal must designate a sufficient number of staff to provide the requisite instruction at all grade levels. DO I HAVE TO TEACH SEXUAL HEALTH EDUCATION? Principals should choose instructors who are comfortable teaching sexual health related topics, relate well with students and have the capacity to implement sexual health education lessons during the school year. If no such instructor is available in the school, a principal may designate an employee to obtain the training or use an outside consultant to provide instruction. OSHW can provide support to help troubleshoot this challenge. Healthy CPS Office of Student Health & Wellness

46 CPS Sexual Health Education Toolkit Appendix F 46 HOW OFTEN SHOULD SEXUAL HEALTH EDUCATION BE PROVIDED? Every school year until the minimum instructional minutes for each grade level have been met. IN WHAT GRADE(S) IS SEXUAL HEALTH EDUCATION TAUGHT? Every grade level -- kindergarten through 12. Lessons are tailored to provide age and developmentally appropriate content at each grade level, based on the National Sexuality Education Standards. WHAT TOPICS ARE DISCUSSED OR INCLUDED IN SEXUAL HEALTH EDUCATION? Anatomy and physiology, puberty and adolescent development, identity, pregnancy and reproduction, sexually transmitted infections and HIV, healthy relationships and personal safety. HOW MUCH SEXUAL HEALTH EDUCATION SHOULD STUDENTS RECEIVE? ARE THERE A CERTAIN NUMBER OF LESSONS THAT SHOULD BE TAUGHT? Students in K-4 must receive 300 minutes and students in 5-12 must receive 675 minutes of instruction annually per grade. The core concepts that students should master by the end of each grade level are outlined in the National Sexuality Education Standards. The CPS-approved curriculum covers the standards and minute requirements per grade, so all lessons that are provided should be taught. The instructor has discretion to utilize any approved supplementary resources, if necessary to go beyond the minimum requirements. IS THERE A SEXUAL HEALTH EDUCATION CURRICULUM OR DO I HAVE TO FIND MY OWN? It is recommended that instructors use the approved CPS Sexual Health Education Curriculum. If they choose another curriculum, it must have been approved by the Health and Wellness Materials Review Committee. DO STUDENTS HAVE TO PARTICIPATE IN SEXUAL HEALTH EDUCATION? Yes. All students must participate in sexual health education unless their parent or guardian has provided written notification that they are not to participate. IS SEXUAL HEALTH EDUCATION PROVIDED IN CO-ED SETTINGS? It can be provided in either a co-ed or single gender setting, but all students must receive the same instruction. WHAT IF MY SCHOOL HASN T IMPLEMENTED SEXUAL HEALTH EDUCATION BEFORE? The first step is to bring the Sexual Health Education Policy to the attention of the principal and other school administrators. Once the principal designates instructors, they will receive information and tools to help guide them in providing instruction to students. HOW DO I ACCESS THE PAMPHLETS AND INSTRUCTIONAL MATERIALS LISTED IN THE SEXUAL HEALTH GUIDELINES APPENDIX? Some are available for check out from OSHW or online through Safari Montage. It is the responsibility of the school to pay for supplemental materials they want to purchase. ARE THERE VIDEOS OR OTHER RESOURCES WE CAN USE TO PROVIDE SEXUAL HEALTH EDUCATION? Yes. Audio/visual materials are available on Safari Montage. WHY DOES SEXUAL HEALTH EDUCATION START IN KINDERGARTEN? Prevention and education must start as early as possible. Kindergarten lays the foundation for subsequent instruction by introducing the proper language for students to express concerns about their growth and development and initiating discussions to ensure they are safe. Literature recommends that students receive comprehensive sexual health education before they begin to engage in sexual activity. ARE WE ALLOWED TO MAKE CONDOMS AVAILABLE IN SCHOOLS? Yes. Condoms can be made available for students to take but cannot be distributed to students. The best practice is to designate a time and place students can access condoms. Any instructor who makes condoms available should complete the Sexual Health Education Training and be available to answer questions related to sexual health and the correct use of a condom. Healthy CPS Office of Student Health & Wellness

47 CPS Sexual Health Education Toolkit Appendix F 47 HOW CAN I GET CONDOMS FOR MY SCHOOL? Male and female condoms are available at no cost through the Chicago Department of Public Health (CDPH). The CDPH order form is available in the toolkit and on the Google Drive. WHAT IF I HAVE ADDITIONAL QUESTIONS? Please contact the Office of Student Health and Wellness, Sexual Health Education Team, at [email protected]. Healthy CPS Office of Student Health & Wellness

48 CPS Sexual Health Education Toolkit Appendix G 48 SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL WHO SHOULD USE THIS TOOL? This tool was designed to help sexual health education instructors create an annual implementation plan that integrates sexual health education into their instructional strategy. It guides instructors to use the CPSapproved curriculum or to choose approved community-based providers to meet the education requirements in the CPS Sexual Health Education Policy. Principals can use the checklists in Appendix E to ensure that sexual health education that meets the minute and core-content requirements is planned for every student in every grade level. HOW TO USE THIS TOOL 1. Choose the appropriate form for the grade you will be teaching. 2. Fill in the instructor s name. 3. The lessons listed for each grade level meet both the minimum minute and core-content requirements. You must provide instruction for all the listed lessons except lessons labeled extension activity, which are a continuation from the previous lesson, or if they are designated as optional. K-4 requires a minimum of 300 minutes and 5-12 requires a minimum of 675 minutes per grade. 4. Coordinate with your instructional calendar to determine the dates and class period (if applicable) when you will provide sexual health education and fill in the appropriate columns. 5. Fill in the number of students to ensure that either all the students in your classes or your grade level will receive sexual health education instruction. 6. In the planning notes column, indicate when you must send out parent/guardian notifications, when the implementation report is due, and what additional steps you may need to take to execute the chosen lessons. 7. If you would like to partner with a community-based provider for sexual health education, use the CBO- Locator Tool to identify and make arrangements for instruction. Click on the How to use this tool tab to begin. 8. Fill out the bottom row with the name of the organization, presenter s name, number of minutes of instruction to be provided, dates, class period, number of students, topic area, and any additional useful notes (e.g., contact information). 9. If a community-based partner provides sexual health education, it is the instructor s responsibility to ensure that the minimum minute requirements are met and that the core content has been provided. Appendix B includes the core content students should master by the end of each grade level. Information on the National Sexuality Education Standards that each community-based provider s curriculum or program satisfies can be found in the CBO-Locator Tool. Healthy CPS Office of Student Health & Wellness

49 CPS Sexual Health Education Toolkit Appendix G 49 Name: SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL KINDERGARTEN Lessons Min Date/s Class Period/s # of Students Planning Notes Lesson 1: Private vs Public 30 Lesson 1: Read Who Has What? All about girls bodies and boys bodies by Robie H. Harris and complete activity 50 Lesson 2: Good Touch, Bad Touch 70 Lesson 2: Read My Body Belongs to Me 20 Lesson 3: Secrets 40 Lesson 3: Read: Some secrets should never be kept 30 Lesson 4: Smart About Strangers 25 Lesson 4: Teach: Common Sense Media Lesson: Going Places Safely 45 Community Provider Min Date/s Class Period/s # of Students Topic Planning Notes TOTAL # OF PLANNED MINUTES (minimum 300 minutes required)

50 CPS Sexual Health Education Toolkit Appendix G 50 Name: SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL 1st GRADE Lessons Min Date/s Class Period/s # of Students Planning Notes Lesson 1: Respect for Everyone 50 Lesson 1 (extension activity): Teach Common Sense Media Lesson: Show Respect Online 45 Lesson 2: Family 75 Lesson 2 (extension activity): Interview a family member 30 Lesson 3: Families Change 35 Lesson 4: Bullying 80 Lesson 4 (extension activity): StopBullying.gov video and discussion 30 Community Provider Min Date/s Class Period/s # of Students Topic Planning Notes TOTAL # OF PLANNED MINUTES (minimum 300 minutes required)

51 CPS Sexual Health Education Toolkit Appendix G 51 Name: SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL 2nd GRADE Lessons Min Date/s Class Period/s # of Students Planning Notes Lesson 1: My Body 70 Lesson 1 (extension activity): Worksheet and vocabulary 20 Lesson 2: All Living Things Reproduce 30 Lesson 2 (extension activity): Life cycle of a frog activity 30 Lesson 3: Gender and Identity 60 Lesson 3 (extension activity): Read Oliver Button is a Sissy by Tomie depaola, discussion and activity 50 Lesson 4: Keeping My Body Healthy 40 Community Provider Min Date/s Class Period/s # of Students Topic Planning Notes TOTAL # OF PLANNED MINUTES (minimum 300 minutes required)

52 CPS Sexual Health Education Toolkit Appendix G 52 Name: SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL 3rd GRADE Lessons Min Date/s Class Period/s # of Students Planning Notes Lesson 1: Respecting Myself and Others 70 Lesson 1 (extension activity): Teach: Common Sense Media Lesson: The Power of Words 45 Lesson 2: Building Relationships 80 Lesson 2 (extension activity): Teach: Common Sense Media Lesson: Rings of Responsibility 45 Lesson 3 (optional): Building Communities 40 Lesson 4: Bullying 105 Lesson 4: (extension activity): Teach Common Sense Media Lesson: What's Cyber-bullying 45 Community Provider Min Date/s Class Period/s # of Students Topic Planning Notes TOTAL # OF PLANNED MINUTES (minimum 300 minutes required)

53 CPS Sexual Health Education Toolkit Appendix G 53 Name: SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL 4th GRADE Lessons Min Date/s Class Period/s # of Students Planning Notes Lesson 1: What is Puberty? 80 Lesson 1 (extension activity): Interview a family member 30 Lesson 2: Puberty Boy, Puberty Girl 40 Lesson 3: Puberty, Stress Management and Goal Setting 40 Lesson 3 (extension activity): Health and Hygiene PowerPoint 20 Lesson 4 (optional): Germs and Your Immune System 90 Lesson 5 : What is HIV? 90 Lesson 5 (extension activity): HIV Storyboard 30 Community Provider Min Date/s Class Period/s # of Students Topic Planning Notes TOTAL # OF PLANNED MINUTES (minimum 300 minutes required)

54 CPS Sexual Health Education Toolkit Appendix G 54 Name: SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL 5th GRADE Lessons Min Date/s Class Period/s # of Students Planning Notes Lesson 1: Puberty 40 Lesson 1 (extension activity): Review and 5 th Grade Table of Contents activities 45 Lesson 2: Adolescent Health and Hygiene 60 Lesson 2 (extension activity): Classroom planning activity - open time allotment 30 Lesson 3: Body Image 55 Lesson 3 (extension activity): Common Sense Media Lesson: Picture Perfect 45 Lesson 4: Human Reproduction 80 Lesson 5: Abstinence and contraceptives 80 Lesson 6: HIV 60 Lesson 7: Gender and Identity 80 Lesson 8: Personal Safety and Abuse 80 Lesson 8 (extension activity): 'I Promise' activity and take-home assignment 20 Lesson 9: Resources and Review 60 Lesson 9 (extension activity): Website review 30 Community Provider Min Date/s Class Period/s # of Students Topic Planning Notes TOTAL # OF PLANNED MINUTES (minimum 675 minutes required)

55 CPS Sexual Health Education Toolkit Appendix G 55 Name: SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL 6th GRADE Lessons Min Date/s Class Period/s # of Students Planning Notes Lesson 1: Human Anatomy and Reproduction Lesson 1 (extension activity): Read It's Not the Stork Lesson 2: Pregnancy and Reproduction 120 Lesson 2 (extension activity): Family interview 30 Lesson 3: Exploring Abstinence 80 Lesson 4: Contraceptives 80 Lesson 5: STIs and HIV Prevention 120 Lesson 6: Decision Making 80 Lesson 6 (extension activity): Watch Decisions and Conflicts Lesson 7: Delay Tactics and Refusal Skills Lesson 8: Sexual Health Resources 40 Community Provider Min Date/s Class Period/s # of Students Topic Planning Notes TOTAL # OF PLANNED MINUTES (minimum 675 minutes required)

56 CPS Sexual Health Education Toolkit Appendix G 56 Name: SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL 7th GRADE Lessons Min Date/s Class Period/s # of Students Planning Notes Lesson 1: Adolescent Development 45 Lesson 1 (extension activity): Activity Binder 20 Lesson 2: Body Image and Self Esteem 45 Lesson 3: Decision Making 45 Lesson 4: Relationships I: Keep it Healthy! Lesson 5 (extension activity): Relationships II: Influences Lesson 6: Relationships III: Communication Lesson 7: Technology and Relationships 90 Lesson 8: Identity I: Gender Expression and Sexual Orientation Lesson 9: Identity II Respecting Differences Community Provider Min Date/s Class Period/s # of Students Topic Planning Notes TOTAL # OF PLANNED MINUTES (minimum 675 minutes required)

57 CPS Sexual Health Education Toolkit Appendix G 57 Name: SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL 8th Grade Relationship Building Track Lessons Min Date/s Class Period/s # of Students Planning Notes Lesson 1: (Cyber)Bullying 90 Lesson 2: Dating Violence 90 Lesson 3: Sexual Violence 90 Lesson 4: Decision Making 45 Lesson 5: Relationships I: Keep it Healthy! 90 Lesson 6: Relationships II: Influences 90 Lesson 7: Relationships III: Communication 90 Lesson 8: Gender Expression and Sexual Orientation 90 Community Provider Min Date/s Class Period/s # of Students Topic Planning Notes TOTAL # OF PLANNED MINUTES (minimum 675 minutes required)

58 CPS Sexual Health Education Toolkit Appendix G 58 Name: SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL 8th Grade STI and Pregnancy Prevention Track Lessons Min Date/s Class Period/s # of Students Planning Notes Lesson 1: (Cyber)Bullying 90 Lesson 2: Dating Violence 90 Lesson 3: Sexual Violence 90 Lesson 4: Pregnancy and Birth 45 Lesson 5: Exploring Abstinence 40 Lesson 6: Contraceptives 80 Lesson 7: STIs and HIV Prevention 80 Lesson 8: Sexual Health Resources 90 Lesson 9: Delay Tactics and Refusal Skills 90 Community Provider Min Date/s Class Period/s # of Students Topic Planning Notes TOTAL # OF PLANNED MINUTES (minimum 675 minutes required)

59 CPS Sexual Health Education Toolkit Appendix G 59 Name: SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL 9th GRADE Lessons Min Date/s Class Period/s # of Students Planning Notes Lesson 1: Decision Making 90 Lesson 2: Pregnancy & Prenatal Practices 135 Lesson 3: Teens & Parenting 90 Lesson 4: Teen Sexual Health & Pregnancy Options 45 Lesson 5: Contraceptives 90 Lesson 6: STIs & HIV 90 Lesson 6: (extension activity) Watch "Reflections" video 45 Lesson 7: Negotiation Skills 45 Lesson 8: Resources 45 Lesson 9: External Influences and Sexual Health 45 Community Provider Min Date/s Class Period/s # of Students Topic Planning Notes TOTAL # OF PLANNED MINUTES (minimum 675 minutes required)

60 CPS Sexual Health Education Toolkit Appendix G 60 Name: SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL 10th GRADE Lessons Min Date/s Class Period/s # of Students Planning Notes Lesson 1: Human Sexual Response 80 Lesson 2: Healthy Relationships 80 Lesson 3: Technology and Relationships 90 Lesson 4: Self-Esteem & Body Image 90 Lesson 5: Identity 90 Lesson 6: Bullying and Sexual Harassment 130 Lesson 7: (Cyber)Bullying 90 Lesson 8: Sexual Violence 45 Lesson 9: Sex and Alcohol 45 Community Provider Min Date/s Class Period/s # of Students Topic Planning Notes TOTAL # OF PLANNED MINUTES (minimum 675 minutes required)

61 CPS Sexual Health Education Toolkit Appendix G 61 Name: SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL 11th GRADE Lessons Min Date/s Class Period/s # of Students Planning Notes Lesson 1: Pregnancy & Prenatal Practices 135 Lesson 2: Teens & Parenting 90 Lesson 3: Teen Sexual Health & Pregnancy Options 45 Lesson 4: Contraceptives 90 Lesson 5: STIs & HIV 90 Lesson 5: (extension activity) Watch "Reflections" video 45 Lesson 6: Negotiation Skills 45 Lesson 7: External Influences and Sexual Health 45 Final Project: Peer Teaching 135 Community Provider Min Date/s Class Period/s # of Students Topic Planning Notes TOTAL # OF PLANNED MINUTES (minimum 675 minutes required)

62 CPS Sexual Health Education Toolkit Appendix G 62 Name: SEXUAL HEALTH EDUCATION IMPLEMENTATION PLANNING TOOL 12th GRADE Lessons Min Date/s Class Period/s # of Students Planning Notes Lesson 1: Healthy Relationships 80 Lesson 2: Technology and Relationships 90 Lesson 3: Identity 90 Lesson 4: Bullying and Sexual Harassment 130 Lesson 5: (Cyber)Bullying 90 Lesson 6: Sexual Violence 45 Lesson 7: Sex and Alcohol 45 Final Project: Advocacy 135 Community Provider Min Date/s Class Period/s # of Students Topic Planning Notes TOTAL # OF PLANNED MINUTES (minimum 675 minutes required)

63 CPS Sexual Health Education Toolkit Appendix H 63 GROUND RULES FOR SEXUAL HEALTH EDUCATION 1. No preaching; no put downs of others values. All points of view are worthy of discussion. 2. No question is a dumb question. Questions only indicate a desire for knowledge; they do NOT necessarily tell you anything about the person asking the question. 3. It is accepted/understood that teachers may NOT know the answer to every question. 4. When possible, the correct and medically accurate terminology should be used. If a student is unfamiliar with the correct term, the teacher should use a term the student may understand and then teach the correct term to the class. 5. Students may NOT ask personal questions of the teacher, guest speakers and/or any other member of the classroom. 6. You are NOT required to answer if a question makes you feel uncomfortable or you do not wish to answer it. Both teachers and students have the right to pass on specific questions. 7. Mimicking will NOT be tolerated. 8. Teachers are expected to respect the confidentiality ground rule except when they are required by law to disclose pertinent information (e.g. reporting sexual abuse or other endangerment of students). 9. Use I messages ONLY when stating your feelings and/or opinion. 10. Students are encouraged to discuss with their parents issues raised within the classroom, attempting to give an accurate account of the lessons being taught. 11. In the classroom, students should not discuss personal information or situations about other students at their school. 12. The word gay may not be used in a derogatory manner Healthy CPS Office of Student Health & Wellness

64 CPS Sexual Health Education Toolkit Appendix I 64 THE GIGGLE MINUTE Discussing sexual health education topics can be uncomfortable and embarrassing for students (and adults). In an effort to minimize the level of disruption during sexual health education implementation and help students feel more comfortable, the Giggle Minute can be used. This exercise helps students relax, feel more comfortable during discussions and get the giggles out. The Giggle Minute is also designed to eliminate some of the shock students experience when they hear certain words or phrases they aren t accustomed to hearing in an educational setting or during a discussion with adults. HOW THE GIGGLE MINUTE WORKS Prior to engaging students in lessons where medically accurate sexual health terms and phrases could be discussed, the teacher will introduce the Giggle Minute. The teacher will explain that she/he will be saying all the terms and phrases that could possibly come up in their discussion and will invite students to laugh and get their wiggles out. The teacher will also explain that this is a time for students to prepare themselves for the lessons. Having already heard the terms and phrases, the students should be able to handle the lesson content in a more mature manner. After the teacher completes their list of words she/he will do a countdown from 5. When the teacher reaches the number one, she/he will have the students take 3 deep cleansing breaths. At the end of the exercise the teacher will again remind the students that sexual health related words and phrases will be discussed, but that they should now be more comfortable and less shocked to hear them, after having participated in the Giggle Minute. Teachers can repeat the Giggle Minute, as necessary, before lessons. Healthy CPS Office of Student Health & Wellness

65 CPS Sexual Health Education Toolkit Appendix J 65 Dear Parent or Guardian: SAMPLE PARENT NOTIFICATION LETTER FOR SEXUAL HEALTH EDUCATION (COPY ON SCHOOL LETTERHEAD STATIONERY) This school year your child will receive Sexual Health Education as part of the CPS Sexual Health Education Policy. Depending on your child s grade level, topics may include: Personal Safety Human Reproduction and Childbirth Puberty HIV/AIDS and Sexually Transmitted Infections (STIs) Contraception and Pregnancy Prevention (A condom demonstration will be included) Abstinence Healthy Relationships Decision Making You are welcome to meet me (or community provider) at our upcoming parent/guardian meeting on (date) where we ll share the lessons and information we ll be teaching your student. (Schools may also attach to this letter the Scope and Sequence for parents to review. Sample language would include: Please find attached the detailed scope and sequence for the CPS Sexual Health Education Curriculum. This document includes the lesson titles and information about each lesson for every grade level.) The Board acknowledges that parents/guardians are the primary sexuality educators for their child/children. (school name) is committed to partnering with you to provide supplementary instruction to students via the sexual health education lessons. In alignment with Illinois law ( No pupil shall be required to take or participate in any class or course on AIDS or family life instruction if his parent or guardian submits written objection thereto, and refusal to take or participate in the course or program shall not be reason for suspension or expulsion of the pupil. 105 ILCS 110/3), a parent/guardian must provide a timely written objection to opt their child/children out of participating in any CPS Sexual Health Education course. No student with a written parental objection will be suspended or expelled for refusal to participate in any such course. If you wish to have your child excused from participation, please inform me in writing. Sincerely, Principal

66 CPS Sexual Health Education Toolkit Appendix J 66 Estimado padre o tutor legal: SAMPLE PARENT NOTIFICATION LETTER FOR SEXUAL HEALTH EDUCATION (COPY ON SCHOOL LETTERHEAD STATIONERY) Durante este año escolar su niño recibirá Educación sobre Salud Sexual como parte de la política de Educación de Salud Sexual de CPS. Dependiendo del grado escolar de su hijo/a las lecciones incluirán tópicos sobre: Seguro personal Reproducción humana y parto Pubertad HIV/SIDA y enfermedades sexualmente trasmisibles (STI en inglés) Contracepción y prevención del embarazo Abstinencia Relaciones saludables Orientación sexual e identidad Toma de decisiones Le invitamos a reunirse conmigo (o proveedor de la comunidad) en nuestra próxima reunión de padres/tutores el (fecha) donde compartiremos las lecciones y la información que se les enseñará a su hijo/a. (Las escuelas también podrán adjuntar a esta carta el Alcance y Secuencia para que los padres puedan revisar. El lenguaje de muestra incluiría: Se adjunta el alcance y secuencia para el Currículo de Educación de Salud Sexual en CPS. Este documento incluye los títulos de las lecciones y la información acerca de cada lección para cada nivel de grado.) La Junta de Educación reconoce que los padres/tutores son los educadores primarios de los niños sobre sexualidad. La escuela (Nombre de la escuela) se compromete a trabajar con los padres/tutores para ofrecer instrucción complementaria a los estudiantes mediante lecciones integrales de educación sexual. En cumplimiento del Código del Estado de Illinois ( Ningún alumno será obligado a participar en clases o cursos sobre SIDA o instrucción de vida familiar si sus padres o tutores presentan una objeción por escrito, y la negativa de participar en el curso o programa no será razón para la suspensión o expulsión del alumno. 105 ILCS 110/3), los padres/tutores deben presentar en tiempo y forma una objeción escrita optando por la no participación del niño en los cursos de educación sexual de CPS. Ningún estudiante podrá ser suspendido o expulsado por negarse a participar en cualquiera de esos cursos, habiendo sido presentada una objeción escrita. Si usted desea excusar la participación de su niño, por favor infórmeme por escrito. Atentamente, Director

67 CPS Sexual Health Education Toolkit Appendix K 67 CONDOM ORDER FORM We are asking that all condoms and lubrication be shipped to all schools. In order for this to happen, we need someone from your school to be the designated person for these shipments. Please provide me with a contact person for your school. School Name: Address to be shipped: Target Population Served: City, Zip Code: Name of Person to Ship To: Person s phone number Person s address Time of operation: #: of Rough Rider (All male condoms= 1,000 per box) #: of Assorted Colors: #: of Ultra Sensitive #: of Ribbed: #: of Lubricated: #: of Extra-Strength: #: of Ultra Thin #: of Tuxedo: #: of Extra Large: #: of Flavors: #: of Lubrication #: of Female: (1 box = 10 bags/1,000 condoms) Every attempt will be made to fill orders according to your request. We reserve the right to substitute whenever certain condom types are unavailable. Order shipments normally take 7 to 10 working days for delivery. Please contact me as soon as possible if you are experiencing problems with your deliveries. Thank you for your assistance, Regina Jordan-Lee Please return completed forms to: Regina Jordan-Lee, Program Director Chicago Department of Public Health STI/HIV Adolescent Health Program Mile Square Health Center 2045 W. Washington Boulevard Chicago, IL Ph: Fax: [email protected]

68 CPS Sexual Health Education Toolkit Index 68 INDEX A Acknowledgements 3 Alignment with State 9 and National Standards and school code Illinois Learning 10 Standards for Physical Development and Health Social Emotional 10 Learning National Sexuality 10 Education Standards Illinois School Code 11 Appendix 25 Appendix A: CPS Sexual 26 Health Education Policy Appendix B: Scope and 29 Sequence Appendix C: National 35 Sexuality Education Standards By Topic Appendix D: 2008 Illinois 40 Statues Appendix E: Sexual 43 Health Education Implementation Planning Checklists Appendix F: Frequently 45 Asked Questions Appendix G: Sexual 48 Health Education Implementation Planning Tool Appendix H: Ground 63 Rules Appendix I: The Giggle 64 Minute Appendix J: Sample 65 Parent Notification Letters (English/Spanish) Appendix K: Chicago 67 Department of Public Health Condom Order Form Appendix L: References 69 B Background 4 C Condoms 19 Demonstrations 19 Availability 19 D Definitions 6 H Health and Wellness 21 Materials Review Committee Steps for Review 21 Priority Topic Areas 21 General Criteria for 22 Approval After Presentation 22 I Instructional planning 15 Lesson Preparation 15 Classroom Structure 16 Evaluation and 17 Assessments Introduction 4 O Outside Consultants 20 P Parents/Guardians 17 Notification 17 Role 17 Information Session 18 Right to Opt-Out 18 Students Opted Out of 18 Sexual Health Education Planning and 12 Implementation Policy: CPS Sexual 7 Health Education Policy Highlights Post Implementation 19 Preparation 12 S Sexual Health 8 Education Curriculum Theory 8 Accuracy 8 Cultural competency 9 Materials 9 Internet Safety Policy 9 Alignment Sexual Health 6 Education Overview Sexual Health 22 Education Tools & Resources General Resources 22 Policies and Statues 23 Sexual Health Education 23 Curriculum Classroom Tools 23 Implementation Tools 24 and Reports STI Project and Condom 24 Availability National Sexuality 24 Education Standards Supplemental Materials 25 Supplemental Instructional Materials T 21 Technical Assistance 19 Training 13 Training Opportunities 14

69 CPS Sexual Health Education Toolkit References 69 REFERENCES i Centers for Disease Control and Prevention. Estimated HIV incidence in the United States, HIV Surveillance Supplemental Report 2012;17(No. 4). Published December Accessed 7/11/2013. ii Chicago Department of Public Health, ort2013.pdf. Accessed 1/26/2014. iii Centers for Disease Control and Prevention. National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Division of Adolescent and School Health and National Center for Chronic Disease Prevention and Health Promotion, Division of Population Health. Youth Risk Behavior Survey, iv Arnett, J. J. (1995). Adolescents uses of media for self-socialization. Journal of Youth and Adolescence 24, v Bandura, A. (2001). SOCIAL COGNITIVE THEORY: An Argentic Perspective. Annual Review of Psychology, 52(1), 1. vi Janz, N. K., and Becker, M. H. (1984). The Health Belief Model: A decade later. Health Educ. Q. 11(1): vii Kirby, D. (2007). Emerging answers: research finding on programs to reduce teen pregnancy and sexually transmitted diseases. The National Campaign to Prevent Teen and Unplanned Pregnancy. Retrieved from viii Kirby, D., Short, L., Collins, J. Zabin, L.S. (1994). School-based programs to reduce sexual risk behaviors: a review of effectiveness. Public Health Reports.3(109) ix Halpern-Felsher, B. (2009) Adolescent decision making: an overview. The Prevention Researcher.16(2) x Cultural Competency.(2008). Advocates for Youth. Retrieved from: xi Future of Sex Education Initiative. (2012). National Sexuality Education Standards: Core Content and Skills, K-12 [a special publication of the Journal of School Health]. Retrieved from xii Illinois General Assembly, House Bill Accessed 8/8/2013. xiii Resnick, M.D., Bearman, P.S., Blum, R.W., Bauman, K.E., Harris, K.M., Jones, J., Tabor, J., Beuhring, T., Sieving, R.E., Shew, M., Ireland, M., Bearinger, L.H., &Udry, J.R. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. Journal of the American Medical Association, 278(10),