Welcome to Sex Ed Made Simple Webinar 1

Welcome to Sex Ed Made Simple!

Webinar #1: Oregon Sex Ed Policy

Today’s presenters Sasha Grenier, MPH, CHES Sexuality Education and School Health Specialist, Oregon Department of Education Suzanne M. Hidde, MS Health and Physical Education Specialist Oregon Department of Education

What is sex ed? • Comprehensive sexuality education is a curriculum-based process of teaching and learning about the emotional, physical and social aspects of human sexuality and healthy relationships. • Sexuality Education aims to equip children and young people with knowledge and skills that will empower them to: • Realize their health, well-being and dignity; • Develop respectful social and sexual relationships; • Consider how their choices affect their own well-being and that of others; • Understand ensure the protection of their rights throughout their lives.

Just real quick… • “A new review of U. S. sexuality education policies and programs reaffirms the harms of abstinence-only-until-marriage programs and the importance of investing in comprehensive sexuality education… It presents evidence on abstinence-only programs' potential harms, as well as the efficacy and benefits of more comprehensive sexuality education programs” Source: Santelli, J. , Kantor, L. M. , Grilo, S. et al. Abstinence-only-until-marriage: An updated review of US policies and programs and their impact. J Adolesc Health. 2017; 61: 273– 280 https: //www. jahonline. org/article/S 1054 -139 X(17)302975/fulltext

With the latest research • “Sexuality education has positive effects, including increasing knowledge about different aspects of sexuality, behaviors and risks of pregnancy or HIV and other STIs”. Source: International technical guidance on sexuality education: an evidence-informed approach by the United Nations Educational, Scientific and Cultural Organization (2016), http: //www. unaids. org/sites/default/files/media_asset/ITGSE_en. pdf • “Leading public health and medical professional organizations —including the American Medical Association; the American Academy of Pediatrics…–support comprehensive sex education. ” Source: https: //www. guttmacher. org/fact-sheet/facts-american-teens-sourcesinformation-about-sex

Beyond “the birds and the bees!”

So what does the law say? Oregon Revised Statutes (ORS) + Oregon Administrative Rules (OARs) = Oregon law

ORS 336. 455: Human sexuality education (2009) • Each school district shall provide age-appropriate human sexuality education courses in all public elementary and secondary schools as an integral part of the health education curriculum.

More from the law! • Course material and instruction…. shall enhance students’ understanding of sexuality as a normal and healthy aspect of human development. • Course instruction shall be appropriate for the age of the pupils and satisfy the following criteria: • Be medically accurate. • Be comprehensive.

“Comprehensive” ? ? ? • Comprehensive means complete, medically accurate, and age-appropriate. • Comprehensive means abstinence-based • But also prepares students for the reality that most adults will have sexual relationships in their lives

“Medically accurate” ? ? ? • Using information that is established through th use of the scientific method. Results can be measured, quantified, and replicated to confirm accuracy, and are reported or recognized in peerreviewed journals or other authoritative publications.

What else is in the ORS? • [Sex ed shall] Promote abstinence for school-age youth and mutually monogamous relationships with an uninfected partner for adults as the safest and most responsible sexual behavior to prevent pregnancy and the transmission of sexually transmitted diseases. • …shall not be taught to the exclusion of other material and instruction on contraceptive and disease reduction measures. • Human sexuality education courses shall acknowledge the value of abstinence while not devaluing or ignoring those young people who have had or are having sexual intercourse.

Anything else? • Teach that no form of sexual expression is acceptable when it physically or emotionally harms oneself or others • Teach pupils not to make unwanted physical and verbal sexual advances, how to decline unwanted sexual advances or accept the refusal of unwanted sexual advances. • Materials and information shall be presented in a manner sensitive to the fact that there are students who have experienced sexual abuse.

And that’s not it! • Validate through course material and instruction the importance of honesty with oneself and others, respect for each person’s dignity and well-being, and responsibility for one’s actions. • Assist students in the development and practice of effective communication skills, the development of selfesteem and the ability to resist peer pressure. • Encourage family communication and involvement to help students learn to make responsible decisions.

OAR 581 -022 -2050 • Issued by ODE to clarify the statute and give specific guidelines on how to implement

First: definitions • “Age-appropriate” means curricula designed to teach concepts, information, and skills based on the social, cognitive, emotional, experience and developmental level of students; • “Best practice” means a practice/curriculum that is based in proven theory and practices

More definitions • Comprehensive plan of instruction”… means k– 12 programs that emphasize abstinence, but not to the exclusion of condom and contraceptive skillsbased education… Opportunities are provided for young people to develop and understand their values, attitudes, beliefs and decisions about sexuality

Clarifies the ‘when’! Each school district shall provide child sexual abuse prevention instruction from kindergarten through grade 12 (4 sessions per year)

The Comprehensive Plan of Instruction • Each school district shall provide an age-appropriate, comprehensive plan of instruction focusing on human sexuality education, HIV/AIDS and sexually transmitted infections and disease prevention in elementary and secondary schools as an integral part of health education and other subjects. • Course material and instruction for all human sexuality education courses that discuss human sexuality in public elementary and secondary schools shall enhance students’ understanding of sexuality as a normal and healthy aspect of human development

A plan of instruction should… ØEncourage positive family communication and involvement and helps students learn to make responsible, respectful and healthy decisions. ØTeach that consent is an essential component of healthy sexual behavior. ØTeach students how to identify and respond to attitudes and behaviors which contribute to sexual violence. (and more!)

Collaborative!! • Parents, teachers, school administrators, local health department staff, other community representatives, and persons from the medical community who are knowledgeable of the latest scientific information and effective education strategies shall develop the plan of instruction required by this rule, and in alignment with the Oregon Health Education Standards and Benchmarks, cooperatively. • Local school boards shall approve the plan of instruction and require that it be reviewed and updated biennially in accordance with new scientific information and effective education strategies.

And yes, parents should part of the process! • Engaging parents is key! • And parental notification is required by law • Tune in to next month’s webinar!

Other important laws • The Healthy Teen Relationship Act (2013) • Child Sexual Abuse Prevention Law (2015)

Erin’s Law • In 2015, Oregon Legislature passed SB 856, Sex Abuse Prevention Instruction, which requires schools provide child sexual abuse prevention instruction kindergarten through grade 12. • Upcoming “Sex Ed Made Simple” webinar! (Spoiler alert: The new Health Education Standards and performance indicators cover Erin’s Law!)

The three fundamental laws

How do we do all this? !? ! • The Oregon Health Education standards!!! • But first, a background from Suzanne Hidde:

The Goal of Health Education • “Health literacy is the ability to access, understand, appraise, apply and advocate for health information and services in order to maintain or enhance one’s own health and the health of others” Source: SHAPE America

Oregon Educational Act (ORS 329. 045) • The State Board of Education shall regularly and periodically review and revise…rigorous academic content standards in mathematics, science, English history, geography, economics, civics, physical education, health, the arts and world languages. • The review and revision shall involve teachers, other educators and citizens and shall provide for ample opportunity for public comment. • School districts…shall offer students instruction…that meets the academic content standards adopted by the State Board of Education…

Academic Content Standards • articulate expectations of student knowledge and skills • ensure equity in achievement and health • are adopted by the State Board of Education under ORS 329. 007

Why Standards? ? ? • Ensure K-12 learning equitable progressions across the state • To prepare health literate citizens with life-long health/activity habits • Ensure teaching includes culturally competent practices

Foundational documents Comprehensive Health and Physical Education Standards

Good health is associated with academic success. Health risks such as: • bullying and violence, • unintended pregnancy, • hunger and malnutrition, • inadequate physical activity, • physical and emotional abuse, • substance use disorders, • housing instability have a significant impact on how well students perform in school. Source: Centers for Disease Control and Prevention

Oregon Health Education Laws OAR 581 -0200 Standard Education for Oregon Students • Each school district assures students receive a Standard Education – Health Education is one of the subject areas included OAR 581 -22 -1210: District Curriculum • Each school district shall provide a K-12 instructional program consistent with academic content standards – Prevention education about Infectious diseases – HIV/AIDS & Hepatitis B/C; drugs and alcohol; emergency plans & safety programs

Oregon Health Education Laws OAR 581 -22 -0413: Prevention Education in Drugs and Alcohol • Mandates that each district have a plan that is part of comprehensive health education program; instruction about drug/alcohol prevention including anabolic steroids and performance enhancing and controlled substances Senate Bill 79: CPR/AED instruction • Mandates that as an integral part of the health education curriculum for students in grades 7 through 12, each school district must provide instruction in Cardiopulmonary resuscitation; and the uses of automated external defibrillators. • (2) Instruction provided as required by subsection (1) of this section must: • (a) Include hands-on practicing of cardiopulmonary resuscitation; and • (b) Be developed by the American Heart Association, the American Red Cross or another organization

NEW Health Education Standards • Sexual Health • 1 st time incorporated in health • Standards adopted by SBE December 2016. • Developed by Oregon classroom teachers, district staff, and others stakeholders with experience and expertise in health education. • Criteria adopted by SBE January 2017.

Health Education Standards – describe what students are expected to know and be able to do at a specific grade level (to be health literate) Anchor standards – very broad ØHealth Education - 8 Performance Indicators – specific to each grade level

Oregon Health Education Standards Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Standard 3: Students will demonstrate the ability to access valid information, products, and services to enhance health. Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health. Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health. Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

DRAFT Sample of Color-coded units within the Health Standards

Examples of variety of health topic categories: *Wellness/Health Promotion (WHP) *This section can be used in a majority of topic areas!! *Social/Emotional Learning (SEL) *This section can be used in any and all topic areas!! Safety/First Aid (SFA) Nutrition/Physical Activity (NPA) Comprehensive Sexual Health (CSE) Substance Use/Abuse (SUA)

Example of color-coding standards • Standard 1 focuses on major concepts within a variety of health topics. The performance indicators listed mainly focus on content required by law, and are not a comprehensive list of topics. Other topic content can be covered within the WHP and SEL sections, as well as within other standards. • Standards 2 – 8 focus on skill development, and can be used for majority of topic area. • *For example – NPA barely listed in Standard 1, but can be covered in 1. 3. 1; 1. K. 1; 1. 3. 3; 1. K. 3, as well as in Standards 2 – 8.

NEW Health Standards (sex ed selection) Ø HE. 1. K. 4 Name reproductive body parts, using proper anatomical terms, and stages in the basic growth processes of all people Ø HE. 1. K. 10 Recognize everyone has the right to say who touches their body, when and how Ø HE. 3. 3. 5 Recognize people at home, school or in the community who can provide medically accurate information and/or support about healthy sexuality, including sexual orientation and gender identity Ø HE. 3. 3. 7 Recognize sources of support, such as parents or other trusted adults, including school staff; they can tell if they are experiencing sexual abuse Ø HE. 2. 5. 9 Discuss potential impacts of power differences (e. g. , age, status or position) as they relate to personal boundaries

SATF Oregon Comprehensive Sexuality Education Resources

Webinar Series • Friday, September 28 th: Parent Engagement and parent opt out • Friday, October 26 th: Teaching consent inside and outside of the classroom • Friday, November 30 th: Teaching for (social) media literacy

Questions?

Thank you for all the work you do!!!!

Reach out for support! Sasha Grenier Oregon Department of Education Sexuality Education and School Health Specialist sasha. grenier@state. or. us Suzanne Hidde Oregon Department of Education PE and Health Education Specialist suzanne. hidde@state. or. us