SEXUAL HEALTH EDUCATION TOOLKIT

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SEXUAL HEALTH EDUCATION

TOOLKIT

Guidelines and Resources for Implementing

Chicago Public Schools

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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

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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 2006. 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 On February 27, 2013, the Board rescinded that policy and adopted a new Sexual Health Education Policy (Appendix A) to stay current with research and practice, to more clearly outline the educational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 12th 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 2007.

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.

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 13-24 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 13–24 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.

CHLAMYDIA & GONORRHEA

Cook County, including Chicago, ranks 1st and 2nd for cases of gonorrhea and chlamydia in the nation.

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According to the Chicago Department of Public Health (CDPH), the percentage of 20-24 year-olds 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 13-19 years old – more than one-third of total diagnoses for the City of Chicago in 2012. Overall, Chicagoans in the 13-24 age group accounted for 67% of gonorrhea and 71% of chlamydia cases in 2012 -- the majority of STI diagnoses in Chicago.ii_{Both of these STIs are} substantially diagnosed and under-reported, 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 2009. 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

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.

TOP 10 CHICAGO ZIP C ODES FOR

GONORRHEA AND CHLAMYDIA AMONGST 15-19 YEAR-OLDS (2011)

1. 60628 (Roseland/Pullman) 2. 60620 (Auburn Gresham) 3. 60623 (South Lawndale/

North Lawndale) 4. 60624 (East & West

Garfield Park/North Lawndale) 5. 60644 (Austin) 6. 60619 (Chatham/Avalon Park) 7. 60636 ( West Englewood) 8. 60651 (Humboldt Park) 9. 60637 (Woodlawn/W. Woodlawn/Hyde Park ) 10. 60621 (Englewood)

M AP OF T HE TOP 10 CH IC AGO ZIP CODES FOR GONORRHEA AND CHL AM YDI A AM ONGST 15 -19 YEAR-OLDS (2011)

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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 12th_{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.

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CPS SEXUAL HEALTH EDUCAT ION POLICY HIGHLIGHTS 1. CPS will offer students in kindergarten through

12th_{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;

» 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, 5–12.

3. 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.

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.

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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. 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 classroom-based 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} decision-making 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 experience-based 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 2012. 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

REQUIRED ANNU AL

INSTRUCTION PER GR AD E

K-4

5-12

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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) 553-3560.

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. 12-0627-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 www.commonsensemedia.org. 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 W ITH STATE AND NATIONAL EDUCATI ON STANDARDS AND SCH OOL 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

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3. 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

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 2nd_{, 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:

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.

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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 www.futureofsexed.org/documents/josh-fose-standards-web.pdf 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 2013. 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.

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;

Check out the National Sexuality Education Standards at:

http://www.futureofsexed.org/doc uments/josh-fose-standards-web.pdf

ILLINOIS SCHOOL CODE

Review the Illinois School Code in Appendix D

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» 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.

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).

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.

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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.

SEXUAL HEALTH EDUCAT ION IMPLEMENTATION

SCHOOL RESPONSIBILIT IES OSHW SUPPORTS

Principal reviews Sexual Health Education

Policy & Toolkit Sexual Health Education Policy & Toolkit

Principal designates and arranges for a

minimum of 2 instructors to complete training In-person, online or school training available Ensure that all necessary steps have been

completed for sexual health education Principal & Instructor Implementation Planning Checklists (Appendix E) Create sexual health education

implementation plan

Sexual Health Education Implementation Planning Tool (Appendix G)

Provide parents/guardians with 3 notifications

and 1 info session Sample Parent Notification Letter in English & Spanish (Appendix J) In grades 5-12, conduct assessment to gauge

students‘ knowledge level, create question and answer box and review lessons

CPS Approved Curriculum & Assessments (Sexual Health Education folder on Google Drive)

Provide instruction for every grade level – lessons can be integrated into daily, weekly or other periodic schedules

CPS-Approved Curriculum (Sexual Health Education folder on Google Drive) Ground Rules (Appendix H) Giggle Minute (Appendix I) – If using an outside consultant, arrange with

an approved community partner to provide sexual health education

Community-Based Organization Locator Tool (Sexual Health Educationfolder on Google Drive)

Complete post-unit assessments with students K-12

CPS Approved Curriculum & Assessments (Sexual Health Education folder on Google Drive)

Complete post-implementation report within 15 days of completion of instruction and provide feedback on any outside consultants

Sexual Health Education School Instruction Report (Sexual Health Education folder on Google Drive) Start

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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

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.

Online Training: The online training course, a self-paced, module-based, learning opportunity, is

Sign up for Sexual Health Education Training online at CPS University. Use keyword search term ‗sexual health.‘ Training can be completed online or in-person at district-wide training sites.

 To host training at your school, contact the Office of Student Health and Wellness at (773) 553-3560.

 Review FAQs about sexual health education in Appendix F.

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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.

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 12th_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.

SEXUAL HEALTH

EDUCATION INSTRUCTION PLANNING

Use the Sexual Health Education Implementation Planning Tool (Appendix G) to schedule dates when lessons will be taught.

INSTRUCTOR RESOURCES

Many additional resources can be found on Safari Montage under the ―Health‖ folder or by conducting a keyword search.

http://safari.cps.k12.il.us/SAFARI/m ontage/login/login.php?

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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

www.commonsensemedia.org. 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.

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.

To encourage student involvement and help gauge students‘ current sexual health

education knowledge base, instructors should

INSTRUCTOR RESOURCES

Review the Ground Rules for sexual health education in Appendix H and instructions for the Giggle Minute Icebreaker in Appendix I.

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.‖

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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.

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 » email

» telephone calls

» parent/school newsletter » notification on school website

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

1 - First week of school – notification letter sent home with students

2 - Notify parents during report card pick up, on a kiosk, via email or any other way that is appropriate for your parent/guardian population PARENT/GUARDIAN NOTIFICATION - SAMPLE TIMELINE PARENT/GUARDIAN NOTIFICATION Sample parent/guardian notification letters are available in English and Spanish in Appendix J.

3 - Two weeks prior to the start of instruction, the final notification letter must be sent home with students

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Local School Council, Parent Advisory Council or other parent/guardian meetings or events should contact OSHW at (773) 553-3560.

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.

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.

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

INSTRUCTOR

RESOURCES: POST IMPLEMENATION

Complete your Sexual Health Education School Instruction Report within 15 days of completing sexual health education instruction.

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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 5th_{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 5th_{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:

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1. 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.

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 school staff or an outside consultant will provide sexual health education instruction. Any school may retain the services of an outside consultant, who has been approved by the Health and Wellness Materials Review Committee (HWMRC) to supplement its sexual health education program or courses. If an outside consultant is unable to provide all of the components of sexual health education as outlined in the NSES, the principal must ensure that trained 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.

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.

OUTSIDE CONSULTANTS

Use the Community-Based Organization Locator Tool to help match your needs with an approved provider of sexual health education. This tool additionally contains contact information for health fairs, STI testing/treatment services and other resources for instructors.

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SUPPLEMENTAL INSTRUC TIONAL 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 http://safari.cps.k12.il.us. 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:

https://docs.google.com/a/cps.edu/file/d/0B04Mm2ZlrcKTUVZCM00zMG9uZlU. HEALTH AND W ELLNESS MATERIALS R EVIEW COMMITTEE

The Health and Wellness Materials Review Committee (HWMRC) was created to review and approve health- related 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 https://www.surveymonkey.com/s/GWX7HTS

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, 60603.

3. 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)

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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 EDUCAT ION 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, 2013. The English and Spanish translation of the Policy can also be viewed on the OSHW Knowledge Center page.

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2014 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.

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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 (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 2nd_{, 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 12th_grade.

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Healthy CPS — Office of Student Health & Wellness

SEXUAL HEALTH EDUCATION TOOLKIT