Human Sexuality and Responsibility Elementary and Middle School Curriculum Parent Meeting

Notes

On Wednesday May 23, from 6-8 p.m., 51 people (39 parents/legal guardians) comprised of parents/legal Commented [1]: ydia - wow amazing - thank you for
guardians, SHAC members, AISD administrators, and community and district specialists came together at taking such great notes!!!!
the Austin High School cafeteria for the Human Sexuality and Responsibility Elementary and Middle Commented [MR2R1]:
School Curriculum Parent Meeting.

Dr. Lisa Goodnow opened the meeting. Welcoming the parents/legal guardians. The goal for tonight is to
inform, to engage, and get feedback. Dr. Goodnow spoke about curriculum review plans. Human
sexuality curriculum had not been revisited for several years, was a driving reason for revision. We want
to be sure we meet state and local standards and keep in mind safety and equity. Curriculum is standards.
When we talk about writing curriculum we are talking about how we are going to sequence those
standards.

Two guest speakers then offered their expertise.

Dr. Louis Appel, Chief Medical Officer and Director of Pediatrics at People’s Community Clinic and
AISD parent, spoke about his work as a pediatrician and administrator at the clinic. From a professional
standpoint, he thinks it’s important that we teach comprehensive sex education from early ages. In his
practice, he has conversations with families about sex ed early on and explicitly when children approach
preschool age. Our district’s SEL curriculum fits in with this approach. You have to built this foundation
to get to goals in the later years (one’s people associate with sex ed): reducing pregnancy, STDs, etc. But
there’s a broader foundation that must be laid earlier. He notes that adults in general underestimate what
is going on in the brains of our children at the youngest ages. Comprehensive sex ed recognizes that fact.

Lori Duke, J.D., a clinical professor at the University of Texas School of Law, has represented abused and
neglected children for over twenty years. She opened by telling us a friend whose job it is to interview
kids who have outcried about sexual abuse. They refer to their genitals as: pee pee potty jay jay flower
coochie ho ho endzone connie princess Walmart; fruits and berries. You have to ask broad questions
because from a legal and law enforcement standard you don’t want to ask leading questions. If children
don’t have the words to talk about the body part that has been violated; you have to go through a huge
translation process to get to the events that happened, to figure out if sexual abuse is occuring. She spoke
about how her clients are generally from low income and minority families. But sexual abuse happens to
anyone. It is important for children who have been sexually abused to be able to tell their story properly
and clearly. By not teaching children proper language to use, we are doing further harm to them.

Dr. Goodnow then introduced Michele Rusnak to begin the Powerpoint presentation.

Michele began by talking about board game box top rules. The directions were printed on the box top
rules. So policies are akin to box top rules: they are the rules we are supposed to follow. We believe that
all means all in our district. EHAA Legal and Local are also the box top rules we have to follow.
Additionally, the SHAC helps determine the box top rules.
The following topics were broached in sequence:
Policies regarding Human Sexuality Education
Legal and Local Policy: Curriculum Parameters
Selection Criteria for Human Sexuality and Responsibility Resources
Option to Opt Out
Our focus is on safety and equity.
Risk of Sexual Abuse
Incidences of Sexual Harassment and Bullying: Austin ISD data presented to parents from:
-- Austin ISD - School Safety and Substance Use Survey (2016-17) Sexual Abuse Report
-- Vida Clinic and Austin ISD VOCA Project Results, January - March, 2018
Austin ISD Health Needs Related to Human Sexuality and Responsibility
Lesbian Gay Bisexual Transgender Queer (LGBTQ) Experiences
Impact of Developmentally Appropriate Content

Then three speakers walked the audience through the Scope and Sequence lesson plans for elementary
and middle school students.

Jason Schafer teaches PE at Hill Elementary, has been working on K-2 curriculum for a couple of years.
Very first lesson starts with setting the ground rules and creating a safe space where everyone treats each
other with dignity and respect. Importantly, these grades will learn about developing healthy friendships
and communication between students. 1st grade has bookends, starting with a lesson about being kind to
others in person and concluding with a lesson about how to be kind to others online. The last lesson in
second grade is about how to seek help or how to deal when someone is making you feel uncomfortable.

Lee Warren, a science specialist with the district for over twenty years as a teacher and administrator,
speaks about 3-5 grades. Ms. Warren’s team brought a handout that showed how her team aligned with
national standards and built scaffolded lessons, particularly preparing students to go through puberty by
5th grade. Names for body parts keep getting added every year, students continue to talk about personal
boundaries, they talk about feeling safe, how to say no, and identifying a trusted adult they can go to.
Importantly, in this curriculum level, the classes about puberty aligns with what they are learning about in
science class. Students talk about boundaries, and bullying not just regarding how bullying/teasing affects
you personally but bullying in your community--are you going to be a bystander or are you going to
intervene? Students will be asked to think about the repercussions of what they say. Constantly asking
students to think about who in their community they can go to with issues so it’s not bottled up until they
are in crisis.

Reagan Witt-Malandruccolo, secondary specialist and former middle school teacher, begins by
mentioning that this revised curriculum is similar to lessons already being taught 6-8. These lessons are
story oriented and focused on discussions. She highlighted what is new in these classes and what carries
over. Once again, students build a classroom community in the beginning lessons. Puberty and abstinence
are covered in middle school. A digital component, ranging from media literacy to sexting topics, has
been added to this curriculum.

Michele Rusnak then informed the audience about the roll out plan.
School Year 2018-19 Timeline
- Year-long community building with classmates and teachers has led the district to learn that
students feel more comfortable talking about this curriculum in May.
- Several parents had questions about the timeline.
Instructional Delivery
Training Plan
Review and Feedback Process

Questions answered during the meeting: Commented [3]: +lydia.nelson@austinisd.org

● How are teachers trained to answer questions about people who are transgender? +lisa.goodnow@austinisd.org
_Assigned to Lydia Nelson_
● How will it be addressed if a science teacher doesn’t agree with the curriculum?
● Was the grade level curriculum determined based on any specific developmental growth models? Commented [4]: I remember Lisa also answering the
Opt in versus Opt out question and the one about
● Teacher training: whether the curriculum was designed to be taught with
○ Given the VIDA/VOCA data -- how will you ensure teachers can facilitate in a trauma- genders together - or separate. Right?
informed way (particularly with MS curriculum) assuming there is trauma in the room?
○ Strong recommendation: Written policy and documentation and training for teachers on
how to respond to the outcries that WILL occur.
● Are the lessons designed to be mixed-gender through all grades (or do they separate)?
● Opt-out:
○ shouldn’t this be opt-in not opt-out? (x2)
○ How do you ensure parents receive the notice and opt-out?
○ Currently you have to dig in your child’s backpack for the notice and opt-out form.
Should email/mail to parents.
○ How will you prevent teachers and students from shaming those who opt out?
○ Why can parents elect to opt-out of this curriculum when they can’t opt-out of other TX
public school curriculum (e.g., history lessons) -- is it state/federal law?
○ Why not an opt-in program? It’s too easy for parents to miss opportunity to opt out. And
students who opt out can be ostracised by peers and still hear things.
○ The “opt out” option doesn’t work for those of us who don’t want this sex ed to be
implemented: All the other kids will obviously talk about what’s been said to my
children; why not making it an “opt in” option instead?
○ I’m concerned about children whose parents are abusive will “opt out.” Can we think
about this?
● Separating students by gender

Parking lot questions written down by parents:

General questions that apply to all age groups:

● Teaching:
○ Will instruction be monitored/evaluated to ensure all teachers cover all material (equity)?
○ Will teachers be encouraged to always use correct terminology all year long?
○ All the teachers I’ve talked to are opposed to sex ed in K-4. How are you going to handle
the opposition from teachers?
● Parents/students of color:
 ○ What do the parents of students of color think? Why are they not involved?
○ AISD is in a diverse district and this parent meeting doesn’t seem like a very diverse
group/focus group. How will you be getting input from a more diverse group?
○ Has anyone asked parents in E. Austin about how they feel about this? Or are you just
assuming what they want?
● Will this be adapted in a culturally-grounded way for 2/1-way bilingual/multi-lingual campuses?
● How is this curriculum going to be adjusted to the student with special needs?
● How will you handle the “talking” between kids who opt out and those who don’t?
● Time of year:
○ How do the May lessons coincide with testing and test prep? Did teachers decide this is
the best time?
○ Several parents (at least seven) expressed concern that teaching sex ed the last two days
of the school year is inadequate.
○ One wrote: May isn’t a great month, kids are checked out, right? April? But I’m just
happy you are doing it.
○ May lessons: Is 1 month at the end of the school year adequate to go through these
lessons?
○ Curriculum should be taught continuously throughout the year so the kids can see these
discussions are normal -- not a special event.
○ Two parents noted that teaching these classes at the end of the year leaves little time for
students to ask questions.
● Parent information:
○ Request: Would be great to have sessions at each grade level for parents so they’re
prepared to answer questions and supplemental info.
○ All parents need access to content and not be required to come to the school to view.
○ Can we make sure the research supporting this curriculum is linked online? Parents need
to know how important this is.
● Consent:
○ Will you address affirmative consent or just refusal skills?
○ What about lessons on consent? Gender messages?
○ We must help students understand consent (see NY Times 45 Stories of Sex and Consent
on Campus, May 19, 2018: “Talking about consent with someone they just met -- or even
knew well -- was too awkward and confusing”)
○ Give students the comfort to report and protect kids w/ ID.
○ I did not hear anything about the concept of “consent”. Is that included? How and when
and where? Thanks!
● Are we tracking benefits of curriculum to help spread it to other districts (share with SHACs)?
● Providing notice: (MS & ES) Currently they provide notice right before the lessons, not at the
beginning of the year.
● Why is CSE the only answer to preventing sexual abuse? Why not just work with parents and
encourage them to teach kids about their bodies in a private setting?
● LGBTQ:
 ○ Why favor the comfort of LGBTQ students with inclusive teaching on sexuality at the
expense of a much higher number of students whose moral values are different from
what’s taught? My own kids don’t feel safe or welcome for having a different opinion.
○ How will you keep from forcing kids/families/teachers to affirm that LGBTQ is normal,
healthy and good? (Nothing to do with how to treat people in general)
○ How do you decide what is morally right when it comes down to sexual behaviors? What
if it disagrees with the morals of the students’ families?
○ How do you define a “healthy” relationship? How do you define “healthy” behaviors?
You can’t answer these Q’s without an attached value system. These values belong to
each student’s family to give, not the school.
○ Why is AISD so focused on the comfort of the LGBTQ group when they are such a
minority? There are other “bigger” minorities out there being bullied or suffering
depression/mental illness that we are not zooming in. It feels biased.
○ Teaching young kids about gender confusion will lead to more gender-confused kids. Are
you sure you want to do that?
● Agenda biases
○ Where is this “common sense media” resource coming from? What are their values and
agenda?
○ I don’t see this sex ed curricula’s main point or concern being about health. If it were,
why are we basing the research on activist groups like Advocates for Youth and Planned
Parenthood?
○ Advocates for Youth is a leftist organization. How is this okay? Shouldn’t it be
biparisan?
● General thank you! (x 3). Thanks for developing and advocating for this curriculum! And one
Wondering why having this meeting is even necessary.
● What studies show that detailed sex ed reduces early sexual experimentation?
● How detailed do we need to get to inform kids of risks? Let’s err on the side of less -- otherwise
they may experiment too soon.
● Will data and percentages include the HIGH risks of STDs and pregnancy?
● Will curriculum cover “emotional distress” associated with engaging in sexual activity?
● Concerned that this is encouraging “anything goes philosophy” careless v. cautious.
● Would like specific data/studies that show CSE results in fewer early intercourse/pregnancies,
etc. from other districts/US based.
● Involve parents in all lessons; send home at least highlights for discussion/follow-up; include
education for parents re: whys of curriculum (statistics, need for language, respect and include all
students)
● SEL
○ Alternative SEL lessons: Who chooses these?

Elementary school specific questions:

- Why wait until 3rd grade to introduce testicles?
- For families be sure to include adoptive families, foster families
- Are the lessons designed to be mixed gender throughout all grades? Will students be separated
out?
 - If the kinder curriculum isn’t about sex, how is it handled if a student self-identifies as non-
cisgendered?
- Why is it important to know the correct names for the genitals (what explained to K-2 graders?)
- 3rd grade: What definition of harassed with be used? Different from teasing/bullying?
- “My space, your space”: Will students be taught to recognize and respect when their actions or
touch are making others feel uncomfortable (consent)?
- How was it decided that 4th grade is the right age to discuss sexual abuse and harassment (not
that I disagree)?
- Can you clarify what parts of the timeline are currently supposed to be happening v. 2018-19
timeline (parent comm + opt out)?
- Where does human sexuality component fit into the science instructional minutes? TEKS?
Kindergarten?
- If the lesson for kinder (anatomy) is about excretion what are you telling comes out of a vagina
(baby) which is reproduction?
- Why does AISD feel they know what my K-2 child will be ready to understand over myself and
my spouse?
- 3Rs states that people will religious beliefs use their beliefs to be biased - how do you plan to
address this?
- TEKS doesn't require any of these anatomy lessons/reproduction lessons until 5th grade. Why do
you feel you need to?
- Besides naming genitals, what evidence is there that early sex ed is helpful and prevents what we
want to reduce?
- Who else has done this type of program and was it effective?

Middle school specific questions:

- Seems to be no real meaningful emphasis on risk avoidance; three lessons mention the word
abstinence (6.77, 7.6, 8.3)
- 7th grade sex ed at Gorzycki is being taught the last two days of school. Please schedule earlier in
the year.
- 5th scope and sequence: Lesson 5: The students will define “sexual orientation” and its most
common categories” -- what are these?

Gallery walk feedback (typed up from posters):

Opt Out Process (ES)

- Good balance of respecting family’s strongly-held beliefs with needs of kids for education on
these topics, especially most vulnerable.
Suggestions:
- Should be opt-in. AISD knows who are foster kids and can opt them in if they feel it’s necessary.
(Another parent has written in response: AISD doesn’t have that legal authority.) Foster kids are
>19% anyway!
- Educate parents about why this curriculum is important - should have a goal to reduce opt-outs.
- Give possible opt-out option for follow-up (like on draft doc)
- Good idea! Could give unsure parents a second chance!
 - Provide parents with the curriculum ahead of time, so they can present the information to their
children in their personal believe before the class happens and they can opt-in no matter what (If
parents want to present their own biases, they can do it this way.)
- So glad you aren’t choosing opt-in!
- I support opt-out. Not opt-in!

Opt Out Process (MS)

- Needs to be an Opt-In: Current permission forms are not coming home to parents. Many parents
unaware lessons are even being taught. Huge disservice to parents who now have no opportunity
to reinforce or discuss the lessons.
- No opt-in. Stick to opt out only.

Notification (Beginning of Year)

- Should focus on the WHY’s of the curriculum. EDUCATE PARENTS!
- Overwhelmed with information at the beginning of the year.
- Suggestions:
- Send home at multiple times of the year.
- Send notice with report cards.
- Notification must include full curriculum - single word descriptions will not be enough
information for parents to understand what is being taught and to have meaningful
discussions with their students.
- Encourage a parent night to learn about curriculum.
- PTA meetings as method of communication.

Principal Orientation (ES)

- Principals need to see full curriculum
- Assess principal comfort level and commitment to implementation
- I hope principals buy in and lead by example on all campuses

Tonight’s Presentation
- Loved the views of doctor and attorney - helped explain need for discussions
- Yes! Totally!
- Yes! It is well past time for the district to develop this curriculum.
- Where are the parents of students of color?
- Suggestions:
- Extra copy of draft to take and or send feedback in later.
- Yes! Agree!
- Thank you for tonight’s presentation and expanding the program overall!
- Yes!
- How were the studies selected that were the basis for the research? Transparency with
study selection process.
- If abuse prevention is the basis for all of this, there are other many acceptable approaches
to this that are far simpler (i.e. the swimsuit lesson). There is a body of research that
conflicts with many of the studies presented tonight - please use both.
 - What is the body of research?
- Children deserve the right to learn about their bodies and how they function. I don’t see
this as “abuse prevention.” That is a small piece of this curriculum.
- I agree!
- Clarification of VIDA clinics: locations, who si served, how identified, children and/or
families?

SEL Lessons (ES)

Suggestions:
- Are teachers encouraged to/protected when they discuss their own sexual and gender orientation?
- If kids opt-out, lessons should be meaningful and not a repeat of what SEL students have already
had.
- Is SEL still going to be taught year-round? If so, many of these things are redundant. Or is the
SEL lessons all going to be squeezed into May?
- Maybe just the specifically health/science/biology lessons wait until late in the year and cover rest
year-round!
- Teach “no” everybody is not doing “it” - whatever “it” is; debunk myths about social norms
(from boks, peers, media, etc) sexual and otherwise, use examples and back up with data i.e. re:
latest video game (MS too!)

SEL Lessons (MS)

- Trauma informed medical care practices should be taught to parents and families during these
lessons.
- Yes x 4!
- Respect: differences make communities stronger and more vibrant, as long as communities also
identify common goals/values/likes (ES too!)
- How to recognize and respect boundaries (not just set them) as part of healthy relationships.
- I think issues of consent are address, but I hope is WRIT LARGE throughout the whole breadth
of this curriculum.

Teaching Training (ES)

- How do you determine bias?
Suggestions:
- Very important! Help teachers get comfortable with “taboo” words and topics so they won’t be
uncomfortable for our kids. And to stick to facts, recognizing that there are many value-laden
topics that kids should be encouraged to discuss at home.
- Teachers need an opt-out if they do not want to teach this.
- I agree
- I disagree (X 2)
- Agree as how can they teach if they don’t agree
- Are they letting the intolerance come through in other aspects of the classroom? Concerning!
- Will schools be penalized if no teachers attend training? HOw so?
- Could a specialty trained teacher be brought in to teach these lessons?
 - I hope all teachers will be trained and expected to use clear, scientific language, whether they are
assigned to teach this curriculum or now.
- Yes, all teachers need training.
- I find it concerning that teachers may be unwilling to teach something backed by science and
research. Not all students have parents or another adult available to get real information from.
This is not a taboo subject. It is how our bodies function and how we related to others.
- X2
- “Healthy” and “unhealthy” relationship convos can be very triggering and shame inducing for
survivors of sexual assault, domestic violence, etc. HOw will teachers be equipped to navigate
this?
- How will culture (different ideas of personal space, different norms of showing respect
and affection) be considered and not labeled “unhealthy” by well-intentioned but
culturally blind teachers?

Teacher Training (MS)

Suggestions:
- Has anyone shown these lessons to the teachers? Where is that data?
- If the national standards say by end of 5th grade students should know about puberty why
does AISD mention in HS?
- Why does AISD feel clitoris is appropriate for elementary aged children? How will its
function be explained to 4th graders?
- I would be supportive of an extra in-service day dedicated to training ALL teachers,
regardless of whether they will be the official campus teacher of these topics
- Me too.
- I worry about the comprehensiveness of the lessons if the teacher is uncomfortable or not
supportive.
- Me too.
- Teachers need to be trained on how to handle outcries.
- Yes.
- How can teachers who aren’t comfortable be supported to still do a great job?

Instructional Delivery (ES)

- 8.7 “Refusal Skills” - teaching in 8th grade is too late. Should be at least 6th grade!
Suggestions:
- Research needs to be from neutral sources. Advocates for Youth is not neutral.
- Refusal and boundary setting is great AND should be combined with recognizing and respecting
boundaries and this should be practiced.
- Why not offer two tracks - comprehensive sex ed and risk avoidance. Let parents choose which
one for their students.
- What studies support that this type of curriculum is effective in present teen pregnancy,
etc?
If 7th graders assumed to be 13 are not of age of consent (17) why teach them about
contraception?
 - Introduce these topics before the very end of the year so there is time for family discussion and
time to ask questions when returning to school.
- Will this be available for bi/multilingual classrooms/campuses?

Instructional Delivery (MS)

Suggestions:
- Seek teacher input as well as principal.
- How will you treat teachers that are not okay with these lessons (K-2 on body part
identifications)?
- How much flexibility will schools have on these lessons? What if the grade level is not
comfortable doing this?
- Why did AISD pick 3Rs? It’s being pushed back in California and Arizona.
- [Another parent writes in response:] I wish it was earlier, especially re: consent, trusted
adults, etc.
- All curriculum should be taught to all children. Boys need to know how female bodies work and
vice versa.
- Yes x 2.
- Separating boys and girls for some lessons may be more comfortable for
discussion/questions but both groups should cover all topics.

FAQ Suggestions
- What research is the curriculum based on?
- On what TEKS are these lessons based?
- What studies/data/evidence shows CSE is effective? (More than just having genitals)
- Y’all should link to the World Health Organization’s website where they list age appropriate
comprehensive sex ed as as a HUMAN Right!
- Need to better evaluate the data—many CSE programs are not effective at decreasing sexual risk
behaviors.
- Need to invite a broader group of parents to review. There was a lot from one
perspective.

Health Education Website Suggestions

- Ensure vocabulary is easily accessed so parents have complete understanding of lesson
components.
- Provide resources for parents, include diagrams of anatomy, multiple languages, include
resources just for parents and for sharing with their students (at various grade levels)
- Yes!
- Put all lessons in entirety in parent cloud
- Maybe consider a video excerpt of a typical lesson. Might help parents feel less fear.
- You could share research that shows how sex e does not impact the age of first sexual activity
(some parents worry).

Timeline (ES)
- If parents choose to opt out how does this coincide with end of year activities?
Suggestions:
- First lessons in K-2 would work well to teach at BOY when teaching about families.
- Teach “trusted adult” earlier than 2nd grade.
- Agreed!
- Yes!
- I think these topics should be address and reinforced through the year rather than sequestered in a
particular week.
- Think this should be normalized and taught through the year.
- Agreed!
- Is 1 month at the end of the school year when teachers are wrapping up the right time? What if
some lessons take longer due to student questions? Also May is filled with end of year activities
and interruptions.
- I appreciate waiting until there is a classroom community built to teach these lessons but May
seems like a hectic month with STAAR build up and then end of year celebrations. Could it be a
local school decision? To me, Jan/Feb seems better.
- YES

Timeline (MS)
Suggestions:
- I would like to hear about how much of this curriculum can be addressed throughout the
year, across curricula → are there books by LGBTQIA authors featured in ELA courses? Is
sexual discrimination part of social studies curriculum? Do science classes address sexuality and
psychology as well as physiology?
- Agree

Parent attendees also left numerous comments on the Scope and Sequence draft document handouts,
reflective of the notes left on the Post-Its and Gallery Walk posters.