Leading the Way

on Controversial Issues
(2011)
Author: Mary Madden
Maine Department of Education
Special Services Team
!" #revention Education
2

This pu$lication %as ori&inally created in 'une( 1))2( $y Mary Madden( #h*D*
+evision dates: 2011( 200,
-e %ish to than. Dr* Mary Madden for allo%in& us to update her still relevant %or. from 1))2* A sincere /than. you0 to
school administrators( educators and school nurses %ho have re1uested technical assistance %ith challen&es to
!"2se3uality education or se3ual health services* -e constantly learn from those %ho put these pro&rams in place on
$ehalf of students* Their commitment to youn& people helps us to continue our %or. here at the Maine Department of
Education* A special than. you to 'oni 4oster( the retired !" #revention Education coordinator( %ho put the ori&inal
5eadin& the -ay on 6ontroversial !ssues pac.et to&ether for the first ever 6omprehensive Se3uality Education conference
in 200, and %as instrumental in Maine7s pursuit of comprehensive se3uality education evidence8$ased curricula* This latest
edition %as made possi$le $y su&&estions from 5ois 6ooper( as %ell as the ama9in& editin& s.ills of 'ody 5eary*
The Maine Department of Education insures e1ual employment( e1ual education opportunities( and affirmative action
re&ardless of race( se3( color( national ori&in( reli&ion( marital status( a&e( or handicap* Affirmative Action 6oordinator(
Maine Department of Education( 2: State ouse Station( Au&usta( Maine 0;:::*
:

6ompleted %ith support $y a cooperative a&reement <=>?@D#0012=: %ith the Division of Adolescent and School ealth(
6enter for Disease #revention and ealth #romotion( 6enters for Disease 6ontrol and #revention( Atlanta( AA*
;

5eadin& the -ay on 6ontroversial !ssues
Table of Contents
Preface******************************************************************************************************************************************************* p* =
Introduction: A Word About HIV/Seually Trans!itted "isease and
Pregnancy Prevention #ducation and Controversy
**************************************************************************************************************************************************
p* )
"evelo$ing and %aintaining School/Co!!unity Su$$ort***********************************************************p* 11
A* Esta$lishin& and >tili9in& a School ealth Advisory 6ommittee**********************************p* 12
B* !nvolvin& #arents************************************************************************************************************************p* 1;
6* !nvolvin& Students*********************************************************************************************************************p* 1=
D* !nvolvin& School #ersonnel*******************************************************************************************************p* 1,
E* !nvolvin& Cpinion 5eaders********************************************************************************************************p* 1,
School &oard Su$$ort for HIV/Seuality #ducation*****************************************************************p* 1@
%anaging '$$osition to HIV/AI"S and Seuality #ducation************************************************p* 1?
Co!!on %ethods (sed by '$$osition*********************************************************************************************p* 1)
A* #u$licly articulatin& false claims a$out !"2se3uality education********************************p* 20
B* Advocacy of a$stinence8only curricula*********************************************************************************p* 22
6* +e1uests for copies of all curriculum materials and lesson plans*********************************p* 2;
D* 6ontact %ith school $oard mem$ers %ith inaccurate information*******************************p* 2=
E* 6ontactin& different school personnel %hen they are not successful************************p* 2?
4* Ta.in& curriculum statements out of conte3t********************************************************************p* 2?
A* "oicin& claims that parents are intentionally .ept out of the process***********************p* 2?
* >sin& an individual teacher or staff mem$er as a scape&oat****************************************p* 2?
!* -antin& to have outside instructors %ith a$stinence8only pro&rams*************************p* 2)
'* !mplications of le&al action*****************************************************************************************************p* 2)
D* >se of media to air their concerns and ma.e false claims*********************************************p* :0
Wor)ing *ith the School &oard during Controversy******************************************************************p* :2
+ee$ing Staff Infor!ed "uring Controversy*******************************************************************************p* ::
The ,ole of the Advisory Co!!ittee during Controversy*******************************************************p* ::
Public %eetings during Ti!es of Controversy******************************************************************************p* :;
Conclusion***************************************************************************************************************************************************p* :=
,eferences************************************************************************************************************************************************p* :,
=

Addenda*****************************************************************************************************************************************************p* :@
,

Preface
This &uide is funded $y the 6enters for Disease 6ontrol and #revention to help support
schools in implementin& evidence8$ased !" prevention education* The term /!" education0
also means /se3uality education0 throu&hout the document( as it is appropriate for !"
prevention s.ills to $e tau&ht under the topic of se3uality education or /family life education0
as re1uired in Maine7s comprehensive school health education mandate* The 200@ 5earnin&
+esults: #arameters for Essential !nstruction also include the .no%led&e and s.ills necessary
for students to $e healthy individuals and avoid Se3ually Transmitted Diseases (STDs)( and
unintended pre&nancy*
Maine students( &rades @812( reported throu&h the late 1))07s and early 20007s as havin& a
hi&h level of receivin& !" education* Since that time( this level has decreased at $oth the
middle and hi&h school levels* The percenta&e of hi&h school students %ho had ever $een
tau&ht in school a$out A!DS or !" infection decreased from a hi&h of ):E in 1))@ to the
current ??*,E in 2011* Middle school students reported an even &reater decline from ?;*=E
in 1))@ to ,=*2E in 2011* This is 1uite concernin& $ecause the num$er of !" and A!DS
cases has steadily increased from 1))@ to 2011*
-hile Maine schools have done e3emplary %or. in !" education( there is a need to
continually improve our curriculum efforts and ensure that the s.ills for !"( se3ually
transmitted disease and pre&nancy prevention are em$edded in comprehensive health
education* 5eadin& the -ay on 6ontroversial !ssues is intended to &ive &uidance on ho% to
assist school personnel in attainin& and maintainin& a firm foundation %ith $road $ased
support for comprehensive se3uality education*
6ontroversy re&ardin& se3uality education should follo% the same policies and procedures put
in place to handle controversy in other areas* Cften( this topic $ecomes emotional $ecause
people have stron&ly held $eliefs* That is %hy %e respect parents as the primary se3uality
educators of their children* #arental modelin& and values far out%ei&h the small amount of
curriculum time spent on the su$Fect of se3uality* A stron& commitment to the health of our
students helps us to do the $est for our youn& people* 5istenin& to students informs our
commitment to supportin& them as they face many pressures and choices in today7s %orld*
Cur youn& people re1uire the s.ills to protect their se3ual health as they head into their
adult life* !n school %ill $e one of the fe% opportunities students %ill have to e3plore %hat
this means* As educators( %e have a responsi$ility to youn& people to impart medically
accurate information( s.ills for life lon& health and learnin&( and a sense that their se3ual
health is as important as all other areas of their health*
'ean Gimmerman( !" #revention Education 6oordinator
Maine Department of Education
@

Preface by %ary %adden- Ph.".
!n 1))2( ! %rote this &uide $ased on my ten years of e3perience providin& technical
assistance and trainin& to school personnel* Durin& that time( as ! helped schools to develop
and implement se3uality education pro&rams( anticipatin& and mana&in& controversy %as a
necessary part of the %or.* Some schools had an easier time implementin& pro&rams
e3periencin& little or no opposition( %hile other schools stru&&led to have even the most
modest of pro&rams accepted* As schools face the challen&e of providin& students %ith
!"2se3uality prevention education( for most( controversy is only a distant concern( %hile
for a small num$er of others( it is a reality* !n those schools %here controversy is a reality(
the de&ree of controversy %ill ran&e from sli&ht to e3treme and the impact %ill ran&e from
no impact to si&nificant impact*
Several o$servations ! made a$out controversy pea.ed my interest* 4irst( althou&h those in
opposition usually represent a small minority of the community( they can cause a considera$le
stir %hich re1uires enormous efforts on the part of school personnel* Second( those %ho
initiate or lead the attac. on a curriculum may not even reside in the community in %hich they
are voicin& opposition* Third( the same opposition strate&ies are croppin& up in different
communities* And last( %hile some strate&ies used $y opponents are /successful0 in stallin&(
chan&in& or eliminatin& curricula in some communities( the same strate&ies are unsuccessful in
other communities* These o$servations led me to suspect that there %as a pattern to the
opposition strate&ies* There %as often a deli$erate intent to eliminate se3uality education
or eliminate topics covered* o%ever( ! also learned that there are effective policies and
procedures that can successfully overcome these challen&es*
These suspicions prompted me to study the issue of controversy in connection to se3uality
and !" education more closely* ! analy9ed my e3periences %ith controversy( read all the
materials ! could &ather and intervie%ed educators and pu$lic relations professionals %ho
have confronted controversy* This &uide( in %hich ! provide information( identify common
strate&ies $y opponents and outline steps %hich have $een effective in mana&in& controversy(
is the result of my study* The intent is to help administrators and other educators $etter
understand controversy and provide su&&estions on %ays to mana&e it $efore and durin& its
occurrences*
?

! %ould li.e to ta.e this opportunity to than. the professionals %ho shared their time(
e3periences( and insi&hts %ith me* They %ere: 6athryn Bradeen Dno3( desi&ner and proFect
coordinator for the A!DS #revention Education Demonstration #roFect in -aterville and
S.o%he&an i&h SchoolsH #amela Dim$all( Director of Elementary Education for >nion )0H
Donald Stur&eon( #rincipal of Cld To%n i&h schoolH 'ane 4isher( Director of #u$lic +elations
for 4amily #lannin& AssociationH and +ichard Dyer( #u$lic +elations E3ecutive for 'ac.son(
'ac.son and 6ompany( -a&ner( I** Their contri$utions helped to .eep the information
reality $ased*
! %ould also li.e to than. Sheryl BenFamin( my associate( for her assistance in %ritin& and
editin& this material* She displayed endless patience as %e revised and then revised a&ain* !
also %ish to ac.no%led&e( Amy 4or$es( a >niversity of Maine student( studyin& family
relations* er many hours spent searchin& for material( photocopyin& and collatin& helped
$rin& this pac.et to&ether*
A special than.s to 'oni 4oster( !" Education 6oordinator for the Maine Department of
Education* er encoura&ement( support( advice and commitment of financial resources
ena$led this &uide( 5eadin& the -ay on 6ontroversial !ssues( to $e developed*
!t is my sincere hope that this &uide %ill prove useful in helpin& administrators to lead the
%ay throu&h controversial issues and move on to !"2se3ually transmitted disease and
pre&nancy prevention education %hich %ill ma.e a real difference in the lives of our youn&
people*
Mary Madden( #h*D*
The 6enter for +esearch and Evaluation
>niversity of Maine( Crono
)

10

Introduction
A -ord a$out !"2Se3ually Transmitted Disease and
#re&nancy #revention Education and 6ontroversy
4or the maFority of parents it is their stron&ly held $eliefs re&ardin& se3uality education topics that
raise their concerns* Most of Maine7s school administrative units have a policy allo%in& parents to
/opt0 their child out of this portion of the health education classes* School administrators and health
educators listen to and respect parents7 concerns* !n most cases these concerns do not lead to a
challen&e to the e3istin& or proposed curriculum* This &uide is intended for challen&es that are meant
to limit the curriculum &oals( o$Fectives and content re&ardin& se3uality topics %ithin comprehensive
health education*
Most communities have developed and implemented !" prevention education pro&rams %ith little or
no upset in their communities* o%ever( there is no denyin& that some have already or %ill e3perience
varyin& de&rees of controversy over comprehensive se3uality %hich is %here !" prevention
education is $est tau&ht*
The very %ord controversy may cause you to pac. your $a&s and head for vacation in sunny a%aii
until thin&s 1uiet do%n or %orse yetH it mi&ht cause you to avoid addressin& the issue of !" or
se3uality education in your school* !t is only natural to 1uestion if the development( implementation
or revision of !"2se3uality education is %orth the ener&y that %ill $e re1uired to mana&e a potential
controversy* o%ever( if %e .eep our focus on the needs of our students and ta.e seriously our
responsi$ility to prepare them to $e healthy( productive( contri$utin& mem$ers of our society( %e
must conclude that this education is %orth the ener&y* 5on&8term commitment and stron& leadership
s.ills %ill $e re1uired as you anticipate( prepare for( and if necessary( mana&e controversy*
The first challen&e %ill $e to reco&ni9e that controversy is not completely ne&ative* Alon& %ith
controversy( comes an opportunity to educate a $roader se&ment of the community and the potential
to increase community support for your school and its pro&rams* The &oal in dealin& %ith controversy
is to minimi9e its ne&ative effects on your curriculum and your school( and move for%ard to%ard your
&oal of educatin& students on !"2se3uality* 6ontroversy can $e an opportunity to sharpen your
commitment and $ecome clear on %hat the educational &oals and o$Fectives are( as %ell as %hy it is
needed for the future of our students*
+elyin& on information from school administrators and educators %ho have e3perienced controversy(
personal e3perience as a se3uality educator mana&in& controversy( advice from communication and
pu$lic relations professional( and many %ritten resources( the information in this &uide %as developed
11

to provide you %ith ideas for anticipatin&( preparin& for( and mana&in& controversy*
Throu&hout this &uide you %ill notice references to se3uality education* The information contained in
the &uide %ill help you %ith challen&es to any curriculum or controversial issue* Cne of the
differences a$out se3uality education is that people often 1uestion the school7s role( $elievin& that it
is not the school7s place to address this topic* This ma.es addressin& se3uality issues some%hat
different than other controversies( as challen&es can come from a /moral0 ar&ument that schools are
teachin& values that are not shared $y the parents or community* -hat this means is that the parent
has a stron&ly held $elief that most often has an emotional element* The common values shared in
se3uality education are common values of respect( responsi$ility( health and positive relationships*
The school curriculum supports parents in a shared understandin& of ho% to impart these concepts to
students* This is the common &round that supports se3uality education as a vital topic in our school*
12

"evelo$ing and %aintaining School/Co!!unity Su$$ort
Surveys and opinion polls repeatedly sho% a hi&h level of support for se3uality education in Maine
(See Addendum A)* o%ever( e3perience has sho%n that community mem$ers and parents need to $e
actively encoura&ed to ac.no%led&e their support in a pu$lic %ay* These supporters can $e po%erful
allies in advocatin& for educational pro&rams and %ill $e vital should you face a challen&e to your
se3uality education efforts*
6hallen&es are $est met %hen you are prepared for them* This is also true %hen faced %ith the
challen&es presented $y controversy* The $est techni1ue for mana&in& controversy is to anticipate it
and prepare for it*
There are schools %here an !"2se3uality education instructional pro&ram %as developed $y school
personnel and %ith minimal e3chan&e of information $et%een the school and the community* This
approach is often $ased on the principle that( if done 1uietly( controversy can $e averted* -hile this
may %or. for some schools( there are important opportunities missed and potential pro$lems %ith this
approach*
Effective !"2se3uality education presents an opportunity to form a partnership %ith parents*
#arents are concerned a$out their children and the ris. of !"2se3ually transmitted infection2
pre&nancy and the harm early onset of se3ual intercourse may cause* They %ant to discuss the issues
%ith their children $ut admit needin& help* A partnership $et%een school personnel and families can
provide support for $oth and enhance the education received $y youn& people at home and in school*
This addresses the claims that parents %ere left out of the process and have no say in the curriculum
process*
The more people that understand the need for !"2se3uality education( the school7s &oals in
developin& and implementin& pro&rams( and are informed a$out the pro&rams( the more people that
%ill support it should it come under attac.* !f you have desi&ned the curriculum %ithout involvement
from sources other than school personnel( you open yourself up to char&es of $ein& insensitive to the
community7s needs and ris. havin& people vie% the curriculum %ith suspicion and mistrust if issues
arise later on*
!t7s important to reco&ni9e the different /audiences0 %ho have a sta.e in !"2se3uality education
and involve them in the development and implementation process* These /audiences0 %ill include:
school $oard mem$ers( parents( students( school personnel( community mem$ers and professionals
from local heath and social service a&encies*
The a$ove steps may have $een conducted a decade or more in the past* The Maine Department of
Education has encoura&ed these steps for curriculum development or si&nificant revision* Because
the people involved in the ori&inal process may no lon&er $e part of the school and community( it is
important to .eep the community and parents periodically informed of the rationale( &oals and
o$Fectives of se3uality education %ithin comprehensive health education*
Cne of the strate&ies for developin& and maintainin& support %hich $rin&s these /audiences0 to&ether
is the use of a school health advisory committee*
1:

1;

A. #stablishing and (tili/ing a School Health Advisory Co!!ittee
School districts %ith advisory committees are more li.ely to report hi&h levels of community
support for their !"2A!DS prevention pro&rams*
1
Administrators and educators %hom !
intervie%ed cited advisory committees as essential in the curriculum development and
implementation process* Advisory committees can play a pivotal role in developin&( understandin&
and support for the curriculum*
-hile it is important that the advisory committee $e composed of persons that have an interest
and2or sta.e in !"2se3uality2health education( you may not need to start from scratch in your
recruitin& efforts* May$e there is another committee that can $e e3panded to $ecome the
school health committee( a dru& and alcohol prevention team for e3ample*
Su&&estions for school health advisory committee mem$ers:
1. School administrator*
2. School personnel J school nurse( health educators( &uidance personnel( school clinic
personnel*
3. Students J typically %e for&et to include students in curriculum development efforts $ut in
this case( they have the most important information a$out %hat needs to $e included in
prevention efforts* Several students (middle school to hi&h school) should $e invited to
Foin the committee*
4. #arents J several parents should $e recruited to serve on the committee* !t is important
to .no% the parents you choose and $e familiar %ith their stance on !"2se3uality
education* Several sources su&&est that parents should represent a ran&e of positions $ut
%ould not recommend recruitin& those %ho are part of the stron& or&ani9ed opposition
&roup* These parents are often un%illin& to ma.e any compromise on the issues and may $e
more interested in stallin& or reversin& the pro&ram7s efforts*
5. Medical #rofessional J these people are seen as $ein& very credi$le in dealin& %ith health
issues* Their opinions are respected $y a lar&e portion of the community* !t is important
to try and involve a medical professional that has contact and .no%led&e of youn& people(
reco&ni9es their se3ual $ehaviors and ac.no%led&es their ris.s*
6. Cpinion leaders J these are the people in your community %hose opinions are listened to and
respected $y other community mem$ers* They may include: cler&y( $usiness people(
professionals from community a&encies( to%n council mem$ers( or( persons not necessarily
in a K0prominent position0 $ut %ho .no% a lot of %hat &oes on and have contact %ith many
people in the community*
1=

Effective >se of the School ealth Advisory 6ommittee:
1* School administrator and school staff outline the purpose of the school health advisory
committee* -ill it $e curriculum related only( include school health services (school $ased
clinic) and other health related issuesL -ill the &roup ma.e recommendations for the
school $oard7s approvalL
2* Assure that there is on&oin& meanin&ful tas.s for the committeeH other%ise the committee
may lan&uish as mem$ers lose interest and do not attend meetin&s*
:* 6hoose a chairperson that has stron& facilitation s.ills( %ho %ill $e a$le to assure that all
sides of an issue are heard( decisions are clear and for%ard movement is maintained*
;* At the first meetin&( set clear &uidelines on ho% the committee %ill operate( clarify ho%
decisions %ill $e reached %hen there is a difference of opinion( %ho %ill act as the official
spo.esperson and %hat the functions and e3pectations are of the committee mem$ers*
=* Deep an accurate record of all that happens at meetin&s( especially the decisions reached*
Su&&ested +oles:
1. Deep &roups and individuals outside of the advisory committee informed a$out the pro&ress
and outcomes of the curriculum*
2* +epresent and share various opinions on %hat should $e included in a curriculum*
:* !dentify or revie% the &oals of !"2se3uality education ma.in& sure that they fit %ith the
school district7s health education mission and &oals* Articulate the &oals often so that they
are im$edded into the &roup7s decision ma.in& and communications*
;* +evie% materials and provide feed$ac. to those recommendin& development or revision of
curriculum content* +evie% student evaluations and assessment results*
=* Deep community and parents informed of ne% development of or revisions to curriculum*
,* +evie% materials to $e included in the curriculum and provide feed$ac. on their
appropriateness*
@* #lan( revie% and evaluate strate&ies to involve and educate parents to &arner their support
for the !"2se3uality education pro&ram( %ithin comprehensive health education*
?* #rovide input on ho% potentially controversial issues should $e covered* Develop strate&ies
for handlin& concerns a$out the !"2se3uality education pro&ram( includin& a revie% of the
controversial issues policy* #rovide recommendations if the strate&y or policy is not
%or.in&*
1,

)* Meet periodically %ith school $oard mem$ers to discuss !"2se3uality education and solicit
their support* Share &oals and pro&ress*
10* Every five years( survey parents and students to elicit input on the priorities of se3uality
topics to $e covered in !"2se3uality education* Students are a &ood resource for helpin&
to develop and conduct the survey*
&. Involving Parents
#arent participation is critical to the acceptance and success of your school7s !"2se3uality
education efforts* Cne study of t%enty8three communities and their e3periences developin& and
implementin& se3uality education sho%ed that communities %hich si&nificantly involved parents
had more comprehensive curricula and conflict %as either rare or a$sent*
1
!t is important to remem$er that polls sho% that a maFority of parents support se3uality
education* Despite this fact( you %ill most li.ely $e faced %ith some parents that are concerned
a$out se3uality education in school at some point( even if it is a lon& standin& pro&ram* These
parents %ill ran&e from those %ho have 1uestions to those %ho are e3tremely opposed* Those %ho
have 1uestions that are addressed and have an opportunity to learn more a$out the curriculum
&oals usually no lon&er have concerns $ut are supportive* !t is important to listen to all these
parents7 vie%s and determine if they are reflective of the lar&er community* "ery often
controversy can start %ith one parent %ho has $een listened to $ut is not satisfied %ith the
outcome( even %hen offered the parental /opt out0 policy*
Strate&ies to involve parents:
1* +eco&ni9e and pu$licly ac.no%led&e that schools need to %or. in partnership %ith parents
to educate children a$out se3uality and !"* Affirm that parents are the primary
educators of their children*
2* !nclude several parents on the school health advisory committee*
:* Send home an informational letter or include information in the $e&innin& of the year7s
parent pac.et a$out the pro&ram and encoura&e parents to discuss it %ith their children*
;* Arran&e for a parent %or.shop on /Tal.in& %ith Mour 6hild A$out Se3uality*0 This mi&ht $e
done throu&h the #TA2#TC or adult education pro&ram if one e3ists in your school*
=* Send home ne%sletters or $rochures that &ive parents pointers on discussin& se3uality
topics %ith their children (See Addendum B)* 5et parents .no% that their role as an
educator and role model is important and respected $y the school staff*
1@

,* #rovide parents %ith the option of removin& their child (/opt out0 policy needs to $e a %ritten
school $oard policy) from se&ments of the pro&ram to %hich they o$Fect* This type of policy has
helped to reduce the amount of controversy schools e3perience* School $oards %ill need to
determine if the curriculum content is to $e covered at home or if there %ill $e an alternative lesson
or lessons*
@* >se researched /parental involvement0 lessons in the !"2se3uality unit to improve
parent2child communication on the topic of se3uality* These lessons are often included in
evidenced8$ased !"2se3ually transmitted infection and pre&nancy prevention curricula
and are proven to increase parent2child communications on se3uality issues*
?* !f there are parents %ho are in the health or medical profession( invite them into the
classroom as &uest spea.ers if they have e3pertise on the curriculum content* As %ith any
&uest spea.er( the teacher %ould discuss the content to $e covered ahead of time to
determine if the spea.er is appropriate*
)* Elementary and middle schools startin& a ne% !"2se3uality unit often send home a
parental permission letter* The /opt out0 informational letter e3plains a$out the topics to
$e tau&ht( encoura&es parents %ith 1uestions to contact the school( and as.s the parent to
send a si&ned form $ac. to the school only if they %ant their child not to ta.e the unit*
Many schools discontinue this procedure once the pro&ram is successful and on&oin&*
Elementary schools are most apt to continue this practice in order to .eep parents
informed and encoura&e conversations at home on the topic*
10* Arran&e for a facilitated dialo&ue ni&ht $et%een hi&h school parents and students on topics
important to students* #rovide a safe space for students to raise their issues concernin&
se3 and other ris. $ehaviors that they face and have adults and parents in the role of
listeners* #arents can tal. a$out their hopes for and concerns a$out se3ual health issues*
After a spea.er( livin& %ith !"( presented to =8?
th
&rade students( one Maine principal
invited students and parents to discuss ho% the presentation %ent* The dialo&ue helped
him to &au&e the effectiveness of the pro&ram and provided support %hen non8parents
called %ith complaints*
C. Involving Students
The very people %e hope to effect $y our !"2se3uality education efforts are the ones most
often e3cluded from the plannin&2evaluation process* Most times %e fail to as. students %hat %ill
help them to protect their se3ual health* Middle and hi&h school students have a %ealth of
information( %e need only as.* -e also need to inform them of the social norms that are ta.in&
place rather than their perception to social norms* 4or instance( many more students have never
had se3ual intercourse than students and adults thin.* #lus( the rate of se3ual a$stinence and
se3ual responsi$ility has risen over the past decade in Maine (See Addendum 6)* 4or current
rates of se3ual a$stinence( &o to: %%%*maine*&ov2youthhealthsurvey* A pro&ram is li.ely to &ain
support if it can $e sho%n that it has $een desi&ned to meet the e3pressed needs of the students*
1?

Strate&ies:
1. !nclude several students on the school health advisory committee*
2. +outinely solicit students7 ideas a$out %hat youn& people need to learn a$out se3ual health
and %hat s.ills do they need to practice in order to maintain and protect their se3ual
health for no% and in the future* As. them ho% they %ould li.e to learn this information
and these s.ills* Surveys or focus &roups %ill $e helpful in ac1uirin& this information*
3. Build a student evaluation process into the curriculum( as.in& %hat they learned and %hat
else they %ould li.e to have learned* >se these evaluations to revise pro&rams( to Fustify
the inclusion of potential controversial material and to pu$lici9e %hat students are learnin&
from the pro&ram*
;* Some health educators have an anonymous 1uestion $o3 that students can put their
1uestions in and then they ans%er after revie%in& the 1uestions* ealth educators have
typed up the 1uestions to share %ith school $oards( administrators and parents so that
they can see that the students have valid 1uestions* School may $e the one time and place
youn& people are a$le to &et accurate ans%ers*
". Involving School Personnel
Teachers are the .ey to successfully implementin& and maintainin& the !"2se3uality curriculum*
Those staff not involved in the actual implementation %ill $e needed to demonstrate support for
the curriculum* !n additional( school personnel %ill also $e loo.ed upon $y community mem$ers as
/.no%in&0 %hat7s &oin& on in the school* Ma.e sure they do .no%*
Strate&ies:
1. #rovide periodic updates a$out the curriculum at staff meetin&s*
2. #rovide !" education for all staff includin& periodic updates( includin& universal $ody fluid
precautions*
:* !nclude school personnel on the advisory committee*
;* As. teachers %ho %ill $e teachin& the curriculum for input durin& the development and
revie% process* Also( as. them to respond to a draft of the curriculum and2or revisions*
=* Assess the trainin& needs of teachers %ho %ill $e e3pected to teach the curriculum and
provide on&oin& trainin& around those needs*
#. Involving '$inion Leaders
Cpinion leaders are those individuals in your community %ho are seen $y others as a relia$le source
of information and %hose opinion is respected $y others in the community* Cften( opinion leaders
%ill $e found in /prominent0 positions( i*e*( to%n2city council( leadin& $usiness professionals or a
1)

cler&y person* o%ever( this may not necessarily $e the case* The opinion leader may simply $e
someone %ho is held in hi&h esteem in your community*
Strate&ies:
1. #rior to underta.in& the development or e3pansion of an education effort( it is helpful to
contact a fe% opinion leaders( let them .no% %hat you hope to do and that it is reasona$le
to e3pect some controversy to arise* As. if they %ould share their thou&hts and if they
%ould $e %illin& to pu$licly support the effort*
2. !nclude opinion leaders on the advisory committee*
3. ave the advisory committee meet %ith individual opinion leaders to e3plain the pro&ram
and enlist their support*
4. Develop colla$orative relationships $et%een schools( health and social service a&encies and
community a&encies %hich serve youth*
=* Arran&e to spea. at a meetin& of a local community or&ani9ation %hich includes opinion
leaders* >se the opportunity to e3plain the need for !"2se3uality education( the &oals of
the pro&ram and to share ideas on ho% mem$ers of the or&ani9ation can support the
effort*
School &oard Su$$ort for HIV/Seuality #ducation
>ltimately( the responsi$ility for health education that includes !"2se3uality education
implementation rests %ith the local school $oards* #erhaps no element is more critical to the smooth
creation and inte&ration of this education than the school $oard7s esta$lished policies and practices*
A frame%or. of $oard policies can help minimi9e controversy and ensure that issues have $road8$ased
support* 4or districts that choose to have one policy %hich covers all health related issues( it must $e
made clear to parents and teachers that !"2se3uality education %ill fall %ithin these &uidelines*
Such a policy can: allay concerns that this education is happenin& in an ad hoc mannerH specify that
the schools inte&rate !"2se3uality education into e3istin& health( family life( and other su$Fect
areas and that appropriate information $e &iven at every &rade level each yearH provide staff
development to school staff on contentH and assure parents that they have the option to e3cuse their
children from class if they do not %ish them to participate* The drivin& force of any policy is the
$oard7s pu$lic statement to the community: -e care a$out our youn& people( and %e %ant to protect
their lives and health*
2
6ritical elements of a policy frame%or. related to !"2se3uality education include policies
concernin&:
1. The school district7s pu$lic information pro&ram*
2* o% the $oard involves the school community in decision ma.in&*
20

21

:* The process for curriculum development( adoption( implementation( revision and evaluation*
;* o% concerns a$out curriculum( instructional materials and personnel are handled*
:
Addendum D is an e3ample of controversial issues policies %hich cover sensitive issues* Each
district should %rite their policy $ased upon their o%n needs( so as to reflect their community values*
Addendum E is an e3ample of ho% concerns a$out curriculum2su$Fect material can $e handled* A
clearly defined procedure %hen follo%ed can ma.e the process more efficient for everyone involved*
Addendum 4 is an e3ample of a policy that outlines ho% pu$lic concerns %ill $e addressed*
Addendum A is an e3ample of a Material +evie% policy*
Addendum is an e3ample of a policy that allo%s parents to e3cuse their child out of a lesson or
lessons of a curriculum*
! %ish to than. Maine School Mana&ement Association that provided sample policies*
Also essential are policies supportin& school $oard mem$er trainin& and education*
2
-hen ne%
mem$ers are added( they %ill need to $e co&ni9ant of policies and information relatin& to the issues*
A stron&( cohesive school $oard( %ith mem$ers advocatin& for !"2se3uality education( %ill do much
to avert potential pro$lems*
Su!!ary to "evelo$ing and %aintaining School/Co!!unity/School &oard Su$$ort
-hen curriculum is initially developed %ith the steps of includin& parents( students( school staff( the
advisory committee and school $oard( this ensures $oard $ase support for its implementation and
maintenance* These steps need to $e revisited periodically to ma.e sure that the curriculum meets
the needs of students* The potential for challen&es on the topic of se3uality re1uires that everyone
$e familiar %ith the se3ual health &oals and o$Fectives* !f the curriculum is evidence $ased (See
Addendum !)( the $ehavioral outcomes %ill $e important in articulatin& the rationale for teachin& this
topic over time* Addendum ' outlines Maine adolescent se3ual health &oals for 2010* The se3ual
health &oals of 2020 are currently $ein& updated*
%anaging '$$osition to HIV/AI"S and Seuality #ducation
Cpposition to !"2A!DS education varies in different communities* !f you find your school
confronted %ith a controversy( it is important to .no% %ho the parent or community mem$ers are
that are raisin& o$Fections to your pro&ram* Cpponents %ill ran&e from individual parents %ho $elieve
that it is not the schools7 role to provide this education to or&ani9ed &roups that have connections
%ith state and national or&ani9ations*
Some parents may have 1uestions a$out the content and voice concern a$out /%ho0 %ill teach it( the
level of teacher trainin& and ho% the pro&ram %ill handle values issues* Be careful not to la$el these
individuals as opponents* Many times( if these parents are &iven open( honest ans%ers to their
22

2:

1uestions and opportunities to previe% materials( they %ill come around to supportin& the pro&ram*
Cther parents may o$Fect to the pro&ram $ased on personal or reli&ious $eliefs %hich oppose school8
$ased discussion of se3uality issues and %ant to assure that they %ill have control over %hether or
not their o%n child participates* These parents may not %ish to $loc. other children7s access to the
curriculum $ut only %ant the option of e3cusin& their o%n child*
Another type of opposition comes from individuals or &roups %ho are stron&ly opposed to se3uality
education or !"2se3uality education* Cften( they are of the $elief that schools do ICT have a
le&itimate role in teachin& a$out these issues or that the education $e limited to se3ual a$stinence*
!n some instances( these opponents are connected to state or national &roups %hich ta.e platforms
opposin& a variety of se3uality and reproductive issues* These &roups pu$lish materials informin&
parents a$out the /horrors0 and /detrimental effects0 of se3uality education* Supporters of
se3uality and !"2A!DS education are accused of $ein& immoral( hidin& information from parents and
encoura&in& youn& people to have se3* Su&&estions on %ays parents can influence school8$ased
pro&rams are provided*
Minimi9in& the ne&ative effects that stron& opponents have on your pro&rams %ill necessitate that
you .no% %ho your opponents are( understand their methods and $e a$le to effectively respond* !
have identified the follo%in& methods commonly used $y opponents and possi$le strate&ies for
respondin&* !ndividuals %ill need to choose strate&ies %hich are suited to their situations*
Co!!on %ethods (sed by the '$$osition
A* #u$licly articulate false claims a$out !"2se3uality education( includin& that schools &ive little
time to se3ual a$stinence and spend much more time on contraception and safer se3*
B* Advocacy of a$stinence8only curricula %ith claims of positive evaluation results*
6* +e1uests for copies of all curriculum materials and lesson plans*
D* 6ontact %ith school $oard mem$ers %ith inaccurate information*
E* 6ontactin& different school personnel %hen they are not successful %ith their re1uests to
dismantle or limit the curriculum* 6ontinually re1uestin& meetin&s %hen their re1uests are not
met* Iot follo%in& the school7s policy and procedures for addressin& curriculum concerns*
4* Ta.in& curriculum statements out of conte3t to mislead others a$out the curriculum7s intent*
A* "oicin& claims that parents are intentionally not listened to or .ept in the dar. a$out %hat their
children are $ein& tau&ht*
* >sin& an individual teacher or staff mem$er as a scape&oat %hen they ma.e accusations* !t is
implied that they are not fit to $e teachin& students this topic*
!* -antin& to have outside instructors come in to teach an a$stinence pro&ram that is a part of a
comprehensive curriculum*
'* !mplications of le&al action*
D* >se the media to air concerns and ma.e false claims*
2;

+esponses to Cr&ani9ed Cpposition Methods:
A. Publicly articulate false clai!s about HIV/seuality education- including that schools give
little ti!e to seual abstinence and s$end !uch !ore ti!e on contrace$tion and safer se.
Cpponents %ill often challen&e !"2se3uality curricula $y ma.in& pu$lic statements a$out the
intent( content and effects of such curriculum %hich play on the fears many adults have a$out
adolescent se3uality* These statements( left unchallen&ed( can &arner support for the opposition7s
vie%point* !n choosin& %hether or not to respond to statements( it is important to remem$er that
you %ill not chan&e the opinions of those ma.in& the statements* +ather( you can use this as an
opportunity to educate parents and community mem$ers a$out the need for se3uality and !"
education and the rationale $ehind your curriculum* +emem$er that the maFority of parents
support a comprehensive approach to se3uality education $ut they need clear( concise messa&es
a$out the &oals and o$Fectives of the curriculum and %hy it is needed( plus the increased( positive
se3ual outcomes for Maine youth*
The follo%in& are some common statements used $y opponents and e3amples of effective
responses*
'$$osition State!ent: Se3uality education is the responsi$ility of parents* Schools have
no $usiness teachin& a$out morality issues*
,es$onse: Se3uality education is the responsi$ility of parents* They have $een educatin&
their children a$out se3uality since the day they %ere $orn* o%ever( parents are not the
only se3uality educators of their children* Moun& people %ill learn a$out se3uality from many
sources includin& peers and the media*
!t is the role of schools to prepare youn& people for the future* This includes teachin& them
the information and s.ills that %ill ena$le them to ma.e healthful decisions a$out their
se3ual health* This education is not meant to replace the education parents provide $ut to
supplement it* The amount of classroom time spent on this topic is minimal compared to the
influence of family and care&ivers*
'$$osition State!ent: -e have had over t%enty years of comprehensive se3uality
education and it is not %or.in&* The se3ual activity and pre&nancy rate for teena&ers has
increased*
,es$onse: !t7s difficult to measure the impact that se3uality education has on teena&e
pre&nancy rates since there is no standard for the 1uality and 1uantity of se3uality education
tau&ht $y schools across the >*S* and in Maine* 6onsistently adolescent pre&nancies( $irths
and a$ortions have $een reduced* Maine has one of the lo%est rates of pre&nancy amon& 108
1; year olds in the country( as %ell as one of the lo%est amon& 1=81) year olds* Additional
reductions in teena&e pre&nancy %ill re1uire that families( school and communities %or.
to&ether to effect the many factors %hich play into teena&e pre&nancy*
2=

More than half (=:*=E) of all hi&h school students have not had se3ual intercourse* #lus(
amon& se3ually active Maine students there has $een an increasin& rate of usin& protection*
Cver t%o8thirds (,?E) of Maine male hi&h school students used a condom at last
intercourse*
;
Maine female hi&h school students have consistently $een amon& the hi&hest
$irth control pill users in the country*
Maine7s messa&e of stressin& se3ual a$stinence( providin& information and s.ills( plus access
to services to maintain their se3ual health is %or.in&* Cver 20 years a&o( Maine had one of
the hi&hest teen pre&nancy rates in the country* That rate has si&nificantly decreased to
the point that Maine has no% one of the lo%est teen pre&nancy rates nationally* A num$er of
southern states %ho initially em$raced a$stinence only education sa% their rates of teen
pre&nancy and STDs increase and are no% optin& for a more comprehensive approach*
'$$osition State!ent: Se3uality education is value8free and immoral and2or se3uality
education opposes parents7 values*
,es$onse: Se3uality education promotes fundamental values %hich emphasi9e the
advanta&es of .no%led&e over i&norance and the principal of relatin& to others in %ays that
increase and support respect( e1uality and responsi$ility* Students are encoura&ed to
communicate %ith their family a$out se3uality issues and values related to family life*
'$$osition State!ent: #arents2communities don7t %ant comprehensive se3uality education*
,es$onse: #u$lic opinion polls have repeatedly sho%n that the maFority of parents and
community mem$ers support school8$ased se3uality and !" education (See Addendum A)*
Those individuals %ho stron&ly oppose this education are often very vocal and persistent(
causin& their num$ers to $e overestimated* "ery fe% parents( %hen &iven the option of
removin& their child from se3uality or !" prevention classes( e3ercise this option*
Addendum D sho%s the se3uality topics covered in Maine middle and hi&h schools*
'$$osition State!ent: Se3uality education encoura&es youn& people to have intercourse
and oral se3*
,es$onse: Evidence8$ased se3uality education encoura&es youn& people to ma.e responsi$le
decisions a$out se3ual $ehaviors after loo.in& at the potential conse1uences* A$stinence
from se3ual intercourse is not only emphasi9ed as a desira$le choice for adolescents( $ut
concrete refusal s.ills are practiced* These curricula have $een proven to delay the onset of
se3ual intercourse* They also increase the use of protection amon& those students %ho
$ecome se3ually active*
2,

Studies sho% that youn& people %ho have had a se3uality education course are no more li.ely
to have intercourse than those %ho have never ta.en a course*
= , @ ?
!n fact( many youn&
people initiate intercourse $efore they ever have a se3uality education course*
)
Se3ually
active 1@ and 1? year old %omen are more li.ely to use an effective contraceptive method if
they have ta.en a se3uality education course*
)
'$$osition State!ent: The availa$ility of contraception causes teens to $ecome se3ually
active*
,es$onse: There is no research sho%in& that the availa$ility of contraception has an
influence on teena&ers7 decisions to $ecome or not $ecome se3ually active* 6ondom
availa$ility pro&rams in schools have $een proven to not increase se3ual $ehavior* Cne study
of a cooperative school pro&ram and community8$ased clinic sho%ed that the availa$ility of
contraceptive services did not increase se3ual activity*
@
'$$osition State!ent: 6ondoms are not effective a&ainst !" infection and it7s li.e playin&
+ussian roulette to tell youn& people that they are*
,es$onse: !t is important for youn& people to learn that a$stinence from va&inal( anal or
oral se3 and !" dru&s is the $est %ay to protect themselves from $ecomin& infected %ith
!"* o%ever( %e must also reco&ni9e that $y the time our teena&ers are seniors ,:E %ill
have had se3ual intercourse*
;

6ondoms are not 100E effective $ut they have $een sho%n to si&nificantly reduce a person7s
chance of contractin& !"*
10
!t is dan&erous and irresponsi$le not to teach youn& people
that condoms can help protect them a&ainst !" and other se3ually transmitted diseases*
#lus( this is the one form of $irth control that a male can $e sure is $ein& used*
&. Advocacy of Abstinence0'nly Curricula
Cpponents of effective se3uality and !" education have come to reali9e that the maFority of
people $elieve that youn& people need to $e e3posed to this education* +ather than outri&ht
opposin& all curricula( they %ill often introduce an /alternative0 curriculum for administrators and
school $oard to consider* At first &lance( these /alternative0 curriculums may $e appealin&(
especially since they advocate for adolescents $ein& a$stinent( a stance most adults can support*
o%ever( these curricula may seriously constrict the su$Fect material and2or reduce se3uality
education to limited sessions on anatomy and physiolo&y( chastity and mono&amy* Addendum 5
provides the Maine statute that defines %hat 6omprehensive 4amily 5ife Education %ill cover*
This definition passed $y the Maine 5e&islature in 2002 stresses se3ual a$stinence $ut also covers
responsi$le decision ma.in&( contraception and healthy relationships s.ills*
2@

The authors of -innin& the Battle: Developin& Support for Se3uality and !"2A!DS Education
11
su&&est that /alternative0 curricula usually have the follo%in& features in common:
A complete emphasis on a$stinence from all se3ual activity and on helpin& youth develop
/sayin& no0 techni1ues %ith little or
N
no actual s.ill development to increase responsi$le
decision8ma.in& in se3ual situations*
#remarital se3 is presented as destructive $ehavior %ith tra&ic physical and emotional
conse1uences*
uman se3uality is referred to in a$solutes of /ri&ht0 and /%ron&0 or /%holesome0 topics*
An emphasis on contraceptive failures %ith little or no information on contraceptive
methods*
Avoidance of any discussion a$out
N
se3ual orientation*
Se3ual $ehavior is portrayed as accepta$le only %ithin marria&e*
A strict definition of family as a $lood or le&al relationship %ith a ne&ation of other forms
of family and a denial of the chan&in& structure of the American family*
C$Fection to values clarification e3ercises( %hich strive to teach students to clarify their
o%n values concernin& se3uality and ma.e healthy( responsi$le decisions*

N
Evaluation results are cited %hen there has $een no peer revie%ed pu$lication of results as
re1uired for evidence8$ased curricula*
N
revised additions 200,( Maine Dept* of Education
>ntil recently( evidence has not supported the effective use of a$stinence8only se3
education*
12
There is still no evidence to support a$stinence8only se3 education $ased on
morality( misinformation( and the standard of marria&e*
!n 4e$ruary( 2010( a noted researcher( Dr* 'ohn 'emmott( released the results of an
a$stinence8only intervention that delayed se3ual initiation for si3th and seventh &raders*
Sarah Bro%n of the Iational 6ampai&n to #revent Teen and >nplanned #re&nancy %hile
heraldin& the results also noted that the a$stinence8only classes in the 'emmott study
centered on people %ith an avera&e a&e of 12 and did not advocate a$stinence until marria&e*
The classes also did not portray se3 ne&atively or su&&est that condoms are ineffective( and
contained only medically accurate information*
1:
4or more information on evidence8$ased pro&rams( read Dou& Dir$y7s /Emer&in& Ans%ers 200@
+esearch 4indin&s on #ro&rams to +educe Teen #re&nancy and Se3ually Transmitted
Diseases*0
1;
2?

C. ,e1uests for Co$ies of #ducation %aterials and Lesson Plans
All parents can &ain a $etter perspective on %hat is $ein& tau&ht $y revie%in& teachin& materials*
!n fact( some schools send home curriculum outlines or ma.e the materials availa$le at open
houses and parent information ni&hts* See sample letter (Addendum M)*
#u$lications $y or&ani9ations opposin& !"2se3uality education encoura&e parents to revie% and
evaluate curriculum* Cne such article su&&ests that the first step in determinin& the nature of
your children7s se3 education pro&ram is to e3amine the contents* /!f you don7t feel competent to
Fud&e the 1uality or $ias of the materials( then as. for help from someone %hose opinion you value*
4or e3ample( you mi&ht enlist your pastor since cler&y usually have the trainin& and the critical
Fud&ment to assess the meanin& of the %ritten %ord* !f you .no% other parents %ho share your
concern( as. one or more of them to Foin in the evaluation*0
1;
-hen evaluatin& curriculum( parents are encoura&ed to apply the follo%in& 1uestions:
a. Does the pro&ram encoura&e youn& people to en&a&e in se3ual intercourse or does it send a
clear messa&e of a$stinence and self8restraintL
b. Does the pro&ram violate community standards of taste and decencyL
c. Does the pro&ram present traditional vie%points to%ard se3uality( as %ell as those of more
permissive individuals and or&ani9ationsL !f so( does it present them in compara$le detail
and %ith the same de&ree of o$Fectivity or sympathyL
1=
!n some cases( opponents have not $een satisfied %ith opportunities to previe% the materials at
the school $ut instead re1uest( $y mail( copies of all materials includin& teachers7 lesson plans and
audiovisual materials* See 4i&ure 1 $elo%* !t can $e over%helmin& for staff mem$ers that have
many responsi$ilities to spend their time photocopyin& and mailin& materials* The school district7s
4reedom of !nformation +e1uest policy %ill outline the timeline for respondin& to such re1uests(
plus the photocopyin& costs and if $urdensome( the staff time costs* Cften %hen presented %ith
the costs of the re1uested materials( the demands for materials decrease*
!n respondin&( it is important to assure that the curriculum is availa$le at the school durin& normal
operatin& hours for previe% $y the pu$lic* !t is important that a staff person familiar %ith the
materials $e present to ans%er 1uestions and concerns* Since curricula are considered pu$lic
information( mem$ers of the pu$lic have the ri&ht to access these materials* o%ever( the la%
does not re1uire that staff spend time or money photocopyin& and mailin& %ritten materials* !n
fact( the reproduction of audiovisual materials is prohi$ited $y copyri&ht la%s*
2)

2igure 3
Date: Anytime
Anyone
Any School
Any place
Dear Ms* Anyone:
Than. you for your letter of Ccto$er ; and your response to my /4reedom of !nformation
+e1uest*0
!7m very interested in learnin& more a$out the comprehensive se3uality education curriculum for
&rades four throu&h t%elve* !t7s my understandin& that this curriculum is accessi$le to citi9ens
under Maine7s freedom of access la%*
#lease advise me ho% many pa&es of material ma.e up the model curriculum for each &rade( four
throu&h t%elve* Dependin& on the volume of material involved( ! %ould li.e to either pay
reasona$le copyin& costs to have the record mailed to me( or ma.e an appointment to inspect the
material at your office*
!f there is a curriculum synopsis or outline availa$le( please provide me %ith a copy*
! am also interested in the se3uality topics covered $y your &uest spea.ers* #lease provide me
%ith summaries of your presentations on se38role stereotypes( teen pre&nancy( se3ually
transmitted diseases( !"2A!DS( se3ual orientation( $irth control and pre&nancy options*
4inally please provide me %ith a descriptive list of resources availa$le from your school li$rary
on these topics*
! %ish to than. you in advance for your assistance*
Sincerely(
'ohn Doe
". Contact With Individual School &oard %e!bers With Inaccurate Infor!ation
School Board mem$ers( $oth individually and as a committee( are more li.ely to hear opponents of
se3uality and !" education than proponents* This can leave the $oard %ith the impression that
opponents outnum$er proponents*
Cpponents %ill $e persistent in their efforts to influence the school $oard7s decisions a$out
pro&rams( policies and curriculum* They %ill initiate contact %ith individuals and the $oard as a
%hole throu&h telephone calls( letters and pu$lic forums* 4i&ure 2 is a copy of a letter sent to the
chairperson of a School 6ommittee considerin& implementation of a pilot pro&ram in !"
#revention prior to the committee7s vote*
:0

2igure 4
Date: Anytime
Mr* 'ohn Doe
Superintendent of Schools
Anyto%n #u$lic Schools
Dear Mr* Doe and mem$ers of the School Board:
As you are all %ell a%are the need for se3 education is o$vious* The 1uestion is not %hether it
should $e tau&ht $ut %hat should $e tau&ht* This proposed ne% unit on se3 is neither innovative
nor uni1ue( in spite of the /hype0 surroundin& it* A /hands on0 approach %ith open( fran.
discussions and practical application has already $een instituted in various portions of the
country* The net result has $een A+EATE+( not lesser( promiscuity and a correlative rise in teen
pre&nancies and a$ortions* Since it is %idely understood that condoms have a hi&h failure rate(
the only Safe Se3 pro&ram %ill $e one that teaches se3ual a$stinence as the only option*
The 1uestion then $ecomes is there such a pro&ram and has it $een demonstrated to $e
successful at 6AIA!IA BEA"!C+L The ans%er is a resoundin& MES*
Mou have $een &ivin& information re&ardin& a couple of these proven( alternative pro&ramsO !n
one of the schools %here one of these pro&rams %as implemented the teen pre&nancy rate
dropped from 1;0 to Fust 20 in the very first yearO Iot $ecause they %ere tutored in the
techni1ues of proper condom use $ut $ecause they %ere tau&ht that a$stinence %as the CI5M
option (not one of several options) that &uaranteed safety*
The pro&rams do not present se3uality as some sort of ta$oo $ut rather stress the $eauty of
se3uality in its proper conte3tO !t is ICT a /let7s scare them to death approach0 $ut one that
reco&ni9es their personality and emotions( treatin& the person as a %hole $ein&*
The reason o$Fections have not arisen earlier a$out the ne% se3 unit( ! suspect( is that fe%
really .ne% %hat the pro&ram %as all a$out and still do notO After readin& over the four pa&e
handout re&ardin& the se3 ed unit distri$uted at the last Board meetin&( there %as very little
that %ould raise a red fla& to a concerned parent and school $oard* !t all sounds very &ood on
the surface $ut some harder 1uestions need to $e as.ed*
Cn pa&e five of the handout( under o$Fective three( someone needs to pin the advisory
committee do%n as to %hat e3actly it means /* * * to &ain s.ills in ne&otiatin& safer se3*0
! %ould also hope the school Board %ould %ant to pro$e a $it deeper re&ardin& the o$Fectives
for the course handed out a fe% meetin&s $ac.( (if in fact you even received it)* The scant
pro&ress report &iven to the $oard %as thorou&hly $eni&n and uninformative* ! $elieve the
parents of Anyto%n desire our school $oard to $e a $it more in1uisitive as to %hat is $ein&
proposed not merely %here se3 ed is concerned*
My intention is not to $e a pain in the nec. to you all $ut to truly $e a help* But %here there is
an o$vious %all that is clearly not in the $est interest of our .ids( ! %ill do %hat ! can to ma.e
:1

sure they &et the truth a$out ho% condoms fail and that a$stinence until marria&e is the only
true choice for our teens*
! am a $it perple3ed as to the reports ! have heard some of you ma.e concernin& the num$ers
of calls( or lac. thereof( and the supportive nature of them* ! myself have had over 1= calls and
every one has a&reed %ith me* The letters to the editor of the Any #aper also seem to reflect
the same*
The issue of teen se3uality is not an easy one and a /Fust say no0 approach( in and of itself( is
admittedly simplistic* But the a$stinence only pro&rams you have $een informed of do not simply
/preach0 don7t do itO They deal %ith the %hole person( self esteem( responsi$ility and scientific
facts to ma.e a pro&ram that chan&es $ehavior %hich is %hat %e all desire*
Than. you for your efforts and concern for our children* ! have enclosed some informational
sheets ! hope you %ill ta.e time to peruse*
'ohn Doe( #arent
cc: #rincipal
Board Mem$ers
Strate&ies for respondin&:
1* 4ollo% the procedures outlined in the policies to address pu$lic concerns* !f this challen&e
is clearly from one person or a minority and procedures have $een follo%ed( continue %ith
planned ne% unit* This is after the recommendations of staff( administration( and advisory
committee have $een made and the school $oard then ma.es the decision* Student and
parent input should $e part of the earlier process( so once the $oard decides on
implementation then parents can $e notified*
2* Encoura&e the $oard mem$ers to listen carefully to individuals $ut avoid committin& to a
specific outcome prior to hearin& all sides of an issue* !t may $e construed as a&reein&
%ith the challen&es if people are not encoura&ed to follo% the policy and procedures for
addressin& pu$lic concerns* Cften the challen&es come from people %ho do not have
children in the school*
:* To ensure that $oard mem$ers hear from proponents( as. the advisory committee
mem$ers( includin& student mem$ers( to contact $oard mem$ers and voice their support*
;* +emain in close contact %ith $oard mem$ers monitorin& their responses to opponents7 input*
#rovide them %ith additional information( as needed( to counter any false claims or
misrepresentations of the curriculum*
=* ave students present %ho are %illin& to articulate for the $oard the reasons %hy youn&
people need se3uality and !" prevention education*
,* Advisory committee mem$ers can %rite editorials to educate the community a$out the ne%
unit and the rationale for implementin& it*
:2

@* +outine parent communication methods can $e used to update parents a$out the ne% unit*
#. Contacting "ifferent School Personnel When They Are 5ot Successful
E3plain the policy for controversial issues( curriculum and material complaints* E3plain that there
is a process %ith a chain of command that they must follo% if they %ish to continue on %ith their
challen&e* 6ommunicate %ith school administrator a$out potential controversy after meetin& %ith
parent or community mem$er so that other staff can $e alerted that the policy is to $e follo%ed
should they $e contacted* The opposition can ta.e up valua$le staff time if people are not
communicatin& and decisions made .no%n to other staff*
2. Ta)ing Curriculu! State!ents 'ut of Contet
!t is important %hen the pu$lic revie% curriculum or curriculum materials that a staff person %ho
is .no%led&ea$le $e present to ans%er 1uestions and concerns* -hen opponents mislead others
a$out the curriculum intent and ta.e thin&s out of conte3t( it depends in %hat forum it is done and
ho% many people are reached %ith this information* Cften the misinformation plays into the
pu$lic7s fears a$out adolescent se3uality and adolescents7 ina$ility to $e responsi$le* !f a %ide
audience is reached it is important to disseminate accurate information so that you are educatin&
the people %ho %ant to support the pro&ram $ut are left unsure $y these misleadin& claims*
There is a lar&e &roup in the middle of the issue %ho can $e convinced $y the fear statements to
1uestion the validity of the curriculum* Mour messa&es of calm rationale( &oals and o$Fectives( plus
%hat is in the $est interest of students( %ill &o a lon& %ay to $uild $roader support* This $ecomes
more difficult as the controversy heats up*
6. Voicing Clai!s That Parents Are Intentionally +e$t 'ut 'f The Process
This is %here an advisory committee is most important* They can spea. $est to this issue and
revie% the efforts they and the school staff have made to communicate to parents* !t is
important to ascertain if these claims are comin& from people %ho are not parents and to contact
supportive parents to offset these claims %hen necessary* This is a claim that is consistently
used to play on the distrust of the community* A clear messa&e a$out %hat is in the $est interest
of students and the results are important*
H. (sing an Individual Teacher or Staff %e!bers as Sca$egoats
6astin& the teacher responsi$le for teachin& this topic or the person responsi$le for the
curriculum process as unfit and of lo% moral character is one method that is very concernin&* The
$est strate&y is that school administrators ta.e a firm stand of visi$le support* They need to $e
.no%led&ea$le on the curriculum content and trust their staff to provide information that they
need to handle the controversy* Staff should $e shielded from open pu$lic forums and the media*
Io matter ho% committed someone is to the effective education of youn& people( these attac.s
can undermine someone7s self confidence and it can lead to censorship* Staff deserve support as
they are often fearful that they %ill someho% $ecome diminished in this process*
::

I. Wanting to Have 'utside Instructors *ith Abstinence 'nly Progra!s
The offer of free pro&rammin& is invitin&( especially if the school does not have a health
educator* Se3uality is a sensitive topic that re1uires trained( trusted health education( &uidance
or nursin& school staff to teach effectively* These school personnel are certified or licensed and
outside instructors may not $e* !f $oth curricula are offered the issue is %hy %ould a school teach
t%o conflictin& curriculumH one that teaches only se3ual a$stinence and the other stresses
a$stinence %ith s.ills to stay a$stinent( $ut includes information on ho% to $e responsi$le if
someone is se3ually active* There is so little time in the curriculum to cover the topic of se3uality
as it is* European school pro&rams ta.e the comprehensive approach stressin& se3ual a$stinence
$ut teachin& a$out responsi$le $ehavior* Their youn& people are more responsi$le as they have
fe%er partners and have much lo%er teen pre&nancies( $irths and se3ually transmitted disease
rates*
7. I!$lications of Legal Action
Cne school administrator descri$ed ho% each letter he received from an opponent %ho %as
re1uestin& copies of all materials ended %ith /cc: le&al counsel*0 The administrator replied $y
addin& /cc: le&al counsel0 to all his %ritten correspondence %ith the opponentO
Threats or implications of le&al action are commonly made $y opponents( althou&h( nationally there
have $een fe% instances %hen le&al action is pursued* The la%s most often cited $y opponents are
the 4reedom of Access la% and the 4amily Education and #rivacy Acts*
Accordin& to -illiam 4earen( former chairman of the ISBA 6ouncil of School Attorneys( /School
curriculum desi&ned to educate children a$out !" li.ely %ill %ithstand le&al challen&es $y parents
o$Fectin& to course content*0 !f there are o$Fections that the course content includes discussion
of se3 outside of mono&amous marria&e( says 4earen( the courts %ill vie% !" as a pu$lic health
concern and not support curriculum attac.s on reli&ious &rounds* e says the !" issue is similar
to the courts upholdin&( over parents7 reli&ious o$Fections( school district policies that re1uire( for
pu$lic health reason( immuni9ation a&ainst communica$le diseases*
An additional reason that !"2se3uality instruction pro$a$ly %ill $e protected $y the courts( says
4earen( is that courts are reluctant to second8&uess the local school $oard7s curriculum choices so
lon& as they fall %ithin the &uidelines esta$lished $y the state $oard of education* #arents first
must e3haust esta$lished administrative procedures $efore see.in& relief from the courtsH courts
uniformly have reFected parental complaints that se3 education violates parents7 ri&hts to free
e3ercise of reli&ion or to privacy* To have the $est chance of defendin& a mandatory curriculum
addressin& the sensitive su$Fects of se3( condoms( and other related matters( he says( school
districts must ma.e their pro&rams le&ally defensi$le $y involvin& parents and the community( $y
includin& a$stinence as a form of !" prevention( and $y providin& plenty of proof that the
instruction is needed*
1,
School $oards have seldom $een overturned $y the courts in their
decisions on curriculum content*
:;

!n dealin& %ith these implications and threats( one should not allo% themselves to $e paraly9ed*
+ather( it is %ise to consult %ith your le&al counsel( act accordin&ly and move on*
+. (se of %edia to Air Their Concerns and %a)e 2alse Clai!s
Cpponents %ill readily en&a&e the media in the de$ate a$out se3uality and !" education* 4rom
the perspective of media( controversy ma.es &reat copy* !t is important to use the media
constructively and to provide them %ith an accurate picture of %hat is happenin&* /The first
person to reach the media %ith a story usually has the most credi$ility*0
1@
The follo%in& is a list of
tips for %or.in& %ith the media prior to and in the midst of a controversy*
Tips on -or.in& %ith the Media:
+emem$er: !f you have a &ood relationship %ith the media( communicatin& %ith them durin& a
controversy %ill &o much more smoothly*
!n 6alm Times:
Aet to .no% local reporters %ho usually cover education issues* Meet %ith them and
provide $asic information a$out your school*
!dentify a person at your school %ho the media can contact %hen information is needed*
!nform reporters of events that may $e ne%s%orthy*
Send a list of ideas for interestin& stories to the editor %hich they can follo% up on %hen
it7s a slo% ne%s day*
!n Times of 6ontroversy:
>nderstand the media7s point of vie%* They do not e3ist to serve as a cheerleader for your school*
They e3ist to report the ne%s and controversy attracts attention* !dentify a desi&nated media
contact person* Someone %ho hopefully has a relationship of trust %ith the media and has
.no%led&e of the issues( plus can spea. %ith authority* This person coordinates and prepares for
contact %ith the media*
-hen a controversy erupts( .eep cool and never &et emotional %hen spea.in& %ith the media*
Stay on &uard( even %ith a media representative %hom you have esta$lished ties %ith* Do
not tal. a$out ho% you feel or %hat you thin.* Stic. %ith facts as this comes across as
more of an e3pert on the topic*
Be prepared ahead of time* Cutline the points you %ish to ma.e $efore spea.in& %ith
media representatives* ave clear and concise messa&es that you %ill use to educate the
pu$lic a$out the issue*

:=

-or. %ith those school representatives %ho are li.ely to $e contacted $y the media to address the
issue( i*e*( administrators( school $oard mem$ers( and advisory committee mem$ers( and practice
respondin& to possi$le 1uestions*
Be sure to let all appropriate staff( especially the receptionist or secretary( .no% %ho in
the or&ani9ation %ill $e handlin& in1uiries a$out the controversy*
Be accessi$le* +espond promptly to media calls*
Be honest* !f you do not have the ans%er to a 1uestion( say so* Cffer to &et $ac. to them
%ith information %hen possi$le* !f you are not at li$erty to provide information( e3plain
%hy not*
Iever say /no comment0 or &o /off the record*0 This fuels hostility* !nstead( if a 1uestion
is inflammatory( redirect the 1uestion usin& it to illustrate a point you %ish to ma.e* Be
prepared to $e mis1uoted even if you are prepared* avin& a %ritten statement or facts
to share can help the media to report the facts*
!f a reporter as.s a 1uestion %hich involves speculation( don7t speculate* 4or e3ample( if a
reporter as.s( /!f 3 should happen %hat %ill you doL0 respond $y emphasi9in& that you
have no %ay of .no%in& %hat %ill happen in the future*
!f you %ant to ma.e a crucial point durin& an intervie%( repeat it several times and as. the
reporter to repeat to you %hat he2she heard*
!f necessary( set8up a meetin& %ith media outlets to provide them information to assist
them in formin& an educated opinion a$out the issue at hand*
Before respondin& to ne&ative pu$licity( ta.e time to evaluate the situation: /!s the
pu$licity factualL !s it distortedL !s it an individual comment or part of a concerted
or&ani9ed attac.L -ill a response sufficiently contri$ute to your &oals $y correctin& the
errors in facts and restatin& policies or %ill it %or. more to the advanta&e of the critic(
attractin& more attention and unnecessary pu$licity for them and their point of vie%*0
!f you do decide to respond to ne&ative pu$licity( you can contact the reporter or editor(
&ivin& them a chance to correct any factual errors or you can %rite a letter to the editor
correctin& any factual errors and restatin& the school7s position on the issue*
!t is important that staff responsi$le for teachin& the curriculum $e shielded from the
media* They can $ecome the tar&et of a campai&n to discredit their teachin& credentials
and also $e personally attac.ed in the media*
:,

Wor)ing With The School &oard "uring Controversy
The school $oard needs to have policies in place to deal %ith controversial issues and parent and
pu$lic concerns re&ardin& curriculum and teachin& materials* !n the event of a controversy( they %ill
$e in a position to ta.e the necessary steps outlined in the policies* They need to $e .ept informed of
a potential challen&e that may ma.e its %ay throu&h the chain of command to the school $oard
a&enda* !t is important that controversy not $e allo%ed to tear the $oard apart( $ut rather( that the
$oard ta.es control and that they provide the necessary leadership to move for%ard in ma.in&
decisions that %ill $e in the $est interest of the students*
Strategies:
1. Maintain open communication $et%een administrative staff and $oard mem$ers* !f
controversy is in the %ind( let them .no% immediately*
2. !nsist that $oard mem$ers .eep open communication %ith administrative staff and other $oard
mem$ers* !nsist that $oard mem$ers or administrators not $e surprised $y individual $oard
mem$ers actions( such as %ritin& letters to the ne%spaper to air a concern a$out policy or
curriculum*
3. #rovide $oard mem$ers %ith sufficient $ac.&round information a$out controversial issues
ena$lin& them to ma.e %ell8informed decisions*
4. +emind the $oard of policies they have implemented and encoura&e them to follo% these in
ma.in& their decisions*
5. !f controversy erupts( the $oard should listen carefully to all opinions* Support of the $oard8
approved curriculum needs to $e communicated* Cnly %hen the challen&es are clearly
reflective of the lar&er school2community should compromises %hich do not sacrifice the
inte&rity of policies or curriculum $e e3plored* The advisory committee( in concert %ith the
curriculum coordinator and teachin& staff( %ould $e the appropriate &roup to ma.e these
recommendations*
6. Encoura&e the $oard not to delay decisions( if a decision is necessary* Delay allo%s time for
the controversy to continue and $uild* Cn the other hand( do not feel pressure to ma.e a
decision $ased on demands( as the opposition may try to force an unnecessary decision that
does not follo% adopted policies and procedures* They %ill ma.e false claims to &et more time
on the a&enda or try to undermine the procedures to their $enefit*
7. !f the opposition supplies a $oard mem$er(s) %ith false %ritten claims a$out the se3uality and
!" education( provide them %ith accurate information to refute the claims*
8. !f ne&ative stories or editorials are aired or printed in the ne%s( contact individual $oard
mem$ers to as. ho% this pu$licity is affectin& their vie% and ta.e action if their opinions are
$ein& ne&atively affected*
:@

)* Appoint one person %ho %ill spea. to media a$out $oard decisions* This person should restrict
their information to that %hich is factual*
10* !f the $oard re1uests that school staff present on a curriculum or curriculum topics $ein&
challen&ed( it is essential that a school administrator attend and provide ver$al support for
the curriculum or topics* Cther%ise the staff person $ecomes the tar&et of the challen&e*
+ee$ing Staff Infor!ed "uring the Controversy
All staff need to $e .ept updated a$out the school7s efforts in se3uality and !" education* These
updates %ill $e even more important if controversy erupts* Teachers should not have to rely on the
media to find out %hat7s happenin& at their school* #rovide information on the controversy( the
school7s position and encoura&e staff mem$ers to provide support for their peers %ho may $e
involved*
As administrator( you need to provide visi$le and on&oin& support for staff that are in the midst of
controversy* They need to .no% that you $ac. their %or. and that they %ill not $e left to face the
controversy alone for follo%in& the school7s curriculum &uidelines*
The ,ole of the School Advisory Co!!ittee "uring Controversy
The tas. of the advisory committee is to pu$licly and vocally support the curriculum* !f a controversy
erupts( they should meet to determine %ith the school administration ho% they can $e involved in a
plan of action* This plan should outline %ays %hich they can demonstrate their support and encoura&e
others to pu$licly demonstrate support* Some potential strate&ies include:
1. 6ontinually and pu$licly refutin& any false claims made a$out the curriculum in their
interactions %ith individuals* The &roup can draft support statements and informational
sheets on the curriculumPits &oals( o$Fectives and student outcomes*
2. +espond to ne%spaper articles or letters to the editors declarin& their support for the
curriculum*
3. old one8to8one meetin&s %ith community leaders to e3plain their pro&ram and solicit their
support and as. them to attend pu$lic meetin&s and2or contact school $oard mem$ers to voice
support*
4. 6ontact individual school $oard mem$ers to restate their support for the curriculum*
5. 6irculate petitions( if the controversy escalates and it appears there may $e modifications or
limits on the curriculum* As. supportive parents for their si&natures to $e su$mitted to the
school $oard*
6. -rite letters of support and appreciation to school staff involved in the controversy*
7.
:?

#ersonally contact supportive parents and community mem$ers to encoura&e them to attend school
$oard meetin&s and %rite letters to principals( superintendents and school $oard mem$ers*
Public %eetings "uring Ti!es of Controversy
#u$lic meetin&s or forums present $oth opportunities and challen&es* !t is an opportunity to pu$licly
address any char&es( e3pose errors and misrepresentation put out $y the opposition( and to clearly
present the &oals( o$Fectives( su$Fect material and teachin& methods of the pro&ram* !nformation
a$out past pro&ram evaluations are helpful in relayin& the value of a pro&ram* The challen&e is that
pu$lic meetin&s %ill $rin& the opponents out in force* >nli.e supporters of se3uality and !"
education( they are vi&ilant a$out their attendance at pu$lic meetin&s %hich mi&ht $e of relevance to
their concerns* !t is essential that the school administrator ta.e the lead in articulatin& the support
for the proposed or e3istin& curriculum and the $elief that its implementation is in the $est interest
of students*
!t %ill $e a challen&e to assure that all sides are heard( and that for%ard movement occurs* Tips for
productive meetin&s include:
1* #rior to the meetin&( decide on the o$Fectives of the meetin&( strate&i9e the meetin&
structure and e3plore %hat the $est outcome for students %ill $e*
2* +ecruit supportersPparents( teachers( students and community leadersPto attend the
meetin& and voice their support* An advisory committee can ta.e on the tas. of recruitin&
individuals*
:* 6ontact the meetin& chairperson prior to the meetin& to decide on &uidelines %hich %ill ensure
a fair and orderly process* State these &uidelines at the start of the meetin& and insist that
those in attendance o$serve them* Some su&&ested &uidelines include:
a. have spea.ers pre8re&ister*
b. allo% only one spea.er per or&ani9ation*
c. have spea.ers identify their place of residence( their role (i*e* parent( teacher( student)(
and the name of any &roup they are representin&* !f the spea.er is a parent( have them
state %hich school their child attends*
d. 5imit each person7s spea.in& time*
e. 5imit audience applause or reactions*
f. Set a limit on time for pu$lic comment and announce that at the $e&innin& of meetin&*
;* #rior to hearin& from spea.ers( you can voice for the $oard and the audience the potential
char&es and claims a$out the se3uality2!" education that they %ill $e li.ely to hear a$out
and address any inaccuracies or misrepresentation of the curriculum* This diffuses the effect
of the opposition7s statements and scare tactics*
:)

=* Aive the clear o$Fectives of the meetin& and do not include decisions to $e made as this is a
&eneral information8&atherin& meetin& or an opportunity to hear from the pu$lic*
,* Do not allo% personal criticism of staff mem$ers in a pu$lic forum* !f it happens( let the
person(s) .no% a$out the policy %hich they can use to voice concerns a$out staff*
@* 6all for a short recess if thin&s &et out of hand*
?* ave a plan in case someone $ecomes disruptive at the meetin&*
)* At the conclusion( than. everyone for their attendance* 5et them .no% %hat the ne3t step in
the process is( if appropriate*
Conclusion
As educators( the $etter %e $ecome at anticipatin& and mana&in& controversy the more li.ely %e are
to move our a&enda for%ard* Cpponents $and to&ether( support each other( and are very persistent* !
%ould su&&est that %e can $e successful in minimi9in& the oppositions7 effects on se3uality2!"
education $y usin& the same strate&ies: $andin& to&ether( supportin& each other and $ein& persistent*
-ith clear( concise rationale and &oals for the curriculumH shared outcomes of positive health for our
youn& peopleH and $road $ased support( it is much easier to lead the %ay on controversy* Many people
need to $e a$le to communicate %hat is in the $est interest of youn& people %hen it comes to their
se3ual health* -e need to advocate on $ehalf of youn& people and this often means ta.in& a ris.* A
stron& commitment to the &oals of se3ual health education provides leadership for others %ho %ant
to support this effort* Mour leadership is .ey on this issue* Deepin& the needs of our youth in the
forefront helps to .eep their education effective and continually improvin&* opefully( the
information in 5eadin& the -ay on 6ontroversial !ssues %ill assist you in your leadership*
/Mana&ers solve pro$lems* 5eaders confront dilemmas* 5eaders reframe impossi$le dilemmas into
novel opportunities* (This) cannot $e done $y clin&in& to old %ays * * * it ta.es a collective loo.
$ac.%ard( in%ard( and ahead ($y) administrators( teachers( parents( students( and other mem$ers of
the school community*0
1?
;0

,#2#,#5C#S
1
Scales( #eter* /The 4ront 5ines of Se3uality Education: A Auide to Buildin& and Maintainin& 6ommunity
Support*0 (1)?;)
2
Iational School Board Association (ISBA)( %%%*ns$a*or&
:
"ail( Dathleen( American School Board 'ournal* (Iov( 200=)
;
Maine !nte&rated Mouth ealth Survey( %%%*maine*&ov2youthhealthsurvey*or&
=
Gelnic.( M* and Dim( M*'* /Se3 Education and !ts Association %ith Teena&e Se3ual Activity( #re&nancy and
6ontraceptive use*0 4amily #lannin& #erspectives* (May2'une 1)?2)
,
Dir$y( Dou&las* /Se3uality Education and !ts Association -ith Teena&e Se3ual Activity( #re&nancy and
6ontraceptive >se*0 4amily #lannin& #erspectives* (May2'une 1)?2)
@
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?
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)
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10
Department of ealth and uman Services26enters for Disease 6ontrol and #revention( /6ondom 4act Sheet
in Brief(0 %%%*cdc*&ov2condomeffectiveness2$rief*html
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affner( De$orah and deMauro( Diane* -innin& the Battle: Developin& Support for Se3uality and !"2A!DS
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A SIECUS Fact sheet 2007: On Our Side: Public Support for CSE
Parent !e"sletter
C Facts About Se#ual Abstinence in $aine
% &' (eachin) About Contro*ersial+Sensiti*e Issue, $S$A
2' Sample - Contro*ersial Issues Polic.
E Procedures for Addressin) Concerns Under the Contro*ersial Issues Polic. and Parent/s Ob0ection to
Curriculum (opic or $aterial
F Public Concerns and Complaints, $S$A
1 &' Instructional and 2ibrar.3$edia $aterials Selection, $S$A
2' Challen)e of Instructional $aterials Form, $S$A
4 E#emption From 5e6uired Instruction, $S$A
I &7 Characteristics of Effecti*e Pro)rams
7 $aine Adolescent 2020 4ealth 1oals
8 School 4ealth Profiles, Se#ualit. (opics (au)ht
2 Comprehensi*e F2E 9or:s in $aine, %OE
$ Parent Permission 2etter - Sample
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