Program Assessment Tool for Sexual Health Education

Sexual Health Education
The attached program tool can be used to assess the level of implementation of Sexual Health Education

Connecticut State Department of Education - April 2015	1

Revised April 2015

Program Assessment Tool for Sexual Health Education

Introduction
Research consistently concludes that student health status and student achievement are directly connected and that student health is one of the  most significant influences on learning and achievement. It is imperative for health education to be a prominent program of study within Connecticut schools, as outlined in Connecticut General Statutes Sections 10-16b, 10-16c, 10-19{a) and 10-19{b). Sexual health education is one vital component of a planned, ongoing and systematic health education program. These programs provide an opportunity for students to receive information and build skills that promote their health and well-being. The Program Assessment for Sexual Health Education provides a framework outlining recommended components for policy, program and curriculum development for prekindergarten through grade 12 sexual health education programs. Identified below in the frame- work are nine policy recommendations with respective indicators that may be used as a tool to determine the extent of implementation and inform pro- gram improvement efforts.
Policy Recommendations
Policy recommendations help provide clear and consistent guidance on the successful development, implementation and evaluation of the sexual health education program. The nine essential policy recommendations as identified in Connecticut's Guidelines for the Sexual Health Education Component of Comprehensive Health Education are:
1.	Certified Teachers
2.	Curriculum Guidelines
3.	Standards-based Program
4.	Sufficient Time and Resources
5.	Attention to Diverse learning Needs
6.	
Ongoing Professional Development
7.	Alignment of Curriculum, Instruction and Assessment
8.	Program Review
9.	Program Evaluation
Within these policy recommendations are specific indicators that define ele- ments of sexual health education programs that include but are not limited to:
•	Protocol for developing, reviewing and adopting the sexual health ed- ucation program.
•	Certified and qualified teachers implementing the sexual health educa- tion program who receive ongoing professional development.
•	A minimum number of hours dedicated to sexual health education.
•	A sexual health education curriculum that is based on the Guidelines for the Sexual Health Education Component of Comprehensive Health Education, and the National Sexuality Education Standards.
•	A sexual health education curriculum that provides opportunities for students to increase knowledge, explore attitudes and practice skills relevant to sexual health.
•	A sexual health education program that offers multidisciplinary, mul- ticultural perspectives and provide learning opportunities for multiple learning styles.
•	Regular program review and evaluation.
By successfully implementing these indicators, school communities will opti- mize effectiveness in ensuring learning and achievement of all students.

Contact Information
Dr. Bonnie Edmondson, Program Manager  bonnie.edmondson@ct.gov,    860-807-2055

Policy Recommendation	
Indicators	Not Begun	Progressing	Met	
Evidence	
Certified Teachers	
1.	Primary and secondary level teachers of sexual health education hold a PK-12 health education teaching certificate endorsement or school nurse/teacher certifi- cate endorsement.

2.	Elementary level teachers without a health education teaching certificate deliver some sexual health educa- tion, with the support of a certified teacher in health education.

3.	School health and mental health providers support cer- tified teachers in the implementation of sexual health education by serving as resources, counselors, and sharing their expertise regarding the developmental appropriateness of lessons.					
Curriculum  Guidelines	
1.	Schools districts develop process and guidelines for the development, review and adoption of curriculum.

2.	School districts develop, review and adopt their sexual health education curriculum using the CSDE's Healthy and Balanced Living Curriculum Framework.					

Ratings Key
Not Begun - The district/school has not yet addressed this issue.
Progressing - The district/team has begun working on this issue and is making adequate progress.
Met - The district/team has addressed this issue and their performance meets the indicator as described.

Policy Recommendation	
Indicators	Not Begun	Progressing	Met	
Evidence	
Standards-based Programs	1.	Sexual health education is offered as part of a planned, ongoing, systematic, sequential, and standards-based school health education program.
CDC alignment:
3b. Written health education curriculum that includes objectives and content addressing sexual health education
3f. Planned, sequential learning

2.	The sexual health education curriculum is re-
search-based, theory-driven and based on the Guide- lines for the Sexual Health Education Component of Comprehensive Health Education, and the National Sexuality Education Standards.
CDC alignment:
1a. How to create and sustain healthy and respectful relationships 1b. Communication and negotiation skills related to eliminating or reducing risk for HIV, other STD, and pregnancy
1c. Goal-setting and decision-making skills related to eliminating or reducing risk for HIV, other STD, and pregnancy
1d. The benefits of being sexually abstinent
1e. The importance of limiting the number of sexual partners 1f. The importance of using condoms consistently and correctly
1g. The importance of using a condom at the same time as another form of contraception to prevent both STD and pregnancy
1h. How to access valid and reliable health information, products, and services related to HIV, other STD, and pregnancy
1i. Preventive care {such as screenings and immunizations) that is necessary to maintain reproductive and sexual health
1j. Influences of family, peers, culture, media,  technology and other factors on sexual risk behaviors
1k. Influencing and supporting others to avoid or reduce sexual risk behaviors
3g. Instruction be evidenced based
3h: Content that is consistent with scientific research on effective sexual health education					

Policy Recommendation	
Indicators	Not Begun	Progressing	Met	
Evidence	
	3.	The sexual health education curriculum provides information-based and skills-based content standards and performance indicators that promote behavior change and health literacy for students in prekindergar- ten-Grade 12

4.	The sexual health education curriculum addresses a variety of risk and protective factors impacting sexual behaviors {e.g., knowledge, perceived risks, values, atti- tudes, perceived norms, social pressures and influences and self-efficacy.
CDC alignment:
1j. Influences of family, peers, culture, media,  technology and other factors on sexual risk behaviors
1k. Influencing and supporting others to avoid or reduce sexual risk behaviors					
Sufficient Time and Resources	
1.	Students in prekindergarten-Grade 4 receive a min- imum of 50 classroom hours in health education per academic year.

2.	Students in Grades 5-12 receive a minimum of 80 hours in health education per academic year.

3.	Twelve or more class sessions are dedicated to sexual health education each time it is taught.

4.	Materials needed to deliver the curriculum are avail- able to teachers of sexual health education.					

Policy Recommendation	
Indicators	Not Begun	Progressing	Met	
Evidence	
Attention to Diverse Learning Needs	
1.	Sexual health education offers a multidisciplinary ap- proach and incorporates sexual health content into oth- er discipline areas such as language arts and science.

2.	Sexual health education offers a multicultural perspec- tive that fosters understanding and respect for students with diverse cultures and backgrounds {i.e., racial and ethnic, socioeconomic, sexual orientation and gender identify, special education needs). Welcoming schools atmosphere is evident.
CDC alignment:
1a. How to create and sustain healthy and respectful relationships

3.	Sexual health education provides learning opportuni- ties for multiple learning styles and is delivered through a variety of engaging and active teaching methodolo- gies, including, but not limited to, small group discus- sions, brainstorming, role-playing for skill practice, and use of drama and literature.
CDC alignment:
3c. Strategies that are age-appropriate, relevant, and actively engage students in learning					

Policy Recommendation	
Indicators	Not Begun	Progressing	Met	
Evidence	
Ongoing Professional Development	1.	School districts create and use an assessment tool that identifies professional development needs related to sexual health education of teachers, program administrators, and school health and mental health providers.
CDC alignment:
4.	Do your ESHE-related policies specify that instructors who are responsible for teaching sexual health education receive professional training/development?

2.	Teachers, program administrators, and school health and mental health providers receive ongoing, timely professional development that provides opportunities for increased knowledge, comfort, and skills to deliver sexual health education to students at specific grade levels {i.e., college courses, institutes, and ongoing professional devel- opment).
CDC alignment:
4.	Do your ESHE-related policies specify that instructors who are responsible for teaching sexual health education receive professional training/development?

3.	School districts assess and address teachers' knowledge, skill and comfort level to ensure effective delivery of this instruction.
CDC alignment:
4. Do your ESHE-related policies specify that instructors who are responsible for teaching sexual health education receive professional training/development?					
Alignment of Curriculum,
Instruction and Assessment	1.	Sexual health education curriculum, instruction and assessment are aligned.

2.	Student assessment strategies measure whether students have attained curriculum objectives.
CDC alignment:
2. Do your ESHE-related policies specify that schools assess the ability of students to comprehend concepts important to prevent HIV, other STDs and pregnancy?					

Policy Recommendation	
Indicators	Not Begun	Progressing	Met	
Evidence	
Program Review	1.	School districts develop a process for regularly reviewing sexual health education curriculum.

2.	Review of sexual health education curriculum and materials is con- ducted at least every three to five years.

3.	Content of sexual health education program is assessed to ensure that it is up-to-date, developmentally appropriate and medically and scientifically accurate.  Revisions are made as needed.
CDC alignment:
3d.Medically accurate content
3e. Developmentally and culturally appropriate content
3h. Content that is consistent with scientific research on effective sexual health educa- tion

4.	Sexual health education materials are assessed to ensure that they are up-to-date, developmentally appropriate, medically and scientif- ically accurate and reflect content.  Revisions are made as needed.
CDC alignment:
3d.Medically accurate content
3e. Developmentally and culturally appropriate content
3h. Content that is consistent with scientific research on effective sexual health education					
Program Evaluation	1.	Process evaluation of sexual health education curriculum is con- ducted at least every three to five years.

2.	Evaluation assesses how much of the curriculum is being delivered.

3.	Evaluation assesses if instruction is consistent with the planned curriculum.