The Michigan Radical Sex Ed Initiative's

The Michigan Radical Sex Ed Initiative’s About the National LGBTQ Task Force The National LGBTQ Task Force works to secure full freedom, justice, and equality for lesbian, gay, bisexual, transgender, and queer (LGBTQ) people. For over 40 years, we have been at the forefront of the social justice movement by training thousands of organizers and advocating for change at the federal, state, and local level. Letter from Michigan Radical Sex Ed Initiative ...... 4 The Task Force devotes its work to striking a balance between sustained · Individual bios...... 6 local work, which often focuses on statewide campaigns around non- Glossary of Terms...... 8 discrimination efforts, and broader work, which includes influencing federal policy directions and working closely with federal agency If you care about LGBTQ rights, then employees to ensure equitable and timely implementation of policies you should care about sex education...... 10 that affect LGBTQ people. The impact of this work involves ensuring What are the current laws and policies in Michigan?...... 15 that grassroots efforts at the local and state levels prioritize building · racially and economically diverse staff, boards, and volunteer teams Introduction...... 15 that specifically engage people of color, transgender people, people of · What laws and policies exist around faith, and LGBTQ allies in these efforts. As one of its key policy priorities, sex education in schools?...... 15 the Task Force is committed to advancing reproductive health, rights, · What laws and policies exist around and justice for all, which includes advocating for sex education that is HIV/AIDS education in schools?...... 16 comprehensive and inclusive. · What rules apply to both sex education and HIV/AIDS Acknowledgments education?...... 16 Many thanks to our 2018-2019 If/When/How Fellow Bridget Schaaff How can I effect sex education policy change in Michigan?...... 18 who helped research, write, and prepare material for this toolkit; Taryn · Curriculum approval process...... 19 Gal and Brittany Batell from Michigan Organization for Adolescent Sexual Health (MOASH), Jennifer Driver from Sexuality Information and o Introduction...... 19 Education Council of the United States (SIECUS), and Laurie Bechhofer o Sex education advisory board...... 19 from the Michigan Department of Education (MDE) for reviewing the Public hearings...... 20 toolkit and providing invaluable edits; and Audrey Denson for her o amazing graphic design skills used to design this toolkit. · Plan of action - Checklist...... 22 What are resources I can use?...... 25 Edited By · Sex Education & HIV/AIDS Organizations in Michigan...... 25 Taissa Morimoto, Policy Counsel, National LGBTQ Task Force · National Organizations ...... 28 Meghan Maury, Policy Director, National LGBTQ Task Force · Samples...... 29

Recommended Citation o Social media...... 29 Meghan Maury and Taissa Morimoto (Eds.), Guide to Implementing o Letter to policymaker...... 31 Queer- and Trans-Inclusive Sex Education in Michigan, National LGBTQ Comment for public hearing...... 31 Task Force, 2019. o

Published National LGBTQ Task Force 1325 Massachusetts Ave. NW, Washington, DC 20005 from the Michigan Radical Sex Ed Initiative

Dear activists,

The Michigan Radical Sex Ed Initiative is a group of young leaders who experienced firsthand the failings of the current sex education system. As LGBTQ+ people whose bodies and minds have been hurt by sex ed, we are driven to bring reform to this oppressive education system and create change for our communities.

As a group, we want a world where all bodies are honored and there is no profit from another’s insecurities or trauma. We want a community that has dismantled the heteronormative hierarchy, and where there is acceptance for all physical bodies and identities. The social change that could come from sex education that is comprehensive is limitless, and we must continue to advocate for it.

The Michigan Radical Sex Ed Initiative came together as a group to host their first ever Sexual Health Leaders Conference, where this toolkit was launched. As a collective, we had been eagerly awaiting this opportunity to organize an event uniting others who are passionate about sexual health. We brought advocates and activists across Michigan together for this conference because we are passionate about humanity.

There is a need to create understanding and respect despite human differences. We want happier, more confident people living out better lives with healthier relationships with others and their own bodies. It is important that our queer and trans stories, too often erased, are passed down for generations to come. Fundamentally, we do this work for our past, present, and future selves.

From this toolkit, we hope you find just as much inspiration and excitement as we did in working as a collective to change conversations around sex ed.

Much love,

The Michigan Radical Sex Ed Initiative

4 5 Makenzie Marts is a writer, feminist, and sex educator. She’s been teaching, leading workshops, and organizing LGBTQ community spaces since 2014. She has a bachelor’s in sociology and gender and women’s studies from Western Michigan University, and believes anti- capitalism is the only framework for holistic sexual Kateri Boucher was raised in Forrest Hosea is a queer, Emani Love is a Detroit native, wellbeing. Rochester, NY, and now calls Detroit home. nonbinary person who has been engaged artist, organizer, and Black Trans Woman. She graduated from Hamilton College in sex-positive activism for about four She is the director of Wage Love in 2017 with a degree in Sociology and years now. Having attended a private, Apothecary, which is a cross-cultural healing a fresh post-grad buzz-cut. She spent a Catholic, all-girls school, their sex education justice initiative and network. year in Boston with the Quaker Voluntary consisted of STI fearmongering and an all- Facilitator Service program, where she lived in too-uncomfortable abstinence presentation intentional community and worked on for their school. They still remember the grassroots organizing and fundraising. She “save it until marriage” card they signed! currently works for Geez magazine, a small They are excited to have comprehensive sex quirky print publication that focuses on education include queer and trans bodies “contemplative cultural resistance” (look it in the conversations. up!). She loves road tripping, dancing, and asking all the hard questions. And she’s deeply grateful to have been a part of this team!

Spencer Genrich is an aspiring social worker with a passion for advocacy. (she/they) is a Detroit native. They (she/they) What brought her to MIRSEI is her Drea Taissa Morimoto recently graduated from Eastern Michigan is honored to have had the opportunity dream of making comprehensive sex ed University and are currently back in Detroit to dream up the project that made the programs accessible to everyone. If you for their gap year. She loves learning about Michigan Radical Sex Ed Initiative possible. know Spencer, you know she will happily and being a part of a community that They are the group’s facilitator and have talk your ear off about her favorite topics, houses so many identities. Makeup is a hosted trainings and webinars to help build consent and sexual identity! When she’s passion of hers, so she is always down for leadership among the members of the not advocating for social justice, she keeps a trip to Ulta. They are super excited about Michigan Radical Sex Ed Initiative. Taissa busy as a child developmental researcher meeting new people and making new is Policy Counsel at the National LGBTQ at WSU and as a dance instructor/ connections! Task Force, where she works on Census, choreographer/performer for dance sex education, and criminal and economic schools and community theaters in the justice advocacy. southeastern Michigan area. 6 7 Gender nonconforming (GNC) or developmentally accurate, genderqueer: A term for people medically accurate information whose gender expression is on a broad set of topics related different from societal expectations to sexuality including human related to gender. development, relationships, personal skills, sexual behaviors Intersex: Refers to a person who including abstinence, sexual is born with sexual or reproductive health, and society and culture. anatomy that does not fit within Sex education programs provide the sex binary of male or female, students with opportunities for encompassing a variety of sex learning information, exploring expressions. their attitudes and values, and developing skills. (SIECUS) LGBTQ: Shorthand for lesbian, gay, bisexual, transgender, queer. Sex education advisory board An entity that is generally Lesbian: A woman whose (SEAB): The following definitions are a non-exhaustive list of terms that advocates romantic, emotional, and/or sexual tasked with determining the may come across in doing LGBTQ sex education advocacy. For more attraction is towards other women. existence, content, and structure definitions and information please check out the Creating Change 2019 of sex education in school districts. program packet at www.bit.ly/cc19program as well as SIECUS’ Community Non-binary: A term used by Though the roles and structure Action toolkit at www.bit.ly/SIECUSCAT. people who identify as neither of SEABs vary by state, many entirely male nor entirely female. are required to be comprised This can include people who are of students, parents, educators, Abstinence-only-until-marriage any sexual orientation along with agender, genderqueer, and GNC, community health professionals, and local clergy. In Michigan, (AOUM): Sex education programs their aromantic identity, or they among others. SEABs establish program goals that emphasize abstinence from may just identity as aromantic. Queer: An umbrella term which and objectives for sex education all sexual behaviors outside embraces a variety of sexual Asexuality or Ace: A sexual and review materials and methods of heterosexual marriage. preferences, orientation, and orientation where a person of sex education instruction. If contraception or disease- habits of those who are not among experiences little to no sexual prevention methods are discussed, the exclusively heterosexual and Sexual orientation: A person’s attraction to anyone and/or does these programs typically monogamous majority. Although identity in relation to whom they emphasize failure rates. In addition, not experience desire for sexual the term was once considered are attracted to; a person’s actual they often present marriage as the contact. Asexuality is a spectrum, derogatory and offensive, the or perceived heterosexuality, only morally correct context for and there are some people who community has reclaimed the homosexuality, bisexuality, or sexual activity. Also referred to as may not fit strictest definition of word and now uses it widely as a asexuality. Sexual orientation “Sexual Risk Avoidance” programs. the word asexual, but feel their form of empowerment. Younger and gender identity are distinct (SIECUS) experience aligns more with generations tend to use the term components of a person’s identity. asexuality than with other sexual “queer” for reasons such as the fact Aromanticism or Aro: A romantic orientations. that it does not assume the gender Transgender: A broad term for orientation where a person of the queer person or the gender people whose gender identity, experiences little to no romantic Bisexual: A person whose of any potential romantic partners, expression or behavior is different attraction and/or has no desire to romantic, emotional, and/or sexual and/or in order to make a political from those typically associated form romantic relationships. Like attraction is towards same and/or statement about the fluidity of with their assigned gender at asexuality, it exists on a spectrum different genders. gender. birth. “Trans” is shorthand for which involves a range of identities “transgender.” (Note: Transgender characterized by varying levels of Gay: A person whose romantic, Sex education: School-based is correctly used as an adjective, romantic attraction. This spectrum emotional, and/or sexual attraction education programs that start hence “transgender people,” but is called aromantic spectrum. is towards their own gender, most in kindergarten and continue “transgenders” or “transgendered” Aromantic people can identify with commonly used for men. through 12th grade and include is often viewed as disrespectful.)

8 9 • Lesbian and bisexual young women are LGBTQ Rights Include two to ten times more Access to Sex Education likely to experience an unintended pregnancy Describing cisgender* and heterosexual than heterosexual young identities and relationships as the IV women. “norm” in classrooms has a real impact on lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) young • 18% of LGB students people. Outright anti-LGBTQ rhetoric and who identified as multi- language that reinforces the gender binary racial and 15.5% of white can have a severe psychological impact LGB students reported on a person who identifies as LGBTQ, having been forced to but an absence of LGBTQ inclusivity can have sex, compared to similarly promote stigma and harmful stereotypes. Unfortunately, when it comes 9.3% of straight students to sex education in schools, LGBTQ youth who identified as multi- experience both. racial and 5.1% of Then you should care about SEX EDUCATION. white straight students, Only seven states require that sex respectively. V education and HIV/AIDS instruction in schools be culturally appropriate, or • 81% of new HIV inclusive of diverse ethnic and cultural backgrounds, disabilities, socioeconomic diagnoses in 2015 were status, gender identity/expression, or among gay and bisexual The Case For Comprehensive sexual orientation.III young men ages 13-24 Sexuality Education and disproportionately Similarly, only four states require health among Black and Latinx education instruction to affirmatively GB young men. VI Most young people spend a majority of their upbringing at school, making recognize different sexual orientations it an influential and critical space for development. In the U.S., more than and gender identities. This impacts young 95% of young people ages 7—17 are enrolled in school and will spend over LGBTQ people and, even more so, young • 78% of transgender six hours in a classroom each weekday during the most formative years of LGBTQ people of color, who are both less students in grades K-12 their lives. Schools are uniquely positioned to not only provide formal sex likely to have sex education that meets report having been I education, but also improve the health and well-being of young people. their needs and more likely to experience exposed to harassment, III sexual health disparities. 35% to physical assault, Sex education provided in schools is instrumental in preventing negative health outcomes. Sex education that is comprehensive offers young and 12% to sexual VII people the strongest opportunities to make lifelong, healthy decisions assault. about their sexual and reproductive health.II This type of education is free *cisgender (adj.): refers to an individual whose gender of stigma and shame and is inclusive of all young people regardless of identity matches their sex assigned at birth (sometimes © 2018 Sexuality Information sexual orientation, gender identity, race, or ethnicity. referred to as “biological sex.”) and Education Council of the United States (SIECUS) | siecus

10 11 Sex Education that is inclusive of LGBTQ young people: • Affirms young people’s right to bodily autonomy • Ensures LGBTQ young people have a safe and supportive environment that affirms who they are • Centers the voices and experiences of LGBTQ youth of color • Rejects abstinence-only-until-marriage programs which promote shame and reinforce stigma • Reduces experiences of negative mental health outcomes due to prejudice and other biasesXI

If You Are An Advocate or Policymaker: • Read A CALL TO ACTION: LGBTQ YOUTH NEED INCLUSIVE SEX EDUCATION to take immediate, concrete steps. • Advocate for comprehensive sexuality education programs that honor and respect the rights of young people, providing them with Then you should care about SEX EDUCATION. the tools they need to live healthy lives. • Support federal legislation such as the Real Education for Healthy Youth Act (REHYA) and the Youth Access to Sexual Health Services • Act (YASHS Act). • Move beyond asking whether a strategy will serve everyone to By Advancing Sex Education, focusing first on whether it will effectively address the needs of those You Are Advancing LGBTQ Rights most likely to be in need (i.e. LGBTQ youth of color). • Form coalitions with parents, educators, and policy makers to Most sex education curricula ignore the needs of LGBTQ youth by only improve sex education in your state and school district. discussing sexuality within the confines of heterosexual marriage. At least • Develop sex education policies that align with the National Sexuality 30 states are required by law to stress abstinence during instruction in Education Standards. sex education and only 16 states are required to cover contraceptives.VIII • Eliminate funding and/or support for harmful and ineffective At least seven states have laws that are explicitly anti-LGBTQ.VIIII In fact, a abstinence-only-until-marriage programs. 2015 GLSEN study found that less than 6% of students reported having sex education I Fisher, Carolyn, et al. Building A Healthier Future Through School Health Programs. Accessed May 28, 2018. https://www.cdc.gov/ 68% of LGBTQ healthyyouth/publications/pdf/PP-Ch9.pdf. II Bertozzi S, Padian NS, Wegbreit J, et al. HIV/AIDS Prevention and Treatment. In: Jamison DT, Breman JG, Measham AR, et al., editors. Disease classes that showed LGBTQ identity in a Control Priorities in Developing Countries. 2nd edition. Washington (DC): The International Bank for Reconstruction and Development / The positive light.Ed youth say they hear World Bank; 2006. Chapter 18. Available from: https://www.ncbi.nlm.nih.gov/books/NBK11782/ Co-published by Oxford University Press, New York. ucators set the tone by III Sexuality Information and Education Council of United States. State Laws And Policies Across The United States. (2017, November 5). negative messages Retrieved June 28, 2018, from http://siecus.org/index.cfm? fuseaction=document.viewDocument&documentid=747&documentFormatId=8 Sex education can be one of the few 60&vDocLinkOrigin=1&CFID=39070021&CFTOKEN=9168de523933cd58-6210CCCF-1C23-C8EB-8007CD42153FEF71 IV 7 Reasons Abortion Rights Should Matter To Everyone In The LGBT Community sources of reliable information on sexuality about being LGBTQ Kristina Marusic - http://www.newnownext.com/roe-v-wade-anniversary/01/2017/ V Adolescent and School Health. Center for Disease Control and Prevention. Accessed June 26, 2018. https://www.cdc.gov/healthyyouth/ and sexual health for youth. Schools’ from elected officials. disparities/smy.htm VI HIV/AIDS. Center for Disease Control and Prevention. Accessed June 26, 2018. https://www.cdc.gov/hiv/group/age/youth/index.html tendencies to perpetuate negative or VII The Health and Rights of Transgender Youth Understanding and Support Are Critical for This Highly Marginalized Group. Report. November 2013. Accessed June 28, 2018. “othering” attitudes towards LGBTQ people place them at greater risk of http://www.advocatesforyouth.org/storage/advfy/documents/the health and rights of transgender youth.pdf. VIII SEXUALITY AND HIV/STD EDUCATION LAWS. Report Accessed June 28, 2018. http://siecus.org/index.cfm? fuseaction=document.viewD violence and create significant sexual and reproductive health disparities ocument&documentid=727&documentFormatId=836&vDocLinkOrigin=1&CFID=11663457&CFTOKEN=7a639841f0cd4a19-01195D65- 1C23-C8EB-8098B21C65B610C6 – particularly among young LGBTQ people of color. Only 11% of LGBTQ VIIII Laws That Prohibit the “Promotion of Homosexuality”: Impacts and Implications. Report. Accessed June 28, 2018. https://www.glsen.org/sites/ default/files/GLSEN Research Brief - No Promo Homo Laws_1.pdf. youth of color believe their racial/ethnic group is regarded positively in X Kosciw, J. G., Greytak, E. A., Giga, N. M., Villenas, C. & Danischewski, D. J. (2016). The 2015 National School Climate Survey: The experiences of the United States. X Additionally, for LGBTQ youth of color, the challenges lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. New York: GLSEN. XI Growing up LGBT in America HRC Youth Survey Report Key Findings. Report. Accessed June 28, 2018. https://assets2.hrc.org/files/assets/ are exacerbated by the lack of health educators and programs that relate resources/Growing-Up-LGBT-in-America_Report. directly to their experiences with LGBTQ- and race-based discrimination. 12 13 family life education, and sexually transmitted disease (STD) prevention—and HIV/ AIDS education are governed by different laws and policies. However, there are many similarities between the laws governing the two areas.

Introduction What laws and policies One way to advocate for sex exist around sex education that is comprehensive– education in schools? which centers people of color Michigan state law does not and is culturally inclusive, LGBTQ- require schools to teach sex inclusive, inclusive of different education.1 The law explicitly abilities, medically accurate, states that schools may offer sex and based in science – is by education, and that instruction ensuring that the laws, policies, can include information on family and curricula in Michigan reflect planning, family life education, and this definition. To do that, it is 2 important to know the current STD prevention. landscape of Michigan laws and The Michigan Board of Education, policies related to sex education which governs the Michigan and HIV/AIDS education. Department of Education, adopted So what do we mean when we say the Policy to Promote Health and policy? When state representatives Prevent Disease and Pregnancy, pass a bill, and it is signed into law which requires sex education by the state’s governor, it needs programs offered to be age to be implemented somehow. appropriate, developmentally Sometimes, because the law and culturally appropriate, not impacts a particular sector of medically inaccurate, and based 3 society, the law designates a on effective programming. The certain agency to implement the sex education courses must law. For example, if a state passes include discussions about healthy a law to mandate sex education in dating relationships and refusal schools, it would likely direct the skills.4 Again, schools in Michigan State Department of Education are not required to teach sex ed, to determine all the rules around but when they do, the instruction implementing that law. The rules must follow these policies. that the Department of Education sets are called policies, to which The sex education courses must we must adhere. also include discussions of the potential emotional, economic, In Michigan, sex education— and legal consequences of sex, including family planning, including “clearly informing 14 15 [students] that Department of Education is a responsible and effective having sex or and oversees the program of method of preventing unplanned Did you know? sexual contact instruction.11 or out-of-wedlock pregnancy and with an sexually transmitted disease and Sex education is not mandated individual is a positive lifestyle for unmarried in Michigan schools, but if it is under the age What laws and policies young people.”18 This law taught in schools, sex education of 16 is a crime exist around HIV/AIDS perpetuates “the misconception instruction must… education in schools? punishable by that marriage is the only way to • Be age-appropriate, imprisonment, Michigan state law requires prevent unintended pregnancies, developmentally and culturally [possibly leading schools to provide education on HIV, and other STIs. However, appropriate, not medically to being] listed on the this is a misguided belief that inaccurate, and based on 5 human immunodeficiency virus sex offender registry . . . .” (HIV)/acquired immunodeficiency contributes to both the stigma and effective programming; isolation of married people who Michigan schools that offer sex syndrome (AIDS) and to offer it at least once a year at every building do have unintended pregnancies • Stress abstinence; and education are not required to or contract HIV/STIs and the fallacy include a discussion of sexual level (elementary, middle/junior, • Include discussions about senior high).12 HIV/AIDS instruction that unintended pregnancies, HIV, orientation or gender identity in and other STIs are nonexistent or healthy dating relationships 6 can be included in any type of the curricula. If schools choose disappear in a marriage.”19 and refusal skills. to include information on sexual class, (e.g., health class, school- 13 orientation or gender identity, wide assembly, English class), Additionally, schools must notify Abortion must not be taught as there are no laws or policies but it must be taught by health parents about HIV/AIDS and sex a method of family planning and surrounding how these topics must care professionals or teachers education classes in advance.20 teachers cannot give students be presented.7 This means that it is specifically trained in HIV/AIDS Parents may also review the referrals for abortion services. 14 not illegal for a school in Michigan education. The instruction must content of the classes in advance to talk about sexual orientation also be supervised by a physician, and have the right to observe or gender identity during sex nurse, or state board-certified the classes.21 Parents can freely 15 education instruction in a negative person. remove their children from any or dehumanizing way. Further, HIV/AIDS courses must include part of the sex education or HIV/ abortion is not considered a AIDS instruction through an “opt- information about avoiding “the 22 23 “method of family planning” and it risk behaviors that are most out” policy, without penalty. For can’t be taught about as a “method 16 sex education classes, a parent 8 likely to result in HIV infection.” of reproductive health.” The course must reinforce that can also file a request to have their child permanently excluded from Sex education classes cannot be abstinence is the only certain way to avoid HIV/AIDS but should also sex education classes until the a requirement of graduation— if parent submits a written statement offered, they must be offered as include instruction about other 17 that the student is allowed to 9 ways to reduce the risks of HIV. an elective. Further, sex education enroll.24 instruction must be provided by teachers qualified to teach No school official or school board health education and “supervised What rules apply to both member can give out any family by a registered physician, a sex education and HIV/ planning drug or device (e.g., birth registered nurse, or other person AIDS education? control pills or condoms) in school, certified by the state board as and they can’t make abortion qualified.”10 Each district offering According to Michigan law, referrals.25 Schools that violate sex education program must both sex education and HIV/ these policies could lose financial have a sex education supervisor, AIDS education classes “shall assistance.26 who is approved by the Michigan stress that abstinence from sex

16 17 Continue reading below to The formal process for approval learn more about how school requires two public hearings and boards and sex education school board approval.28 advisory boards have control over sex education and HIV/ AIDS education in Michigan. Sex Education Advisory Boards

boards and sex education If a school district wants allow sex advisory boards have the Curriculum Approval education classes in their district, power to determine whether Process the school district must create an schools in a district must teach advisory board, known as a Sex sex ed, the curricula, and Introduction Education Advisory Board (SEAB).29 many other aspects about the quality and content of the sex Both HIV/AIDS education and sex Under state law, the school district education instruction. education instruction must be must establish the terms of formally approved by the district service, the number of members • Though there is a lot of school board of education, or to serve, and a selection process local power in determining school board, which is a group of for members of the SEAB.30 sex education instruction in people who are responsible for The school district must include From Research to Action Michigan schools, school school district operations. For sex students, parents, educators, local boards and sex education education classes, the process clergy, and community health Take a deep breath. advisory boards must still requires additional steps. Both professionals on the SEAB.31 At follow state and federal laws. We just went over lots of different processes involve public hearings— least half of the SEAB members This means that it is always laws and policies that govern meetings anyone can attend to must be parents of a child important to develop a long- 32 how sex and HIV/AIDS education listen and/or share their opinions attending a school in the district. term plan to improve state and should or should not be taught in on the subject matter. The district must appoint 2 co- federal laws. schools. And it is a lot. But what do Any HIV or STD instruction offered we do with all of this information? • In advocating for changes to by a school district must be formally state laws for more inclusive This section is designed to give approved, regardless of the: sex education, it is paramount you some pointers on how to use to include language requiring • class in which it is taught (e.g., this information to advocate for reporting from districts in health class, school-wide sex education policy change in state laws. This would provide assembly, English class); Michigan. When reviewing this an oversight mechanism that section and determining how to • person providing the would ensure that schools best organize for change, it might instruction (teacher, school are complying with state laws be helpful to keep the following nurse, guest speaker); and that there is no gap in tips in mind: implementing sex education • time of day the instruction is • Although there are federal and requirements in schools. offered (during the school day state laws that affect individual versus after school); or • In Michigan, school boards schools, the most effective and sex education advisory changes often happen on the • place the instruction takes boards have a lot of power to local level. Since Michigan law place (within the building set rules and content around does not require sex education versus off the school sex education in schools. 27 to be taught in schools, school premises).”

18 19 chairs to the SEAB, and at least Public Hearings The meeting should be held at from SIECUS’ Community Action one co-chair must be a parent of a convenient time or place; they Toolkit. For more details, visit www. a child attending a school in the SEAB meetings can be members- will sometimes be held before bit.ly/SEICUSCAT) district. only or open to the public.34 At regularly scheduled school board public meetings, there should meetings.41 Anyone can attend.42 View a sample application to be be opportunities for community Getting Ready… a member of a SEAB here: www. members to express concerns According to the Sample o bit.ly/2U4YoKc about the proposed sex education Recommendations for Conducting Research the sex and HIV/AIDS 43 instruction at SEAB meetings.35 a Public Hearing: education laws and policies in your: SEABs are “responsible for: After the SEAB makes its • There should be an o recommendations to the school opportunity for public State • Establishing program goals board, the school board must comments and a question & and objectives for pupil o District hold two public hearings, at answer session during the knowledge and skills that are least a week apart, on the hearing o likely to reduce the rates of School recommendations before it can sex, pregnancy, and STDs[;] • People making comments approve them.36 o Research, reach out to, and should be able to speak into • Reviewing and recommending collaborate your local, state, and Similarly, if the school board is a microphone and address materials and methods national allies proposing to change its HIV/AIDS the school board, according to the board, taking into curriculum, the school board must to a set time limit (i.e. three consideration the district’s Tip: think about who may also hold two public hearings and minutes) needs, demographics, and be interested in this issue. vote to approve the changes.37 trends including, but not • Speakers should avoid Consider the following limited to, teenage pregnancy Before each hearing, the school repeating the comments made types of organizations when rates, STD rates, and incidents board must provide public notice by other speakers reaching out to collaborate: of sexual violence and of the time, date, and place of the Parent Teacher Association/ • Even non-residents of the harassment[; and] meeting in accordance with the Organization, teacher’s Union, school district can speak at the Michigan Open Meetings Act.38 youth-serving organizations, • Evaluating, measuring, and hearing Under the Open Meetings Act, student groups, civic reporting the attainment of organizations, family planning the school board or SEAB “must After holding at least two public program goals and objectives clinics, HIV/AIDS organizations, post this notice at its principal hearings on the recommendations and making the resulting health care providers, faith- office and any other location from the SEAB or on changes to the report available to parents in based organizations. Would deemed appropriate. Publishing HIV/AIDS curriculum, the school the district at least once every any individual from these 33 notice through cable television is district can approve the curricula two years.” groups be a good fit for permitted. If [it] does not have a and set its instruction policy.44 your district’s sex education In other words, the SEAB makes principal office, the notice should advisory board? recommendations to the school be posted in the office of the board as to what materials and county clerk . . . or the office of Refer to the “Resources” 39 Action Steps methods should be included in the the Secretary of State.” People section of this toolkit for sex education instruction. may also “request that [the board Use this checklist guide to help descriptions of different or SEAB] notify [them] by mail in you advocate for sex education local, state, and national For more information on SEABs, advance of all noticed meetings,” policy change on the local, state, organizations who work to please refer to MOASH’s resource subject to a reasonable fee for the and federal levels. Though it is not improve sex education policy at www.bit.ly/MOASHSEAB. 40 cost of printing and mailing.” exhaustive, it is designed to help and sexual health. you think through some aspects of effecting policy change. (Adapted

20 21 o Research your local, state, and o Testify at school board meetings o Send a follow up and stay in national opponents Tip: If you are visiting a touch with the office Tip: If you plan to testify legislator’s office, be flexible! with several people, make Arrive early and be ready for Tip: Shortly after your meeting Working with your school sure to use your time wisely. any unexpected changes, such with the office (within a day or board and sex education Coordinate what each of you as meeting with a different two), send a thank-you note to will say beforehand to ensure person than anticipated. the legislators and staff members advisory board (local- you are addressing different you met (it can be by email). You level advocacy) … aspects of the same core should include any answers to o If you are visiting the unanswered questions dur- o argument. Get to know your school board policymaker in a group, did ing the meeting, any follow-up members Refer to the “Samples” section you decide each person’s role? information, and digital copies of of this toolkit for templates on the materials you left. Maintain a o Meet with the policymaker. Tip: Determine each board public hearing comments. relationship with the staff at the To maximize effectiveness of member’s educational office so they know you are a re- the meeting, consider doing the priorities. What are their source they can use and consult following: views on sex education? Are o Urge district to create a sex in the future. they willing to champion education advisory board, if there o Bring a constituent your cause? Would it help is none your cause to publicize their Crafting your messaging… Legislators’ jobs are to positions and views on social o Join your local sex education Tip: represent their district and the media? Community newspaper advisory board o Tailor your message to different interests of their constituents. or radio? How can you use audiences Meetings will be a lot more school board elections to elect effective if someone from the people who are willing to o Develop a few key messages Working with policy- legislator’s district is leading support sex education that is the meeting. comprehensive? makers (state- and federal- Tip: There might be a lot you level advocacy) … want to say in advocating for sex Ensure that at least one o Be concise, direct, and education, but it is important to o Be prepared before attending member of your advocacy honest. develop three to four key mes- a meeting with a policymaker or group attends every school saging points and to repeat them their staff. board meeting. Tip: Practice what you will say whenever you can – this will help o Did you tailor your message to the policymaker and/or you consistently communicate office staff members and plan o Set up one-on-one meetings to this particular policymaker? your most effective messages. to say it in 10 minutes or less. with school board members Take every opportunity you can o Did you compile research Make sure you stay focused to repeat these key messages. and data to support your and have a clear “ask,” or Tip: Schedule these meetings position? what action you would like the Some examples include: “ALL in advance of school board legislator to take. young people deserve medically o Did you research the policy decisions. Keeping in accurate sex education” and “Sex policymaker’s position? Do regular contact with board Do not get rattled if you are education must be inclusive of you know who you will be members will show them asked a question you don’t ALL young people – regardless meeting with? you are a reliable source of know the answer to. This of sexual orientation, gender information. happens all the time! Let them identity, disabilities, racial and know you don’t know the ethnic backgrounds, or past or answer, but will follow up with current sexual experiences.” an answer after the meeting.

22 23 o Make it personal tion (or lack thereof) impacted your life? Consider sharing Tip: Think about why you are these stories in addition to the passionate about advocating research and data in support for sex education. Do you have of your goals. Personal stories any personal experiences or and examples help further your stories about how sex educa- point and speaks to the heart.

Link-Up Michigan and Link-Up Detroit provide HIV+ people with free and confidential short-term support, referrals, and community resources.

Community Health Awareness Group (CHAG), is the largest Sex Education & HIV/ minority-focused AIDS service in Michigan, aiming to improve the AIDS Organizations in quality of life of Detroit’s Black Michigan community through HIV prevention and care. The Ruth Ellis Center (REC) HealthHIV provides short and long-term works to advance “effec- residential safe space and support tive prevention, care, support, and services for runaway, homeless, health equity for people living with, and at-risk LGBTQ and questioning or at risk for, HIV/AIDS and hepatitis 45 C—particularly with LGBT and other youth and young adults of color. 47 Based in Highland Park, Michigan, underserved communities.” REC provides “outreach and safety- MOASH, the Michigan Organi- net services, integrated primary & zation on Adolescent Sexual behavioral health care services and Health, case management, skill-building mobilizes youth voices, workshops, HIV prevention pro- engages community partners, and grams, family preservation pro- informs decision-makers to ad- gramming, and the only residential vance sexual health, identities, and foster care program specifically for rights. MOASH envisions a society LGBTQ youth in the Midwest.”46 that respects and celebrates youth identities, advocacy, and informed choices.48

24 25 training, technical assistance, and The Regional School Health resources to local school com- Coordinators are a statewide in- munities regarding the adoption frastructure of coordinators, repre- and implementation of quality senting 24 coordinating sites and sexuality education programs of typically employed by a regional instruction that are consistent with education service agencies or student needs, community norms, intermediate school district. The and law and research and best coordinators provide evidence- practice. The Department develops based materials, training, and resources to support school district technical assistance to local school leaders, maintains a webpage for districts on health education, school districts, partners with the including HIV/STD and sex educa- Michigan Department of Health tion. Coordinators work within a and Human Services on the devel- Whole School, Whole Community, opment of model health education Whole Child (WSSC) framework, curricula, and provides Training-of and partner with schools, com- Trainers to a network of regional munities, and parents to increase school health coordinators who student health and academic train district leaders and teacher in outcomes. Check here to identify the adoption and implementation the coordinator who supports your Michi- Coordinated by MOASH, 2-4 times a year to share resources of evidence-based programs. MDE local school-community, and here gan Youth Voice for Sexual on strategies. also provides regional trainings for contact information. Health (MY Voice) is a statewide The University of Michigan on safe and supportive schools for advisory council on adolescent LGBTQ students. sexual health, made up of young Adolescent Health Initiative people ages 16-21.49 “MY Voice (AHI) works with school-based offers valuable input to statewide health and youth-serving organiza- sexual health providers, ensuring tions in Michigan and across the 51 programs and materials targeting country. AHI aims to improve youth are appropriate, culturally health care to better serve young competent, and accessible.”50 people, with a focus on diversity and inclusion. AHI also hosts an Also coordinated by MOASH, the Annual Conference on Adolescent Step Toward Equity Project Health. (STEP) works to design and implement a sex education and health The Michigan Coalition to End service access program designed Domestic and Sexual Violence to address the social determinants works with traditionally marginal- of health of Black youth, ages 10- ized communities to end violence 19, in Detroit. by addressing societal issues like sexism, racism, and other oppres- MOASH also recently formed the sions based on sexual orientation, Michigan Coalition on Adoles- gender identity, and disability. cent Sexual Health (MiCASH), a statewide coalition of profession- The Michigan Department of als and stakeholders interested in Education (MDE) is the state gov- adolescent sexual health meeting ernmental agency that provides

26 27 dards seeks to address both the National Organizations functional knowledge related to sexuality and the specific skills nec- The National LGBTQ Task Force essary to adopt healthy behaviors. works to secure full freedom, justice, and equality for lesbian, gay, SIECUS asserts that sexuality is a bisexual, transgender, and queer fundamental part of being hu- (LGBTQ) people. For over 40 years, man, one worthy of dignity and we have been at the forefront of respect. It advocates for the rights the social justice movement by of all people to accurate informa- training thousands of organizers tion, comprehensive sexuality and advocating for change at the education, and the full spectrum federal, state, and local level. of sexual and reproductive health Social Media Let your classmates, friends, and services. SIECUS works to create followers know that your school Advocates for Youth partners district is considering changes to a world that ensures social justice Talk about the importance of with youth leaders, adult allies, and the sex education or HIV/AIDS inclusive of sexual and reproduc- sex education and HIV/AIDS ed. youth-serving organizations to ad- curriculum and that they may tive rights. Examples: vocate for policies and champion be able to be a member of the programs that recognize young The Aro and Ace Advocacy Schools play an important role in Sex Education Advisory Board. educating young people about people’s rights to honest sexual Project (TAAAP) is an organi- Examples: sex, sexuality, STI/STDs, and HIV/ health information; accessible, zation dedicated to providing [School district name] school dis- AIDS prevention, but LGBTQ youth confidential, and affordable sexual resources on asexuality and aro- trict is thinking about [adding OR of color are being harmed by health services; and the resources manticism to the public. TAAAP’s changing OR removing] [topic] outdated policies that don’t reflect and opportunities necessary to [to OR from] the [sex education goals are to increase the visibility their experiences. create sexual health equity for all of ace and aro identities, to pro- OR HIV] curriculum. Are you a youth. Advocates for Youth has vide resources on asexuality and It’s time to include young people student, parent, educator, commu- also created Rights, Respect, aromanticism to professionals (e.g. in the conversation about their nity health professional or clergy? Responsibility, a sex education doctors, mental health profession- needs in sex education. Apply to be a member of the Sex curriculum that fully meets the als, educators), and to support ace Education Advisory Board so you National Sexuality Education Stan- and aro members of society. Let your classmates, friends, and can help the school board make followers know what Michigan decisions on these important is- law says about sex education sues. and HIV/AIDS ed. Examples: Are you a student, parent, educa- Did you know: MI law doesn’t re- tor, community health professional quire schools to teach sex educa- or clergy in the [school district tion. name] school district? Apply to be a member of the Sex Education When sex education classes are Advisory Board so you can help offered in MI, they don’t have to shape sex education and HIV/AIDS discuss sexual orientation or gen- education policy [here, include a der identity. link to an application if possible]

28 29 Announce when you know of youth and young adults of color. a public hearing, so others can Link-Up Michigan and Link-Up have an opportunity to be heard. Detroit provide HIV+ people with Examples: free and confidential short-term The Sex Education Advisory Board support, referrals, and community for [school district name] school resources. Find out more at linkup- district is holding a public hearing detroit.com. at [time] on [date] at [place]. Be CHAG is improving the quality of there to make your voice heard about the sex education curricu- life of Detroit’s Black community lum! through HIV prevention and care. Check out http://www.chagdetroit. The school board for [school org/home.html for more info. district name] is holding a public hearing on changes to the HIV/ AIDS curriculum. Be there to make Encourage others to get your voice heard: [date, time, involved. Examples: place] @InfoMOASH advocates for the best adolescent sexual health pro- Sample Comment for Public Hearing: Fill in the [blank]! Share resources. Examples: grams in MI and offers programs like MY Voice and STEP—run by Members of the [Sexual Education Advisory Board OR School District @REC_Detroit is the only residen- young people for young people! Board]: tial foster care program specifically Get involved today. for LGBTQ youth in the Midwest! Thank you for the opportunity to comment on the proposed changes REC provides short and long-term Want to make sex education better to the [sex education curriculum OR HIV/AIDS curriculum] for the residential safe space and support in MI? Check out UM’s @Adoles- [school district name]. services for runaway, homeless, cent_Hlth initiative for resources, and at-risk LGBTQ and questioning trainings, and more! My name is [your name]. I am a [student OR parent OR educator OR community member], and this issue matters to me because [sex education OR HIV/AIDS education] needs to effectively address the needs of LGBTQ youth and youth of color. [Here, consider including a short personal statement about how this issue affects you directly.]

[Here, specifically state why you agree with or disagree with the proposed change, or suggest additional changes you think should be made, for example: This proposed change does not include a discussion of sexual orientation or gender identity, which would make sex education and HIV/AIDS education more inclusive and comprehensive. OR: Programs that make abstinence the focus of prevention of pregnancy or HIV/STIs are harmful, increasing feelings of shame and stigma among students. Use information from this toolkit to help shape your ideas!]

Thank you for your time.

30 31 Sample Letter to a Policymaker (From SIECUS’ Community Action Toolkit found at: www.bit.ly/SIECUSCAT) 1 https://siecus.org/wp-content/uploads/2018/07/MICHIGAN-FY17-FINAL- New.pdf June 30, 2018 2 Id.

The Honorable Maria Tompkins 3 https://www.michigan.gov/documents/mdch/Michigans_Sex_Education_ Legislative Office Address Laws_Summary_303019_7.pdf Anytown, ST 12345 4 Id. Dear Ms. Tompkins: 5 Id. As a constituent, I urge you to ensure that sexuality education that is comprehensive and inclusive is available in all schools in your district and 6 https://www.guttmacher.org/state-policy/explore/sex-and-hiv-education across the state. 7 Id.

Numerous studies about sex education programs that include messages 8 https://siecus.org/wp-content/uploads/2018/07/MICHIGAN-FY17-FINAL- about both abstinence and contraception have found them effective in New.pdf helping young people delay the onset of sexual intercourse, reduce their number of sexual partners, and increase contraception and condom use 9 Id. when they do become sexually active. 10 Id.

In contrast, there is no evidence that abstinence-only-until-marriage pro- 11 https://www.michigan.gov/documents/mdch/Michigans_Sex_Education_ grams work. In fact, new research has concluded that some abstinence- Laws_Summary_303019_7.pdf only-until-marriage programs may be causing harm to young people by undermining the use of safer sex practices when participants do become 12 Id. sexually active. 13 Id. The great majority of Americans share my support for sex education that 14 Id. is comprehensive in nature. A survey by the Othmer Institute found that 90% of the engaged, voting public believe all students should receive 15 Id. sexuality education that is developmentally appropriate, medically accurate, and that begins early and continues through high school. Further, 16 https://www.michigan.gov/documents/mde/SBE_Sex_Ed_Policy_and_ this survey found that only 10% of engaged voters support abstinence- Resources_249446_7.pdf only-until-marriage programs being taught in public schools. 17 Id.

Please ensure that no new money is spent on abstinence-only-until-mar- 18 Michigan Code 380.1507(1), http://legislature.mi.gov/doc. riage programs and instead much-needed funds are put towards more aspx?mcl-380-1507 effective sexuality education. I look forward to hearing from you on this important matter. 19 https://siecus.org/wp-content/uploads/2018/07/SIECUS-SP-FY17-State- Law-and-Policy-Chart.pdf. Sincerely, 20 https://www.michigan.gov/documents/mdch/Michigans_Sex_Education_ Ann Jones Laws_Summary_303019_7.pdf (505) 555-555 21 Id. [email protected]

32 33 22 https://sexetc.org/states/michigan 43 https://www.michigan.gov/documents/mde/2_ Sample_Recommendations_for_Conducting_Public_ 23 https://www.michigan.gov/documents/mdch/Michigans_Sex_Education_ Hearings_251722_7ADA_547741_7.pdf Laws_Summary_303019_7.pdf 44 https://www.michigan.gov/documents/mde/8_Sex_Ed_Advisory_Boards_ 24 Id. Commonly_Asked_Questions_249522_7ADA_547730_7.pdf 45 http://www.ruthelliscenter.org/ 25 Id. 46 Id. 26 Id. 47 http://healthhiv.org/about/ 48 http://www.moash.org/ 27 Id. 49 http://www.moash.org/my-voice/ 28 Id. 50 Id. 29 Id.; https://www.michigan.gov/documents/mde/8_Sex_Ed_Advisory_ Boards_Commonly_Asked_Questions_249522_7ADA_547730_7.pdf 51 http://www.umhs-adolescenthealth.org/about-us/

30 https://www.michigan.gov/documents/mdch/Michigans_Sex_Education_ Laws_Summary_303019_7.pdf

31 Id.

32 Id.

33 Id.

34 See https://www.mlive.com/news/grand-rapids/index.ssf/2018/05/ allendale_schools_cancels_sex.html

35 https://www.michigan.gov/documents/mde/2_ Sample_Recommendations_for_Conducting_Public_ Hearings_251722_7ADA_547741_7.pdf

36 https://www.michigan.gov/documents/mdch/Michigans_Sex_Education_ Laws_Summary_303019_7.pdf

37 Id.

38 https://www.michigan.gov/documents/mde/2_ Sample_Recommendations_for_Conducting_Public_ Hearings_251722_7ADA_547741_7.pdf

39 http://www.dmlp.org/legal-guide/michigan/open-meetings-laws- michigan

40 Id.

41 https://www.michigan.gov/documents/mde/2_ Sample_Recommendations_for_Conducting_Public_ Hearings_251722_7ADA_547741_7.pdf

42 http://www.dmlp.org/legal-guide/michigan/open-meetings-laws- michigan

34 35