Lisa Angermeier, Indiana University Purdue University Indianapolis, Indianapolis, IN, Catherine Sherwood-Laughlin, Indiana University, Bloomington, IN, Sue Henry, Indiana Department of Education, Indianapolis, IN, Kathy Lesch, Ruth Lilly Health Education Center, Indianapolis, IN Denise Seabert, Ball State University, Muncie, IN

 Recognizing the Need ◦ History of limited resources and professional development opportunities ◦ Feedback from teachers: basic information & classroom instructional strategies ◦ YRBS data and STD rates for adolescents ◦ “Don’t ask…Don’t teach” ◦ Preservice preparation  The Target Audience ◦ Health/PE teachers, FACS teachers, School Nurses, Science teachers, community providers

 Get Real About AIDS Curriculum ◦ Felt limited with abstinence only  Catherine, Denise & Sue  K-12 Teachers (3)  Trainings around the state

 Issues with K-12 teachers  Participants needs not being met ◦ Paradigm shift from content to skills ◦ Basic HIV/AIDS knowledge ◦ Understanding of corporation and community influence on HIV/AIDS education  No follow-up to assist in meaningful change

 Adding Kathy with HIV/AIDS Starter Facts  Adding Maribeth and me  Creating own cadre trainings  Trainings around state ◦ Random participants ◦ Not necessarily “teams” from schools or school corporations  Some follow-up with Action Plan

What Do Teachers Need to Know: Sexuality Education – Linking Facts, Skills, and Strategies Ball State University

AGREE = MOVE LEFT (Move to the left if you agree) UNSURE/NEUTRAL = STAY IN MIDDLE (Stay in place if you are unsure) DISAGREE = MOVE RIGHT (Move to the right if you disagree)

 We should know if someone in our classroom is HIV positive.  Teachers should be required to have an HIV test on an annual basis.  Teaching kids about HIV and sexuality education will only encourage them to be sexually active.

Answering Tough Questions How will I know when I am in love? When is the right age to have sex? What does it mean “to have sex?”

Need to develop more meaningful, long-term relationships with school corporations Thinking about work with Michiana I Develop relationships with targeted school corporations

– Targeted School Corporations – Anderson (Denise) – Bloomington/Richland Bean Blossom (Catherine) – Terre Haute (Me) – Hammond (Maribeth) – Ft. Wayne (Maribeth) – Suggested participants – Any teachers teaching health education, school nurses, school counselors, curriculum directors, administrators – Two-year commitment – Develop relationship with specific cadre member – Giving them “homework” to assist with change

 Denise’s planning  Meet to share and plan  Developing research project to collect data  Challenges ◦ Economy (budget cuts) ◦ Changes at Indiana Department of Education ◦ Lack of understanding of school corporations

 Community-Based Educators  School Teachers  School Nurses  Professors  Sexuality Educators

 Public/Community Health Education  Elementary and Secondary Education  Post-Secondary Education  Adult Education  Coordinated School Health  Program Planning, Needs Assessments  Program Implementation  Evaluation  Professional Resource  Sexuality, HIV/AIDS Education

Marketing Challenges ◦ List serve ◦ Mailing of flyers ◦ “Healthy Schools Point of Contact” s ◦ Newsletters  IDOE  Regional Education Service Centers

listen to each other use ideasfrom others – Must be willing to listen to each other, and be willing to use ideas and suggestions that might come from others – When the material isn’t uniquely your own flexibility necessary – When the material isn’t uniquely your own, there is a degree of flexibility necessary from each team member to “teach” the information as it’s intended, while at the same time making it your own

“political” needs of your organization“personality” needs of your collaborative partners achieve a balance – Be aware of the “political” needs of your organization and the “personality” needs of your collaborative partners, and make efforts to achieve a balance…again while maintaining the integrity of your program goals

Recognize and work to meet the needs of your collaborative partners, BUT still maintain the balance of your program needs – Be cognizant of demands in different environments – Higher Education = teaching, research, service – Location of school corporations – Close to university for potential student connections – Financial reimbursement/payment, resources – Scheduling – workshops, conference calls, meetings

 Give them something concrete to take away.  Keep the pace fast and varied.  Be aware of creature comforts.  Support and follow-up

Lisa K. Angermeier, PhD, CHES Health Education, Department of Physical Education IUPUI Indianapolis, IN