1. Reproductive Health and Safety Education: Making It Stick in NC
Mary Beth Szydlowski, Advocates for Youth
Michele Wallen, ECU, NC School Health Training Center

3. What are we doing? Keys to Reproductive Health and Safety Sustainability
Documentation
Curriculum Review, Selection, and Maintenance
Professional Development Planning
Evaluation
Community Involvement

4. Documentation State Local Legislation & Standards Policies & Guidance
Curriculum Framework
Scope & Sequence
Translating state legislation and standards into local policy and practice. Local policies and processes must be recorded and shared to maintain consistency and expectations through changes in personnel (administration and teachers). Documentation also enhances transparency and creates consistency for administrators, teachers, parents, and students. Expectations and boundaries are well defined and changes are minimal from year to year.

6. What does documentation look like in your district?
Describe how your district has documented expectations for teaching reproductive health and safety education (e.g. local guidelines or policies, district scope and sequence charts).
What strategies have been used to plan RHSE instruction and assessment across grade levels and schools (e.g. curriculum mapping)?
How is information shared with administrators and teachers new to the district?
How is information shared with parents/caregivers each year (e.g. consent policies, parent night, information dissemination – student handbooks, letters, digital messages)?
Think Pair Share

7. Curriculum Review, Selection, & Maintenance
Curriculum review and selection process is essential
Curricula considerations:
Evidence-based curriculum
Evidence-informed curriculum
Locally developed lesson plans or curriculum units
Establish periodic curricula review and updates

8. Tools to help with curriculum selection

9. Curriculum Processing Questions
What are you using?
Packaged EBI
Packaged Evidenced-Informed
District Developed
Partners
Does it align with NC legislation and standards
How does it build upon grade levels, is it sequenced over grades?

10. Teacher Professional Development
Frequency of pd
content updated
how are skills refreshed
refined over time
Delivery
Mechanism for feedback and practice

11. Opportunities from the field
Type
State or Locally Developed
EBI Trainings
Content and Skill Specific
Delivery
Face-to-Face
Webinars
Asynchronous Online Modules
Frequency
One-Time
Boosters
Technical Assistance
Mechanism
STH
HTN Teacher Observation forms

12. Professional Development Processing Questions
Have you assessed for teacher needs?
What have you provided?
What is your long term plan?
When
How is it scheduled
Sequence
Activity– Think, Pair Share, Square

13. Evaluation
Data/ Information to share with the districts leaders, stakeholders on the RHSE program
Track long-term RHSE implementation over time
Use evaluation to plan professional development and support resources

14. Evaluation Challenges and Barriers?

15. Evaluation Processing Questions
What do you want to be able to tell your district and stakeholders about your sexual health education program?
How do you want to collect evaluation measures (e.g. observations and feedback, student work, teacher self-report, assessments)?
Who can assist with evaluation?

16. Community Involvement
Community means more that partner organizations and school staff
Parents
Students
Health Department
Business Providers
Doctors

17. What Can Community Involvement Do?
Review curriculum
Help review/ develop policies, guidelines, processes
Review and interpret data
Educate decision makers
Advocates when you can’t
Gain support of other community members

18. What do you see as key priorities for sustainability in your district?