Michigan Organization on Adolescent Sexual Health (MOASH)

Organization Data

General Information

The Michigan Organization on Adolescent Sexual Health mobilizes youth voices, engages community partners, and informs decision makers to advance sexual health, identities, and rights. MOASH envisions a society that respects and celebrates youth identities, advocacy, and informed choices. MOASH was founded in 2008 by statewide leaders, including professionals from the Michigan Department of Health and Human Services, Michigan Department of Education, and other local and statewide organizations that serve adolescent sexual health.

Services Provided:

Trainings

Technical Assistance

Policy Support

States:

Michigan

Policy Support

MOASH provides support with policy development, interpretation, and implementation at the state, school district, and K–12 school building levels. Policy topics include primarily sexual health education, sexual and reproductive health rights, and LGBTQIA+ inclusion and affirmation. MOASH works alongside communities to address their unique concerns and needs. Support may include technical assistance, training, and resources. For more information about policy assistance, please contact MOASH’s Advocacy Director, Kelly Stec at kelly.stec@moash.org

Policy Webpage:

Support Levels:

District, State

Trainings

Barriers to Abortion Access for Michigan Minors

Unplanned pregnancies are challenging for any population, but particularly for adolescents. When dealing with issues like pregnancy and abortion, teens are often denied the tools to make informed and autonomous decisions. This training will work with participants to identify and set aside individual judgments in order to provide unbiased support to pregnant adolescents. The training will also cover mandatory parental involvement laws, judicial bypass, and how to help minors navigate the judicial bypass system.

In this training, participants will:

Identify own biases around abortion and teen pregnancy.
Gain an understanding of unique barriers teens face to access abortion services.
Define and review parental involvement laws and judicial bypass.
Define requirements for judicial bypass.
Describe the judicial bypass process.
Discuss findings from MOASH's Michigan Youth (MY) Rights project.

In person Online

Cost -

$250

Length -

2hrs

Age Group(s) -

Grades 6-8, Grades 9-10, Grades 11-12

Topic(s) -

Sex education in schools, Values

Professional Learning Standards for Sex Education (PLSSE) Indicators

Sex Education In Schools Indicators

Indicator 1 (K-12): Describe three health (e.g. physical, social and/or emotional) and/or academic benefits of sex education for young people
Indicator 2 (K-12): Describe state and/or district laws, policies, and standards that relate to sex education where one teaches.

Values Indicators

Indicator 1 (K-12): Explain the differences between personal and universal values relating to sexuality.

LGBTQIA+ Student Rights and Advocacy in Michigan Schools

LGBTQIA+ students have the right to a safe and healthy learning experience in the state of Michigan. Students and educators, however, are often unaware of these rights. In this training, participants will identify and state the implications of key legal and policy issues affecting LGBTQIA+ students and safe school environments in Michigan.

In this training, participants will:

Review relevant and current data related to LGBTQIA+ students.
Examine federal and state law and policy.
Discuss district-level decisions and the Michigan Department of Education's Statement and Guidance on Safe and Supportive Learning Environments for LGBTQ Students.
Examine law around GSA clubs.
Identify current needs and action planning.

In person Online

Cost -

$350

Length -

2.5hrs

Age Group(s) -

Grades K-2, Grades 3-5, Grades 6-8, Grades 9-10, Grades 11-12

Topic(s) -

LGBQ+ identities, Transgender and gender expansive identities, Values

Professional Learning Standards for Sex Education (PLSSE) Indicators

LGBQ+ Identities Indicators

Indicator 1 (K-12): Explain how availability of supportive school staff, presence of Gay-Straight Alliances (GSAs), LGBQ-inclusive curricular resources, and the presence of comprehensive, enumerated anti-harassment school policies are related to improved school climate for students of all sexual orientations.
Indicator 4 (K-12): Demonstrate the use of inclusive and affirming language. (S)
Indicator 5 (K-12): Demonstrate the ability to intervene effectively in homophobic and other bullying comments and actions. (S)
Indicator 6 (K-12): Explain three ways that LGBQ+ youth are at disproportionate risk for health disparities.
Indicator 8 (K-12): Explain why it is essential to include positive portrayals of LGBQ+ people in lessons.

Transgender and Gender Expansive Identities Indicator

Indicator 1 (K-12): Explain how availability of supportive school staff, presence of Gay-Straight Alliances (GSAs), gender-inclusive curricular resources, and the presence of comprehensive enumerated anti-harassment school policies are related to improved school climate for students of all gender identities.
Indicator 2 (K-12): Demonstrate the use of inclusive and affirming language. (S)
Indicator 6 (K-12): Explain three ways that transgender and gender expansive youth are at disproportionate risk for health disparities.
Indicator 8 (K-12): Explain why it is essential to include positive portrayals of transgender and gender expansive people in lessons.

Values Indicators

Indicator 1 (K-12): Explain the differences between personal and universal values relating to sexuality.

Fat Liberation is Queer Liberation

Even within justice-oriented spaces, fatphobia, a system of oppression, is frequently normalized and ignored. Due to diet culture and body surveillance under the guise of public health, we are not often given the space to discuss liberation from fatphobia. This workshop allows the audience to reflect on how fatphobia is normalized and shows up in their lives, discuss how fatphobia is explicitly tied to every other system of oppression, and tie fat liberation to queer and trans liberation as we advocate for ourselves and our communities in the fight against fatphobia.

In this training, participants will:

Discuss how fatphobia is normalized and how it occurs in daily life, and unlearn myths about health and thinness.
Gain an understanding of how fatphobia is tied to all other systems of oppression and how fat liberation is connected to queer and trans liberation.
Examine their own internalized fatphobia and identify strategies for self-advocacy and community advocacy.
Share local and national resources on fat positivity and liberation.

In person Online

Cost -

$350

Length -

2.5hrs

Age Group(s) -

Grades K-2, Grades 3-5, Grades 6-8, Grades 9-10, Grades 11-12

Topic(s) -

Conscious and unconscious bias about race, ethnicity, and culture disclosure, Creating an inclusive and affirming learning environment, LGBQ+ identities, Racial and reproductive justice, Transgender and gender expansive identities, Values

Professional Learning Standards for Sex Education (PLSSE) Indicators

Conscious and unconscious bias about race, ethnicity, and culture Indicators

Indicator 1 (K-12): Define conscious and unconscious bias and explain how they could influence one’s teaching of sex education.

Creating and inclusive and affirming learning environment Indicators

Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)
Indicator 2 (K-12): Demonstrate three strategies for creating culturally responsive classrooms. (S)

LGBQ+ Identities Indicators

Indicator 4 (K-12): Demonstrate the use of inclusive and affirming language. (S)
Indicator 6 (K-12): Explain three ways that LGBQ+ youth are at disproportionate risk for health disparities.
Indicator 8 (K-12): Explain why it is essential to include positive portrayals of LGBQ+ people in lessons.
Indicator 9 (K-12): Demonstrate three strategies that can be used to include positive portrayals of LGBQ+ people in lessons. (S)

Racial and Reproductive Justice Indicators

Indicator 3 (K-12): Describe three ways power, privilege, prejudice, discrimination, and stereotypes related to age, race, ethnicity, sexual orientation, gender, gender identity, socio-economic status, immigration status, and/or physical or intellectual ability can impact sexual health and reproductive justice.
Indicator 5 (K-12): Describe three strategies educators can use to acknowledge and proactively work to mitigate the impact of bias on their students’ sexual health and multiple, intersecting identities.

Transgender and Gender Expansive Identities Indicator

Indicator 6 (K-12): Explain three ways that transgender and gender expansive youth are at disproportionate risk for health disparities.
Indicator 8 (K-12): Explain why it is essential to include positive portrayals of transgender and gender expansive people in lessons.
Indicator 9 (K-12): Demonstrate three strategies that can be used to make lessons affirming for transgender and gender expansive people. (S)

Values Indicators

Indicator 1 (K-12): Explain the differences between personal and universal values relating to sexuality.
Indicator 2 (K-12): Describe how verbal and nonverbal expression of personal values, and comfort with topics related to sex education, could impact one’s teaching

Inclusive Sex Education for LGBTQIA+ Youth

Many LGBTQIA+ youth thrive in school, relationships, and their communities, but it is important to recognize that LGBTQIA+ youth are also at high risk for experiencing violence and bullying and have disproportionately high rates of unintended pregnancies, sexually transmitted infections, depression, and substance abuse. Comprehensive and inclusive sex education can help improve these outcomes for all youth. This training will provide an overview of the unique challenges and needs of LGBTQIA+ youth and allow participants to discuss and practice strategies to promote more inclusive classrooms and curriculum.

In this training, participants will:

Gain an understanding of the needs of LGBTQIA+ youth, including those related to sex education.
Define LGBTQIA+ terminology.
Review relevant and current data on LGBTQIA+ youth.
Look at the relationship between sex education and LGBTQIA+ youth.
Discuss underlying causes of the increased risk for unintended teen pregnancy among LGBTQIA+ youth, including greater societal constructs and systems of oppression.
Discuss the creation and content of the LGBTQIA+ Inclusivity Toolkit.
Apply inclusivity principles in reviewing and adjusting curriculum.

In person Online

Cost -

$350

Length -

2.5hrs

Age Group(s) -

Grades K-2, Grades 3-5, Grades 6-8, Grades 9-10, Grades 11-12

Topic(s) -

Creating an inclusive and affirming learning environment, LGBQ+ identities, Transgender and gender expansive identities, Sex education in schools, Values

Professional Learning Standards for Sex Education (PLSSE) Indicators

Creating and inclusive and affirming learning environment Indicators

Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)
Indicator 2 (K-12): Demonstrate three strategies for creating culturally responsive classrooms. (S)

LGBQ+ Identities Indicators

Indicator 1 (K-12): Explain how availability of supportive school staff, presence of Gay-Straight Alliances (GSAs), LGBQ-inclusive curricular resources, and the presence of comprehensive, enumerated anti-harassment school policies are related to improved school climate for students of all sexual orientations.
Indicator 2 (K-12): Define sexual orientation and sexual identity, including that everyone has both.
Indicator 3 (6-12): Explain the difference between sexual orientation, sexual behavior, and sexual identity.
Indicator 4 (K-12): Demonstrate the use of inclusive and affirming language. (S)
Indicator 6 (K-12): Explain three ways that LGBQ+ youth are at disproportionate risk for health disparities.
Indicator 7 (K-12): Identify three credible, medically accurate, youth-friendly resources that can provide information or support related to sexual orientation.
Indicator 8 (K-12): Explain why it is essential to include positive portrayals of LGBQ+ people in lessons.
Indicator 9 (K-12): Demonstrate three strategies that can be used to include positive portrayals of LGBQ+ people in lessons. (S)

Sex Education In Schools Indicators

Indicator 1 (K-12): Describe three health (e.g. physical, social and/or emotional) and/or academic benefits of sex education for young people
Indicator 2 (K-12): Describe state and/or district laws, policies, and standards that relate to sex education where one teaches.

Transgender and Gender Expansive Identities Indicator

Indicator 1 (K-12): Explain how availability of supportive school staff, presence of Gay-Straight Alliances (GSAs), gender-inclusive curricular resources, and the presence of comprehensive enumerated anti-harassment school policies are related to improved school climate for students of all gender identities.
Indicator 2 (K-12): Demonstrate the use of inclusive and affirming language. (S)
Indicator 3 (K-12): Define gender identity and sex assigned at birth.
Indicator 4 (K-12): Explain how gender identity and gender expression are distinct from each other and from sexual orientation.
Indicator 6 (K-12): Explain three ways that transgender and gender expansive youth are at disproportionate risk for health disparities.
Indicator 7 (K-12): Identify three credible, medically accurate, youth-friendly resources that can provide information or support related to transgender and gender expansive people.
Indicator 8 (K-12): Explain why it is essential to include positive portrayals of transgender and gender expansive people in lessons.
Indicator 9 (K-12): Demonstrate three strategies that can be used to make lessons affirming for transgender and gender expansive people. (S)

Values Indicators

Indicator 1 (K-12): Explain the differences between personal and universal values relating to sexuality.
Indicator 2 (K-12): Describe how verbal and nonverbal expression of personal values, and comfort with topics related to sex education, could impact one’s teaching

Michigan Sex Education Policy and Law: Best Practices for Sex Education in Michigan

This training will walk participants through current Michigan law and policy as it relates to sex education in K-12 schools. We will review content requirements and spend time on Sex Education Advisory Boards (SEABs), the groups that set goals and objectives and review and recommend curriculum for their local school districts. We will share the most up-to-date, evidence-based information on sex education - content specifics, facilitation strategies, scope and sequence, outcome indications, and more. Finally, we will discuss best practices for SEAB establishment and functioning.

In this training, participants will:

Review relevant and current data on sex education.
Review state laws and requirements for sex education.
Review state laws on Sex Education Advisory Boards (SEABs).
Review SEAB logisitics, including meetings, membership, and curriculum review.
Understand the scope of the SEAB's power and influence in a school district.
Identify resources and next steps for SEABs.
Discuss evidence-informed best practices for sex education programming.
Review sex education resources and ways participants can get involved in improving sex education in their community.

In person Online

Cost -

$450

Length -

4hrs

Age Group(s) -

Grades K-2, Grades 3-5, Grades 6-8, Grades 9-10, Grades 11-12

Topic(s) -

Contraception, pregnancy, and reproduction, Creating an inclusive and affirming learning environment, Effective teaching strategies, Healthy relationships, HIV and other sexually transmitted diseases/infections, LGBQ+ identities, Racial and reproductive justice, Transgender and gender expansive identities, Sex education in schools, Values

Professional Learning Standards for Sex Education (PLSSE) Indicators

Contraception, Pregnancy, and Reproduction Indicators

Indicator 6 (6-12): Identify three federal and/or state laws that impact young peoples’ access to effective reproductive and sexual health care (e.g. age of consent for services, confidential access to health care services, and access to condoms)

Creating and inclusive and affirming learning environment Indicators

Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)
Indicator 4 (K-12): Demonstrate three strategies of a trauma-informed approach to sex education (e.g. giving trigger warnings before content on sexual assault and allowing students the right to pass as appropriate, etc.). (S)

Effective Teaching Strategies Indicators

Indicator 5 (K-12): Describe three effective strategies for practicing skills with students.
Indicator 6 (K-12): Describe three strategies for actively involving parents, caregivers, and other trusted adults in a sex education program.
Indicator 7 (K-12): Demonstrate the ability to analyze and tailor lesson plans to match the age, developmental stages, cultural backgrounds, and other identities of students. (S)

Healthy Relationships Indicators

Indicator 4 (K-12): Describe three strategies for incorporating the positive and negative impacts of communicating through technology into lessons on healthy relationships.
Indicator 5 (K-12): Describe three ways to help students set and respect personal boundaries in relationships.

HIV and other sexually transmitted diseases/infections Indicators

Indicator 7 (6-12): Identify three medically accurate and youth-friendly resources for STD/STI and HIV prevention, testing, and treatment

LGBQ+ Identities Indicators

Indicator 6 (K-12): Explain three ways that LGBQ+ youth are at disproportionate risk for health disparities.
Indicator 7 (K-12): Identify three credible, medically accurate, youth-friendly resources that can provide information or support related to sexual orientation.
Indicator 8 (K-12): Explain why it is essential to include positive portrayals of LGBQ+ people in lessons.
Indicator 9 (K-12): Demonstrate three strategies that can be used to include positive portrayals of LGBQ+ people in lessons. (S)

Racial and Reproductive Justice Indicators

Indicator 2 (K-12): Name three sexual health inequities and some of their systemic causes (e.g., African American women living with HIV have expressed mistrust toward healthcare professionals, in part, as a result of systemic racism).
Indicator 3 (K-12): Describe three ways power, privilege, prejudice, discrimination, and stereotypes related to age, race, ethnicity, sexual orientation, gender, gender identity, socio-economic status, immigration status, and/or physical or intellectual ability can impact sexual health and reproductive justice.
Indicator 5 (K-12): Describe three strategies educators can use to acknowledge and proactively work to mitigate the impact of bias on their students’ sexual health and multiple, intersecting identities.

Sex Education In Schools Indicators

Indicator 1 (K-12): Describe three health (e.g. physical, social and/or emotional) and/or academic benefits of sex education for young people
Indicator 2 (K-12): Describe state and/or district laws, policies, and standards that relate to sex education where one teaches.

Transgender and Gender Expansive Identities Indicator

Indicator 9 (K-12): Demonstrate three strategies that can be used to make lessons affirming for transgender and gender expansive people. (S)

Values Indicators

Indicator 1 (K-12): Explain the differences between personal and universal values relating to sexuality.

GSA Advisor Workshop

Many supportive educators and school staff are asked to be Gay Straight Alliance (GSA) advisors, but don’t know where to start. GSAs (also known as gender and sexuality alliances, queer straight alliances, and other names) are student-driven clubs for LGBTQ+ students and allies. They play a huge role in making schools more safe and supportive. This workshop, for both prospective and current advisors, covers the landscape of LGBTQIA+ youth’s experiences in and out of schools, how advisors can be allies and advocates in a youth-driven group, and practical skills to help start, facilitate, and sustain a GSA.

In this training, participants will:

Self-reflect on their own identities, experiences, and biases.
Discuss what it means to be an adult ally to a youth-driven group.
Gain a better understanding of the complexities of gender and sexuality.
Review relevant and current data on LGBTQIA+ youth.
Understand what GSAs do, why they're important, and how they work.
Gain knowledge and skills in starting, running, and sustaining a GSA.
Gain an understanding of how systems of oppression affect youth at every socio-ecological level both inside and outside of school.

In person Online

Cost -

$350

Length -

3hrs

Age Group(s) -

Grades K-2, Grades 3-5, Grades 6-8, Grades 9-10, Grades 11-12

Topic(s) -

Conscious and unconscious bias about race, ethnicity, and culture disclosure, Creating an inclusive and affirming learning environment, LGBQ+ identities, Transgender and gender expansive identities, Values

Professional Learning Standards for Sex Education (PLSSE) Indicators

Conscious and unconscious bias about race, ethnicity, and culture Indicators

Indicator 1 (K-12): Define conscious and unconscious bias and explain how they could influence one’s teaching of sex education.
Indicator 3 (K-12): Explain how an educator’s personal beliefs about racial and reproductive justice could influence their teaching of sex education.
Indicator 4 (K-12): Describe three strategies to reduce the impact of conscious and unconscious bias and enhance cross-cultural interactions in the classroom when teaching sex education.

Creating and inclusive and affirming learning environment Indicators

Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)
Indicator 2 (K-12): Demonstrate three strategies for creating culturally responsive classrooms. (S)

LGBQ+ Identities Indicators

Indicator 1 (K-12): Explain how availability of supportive school staff, presence of Gay-Straight Alliances (GSAs), LGBQ-inclusive curricular resources, and the presence of comprehensive, enumerated anti-harassment school policies are related to improved school climate for students of all sexual orientations.
Indicator 2 (K-12): Define sexual orientation and sexual identity, including that everyone has both.
Indicator 3 (6-12): Explain the difference between sexual orientation, sexual behavior, and sexual identity.
Indicator 4 (K-12): Demonstrate the use of inclusive and affirming language. (S)
Indicator 6 (K-12): Explain three ways that LGBQ+ youth are at disproportionate risk for health disparities.
Indicator 7 (K-12): Identify three credible, medically accurate, youth-friendly resources that can provide information or support related to sexual orientation.
Indicator 8 (K-12): Explain why it is essential to include positive portrayals of LGBQ+ people in lessons.
Indicator 9 (K-12): Demonstrate three strategies that can be used to include positive portrayals of LGBQ+ people in lessons. (S)

Transgender and Gender Expansive Identities Indicator

Indicator 1 (K-12): Explain how availability of supportive school staff, presence of Gay-Straight Alliances (GSAs), gender-inclusive curricular resources, and the presence of comprehensive enumerated anti-harassment school policies are related to improved school climate for students of all gender identities.
Indicator 2 (K-12): Demonstrate the use of inclusive and affirming language. (S)
Indicator 3 (K-12): Define gender identity and sex assigned at birth.
Indicator 4 (K-12): Explain how gender identity and gender expression are distinct from each other and from sexual orientation.
Indicator 6 (K-12): Explain three ways that transgender and gender expansive youth are at disproportionate risk for health disparities.
Indicator 7 (K-12): Identify three credible, medically accurate, youth-friendly resources that can provide information or support related to transgender and gender expansive people.
Indicator 8 (K-12): Explain why it is essential to include positive portrayals of transgender and gender expansive people in lessons.
Indicator 9 (K-12): Demonstrate three strategies that can be used to make lessons affirming for transgender and gender expansive people. (S)

Values Indicators

Indicator 1 (K-12): Explain the differences between personal and universal values relating to sexuality.
Indicator 2 (K-12): Describe how verbal and nonverbal expression of personal values, and comfort with topics related to sex education, could impact one’s teaching

Infusing Consent into Sex Education

Since the start of the "Me Too" movement, more teachers are looking for ways to incorporate consent into sex education. This training will help participants recognize language changes and immediate shifts they can make in existing content and identify various tools, resources, materials, and activities that could be used in classroom related to consent. The training will also review best practices and key messages for teaching consent; particularly being intentional about students at different developmental levels.

In this training, participants will:

Define consent.
Discuss the importance of consent education.
Understand considerations when working with different age groups.
Review relevant and current data on consent and sex education.
Practice language shifts in lessons.
Discuss preparing for disclosures.

In person Online

Cost -

$250

Length -

2hrs

Age Group(s) -

Grades K-2, Grades 3-5, Grades 6-8, Grades 9-10, Grades 11-12

Topic(s) -

Consent and interpersonal and sexual violence, Creating an inclusive and affirming learning environment, Disclosure, Healthy relationships, Sex education in schools, Values

Professional Learning Standards for Sex Education (PLSSE) Indicators

Creating and inclusive and affirming learning environment Indicators

Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)
Indicator 2 (K-12): Demonstrate three strategies for creating culturally responsive classrooms. (S)
Indicator 3 (K-12): Describe three elements of a trauma-informed approach to sex education.
Indicator 4 (K-12): Demonstrate three strategies of a trauma-informed approach to sex education (e.g. giving trigger warnings before content on sexual assault and allowing students the right to pass as appropriate, etc.). (S)

Disclosure Indicators

Indicator 4 (K-12): Explain the roles and responsibilities of a mandated reporter.
Indicator 5 (K-12): Explain the state- and district-mandated reporting requirements and procedures.

Healthy Relationships Indicators

Indicator 1 (K-12): Describe three distinguishing characteristics between healthy and unhealthy relationships, involving family, friends, and/or romantic partners.
Indicator 3 (K-12): Describe three strategies for teaching students communication skills.
Indicator 4 (K-12): Describe three strategies for incorporating the positive and negative impacts of communicating through technology into lessons on healthy relationships.

Sex Education In Schools Indicators

Indicator 1 (K-12): Describe three health (e.g. physical, social and/or emotional) and/or academic benefits of sex education for young people
Indicator 2 (K-12): Describe state and/or district laws, policies, and standards that relate to sex education where one teaches.

Values Indicators

Indicator 2 (K-12): Describe how verbal and nonverbal expression of personal values, and comfort with topics related to sex education, could impact one’s teaching
Indicator 3 (K-12): Explain the importance of educators refraining from sharing their personal values when implementing sex education.
Indicator 4 (K-12): Demonstrate the ability to respond effectively to students’ values-based comments and questions. (S)

Trauma-Informed Sexual Health Education

We never know what traumas someone has experienced or what could trigger a trauma response for someone. As more and more research has come to show that many young people are experiencing high levels of trauma, it's essential that we work to create safer spaces for young people in schools. This includes ensuring that sex education will not become a re-traumatizing experience for survivors.This training will cover the basics of trauma, small “t” vs. big “T” trauma, and how Adverse Childhood Experiences (ACEs) can play a part in sex education. We will cover six key principles of trauma-informed sex education and work on strategies to implement in the classroom. This training will have interactive small and large group discussions and provide opportunities for participants to work through scenarios to practice principles they learned in the session.

In this training, participants will:

Define trauma.
Review relevant and current data on trauma.
Examine how trauma relates to sex education.
Learn key principles for trauma-informed sex education.
Discuss concrete strategies of a trauma-informed approach in the classroom.
Practice applying a trauma-informed approach to sex education curriculum analysis and tailoring.
Share age-appropriate strategies for infusing consent into sex education.
Determine other preparations and next steps.

In person Online

Cost -

$300

Length -

3hrs

Age Group(s) -

Grades K-2, Grades 3-5, Grades 6-8, Grades 9-10, Grades 11-12

Topic(s) -

Consent and interpersonal and sexual violence, Creating an inclusive and affirming learning environment, Disclosure, Effective teaching strategies, Healthy relationships, LGBQ+ identities, Sex education in schools, Values

Professional Learning Standards for Sex Education (PLSSE) Indicators

Creating and inclusive and affirming learning environment Indicators

Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)
Indicator 2 (K-12): Demonstrate three strategies for creating culturally responsive classrooms. (S)
Indicator 3 (K-12): Describe three elements of a trauma-informed approach to sex education.
Indicator 4 (K-12): Demonstrate three strategies of a trauma-informed approach to sex education (e.g. giving trigger warnings before content on sexual assault and allowing students the right to pass as appropriate, etc.). (S)

Disclosure Indicators

Indicator 4 (K-12): Explain the roles and responsibilities of a mandated reporter.
Indicator 5 (K-12): Explain the state- and district-mandated reporting requirements and procedures.

Effective Teaching Strategies Indicators

Indicator 3 (K-12): Explain the differences between positive vs. shaming approaches to teaching sex education.
Indicator 7 (K-12): Demonstrate the ability to analyze and tailor lesson plans to match the age, developmental stages, cultural backgrounds, and other identities of students. (S)

Healthy Relationships Indicators

Indicator 4 (K-12): Describe three strategies for incorporating the positive and negative impacts of communicating through technology into lessons on healthy relationships.

LGBQ+ Identities Indicators

Indicator 4 (K-12): Demonstrate the use of inclusive and affirming language. (S)
Indicator 6 (K-12): Explain three ways that LGBQ+ youth are at disproportionate risk for health disparities.
Indicator 8 (K-12): Explain why it is essential to include positive portrayals of LGBQ+ people in lessons.

Sex Education In Schools Indicators

Indicator 2 (K-12): Describe state and/or district laws, policies, and standards that relate to sex education where one teaches.

Values Indicators

Indicator 2 (K-12): Describe how verbal and nonverbal expression of personal values, and comfort with topics related to sex education, could impact one’s teaching
Indicator 3 (K-12): Explain the importance of educators refraining from sharing their personal values when implementing sex education.

Challenging Rape Culture

In this interactive training, participants will gain a better understanding of the intersection of sexual violence and incidence and prevalence of STIs/HIV while identifying (and challenging) their own values and beliefs around rape culture. The training will include lecture, facilitated discussion, and engaging hands-on activities for various professionals that work with youth.

In this training, participants will:

Gain an understanding of the difference between rape culture and consent culture.
Review relevant and current data on sexual violence and STIs.
Examine the connection between sexual violence and STIs.
Reframe curriculum and other program content to challenge rape culture and promote consent culture.

In person Online

Cost -

$200

Length -

2hrs

Age Group(s) -

Grades 6-8, Grades 9-10, Grades 11-12

Topic(s) -

Professional Learning Standards for Sex Education (PLSSE) Indicators

Creating and inclusive and affirming learning environment Indicators

Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)
Indicator 4 (K-12): Demonstrate three strategies of a trauma-informed approach to sex education (e.g. giving trigger warnings before content on sexual assault and allowing students the right to pass as appropriate, etc.). (S)

Disclosure Indicators

Indicator 2 (K-12): List three factors to consider regarding personal disclosure when teaching sex education
Indicator 4 (K-12): Explain the roles and responsibilities of a mandated reporter.
Indicator 5 (K-12): Explain the state- and district-mandated reporting requirements and procedures.

Effective Teaching Strategies Indicators

Indicator 3 (K-12): Explain the differences between positive vs. shaming approaches to teaching sex education.
Indicator 5 (K-12): Describe three effective strategies for practicing skills with students.
Indicator 6 (K-12): Describe three strategies for actively involving parents, caregivers, and other trusted adults in a sex education program.
Indicator 7 (K-12): Demonstrate the ability to analyze and tailor lesson plans to match the age, developmental stages, cultural backgrounds, and other identities of students. (S)

Healthy Relationships Indicators

Indicator 5 (K-12): Describe three ways to help students set and respect personal boundaries in relationships.

HIV and other sexually transmitted diseases/infections Indicators

Indicator 4 (6-12): Explain three facilitators and three barriers to STD/STI testing and treatment.

Sex Education In Schools Indicators

Indicator 1 (K-12): Describe three health (e.g. physical, social and/or emotional) and/or academic benefits of sex education for young people
Indicator 2 (K-12): Describe state and/or district laws, policies, and standards that relate to sex education where one teaches.

Inclusive Sex Education for Expectant and Parenting Youth

Although expectant and parenting youth (EPY) express a need for sex education (contraception, healthy relationships, etc.), many programs are not adequately inclusive of EPY. This interactive training will help educators and service providers recognize the need for EPY inclusivity and support in pregnancy prevention programming and provide concrete strategies for implementation. We will discuss our experiences working with EPY from across the state and how their feedback helped us to develop a toolkit of strategies for adults working with EPY to ensure they’re being effective and affirming. We will also identify and demonstrate ways to alter our language choices related to young parents and interrupt common myths and stigma about teen parenthood, allowing EPY to better engage with the content in sex education programs. Finally, we will have a hands-on component where participants will analyze sample sex education curriculum and work in small groups to tailor the content to be more EPY-inclusive.

In this training, participants will:

Gain an understanding of the needs of EPY, including those related to sex education.
Review relevant and current data on EPY.
Look at the relationship between pregnancy prevention initiatives and EPY.
Discuss the creation and content of the Expectant and Parenting Youth Inclusivity Toolkit.
Apply EPY inclusivity principles in reviewing and adjusting curriculum.

In person Online

Cost -

$300

Length -

3hrs

Age Group(s) -

Grades K-2, Grades 3-5, Grades 6-8, Grades 9-10, Grades 11-12

Topic(s) -

Conscious and unconscious bias about race, ethnicity, and culture disclosure, Contraception, pregnancy, and reproduction, Creating an inclusive and affirming learning environment, Effective teaching strategies, LGBQ+ identities, Responding to challenging questions, Sex education in schools, Values

Professional Learning Standards for Sex Education (PLSSE) Indicators

Conscious and unconscious bias about race, ethnicity, and culture Indicators

Indicator 3 (K-12): Explain how an educator’s personal beliefs about racial and reproductive justice could influence their teaching of sex education.
Indicator 4 (K-12): Describe three strategies to reduce the impact of conscious and unconscious bias and enhance cross-cultural interactions in the classroom when teaching sex education.

Contraception, Pregnancy, and Reproduction Indicators

Indicator 5 (6-12): Describe pregnancy options, including parenting, adoption, and abortion.
Indicator 6 (6-12): Identify three federal and/or state laws that impact young peoples’ access to effective reproductive and sexual health care (e.g. age of consent for services, confidential access to health care services, and access to condoms)

Creating and inclusive and affirming learning environment Indicators

Indicator 1 (K-12): Demonstrate three techniques to create an inclusive and affirming learning environment. (S)

Effective Teaching Strategies Indicators

Indicator 3 (K-12): Explain the differences between positive vs. shaming approaches to teaching sex education.
Indicator 7 (K-12): Demonstrate the ability to analyze and tailor lesson plans to match the age, developmental stages, cultural backgrounds, and other identities of students. (S)

LGBQ+ Identities Indicators

Indicator 4 (K-12): Demonstrate the use of inclusive and affirming language. (S)
Indicator 6 (K-12): Explain three ways that LGBQ+ youth are at disproportionate risk for health disparities.
Indicator 8 (K-12): Explain why it is essential to include positive portrayals of LGBQ+ people in lessons.

Responding to Challenging Questions Indicators

Indicator 2 (K-12): Demonstrate the ability to effectively respond to three different types of challenging questions. (S)

Sex Education In Schools Indicators

Indicator 1 (K-12): Describe three health (e.g. physical, social and/or emotional) and/or academic benefits of sex education for young people
Indicator 2 (K-12): Describe state and/or district laws, policies, and standards that relate to sex education where one teaches.

Values Indicators

Indicator 1 (K-12): Explain the differences between personal and universal values relating to sexuality.
Indicator 2 (K-12): Describe how verbal and nonverbal expression of personal values, and comfort with topics related to sex education, could impact one’s teaching
Indicator 3 (K-12): Explain the importance of educators refraining from sharing their personal values when implementing sex education.
Indicator 4 (K-12): Demonstrate the ability to respond effectively to students’ values-based comments and questions. (S)

Find resources in your area:

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Organization Data

Barriers to Abortion Access for Michigan Minors

LGBTQIA+ Student Rights and Advocacy in Michigan Schools

Fat Liberation is Queer Liberation

Inclusive Sex Education for LGBTQIA+ Youth

Michigan Sex Education Policy and Law: Best Practices for Sex Education in Michigan

GSA Advisor Workshop

Infusing Consent into Sex Education

Trauma-Informed Sexual Health Education

Challenging Rape Culture

Inclusive Sex Education for Expectant and Parenting Youth

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