Exclusion Request Forms are found below

The documents below address frequently answered questions about the Washington State requirements around comprehensive sexual health education. These FAQ's have been prepared by the Office of the Superintendent of Public Instruction (OSPI) and more information can be found on the Comprehensive Sexual Health Implementation page of their website.

 What materials is the school district using to teach about puberty, sexual health, and reproduction? 

The specific materials that are adopted depend on the grade level of the student. 

• Elementary (4th/5th grade): FLASH and KNOW curriculum are used.

• Middle School (6th - 8th grade): FLASH, KNOW, and ETR Health Smart, and Glencoe TeenSmart curriculum are used.

• High School Health (9th/10th grade): Pearson Health & Sexuality curriculum is used.

The specific topics covered depend on grade level. Lessons and materials can be viewed below. 

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How can parents and guardians view the materials and lessons?

The lessons and materials can be viewed below, by grade level. Parents and Guardians are encouraged to preview these materials before opting students out of lessons, and/or before students participate in the lessons. 

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As a parent/guardian, how do I excuse (opt out) my student from participating in sexual health or HIV/AIDS lessons?  

In order to excuse your student from participating in the sexual health or HIV/AIDS lessons, parents/guardians need to sign and submit the exclusion form (found below) to the Learning and Teaching department or to the office at your student's school. 

We encourage parents/guardians to read through the lessons and materials before excusing students. 

Exclusion Request Form (English)                                            Formulario de solicitud de exclusión (Español)

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When are the sexual health lessons taught to students during the year? 

Grades	In What Class?	Time of Year
4 - 5	Regular Classroom	May or June
6 - 7	Science Class	May or June
8	Health Class	1st Semester: December or January 2nd Semester: May or June
9 /10	Health Class	1st Semester: December or January 2nd Semester: May or June
11 - 12	To Be Determined	May or June

 

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How does teaching Comprehensive Sexual Health lessons in school  impact the outcomes for students?

Over a decade of research has found that comprehensive sexual health education for students reduces the rates of teen pregnancy and sexually transmitted diseases. Research that looked at abstinence only sex education programs, as compared to comprehensive sexual health education (including abstinence AND teaching about birth control methods) found that "when comparing adolescents who reported receiving a comprehensive sex education with those who received an abstinence-only education, comprehensive sex education was associated with a 50% lower risk of teen pregnancy." (Kohler et al., 2008, p.348) 

Additional Information can be found from OSPI in this 2019 Research brief on Sexual Health Education. 

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Does the school district give out contraceptives or condoms to students? 

No, the school district does not. While state law requires that students learn about abstinence and other methods of preventing unintended pregnancy and sexually transmitted diseases, we do not hand out pregnancy prevention methods to students. 

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If a student is uncomfortable with what is being taught, are they able to leave the classroom? 

 Our teachers work to intentionally create safe and inclusive classroom environments for all students. Educational research is clear that a safe environment helps students learn in all subjects, not just in health and sexual education. Our teachers 

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Some children in the classroom may be victims of sexual abuse or have other reasons for needing to leave. Can students opt out on their own or do they need parents to opt them out? How do foster children opt out?

Our school district does not typically allow students to opt themselves out of these lessons. This is in alignment with state law (RCW 28a.300.475) which states that parents/guardians are the people who can excuse their student from this instruction.  However, our teachers work to create safe environments and work with students to provide accommodations for individual circumstances. 

For foster children, unaccompanied youth, or other unique circumstances, the school district will work with the caregiver and/or students to navigate the opt out process. 

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How does the district plan to handle situations in which a teacher goes beyond the approved curriculum and includes their own personal beliefs and philosophies?

Our teachers work diligently to ensure that materials are presented in a factual, unbiased manner. In addition, the school district has an adopted health curriculum philosophy, teacher guidelines, and guidelines to respond to different types of student questions. 

If teachers are using materials outside of the approved curriculum or presenting these in an inappropriate manner, we will start by supporting these teachers with coaching to remedy the situation. If teachers, with coaching and support, continue to knowingly teach these materials in an inappropriate manner, then this issue would be navigated via a staff discipline process.  

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Our current materials have parts of the curriculum redacted. Can we add to the curriculum? Or fix biased or inaccurate information?

Our current curriculum has some parts of lessons that, when adopted, were deemed not age appropriate, and were redacted. We will not be working to add to or revise the work that has been done in the past, and instead are working to look to the future of sexual health instruction in our district. Throughout the 2021-2022 school year, the school district will be working to update our sexual health materials. Our Health Materials Advisory Committee is working to identify guiding principles that will guide future health materials adoptions, and support the district in adopting materials that align to these guiding principles. In addition to these guiding principles, we must teach comprehensive sexual health education that is, “medically and scientifically accurate, age-appropriate, and inclusive of all students, regardless of their protected class status under chapter 49.60 RCW, and must include information about abstinence and other methods of preventing unintended pregnancy and sexually transmitted diseases.” (RCW 28a.300.475)

For more information, please see the Health Materials Advisory Committee page. 

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Can the district guarantee informing children about the benefits of abstinence? Will abstinence be given an equal amount of time and be included as a good and viable option?

All students in our school district receive instruction on abstinence and other forms of preventing pregnancy., and is required as a part of sexual health education in Washington State (RCW 28a.300.475). 

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Will the district keep the curriculum scientifically accurate, age appropriate and cover medically necessary information only?

Yes, the district will only use medically and scientifically accurate, and age appropriate materials. In fact, all sexual health education in Washington State must be ““medically and scientifically accurate, age-appropriate, and inclusive of all students, regardless of their protected class status under chapter 49.60 RCW” (RCW 28a.300.475). 

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Some curricula present information beyond anatomical facts inserting opinions, encouraging sexual activity (such as mutual masturbation and co-bathing), and providing details about sex toys. Can the district guarantee that these encouragements are not included? 

Our district does not have any adopted materials that include opinions about the morality of or encouragement of different forms of sexual activity. The materials used in our district are medically and scientifically accurate, and are presented in a fact based manner. 

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Some curricula also use or recommend materials that use explicit pictures and/or images of sex acts. These are inappropriate. What rules or restrictions are currently on visual aids? Even with a redacted curriculum, can teachers bring in their own visual aids?

All visual aids used to teach anatomy, physiology, and sexual health come straight from the approved materials. Dependent on grade level, there are some videos used explaining puberty, HIV/AIDS, and the birthing process. In addition, there are diagrams showing male and female reproductive organs.  Teachers are not encouraging the use of explicit content in our classrooms and are only to use approved teaching materials. 

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Will material be added to the redacted curriculum to include educating children on the harmful and potential side effects of pornography? 

The answer to this question will depend on two factors (1) which materials are selected as we navigate the process of updating sexual health materials in the district, and (2) the guiding principles established by the Health Materials Advisory Committee. 

In either case, any materials selected will address the physiological, psychological, and sociological developmental processes experienced by an individual. In addition, we will include instruction about development of meaningful relationships and avoidance of exploitative relationships, as well as affirmative consent and bystander training. 

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Due to the high sensitivity and concern of the sexual health topic in our community, it seems much more appropriate to keep the discussion of sex in the classroom. That way the community can rest assured that students are being taught only with teachers who have been trained and curriculum that has been vetted and agreed upon.

We agree, and sexual health lessons are taught in the classroom environment and not, for example in a whole school assembly. Most often, sexual health lessons are taught by classroom teachers. In elementary school, lessons are typically taught by the classroom teachers. In middle school, lessons are taught by a science teacher (6th/7th grade) or health teacher (8th grade). In high school, these lessons are typically taught by the health teacher. 

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Will the district allow guest speakers to discuss sexual topics?

In alignment with the school district policy and procedure 2125P, Guest speakers are currently allowed, with prior approval. “Guest speakers may deliver comprehensive sexual health education as long as they and all instruction materials used are consistent with state law” (Monroe School District Procedure 2125P).

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How can the district make sure the curriculum and assignments are not passed around campus to younger grades or students whose parents have chosen to opt them out? 

We will do everything possible to ensure that materials are presented and used only with the appropriate grade level. However, it is important to realize that the school district cannot control if students choose to share something with a peer outside of the school environment. 

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When the sexual health curriculum is integrated in other subjects, those children who opt out will either miss a portion of that core subject, or will have to go against the parent’s wishes and stay in for the lesson. Can the district guarantee that sexual health education will not be integrated into any other subjects at school?

Our sexual health lessons are taught as specific lessons and units, and are not being integrated into other units of study. As such, this should not be an issue for students or parents to have to worry about. 

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Some curricula materials may recommend websites that can be viewed as harmful or inappropriate for students.  Can the district guarantee these sites not be recommended? 

 The resources and materials only come from our approved curriculum, including:

• FLASH curriculum 
• KNOW curriculum
• ETR Health Smart
• Glencoe Teen Health
• Pearson Health and Health and Sexuality

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Will students have required safety rules to follow and supervision while using the internet for any sexual health education research or homework?

 Yes. Our district provides lessons for students about digital citizenship and in addition to this uses multiple tools, including internet filtering to keep students safe online. When projects are worked on during school hours, teachers should be supporting students in properly using electronics as a tools to enhance learning. 

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Can the district add lessons on how to recognize the danger signs of online predators and sex traffickers?  

As we navigate the process reviewing and updating sexual health materials in our district, this is something that our Health Materials Advisory Committee has been discussing. It is important to know that Washington State law (RCW 28a.300.475) school district policy (2125P) requires that sexual health education "include information about the development of meaningful relationships and avoidance of exploitative relationships."

 

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The law allows the school district the ability to develop its own course material. How will future materials be developed and how will the presenter be chosen?

When considering the adoption of materials, we need to ensure that materials are evidence-based, in other words, "have the materials been evaluated for effectiveness in changing behavior?" Materials must also align with legislative requirements and state learning standards. In the Monroe School District, we will be selecting updated sexual health materials from the list of reviewed materials by the Office of the Superintendent of Public Instruction (OSPI). 

Presenters of this information are typically our classroom teachers. In elementary schools, some topics are taught by classroom teachers, and some taught by PE teachers. In the middle schools, our presenters are science teachers (grades 6/7) and health teachers (grade 8). In high school, materials are most often presented by teachers in the health class (9th/10th grade), but in the past (pre-COVID) we have brought in guest speakers, as is allowed by School District Policy 2125P. 

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Does the term “inclusive” include a discussion about different moral views on these topics? 

Inclusive instruction does not refer to discussions on morals or individual views of sexuality. Inclusive instruction means that sexual health education must be “inclusive of all students, regardless of their protected class status”, and that “all curriculum, instruction, and materials must use language and strategies that recognize all members of protected classes.” (RCW 28a.300.475)

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With new materials, what organization do you plan on utilizing to teach your staff, who will subsequently be teaching the students?

The organization and resources used to support professional learning of teachers will depend on the curriculum and materials chosen for use. Most curricula and/or sexual health organizations that are writing content provide courses or training for schools to implement the materials as intended. 

Students in grades Kindergarten - 3rd grade do not receive sexual health lessons in the Monroe School District. 

Social Emotional Learning

Students in Kindergarten - 3rd Grade receive instruction in Social and Emotional Learning (SEL) skills each year, which align to the Washington State Social Emotional Learning Standards are below. The Monroe School District uses  adopted the Second Step curriculum to provide this instruction to students. 

Second Step Lessons by Grade Level

WHAT IS SOCIAL EMOTIONAL LEARNING (SEL) ?

Social Emotional Learning is broadly understood as a process through which people build awareness and skills in managing emotions, setting goals, establishing relationships, and making responsible decisions that support success in school and in life.

Social Emotional Learning (SEL) is not a way to “grade” or identify deficits, and it is not just a curriculum or addon. Rather, Social Emotional Learning (SEL) is an intentional approach to building student skills. SEL supports educational equity in multiple ways by: emphasizing whole-child development, drawing attention to the social nature of learning, advancing the belief that all children can learn, developing young people’s skills to navigate social contexts, and improving relationships between students and educators—a key protective factor for all students.

Washington State's Social and Emotional Standards
Self-Awareness: Individual has the ability to identify their emotions, personal assets, areas for growth, and potential external resources and supports	Social Awareness: Individual has the ability to take the perspective of and empathize with others from diverse backgrounds and cultures.
Self-Management: Individual has the ability to regulate emotions, thoughts, and behaviors.	Social Management: Individual has the ability to make safe and constructive choices about personal behavior and social interactions.
Self-Efficacy: Individual has the ability to motivate themselves, persevere, and see themselves as capable.	Social Engagement: Individual has the ability to consider others and show a desire to contribute to the well-being of school and community.

 

 

Comprehensive Sexual Health Lessons

The Monroe School District has adopted use of FLASH and KNOW curriculum for use in 4th and 5th grade. These materials can be accessed below in a digital format. 

For more information on the FLASH and Know Curriculum's, please follow these links:

• FLASH Curriculum 

• KNOW Curriculum

Video Resources

HIV/AIDS Instruction - 5th Grade Only

"HIV and AIDS: Staying Safe" (2001)

"HIV and Me: Marissa's Story" (no date) - Available below. This video should be used with the teacher’s discussion guide. 

General Information

Middle school students at both Park Place Middle School and Hidden River Middle School receive instruction about human sexuality and HIV/AIDS prevention. Sixth and seventh grade students receive this instruction in their science classes, while 8th grade students receive this instruction in their health classes.

Students in 8th grade health may also receive instruction around pregnancy, HIV, and STDs from ETR Associate's Health Smart Middle School Program. For families who wish to preview these Health Smart student and teacher materials, a copy is available for view in our Learning and Teaching Department at the district administration office.

Comprehensive Sexual Health Lessons

HIV/AIDS and STD Prevention: Know Curriculum

The KNOW Curriculum is the HIV/STD prevention curriculum developed by OSPI at the direction of the legislature. Included in the OSPI-developed KNOW curriculum are lesson plans, suggestions for creating safe and supportive learning environments, guidelines for answering questions, statewide resources, laws and model policies, and suggestions for parent involvement.

General Information

Students typically take the required Health course during 9th or 10th grade. Within this class, students receive instruction on Sexual Health as well as other Health related topics including community health, nutrition, wellness, and mental health. High School Students also receive HIV/AIDS lessons each year, even if not enrolled in the health course (RCW 28a.230.070).

Human Growth and Sexuality

The Monroe School District has adopted the Pearson Health Textbook for our high school health classes.  To view this text online, please use the following information: 

1. Go to www.savvasrealize.com
2. Click on "Sign-In"
3. Enter the username and password below

Username: HealthRealizePreview           

Password: Experienceit1

4. Click "Human Sexuality for Realize" to view the text online. 

HIV/AIDS Prevention Education

In 2017, the Monroe School District approved "The Latest About HIV and AIDS: What Every Student Still Needs to Know" video for use in grades 9-12. A preview of this video and the free supplemental resources can be found by clicking here.