Health Advocate Resource Binder - Student, Family and Community

2014-15
Elementary School
Health Advocate
Resource Folder
School Health Programs
Student, Family, & Community Support Department
San Francisco Unified School District
1515 Quintara Street
San Francisco, CA 94116
www.healthiersf.org
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Student, Family, & Community Support Department
Website: www.healthiersf.org
SFUSD Student, Family, & Community Support Department (SFCSD) is
committed to achieving three goals aligned with the district’s strategic
plan:
 Increase student attendance
 Increase student achievement
 Increase pro-social student behaviors
SFCSD is responsible for addressing the health-related needs of
San Francisco’s youth and their families. We believe that by helping children
improve their health, we create strong learners ready to achieve their
academic potential.
Please visit the Website at www.healthiersf.org
At the website you will find:
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Information about the department (Staff directory and contacts)
What programs and services are offered by the department
Downloadable forms (like Parent Notification and Emergency Care
Plans)
Data and statistics (from CDC, YRBS, CHKS, Fitnessgram)
Resources and Publications in all areas of health (CBO list, Manuals,
Lesson plans)
News and Events (What’s New, Calendars, Health Awareness months)
Featured programs:
-LGBTQ Support Services
-Nutrition Education Project
-Foster Youth Services Program
-Mentoring for Success
-Restorative Practices
-ExCEL
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TABLE OF CONTENTS
SECTION 1: Health Advocate Responsibilities and Support
Stipend Breakdown
Health Advocate Job Description and Responsibilities
Weblog—Health Advocate Activity Log
Student, Family, and Community Support Dept. contacts
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10
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SECTION 2: Calendar/Announcements/Events
Health Advocate Calendar
District Calendar
Health Awareness Event
Harvest of the Month
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SECTION 3: District Requirements/Resources
Parent Notification Information
Health Related Policy Information
Indoor Air Quality Program
Support Services for LGBTQ Youth
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SECTION 4: Curriculum
SFUSD Health Education Policy
Elementary Health Education Curriculum
California Health Education Standards K-12
National Health Education Standards K-12
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SECTION 5: Community Based Organizations
Review of Curriculum and Presentation Materials
Guidelines for Classroom Presentations about Family Life & Sexuality
Responsibilities and Expectations for Classroom Presentations
Procedures for Addressing Concerns pertaining to CBO’s
Evaluation of CBO Presentation by Teacher
Human Sexuality Approved Speakers List 2014– 2015
SFUSD Acronym List
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Section One
Health Advocate Responsibilities
& Support

Stipend Breakdown

Health Advocate Job Description and
Responsibilities

Weblog—Activity Log
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STIPEND BREAKDOWN
Health Advocate meetings attendance four times a year; attend full meeting
4 x $60
$240
Health Awareness Event – coordination and implementation two times a
year*
Coordinated Program Monitoring tool coordination and submission twice a
year *
Staff Meeting presentation/information sharing four times a year*
2 x $65
$130
2 x $20
$ 40
4 x $10
$ 40
Parent meeting or presentation on health issues or curriculum (Family Night
can be included)*
Curriculum presentation to staff (Grade level meetings)*
1 x $20
$ 20
1 x $15
$ 15
Publicizing events/organizing materials at least 3 times a year*
3 x $5
$ 15
*Total Stipend (based on above being documented online & totaling 30 hrs)
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$500
Elementary School Health Advocate
Job Description
▪ Attend 4 meetings* facilitated by School Health Programs staff. The meetings will be held on Wednesdays from
4 p.m.. - 6 p.m. Tentative dates are as follows: 09/17/14, 11/05/14, 01/28/15, and 04/08/15. Location will be School
Health Programs Office (1515 Quintara St.).
▪ Coordinate and/or facilitate and document a minimum of two (2) Health Awareness Events.
Choose one from each grouping:
1. ►Be Drug Free (Red Ribbon Week) - October
►Violence Prevention - November
►HIV/AIDS prevention - December
►Educational theater event such as “Bunnies Tale/Dos Rappers”, “Get Real”, “The Best Me”, “Peace
Signs”
2. ► Build Friendships and Healthy Relationships - January
► Physical Activities Awareness - February
► Nutrition Awareness - March – could include dental poster contest
► LGBTQ Pride - April
▪ Function as a resource for faculty regarding Comprehensive Health Education Policy including parent notification
materials, make available the district approved list of Health Education Speakers, and other health-related
policies
▪ Teach the current evidence based curricula, Too Good for Drugs, Too Good for Violence, Healthy Classrooms
Healthy Schools, and share expertise with colleagues
▪ Present health related information to school site staff at staff meetings every other month to inform them of health
programs in the school and to distribute health information, curriculum and in-service materials as needed and/or
provided by School Health Programs
▪ Conduct, facilitate or participate in a minimum of one parent/caregiver meeting related to health issues
▪ Coordinate at least 1 site meeting to support teachers (K-5) with health education materials: Healthy Classrooms
Healthy Schools, Too Good for Violence, Too Good for Drugs, Tell Me About AIDS, Actions for Health, LGBTQ
Family Diversity lessons, videos and library books purchased for health education and any other supplemental
curricula
▪ Attend and encourage staff attendance at district-wide Health Education Professional Development sessions
Administrative Duties:
▪ Use online activity logs to document all meetings and events/activities. Health Advocates are expected to complete
a minimum of 15 hours outside of the school day, plus the meetings. The $500 stipend** is contingent upon
completion of required activities and documentation. $40.00 will be deducted for each missed Health Advocate
meeting.
▪ Publicize all Health related events/activities on site via bulletins, posters, newsletters, and announcements
▪ Conduct or coordinate student, family and staff surveys and needs assessments (e.g., Coordinated Program
Monitoring – CPM Tool, California Healthy Kids Survey) as needed by site or district
▪ Support implementation of the school’s Balanced Scorecard, in collaboration with the School Site Council
Documentation of these responsibilities needs to be submitted in a timely manner – $500 stipend is dependent on meeting
attendance and documentation submission. Partial stipends will be paid to those who do not complete all role responsibilities.
Changes may be necessary as the 2014-15 school year begins.
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SFUSD Weblogs
Health Advocates are expected to document all activities and events using the electronic log system.
See below for access information.
Two ways to access the website:
You can access the log by going to:
1. www.healthiersf.org
2. Click on “Forms”
3. Click on “Health Advocate” and
4. Click on “Activity Log”
5. You will be linked to the login page of the weblogs.
OR:
1. Type the website address in directly:
2. https://psweb.etr.org/sfusd/
It is helpful to create a bookmark of the URL on your computer for easy
reference to the site.
Usernames and passwords:
If you do not have your username and password:
1. Send an email to [email protected]
2. Your username and password will be reset and you will
receive an automated email from the web administrator
3. Use the temporary username and password to login, and change it to
something else easier to remember
Who to contact with questions on weblogs and evaluation
requirements:
ETR Liaison: Seow Ling Ong
Email: [email protected]
Phone: (831) 440-2278
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STUDENT, FAMILY, AND COMMUNITY SUPPORT DEPARTMENT
2014-2015 CONTACTS
Kevin Truitt, Associate Superintendent, SFCSD
555 Franklin, 3rd Floor, San Francisco, CA 94102
Phone: (415) 522-6738 Fax: (415) 522-6792
Office of Pupil Services
Thomas Graven, Executive Director
Office of School Health Programs
Kim Coates, Executive Director
1515 Quintara Street, San Francisco, CA 94116
Phone: (415) 242-2615 Fax: (415) 242-2618
School Partnerships
Mele Lau-Smith, Executive Director
20 Cook Street, San Francisco, CA 94118
Phone: (415) 379-2703 Fax: (415) 750-8653
Safety and Wellness
Kevin Gogin, Director
1515 Quintara Street, San Francisco, CA 94116
Phone: 415-242-2615 Fax: 415-242-2618
727 Golden Gate Ave., 2nd Floor, San Francisco, CA
94102
Phone: (415) 241-3030 Fax: (415) 241-6213
Office of Community Schools/Family and
Community Engagement
Hayin Kim, Director
555 Franklin Street, San Francisco, CA 94102
Phone: (415) 522-6738 Fax: (415) 522-6792
Office of Post-Secondary Success
Karen Fraleigh Norman, Supervisor and Jenny Rong,
Program Administrator
20 Cook Street, San Francisco, CA 94118
Phone: (415) 750-4500 Fax: (415) 750-8653
Office of Athletics
Don Collins
555 Portola Drive, Room 250, San Francisco, CA 94131
Phone: (415) 920-5185 Fax: (415) 920-5189
Student, Family, and Community Support is a very large department.
We encourage you to use this contact list for your inquiries, but feel free to contact any of us if needed.
PROGRAMS & SERVICES
CONTACT PERSON
After School Programs - Expanded
Collaboratives for Excellence in Learning
(ExCEL) After School Programs (ASP)
Mele Lau-Smith
Phone: 379-2703
E-mail: [email protected]
Athletics Office
Don Collins
Phone: 920-5185
E-mail: [email protected]
Attendance & Truancy Initiatives
Truancy Assessment and Referral Center
(TARC)
Thomas Graven
John Zamora
Phone: 241-3030 ext. 13041
E-Mail: [email protected]
E-Mail: [email protected]
Behavior Action Teams (BATs)
ES - Nicole Fricke-Pothier
MS - Morenike O’Neal
CARE Program
(Center for Academic Recovery and Empowerment)
John Zamora
CONTACT INFORMATION
Phone: 241-3030
Community-Based Organizations
E-mail: [email protected]
E-mail: [email protected]
Phone: 241-3030 x13004
E-mail: [email protected]
Ruth Grabowski
Phone: 241-6185
E-mail: [email protected]
Donna Blanchard
Focus: Health Presentations
Phone: 242-2615
E-mail: [email protected]
Mele Lau-Smith
Focus: After School Lead Agencies
Phone: 750-4500
E-mail: [email protected]
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PROGRAMS & SERVICES
CONTACT PERSON
Community Schools
Hayin Kim
Condom Availability Program (CAP)
Kevin Gogin
Community Home-Based Education
Program K-5
6-8
Counseling and Post-Secondary Success
Ana Georgiou
Maria Georgiou
Karen Fraleigh Norman
Jenny Rong
Counseling Center – Central classroom for
suspended students
Darlene Anaya, TSA
John Zamora
Crisis Response
Nurse of the Day (first call)
Data
(suspensions, expulsions, truancy, attendance, SARB, CHKS, YRBS, Profiles
Dental Services
Expulsion Process
CONTACT INFORMATION
Phone: 241-6000 x3364
E-mail: [email protected]
Phone: 242-2615
E-mail: [email protected]
Phone: 242-5000
E-mail: [email protected]
[email protected]
Phone: 750-4500 x1003
E-mail: [email protected]
Phone: 750-4500 x1043
E-mail: [email protected]
Phone: 241-6024
E-mail: [email protected]
Phone: 241-3030 x13004
E-mail: [email protected]
Phone: 242-2615
Eddie Chung – suspensions,
expulsions, truancy/ attendance/
SARB
Kim Levine - CHKS, YRBS,
PROFILES
Phone: 241-3030 x13042
E-mail: [email protected]
Nurse of the Day/
Cathi Fuller
Phone: 242-2615
E-mail: [email protected]
John Zamora
Phone: 242-2615
E-mail: [email protected]
Phone: 241-3030 x13004
E-mail: [email protected]
Phone: 241-6185
E-mail: [email protected]
Family and Community Partnerships
Ruth Grabowski
Families and Youth in Transition
Jan Walker
Phone: 241-3030 x 13055
E-mail: [email protected]
Maya Webb/ Shira Andron
Phone: 242-2615
E-mail: [email protected]
E-mail: [email protected]
Foster Youth Services
Health Education Curriculum/Programs
Martha Adriasola-Martinez
Rosalia Lopez
Health Advocates
(Elementary)
Martha Adriasola-Martinez
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Phone: 242-2615
E-mail: [email protected]
E-mail: [email protected]
Phone: 242-2615
Email: [email protected]
PROGRAMS & SERVICES
CONTACT PERSON
Healthy School Teams
(Middle School)
Rosalia Lopez/Erik Martinez
Phone: 242-2615
E-mail: [email protected]
E-mail: [email protected]
Health Promotion Committee
(High School)
Donna Blanchard
Christopher Pepper
Phone: 242-2615
E-mail: [email protected]
E-mail: [email protected]
Hearing Screening
Nurse of the Day
Phone: 242-2615
E-mail: [email protected]
HIV Prevention – Centers for
Disease Control Grant
Rosalia Lopez
Christopher Pepper
Phone: 242-2615
E-mail: [email protected]
E-mail: [email protected]
Immunizations
Nurse of the Day
Counselors –Karen Fraleigh Norman
Intern Programs
Mental Health – Andi Hilinski
Foster Youth Services- Shira Andron
Pupil Services – John Zamora
CONTACT INFORMATION
Phone: 242-2615
Phone: 750-4500
E-mail: [email protected]
Phone: 242-2615
E-mail: [email protected]
Phone: 242-2615
E-mail: [email protected]
Phone: 241-3030 x 13004
E-mail: [email protected]
Lesbian, Gay, Bisexual, Transgender
and Questioning (LGBTQ) Youth
Services
Erik Martinez
Kevin Gogin
Phone: 242-2615
E-mail: [email protected]
Phone: 242-2615
E:mail: [email protected]
Medi-Cal/MAA
Marcie James
Phone: 522-6776x1515
E-mail: [email protected]
Mentoring for Success Program
Erin Farrell
Phone: 242-2615
E-mail: [email protected]
Nurse of the Day (NOD)
(responds to calls related to health
concerns – asthma, medications, lice,
etc.)
Nurse of the Day
Nutrition Education
Mark Elkin
Phone: 242-2615
E-mail: [email protected]
Office of Family and Community
Engagement
Maribel Sainez
Phone: 241-6185
E-mail: [email protected]
Office of Family Voice
Ramon Martinez
Phone: 241-6150
E-mail: [email protected]
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Phone: 242-2615
PROGRAMS & SERVICES
CONTACT PERSON
Parent Notification for Comprehensive Sexual Health Education
Martha Adriasola-Martinez (ES)
Rosalia Lopez (Secondary)
Phone: 242-2615
E-mail: [email protected]
E-mail: [email protected]
Student Attendance
Review Board (SARB)
Ben Kauffman
Phone: 241-3030 x1045
E-mail: [email protected]
Restorative Practices
Kerri Berkowitz
Phone: 241-3030 ext. 13046
E-mail: [email protected]
CONTACT INFORMATION
Phone: (415) 241-2141
E-mail: [email protected]
Safe School Line
School District Nurses
Donna Blanchard
Mary Jue
Phone: 242-2615
E-mail: [email protected]
E-mail: [email protected]
School Health Center –
1515 Quintara Street
Appointments
Diane Goldman/Cathi Fuller
Jem Azucena
Phone: 242-2615
E-mail: [email protected]
E-mail: [email protected]
E-mail: [email protected]
Section 504 of Rehabilitation Act
Kathy Babcock
Phone: 242-2615
E-mail: [email protected]
School Social Workers/ Learning
Support Professionals (LSPs)
Andi Hilinski
Jennifer Donahue
Student Intervention Team (Mental Health
Intern Program)
Andi Hilinski
Student Transition Program
Andi Hilinski
Jennifer Donahue
Karen Fraleigh Norman
Theatre Presentations- Health Education
New Conservatory Theatre
Kaiser Permanente
Martha Adriasola-Martinez (ES)
Rosalia Lopez (MS)
Transcripts and Records
Maricela Ramson
Translation and Interpretation Unit
Lehmann Sio
Vicki Fung
Vision Screening
Kim Levine/Nurse of the Day
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Phone: 242-2615 ext. 3009
E-mail: [email protected]
Phone: 242-2615 ext. 3011
E-mail: [email protected]
Phone: 242-2615 ext. 3009
E-mail: [email protected]
Phone: 242-2615
E-mail: [email protected]
E-mail: [email protected]
Phone: 750-4500
E-mail: [email protected]
Phone: 242-2615
E-mail: [email protected]
E-mail: [email protected]
Phone: 241-3030 x13001
E-mail: [email protected]
Phone: 749-3410
E-mail: [email protected]
E-mail: [email protected]
Phone: 242-2615
E-mail: [email protected]
Section Two
Calendar/Announcements/Events
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Health Advocate Calendar

Instructional Calendar

Health Awareness Events

Harvest of the Month
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Health Advocate Calendar
2014 -2015
August and
September Develop a Healthy School Community Month
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ASAP
09/17
October
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10/08
10/27-31
Parent Notification for Comprehensive Health Education via Student & Parent Handbook
Health Advocate Meeting #1 (4 p.m. to 6 p.m., School Health Programs)
Be Drug Free Month
Walk and Roll to School Day
Red Ribbon Week
November Violence Prevention—Stand Up for Peace and Safety Month
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11/05
11/06
11/13
11/20
11/24
Health Advocate Meeting #2 (4 p.m. to 6 p.m., School Health Programs)
LGBTQ Families Dinner - Aptos Middle School 5:30—7:30 p.m.
Tell Me About AIDS workshop (5 p.m. to 6 p.m., School Health Programs)
Great American Smokeout
AIDS Quilt Training (4 p.m. to 5 p.m., School Health Programs)
December HIV/AIDS Prevention—Be Aware, Be Safe, Be Responsible Month
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12/01
12/01-05
January
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01/22
01/28
February
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02/04
World AIDS Day
World AIDS Week Commemoration / Names Project Quilt Displays
Build Friendships and Healthy Relationships Month
iMatter Puberty Workshop (8:30 a.m.—4:00 p.m., sub provided, School Health Programs)
Health Advocate Meeting #3 (4 p.m. to 6 p.m., School Health Programs)
Physical Activities Awareness Month
LGBTQ Family Diversity /Violence Prevention workshop (4 p.m. to 6 p.m., School Health Programs)
March
Nutrition Awareness Month
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How to Teach Puberty 3-5 training (4 p.m. to 6 p.m., School Health Programs)
iMatter Puberty Workshop follow up (4—6 p.m., School Health Programs)

03/04
03/18
April
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04/08
LGBTQ Pride Month
Health Advocate Meeting #4 (4 p.m. to 6 p.m., School Health Programs)
Bike to School Week (to be determined)
May
Summer Safety and Activities Month
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ReThink Your Drink Week
All documentation due before stipend is issued
05/11-15
Monthly Responsibilities
-Staff presentations every other month
-Complete online Activity Reporting Log
Floating Events
-Dos Rappers Two! K – 3 (Oct. – Dec.)
-Get Real! 4/5 (January)
-Cootie Shots 2-5 (Feb.—March)
-Jump Rope for Heart (ongoing)
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School Health Programs Office
2014-2015 Health Awareness Events
MONTH
HEALTH AWARENESS EVENTS
August/
September
Develop a Healthy School Community
October
Be Drug Free
November
Violence Prevention Stand Up for Peace and Safety
December
HIV/AIDS Prevention Be Aware, Be Safe, Be Responsible
January
Build Friendships and Healthy
Relationships
February
Physical Activity Awareness
March
Nutrition Awareness
April
LGBTQ Pride
May
Summer Health
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Harvest of the Month:
http://www.healthiersf.org/Nutrition/Action6/
4-Read_News/newsletters.html
The Harvest of the Month program offers educational resources related to a calendar of colorful
fruits and vegetables. It was developed by the
Network for a Healthy California in order to motivate and empower students to develop healthier
eating habits and increase physical activity.
The program includes a Tool Kit
of resources to reach students,
families & educators. The following resources are available from
the Harvest of the Month download page:
•
What Can Teachers Do?
Download Educator Newsletters for
classroom ideas and resources:
Plan a classroom taste test
Educator Newsletter
Provides resources for school
staff focusing on a featured
produce item. The ideas and
hands-on activities link to a
variety of curricular areas.
Incorporate the featured produce in
a classroom
cooking activity
•
Family newsletter
Allows students and their
families to share Harvest of
the Month resources including
recipes, healthy eating tips, &
physical activities. The web
link includes English, Spanish
and Chinese Translations.
Choose a book to read from the literature links section
Copy sections of the newsletter for
student’s reading activities
Plan a nutrition or physical activity
lesson
Download Family Newsletters to
copy, review & distribute to your
students. Request students review
newsletter with parent/caregivers.
•
Harvest of the Month
Educational Resources
Provides Kindergarten – 6th
grade level nutrition activity
packets that links each Harvest of the Month highlight to
other curricular areas.
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Month
Harvest of the Month
September
October
November
December
January
February
March
April
May
Apples
Winter Squash
Persimmons
Cooked Greens
Oranges
Beets
Peas
Carrots
Berries
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Section Three
District Requirements/
Resources

Parent Notification Information

Health Related Policies

Indoor Air Quality Program

Support Services for LGBTQ Youth
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Parent Notification
WHAT: The San Francisco Board of Education approved the Superintendent’s policy 19-24-SPI, which
requires a minimum number of hours of instruction about health education at each grade level. See below for
level requirements.
WHY: Per California Education Code (51930 - 51939) parents/guardians are to be notified at least 14 days
prior to classroom instruction about sexuality, including human reproduction and sexually transmitted disease,
they are to be given the opportunity to review sexuality-related materials, and exclude their children from
classroom instruction, without penalty. The Student and Parent/Guardian Handbook fulfills this
requirement. Students can be excluded from any portion of the health education program by having the
parent submit the request in writing to the child’s teacher of health education at his/her school site. For
outside presenters or speakers another type of notification is required, see www.healthiersf.org for a
sample letter.
Per California Education Code (51930 - 51939) instruction about sexuality must emphasize abstinence from
sexual intercourse/activity as the only 100% effective and safe way to prevent pregnancy, sexually transmitted
diseases, such as HIV infection. Sections of the curriculum related to sexuality education as well as
supplementary resource materials and community agencies must be reviewed by the District Health Education
Curriculum and Materials Review Task Force. An Approved Speakers List is generated from this Task Force.
HOW: Parents/Guardians/Caregivers are to receive the Student and Parent/Guardian Handbook each
year. They are to complete and return the Agreement Form to the school.
Additionally, teachers/sites may also use grade specific (K-12) parent notification letters in English, Spanish,
Chinese, Vietnamese, Tagalog, and Russian. Grade specific letters are available on the SFUSD website at:
www.sfusd.edu or www.healthiersf.org. Click on “Data, Forms and Publications” to access the letters.
WHO:
Elementary School:
 20 health education lessons per grade per year are mandated.
 Contact Martha Adriasola at 242-2615 with questions or concerns.
Middle School:
 30 hours of health education per grade per year are mandated.
 Contact Rosalia Lopez at 242-2615 with questions or concerns.
High School:
 One semester (90 hours) health education as part of the high school level graduation
requirement.
 Contact Donna Blanchard at 242-2615 with questions or concerns.
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SFUSD Health Related Policies
Anti Slur: (District #510-22A3)
Prohibits the use of verbal slurs on the base of race, color, creed, national origin,
ancestry, age, sex, sexual orientation, gender identity, or disability.
Child Abuse: 558-2650 (District #62-3Sp2, State)
All mandated reporters (teachers, administrators, school employees, coaches etc.)
must report all cases of suspected child abuse including sexual (assault or
exploitation), physical and emotional abuse and neglect to Child Protective Service.
Although a supervisor may report the abuse, the adult suspecting the abuse is
ultimately responsible for ensuring that the report be made. To report child abuse
contact Child Protective Services at 1-800-856-5553. Suspected Child Abuse Report
forms can be obtained on site.
Condom Availability Program: (District #19-24-Sp1)
Requires Condom Availability Program at all SFUSD High Schools; delineates
guidelines, parent notification, exclusions, education component, and abstinence
message. Creates alliance with schools and community health care providers.
Confidentiality: (Ed. Code #49602)
Any information of a personal nature disclosed by a pupil 12 years of age or older by
the parent or guardian of such a pupil, in the process of receiving counseling from a
school counselor, is confidential. Such information will not become part of the
student’s school record without the written consent of the person that disclosed the
information. This information will not be revealed, released, discussed or referred to
except in limited circumstances defined by the law. The student may discuss these
circumstances with the counselor before seeking counseling.
Guidelines for Outside Speakers: (District #19-24Sp1, Ed. Code #51550)
Outlines criteria and specifies approval process for classroom presentations dealing
with sexuality. Schools receive a list of Human Sexuality Related Approved Speakers
and Recommended Grade Levels each year through the Health Advocate, Healthy
School Team, and Health Promotion Committee. Community Based Organizations
offering presentations are required to attend an orientation and submit materials for
review.
Hate Violence: (SFUSD Student and Parent/Guardian Handbook)
Hate violence is any act or attempted act designed to cause personal injury, emotional
suffering, or property damage which is or appears to be motivated either by prejudice
based on race, religion, ethnicity, national origin, disability, sex, sexual orientation, or
gender identity. Any student participating in hate violence will be suspended or
referred for expulsion.
Health Education: (District #19-24Sp1)
Mandates Health Education as follows:
 Elementary School 20 lessons/year,
 Middle School 30 hours/year,
 High School: One semester graduation requirement.
Health Education policy requires use of district adopted materials (research based curriculum), skills base, content focus, and
professional development.
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Health Examination, immunization, and tuberculosis assessment requirements for initial school
district enrollment: (District #5142)
Complies with State requirements for public school entry. Also included are mandates
and information on scoliosis, hearing and vision screenings. New legislation (1999)
adds Hepatitis B immunization, varicella and MMR#2 as a requirement for entry into
7th grade.
HIV Infection and other medical conditions: (District #5143, Federal, State)
Supports existing law maintaining confidentiality of medical conditions of all students
and staff. Contact School Health Programs Office for consultation on how to
implement/maintain confidentiality related to HIV.
Medication Administration: (Ed. Code 49423)
Medications may be given in the school by school personnel when it’s deemed necessary by the
student’s health care provider to give the medication during school hours and a Medication Form
has been completed by the heath care provider and the parent/guardian of the student.
Meeting the Needs of Lesbian, Gay, Bisexual and Transgender and Questioning Students (LGBTQ):
(District #610-8A6; California AB537)
Prescribes a variety of activities, interventions and support to ensure that schools are a safe place
for LGBTQ youth. Includes the category of gender identity in district policies as a protected category
for SFUSD teachers, administrators, students, staff and other employees.
Non-Discrimination of Cooperating Organizations: (District #512-10Sp2; 18-13A6, City)
All organizations, associates, and independent contractors providing programs, services
and activities to SFUSD must have a non-discrimination policy in place.
Parent Notification: (District #19-24Sp1, State, Ed. Code)
All Grades: Parents/Caregivers must be notified at least 14 days before sexuality lessons,
presentations, speakers: curriculum must be available for inspection; parent/guardian may opt student out
in writing. The Student and Parent/Guardian Handbook fulfills the notification requirement.
Health Education parent notification letters (grades K-5, 6-8, and HS) are also available on the
SFCSD website.
Physical Education: (District, State Ed. Code 51210-51222; 51241; 512225.3)

Elementary School (K-5): 200 minutes / 10 days , exclusive of recesses and lunch periods.

Middle School: 400 minutes / 10 days

High School: 2 years of 400 minutes / 10 days for graduation requirement. All 9 th grade
students are required to take physical education.
Sensitive Services: (Education Code 46010; CA Family Code)
School authorities may excuse students in grades 7 through 12/age 12 and above for
the purpose of obtaining confidential medical services without the consent of the
pupil/s parents or guardian. The code does not define confidential medical
services. Such services may include mental health counseling, reproductive health
services, STD testing, substance abuse counseling, domestic violence services, etc.
Sexual Harassment: (District #38-10Sp1, State)
Prohibits verbal, sexual, emotional remarks, activity, or behaviors that are suggestive,
demeaning or threatening. Applies to students and all school personnel.
24
Tobacco, Alcohol and other Drugs: (District #39-28Sp1, State, Federal)
Maintains a tobacco and drug free environment in all district buildings, grounds, and
vehicles including district sponsored events, and activities.
Transgender Non-Discrimination: (District: R5163)
This regulation is meant to advise school site staff and administration regarding
transgender and gender non-conforming student concerns in order to create a safe
learning environment for all students, and to ensure that every student has equal
access to all components of their educational program.
Truancy/Attendance: (Education Code 48260.5)
School shall notify the student and the student’s parent or guardian by first class mail
or other reasonable means when a student who is absent without valid excuse on 3 or
more days or tardy in excess of 30 minutes on three or more days in a school year.
Student and Parent Guardian Handbook outlines specific consequences of truancy –
see SFUSD Flow Chart of Truancy Procedures.
Vigilance Against Hate Crime Toward Lesbian/Gay/Bisexual/Transgender/ Questioning Youth
(District 810-27A1; CA AB537)
Designed to protect the students of SF and to send a message to other LGBTQ youth
throughout the nation that they are valued and integral components of their education
system. Requires investigation and correction of all actions, decisions, and policies
that result in the direct or subtle perpetration of hate crimes.
SFUSD Wellness Policy-- Revised/adopted June 2006, from Healthy School Nutrition and Physical
Exercise Policy (#211-12A8): (District # 65-23Sp2)
All food sold during the school day must meet nutritional standards. Federal breakfast,
lunch, and snack programs must meet USDA standards. All other food sold must
meet the SFUSD Nutritional Standard. Vending machines may carry only beverages
and snacks which meet district nutrition standards. School fundraising is outlined and
sets limit as to frequency, time of day, and nutritional standards. In addition, it
addresses physical activity requirements and general health and wellness activities.
25
INDOOR AIR QUALITY PROGRAM
Good indoor air quality contributes to a favorable learning environment for students, productivity
for teachers and staff, and a sense of comfort, health and well being.
Historical Background: The Indoor Air Quality (IAQ) Program evolved out of the Asthma Task
Force which lead to a community round table discussion about the alarmingly high rate of asthma in
the Bayview Hunters Point. At that time, an Indoor Air Quality Program “Tools for Schools” (TfS)
produced by the Environmental Protection Agency was piloted at two schools, George Washington
Carver and Dr. Charles R. Drew Elementary Schools.
What is The Indoor Air Quality Program? In 1998, the District adopted an Indoor Air Quality
Policy # 3335. SFUSD and the Facilities Management Department, the San Francisco Department of
Public Health, the Environmental Protection Agency, the United Educators of San Francisco, San
Francisco Fire Department, Breathe California, the PTA, and the American Lung Association
collaborated to facilitate the school process. The IAQ Tools for Schools program is a collaborative
low/no cost program designed to provide information and tools needed to improve the
environmental quality in all SFUSD sites. This practical tool encourages staff and families to work
together to make schools a healthy place to be.
To view or download the Tools for Schools Program, or for more information on indoor air quality,
visit the EPA web site at www.epa.gov/iaq.
Current Status: All schools have had training on Tools for Schools and resources have been
provided.
Each participating school develops an on site IAQ management plan. The plan is to:
1) Increase awareness that leads to preventive actions
2) Identify and remediate any IAQ problems/issues
3) Address complaints and incidents as they occur
Activities within the SFUSD that support IAQ:
• Asthma Education – Open Airways (ALA curriculum for 3rd -5th graders)
• Great American Smokeout/Tobacco Ed/Awareness
• Nurse of the Day or School Nurse
• Safe School Plans
 Tobacco Use Prevention
For further information contact:
IAQ Tools for Schools DPH Liaison, Jackie Chan at (415) 554-2875
Or Nurse of the Day at (415) 242-2615
FAX (415) 242-2618
www.healthiersf.org
26
Support Services for LGBTQ Youth
SFUSD
Top Ten Tips for
Creating a Safe Space for LGBTQ Students and Families

Use inclusive language when mentioning families. Don’t assume all students live with
a mom and a dad. Use the terms parent or caregiver as an alternative.

Create clear School rules. Post them in a space visible to all students. Use the district
Anti-Slur policy as a base.

Interrupt all name-calling and the derogatory use of the word “gay.” Keep in mind that
silence can mean approval for use of the word “gay” to mean stupid.

When intervening in name-calling, explain to the student what the slur means and
how it hurts people. Don’t let your concern for saying the “wrong” thing keep you silent.

Read books with gay and lesbian characters or diverse family structures such as samesex, single parent or grandparent headed households. Books provide an important
mirror for students to see themselves reflected in the world.

Collaborate will other site-based staff to ensure inclusiveness and safety: Elementary –
Health Advocate, LSP, Nurse.
Middle and High – LGBTQ Support Liaison, LSP, Nurse, Wellness Coordinator. You
don’t have to do this work alone.

Practice with a colleague how you might answer students’ questions about family diversity or LGBTQ people.

Create a bulletin board with posters that reflect the diversity of the school and your
community.

Celebrate LGBTQ Pride! April is LGBTQ Pride month for SFUSD. Use the Health Awareness Event to spark discussion about pride and diversity.

Contact School Health Programs for assistance in creating a safe space for all students
and families.
www.healthiersf.org/LGBTQ
27
Support Services for LGBTQ Youth
SFUSD
Implementation of the SFUSD Board Policy which
Prohibits Gender-Based Discrimination to support
Transgender and Gender Expansive Students
(SFUSD Board Regulation R5163a; CA Education Code Section 221.5)
Names/Pronouns
Students shall have the right to be addressed by a name and pronoun corresponding to their gender identity that as expressed by the student.
Official Records
The District shall change a student’s official records to reflect a change in legal name or gender upon receipt of documentation that such legal name and/or gender have been changed pursuant to
California legal requirements.
Rosters
The District will work with families to enter the student’s chosen name and gender into the school
roster, and keep legal documentation separate if the legal name/gender has not been changed.
Restroom Accessibility
Students shall have access to the restroom that corresponds to their gender identity
Locker Room Accessibility
Transgender students shall not be forced to use the locker room corresponding to their identified
gender
Sports and Gym Class
Transgender students shall not be denied the opportunity to participate in sports and gym.
Dress Codes
Students shall have the right to dress in accordance with their gender identity that is identified at
school, within the constraints of the dress codes adopted at their school site.
Gender Segregation in Other Areas
As a general rule, in any other circumstances where students are separated by gender in school
activities, students shall be permitted to participate in accordance with their gender identity.
For additional questions or assistance, please contact:
Support Services for LGBTQ Youth
School Health Programs
P: 415-242-2615
www.healthiersf.org/lgbtq
28
Support Services for LGBTQ Youth
SFUSD
What Do You Say to “That’s So Gay!”
Stop It
Keep it simple with quick responses. You could say:
 “Remember class, we don’t use put downs.”
 It’s not okay to say “That’s so gay.”
 It’s not okay to use that phrase.
 What do you mean by that?
 Do you know what gay means?
“You may not have meant to be hurtful, but when you use the word ‘gay’ to mean something bad or stupid, it is hurtful.”
If you have the time and opportunity to educate on the spot, do it. If you don’t, make time for it later.
Educate
 If you have been hearing the phrase “That’s so gay” used to mean that something is bad or stupid, take the time during a class meeting or group time to make sure that your students know what “gay” means and know why it is hurtful.
 Be clear with the students that when they use the word “gay” in a negative way they are being disrespectful. Also be
clear that using the phrase “That’s so gay” is hurtful to other students who may have parents, siblings, aunts, uncles
or other family members who are gay.
 In lessons on respect, stereotypes or prejudice include information about discrimination against gay, lesbian, bisexual and transgender people.
Be Proactive
 Develop an environment of respect and caring for all students in your class.
 Establish clear school wide and classroom policies against name-calling and hurtful teasing. Refer to the Anti-Slur
policy.
 If you have been hearing the phrase “That’s so gay” in your class or school, be explicit that rules against name-calling
include that phrase and other anti-gay put downs.
Don’t Ignore It
 Ignoring the name-calling and hurtful teasing allows it to continue and possibly get worse. If other students do not
see action, they get the message that there is nothing wrong with it.
Don’t Be Afraid of Making the
Situation Worse
 Almost any response is better than ignoring the situation. You may not know exactly what to say, but you must stop
the harassment.
 Taking action reaffirms limits. Interrupting name-calling isn’t always easy. With experience you will become more
comfortable in handling it.
Don’t Excuse the Behavior
 Saying “Josh doesn’t really know what it means,” or “Sarah was only joking,” excuses hurtful behavior.
29
Support Services for LGBTQ Youth
SFUSD
What Do You Say to “That’s So Gay!”
Don’t Try to Judge How Upset the Victim was
 We may have no idea of knowing how a victim is really feeling. Often, victims are embarrassed and pretend that they
were not offended or hurt. Saying “Michael didn’t seem upset by Laura’s remark” trivializes the victims feelings. It
tells the harasser that it is okay to make hurtful comments. It teaches not only the victim, but also anyone in hearing
range that they will not be protected from harassment.
Don’t be Immobilized by Fear
 Making a mistake is far less serious than not acting at all. You can always go back to the student and say or do something else if you feel you did not respond well.
30
Support Services for LGBTQ Youth
SFUSD
Common Vocabulary
Regarding
Sexual Orientation/Gender Identity
Ally:
A person who works against oppression by supporting those in an oppressed group. Anyone can be an ally.
Bisexual:
A person who is physically and emotionally attracted to people of all genders.
Discrimination:
Denying equal treatment to individuals or groups of people.
Gay (K-2):
A term used to describe a person who has romantic feelings for another person of the same gender.
Gay (3-12):
A term that can apply to either men or women who are physically and emotionally attracted to persons of the same gender. However, it is usually used
to describe men (e.g., "gay men").
Gender:
Gender is a person's internal sense of themselves as being man, woman, or
transgender. Biological sex and gender are often used interchangeably, but
they are not the same. People whose sex and gender differ are known as
Transgender.
Gender Identity:
Refers to a person’s internal, deeply felt sense of being either male, female,
boy or girl or another gender. Everyone has a gender identity.
Gender Role:
Cultural norms of how males and females are “supposed” to act. These expectations are often stereotypical, such as “Boys like blue and girls like pink.”
Heterosexism:
Prejudice based on sexual orientation. It is the belief that heterosexuality is
superior, or that everyone is or should be heterosexual.
Heterosexual (K-2):
A person who has romantic feelings for people of another gender.
Heterosexual (3-12): A person who is physically and emotionally attracted to people of another
gender. It can be used instead of the word straight.
Homophobia:
A fear or hatred of homosexuality, especially in others, but also in oneself.
31
Support Services for LGBTQ Youth
SFUSD
Common Vocabulary
Regarding
Sexual Orientation/Gender Identity
Homosexual:
A person who is physically and emotionally attracted to people of their own
sex or gender. This includes gay and lesbian people.
Lesbian (K-2):
A woman who has romantic feelings for another woman.
Lesbian (3-12):
A term used to describe a woman who is emotionally and physically attracted to another woman.
Preferred Gender
Pronouns:
The pronouns someone wants others to use when talking about
them, such as she/her/hers, he/him/his, they/them/theirs, or something
else.
Prejudice:
A belief, usually negative, about all people within a given group (e.g.,
"people from California are all weird").
Stereotype:
A generalization, usually negative, about persons based on some characteristic. The generalization is then attributed to everyone who may fit into the
group.
Transphobia:
Prejudice against transgender people.
Transgender (K-5):
When someone of one gender feels like they are another gender. For example, when a boy thinks and feels like he is a girl inside.
Transgender (6-12):
People whose gender identity differs from physical body they were born
with. It is a gender identity. Transgender people also have a sexual orientation (straight, gay, lesbian, queer, bisexual, asexual or questioning).
Queer:
Originally used as an insult for being different, a movement emerged in the
80’s to reclaim the word as positive. It is currently being used by many, but
not all, gay, lesbian, bisexual, and transgender persons to describe their
pride in being different.
Questioning (6-12):
A person who is exploring their sexual orientation and/or gender identity.
Questioning is often, but not necessarily accompanied by confusion
32
Section Four
Curriculum

SFUSD Health Education Policy

Elementary Health Education Curriculum

CA Health Education Content Standards K-12

National Health Education Standards K-12
33
San Francisco Unified School District
Health Education Policy
Elementary School
Curriculum: Actions for Health (ETR Associates, 1994); Healthy Classrooms, Healthy Schools*
(Michigan Fitness Foundation, 2011); Tell Me About AIDS (American School Health Association,
2007); Too Good For Drugs and Too Good for Violence *(Mendez Foundation, 2003); LGBTQ Family Diversity kit (literature books and lessons); SFUSD Developed HIV/AIDS, Sexuality, and Diversity lessons (SFUSD, 1994); A Boy’s Guide to Growing Up and A Girl’s Guide to Growing Up (Film
Ideas/Marsh Media).
Policy: 20 class lessons per grade per year. Recommended implementation:
 5 lessons of violence prevention*, self-esteem, mental/emotional health, personal/social
skills;
 5 lessons of HIV prevention, and puberty for 3rd, 4th, and 5th grades;
 3 lessons substance use prevention*;
 2 lessons on family diversity;
 2 lessons of nutrition*;
 3 remaining lessons based on student needs/concerns such as hygiene, dental health,
fitness, etc.
Professional Development: Ongoing district-wide professional development for new and veteran
teachers focusing on strategies, content and curriculum delivery offered to grade level teachers from
each elementary school. Onsite professional development and support by Health Advocates.
*Evidence-based programs
Middle School
Curriculum: Holt Decisions for Health textbook - (Holt, Rinehart and Winston, 2009);
SFUSD Developed HIV/AIDS, Sexuality, and Diversity lessons (SFUSD, 1993); Positive Prevention:
HIV/STD Prevention for CA Youth *(American Red Cross, 2000); Personal and Social Skills, Level 1
(ETR); Project Alert drug education* (BEST Foundation, 2000); Second Step violence prevention
education *(Committee for Children, 1997); Portion Control (Human Relations Media, 2005)
Policy : 30 class periods per grade per year. Recommended for implementation:
5 periods of self-esteem, mental/emotional health, and personal/social skills;
5 periods of family life, sexuality education, STD/HIV and pregnancy prevention;
6 periods of substance use prevention;
7 periods of diversity education and violence prevention;
5 periods of nutrition and physical activity promotion;
2 remaining periods based on student needs/concerns such as personal health, consumer
health, injury prevention etc….
Professional Development: Ongoing district-wide professional development for new and veteran
teachers focusing on strategies, content and curriculum delivery offered to science and health
education teachers from each middle school. Onsite professional development and support by Health
Liaisons and Health Education Teacher Leaders.
*Research validated drug, violence, and HIV prevention programs
34
Elementary School
Health Education Curriculum
The following core curricular resources are used by SFUSD elementary schools:
►Actions for Health curricula, grades K-5, ETR
►A Boy’s Guide to Growing Up and A Girl’s Guide to Growing Up videos (Puberty),
grades 3-5, Film Ideas, Inc./Marsh Media
►Health Education Lessons binder (Puberty), grades 4 & 5, (additional HIV/AIDS and
Diversity lessons), SFUSD
♦The New Improved Me: Understanding Body Changes video (4th grade), Sunburst
Communications
♦Changes video (5th grade), Alameda County Office of Ed./Media Guild
►Healthy Classrooms, Healthy Schools evidence-based nutrition and physical activity
curriculum, grades K-5, Michigan Fitness Foundation
►Family Diversity Kit (K-5), LGBTQ literature books and lessons (All Families are
Special, Uncle Bobby’s Wedding, And Tango Makes Three, Mom & Mum are Getting Married,
King and King, The Harvey Milk Story)
►Tell Me About AIDS curriculum, grades K-5, American School Health Association
►Too Good For Drugs evidence-based drug prevention curriculum grades K-5, Mendez
Foundation
►Too Good for Violence evidence-based violence prevention curriculum grades K-5,
Mendez Foundation
►Family Life and Sexual Health, Puberty Day 1 and Puberty Day 2 lessons (grades 4 & 5),
Seattle and King County, - Family Planning Program
The following supplemental curricular resources are used by SFUSD elementary schools:
♦Kid Hits compact discs (K-5), Steve James Productions & Something Good Inc., and Prevention
lessons (K-5), Utah State Office of Ed.
♦Who’s In a Family reading book (K-2), Tricycle Press
♦Body Talk 3/My Special Body curriculum and video (K-3), The Body Positive
♦That’s a Family video and curriculum (3-5), Women’s Educational Media
♦Clued in on Tobacco workbook (3-5), Learning Wave
♦Clued in on Inhalants workbook (3-5), Learning Wave
♦What about Tobacco? video/teacher’s guide (3-5), Sunburst
♦ It’s So Amazing! book (3 - 5), Candlewick Press
35
California Health Education Content Standards
K-12
Essential
Health
Concepts (EC)
All students will comprehend essential concepts related to
enhancing health.
Analyzing
Health
Influences
(INF)
All students will demonstrate the ability to analyze internal and
external influences that affect health.
Accessing
Valid Health
Information
(AVI)
All students will demonstrate the ability to access and analyze
health information, products, and services.
Interpersonal
Communication (IC)
Decision
Making (DM)
Goal Setting
(GS)
All students will demonstrate the ability to use interpersonal
communication skills to enhance health.
All students will demonstrate the ability to use decision-making
skills to enhance health.
All students will demonstrate the ability to use goal-setting skills
to enhance health.
Practicing
HealthAll students will demonstrate the ability to practice behaviors
Enhancing
that reduce risk and promote health.
Behaviors (PB)
Health
Promotion
(HP)
All students will demonstrate the ability to promote and support
personal, family, and community health.
36
National Health Education Standards
K-12







Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
Students will analyze the influence of family, peers, culture, media,
technology and other factors on health behaviors.
Students will demonstrate the ability to access valid information and
products and services to enhance health.
Students will demonstrate the ability to use interpersonal communication
skills to enhance health and avoid or reduce health risks.
Students will demonstrate the ability to use decision-making skills to
enhance health.
Students will demonstrate the ability to use goal setting skills to enhance
health.
Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce risks.
37
38
Section Five
Community Based Organizations
(CBO’s)

Review of Curriculum & Presentation Materials

Guidelines for Classroom Presentations by
Community Agencies About Family Life and
Sexuality

Responsibilities and Expectations for School
Site Personnel using CBO List of Speakers

Procedures for Addressing Concerns Pertaining
to CBO’s and school sites

Evaluation of CBO Presentation by Teacher

ES Health Education Human Sexuality
Approved Speakers List

SFUSD Acronym list
39
Review of Curriculum and Presentation Materials
As of October 2004 – All Community Based Organizations and agencies working with
schools in SFUSD are required to submit curriculum and presentation materials for
review. See www.sfusd.edu or www.healthiersf.org for CBO requirements.
Review process for content that addresses sexuality (growth and development – puberty, reproductive
health, sexually transmitted infections, etc.):
Why?
Each year, as required by District, State and Federal guidelines, the Curriculum and
Materials Review Task Force is convened to review materials addressing curriculum
and presentations related to sexuality.
Who?
The Task Force is composed of teachers, parents, administrators, and community
representatives.
How?
Materials are submitted for review by district staff, community based organizations
(CBO’s) and agencies wishing to make classroom presentations. The Task Force
reviews materials for age and developmental appropriateness, cultural inclusion,
relevance to curriculum and consistency with community norms.
When?
The Curriculum and Materials Review Task Force meets a minimum of twice yearly.
Following these meetings, the Health Education Human Sexuality Related Approved
Speakers list is updated and made available to all school sites.
Review process for content that does not address sexuality:
Why?
As mandated by the Superintendent all curriculum and presentation materials used by
CBOs/Agencies in SFUSD schools must be reviewed.
Who?
The Curriculum Review Work Group is composed of SFUSD teachers, coordinators,
and administrators.
How?
Materials are submitted for review by CBO’s and agencies wishing to make classroom
presentations. The Curriculum Review Work Group reviews materials for accurate and
age appropriate content as well as instructional design, skill development components,
teaching methods, and alignment with content standards.
When?
The Curriculum Review Work Group convenes twice yearly, following the CBO
Orientation. Upon completion of review the CBO list is updated and made available to
all school sites.
40
Guidelines for Classroom Presentations
By Community Agencies/Outside Speakers
About Family Life and Sexuality
All classroom presentations related to family life, human growth and development, sexually transmitted disease, and
other sexuality-related topics must comply with California State Education Code and San Francisco Unified School
District Board Policies.
Presentations must be developmentally-appropriate and must be previewed and approved by the Student, Family and
Community Support Department staff and District’s Curriculum and Materials Review Task Force. The list of
currently approved community-based programs, with recommended grade level(s), distributed each semester via the
District website.
When involving community agencies and/or outside speakers in the classroom, the following guidelines must be
adhered to, without exception:

A teacher or designated certificated person must remain in the classroom at all times.

Parents/caregivers must receive written notification 14 days prior to classroom presentations by community
agencies and/or outside speakers. Students excluded based on parent/guardian requests must be given
alternate assignments.

Outside presentations of lessons concerning sexuality are limited to district pre-approved lessons.

Any student who asks to be excused at any time during the presentation must be allowed to leave.
Arrangements for placement of these students should be made before the scheduled presentation.

Any discussion of sexual behavior must stress that “choosing not to have sex” (abstinence) is the only 100%
safe and effective method for protection against sexually transmitted disease, HIV infection, and pregnancy.

When discussing condoms, correct and consistent use, proper storage, potential failure rate should be
reviewed.

Accepted medical and physiological terminology for body parts and physiological processes must be used at
all times. Colloquial terms, “street” language, and slang will be acknowledged and immediately corrected to
reflect proper terminology.

Discussion of personal sexual practices is not appropriate under any circumstances.

Slurs (racial, ethnic, sexual, physical, and others) will not be tolerated and the District’s Anti-Slur Policy will
be enforced.
41

Emotional and physiological consequences of preadolescent and adolescent sexual intercourse should be
addressed.

Personal and social skills (decision making, communication, including assertiveness and refusal skills, planning/
goal setting, and stress management) that prepare students to make health-promoting choices should be
developed and reinforced, whenever possible.

Personal responsibility for personal lifelong health, including acceptance of the idea that each individual has
some control over his/her health and using health-related information to make personal decisions, should be
emphasized.
If you need further clarification of these guidelines, or if you have concerns about presentations please call the
School Health Programs—Student, Family and Community Support Department at 242-2615.
42
Responsibilities and Expectations for School Site Personnel using
SFUSD Community Based Organization (CBO) List of Speakers
Classroom teachers and school staff are expected to review and adhere to the
following guidelines.
SCHOOL SITE RESPONSIBILITIES:

Identify school site contact person: i.e. Health Advocate to share CBO information with classroom teachers.

Review site specific policies, rules and responsibilities with CBO when classroom presentation is scheduled.

Prior to scheduled presentation, review content of presentation for appropriateness with CBO.

Certificated SFUSD staff are to be present in the classroom at all times

Make sure parent notification has taken place at least 14 days prior to scheduled presentation if the
presentation topic deals with sexuality and has been approved by the Curriculum and Materials Review Task Force.
Distribution of the Student and Parent/Guardian Handbook fulfills the requirement for lessons, outside speakers
require a separate letter (found on SFCSD website).

Provide site specific orientation materials (as appropriate): map, bell schedule, list of teacher room numbers, school master
schedules name tags etc.

Notify speaker/presenter if class time or other changes occur within 24 hours of scheduled date.

Provide classroom management and maintain responsibility for student behavior.

Stop the presentation in the event the speaker does not maintain a standard of professionalism and behavior
consistent with SFUSD and school site expectations.
For example:






Use of inappropriate language, slurs, etc.
Discussion of personal sexual practices
Advocacy of specific religious beliefs
Inaccurate or misleading information
Speaker is not following Guidelines for Classroom Presentations About Family Life and Sexuality
Communicate concerns directly with CBO and inform Student, Family, and Community Support Department.
Please be aware:

Community Based Organizations included on the CBO list have attended SFUSD’s CBO Orientation meeting
annually.
Each CBO in attendance completes a Memorandum of Understanding and CBO Program Information
Directory form. This information is used to generate the CBO list.

Inclusion on the CBO list does not indicate presentation is approved by SFUSD nor that speakers have been cleared by the Department of Justice. All CBOs in attendance at the CBO orientation receive information about SFUSD
policies and fingerprinting requirements.
43
Procedure for addressing concerns pertaining to
Community Based Organizations (CBO) and school sites
Review the attached Responsibilities and Expectations for Classroom Presentations and Service Provider Responsibilities for
role responsibilities of SFCSD, school sites, and CBOs.
Student , Family and Community Support Department’s charge is to ensure an optimal working relationship between school sites and
CBOs. SFCSD provides a CBO orientation.
SFCSD updates the CBO list annually for agencies that complete the following:



Attend the CBO orientation each fall
Complete an MOU
Submit the appropriate number of lesson plans and curriculum materials.
Please visit our website at www.healthiersf.org or www.sfusd.edu to download a CBO MOU to print and complete. Click the
link “Programs and Services” and scroll down to “Community Based Organizations”.
Process for submitting materials for review:
Requirements for presentations related to sexuality (human reproduction, puberty, sexually transmitted infections, etc.) at the CBO
Orientation: CBOs submit 10 copies of materials/curriculum to the Curriculum and Material Review Task Force (CMRTF) for
review. The names of agencies that have approved materials are listed on the Human Sexuality
Related Approved Speakers and Recommended Grade Levels list which is made available to all SFUSD schools.
Requirements for presentations not related to sexuality
At the CBO Orientation CBOs submit 3 copies of materials/curriculum to the Curriculum Review Workgroup. Approved
curriculum/materials will be indicated on the CBO list which is made available to all SFUSD schools.
Recommended procedure in the event SFCSD
receives a complaint or concern regarding a
community based organization / agency and a school site

SFCSD will gather information, documentation and evaluations, as appropriate from the concerned party.

Individuals are requested to share their concern directly with the CBO / agency or school in question.

In the event that direct communication cannot occur or is difficult, SFCSD will connect with the concerned parties to discuss the
issues, possible resolutions, and any recommendations received.

Documentation of this communication is to be maintained by SFCSD in the CBO directory binder.

SFCSD will follow up with all concerned parties as appropriate.
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San Francisco Unified School District
Student, Family, & Community Support Department
1515 Quintara St.
San Francisco, CA 94116
Tel. 415/242-2615
Fax: 242-2618
www.healthiersf.org
Evaluation of CBO Presentation
by Teacher
Teacher completes this form following each CBO presentation. When you have completed this form, please fax
or mail it to SFCSD-CBO Program; Fax 242-2618 no later than May 15, 2015.
Name of Speaker and CBO __________________________________________________________
Teacher’s Name ________________________ School Name _______________________________
Date of Presentation __________________ Title of Presentation __________________________
Grade Level ________________________
# of students ________________________________
Strongly
Agree
Agree
Disagree
Strongly
Disagree
1. The presenter was on time.
2. The presenter was wearing
an ID badge at all times.
3. The presenter was well
prepared.
4. The presenter exhibited
effective presentation
skills.
5. The content /subject of the
presentation was
appropriate for this level.
6. The students were
engaged in the
presentation.
7. I would recommend this
presentation to colleagues.
8. Additional comments, concerns or questions.
Thank you for taking the time to reflect on the presentation and to complete this evaluation.
45
Elementary School Health Education
Human Sexuality Related
Approved Speakers and Recommended Grade Levels
Materials presented by these listed speakers/organizations have been reviewed and approved for classroom use by the
San Francisco Unified School District’s (SFUSD) Curriculum and Materials Review Task Force. While participating
organizations have received information regarding SFUSD’s Criminal Background Check/Fingerprinting Requirement,
inclusion on this list does not signify the organizations have been cleared by the Department of Justice.
Parent notification must take place at least 14 days prior
to the scheduled presentation by using the Outside Speakers.
Individual Speakers/Consultants:
5th Grade
Ivy Chen
(510) 388-5795
4th-12th Grade
Jen Devine
(415) 637-3143
Topic areas: Presentations on Puberty, Growing Up Male/Female
S.F. Child Abuse Prevention Center - Child Safety Awareness Program
1757 Waller Street, S.F., 94117
K-3rd grade
Topic areas: Personal safety and abuse prevention
Talking About Sex: A Guide for Families
Available on loan from SHP, 1515 Quintara St., S.F., 94116
5th – 9th grade
Video and lessons to be used in conjunction with parent/family
presentations
Topic areas: Puberty, pregnancy, and STD prevention
YouthAware – The New Conservatory Theatre Center
25 Van Ness Ave., S.F., 94102
K-5TH Grade
Topic: HIV-AIDS “Dos Rappers Two!” (K-3) and
“Get Real!” (3-5) Prevention Education Theatre Presentations
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Jenny Pearlman
(415) 668-0494
Martha Adriasola
(415) 242-2615
Sara Staley
(415) 861-4914
San Francisco Unified School District (SFUSD)
Student, Family & Community Support Department (SFCSD)
List of Acronyms
BSC
CBO
CDC
CDE
CHDP
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CHKS
CMRTF
CPS
CRT
DCYF
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DHS
DOE
DPH
ExCEL
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FYIT
FYS
HA
HAE
IAQ
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Balanced Scorecard
Community Based Organization
Centers for Disease Control and Prevention
California Department of Education
Child Health and Disability Prevention
Program
California Healthy Kids Survey
Curriculum Materials Review Task Force
Child Protective Services
Crisis Response Team
Department of Children, Youth, and
Families
Department of Human Services
Department of Education
Department of Public Health
Expanded Collaboratives for Excellence in
Learning
Foster Youth in Transition
Foster Youth Services
Health Advocate
Health Awareness Event
Indoor Air Quality
LGBTQ
=
MOU
NOD
NEP
NEPTL
PD
PI
PIP
RLC
SAP
SARB
SDN
SFPD
SFUSD
SNC
SSC
SFCSD
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SRO
SST
TSA
WAD
YRBS
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Lesbian, Gay, Bisexual, Transgender and
Queer/Questioning
Memorandum of Understanding
Nurse of the Day
Nutrition Education Project
Nutrition Education Project Teacher Leader
Professional Development
Program Improvement
Primary Intervention Program
Regional Learning Center
Student Assistance Program
Student Assistance Review Team
School District Nurse
San Francisco Police Department
San Francisco Unified School District
Site Nutrition Coordinator
School Site Council
Student , Family & Community Support
Department
School Resource Officer (SFPD)
Student Success Team
Teacher on Special Assignment
Weekly Administrative Directive
Youth Risk Behavior Survey