New Texas Law = Big Changes in Austin ISD Sex Ed

New Texas Law = Big Changes in Austin ISD Sex Ed

In 2020, for the first time in over 20 years, the State Board of Education of Texas (finally) revised its sex ed curriculum standards. The newly adopted TEKS for Health Education can be found here, but for the most easily digestible source of what this all means for you and your students, check out the Texas Is Ready site.

There were also big changes this Legislative session. Jen Biundo from Texas Campaign to Prevent Teen Pregnancy did such an amazing write up for Texas is Ready that recaps the new sex ed changes across Texas, that we’re just going to call out some highlights here but direct you to her article for the most comprehensive information you need to know.

As a refresher, on October 28, 2019 the AISD Board of Trustees unanimously approved revised comprehensive and LGBTQ+ inclusive human sexuality and responsibility lessons for third through eighth grade students, which were scheduled to be implemented in May, 2020. Due to covid and the complexity of ensuring that students at home were only viewing the lessons for their intended grade, the lessons were put on hold for the 2020-2021 school year. All lessons are available online at the AISD website.

At long last, there were high hopes that 2021-2022 would finally be the year when Austin students received comprehensive, medically accurate, LGBTQ-inclusive health lessons….and they still can….but now you need to specifically ASK for them.

Yes, thanks to some bad bits of failed SB 442 and SB 1083 being added into school finance bill HB 1525, there are some new significant hurdles to Texas students receiving comprehensive health lessons.

BIG CHANGE FOR SEX ED

Instead of the reasonable option of parents who don’t want their kids to receive sex education (based on the AISD survey with 5500+ respondents, that’s around 5% of guardians, or 1-2 students per classroom) opting out of the lessons, school districts must now get written permission from the 95%+ of parents or guardians who want their children/students to receive sex education. Yes. You must now OPT IN to sex ed.

This is a brand new law. Many parents and guardians will not know this and many students will slip through the cracks, especially students who are being sexually abused by guardians who don’t want them to have access to the information that could help them know how to reach out for help.

BIG CHANGES FOR HOW SEX ED CURRICULUM GETS APPROVED

Although our top priority right now is raising awareness about the new OPT IN requirements for the lessons that have already been approved for grades 3-8, please note that the Austin ISD SHAC (School Health Advisory Council) has been actively reviewing, (and approving) new health lessons for grades K-2 that are now in jeopardy due to new requirements included in the same HB 1525 mentioned above.

Although we strongly support district transparency with curriculum and parents & guardians having ample time to review and provide feedback on curriculum changes, the requirements of this law will likely also present additional hurdles that make it harder for comprehensive sex ed, or even any kind of sex ed, to be passed on many districts. Those who oppose sex ed will be attending these additional meetings in full force and we’ll be asking you to help us to the same to speak up in support of empowering students with the information they need to be healthy now, and throughout their lives.

For specific changes, please visit the District Adoption Process section at Texas is Ready.

CHANGES TO SHACs

As shared in the Texas is Ready write up, “School Health Advisory Councils (SHACs) are volunteer groups of parents, community members, and school staff and are charged with ensuring that community values are reflected in health education. SHACs make recommendations on many areas of student health, but because one of their duties is making recommendations to the school board on sex education curriculum, they have become something of a lightening rod for groups opposed to sex education.” We have also written about SHACs here and here.

The biggest part here is that “notification of all SHAC meetings must be posted 72 hours in advance. Additionally, audio or video recording of the meeting and meeting minutes must be submitted to the school district and posted online if the district has a website.” Our AISD SHAC already posts the notifications and posts meeting minutes. Our SHAC meetings have been online during covid and have started being recorded. Although some are fine with this given the “public meeting” nature of SHAC meetings, due to past experiences with aggression from the public which even required additional security for SHAC members at one point, it is understandable that others are hesitant to be so physically visible in a recording available to the public. You can read more about the new law, and some scary parts that were fortunately left out of the final version here under the School Health Advisory Council section.

CHANGES TO SEX ED NOTIFICATION

Last but not least, HB 1525 made some changes about how sex ed lessons need to be made available to the public.

  • For sex education materials that are in the public domain, school districts must post materials online, if they have a website.
  • For curriculum materials that are copyrighted and not in the public domain, districts must allow parents to inspect the curriculum at their home campus or review the materials electronically in a secure manner that doesn’t allow them to be copied.

Austin ISD has always made sex ed materials available at the libraries of each school in the district and for the past two years they have also been available online. You can see them here.


For in depth, continued information on comprehensive sex ed that’s inclusive of LGBTQ+ students, please be sure to follow

Texas Is Ready

Texas Freedom Network

Equality Texas

and all of our wonderful community partners can be found here.

Don’t Wait to Become An Ally

Don’t Wait to Become An Ally

The first step in becoming an ally is getting Informed. We’re so glad that you’re here to gather information to help ensure that LGBTQ+ students feel safe and respected in your home, school and community.

Find links to all of the 2021 AISD Pride Week sessions at AustinISD.org/Pride

In the “Don’t Wait to Become an Ally” session, we discussed four primary areas where we all can continue to strive to be better allies:

  • Being a visible ally
  • Supporting students who come out
  • Responding to anti-LGBTQ language/behaviors
  • Supporting school clubs such as Gay/Straight Alliances

Urgent ally action is needed this week as dangerous anti-transgender bills are being voted on in the Texas legislature. Your best sources for the most current information are Equality Texas, TENT (Transgender Education Network of Texas) and the Texas Freedom Network. You can link to all of their social networks from their websites.

Additional local LGBTQ+ resources can be found on our resources/partners page.

Below are links to the information shared with each group so you can refer to your group’s materials at a later date or dive deeper into the materials that other groups reviewed. All materials and links we have shared are from GLSEN’s educational materials for educators. GLSEN offers a wide variety of training for educators to help improve school climate and personal outcomes for LGBTQ+ students.

The complete GLSEN Safe Space Kit materials are available here.

Also read 6 Things LGBTQ Youth Want Allies to Do this Pride


Learn about all the ways that Informed Parents like you are helping to support LGBTQ students, families and staff in AISD.

BE A VISIBLE ALLY

One of the most important parts of being an ally to LGBT students is making yourself known as an ally. In order to come to you for help, students need to be able to recognize you as an ally. Even if students don’t come to you directly, just knowing that there is a supportive adult can help LGBT students feel supported

  • Wear a visible marker. Wear a supportive button or wristband or even a simple rainbow bracelet. These will let your child/their friends know that you are a supportive ally without saying a word.
  • Take visible actions. (added by IP) Share LGBTQ supportive materials on social media, attend Pride events as allies and speak out against harmful legislation. Support LGBTQ+ inclusive sex education.
  • Make no assumptions. When engaging with your child’s friends, their parents or school staff, do not assume you know their sexual orientation or gender identity. Don’t assume that everyone is heterosexual or fits into your idea of gender roles – Show your child that you understand there is no one way a person “should” be.
  • Use inclusive language. Through casual conversation make sure the language you are using is inclusive of all people. When referring to people in general, try using words like “partner” instead of “boy-friend/girlfriend” or “husband/wife,” and avoid gendered pronouns, using “they” instead of “he/she.” Using inclusive language will help LGBT students feel more comfortable being themselves and coming to you for support. 
  • Respond to anti-LGBT behavior.  Responding to anti-LGBT behavior when it occurs or when you hear about it will let students know that you do not tolerate homophobia or transphobia. It sends a strong message that anti-LGBT behavior is not acceptable to you and not allowed in your home/school. More information about how to do this available in Group 3’s: RESPOND TO ANTI-LGBTQ BEHAVIOR & LANGUAGE below.

Learn about all the ways that Informed Parents like you are helping to support LGBTQ students, families and staff in AISD.

SUPPORTING STUDENTS WHO COME OUT

As an ally, LGBTQ students may come to you for support, comfort or guidance. You may encounter a situation where a student comes out or reveals their sexual orientation or gender identity to you. You may be the first or only person an LGBTQ+ student comes out to. It is important that you support the student in a constructive way. 

Keep in mind that the student may be completely comfortable with their sexual orientation and may not need help dealing with it or may not be in need of any support. It may be that the student just wanted to tell someone, or just simply to tell you so you might know them better. Below you will find more information on the coming out process and how you can be a supportive ally when students come out to you. 

WHAT DOES “COMING OUT” MEAN?

Simply put, coming out is a means to publicly declare one’s identity, whether to a person in private or a group of people. In our society most people are generally presumed to be heterosexual, so there is usually no need for a heterosexual person to make a statement to others that discloses their sexual orientation. 

Similarly, most people feel that their current gender is aligned with their sex assigned at birth, therefore never having a need to disclose one’s gender identity. However, a person who is LGBTQ must decide whether or not to reveal to others their sexual orientation or gender identity.

To come out is to take a risk by sharing one’s identity, sometimes to one person in conversation, sometimes to a group or in a public setting. The actual act of coming out can be as simple as saying “I’m gay/lesbian/bisexual/transgender,” but it can be a difficult and emotional process for an LGBTQ student to go through, which is why it is so important for a student to have support. 

One positive aspect of coming out is not having to hide who you are anymore. However, there can be dangers that come with revealing yourself. A student who comes out may be open to more anti-LGBTQ name-calling, bullying and harassment, yet they may also feel more comfortable and free to be themselves. One of the most important things you as an ally can do for an LGBTQ student is to be there for them in a safe, respectful and helpful way. 

Additional Materials:

“Ally, I Come Out On My Own”

Materials for Youth Considering Coming out:

6 Considerations

Coming Out: A Resource for LGBTQ Students

National Coming Out Date is October 11th

Learn about all the ways that Informed Parents like you are helping to support LGBTQ students, families and staff in AISD.

RESPOND TO ANTI-LGBTQ BEHAVIOR & LANGUAGE

Anti-LGBT behavior comes in all shapes and sizes: biased language, name-calling, harassment and even physical assault. GLSEN’s National School Climate Survey consistently finds that many LGBTQ students regularly hear homophobic slurs, such as “faggot” or “dyke,” at school, and most students have been verbally or physically harassed in school. 

One of the most effective things you can do as an ally is respond to anti-LGBT behavior.

1. Address Name-Calling, Bullying or Harassment Immediately.

Concentrate on stopping the behavior in that moment. Sometimes it’s a simple response to hearing a derogatory term like “That language is unacceptable in our home/classroom.” Make sure that everyone can hear you. Never miss the opportunity to interrupt the behavior. Remember: no action is an action — if an incident is overlooked or not addressed it can imply acceptance and approval.

2. Name the Behavior.

Describe what you saw and label the behavior. “I heard you use the word faggot and that is derogatory and is considered name-calling. That language is unacceptable.”

3. Use the Teachable Moment (or Create One)

Make sure to educate after stopping the behavior. Decide if you are going to educate in the moment or later, and if it will be publicly or privately. If you decide to educate later you will need to create the teachable moment. 

4. Support the Targeted Student.

Support the student who has been the target of the name-calling, bullying or harassment. Do not make assumptions about what the student is experiencing. Ask the student what they need or want. You will have to decide whether to do this in the moment or later, and if it will be publicly or privately. Suggest that the student visit with a counselor only if the student requests extra support. 

WHAT DO I SAY WHEN THEY SAY “THAT’S SO GAY”? RESPONDING TO UNINTENTIONAL ANTI-LGBT LANGUAGE

Almost all LGBTQ students regularly hear the word “gay” used in a negative way at school. Though many downplay the impact of expressions like “that’s so gay” because they have become such a common part of the vernacular and are often not intended to inflict harm, most LGBTQ students say that hearing “gay” or “queer” used in a negative manner causes them to feel bothered or distressed. Especially because these expressions are so pervasive in our schools, it is critical that an ally treat this like all other types of anti-LGBTQ language and address it. 

Not all students may understand why this language is offensive, so you may need to educate the students on why this is anti-LGBTQ language. For example, ask them why they would use “gay” to mean that something is bad or boring. Let them know that it is offensive and hurtful to LGBTQ people when they use “gay” to describe something as undesirable. When challenged on using this type of language, a common response from students and adults is that they did not mean “gay” to mean homosexual. They may say that it’s just an expression and they don’t mean any harm by it. 

The chart below suggests some strategies for dealing with these types of responses, including the benefits and challenges for each strategies. 

For public service announcements, lesson plans, discussion guides and other resources that address anti-LGBT language, visit www.ThinkB4YouSpeak.com/educators.

Example of a group exercise for students to address name calling: GLSEN’s Blow the Whistle On Name Calling

Learn about all the ways that Informed Parents like you are helping to support LGBTQ students, families and staff in AISD.

SUPPORT STUDENT CLUBS

For many LGBTQ students, student clubs that address LGBTQ student issues (used to be called Gay-Straight Alliances or GSAs, now more accurately referred to as Gender & Sexuality Alliances) offer critical support. These clubs are student-led, usually at the high school or middle school level, and work to address anti-LGBTQ name-calling, bullying and harassment in their schools and promote respect for all students. 

The existence of these clubs can make schools feel safer and more welcoming for LGBTQ students. GLSEN’s National School Climate Survey has found that compared to LGBTQ students without a GSA, students in schools with a GSA or similar student club:

▼ Reported hearing fewer homophobic remarks;

▼ Experienced less harassment and assault because of their sexual orientation and gender expression;

▼ Were more likely to report incidents of harassment and assault, and

▼ Were less likely to feel unsafe because of their sexual orientation or gender expression

▼ Were less likely to miss school because of safety concerns

▼ Reported a greater sense of belonging to their school community.

GSAs, like all student clubs, must have a faculty advisor. As an ally, you may need to advocate for the rights of students to establish a GSA in their school and to find a supportive advisor. 

Although some opponents of GSAs have attempted to restrict the existence of or access to these clubs, the federal Equal Access Act of 1984 requires public schools to allow GSAs to exist alongside other non-curricular student clubs. 

For information about starting a GSA or GSA activities, download GLSEN’s Jump-Start Guide for GSAs at www.glsen.org/jumpstart

———————-

Also reach out to Central Texas GSA Coalition / OutYouth at https://www.txgsa.org/ and https://www.outyouth.org/ 

All materials adapted from GLSEN’s Safe Space Kit (originally intended for teacher/classroom purposes.) Visit GLSEN.org for more resources. 

Learn about all the ways that Informed Parents like you are helping to support LGBTQ students, families and staff in AISD.

ADDITIONAL MATERIALS & DEFINITIONS

Link for GLSEN’s Key Concepts & Terms

All materials adapted from GLSEN’s Safe Space Kit (originally intended for teacher/classroom purposes.) Visit GLSEN.org for more resources. 

Get Informed About AISD’s New Human Sexuality & Responsibility Curriculum

Get Informed About AISD’s New Human Sexuality & Responsibility Curriculum

If your school is like my son’s, you may encounter people handing out these flyers or leaving them on windshields during school drop-off and pick up.

Those of us who love and support LGBTQIA+ students may read this list as a “thank goodness they’re covering this stuff!” list, but the people who created the list are using it to try to spread fear and misinformation.

AISD elementary and middle schools are each holding information sessions for parents to learn more about the revised K-8 human sexuality & responsibility curriculum. Please attend to show your support for comprehensive sex ed that’s inclusive of the needs of LGBTQIA+ students and to make sure you have information straight from the source to help shut down these misinformation campaigns by anti-LGBTQ groups.

If you need a reminder of just some of the reasons why comprehensive sex ed is so important for students of all ages, click here.

And when people tell you you should “Opt Out and Sit Out” of sex ed, just say you choose to Opt In and Stand Together with AISD and LGBTQ students.

It’s up to all of us to Get Informed & Get Involved. You can learn more about how you can get informed and involved at our private Facebook group or on our public Facebook page.

Learn more from the AISD website and from your school administration.

REMINDER: YOU CAN SEE ALL OF THE LESSONS FOR YOURSELF ON THE AISD WEBSITE HERE.

How Can I Make My School LGBTQ Inclusive?

How Can I Make My School LGBTQ Inclusive?

In the Informed Parents of Austin Facebook Group, the question comes up a lot about how parents and teachers can make sure that they are helping create a safe and inclusive learning environment for LGBTQ students.

I wish I could take credit for having a fabulous list of suggestions, but the truth is there are amazing organizations and writers covering this exact subject on a regular basis. In fact, GLSEN has an entire section of their website dedicated to the most granular level of inclusion topics for educators and you can find them all right here.

Since parents and teachers are some of the busiest people in the world, I’m going to do some cherry-picking of the easiest and most turn-key tips that you can put in place right away. I do encourage you to take a deep dive into the materials I link to though since many of us who are CIS-gender & hetero allies often aren’t aware of the level of discrimination present in even the most seemingly “everyday” parts of the education system.

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Get Informed and Involved In Your School District

Get Informed and Involved In Your School District

On February 25th, Austin ISD’s Board of Trustees voted unanimously on a revised human sexuality curriculum scope and sequence which would finally guarantee students across the district access to science-based, comprehensive sex-ed that is inclusive of LGBTQ students.

The fight is far from over though as the board will be voting on the final lessons plans in May or June. Be sure to follow our Facebook Page & Facebook Group to learn how you can help support us at these important meetings.

Since that meeting, we have received many requests from parents in other school districts all around Texas, and across the country, who want to know if Informed Parents of Austin can help them get comprehensive, inclusive sex ed and LGBTQ inclusion policies in their school districts.

Yes, and no.

Yes, we can provide you with a toolkit of all the important things we’ve learned these past couple of years so you can hit the ground running and start getting parents in your community Informed and Involved today.

But, no – we can’t do the work for you. The only thing that made this change a reality was local parents showing up and doing the work. Whether writing letters to the school board or showing up at SHAC meetings, there is no short cut. As much as I would love to show up to all of your district’s board meetings, the trustees from each district only want to hear from parents and guardians in their district.

The good news: the work itself is not “hard.” Sure, you may have to show up to a meeting for a couple hours once a month, but if you can make time for a Netflix binge night, you can make time to ensure that all students in your school district have a health curriculum that helps keep them mentally and physically safe and healthy.

We’re in the process of working on our toolkit now, so sign up below if you would like to be notified as pieces are added and be sure to follow us on Facebook and join our Facebook group. (Please note that due to an increased level of questionable group requests, we are being extra diligent in our screening.)

In the meantime, go to Google and search your district’s School Board and SHAC meeting dates as well as your school’s Campus Advisory Council meeting dates and put them on your calendar. Look up their public comment policies and get comfortable speaking for two minutes in support of ALL students in your district. Don’t worry, our toolkit will have lots of talking points to help get you started.

Thanks for your interest and thanks for all you do to support ALL students in your district.

Susanne


Why Austin ISD Students Deserve Comprehensive Sex Ed

Why Austin ISD Students Deserve Comprehensive Sex Ed

Austin ISD is currently evaluating a comprehensive sexual health education curriculum for 3rd-8th grade students. Unfortunately there are groups that are actively trying to spread misinformation to raise concerns with parents who are simply trying to get informed.

We’ve been actively involved in this ongoing discussions for over a year and are excited that finally all parents and community members are having an opportunity to weigh in with their opinions and questions about the scope and sequence of the topics that will be covered in the new curriculum.

Here is some general information about the whys and hows of the process as well as some reasons that we feel comprehensive, inclusive human sexuality and responsibility lessons are so important, even in elementary school.

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Why You Need to Attend Your School’s CAC Meetings

Why You Need to Attend Your School’s CAC Meetings

The Austin ISD School Health Advisory Council voted to move forward on revising AISD’s ten-year-old, outdated human sexuality curriculum in June. Unfortunately, groups who oppose comprehensive sex-ed as well as LGBTQ inclusion efforts, are working to halt the new curriculum, redirect the focus on abstinence-only programs, as well as limit the grades that have access to vital health information.

If you support comprehensive, science-based human sexuality education and LGBTQ inclusion programs for Austin schools, we need your help now more than ever. We’ve talked a lot about SHAC & School Board meetings, but now we have a new acronym to add to your list of meetings: CAC. The list of meetings you should be adding to your calendar are:

1. Attend the monthly SHAC meeting. You can learn all about SHAC meetings here.

2. Attend the monthly AISD School Board meetings. The rules and dates are subject to change so find the most current information at the AISD website.

3. Attend Your School’s CAC Meetings – Better yet, sign up to be ON the CAC. More info below.

First things first: What is a CAC? (the information in quotes is from the AISD website.)

“Campus Advisory Councils are committees of parents, students, business and community representatives, teachers, principals, and other campus staff. The formation of CACs is required by state law (Texas Education Code, §11.251). Specific functions of CACs include providing review and comment on:

  • Campus Educational Program
  • Campus Performance
  • Campus Improvement Plan
  • Campus Staff Development Plan
  • Campus-Level Waiver Requests to the State
  • Campus Budget

The mission of CACs is to promote excellence in education for all students through broad-based representation. CACs provide valuable input to principals, who ultimately have decision-making responsibility for their campuses.”

So, the CAC is an important group of individuals which is making incredibly important decisions about your school’s campus. We typically think of the PTA as *the* group in schools, but the CAC actually has much more power when it comes to input on curriculum, staffing and how funds are used at your school.

Based on feedback from recent SHAC meetings the CAC is going to have a couple important roles to play with the new human sexuality curriculum and LGBTQ inclusion programs.

First, each school’s CAC will be the group responsible for organizing input sessions (with the principal) and collecting feedback from parents regarding the human sexuality curriculum. We need as many supporters as possible at these meetings to ensure that our voices are heard.

Second, once feedback is collected and the school board votes on how to move forward with the human sexuality curriculum, each school’s CAC will be making important decisions regarding how the curriculum is rolled out at their schools. There is a huge risk of important aspects of the curriculum being stripped out during this phase and its important that we all stay involved through the entire process.

Check with your individual school about dates for upcoming CAC meetings. They are open to the public so anyone can attend.

If you’re interested in joining your school’s CAC, here is some additional information from the AISD website:

“Membership of Campus Advisory Councils is determined at the campus level. Click here to download a standard membership application. Completed applications should be submitted to your campus principal. Detailed information on membership criteria is contained in the CAC Bylaws.”

Unfortunately, I’m not able to send out meeting dates and reminders for each campus, but welcome you to post anything you find about your school’s upcoming CAC meetings in our Private Facebook Group or Public Facebook Page. Please help us spread the word with friends at your schools by sharing this post on your Facebook page, Twitter and anywhere possible to help get the word out.

Thank you for all you do to help keep ALL kids and parents in AISD Informed.

Want to help but don’t live in AISD? Learn more about SHAC’s in other school districts here.

Sign up for updates here.

Does AISD’s #NoPlaceForHate Have Limits?

Does AISD’s #NoPlaceForHate Have Limits?

I just spent the weekend filled with the wonderful energy from Austin Pride’s 2018 Pride Weekend. My daughter and I marched along with hundreds of other AISD students, parents and faculty behind an AISD marching band, all of us waving AISD Pride Flags and celebrating AISD’s commitment to make Austin schools a safe, #NoPlaceForHate environment for LGBTQ students, families and staff.
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Your Story Is Important – Let’s Share It.

Your Story Is Important – Let’s Share It.

I’m a big believer in using information to help transform fear into understanding.

And when it comes down to it, every person who is fighting against inclusion policies for LGBTQ students in Austin schools is basing their arguments on fear.

  • Fear based in their own ignorance about what it means to be LGBTQ.
  • Fear from the misconception that LGBTQ rights and equality will somehow negatively impact their own children.
  • Fear that they can’t explain LGBTQ topics to their kids without getting into nitty-gritty sex details. (FYI – My children have been to many hetero-weddings where we never had to have a discussion about the sex lives of the couple getting married.)

We have the opportunity to raise a generation of kids who will never even think twice about whether their LGBTQ friends are “normal” or “different” simply because they’ve never been taught to see them differently.

That’s why it’s more important than ever that schools embrace LGBTQ inclusion policies and that we help inform the parents who are fighting these policies so they can get past their fears and begin to understand.

One of the best ways to help people understand is through personal stories, and I’m hopeful that you will be willing to share your story, including why having LGBTQ inclusive polices in schools is important, so we can begin to build that bridge from fear to understanding.

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