Ypsilanti Community Schools Sexual Education Advisory Board (YCS SEAB)

Ypsilanti Community Schools' Sexual Education Advisory Board (YCS SEAB) is comprised of representatives from the following groups: parents of children in the district, staff/educators, healthcare professionals, students, and a board of education liaison. The committee meets regularly, reviews submitted materials and makes recommendations to the YCS Board of Education regarding the sexual health curriculum. The SEAB functions in accordance with Michigan legal guidelines and works to follow best practices in sexual health education while maintaining compliance with state laws and local community priorities.

We're also recruiting new members of the YCS Sex Education Advisory Board to meet 4-6 times during the 2020 school year. Join the team by completing the application, link to the application is found below. "For more information or a paper survey and application, please contact Shannon Hurley at 734-221-1104 or" 

An application for parents to join the Sex Ed Advisory Board. 

Sex Education Advisory Application

Sexual Education Goals and Objectives

1. Information: To provide accurate information about human sexuality. Goals include, but are not limited to, students having knowledge of:

  • the structure and function of male and female reproductive anatomy;
  • the benefits and challenges of choosing abstinence;
  • behaviors that put one at risk for HIV and other sexually transmitted infections (STIs), methods of prevention, testing, and treatment;
  • behaviors that put one at risk for pregnancy;
  • all FDA approved methods of contraception, how to use them, and their effectiveness;
  • other methods commonly used to prevent pregnancy and their effectiveness, including withdrawal and the rhythm method;
  • possible physical, emotional, social and legal consequences of sexual activity; and
  • Community, online and in-school resources available for safe and anonymous help to discuss sensitive issues related to sexual and reproductive health.

2. Attitudes, Values, and Insights: To provide an opportunity for young people to examine and understand their values, attitudes, and insights about sexuality. Goals include, but are not limited to, exploration, analysis, and discussion aimed at increasing students' understanding of the following issues:

  • teen pregnancy as it relates to the emotional, physical, and social health of prospective parents, child, and community;
  • gender and sexuality issues, such as sexual orientation, gender identity, and gender expression;
  • sexual violence, sexual harassment, abuse/assault, consent and intimate partner violence;
  • the roles of self-esteem and self-efficacy in influencing personal choices; and the roles of family, community, cultural, and religious values in forming personal values and making personal choices.

3. Relationships and Interpersonal Skills: To help young people develop healthy relationships and interpersonal skills.  Goals include, but are not limited to, assisting students in the developing the following skills:

  • communication and listening;
  • decision-making; affirmative consent
  • interpersonal problem solving and conflict resolution;
  • recognizing and navigating peer pressure;
  • understanding and creating healthy relationships; and
  • recognizing and exiting unhealthy relationships.

4. Responsibility: To help young people exercise responsibility regarding sexual behaviors, which includes addressing abstinence, pressures to become prematurely involved in sexual activity, and the use of contraception and other sexual health measures (e.g. prevention of HIV and other STIs).  Goals include, but are not limited to, assisting students in increasing their ability to:

  • understand the benefits and challenges of choosing abstinence;
  • analyze the possible short-term and long-term consequences of engaging in risky sexual behaviors;
  • identify ways in which personal behavior can be modified to reduce risks of pregnancy, HIV, and other STIs;
  • understand how to access sexual and reproductive health services provided by community agencies;
  • evaluate the influence of peer and social pressure in personal decision-making; and
  • engage in critical thinking and utilize decision-making, problem-solving, and refusal skills in order to avoid involvement in unwanted or early sexual intercourse and/or effectively use identified prevention or risk reduction methods.

All goals and objectives should be implemented in a manner that is age appropriate and consistent with the requirements of the State of Michigan.

Curriculum Review Criteria

The following criteria are used by the YCS Sexual Education Advisory Board (YCS SEAB)

  • to identify teaching resources (e.g., presentations, videos, written materials, etc) that can contribute to the teaching of sexual health education in a manner that is consistent with the educational philosophy of Ypsilanti Community Schools, current best practices in sexual health education, and Michigan state laws on sexual health education.  Our curriculum is designed to emphasize the benefits of abstinence while providing accurate, appropriate information about risk reduction strategies in a manner that is accessible, inclusive, and respectful of all students.  The committee recognizes that parents/guardians are the primary sexual health educators of their children, particularly with regard to the teaching of values and religious beliefs associated with sexual activity.


  • 1.     Provides medically accurate information
  • 2.     Provides scientifically accurate information.
  • 3.     Information is current.


  • 4.     Teaches information and skills, not values.
  • 5.     Is respectful of, but not derived from, religious teachings.


  • 6.     Uses teaching methods and materials that are appropriate to the age of the target audience.
  • 7.     Uses teaching methods and materials that are appropriate to the developmental abilities of the target audience.


  • 8.     Approaches sexuality in a manner that is both respectful and engaging of the target audience (e.g., uses an appropriate level of seriousness/humor, neither portraying sexuality too lightly nor in a frightening fear-based manner).
  • 9.     Provides information about the psychological and physical risks of sexual activity without presenting human sexuality in an overall negative light.


  • 10.  Is respectful of and applies to all students and does not engender shame/pass judgment/ alienate regardless of whether a student is abstinent, sexually active, or previously sexually active and currently abstaining.
  • 11.  Is respectful of and applies to all students and does not engender shame/pass judgment/ alienate regardless of a student's sexual orientation or gender identity.


  • 12.  Is of high quality. Depending on the type of resource the relevant quality criteria will vary.  Some examples of quality include: Materials should incorporate sound theories of behavior change and utilize instructional methods that foster functional knowledge and skill development. Materials should be appealing and engaging (e.g., up-to-date, quality graphics).  Messages should be clear and consistent.

Curriculum Review Process

All curriculum materials and resources used in teaching sexual health education must be reviewed and approved by the YCS Sexual Education Advisory Board (YCS SEAB) for recommendation to the YCS Board of Education.  All materials must be approved by the YCS Board of Education before they can be used or presented in the public schools.

Who can submit materials?

Materials can be submitted for review by teachers and other school district staff, students, parents, community organizations and professionals, and other interested parties.

How should they be submitted?

  • Materials can either be submitted accompanied by a written description or individuals can request time to present materials at a SEAB meeting.
  • Submissions of printed or video materials must include, at a minimum, at least one complete copy of the resource.  Prior to submission, the necessary number of copies for the particular resource should be discussed with the SEAB co-chair designated with responsibility for curriculum review. Provision of multiple copies of the materials will speed the review process.
  • If the request is for a presentation or workshop, the materials provided should include as much detail as possible (e.g., outlines of content, copies of PowerPoint or slide presentations, copies of handouts, tapes or videos of presentations if available).
  • Presentations to the committee will be limited to 10 minutes, followed by questions from the committee.

What is the review process?

SEAB Committee Review:
  • SEAB members will individually review and evaluate the submitted materials according to the standards outlined in the curriculum review criteria.  
  • SEAB members will discuss the submitted materials as a group at either a regularly scheduled or specially scheduled SEAB meeting. Following discussion, committee members will vote on whether to recommend the resource for Board approval, not adopt the resource, or gather additional information about the resource (e.g., request additional information, attend a workshop).
  • The SEAB will provide written feedback regarding the submission of any resources that are not approved for recommendation, explaining the reasons for the committee's decision.
Public Comment:  
  • All materials approved by the SEAB for recommendation to the YCS Board of Education will be sent to the YCS Board of Education to review, along with being presented to the YCS Board of Education for approval, in a separate meeting. Curriculum is approved by a majority vote of the YCS Board of Education.
How quickly will they be reviewed?
  • The SEAB will make every effort to review resources/materials in a timely manner. The provision of multiple copies of written materials, CDs and videos will help us to review materials more quickly.


Michigan Department of Education HIV/STD Sexual Education Page  MDE Website