State of New Hampshire CSSAPE Final Report - Copy

COMISSION TO STUDY SEXUAL ABUSE PREVENTION EDUCATION
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State of New Hampshire
Commission to Study Sexual
Abuse Prevention Education
SUMMARY OF
FINDINGS &
RECOMMENDATIONS

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Table of Contents
MISSION………………………………………………………………………………………..3
STATEMENT OF PURPOSE………...………………………………………………………4
BACKGROUND………………………………………………………………………………..6
SUMMARY OF INFORMATION……………………………………………………………...7
CURRICULUM………………………………………………………………………………..14
RECOMMENDATIONS………………………………………………………………………15
RESOURCES…………………………………………………………………………………17
REFERENCES………………………………………………………………………………..20
APPENDICES
Appendix A: Meeting Minutes and Guest Presentations……………………………...22
Appendix B: State of New Hampshire Education Laws…………………………….....50
Appendix C: Curriculum Recommendations…………………………………………....63

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Mission
This Commission to Study Sexual Abuse Prevention Education in Elementary and
Secondary Schools (SAPE) has been tasked under Chapter 143 of 2014 with producing
a report and recommendations from its study of sexual abuse prevention education in
New Hampshire’s K - 12 schools. Members of the New Hampshire Legislature, the
Sexual Violence Task Force, the New Hampshire Department of Education, the New
Hampshire Department of Human Services, teachers, parents, and allied local and
statewide organizations have collaborated to move forward sexual abuse prevention
education research and recommendations for the administration, planning and
implementation of an educational curriculum in the state’s K - 12 schools.

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Statement of Purpose
As referenced in the Senate bill 348, the legislation for the Commission to Study Sexual
Abuse Prevention Education in Elementary and Secondary Schools was brought
forward through the efforts of individuals and organizations who recognized a need to
educate and protect children from sexual abuse.
SB 348. New Hampshire Senate Bill, (Chapter 143 of 2014), established a commission
charged with the study of sexual abuse prevention education in elementary and
secondary schools.
Signed by Governor Hassan: June 16, 2014; Chapter 0143
I. There is established a commission to study sexual abuse prevention education in
elementary and secondary schools. The members of the commission shall be as
follows:
(a) One member of the senate, appointed by the president of the senate.
(b) Two members of the House of Representatives, appointed by the speaker of the
house of representatives.
(c) The commissioner of the department of education, or designee.
(d) The commissioner of the department of health and human services, or designee.
(e) The superintendent of a school administrative unit, or designee, appointed by the
governor.
(f) One teacher or one school administrator currently employed in a public elementary or
secondary school, and one guidance counselor currently employed in a public
elementary or secondary school, appointed by the governor.
(g) Two parents who have a child in a public elementary or secondary school, appointed
by the governor.
(h) One member from Sexual Assault Support Services of New Hampshire, appointed
by the executive director.
(i) One member from the New Hampshire Coalition Against Domestic and Sexual
Violence, appointed by the governor.
(j) One member who is a law enforcement officer serving as a school resource officer,
appointed by the governor.
II. Legislative members of the commission shall receive mileage at the legislative rate
when attending to the duties of the commission.
III. The commission shall:

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(a) Study the current practices and legislation in other jurisdictions regarding sexual
abuse prevention education in elementary and secondary schools, including activities
and practices of state and local agencies, community-based organizations, and other
public and private organizations, and solicit advice and testimony from such groups.
(b) Identify model evidence-based curricula for sexual abuse prevention education.
(c) Make recommendations for utilizing trained professionals to implement evidence-
based curricula and training for reporting of sexual abuse in schools.
(d) Identify opportunities for collaboration with state and local agencies, community-
based organizations, and other public and private organizations to provide prevention
education services.
(e) Identify potential funding needs and sources to support increased sexual abuse
prevention education in schools.
IV. The members of the study commission shall elect a chairperson from among the
members. The first meeting of the commission shall be called by the senate member.
The first meeting of the commission shall be held within 45 days of the effective date of
this section. Six members of the commission shall constitute a quorum.
V. The commission shall submit an interim report of its findings and any
recommendations for proposed legislation to the president of the senate, the speaker of
the house of representatives, the senate clerk, the house clerk, the governor, and the
state library on or before December 1, 2014, and shall submit a final report of the same
on or before June 30, 2015.
143:2 Repeal. RSA 189:65 relative to a commission to study sexual abuse prevention
education in elementary and secondary schools, is repealed.
143:3 Contingent Renumbering. If HB 1587 of the 2014 legislative session becomes
law, RSA 189:65 as inserted by section 1 of this act and as referenced in section 2 of
this act shall be renumbered as RSA 189:69.
143:4 Effective Date.
I. Section 2 of this act shall take effect July 1, 2015.
II. The remainder of this act shall take effect upon its passage.
Approved: June 16, 2014
Effective Date: I. Section 2 shall take effect July 1, 2015.
II. Remainder shall take effect June 16, 2014.
(Chapter 143, SB 348 – Final Version, 2014)

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Background
Participants: Commission Members
Senator David Watters - New Hampshire State Senator, District 4
Rep. Lorrie Carey - New Hampshire State Representative
Rep. Charlene Takesian - New Hampshire State Representative, Hillsborough
Rep. Suzanne Harvey - New Hampshire State Representative, Nashua
Jessica Paradis - Parent
Kathy Beebe - Executive Director, Sexual Assault Support Services
Lyn Schollett _ Executive Director, New Hampshire Coalition Against Domestic and
Sexual Violence
Erica Ungarelli - Department of Health and Human Services (Designee for Mary
Ann Cooney, Associate Commissioner, DHHS)
Suzanne Carmichael - Teacher, John Stark Regional High School
Jane Waterhouse - New Hampshire Department of Education (Designee for Virginia
Barry, Commissioner, DOE)
Meeting Dates
October 10, 2014
November 17, 2014
December 1, 2014
January 5, 2015
January 20, 2015
February 4, 2015
March 30, 2015
May 11, 2015
June 8, 2015
June 22, 2015
July 9, 2015
Guest Presentations: See Appendix A: Commission Minutes

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Summary of Information
I. State of the State: Issues and Trends in New Hampshire
In February 2014, the New Hampshire Senate passed SB348 —an act establishing a
commission to study sexual abuse prevention education in elementary and secondary
schools. The legislative intent of this act is to make appropriate recommendations
regarding New Hampshire’s child sexual abuse prevention education efforts.
Nationally, it is estimated that 17% of women and 3% of men have been victims of
sexual violence in their lifetime. More than half of women reporting completed or
attempted rape were less than eighteen years of age when the rape occurred. One in
four girls and one in six boys will be sexually assaulted by the age of eighteen. Sexual
violence is a crime in which youth are particularly at risk, in fact children who are victims
of sexual abuse are at higher risk for adverse health outcomes, delinquency, mental
illness, substance abuse, and future partner violence. Underreporting and secrecy make
it difficult to estimate the true prevalence of sexual violence. New Hampshire’s domestic
violence and sexual assault service providers have been raising awareness and
providing needed services to victims and survivors of sexual assault and their friends
and families for decades. However, providing sexual assault services is only part of the
work that is needed to solve the problem. Prevention is also needed. In 2014, the
Commission to Study Sexual Abuse Prevention Education in Elementary and
Secondary Schools was formed to begin exploring the issue of sexual violence in New
Hampshire and addressing prevention education.
Upon investigation, the commission was faced with some disturbing statistics. Forty one
percent of the most recent sexual assaults reported in the New Hampshire Violence
Against Women survey occurred before the victim’s eighteenth birthday, and 83%
occurred before the age of twenty-five. Sixty-nine percent of the most recent sexual
assaults committed against males in New Hampshire occurred before the victim was
eighteen. Fifty-one percent of men who reported having been sexually assaulted said it
occurred when they were age twelve or younger; another eighteen percent said they
were assaulted between ages thirteen and seventeen. The NH Violence Against
Women Survey results confirm previous findings that sexual violence is largely a crime
perpetrated against youth. These findings highlight the need for more support for
prevention efforts targeting those in the highest risk age groups. These incidents of
assault begin in our most vulnerable population: children.
Nearly one in four women and one in twenty men in New Hampshire have been
sexually assaulted. The New Hampshire Violence Against Women Survey found that
22.7% of women have been the victim of a sexual assault, with 19.5% having been the
victim of sexual assault with penetration. These figures represent 112,909 New
Hampshire women who have experienced sexual assault. These rates of sexual assault
are significantly higher than those found in the National Violence Against Women
Survey, in which 17.6% of women reported having been sexually assaulted, and 14.8%
reported being a victim of sexual assault including penetration.

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In addition, It is estimated that the average lifetime cost per victim (2010 dollars) of
nonfatal child maltreatment, including child sexual abuse, is $210,012, including
healthcare and medical costs, productivity losses, criminal justice costs, and special
education costs. The total burden of fatal and nonfatal child maltreatment is estimated
to be $585 billion (Fang X, et al, 2012).
Various agencies respond to cases of child sexual abuse. There is significant overlap in
the populations served by these three entities. In New Hampshire in 2014:
 DCYF investigated 1,147 reports of child sexual abuse.
 Child advocacy centers (CACs) coordinated and conducted the forensic
interviews of 1,483 children in child sexual abuse cases and provided referrals to
medical exams and counseling.
 Crisis centers provided ongoing, trauma-informed supportive services and
advocacy to 642 child sexual abuse victims and 148 adult survivors of child
sexual abuse. Advocates accompanied 552 child primary victims of sexual
violence to CACs for forensic interviews. In addition, crisis center advocates
supported 923 secondary victims who were affected in child abuse cases.
These findings highlight the need for more support for prevention efforts targeting those
in the highest risk age groups. The alarming number of women and men in New
Hampshire who have experienced sexual assault, primarily as children and youth,
underscores the need for effective primary prevention programs, for information and
support for victims, and to raise awareness of the prevalence, realities and
consequences of sexual assault.
II. Sampling of New Hampshire Coalition Against Domestic and Sexual Violence
Member Program Prevention Education Programs
For full record of meeting minutes and presentations, see Appendix A.
January 5, 2015
The member programs of the New Hampshire Coalition Against Domestic and Sexual
Violence conduct a range of prevention education programs in elementary, middle, and
high schools, colleges, and professional trainings including teachers, school personnel,
and staff at other youth-serving organizations. The following is a sample of prevention
education programs offered at three of the 14 member programs across the state that
were presented during the January 5th Commission meeting:
New Beginnings - Laconia:
New Beginnings utilizes a single methodology for all of its programs that focuses on
engaging students in an interactive format using various teaching methods building on
each program over the course of a multi-day program. New Beginnings presents in
elementary schools focusing on conflict resolution, rules for safe touch, bullying and
teasing, healthy relationships and images in the media. In high school. New Beginnings’
programs focus on sexual assault, drug-and alcohol facilitated sexual assault, consent,
root causes of violence, victim-blaming myths and other topics.

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Monadnock Center for Violence Prevention- Keene:
The sexual harassment program (also referred to as “gender-based bullying”) is offered
for grades 5-8. The program helps students distinguish between friendly and flirting
interactions and hurtful or harassing behavior. Methods include reviewing the school’s
policies and procedures and discussing how to maintain healthy boundaries with friends
and family.
In 7th
and 8th
grade, MCVP presents a program on healthy relationships with the
objective of identifying safe and respectful boundaries, exploring gender stereotypes,
and discussing effective communication skills.
WISE - Lebanon:
“Body Sense” - 6th
grade: Students develop a sense of themselves as inhabitants in the
world around them. They begin to identify and articulate what makes them feel
comfortable and good while learning coping skills.
“Sexual Harassment:”- 7th
grade: Students explore the differences between bullying,
sexual harassment, flirting and playing.
“Intro to Consent” – 7th
grade: Reframing personal body safety to empower students to
take responsibility of own body and safe and respectful behavior. Students define
consent as an active ask and answer communication process and address the
importance of consent in all relationships.
“Media Literacy” - 7th
and 8th
grade: Discussing challenges in distinguishing messages
in media about beauty and relationships.
“Healthy Relationships” - 8th
grade: Unpacking unhealthy messages we learn in
relationships and developing a commitment to empathetic relationships.
“Consent” - 8th
grade: Understanding the basics of consent and utilizing a case scenario
and to strategize how those involved could have done a better job to make
circumstances safer.
III. New Hampshire Department of Education, Laws and Guidelines Relevant to
this Study
(Summary with law citations, full sections in appendix)
The State of New Hampshire requires the provision of a substantive education program
that delivers the opportunity for an adequate education in the area of health education,
as a component of the school approval standards (New Hampshire Minimum Standards
for School Approval). Health education includes integrating knowledge, health skills
practice, critical thinking, problem solving, current developments, and robust
experiences in injury prevention, safety curriculum and violence prevention, and in
family life, healthy relationships and child abuse prevention, as identified in the national
health education standards. The New Hampshire Department of Education (NHDOE)
provides a comprehensive health education curriculum guideline, which includes
pedagogical instructions for approaching teaching and learning in health curriculum for

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local education authorities (LEAs) to use in the planning and implementation of a health
education curriculum (Appendix B).
School employees in all states are federally mandated to report suspected child abuse
and neglect to the proper authority, which, in New Hampshire, is the Department of
Health and Human Services. In 1992, the Attorney General’s Task Force on Child
Abuse and Neglect produced a 600 page, precedent setting Protocol, entitled Child
Abuse and Neglect: Protocols for the Identification, Reporting, Investigation,
Prosecution and Treatment. In 1998, a Protocol Revision Committee which was
convened to revise the Education section of the Child Abuse Protocol, clarified the roles
and responsibilities of education professionals in the handling of suspected child abuse
cases, and produced a set of guidelines for school employees on recognizing and
reporting suspected child abuse and neglect (NH Attorney General’s Task Force, 2002).
This Protocol represents a model - an ideal - for New Hampshire’s handling of child
abuse and neglect cases. It was developed with the recognition that an individual
agency’s ability to follow the recommended guidelines, will depend, to some degree on
available resources. The purpose of this protocol is to define a standard to which all
agencies involved in the handling of these cases should strive. It is not intended to
create substantive rights for individuals. The goal is to provide a safe environment for
the evaluation of child abuse and exploitation, coordinated services to victims and
families and community education. Consistent compliance with the procedures set forth
in this protocol will greatly increase the effectiveness of the state’s response to child
abuse and neglect cases (NH Attorney General's Task Force, 2009).
IV. Prevalence Statistics
A. Department of Children, Youth and Families (DCYF) Statistics, 2014
In State Fiscal Year 2014 New Hampshire DCYF reports investigating 1,147 reports of
sexual abuse. These are reports of familial sexual abuse allegations or those where the
perpetrator is unknown. Reports of sexual abuse of a non-familial or non-household
member are investigated by the police (DCYF Case Statistics, 2014).
B. New Hampshire Coalition Against Domestic and Sexual Violence (NHCADSV)
Statistics
In 2014, crisis centers across New Hampshire provided ongoing advocacy and support
services for 1,032 child victims of domestic and sexual violence and stalking. Services
include crisis counseling, shelter, safety planning, legal advocacy, transportation,
accompaniment to hospitals, courts, and child advocacy centers for forensic interviews,
emergency financial assistance, family strengthening and parental support, referrals,
support groups and individual child and sibling support activities. 642 child victims of
sexual abuse and 148 survivors of child sexual abuse who were over the age of 18
were seen at crisis centers in 2014. 184 child abuse victims and 172 children who were
exposed to domestic violence were served in 2014. Crisis center advocates

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accompanied 1,694 clients to Child Advocacy Centers for forensic interviews. 203
children were in shelters in 2014, totaling 18,179 shelter nights.
Child Victims of Sexual Abuse and Domestic Violence, 2014
Violence Type Female Male Total
Child Sexual Assault: 487 155 642
Adult Survivor of Child Sexual Assault: 129 19 148
Child Abuse: 130 54 184
Child Exposure to Domestic Violence: 101 71 172
Children in Shelter: 203 (18,179 nights)
Age of Victims DV SA Stalking
0 – 12 234 352 1
13 – 17 122 298 25
Total children served: 1,032
CAC accompaniments:
552 child primary victims
923 secondary victims
C. Statewide Data from Child Advocacy Centers, 2014
In 2014, 1,763 children were interviewed by trained forensic interviewers at Child
Advocacy Centers in New Hampshire. The majority of cases (n=1,483) were sexual
abuse. There were 1,347 alleged offenders, 87% of whom were known to the victim (a
parent, step parent, relative, partner of parent, or other known person) (NCA Statistics -
Statistical Report State of New Hampshire, 2014).
D. NHCADSV Prevention Education Data
The total number of children enrolled in public and private schools (Hyslop, 2015), and
in home school programs (Hyslop, 2015) in New Hampshire for the 2014 - 2015 school
year is 207,036.
All 14 members programs of the Coalition provide prevention education programs in
public and private schools, youth-serving organizations, community settings, and
professional trainings. These programs cover a wide array of domestic and sexual
violence topics, including child sexual abuse prevention, body safety, bullying, sexual
harassment, conflict resolution, healthy relationships, teen dating violence, sexual
assault, and domestic violence. Presentations were done in each county in the State of
New Hampshire, totaling 50,709 attendees for all outreach presentations. The table

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below shows the number of students and attendees specifically for sexual violence
prevention education programs conducted by crisis center educators in 2014:
Sexual Violence Prevention Education Programs Conducted by NH Crisis Centers
Grade Number of
Attendees
Preschool-2nd 4,318
3rd-5th 5,720
6th-8th 8,858
9th-12th 8,806
College 5,452
Youth Not in School 154
Adults 1,742
Total Sexual Violence Prevention Education Program
Attendees
27,683
Total Education and Outreach Presentation Attendees 50,709
V. What is being done in other New England States?
According to the National Conference of State Legislatures, a growing number of states
have enacted legislation requiring states to either study or develop age-appropriate
child sexual abuse identification and prevention curricula for pre-k through fifth, eighth
or 12th
grades to help children, teachers and parents recognize and identify child sexual
abuse (Wilson & Morgan, 2015).
The legislation also generally provides for some type of referral, counseling or safe way
for children to report incidences of child sexual abuse and requires training for school
personnel. Many states have also required task forces to further study the issue and
provide statewide recommendations. The following examples identify adopted
legislation that has been created in an effort to prevent further sexual abuse (Wilson &
Morgan, 2015).
For example, 2014 Connecticut Senate Bill 203: Requires the Department of Children
and Families, together with the Department of Education and Connecticut Sexual
Assault Crisis Services, Inc., or a similar organization, to identify or develop a statewide
sexual abuse and assault awareness and prevention program for use by regional and
local school boards. Educates children in the state about the dangers of sexual assault
and abuse; establishes uniform policies and procedures to assist children in the state
who may be victims of sexual abuse and assault.

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2014 Rhode Island House Bill 7292: Establishes a comprehensive school program to
provide an age-appropriate course of instruction in the prevention of child abduction,
child sexual exploitation and child sexual abuse.
2012 Maine L.D. 1705: Establishes the Task Force on the Prevention of Sexual Abuse
of Children, which is directed to research issues regarding child sexual abuse in Maine
and to adopt policies to address those issues. The policies may include age-appropriate
curricula for school children from prekindergarten to grade five and methods to increase
teacher, student and parent awareness of the issues regarding child sexual abuse. The
task force is also directed to submit a report to the joint standing committee of the
Legislature having jurisdiction over health and human services matters, and the joint
standing committee is authorized to submit legislation to the First Regular Session of
the 126th Legislature based on that report.
2009 Vermont SB 13: Requires the appropriate legislative committees to develop a
comprehensive statewide approach to preventing child sexual abuse. Includes a sexual
abuse prevention component in all school health curricula and directs the commissioner
of Education to convene a working group to prepare technical assistance materials that
support instruction on the sexual abuse prevention component and to provide training
on this topic. Requires school boards to ensure that all school employees receive
orientation on preventing, identifying and reporting child abuse and that parents and
caregivers receive information and education about child sexual abuse. Requires that
licensed child care facilities ensure that all employees receive orientation on preventing,
identifying and reporting child abuse. Directs appropriate administrative agencies to
conduct outreach efforts to raise the awareness of families and communities about child
sexual abuse. Formally establishes the Center for the Prevention and Treatment of
Sexual Abuse and its mission.

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Curriculum
The Commission was tasked with reviewing evidence based curricula. The following list
provides examples that are useful to our work.
State-Wide Sexual Assault Prevention Education Campaigns in Public Schools
Safe Dates is one of only two programs which has been shown through data to prevent
or interrupt sexual violence perpetration (Foshee, N.D.).
Green Dot, created by the University of Kentucky, is a violence prevention program. It
has been shown to be effective in reducing sexual assault according to the preliminary
findings of a five year study done in Kentucky high schools. The study, done by the
University of Kentucky's Center for Research on Violence Against Women (CRVAW)
(Hautala, 2014), found a greater than 50 percent reduction in the self-reported
frequency of sexual violence perpetration by students at schools that received the
Green Dot training, compared to a slight increase at schools that did not.
The study also found a 40 percent reduction in self-reported frequency of total violence
perpetration — including sexual violence, sexual harassment, stalking and dating
violence — at the Green Dot schools, compared to a small reduction at the non-Green
Dot schools (Green Dot Staff, 2010).
In 2009 Vermont passed An Act Relating to Improving Vermont’s Sexual Abuse
Response System (Stalberg, 2013). A 2012 assessment reported an increase in
awareness about sexual violence. The Act created a curriculum called Commit for Kids
(Vermont DCF & DOE, 2011).
The curriculum is based on the Center for Disease Control’s Nine Principles of Effective
Prevention programs (CDC, 2015).
The 2010 Oklahoma State Department of Health Rape Prevention Education program
found a lack of existing programs which had been evaluated and shown to be effective
(State Assessment and Comprehensive Plan for Sexual Violence Prevention in
Oklahoma for 2010-2015, 2012).
A resource list was gathered and made available to all schools. Oklahoma has lofty
goals of reducing sexual assault by 25% and increasing education programs by
40%. Data will be collected until 2015.
Schools in Quebec have had success in elementary schools, reporting an increase in
awareness amongst students and retention of abuse prevention strategies (Hébert,
Lavoie , Piché , & Poitras, 2001).

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Recommendations
DRAFT RECOMMENDATIONS
COMMISSION TO STUDY SEXUAL ABUSE PREVENTION EDUCATION IN ELEMENTARY
AND SECONDARY SCHOOLS
The Commission studied the current practices and legislation in other jurisdictions regarding
sexual abuse prevention education in elementary and secondary schools, including activities
and practices of state and local agencies, community based-organizations and other public and
private organizations, and solicited advice and testimony from such groups.
The Commission utilized this information to make the following overall recommendations:
1. Expansion of child sexual abuse prevention education to reach all public school students in
New Hampshire.
2. Expanded use of community-based organizations, and other public and private organizations,
specializing in preventing and responding to sexual abuse to provide prevention education
services. The Commission recommends utilizing services provided by the New Hampshire
Coalition Against Domestic Violence member programs listed in the Resources section.
3. Legislative action to support funding in educational adequacy for child sexual abuse and
other related health issues.
4. The DOE provide information and support to schools who wish to seek grant funding for
expansion of child sexual abuse prevention education in the following areas:
(a) Model Curricula
The Commission recommends that:
1. DOE develop a model curriculum for use by trained teachers in schools that do not use
outside agencies for child sex abuse prevention education. The model curriculum should be
based on the Principles of Effective Prevention education and other model curricula such
as those used by the NHCADSV Member Programs, and/or listed in Appendix C.
2. DOE develop a training program for the teachers who will present the model curriculum
or identify outside agencies who will present the curriculum.
3. The Department of Education Health Education Curriculum Guidelines for
comprehensive graduation requirement should include child sexual abuse prevention.
4. The Minimum Standards for Public School Approval be amended in section ED
306.401(d)(4) Health and Wellness Education Program as follows:
“Family life; healthy relationships; child abuse prevention, including child sexual abuse.”
(c) Training on Mandated Reporting
1. The DOE and DHHS include specific recommendations and training concerning warning
signs of child sexual abuse and mandated reporting in the Child Abuse and Neglect
Guidelines for New Hampshire School Employees: Recognizing and Reporting Suspected
Child Abuse and Neglect.
2. The DOE require that the Child Abuse and Neglect Guidelines for New Hampshire
School Employees: Recognizing and Reporting Suspected Child Abuse and Neglect, as
revised,

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be presented annually to all school boards, superintendents, teachers, school employees,
independent contractors, coaches, bus drivers and any other individual working in a school
setting.
(d) Collaboration to Provide Prevention Education
1. The Sexual Violence Prevention Planning and Implementation Committee (SVPPIC) be
expanded to include representatives of:
a. The Department of Education
b. The Department of Health and Human Services
2. The SVPPIC:
a. Assess additional resources available to expand and sustain sexual abuse
prevention education in schools
b. Review the questions on the Youth Risk Behavioral Survey related to sexual abuse
and recommend any needed updates
c. Assess the need for additional training for teachers on responding to sexual
harassment
3. The DOE and DHHS:
a. Develop a communication plan addressing sexual abuse prevention education in
schools that would include:
i. Working with superintendents
ii. Working with PTA
b. Place the communication plans and other resources on SAU’s website.

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Resources
The 14 agencies listed below are all member programs of the New Hampshire Coalition
Against Domestic and Sexual Violence. They all provide the same types of services,
including:
 Prevention education and outreach in schools, communities and professional
settings
 Support and information, available in person and through a 24-hour hotline
 accompaniment, support and advocacy to hospitals, police departments, and
courts, support groups, information and referrals to community programs
 Access to emergency shelter
 Peer support groups
 Assistance with protective/restraining orders and referrals to legal services
 Information and referrals to community programs
RESPONSE to Sexual & Domestic Violence
c/o Coos County Family Health Services
54 Willow Street
Berlin, NH 03570
866 662-4220 (crisis line)
603-752-5679 (Berlin office)
603-636-1747 (Groveton office)
The Support Center at Burch House
P.O. Box 965
Littleton, NH 03561
1-800-774-0544 (crisis line)
603-444-0624 (Littleton office)
Starting Point: Services for Victims of Domestic and Sexual Violence
P.O. Box 1972
Conway, NH 03818
1-800-336-3795 (crisis line)
603-603-447-2494 (Conway office)
603-539-5506 (Ossipee Office)
Voices Against Violence
P.O. Box 53
Plymouth, NH 03264
603-536-1659 (crisis line)
603-536-5999 (office)

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WISE
38 Bank Street
Lebanon, NH 03766
1-866-348-WISE (toll-free crisis line)
603-448-5525 (local crisis line)
603-448-5922 (office)
New Beginnings Without Violence and Abuse
P.O. Box 622
Laconia, NH 03247
1-866-644-3574 (domestic violence)
1-800-277-5570 (sexual assault)
603-528-6511 (office)
Turning Points Network (formerly Women's Supportive Services)
11 School Street
Claremont, NH 03743
1-800-639-3130 (crisis line)
603-543-0155 (Claremont crisis line)
603-863-4053 (Newport office)
Crisis Center of Central New Hampshire (formerly Rape and Domestic Violence Crisis
Center)
P.O. Box 1344
Concord, NH 03302-1344
1-866-841-6229 (crisis line)
603-225-7376 (office)
Sexual Harassment and Rape Prevention Program (SHARPP)
UNH - Durham
8 Ballard Street
Wolff House
Durham, NH 03824
1-888-271-SAFE (7233) (crisis line)
603-862-SAFE (7233) (local crisis line)
603-862-3494 (office)
A Safe Place & Sexual Assault Support Services
20 International Drive, Suite 300 Portsmouth, NH 03801
603-436-4619 (Portsmouth office)
1-888-747-7070 (crisis line)
603-436-4107 (Portsmouth Office)
603-330-0215 (Rochester Office)
603-890-6393 (Salem Office)

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YWCA Crisis Service
72 Concord St.
Manchester, NH 03101
603-668-2299 (crisis line)
603-625-5785 (Manchester Office)
Bridges: Domestic & Sexual Violence Support
P.O. Box 217
Nashua, NH 03061-0217
603-883-3044 (crisis line)
603-672-9833 (Milford office)
603-889-0858 (Nashua office)
Monadnock Center for Violence Prevention
12 Court Street
Keene, NH 03431-3402
603-352-3782 (crisis line)
1-888-511-mvcp(6287) (toll-free hotline)
603-352-3782 (Keene office)
603-209-4015 (Peterborough office)
Other Resources:
Prevention and Intervention of Sexual Violence in schools: Talking about "It"
Principles of Effective Prevention Programs
Programs and Curriculum:
New Hampshire Crisis Center Prevention Education Programs
Care for Kids
We Care Elementary
SAFE-T
Safe Dates Program
Coaching Boys into Men
Shifting Boundaries
Green Dot
Bringing in the Bystander

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References
State Assessment and Comprehensive Plan for Sexual Violence Prevention in
Oklahoma for 2010-2015. (2012, November 5). Retrieved July 2015, from
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Assessment-and-Comprehensive-Plan-for-Sexual-Violence-Prevention-in-
Oklahoma-for-2010-2015.pdf
CHAPTER 143 SB 348 – FINAL VERSION. (2014, February 13). Retrieved May 2015,
from gencourt.state.nh.us: http://www.gencourt.state.nh.us/legislation/
2014/SB0348.html
Chapter 186 The State School Organization. (n.d.). Retrieved June 2015, from
gencourt.state.nh.us: http://www.gencourt.state.nh.us/rsa/html/XV/186/ 186-
11.htm
National Children’s Alliance Statistics - Statistical Report State of New Hampshire.
(2014). Retrieved June 2015, from National Children's Alliance :
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/2014NewHampshireAnnual_0.pdf
Center for Disease Control. (2015, February 19). Sexual Violence: Prevention
Strategies. Retrieved July 2015, from Centers for Disease Control and
Prevention: http://www.cdc.gov/violenceprevention/sexualviolence/
prevention.html.
Fang, X., Brown, D. S., Florence, C. S., & Mercy, J. A. (2012, February). The Economic
Burden of Child Maltreatment in the United States and Implications for
Prevention. Retrieved June 2015, from Science Direct: http://www.science
direct.com/science/article/pii/S0145213411003140
Force, N. A. (2002). Child Abuse and Neglect: Guidelines for New Hampshire School
Employees:Recognizing and Reporting Suspected Child Abuse and Neglect.
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criminal/victim-assistance/documents/child-abuse-education-protocol.pdf
Foshee, V. (N.D.). Safe Dates. Retrieved July 2015, from National Institute of Justice:
https://www.crimesolutions.gov/ProgramDetails.aspx?ID=142
Green Dot Staff. (2010). Retrieved July 2015, from Green Dot, etc:
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Hautala, K. (2014, September 10). 'Green Dot' Effective at Reducing Sexual Violence.
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edu/content/green-dot-effective-reducing-sexual-violence
Hébert M, Lavoie , F., Piché, C., & Poitras, M. (2001, April 25). Proximate effects of a
child sexual abuse prevention program in elementary school children. Retrieved
July 2015, from National Center for Biotechnology Information,:
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21
Hyslop, S. (2015, February 6). State Totals - Home Schooled Enrollments by
Participating Agent. Retrieved July 14, 2015, from New Hampshire Department
of Education:
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Hyslop, S. (2015, February 24). State Totals - Ten Years Public and Private Fall
Enrollments. Retrieved July 14, 2015, from New Hampshire Department of
Education: http://education.nh.gov/data/documents/ten_year2005.pdf
Nation, M., Crusto, C., Wandersman, A., Kumper, K. L., Seybolt, D., Morrisey-Kane, E.,
et al. (2003). What works in prevention: Principles of Effective Prevention
Programs. American Psychologist, 58: 449-456.
NH Attorney General's Task Force. (2009, March 16). Child Abuse and Neglect: Third
Edition. Retrieved June 2015, from http://doj.nh.gov/criminal/victim -
assistance/documents/abuse-investigation-protocol.pdf
Stalberg, I. (2013, January 7). Vermont Sexual Violence - 2012 School Assessment:
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ExternalReports/287054.pdf
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Abuse in Vermont . Retrieved July 2015, from Department for Children and
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one_schools
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Coalition Against Domestic and Sexual Violence.
Wilson, J. J., & Morgan, R. (2015, March 10). Child Sexual Abuse Prevention: Erin's
Law. Retrieved February 2015, from National Conference of State Legislatures:
http://www.ncsl.org/research/human-services/erins-law-and -child-sexual-abuse-
prevention-laws.aspx

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APPENDIX A
Minutes: October 20, 2014 Organizational Meeting
Commission to Study Sexual Abuse Prevention Education in Elementary and
Secondary Schools Draft
Present: Sen. David Watters, Shanna Beckwith, Rep. Charlene Takesian, Jane
Waterhouse, Kathy Beebe, Jessica Paradis, Rep. Lorrie Carey.
Sen. Watters called the meeting to order at 10:05, and the Commission members
introduced themselves. The Commission reviewed SB 348, the duties of the
Commission, and Chapter 91-A on procedures for the Commission’s operation and
communications.
There was discussion of the purpose of the Commission, focusing on the New
Hampshire situation, the current capacity of educational programs, and the review of
legislation in the eleven other states who have legislation on child sexual abuse
prevention education.
Kathy Beebe of Sexual Assault Support Services was nominated to serve as
Commission chair by Sen. Watters, seconded by Jessica Paradis. The vote in favor was
unanimous. There was no nomination for clerk, so that election will occur at the next
meeting when more appointments have been made.
Shanna Beckwith of the New Hampshire Coalition Against Domestic and Sexual
Violence provided an overview of its 14 member programs. The Coalition provides
technical assistance and disburses funds as a pass-through. It engages in public policy
work and does programming statewide on issues of domestic and sexual violence and
stalking. It provides a statistical overview of services and a database. She described
prevention education programs for 2014. There are primary prevention programs,
efforts, directly targeted to students. SASS has the largest potential and capacity. There
are many catchment areas, each with unique programs suited to the area, but there is
little coverage in the North Country. Nine of the fourteen Coalition agencies receive
CDC funding, but given the paperwork involved, some decide not to accept funding.
Schools are not obligated to do this educational work, nor to have outside centers come
in. When they do, the programs can vary widely. There is little federal or state money for
prevention, since most is for services.
The CDC provides $7-50,000 for programs, most in the $7-10,000 range except for
SASS. Programs are also provided for youth outside of schools, through the Girl
Scouts, the Ys, Big Brothers, Big Sisters, etc. but there do not appear to be programs
particularly for home schoolers.
The Coalition is hiring a coordinator for prevention efforts and collaborating with
Prevention Education at UNH to continue to provide training, build capacity, and
evaluate programs. Rep. Takesian asked about what is effective and what are best
practices in a curriculum, and Kathy Beebe responded that it is best to produce a
framework rather than a detailed curriculum. Jessica Paradis noted that the State of
Maine is making an effort to do training. Kathy Beebe noted that given the focus of
many agencies on domestic violence, not as much focus has been given to sexual

23
abuse prevention education. There was a discussion of the reception of SASS
programs and the issue of the need for funding to expand because programs are very
welcome at schools and schools need multiple programs for them to be effective.
Kathy Beebe of SASS reported on its programs. They are age appropriate. She
described the process and role of the programs in schools. They focus on safety rules,
discussed with teachers, and on encouraging students to identify a trusted adult. The
puppet program is very popular for the K-Grade 3 or 4 age. The teacher and guidance
counselor are present. There is a tracking of disclosures made after SASS visits. In the
older grades, SASS programs cover changing attitudes and abuse prevention. IN Grade
5, there is a focus on internet safety. In middle school, there is coverage of bullying and
sexual harassment, bystander issues, relationships, consent, violence, blaming the
victim, and bullying of someone who discloses abuse. There is also a media series
which evaluates the messages on these issues in the media. SASS reaches 10,000
children a year in its Strafford and Rockingham County service area, about half are
young children, about half in middle school, and thus less in high school. There is pre-
and post-evaluation of programs. Brochures about the programs go home and schools
notify parents, but there is not a parental sign-off.
Discussion of SASS programs followed concerning such issues as required training for
reporting incidents, juveniles as abusers, bystander training, texting and laws on
possession of child pornography.
Under Other Business, Chris Dornin reported on issues of concern about the treatment
of sexual abuse offenders and about perceptions of levels of recidivism. He will be
scheduled for a full presentation at a later meeting.
The Commission set meeting dates of 11/3, 11/17, and 12/1. Agenda items suggested
for 11/3 include a report on legislation and programs in other states and a presentation
from the School Board Association on reporting practices. For 11/7, a presentation will
be requested from David Finkelhor and Lisa Jones of UNH on research, and for 12/1,
there will be reports on other service providers and an opportunity for Chris Dornin to
make a presentation. The Commission also discussed visiting a program.
The meeting adjoured at 11:30 a.m.
Minutes: Monday, November 3, 2014
Present:
Kathy Beebe, Chair - Sexual Assault Support Services of NH
David Watters - Senate
Charlene Takesian - House Member
Lorrie Carey - House Member
Jessica Paradis - Parent
Lyn Schollett - NHCADSV
Jane Waterhouse - Department of Education
Absent:
Mary Ann Cooney – DHHS
Suzanne Carmichael - Teacher

24
Lyn Schollett, NHCADSV, was elected clerk (minutes taken by Jessica Eskeland,
NHCADSV staff)
Minutes from previous meeting were approved.
Presenter Dean Michener, NH School Boards Association:
 School boards are the governing bodies of school districts. They are responsible
for adopting policies and implementing procedures to ensure those policies are
carried out.
 Mr. Michener recommended the Commission solicit information from Dr. Mark
Joyce, Executive Director of the NH School Administrators Association, as he
could provide some good practical insight for their consideration.
 All districts have local policies on student safety and the distribution of
information to students relative to protecting themselves from harm such as
abuse, abduction, and exploitation. These are specifically included in K-8
curriculum.
 While there isn’t a specific curriculum for sexual abuse prevention, most districts
have programs and guest speakers to come and talk to kids about safe touching,
etc.
 School boards adopt policies calling for these programs, and then usually
subsequent recommendations for curriculum come from school administrators,
which are then brought to school boards for approval, and these
recommendations are then implemented in the school district.
 Behavior management intervention policies address procedures that support
student needs, all of which are coordinated through overarching policies with
respect to guidance and counseling.
 Reporting child abuse and neglect is required by statute and Education rules.
RSA 169-C:29: Persons Required to Report, has the duty to report within it,
which includes teachers, school officials, nurses, counselors, or anyone with
reason to suspect abuse. This requirement is also in the Education rules under
Policy Development: Ed 306.04.
 Specific local procedures are generally a function of the administration as it
implements its school board’s policies.
 The NH School Boards Association distributes model curriculums. They provide
school boards with proposed policies, and the individual boards review them,
critique them and decide which policies to adopt. . Model policies go out after
every legislative session and include anything that’s been updated or impacted or
needs changing.
 Model policy calls for staff to report suspicions to the building principal, who in
turn notifies the Department of Health and Human Services. Notice to the school
superintendent is also made, and a written report is done within 24 hours. This
centralized process ensures awareness of appropriate officials and facilitates
follow-up communications.
 All faculty handbooks that Mr. Michener is familiar with address this issue and
highlight district policies and administrative procedures that implement those
policies.

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 Required reports of suspected abuse are frequently made to a school resource
officer, as well as local law enforcement.
 Based on working with local school boards, Mr. Michener suggested talking to
the Department of Health and Human Services. He has been aware of concerns
expressed over the Department’s staffing capacity and ability to timely handle
and conduct investigations.
 Local districts take the issue of investigating complaints very seriously. It’s a very
prominent issue for school boards. Districts may be held liable for claims that
they failed to protect students if they knew or should have known about abuse
and failed to take protective action. Several times they’ve put on school
conferences and bring together administrators with local board members. There
was a school law conference held just last month; it’s held in the fall every year.
 They’ve known of student-to-student harassment; an emergent issue as of late
has been mistreatment of students by teachers, and this can be either verbal or
physical, and what’s emerged recently has been concern over teachers grooming
students, which has been a focal point of concern as of late. It’s part of the issue
of how they monitor social media and what’s taking place in our increasingly
digital world.
 Senator Watters asked if it would be possible for the Commission to get a copy of
model policies that are distributed to school boards.
 Mr. Michener distributed these to the Commission. He has a policy on reporting
child abuse and neglect, teaching about self-protection, behavior management
and intervention, school guidance and counseling programs, and coordinated
school health programs. He also submitted a copy of a handout from the latest
school law conference on investigating complaints, which is used by most
districts.
 Senator Watters noted that while the Commission is not tasked with examining
reporting procedures, per se, it seems that reporting, and what Mr. Michener
describes as the system of training, information gathering, and the
interconnection between administrators seems like an opportunity for prevention
education in that process. Perhaps there is an opportunity there to influence the
system. Senator Watters asked what advice Mr. Michener might have for the
Commission about how prevention education might be productively provided to
teachers, school boards, administrators, and so on.
 Mr. Michener stated he doesn’t know if he’s the best person to answer that
question. He did say that in terms of looking at what are best practices and
model curriculum, getting that information to boards to be incorporated into
policies is important as the process progresses from starting with administrators,
having research conducted, generating a proposal, policy adoption by the board,
and implementation.
 As he’s seen in the past, much has come out in the realm of looking at best
practices through task forces and study groups that have looked at the issue and
come out with recommendations, which are presented in conferences. From
there, policy makes its way into district requirements and then administration
implements it. He thinks that process works well. He does not feel he is the best
person to speak to the issue of what are best practices, best curriculum, etc.

26
 Lyn Schollett asked Mr. Michener whether he has a sense of how many school
districts across the state have adopted a policy specifically about sexual abuse
prevention education, bullying, harassment, etc.
 Mr. Michener indicated that they all do, as they are required to. What they are,
specifically, he can’t say.
 Lyn Schollett asked Mr. Michener to the extent that school districts are required
to have a policy on these issues, is that to fulfill what he had mentioned in terms
of K-8 classroom education requirements?
 Mr. Michener indicated that yes, it is. Some policies are suggested and some are
required by law. He could not recall whether intervention programs are required
or suggested policy. He’ll check and get back to the Commission.
 Representative Carey brought up the social media piece. Whereas she sits on
her local school board and has some familiarity with these policies, she shared
that her own district struggles with the social media piece, which seems to be
giving most trouble to school boards, as it presents the most opportunity for
abuse, particularly student-to-student. They’ve been working on model policies to
address this, and she asked whether the NH School Boards Association has
developed any model policies in the area of social media and sexual abuse
prevention.
 Mr. Michener indicated that social media was a big issue just last legislative
session, and it came down to the House position versus the Senate position on
social media. He indicated that the NH School Boards Association was pleased
that the Senate held to its position that resulted in no Committee of Conference
agreement. The issue was whether school districts should have access to
students’ personal social media accounts, and the House position was to
maintain total privacy for the student and didn’t allow school districts any access
to a student’s account. The legislation the NH School Boards Association
supported was that privacy should be maintained at the postsecondary level, but
not K-12. The issue was what they saw as a conflict between the state’s current
anti-bullying law and safety and violence prevention. Bill language would have
prevented school administration from asking to see a social media account even
if a student came to them with a claim reporting an abusive posting. The first
thing they have to do in an investigation is get some documentation, and so they
have model policies in the area of social media and their goal is not to be
demanding access to social media accounts, but when the situation arises, to be
able to conduct a thorough investigation, which often requires seeing the
account.
 Representative Carey asked whether that aligns with guidance the NH School
Boards Association has given to schools re: surveillance cameras, which pick up
private activity.
 Mr. Michener indicated that if you have cameras on, say, a school bus and you’ll
be recording, you have to have signs up saying camera and audio recording is
being used. Most schools, even if they implement video recording, usually only
implement random audio recording, but they have to leave the signs up. But they
do have model policies in all those areas, and he’d be glad to get those for the
Commission if they’d like them.

27
 Senator Watters raised the issue of teachers engaging in grooming behavior and
its intersection with social media. He asked what needs to be done to address
that, and for the Commission’s purposes, asked whether awareness around the
grooming process is being delivered to students.
 Mr. Michener indicated that the NH School Boards Association is incorporating
that awareness into what they do with their own faculty and staff so that not only
aware and ready to report students but also faculty and staff are looking at this
issue as well so they’re Some of this has even stemmed from court cases, and
as he’d previously mentioned, there was a court case a few years ago where the
district discovered they were in a very bad situation and the court was very
specific in saying even if you didn’t’ know about the abuse, you should have
known. That is driving how they do staff development and training and what
they’re doing for programs. Dr. Mark Joyce could speak to the specific issues of
what that training looks like. The NH School Boards Association does more
specific training for school staff and is generally not part of that kind of training.
But those programs are in place, generally, as a function of policy.
 Senator Watters raised the subject of safety policies. He referred to Mr.
Michener’s statement that there are no specific guidelines for child sexual abuse
education, though it’s assumed that it’s covered.
 Mr. Michener said that based on his best recollection, there is no specific
required curriculum laid out, but there’s a requirement to address it. Individual
districts could vary. Most programs he’s seen have incorporated guest speakers
to address these issues, and it’s generally more prevalent in the K-8 age level.
 Jessica Paradis stated that when school districts have guest speakers, that’s a
cost to the school district. She asked what happens when a school district cannot
afford that expense.
 Mr. Michener said he wouldn’t say that nothing happens; local district
administration may do it, or staff with professional development training. It’s not
that it doesn’t get done; it’s just gone about a different way.
 Senator Watters stated that the Commission is tasked with looking at model
curricula and best practices, and as they won’t create an unfunded mandate, he’s
wondering about if there is a way to provide training for districts that don’t have a
budget to bring someone in. It would be nice to provide good training for staff so
they could take advantage of best practices.
 Mr. Michener stated that programs like that have flowed through the Department
of Education, which uses funds to do regional approaches and put on events. So,
that model has been used. All local districts have professional development
programs and training programs, and districts have funds set aside for that. You
don’t universally need guest speakers. There are lots of resources available to
districts through the Department of Education that can be utilized, as well as
other sources that get used. Mr. Michener suggested that it is helpful to have the
Department of Education research and offer programming on best practices, and
have that programming available to all districts.
 Senator Watters asked for more background about stated concern over the
Department of Health and Human Services not having enough staffing, and
wondered what the issue was.

28
 Mr. Michener clarified that it’s not that he has seen this as a problem, but has
heard anecdotal concern. The requirement is 48 hours for a report, and model
policy is 24 hours. The Department of Health and Human Services then follows
that up with a written report as required by RSA 169-C. He has heard frustrations
from administrations and Boards that it’s difficult to get these reports back from
the Department in a timely manner.
 Lyn Schollett asked what the designation of “R” means in the policy handout,
noting that the policy is marked as “R.”
 Mr. Michener stated this indicates a required policy. The NH School Boards
Association has a staff attorney who works on all policies. He works with the
Legislature while they’re in session and shares all activity going on with their
attorney. Both suggested and required policies are available online for districts to
access. If it says ‘required’ it probably lists the statutory reference at the bottom.
 Kathy Beebe, Chair, Sexual Assault Support Services of NH referred to the
conference for administrators and boards that was previously mentioned and
asked whether it is required for administration and boards.
 Mr. Michener indicated that the conference is not required.
 Kathy Beebe asked whether there is any required training for administrations and
boards.
 Mr. Michener indicated that local districts have their own required training. He
can’t speak to what all those different practices are. The conference is open to
administrators and board members, and legislators are invited.
 Representative Carey stated that this conference is usually heavily attended by
administrators but not board members.
 Mr. Michener concurred that this is generally the case.
 Representative Carey stated she feels that the school boards are where training
needs to lie because they make policy. Currently there is no mandated training to
be a school board member.
The Commission looked at the legislation review of what other states have in place.
 Senator Watters noted that he thinks the chart may be a little out of date. He
offered for Legislative Research to see if they can get more current data.
 Jessica Paradis noted that she thinks Maine’s task force has led to state law.
She thinks there might be four other states in the past year that created laws.
 Jessica Paradis noted that she is a NH School Boards Association delegate in
Somersworth. She has seen lots of language and papers around this issue, but it
doesn’t happen at the school level. Programming is cost-prohibitive. They have
five or six towns on the Seacoast working under a tax cap. There is no training
required to become a school board member, so you have lots of divergent
opinions. Her presentation to the board on the importance of this programming in
schools wasn’t well received; in general, it is not seen as the school’s
responsibility.
 Kathy Beebe asked Ms. Paradis if she feels like there’s not an understanding of
state policy requirements?
 Jessica Paradis stated that sexual abuse prevention education isn’t enough a
part of those requirements. She feels compliance with those requirements is
seen as something districts will do because they have to, but programming is

29
largely reactionary and not proactive. She feels the prevention piece is not
adequately being addressed. She feels there is woeful lack of awareness of the
prevalence of the issue.
 Representative Carey noted that it might be worth exploring required training for
incoming teachers and board members. The only trouble is that the law would
not be retroactive and thus would not apply to current teachers and board
members.
 Lyn Schollett wondered if the Commission could see a few school districts
policies – just a sampling to see what they’re doing around prevention education,
as it could prove insightful for the Commission.
 Representative Carey asked whether it would be possible for the Department of
Health and Human Services or the Department of Education could help. It was
noted that this information is probably available on individual SAU websites.
 Senator Watters suggested the Commission ask Mr. Michener to provide the
Commission with model policy as well as some samples of school districts
policies. It would be helpful to know what districts are already doing in response
to this mandate to teach children about self-protection, and to see what the
policies and implementation look like.
 Jessica Paradis noted that she has been on her board for 3.5 years and has
never seen a policy on prevention.
It was noted that the NH School Boards Association’s lawyer is Barrett Christina. The
Commission would like to make a request to Mr. Michener for information from Mr.
Christina. Kathy will ask Patrick to do this in her name, as a request on behalf of the
Commission.
 Senator Watters noted that what the Commission is looking at here blends into
Erin’s Law. When considering potential needs and actions, the Commission has
to consider what is likely to be effective, feasible, and legal, because unfunded
mandates are not. He further noted that even if the Commission can pass
something, if the Department of Education and other stakeholders don’t think it’s
possible or helpful, then it’s not effective. He thinks the Commission needs to
determine whether training for school board members can feasibly be increased,
and whether more training can be provided to teachers that are providing in-
school programming in lieu of guest speakers.
 Representative Carey noted that her school district has experienced instances of
sexual abuse on several levels, and nothing was done regarding policy or
training; the focus was instead on mitigating the event. They have had more than
one incident and done nothing to address prevention.
 The Commission determined that Ms. Paradis would go through the chart of
legislation in other states and separate the policies out into preventative/reactive
categories and present them to the Commission in the future to save everyone
time.
 Jessica Paradis noted that she really likes how Maine has managed this
problem, which is that everyone that sits at the table when working with kids is
included: sports coaches, after-school programmers, etc. She noted that she
doesn’t like having teachers have all this on their plate. She noted that,

30
statistically, 1/3 of female teachers have experienced sexual abuse, and they
may be triggered by this programming. She further noted that it could possibly
interfere with a judicial case if mandated reporting isn’t done exactly right. She
further noted that she prefers outside agencies coming into schools and doing
this programming, as students listen better when it’s an outside voice. However,
that’s where money becomes involved. When it’s done by teachers it doesn’t cost
money. She’s not sure what the answer is, but she can go through and highlight
the different categories of policies for next time.
 Kathy Beebe noted that it’s hard to figure out in looking at the small blurbs
contained in the legislation chart which ones are looking beyond just the
identification and reporting piece and which ones are looking at prevention
curriculum.
 Senator Watters suggested it might be helpful to get the actual legislation for
each of these states’ policies. The Commission determined that it would be
helpful, and Senator Watters will be asking Legislative Research to get the bills in
a document and distribute it to the Commission.
 Senator Watters noted that given the legislative process, there’s some proverbial
low hanging fruit. If the Legislature can encourage school districts to provide
prevention programming without getting into any unfunded mandates, the
Legislature can ask the Department of Education to take the next steps after the
Commission toward identifying or developing model educational materials, and
whether they can take that on is an issue the Commission can address, but it
means providing a service to districts that want to take it up. He thinks many
districts will be able to do it early and some will take more convincing, based on
variables such as cultural issues on boards, etc. Once the Commission reviews
the legislation from other states, they can see what might be effective and
practical. Incremental steps toward improvement are critical.
 Representative Takesian stated that on the municipal side of government, there’s
the NH Municipal Association. She asked whether there is something
comparable to that for the Department of Education, in that the NH Municipal
Association offers training and free services to member towns. Is there an
equivalent for schools?
 Representative Carey stated that the NH Association of School Boards, the New
England Association of School Superintendents, and the New Hampshire
Association of School Principals all exist and offer comparable services, but
that’s only if you belong to them. Not all school districts belong, as it is an
expense. In terms of providing model policies, all of these associations are a
great resource.
 Representative Carey noted the importance of defining sexual abuse, because
everyone involved may have different ideas about what that means. They need a
clear definition of what they’re trying to solve before they can get answers from
associations on what they offer.
 Representative Takesian asked whether every school district belong to the NH
School Boards Association.
 Representative Carey responded that there is a substantial fee associated with
membership and that not all districts belong, though she thinks most do, because

31
it’s a cost-saving resource. If you can have the Association write your policy
rather than a school district attorney, it’s a savings to the district.
 Representative Carey further noted that school board training has more to do
with governance and process than creation of policy.
 Kathy Beebe asked whether the NH School Boards Association has any
compliance or monitoring role, or if their role is just to provide TA support?
 Representative Carey stated that it’s strictly a role of TA support. Training is
centered mostly around TA, duties, hiring, Right to Know Law, etc.
 Senator Watters asked whether the NH School Boards Association offers online
training or is it all in-person?
 Representative Carey noted that she believes it’s mainly in-person training. She
noted that the Local Government Center has a good online academy, but it is not
school-specific the way the NH School Boards Association is.
 Senator Watters noted that it might be a useful way to start something if there
were online resources/training modules available for board members who could
then be encouraged to participate in an online training, or at least know that the
information is available online. There are lots of opportunities to provide
information that can be effective without forcing school board members to do a
compulsory training. If you have one advocate on a school board that is on board
with this endeavor, it’s easier for them to refer peers to the website. The
Commission may recommend that a model training video be created on this
issue with a discussion of best practices and have and documents available for
the NH Association of School Boards to post for use on their website.
 Representative Carey noted that cable access could even be a viable venue.
 Lyn Schollett inquired that if this policy is required, who ensures compliance?
 Senator Watters stated that each individual school board sets the policies for the
district and administrators have to report to the board around implementation.
 Lyn Schollett inquired as to who ensures districts adopt mandated policy, or that
adopted policy meets requirements.
 Representative Carey indicated that this would fall under the purview of the
Department of Education. Therein lies “the joy of NH”: enforcement is pretty
much an honor system.
 Senator Watters noted that the fear of lawsuit is in front of these boards if they
haven’t adopted policies, and that the established liability of ‘you should have
known and had policies’ may work in the Commission’s favor as far as leverage
to curry compliance.
 Lyn Schollett asked Jane Waterhouse if she could speak to the monitoring by the
Department of Education of school board policies, and what that review process
looks like.
 Jane Waterhouse, Department of Education, stated that she believes there is
such a mechanism, but she is unsure. She will get answers and bring them to the
Commission. She further noted that she will be meeting with the Commissioner
of the Department of Education to see how she feels about this initiative and
what her ideas are. She will bring that feedback to the next meeting.
 Senator Watters noted that the Commission should have Dr. Mark Joyce come in
to speak to them and noted the Commission’s limited timeframe.

32
 Representative Carey stated she believes the NH Association of School Boards
conduct trainings for school districts for board cohesiveness and management,
so Dr. Joyce should have a good idea, in his consultant capacity, of what school
districts are doing if they’re doing anything to identify the policy areas that are
difficult to execute.
 Kathy Beebe revisited the chart of other states’ legislation around this subject
matter, and it was determined that Jessica Paradis would separate these out into
the different categories of policy approach (mandated, suggested, reactive,
preventive, etc.) and that Legislative Research will be asked to provide the actual
bills for all of these policies.
 Senator Watters spoke to the reporting piece and indicated that there are lots of
procedures around this, but they are not under the Commission’s purview. He
suggested that perhaps the Commission can piggyback prevention education
onto the training about reporting. This might be a way to get something done
without too much difficulty.
 Senator Watters noted he’s interested in seeing what current programs are doing
to address grooming awareness?
 Kathy Beebe indicated that there is some programming around this, but that it’s
not formalized. There have been trainings for bus drivers, administrators, and
personnel about the whole picture, but that it’s more focused on identifying
instances of abuse and how to go about reporting. The other piece is that often
the focus is on sexual harassment and Title IX and not prevention. Most the
programming Sexual Assault Support Services provides has to do with a hostile
school environment and doesn’t address the grooming piece.
 Senator Watters asked about the social media piece in programming.
 Kathy Beebe indicated that Sexual Assault Support Services hasn’t done
anything with school personnel about the online piece of things.
 Representative Carey noted that that’s where she’s most recently seen the
biggest problem, and at this point there’s not a lot of guidance for boards when
they see this issue.
 Senator Watters stated that he knows law enforcement is doing a lot of
awareness around online grooming in terms of catching perpetrators, etc.
 Representative Carey noted that a school is a protective environment that
doesn’t do things the same way that regular law enforcement does. There’s more
protection going on within a school to protect that environment, so sometimes
issues are dealt with very differently inside as opposed to outside. She made the
comparison to the Catholic Church environment. Sometimes problematic
individuals are let go and go into another environment where they resume their
activity, so it’s resolved in school but not outside.
 Kathy Beebe suggested that maybe there are school personnel trainings that
exist that we don’t have. The only administrator training they do now is for the
teachers where they’re coming in and doing the puppet show. Older students
dealing with more online issues, and the teachers dealing with those issues, are
not getting guidance.
 Senator Watters suggested that Kathy should ask Patrick to reach out to:
o David Finkelhor

33
o Lisa Jones
o Dr. Mark Joyce
 Ask Legislative Research to compile a document with the actual legislation
behind each state’s law for the Commission’s review.
 Patrick will be writing a report based on the Commission’s first two meetings,
which is to be signed off on by the Chair and delivered to legislative leadership.
Representative Carey asked if any part of compliance with these policies is identified
within the accreditation process. That would only apply to high schools though.
Elementary and middle schools don’t go through that process.
At the next meeting, November 17th
:
o David Finkelhor
o Dr. Mark Joyce
o Lisa Jones
o Jessica Paradis’ presentation of legislation around the country
At the December 1st
Meeting:
 Lyn Schollett presenting an overview of programming offered in schools across
the state by Coalition member programs
 Jane Waterhouse will let us know next week who from DOE will come to present
Other business:
 Kathy Beebe mentioned that Senator Watters was wondering about the capability
for the Coalition to have on its website all the things that are being gathered by
the Commission because of the public component of it.
Whereas this is an impartial, public commission, it was determined to be more
appropriate to see if there’s a way this could be done through the General Court
website, as the NHCADSV is a nonprofit entity.
 Jane Waterhouse is going to conduct research to present to the Commission
regarding the findings and recommendations of other committees tasked with
studying the same subject matter in other states.
Meeting Adjourned.
Minutes Recorded by:
Jessica Eskeland, NHCADSV
Minutes: November 17, 2014
Present: Kathy Beebe, Sexual Assault and Support Services (Chairperson);
Representative Carey; Jane Waterhouse, Department of Education; Erica Ungarelli,
Department of Health and Human Services; Jessica Paradis, Parent Representative;
Lyn Schollett, NHCADSV; Representative Takesian; Senator Watters
I. Lisa Jones, Crimes Against Children Research Center

34
Ms. Jacobs gave an overview of the research presented by the Crimes Against Children
Research Center. The Center partners with other organizations engaged in research
regarding child sexual abuse prevention. In particular, Ms. Jacobs described the
Seattle-based Committee for Children’s Second Step Social and Emotional Learning
Program and its companion Child Protection Unit program, which includes both lessons
for children and materials for schools, including model policies.
Much child sexual abuse prevention programming started in the 1980’s with a focus on
messages to children regarding assertiveness and telling an adult. Since that time,
evaluation research has shown that
 children can understand those concepts
 some learning methods (e.g. interactive work) are more effective than only
lectures, and
 children are not negatively impacted by prevention work.
Ms. Jacobs emphasized that messaging to both children and adults responsible for
protecting them is most effective. The evaluations that have been done to date do not
address the effectiveness of teachers providing this prevention education versus a
specialized prevention educator presenting the program. When teachers present
programs, the school must pay for the materials the first time, then ongoing online
support is available to them.
The committee inquired as to why child sexual abuse has continued at such a high rate
if prevention education has been available since the 1980’s. Ms. Jacobs replied that
child sexual abuse is a complex issue; offenders’ tactics are evolving and layered; and
prevention education is not available everywhere.
The Committee for Children’s training includes training for all school staff (e.g. bus
drivers) and how to best respond if a child discloses abuse. They have a separate
training for teachers who will be presenting the lessons and an online program for
parents. Schools may choose to implement this program but Ms. Jacobs was not aware
of any school where using this program is mandatory.
Ms. Jacobs addressed how to best get buy-in from schools in adopting effective
prevention education. She indicated that it is important for school districts to actively
participate in the selection of the program that will be used. She advised against
mandating that any school district use a specific program. She believes that all schools
should have some minimum standards e.g. that they will respond to reported abusive
behavior. Including the PTA’s would be helpful in the implementation of prevention
education programming.
Ms. Jacobs is beginning to do an evaluation of the Committee for Children’s programs.
An evaluation of the program “Darkness to Light” produced by another organization has
been completed and is could be made available to this Commission.
The Commission discussed how schools notify parents of the education programs, the
challenges when an abusive parent refuses to allow their child to participate in the
programs, and the importance of teachers being aware of how the children in their
classroom are behaving and/or what they are talking about that could indicate they are
being abused.

35
The Commission discussed that some data about child sexual abuse is collected by
Child Advocacy Centers, by DCYF and by NHCADSV. Some overlap in this data exists.
Several committee members shared experiences of increased disclosures by children
after prevention programs. After an inquiry by a committee member, Ms. Jacobs
explained that research has shown that disclosures after prevention programs are
largely truthful, and not the result of a child misinterpreting a touch or making a false
statement as a result of the program.
Ms. Jacobs offered to share some of the evaluations of prevention programs with the
Commission.
II. Mark Joyce Director of NH School Administrators’ Association (NHSAA)
Dr. Joyce has worked as a school teacher, principal, administrator and now represents
school administrators. NHSAA represents all school administrative leaders
(superintendents, department heads, etc.).
A series of state laws and practices melded together to help define the role of schools in
loco parentis. He clarified that that role is protective like a parent’s role, rather than
investigatory like law enforcement. Case law has clarified the obligation of schools to
respond to any abuse of students. The way schools have addressed this responsibility
is by comprehensively addressing the school environment and working to create a safe
school culture.
The NHSAA presents a mandatory training for administrators on child abuse. This helps
administrators pass their competency tests in school law and personnel practices. The
NHSAA provides training specific to NH legal issues as well.
Dr. Joyce suggested that the most likely way to implement effective prevention
education will not be through a mandate for investigation but rather by changing the
culture to support investigation of all claims.
The NHSAA opposed legislation last year, and will oppose it again this year, that
prevents schools from having access to students’ social media accounts. Dr. Joyce
stated that schools need this information to protect students, especially from adults who
are grooming them on line.
Dr. Joyce explained the Positive Behavior Intervention System (PBIS) which some
schools, including Merrimack, Somersworth and Berlin, are implementing. The program
aims to change the culture to one of respect among all students at school as a method
of preventing abuse. The Southeastern Regional Education Service Center (SERESC)
in Bedford could provide information on this system as well. Dr.
Joyce recommends that this committee ask a representative who is utilizing the PBIS
system to come present to this committee.
Members of the NHSAA may propose certain policies to school districts. Districts are
responsible for adopting policies and then administrators implement the policies.
Approximately 185,000 school (K-12) age students live in NH; 2,000 attend charter
school; approximately 3% are home schooled.

36
Jessica previously recommended Jeni Mosca, Superintendent of SAU 56 (Somersworth
and Rollingsworth) to serve on this committee. She recommended her as a possible
presenter on PBIS. Mary Steady was also recommended as a resource on this topic.
III. Minutes
The committee reviewed the minutes from the November 3, 2014 meeting. The
committee approved the minutes as drafted.
Kathy will ask Patrick to send out all of the committee members’ contact information and
a meeting announcement with the agenda and minutes prior to the next meeting. Also,
the dates for the initial and final report deadlines for this committee conflict with the
dates on the www.gencourt.state.nh.us website. The committee requested clarification
on these dates.
IV. Other State’s Legislation
Committee members received hard copies of other state’s legislation when they arrived
at the meeting today and agreed to move discussion of these statutes to a future
meeting.
V. Future Meetings
The committee agreed on topics for future meetings:
 December 1
Title Funding - Mary Steady, NH Department of Education Other State’s
Legislation - Jessica Paradis, Parent Representative Chris Dornin, Citizens for
Criminal Justice Reform
 December 15
PBIS – ask Patrick to invite someone from SERESC and/or one of the school
districts Statewide Child Abuse Data - DCYF Representative
 January 5
Overview of Prevention Education by Crisis Centers - Lyn Schollett, NHCADSV
Prevention Education Program - SASS Educators
VI. Report from Department of Education
Jane Waterhouse reported on several questions that the committee has raised
previously. 79% of funding in NH for education comes from federal funding. The
Department of Education will not support a mandate for prevention education because it
will be unfunded. She indicated that some existing Title I funds could be used for these
educational programs. Mary Earick from the DOE could provide more information on
this topic if needed.
The DOE has no control over the policies adopted by individual school boards. This
issue is entirely controlled on a local basis.
The state currently administrates three different behavioral surveys: one of students,
one for teachers and principals, and another for principals and administrators.

37
VII. Additional Members of the Committee
Jessica Paradis has recommended the following people to serve on the Committee but
the Committee does not have information about the status of their potential
appointments:
Jeni Mosca, Superintendent
Amy Michaels, Teacher and parent
Rob Munson, School Resource Officer in Portsmouth
Meredith Jacobs, Guidance Counselor
Also, Suzanne Carmichael has a name plate here but the committee does not know her
status as a member.
The committee discussed whether it was too late to add new members. The committee
needs some input from Senator Watters about the expected duration of the committee’s
work. If the committee is only going to meet a small number of additional times, the
benefit of adding committee members this far into the committee’s work may not be
useful.
VIII. Weather
Jane Waterhouse agreed to be the person to decide whether the committee will meet in
cases of inclement weather. She will send an email to the committee by 8 a.m. on a
scheduled meeting date if the meeting is going to be cancelled.
Minutes Recorded by: Lyn M. Schollett NHCADSV
Minutes: January 5, 2015
Present: Kathy Beebe, SASS; Suzanne Carmichael, Teacher; Jessica Paradis, Parent;
Lyn Schollett, NHCADSV; Senator Watters; Representative Takesian; Jane
Waterhouse, Department of Education; Erica Ungarelli, DHHS
I. Approval of Meeting Minutes
The committee reviewed the minutes from the December 1, 2014 meeting. The
committee moved, seconded and approved the minutes.
II. Overview of Prevention Education by Crisis Centers - Lyn Schollett
The Executive Director of the NH Coalition Against Domestic and Sexual Violence
(NHCADSV) shared that the 14 member programs of Coalition have a real range of
capacity and programming for prevention work. For the programs doing prevention
programming, those programs select the curriculum they will use; no specific curriculum
is required. Most use a pre-existing curricula that they have modified to meet community
needs. NHCADSV has just received funding through the Center for Disease Control and
is in the process of hiring the first statewide prevention coordinator at the statewide
level.
Lyn provided examples of prevention programming provided by three of the Coalition’s
member programs.

38
A. Monadnock Center for Violence Prevention- Keene
Lyn gave an overview of two programs utilized by MCVP. The program for
grades 5-8 focuses on sexual harassment, also referred to as “gender-based
bullying.” The program helps students distinguish between friendly and flirting
interactions and hurtful or harassing behavior. Methods include reviewing the
school’s policies and procedures and discussing how to maintain healthy
boundaries with friends and family.
In 7th
and 8th
grade, MCVP presents a program on healthy relationships with goal
of identifying safe and respectful boundaries, exploring gender stereotypes, and
discussing effective communication skills.
B. New Beginnings - Laconia
New Beginnings utilizes a single methodology for all of its programs that focuses
on engaging students in an interactive format using various teaching methods
building on each program over the course of a multi-day program.
Lyn gave an overview of five programs that New Beginnings presents in
elementary schools focusing on conflict resolution, rules for safe touch, bullying
and teasing, healthy relationships and images in the media.
In high school, New Beginnings’ programs focus on sexual assault, drug-and
alcohol facilitated sexual assault, consent, root causes of violence, victim-
blaming myths and other topics.
C. WISE - Lebanon
Examples of programs presented by WISE include:
“Body Sense” - 6th
grade: Students develop a sense of themselves as inhabitants
in the world around them. They begin to identify and articulate what makes them
feel comfortable and good and learning coping skills.
“Sexual Harassment:”- 7th
grade: Students explore the differences between
bullying, sexual harassment, flirting and playing.
“Intro to Consent” – 7th
grade: Reframing personal body safety to empower
students to take responsibility of own body and safe and respectful behavior.
Students define consent as an active ask and answer communication process
and address the importance of consent in all relationships.
“Media Literacy” - 7th
and 8th
grade: to talk about challenges in distinguishing
messages in media about beauty and relationships.
“Healthy Relationships” - 8th
grade: unpacking unhealthy messages we learn in
relationships and developing a commitment to empathetic relationships.
“Consent” - 8th
grade: basics of consent and utilizing a case scenario and to
strategize how those involved could have done a better job to make
circumstances safer.
D. Statewide Statistics

39
Lyn shared the 2013 stats from the various crisis centers that have been
providing prevention programming in NH. She also shared the list of the 9
programs that receive a small amount of sexual violence prevention funding
through the Coalition. The funding is nominal, which limits the capacity of
programs to provide this work.
Lyn addressed the challenge of evaluating the existing prevention programs
being provided by crisis centers, including the variety of programming, lack of
staff with evaluation expertise, and whether programs are able to do one-time or
series of workshops.
Sen Watters spoke to the importance of the evaluation and outcome work in order to
assist with the recommendation process. Senator Watters suggested inviting Jane
Stapleton from Prevention Innovations to speak to the Commission. The Committee
also discussed how providers of prevention programming share information with parents
around the content of programming, particularly with the older students.
III. Prevention Education Program– SASS Educators
The educators from SASS presented a prevention program that they present to 1st
graders. The initial part of the program focused on safety rules. The program covered
good, bad and confusing touches. The presenter discussed when a grown-up might
need to touch a child in her/his private areas: to keep the child clean or healthy.
Examples include taking a bath, changing a diaper, or getting a check-up at the doctor’s
office. One of the safety rules emphasized is that “touches in the private areas are
never a secret.” Then the educator discussed what to do if an adult touches a child in
the private areas and asks the child to keep it a secret. The next safety rule focused on
telling an adult the child trusts.
Then two other educators presented a puppet show that is part of the prevention
program for young children. The puppets creatively and energetically acted out a puppet
show incorporating safety rules, including “it’s never too late to tell.”
After the presentation, the educators explained that they develop new scenarios each
year, and work to have them build on each other for students who participate each year.
SASS evaluated their 8th
grade program and the evaluation showed statistically
significant changes in attitudes and beliefs.
The commission discussed using the internet to make presentations more available and
the challenges of incorporating parents into discussions of the material.
IV. Statewide Child Abuse Data– Erica Ungarelli, DHHS
Erica presented statewide statistics of sexual abuse cases investigated by DCYF.
DCYF only investigates cases of familial sexual abuse.
The number of investigated reports for the past three years is indicated below as well as
the estimated number of substantiated cases, based on an average of 15% of cases per
year being substantiated:
FY 2012 - 1303 (estimated 195 substantiated) FY 2013 - 1238 (estimated 186
substantiated) FY 2014 - 1147 (estimated 172 substantiated)

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Substantiated is defined as a preponderance of the evidence or more likely than not.
These numbers reflect reports; one case could involve more than one report. The
committee discussed the underreporting of sexual assault.
Reports are vetted by central intake. If the case reaches the legal threshold for DCYF
involvement, the case is referred to district office. An assessment worker will contact the
non-offending parent and work with the Child Advocacy Center and local law
enforcement.
If the case is substantiated, then DCYF determines what the next step will be.
Responses range from DCYF not doing anything if the caregiver is taking appropriate
protective action to removal of the child.
V. Future Meetings
 Future meetings and topics include:
 January 20th
from 10 a.m. - noon:
 Jane Waterhouse - DOE policies
 Mary Steady - Patrick will contact her to discuss Funding
 Suzanne Carmichael and Jessica Paradis - assessment tools and data from
other states
 Jane Stapleton - Patrick will contact to talk about how prevention programs are
evaluated
 February 4th
, 10 a.m. - noon.
 Jessica Paradis - curricula recommended by other states
Kathy Beebe and Lyn Schollett
Minutes: January 20, 2015
Present: Kathy Beebe, SASS; Suzanne Carmichael, Teacher; Lyn Schollett,
NHCADSV; Jane Waterhouse, NH DOE
Guest: Jane Stapleton, Prevention Innovations
I. Minutes
In light of the small number of commission members present, the commission will
review the minutes from the January 5 meeting and this meeting at its next meeting.
II. Prevention Innovations
Jane Stapleton, from Prevention Innovations: Research and Practices for Ending
Violence Against Women, joined the committee. Prevention Innovations does extensive
work related to the prevention of sexual violence. A current PI project extends their
existing Bringing in the Bystander program to high schools.
The only two evidence-based prevention curricula for high school students are Safe
Dates (focused on dating violence) and Green Dot (focused more on sexual assault
prevention). Jane reiterated that single-session programs are less effective than multi-

41
session programs. She also discussed the importance of engaging other people (e.g.
parents, teachers) in a comprehensive prevention program.
Prevention Innovations is working with “Stop it Now” out of Massachusetts. Stop it Now
has received funding to create a national child sex abuse hotline. They also have a
grant from the Paterno Foundation to adapt their Circles of Safety curriculum on the 14
state systems of higher education schools (Note: Penn State not part of this group).
Stop it Now’s research showed that up to 500,000 minors are on these 14 campuses
each year. The goal of this program is to educate adults to intervene and prevent child
sexual abuse. Jane is enthusiastic about this revolutionary approach to preventing
these crimes by encouraging adults to intervene, not just by working with kids. She
strongly encourages this commission to consider ways to involve adults in any
prevention programming. We should consider ways to infuse these messages into
adults’ lives.
The committee discussed the on-line training that teachers are mandated to complete
on sexual harassment. Suzanne and Jane expressed significant concerns about the
quality of the training, and Jane stated that it is not an evidence-based training.
Suzanne expressed concern that teachers are not trained to intervene in a student-on-
student situation related to dating.
The committee discussed that teachers are not mandated to receive any training on
identifying and responding to children in their classrooms who are experiencing violence
at home. Jane includes this topic in an undergraduate class in Family Studies that she
teaches for teachers.
Jane recommended that this committee:
 emphasize using local resources
 partner with crisis centers to help build their capacities
 look for unusual partners like the business community
 offer resources to groups in the education community e.g . school counselors,
school administrators
 collaborate with faith communities.
III. Future Meetings
The February 4 meeting is cancelled.
Jane Waterhouse will send a meeting wizard to schedule upcoming meetings. The
agenda for the next meeting will include:
 Approve minutes from January 5 and January 20 meetings.
 Jane Waterhouse – NH laws regarding health education; safety data collection;
school health profiles; and curriculum guidelines for primary, middle and high
school.
 Suzanne Carmichael and Jessica Paradis – assessment tools and data from
other states.
Minutes Recorded by: Lyn M. Schollett

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Minutes: March 30, 2015
Present: Kathy Beebe, SASS; Suzanne Carmichael, Teacher; Representative Suzanne
Harvey; Jessica Paradis, Parent; Lyn Schollett, NHCADSV; Erica Ungarelli, DHHS;
Jane Waterhouse, NH DOE
I. Minutes
The committee approved the minutes from the January 5, 2015 and January 20, 2015
meetings.
II. NH Laws Governing Prevention Education
Jane Waterhouse gave an overview of New Hampshire Laws impacting teaching about
and reporting child abuse:
 RSA 189:10 requires that child abuse be taught as part of health education and
physical education.
 RSA 169:C governs mandated reporting of child abuse to DCYF. Among others,
teachers, school officials, school nurses and school counselors are required to
report pursuant to RSA 169:C-29.
 RSA 193-E:3(b) requires schools to submit a narrative explaining how they will
comply with each standard (which would include teaching about child abuse in
RSA 189:10).
 RSA 193-4 requires that all schools have a policy on bullying and cyberbullying
including how to report and investigate the cases.
The DOE issues Minimum Standards for Public Schools. Jane distributed an excerpt
from the most recent Standards, which will become effective July 1, 2015. The
Standards require that each school have “a systematic, developmentally appropriate,
sequential, and comprehensive health and wellness program” for grades K-12
consistent with RSA 189:10. Areas to be addressed include, among others, violence
prevention, healthy relationships, comprehensive sexuality education, behavioral health
and others.
Next Step: Jane will bring back information on how the DOE will roll out these
Standards.
Jane distributed a DOE Technical Advisory, issued by a task force that reviewed health
education around the country. The Advisory recommends a specific curriculum (i.e.
certain content that should be included). Jane distributed excerpts from the elementary,
middle and high school curriculum guidelines addressing injury prevention. The DOE
does not recommend a specific program.
There is an opt-out provision if parents do not want their child to participate based on
religious objections.
Jane distributed information from the 2012 and 2013 Youth Risk Behavior Surveys.
Some years the survey asks about dating violence prevention. The survey does include
questions regarding sexual activity.

43
Jane distributed the School Safety Data Collection Form for 2013-2014 which keeps
track of safety issues at schools.
The committee agreed that sexual abuse prevention is addressed throughout the
statutes and guidelines governing schools.
Recommendations:
 Jane recommended the following next steps:
 If this Commission wants to get on the monthly Superintendents’ meeting,
September would be the best options for a 15-minute presentation
 Check into whether HHS has funding that could be used to support prevention
education
 Federal Title I and Title II Educational Grants might be available
 The Statewide Educators’ Conference is the Summer Summit on August 5th, 6th
and 7th
. School culture is one of the strands this year. A presenter would have to
do four presentations.
III. Overview of Other States’ Curricula
Jessica gave an overview of three frequently used curricula: Safe Dates (evidence
based), Care for Kids (research based) and The Safe Child Program (research based).
Suzanne provided an overview of the effectiveness of statewide sexual assault
prevention education campaigns in Public Schools.
Suzanne distributed very powerful testimonials from high school students about what
they need in terms of sexual assault prevention education. The committee discussed
how arbitrary it is whether a specific child in a NH school receives effective prevention
education.
The committee also discussed the challenge of resources. If resources are not allocated
for sexual assault prevention, as is happening in the arena of campus sexual assault,
private companies will likely pop up to do the work. Suzanne discussed the challenges
in helping teachers to access the professional development they need to teach this well.
IV. Future Planning
Suzanne inquired as to whether a train-the-trainer model could be used to help prepare
teachers in NH to present this material. According to the CDC, Green Dot and Safe
Dates are the only evidence-based high school prevention programs. She suggested
that NH might be able to train a small number of teachers who could then trade their
peers.
Next Steps:
Suzanne will follow up with VT to obtain more information about their Nine Principles of
Effective Prevention Programs.
Kathy will contact Jane Stapleton regarding coming to a future meeting to talk about
translating Bringing in the Bystander for high school students, how Green Dot and
Bringing in the Bystander are collaborating, and whether train the trainer models are
available for either of these curricula.
V. Diocese of Manchester

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The committee reviewed a message from Mary Ellen D’Intino offering to bring
information about prevention education work being done by Diocese of Manchester.
Next Steps:
Lyn will contact Mary Ellen and tell her she is welcome to attend the next meeting. At
this point we are not asking her to present or join the commission.
VI. Next Meetings
Kathy will follow up with Patrick and Senator Watters about future meeting dates.
Lyn M. Schollett
Minutes: May 11, 2015
Present: Rep. Harvey, Jessica Paradis, Sen. Watters, Kathy Beebe, Jane Waterhouse,
Suzanne Carmichael
Meeting called to order at 9:30 a.m.
The agenda included the one item of discussion of the final report and
recommendations.
Discussion DHHS and DOE:
 DHHS group working on a coalition group on violence prevention under terms of
grant;
 SAU guidelines needed for policy on child sex abuse prevention education—
training for staff on response policies, reporting, recognition of warning signs;
 All school entities, including independent contractors, should be included in
policy;
 School Boards should implement policies, and inform parents about policies and
warning signs;
 DOE supervises/enforces policy development and implementation;
 Recommend strategies and information sources;
 Clarification of reporting process in training;
 DOE educator network, professional development available for all, so these
vehicles could include sex abuse prevention education, for credit, like sexual
harassment prevention; 75 professional development credits needed every two
years.
Curriculum:
 Possible recommendation on funding
 Need to add “including sexual abuse” to RSA 189:10; and in standards, p. 64,
“including child sexual abuse.”
 Recommendations—curricula, programs
 Who teaches?
 Task force on program development?

45
 Discussion of how this applies to juveniles, public safety detention centers; have
to follow education laws
 Schools should have webpage informing Home School parents about available
curricula and policies, or on DOE website, page for Home Schoolers, including
sex abuse prevention education
 How to make materials, information, available to Charter School?
 There was discussion of methods and responsibilities for compiling the final
report and recommendations.
 Meetings to compile the report and approve recommendations were scheduled
for June 8, 2015 and June 22, 2015 at 9:00 a.m.
Minutes: June 8, 2015
Present: Kathy Beebe, SASS; Suzanne Carmichael, Teacher; Representative Suzanne
Harvey; Jessica Paradis, Parent; Allison Power Bernal, NHCADSV; Lyn Schollett,
NHCADSV; Representative Takesian; Erica Ungarelli, DHHS; Jane Waterhouse, NH
DOE; Senator David Watters
I. Minutes
Senator Watters will type up his notes for the May 11 meeting.
Lyn will send all of the approved minutes (minus the Draft watermark) to Senator
Watters to include in the final report.
II. Report Drafting
The Commission discussed content areas for the Summary of Findings and
Recommendations for the Commission.
A. Mission
The Commission reviewed the legislation creating the Commission and the charges to
the Commission and agreed to add that language to the mission portion of the report.
B. Background
The meeting minutes will go in the background section.
C. Participants
This section will list the members of the Commission, the dates that the Commission
met, and any guests who presented on specific days.
D. Summary of Information
Information to be included will be:
 State of the State Introduction including any data that indicates that experiencing
sexual abuse negatively impacts a student’s capacity to succeed in school
(Suzanne Carmichael and Allison Power Bernal)
 Information on presentations by Commission Members (by the commission
member who presented)
 Information from each outside presentation by presenter (Kathy Beebe)
 Model curricula (Jessica Paradis and Suzanne Carmichael)

46
 Overview of curriculum being used in other states (Jessica Paradis and Suzanne
Carmichael)
 Statistics from HHS (Erica Ungarelli)
 Prevalence statistics for child sexual abuse (Lyn Schollett)
 Coalition statistics for serving 1) minors and 2) non-offending parents (if possible,
SFY 14, in the alternative, 2014) (Lyn Schollett)
 Statewide data from the Children’s Advocacy Centers for 2014 (Lyn Schollett)
Commission members should upload the information that they are responsible for into
the draft report prior to the June 22, 2015 meeting.
Jane Waterhouse will be scheduling a meeting with the Commissioner of the NH
Department of Education. She invited other Commission members to attend and several
members expressed interest.
Commission members expressed interest in the final report being posted on publicly on-
line. The Commission agreed that finding ways to distribute the report e.g. a public
hearing or a press conference
E. Recommendations
This section will start with:
 Summary of information about statewide prevention resources at the first
Commission meeting (Shanna Beckwith - NHCADSV).
 The Commission identified five areas for recommendations:
1. Curriculum or curriculum delivery recommendation
2. Advisory Group to continue the work and their primary tasks
3. Policy
4. Identifying point person at school
5. Staff training – on substantive issues and procedure for responding
Also discussed were:
 Opportunities for collaboration, especially with crisis centers
 Funding options – including supporting private fundraising and accessing grants,
and commitment by schools to use existing resources for prevention education.
III. Next Meeting, June 22.
Minutes: June 22, 2015
Present: Suzanne Carmichael, Teacher; Jessica Paradis, Parent; Allison Power Bernal,
NHCADSV; Lyn Schollett, NHCADSV; Erica Ungarelli, DHHS; Jane Waterhouse, NH
DOE; Senator David Watters
I. Minutes
The Commission approved the minutes from the June 8, 2015 meeting.
II. Meeting with Department of Education Commissioner Virginia Berry

47
Jane Waterhouse and Suzanne Carmichael met with the Commissioner. She would like
to see all recommendations that come out of this committee. She would be willing to
post them on the DOE website.
The Commissioner indicated that “adequacy” funding would not be available to fund
prevention education in schools. She might be able to access small amounts of funds
from various places to support this work.
The Commissioner is aware that problems with mandated reporting are happening and
that more training is needed. She suggested that the DOE could partner with DCYF. In
the discussion at this meeting, Erica Ungarelli said that DCYF leadership also is
interested in such a partnership.
She also recommended that this group or its successor group collaborate with the
superintendents and the PTA. She would like the DOE to develop a communication plan
around this issue.
III. Recommendations
The committee drafted numerous recommendations and will edit them moving forward
in a Google document:
(a) Study Existing Practices
The Commission studied the current practices and legislation in other jurisdictions
regarding sexual abuse prevention education in Elementary and secondary school,
including activities and practices of state and local agencies, community based-
organizations and other public and private organizations, and solicited advice and
testimony from such groups.
(b) Model Based Curricula
1. DOE develop a model curriculum for use by trained teachers in schools that do
not use outside agencies for child sex abuse prevention education. The model
curriculum should be based on principles of effective prevention education in
Appendix ____. In selecting a program, DOE should consult the model curricula
from other states in Appendix___.
2. DOE develop a training for the teachers who will present the model curriculum
or identify outside agencies who will present the curriculum.
3. The Department of Education Health Education Curriculum Guidelines for
comprehensive health education graduation requirements to include sexual
abuse prevention education.
(http://education.nh.gov/instruction/school health/documents/curr guidelines.pdf)
4. The Minimum Standards for Public School Approval be amended in section
ED 306.401(d)(4) Health and Wellness Education Program as follows:
“Family life; healthy relationships; child abuse prevention, including child sexual
abuse”.
(c) Training on Mandated Reporting

48
1. The DOE and DHHS develop a training curriculum on mandated reporting for
child abuse and neglect.
2. The DOE require that this training be presented annually to all school boards,
superintendents, teachers, school employees, independent contractors, coaches,
bus drivers and any other individual working in a school setting. (insert language
to make this parallel to suicide prevention – Jane checking) Necessary legislation
should be introduced to require this.
3. The DOE and DHHS develop training for teachers on:
a. The warning signs of sexual abuse
b. Responding Sexual harassment
c. Creating a safe learning environment
(d) Collaboration to Provide Prevention Education The Commission Recommends that:
1. The Commission recommends an expansion of child sexual abuse
prevention education to reach
all public school students in New Hampshire. Therefore the Commission makes
the following recommendations:
2. Expanded use of community-based organizations, and other public and
private organizations, specializing in preventing and responding to sexual abuse
to provide prevention education services. We recommend utilizing services
provided by the New Hampshire Coalition Against Domestic Violence member
programs listed in Appendix ____.
3. The Sexual Violence Prevention Planning and Implementation Committee
(SVPPIC) expanded to include representatives of:
a. The Department of Education
b. The Department of Health and Human Services
4. That the SVPPIC:
a. Review the questions on the Youth Risk Behavioral Survey related to
sexual abuse and recommend any needed updates.
b. Assess additional resources available to expand and sustain sexual
abuse prevention education in schools.
5. The DOE and HHS designate individuals to coordinate with the SVPPIC on
issues including:
a. Developing a communication plan addressing sexual abuse
prevention education in schools that would include:
i. Working with superintendents
ii. Working with PTA
b. The communication plans and other resources related to sexual abuse
will be place on SAU’s website.
Minutes Recorded by: Lyn Schollett

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Minutes: July 9,2015
Present: Kathy Beebe, ASP/SASS; Suzanne Carmichael, Teacher; Jessica Paradis,
Parent; Allison Power Bernal, NHCADSV; Lyn Schollett, NHCADSV; Erica Ungarelli,
DHHS; Jane Waterhouse, NH DOE; Senator Watters
I. Minutes
The Commission approved the minutes from the June 22, 2015 meeting.
II. Review of Report
The Commission reviewed the draft report and provided feedback.
III. Approval of Report
The Commission approved the Report of the Commission to Study Sexual Abuse
Prevention Education in Elementary and Secondary Schools.
IV. Approval of the Commission Recommendations
The Commission approved the Recommendations of the Commission to Study Sexual
Abuse Prevention Education in Elementary and Secondary Schools.
Lyn M. Schollett

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APPENDIX B
The State of New Hampshire Education Laws relevant to this study
TITLE XV
EDUCATION
CHAPTER 193E
ADEQUATE PUBLIC EDUCATION
Section 193-E:1
193-E:1 Policy and Purpose. –
I. It is the policy of the state of New Hampshire that public elementary and secondary
education shall provide all students with the opportunity to acquire the knowledge and skills
necessary to prepare them for successful participation in the social, economic, scientific,
technological, and political systems of a free government, now and in the years to come; an
education that is consistent with the curriculum and student proficiency standards specified in
state school approval rules and New Hampshire curriculum frameworks.
II. Respecting New Hampshire's long tradition of community involvement, it is the purpose of
this chapter to ensure that appropriate means are established to provide an adequate education
through an integrated system of shared responsibility between state and local government. In
this system, the state establishes, through school approval and student proficiency standards
and curriculum guidelines, the framework for the delivery of educational services at the local
level. School districts then have flexibility in implementing diverse educational approaches
tailored to meet student needs.
Source. 1998, 389:1. 2005, 257:15. 2007, 270:3, eff. June 29, 2007.
Section 193-E:2
193-E:2 Criteria for an Adequate Education. – An adequate education shall provide all
students with the opportunity to acquire:
I. Skill in reading, writing, and speaking English to enable them to communicate effectively
and think creatively and critically.
II. Skill in mathematics and familiarity with methods of science to enable them to analyze
information, solve problems, and make rational decisions.
III. Knowledge of the biological, physical, and earth sciences to enable them to understand
and appreciate the world around them.
IV. Knowledge of civics and government, economics, geography, and history to enable them
to participate in the democratic process and to make informed choices as responsible citizens.
V. Grounding in the arts, languages, and literature to enable them to appreciate our cultural
heritage and develop lifelong interests and involvement in these areas.
VI. Sound wellness and environmental practices to enable them to enhance their own well-
being, as well as that of others.
VII. Skills for lifelong learning, including interpersonal and technological skills, to enable them
to learn, work, and participate effectively in a changing society.
Source. 1998, 389:1. 2005, 257:15. 2007, 270:3, eff. June 29, 2007.
Section 193-E:2-a
193-E:2-a Substantive Educational Content of an Adequate Education. –

51
I. Beginning in the school year 2008-2009, the specific criteria and substantive educational
program that deliver the opportunity for an adequate education shall be defined and identified as
the school approval standards in the following areas:
(a) English/language arts and reading.
(b) Mathematics.
(c) Science.
(d) Social studies.
(e) Arts education.
(f) World languages.
(g) Health education.
(h) Physical education.
(i) Technology education, and information and communication technologies.
II. The standards shall cover kindergarten through twelfth grade and shall clearly set forth the
opportunities to acquire the communication, analytical and research skills and competencies, as
well as the substantive knowledge expected to be possessed by students at the various grade
levels, including the credit requirement necessary to earn a high school diploma.
III. Public schools and public academies shall adhere to the standards identified in paragraph
I.
IV. The school approval standards for the areas identified in paragraph I shall constitute the
opportunity for the delivery of an adequate education. The general court shall periodically, but
not less frequently than every 10 years, review, revise, and update, as necessary, the standards
identified in paragraph I and shall ensure that the high quality of the standards is maintained.
Changes made by the board of education to the school approval standards through rulemaking
after the effective date of this section shall not be included within the standards that constitute
the opportunity for the delivery of an adequate education without prior adoption by the general
court. The board of education shall provide written notice to the speaker of the house of
representatives, the president of the senate, and the chairs of the house and senate education
committees of any changes to the school approval standards adopted pursuant to RSA 541-A.
V. The general court requires the state board of education and the department of education to
institute procedures for maintaining, updating, improving, and refining curriculum frameworks for
each area of education identified in paragraph I. The curriculum frameworks shall present
educational goals, broad pedagogical approaches and strategies for assisting students in the
development of the skills, competencies, and knowledge called for by the academic standards
for each area of education identified in paragraph I. The curriculum frameworks shall serve as a
guide and reference to what New Hampshire students should know and be able to do in each
area of education. The frameworks do not establish a statewide curriculum. It is the
responsibility of local teachers, administrators, and school boards to identify and implement
approaches best suited for the students in their communities to acquire the skills and knowledge
included in the frameworks, to determine the scope, organization, and sequence of course
offerings, and to choose the methods of instruction, the activities, and the materials to be used.
VI. In this section, "school approval standards'' shall mean the applicable criteria that public
schools and public academies shall meet in order to be an approved school, as adopted by the
state board of education through administrative rules.
Source. 2007, 270:2, eff. June 29, 2007.
Section 193-E:2-b
193-E:2-b Cost of an Adequate Education. –
I. The general court shall use the definition of the opportunity for an adequate education in
RSA 193-E:2-a to determine the resources necessary to provide essential programs,
considering educational needs. The general court shall make an initial determination of the

52
necessary specific resource elements to be included in the opportunity for an adequate
education.
II. The general court shall create a process for the periodic determination of the specific
resource elements essential to providing the substantive educational content of an adequate
education. This review should occur no less frequently than every 10 years.
III. [Repealed.]
Source. 2007, 270:2, eff. June 29, 2007. 2012, 264:1, VII, eff. Aug. 17, 2012.
Section 193-E:2-c
193-E:2-c Resource Elements. – The general court recognizes that schools with greater
educational challenges will benefit from varying resources. Schools with varying educational
challenges often exist within a single school district. The general court is committed to
addressing the varying educational challenges that exist among the schools of the state.
Source. 2007, 270:2, eff. June 29, 2007.
Section 193-E:2-d
193-E:2-d Duties of the Legislative Oversight Committee. – [Repealed 2009, 198:4, eff.
July 14, 2009.]
Section 193-E:3
193-E:3 Delivery of an Adequate Education. –
I. Annually, beginning with the 2002-2003 school year, each school district shall report data to
the department of education at the school and district levels on the indicators set forth in this
paragraph. The report shall not contain personally identifiable information including but not
limited to name, gender, or social security number. The department of education shall develop a
reasonable schedule to phase-in the reporting of new data required by federal law. The
requirements for data keeping and the form of the report shall be established in accordance with
rules adopted by the state board of education. Indicators shall include the following areas:
(a) Attendance rates.
(b) Annual and cumulative drop-out rates of high school pupils and annual drop-out rates for
pupils in grades 7 and 8.
(c) School environment indicators, such as safe-schools data.
(d) Number and percentage of graduating pupils going on to post-secondary education,
military service, and advanced placement participation.
(e) Performance on state tests administered pursuant to RSA 193-C and other standardized
tests administered at local option.
(f) Expulsion and suspension rates, including in-school and out-of-school suspensions,
which shall be reported for each school year.
(g) Number and percentage of classes taught by highly qualified teachers.
(h) Teacher and administrative turnover rates at the school and district levels.
(i) Pupil course information.
II. (a) The department of education, with the approval of the legislative oversight committee
established in RSA 193-C:7, may implement and report data on any additional indicators
deemed relevant to the purposes of this section.
(b) The department of education shall enter into an agreement with the board of trustees of
the university system of New Hampshire or the community college system of New Hampshire,
or both, if necessary, to determine additional indicators applicable to postsecondary institutions
within their respective jurisdictions which are not required under paragraph VI.

53
III. (a) Not later than December 1, 2003, and annually thereafter, the department of education
shall issue a public report on the condition of education statewide and on a district-by-district
and school-by-school basis. This report shall be entitled "New Hampshire School District
Profiles'' and shall be made available at every school administrative unit for public review. It
shall include demographic and pupil performance data reported in paragraph I and other
relevant statistics as determined by the department of education. Comparisons with state
averages shall be provided for all data reported. Comparisons of each district and school to
itself based on its own statewide improvement and assessment performance for the prior school
year and its most recent 3-year rolling averages shall be provided. Statewide rankings of each
district and school shall be provided, including a statewide ranking of each school and school
district based on the percentage increase of improvement as compared with the same school
district's performance in the previous year. The report shall be organized and presented in a
manner that is easily understood by the public and that assists each school district with the
identification of trends, strengths, and weaknesses and the development of its local school
education improvement plan.
(b) Beginning with the annual report issued in 2013, the department of education shall
include data provided by early childhood programs, districts, and postsecondary institutions.
IV. Data reported in paragraph I shall be disaggregated as required by federal law and shall
include numbers and percentages of pupils with disabilities, limited English proficient pupils,
pupils in advanced placement programs, economically disadvantaged pupils, and pupils of
major ethnic, racial, and multi-racial groups.
V. In order to reduce school districts' administrative time and costs, the department of
education shall develop and utilize user-friendly, computer forms and programs to collect the
data set forth in paragraphs I, VI, and VII.
VI. (a) Annually, beginning with the 2011-2012 school year, each postsecondary institution as
defined in RSA 193-E:4 shall submit a report, which shall not include any personally identifiable
information such as, but not limited to, name, gender, or social security number, to the
department of education containing information on indicators in the following areas:
(1) Remedial education courses.
(2) Entry, withdrawal, and transfers.
(3) Degrees and certificates granted.
(b) The department of education shall integrate all data collected into the data warehouse.
The department of education shall have access to data solely to conduct studies, track and
report annual and longitudinal pupil outcomes, and improve postsecondary readiness, retention,
and articulation between educational institutions.
(c) The state board of education, in consultation with the university system of New
Hampshire board of trustees and the community college system of New Hampshire board of
trustees shall adopt rules, pursuant to RSA 541-A, for developing a form to be used for the
report and to establish requirements for data maintenance.
VII. (a) Annually, beginning with the 2011-2012 school year, each early childhood program as
defined in RSA 193-E:4 shall submit a report, which shall not include any personally identifiable
information such as, but not limited to, name, gender, or social security number, to the
department of education containing information on indicators in the following areas:
(1) Program participation.
(2) Entry, exit, and type of program.
(3) Participant demographics as identified in RSA 193-E:3, IV.
(b) The department of education shall integrate all data collected into the data warehouse.
The department of education shall have access to data solely to conduct studies, track and
report annual and longitudinal pupil outcomes, and improve education programs.

54
(c) The state board of education, in consultation with the department of health and human
services, shall adopt rules, pursuant to RSA 541-A, for developing a form to be used for the
report and to establish requirements for data maintenance.
Source. 1998, 389:1. 2003, 314:1. 2004, 147:2. 2005, 257:15. 2007, 270:3, eff. June 29, 2007.
2010, 356:1, eff. Sept. 18, 2010.
Section 193-E:3-a
193-E:3-a Definitions. – In this section:
I. "Commissioner'' means the commissioner of the department of education.
II. "Department'' means the department of education.
III. "Input-based school accountability system'' means the certified narrative explanation
describing how a school has demonstrated compliance with the school approval standards
included in the opportunity for an adequate education required under RSA 193-E:3-b.
IV. "Performance-based school accountability system'' means the scoring system required
under RSA 193-E:3-b and implemented by the department in rules adopted pursuant to RSA
541-A.
V. "State board'' means the state board of education.
Source. 2009, 198:1, eff. July 14, 2009.
Section 193-E:3-b
193-E:3-b Accountability for the Opportunity for an Adequate Education. – Beginning
with the 2009-2010 school year, a school shall demonstrate by the end of the school year that it
provides the opportunity for an adequate education under RSA 193-E:2-a by meeting the
requirements of subparagraphs I(a) and (b) of this section. Beginning with the 2011-2012 school
year, a school shall demonstrate, by the end of the school year, that it provides the opportunity
for an adequate education by meeting the requirements of either paragraph I or II of this section.
Following the adoption of the performance-based accountability system as provided in RSA
193-E:3-c and RSA 193-E:3-d, the department shall evaluate all schools using both the input-
based school accountability system under subparagraphs I(a) and (b) of this section and the
performance-based accountability system under RSA 193-E:3-c and RSA 193-E:3-d. A school
that satisfies the requirements of either paragraph I or II shall be providing the opportunity for an
adequate education.
I. (a) A school may demonstrate that it provides the opportunity for an adequate education as
set forth in RSA 193-E:2-a by establishing that it meets the following input-based school
accountability standards in effect as of the effective date of this section:
(1) English/language arts and reading as set forth in Ed 306.37.
(2) Mathematics as set forth in Ed 306.43.
(3) Science as set forth in Ed 306.45.
(4) Social studies as set forth in Ed 306.46.
(5) Arts education as set forth in Ed 306.31.
(6) World languages as set forth in Ed 306.48.
(7) Health education as set forth in Ed 306.40.
(8) Physical education as set forth in Ed 306.41.
(9) Technology education, and information and communication technologies as set forth in
Ed 306.42 and Ed 306.47.
(10) School year as set forth in Ed 306.18.
(11) Minimum credits required for a high school diploma as set forth in Ed 306.27(f) and
(m).
(b)(1) The commissioner shall require school officials to submit a narrative explanation
detailing how the school has complied with each of the standards included in the opportunity for

55
an adequate education contained in subparagraph (a). The school principal and school district
superintendent shall certify in writing that the responses submitted are accurate. The
commissioner shall develop a form which conforms to the provisions of this paragraph.
(2) The commissioner shall review the responses to each school's self-assessment
required under this section and shall verify that the responses comply with the standards
included in the opportunity for an adequate education specified under subparagraph (a).
(3) Schools that successfully demonstrate that they provide the opportunity for an
adequate education through the input-based school accountability system for any year
beginning with the 2009-2010 school year shall be required by the commissioner to resubmit the
narrative explanations at least once every 2 years.
(4) Schools that are unable to demonstrate that they provide the opportunity for an
adequate education through the input-based school accountability system for the 2009-2010
school year, or for any year thereafter, shall be required by the commissioner to resubmit the
narrative explanations annually until such demonstration has been made.
(5) The commissioner shall integrate, to the maximum extent practicable, the input-based
school accountability system to demonstrate the opportunity for an adequate education with the
school approval process pursuant to RSA 21-N:6, V.
(6) Beginning September 1, 2012, the department shall annually conduct site visits at 10
percent of schools statewide to assess the validity of the input-based school accountability
system and to determine whether those schools demonstrate the opportunity for an adequate
education by meeting the school standards identified in this paragraph. To the extent feasible,
the commissioner shall conduct these site visits together with other site visits conducted by the
department for other purposes and programs. The commissioner may require more frequent site
visits at schools which have been unable to demonstrate that they provide the opportunity for an
adequate education. To the extent that the department conducts school site visits for other state
and/or federal programs after the commencement of the 2009-2010 school year, but prior to
September 1, 2012, the department shall, to the maximum extent practicable, endeavor to audit
the input-based school accountability self-reporting completed by the visited school.
(c) A school that furnishes the commissioner with evidence that it has received full
accreditation from the New England Association of Schools and Colleges (NEASC) shall be
deemed to be in compliance with the provisions of subparagraphs (a) and (b). The school shall
submit to the commissioner copies of documentation necessary during the school's
accreditation process including, but not limited to, the accreditation self-study report, peer
review reports, reports of any follow-up activities taken by the school in response to NEASC's
recommendations for accreditation, and the annual school update report as required by NEASC
each fall. In the fifth year of the 10-year accreditation, the school shall submit a progress report
to the commissioner. A school accredited by NEASC shall meet or exceed NEASC's standards
and shall use those standards to measure improvement.
II. Beginning with the 2011-2012 school year, a school may demonstrate by the end of the
school year that it provides the opportunity for an adequate education through the performance-
based school accountability system to be developed and implemented by the department,
pursuant to RSA 193-E:3-c and RSA 193-E:3-d and designed to measure educational
outcomes.
Source. 2009, 198:1, eff. July 14, 2009. 2011, 255:1, eff. Sept. 11, 2011.
Section 193-E:3-c
193-E:3-c Development of the Performance-Based Accountability System. –
I. There is hereby established a task force to develop a performance-based school
accountability system that, beginning with the 2011-2012 school year, will serve as one method
a school may use to demonstrate by the end of the school year that it is providing the

56
opportunity for an adequate education. The commissioner shall be the chairman of the task
force and shall appoint no fewer than 9 and no more than 13 members to the task force which
shall consist of department personnel, one or more representatives of a school district including
at least one school board member, educational experts, parents or guardians of a current public
school pupil, members of a public interest group concerned with education, members of the
business community, and other individuals with information or expertise of benefit to the task
force's duties. The task force shall include one member of the house of representatives,
appointed by the speaker of the house of representatives, and one member of the senate,
appointed by the president of the senate.
II. The task force shall have the following duties:
(a) Define the performance-based accountability system to be used by schools that will
ensure that the opportunity for an adequate education is maintained.
(b) Identify performance criteria and measurements.
(c) Establish performance goals and the relative weights assigned to those goals.
(d) Establish the basis, taking into account the totality of the performance measurements, for
determining whether the opportunity for an adequate education exists, which may include the
assignment of a value for performance on each measurement.
(e) Ensure the integrity, accuracy, and validity of the performance methodology as a means
of establishing that a school provided the opportunity for an adequate education as defined in
RSA 193-E:2-a.
III. The task force shall develop a performance-based scoring system using only the best
available data and indicators which are already provided to the department and/or performance
measures that schools are already required to provide the department under other state or
federal law. In establishing the performance-based system, the task force may consider one or
more of the following data and indicators:
(a) Performance on state tests administered pursuant to RSA 193-C and, upon the prior
approval of the department, other assessments administered at local option that are consistent
with the state's curriculum standards.
(b) Number and percentage of pupils participating in an advanced placement course.
(c) Number and percentage of graduating pupils going on to post-secondary education and
military service.
(d) Attendance rates.
(e) Annual cumulative drop-out rates of high school pupils.
(f) School environment indicators, such as safe schools data.
(g) Expulsion and suspension rates, including in-school and out-of-school suspensions,
which shall be reported for each school year.
(h) Number and percentage of classes taught by highly qualified teachers.
(i) Teacher and administrative turnover rates at the school and district levels.
IV. No later than April 1, 2010, the task force shall submit an interim report of its findings and
recommendations for future legislation for the performance-based accountability system to the
chairpersons of the house and senate education committees, the speaker of the house of
representatives, and the senate president. After the interim report is reviewed by the house and
senate education committees, the department shall verify the integrity, accuracy, and validity of
the performance-based accountability system utilizing actual school data as provided in RSA
193-E:3-d and shall submit a final report no later than November 1, 2010, including
recommendations for future legislation and legislative adoption of the performance-based
accountability system, to the chairpersons of the house and senate education committees, the
speaker of the house of representatives, the senate president, the governor, the house clerk,
and the senate clerk.
V. During the department's verification process, the task force may further evaluate and
review whether there are any new or emerging performance measures, or modifications to the

57
performance-based accountability system based upon the verification process that should be
considered by the department for implementation beginning with the 2012-2013 school year. No
later than November 1, 2011, the task force shall present any further recommendations for
legislation regarding the performance-based school accountability system to the same
individuals receiving the final report under paragraph IV.
VI. The department shall annually prepare a detailed report documenting the results of each
school on the performance-based school accountability system to be developed pursuant to
RSA 193-E:3-c, and identifying all schools that can demonstrate the opportunity for an adequate
education through the performance-based methodology. The report shall be submitted no later
than October 1 to the same individuals receiving the final report under paragraph IV. The initial
report shall be due October 1, 2012.
Source. 2009, 198:1, eff. July 14, 2009.
Section 193-E:3-d
193-E:3-d Performance-Based School Accountability System; Verification Process. –
Prior to the submission of the final report pursuant to RSA 193-E:3-c, IV the department shall
undertake a process to verify and test the integrity, accuracy, and validity of the performance-
based accountability system utilizing the best available data from one school from each of the
counties in the state. The commissioner shall ensure, to the greatest extent possible, that the
verification process utilizes the best available data from a balance of elementary and secondary
schools representing diverse socioeconomic conditions throughout the state. The commissioner
shall work with school officials and faculty from the selected schools to implement the
performance-based school accountability program and to develop a data collection system
which will allow schools to easily report results to the department for analysis and reporting.
Source. 2009, 198:1, eff. July 14, 2009.
Section 193-E:3-e
193-E:3-e Corrective and Technical Assistance. – The department shall implement
corrective and technical assistance to schools that do not demonstrate that they provide the
opportunity for an adequate education under RSA 193-E:3-b, I or II as follows:
I. In the first year of a school being unable to demonstrate that it provides the opportunity for
an adequate education under either RSA 193-E:3-b, I or II, school officials shall submit an
action plan to the commissioner. The plan shall detail the specific actions the school will take
and the timeline to be followed to demonstrate that the school provides the opportunity for an
adequate education. The plan shall:
(a) Identify areas where the school failed to meet the requirements under paragraph RSA
193-E:3-b, I or II.
(b) Identify and explain the strategy the school intends to implement to achieve compliance
and improve performance.
(c) Detail how the school budget reflects the goals of the action plan.
II. After the second consecutive year of a school being unable to demonstrate that it provides
the opportunity for an adequate education under either RSA 193-E:3-b, I or II, school officials
shall submit an action plan to the commissioner. The plan shall:
(a) Describe procedures for providing mentoring or coaching to school personnel.
(b) Include ongoing technical assistance and a liaison from the department.
(c) Provide an accounting of how education funds are being expended to provide
opportunities for an adequate education as defined in RSA 193-E:2-a.
(d) Establish and explain a strategy designed to promote family and community involvement.

58
III. After the third consecutive year of a school being unable to demonstrate that it provides the
opportunity for an adequate education under either RSA 193-E:3-b, I or II, the commissioner
shall:
(a) Assess how the school is expending its education funds and may order that adequacy
funds be redirected to address those areas that are contributing to the failure of the school to
provide the opportunity for an adequate education.
(b) Assign a coach or mentor to the school until the school demonstrates sufficient progress
toward providing the opportunity for an adequate education.
(c) Require the school to provide an accounting of how education funds are being used to
provide the opportunity for an adequate education under RSA 193-E:2-a.
(d) Require or provide, to the extent necessary, one or more of the following:
(1) Professional development that is aligned with school improvement goals.
(2) External support and resources based on their effectiveness and alignment with school
improvement goals.
(3) Instructional models that incorporate research-based practices that have been proven
to be effective in improving pupil achievement.
(4) Formal and informal opportunities to assess and monitor each pupil's progress.
(5) Evidence of decisions supported by data.
(6) Improvements to the school's curriculum, including curricular priorities and instructional
materials.
(7) External support and resources based on their effectiveness and alignment with the
school improvement plan.
(8) Extended learning opportunities for pupils.
(9) Structural reform strategies that may include changes in scheduling, organization,
support mechanisms, and resources.
(10) Structural changes to school leadership to support school improvement.
(e) Meet quarterly with school officials in the affected school to assess the school's
progress.
IV. The commissioner shall provide progress reports annually to the state board and the
legislative oversight committee established in RSA 193-C:7 on the status and effectiveness of
the corrective and technical assistance provided by the department in achieving the
demonstration of adequacy by all schools.
Source. 2009, 198:1, eff. July 14, 2009.
ii. The standards shall cover kindergarten through twelfth grade and shall clearly set forth
the opportunities to acquire the communication, analytical and research skills and
competencies, as well as the substantive knowledge expected to be possessed by
students at the various grade levels, including the credit requirement necessary to earn a
high school diploma.
v. The general court requires the state board of education and the department of education
to institute procedures for maintaining, updating, improving, and refining curriculum
frameworks for each area in paragraph 1 (193-E:2-a). The curriculum frameworks shall
present educational goals, broad pedagogical approaches and strategies for assisting
students in the development of the skills, competencies, and knowledge called for by the
academic standards for each area of education identifies in paragraph(193-E:2-a). The
curriculum frameworks shall serve as a guide and reference to what New Hampshire
students should know and be able to do in the areas of education. The frameworks do not
establish a statewide curriculum. It is the responsibility of local teachers, administrators,
and school boards to identify and implement approaches best suited for the students in
their communities to acquire the skills and knowledge included in the frameworks, to

59
determine the scope, organization, and sequence of course offerings. and to choose the
methods of instruction, the activities and the materials to be used.
189:10 Title XV
School Boards, Superintendents, Teachers and Truant Officers; School Census
School Boards, Transportation and Instruction of Pupils
Section 189:19
Effective August 23, 2008
189:10 Studies - The school board shall ensure that health education and physical education
are taught to pupils as part of the basic curriculum. The school Board shall ensure that all
studies prescribed by the state board of education are thoroughly taught, especially
physiology, hygiene, and health and physical education as they relate to the effects of alcohol
and other drugs, child abuse, human immunodeficiency virus (HIV)/acquired
immunodeficiency syndrome (AIDS) and sexually transmitted diseases on the human
system.
186:11 Duties of State Board of Education. – The state board of education shall, in addition
to the duties assigned by RSA 21-N:11:
I. [Repealed.]
II. Supervision. Supervise the expenditure of all moneys appropriated for public schools, and
inspect all institutions in which or by which such moneys are used.
III. Budget: Information. Prepare a budget for such expenditures, give to the public
information as to the educational conditions in different parts of the state and the opportunities
open to pupils in the public schools, and all such further information in respect to educational
matters as will promote the cause of education. For this purpose it may employ lecturers and
publish and distribute books and pamphlets on education and educational subjects.
IV, V. [Repealed.]
VI. School Registers. Prescribe the form of the register to be kept concerning the schools, the
form of blanks and inquiries for the returns to be made by the school boards, and seasonably
send the same to the clerks of the several cities and towns for the use of the school boards
therein.
VII. Public Documents. Keep on file in its office and distribute all state documents in relation
to public schools and education.
VIII. District Returns. Preserve in accessible form the returns of school boards and of all other
officers required to make returns to the board.
IX. Instruction as to Child Abuse Prevention, Youth Suicide Prevention, Intoxicants, Drugs,
HIV/AIDS, and Sexually Transmitted Diseases.
(a) Direct the department to develop curriculum frameworks in health, physiology, and
hygiene as they relate to the effects of alcohol and other drugs, child abuse, human
immunodeficiency virus (HIV)/acquired immunodeficiency syndrome (AIDS), and sexually
transmitted diseases on the human system, and which are designed to help students lead
longer, healthier lives.
(b) Provide information about HIV/AIDS to all public and private schools to facilitate the
delivery of appropriate courses and programs.

60
(c) Review HIV/AIDS curriculum materials to assure relevancy in assisting students to
become health-literate citizens and lead longer, healthier lives.
(d) Provide information about youth suicide prevention to all public and private schools to
facilitate the delivery of appropriate courses and programs.
(e) Submit a report no later than December 1, 2010, and biennially thereafter, prepared in
conjunction with the commissioner of the department of education, to the chairpersons of the
house and senate education committees, the house health, human services and elderly affairs
committee, and the senate health and human services committee, detailing the state's efforts in
fulfilling the policies relating to health education in kindergarten through grade 12 as set forth in
subparagraphs (a)-(d).
IX-a. [Repealed.]
IX-b. Health and Sex Education. Require school districts to adopt a policy allowing an
exception to a particular unit of health or sex education instruction based on religious objections.
Such policy shall include a provision for alternative learning sufficient to enable the child to meet
state requirements for health education.
IX-c. Require school districts to adopt a policy allowing an exception to specific course
material based on a parent's or legal guardian's determination that the material is objectionable.
Such policy shall include a provision requiring the parent or legal guardian to notify the school
principal or designee in writing of the specific material to which they object and a provision
requiring an alternative agreed upon by the school district and the parent, at the parent's
expense, sufficient to enable the child to meet state requirements for education in the particular
subject area. The name of the parent or legal guardian and any specific reasons disclosed to
school officials for the objection to the material shall not be public information and shall be
excluded from access under RSA 91-A.
X. Adopt rules, pursuant to RSA 541-A, relative to:
(a) Certification of teachers, supervisors, and administrators in the public schools. The state
board shall also examine the qualifications of candidates for those positions and issue
certificates to those who meet the requirements of said rules.
(b) Fees to be paid to the commissioner of education for the administration of proficiency
exams and other competence evaluations and other related fees including, but not limited to,
fees for late filing and duplicate credentials, and for the issuance of educational credentials.
These fees must bear a reasonable relationship to the actual costs related to such activities.
Funds collected from these fees shall be expended only for purposes of fulfilling the
requirements of this paragraph. No portion of the funds collected from these fees shall lapse,
nor be used for any other purpose than fulfilling the requirements of this paragraph, nor be
transferred to any other appropriation.
(c) Approval of professional preparation programs.
(d) Procedures for the electronic certification of educational credentials.
XI. [Repealed.]
XII. Vocational Education. Cooperate with the U.S. Department of Education for the purpose
of carrying the Carl D. Perkins Vocational Education Act of 1984 and its successor acts into
effect insofar as that act relates to this state.
XIII. Education for Persons with Disabilities. Prepare, develop and administer plans to provide
educational facilities for persons with disabilities.
XIV. Lectures. Lecture on educational subjects in as many cities and towns in this state as
the time occupied by the commissioner's other duties will permit.
XV. Truant Officers. Report frequently to the chairman of the several school boards the
relative efficiency of the several truant officers in the state.
XVI. [Repealed.]

61
XVII. District Contracts. Examine contracts made by districts with academies, high schools
and other literary institutions, for the purpose of deciding whether they are calculated to promote
the cause of education.
XVIII. School Attendance. Enforce the laws relative to school attendance and the employment
of minors; and for this purpose the board and its deputies are vested with the power given by
law to truant officers.
XIX. School Laws. Compile and issue, at the close of each session of the legislature, an
edition of the school laws.
XX-XXIV. [Repealed.]
XXV. Assistants. Employ as many supervisors, inspectors, stenographers, accountants,
clerks and agents as may be necessary to enable it to perform the duties imposed on it by law.
XXVI. Conferences. Hold conferences from time to time with superintendents, other school
administrative unit personnel, principals, and teachers, or their representatives, for the purpose
of inspiring mutual cooperation in the carrying on of their work and of unifying educational aims
and practices.
XXVII. Programs. Prepare, publish and distribute such school programs, outlines of work and
courses of study as will best promote education interests of the state.
XXVIII. Health. Have authority to employ a competent person or persons to examine and care
for the health of pupils, subject to the provisions of RSA 200.
XXIX. Adopt rules, pursuant to RSA 541-A, relative to reasonable criteria for approving non-
public schools for the purpose of compulsory attendance requirements. The rules may contain
criteria for conditional approval as specified by the state board. The state board of education
may, upon request, designate which schools meet those criteria, and may, upon the request of
a non-public school, approve or disapprove its education program and curriculum.
XXIX-a. Adopt rules pursuant to RSA 541-A, relative to establishing a process for receiving,
investigating, and resolving complaints from parents or legal guardians concerning school safety
and school violence in nonpublic schools.
XXX. [Repealed.]
XXXI. Driver Education. Establish jointly with the department of safety, teacher qualifications,
course content and standards, in connection with the driver education program conducted in
secondary schools in this state; and adopt such rules as may be necessary to carry out the
program and supervise the driver education program in the secondary schools of the state.
Driver education instructors shall not be required to be certified as secondary school teachers.
Although authority is shared by the departments of safety and education, those regulations,
directions and procedures that have a direct or indirect relationship to a life or safety issue shall
rest with the department of safety as the final and ultimate authority.
XXXII. Learning Disability Teacher. Establish the qualifications, conditions and exceptions for
providing a learning disability teacher in each school district.
XXXIII. Discrimination. Ensure that there shall be no unlawful discrimination in any public
school against any person on the basis of sex, race, creed, color, marital status, or national
origin in educational programs, and that there shall be no denial to any person on the basis of
sex, race, creed, color, marital status, national origin, or economic status of the benefits of
educational programs or activities.
XXXIV. Missing Child Education Program. Administer the missing child education program as
established in RSA 193:31.
XXXV. Certification Standards for the Credential of Master Teacher. Adopt rules creating the
educational credential of master teacher based on the provisions of RSA 189:14-f.
XXXVI. Pupil Safety and Violence Prevention. Develop and distribute to school districts a
technical assistance advisory for the purpose of providing guidance to school districts on the
implementation of pupil safety and violence prevention policies as required under RSA 193-F.

62
Source. 1919, 106:9. 1921, 85, I:8. PL 116:11. 1929, 145:3. 1939, 8:1. RL 134:11. 1953, 243:1-
4. RSA 186:11. 1957, 252:1, 2. 1961, 196:1-3. 1963, 117:2; 147:1; 303:7; 305:1-3. 1965, 199:1;
339:4. 1967, 448:1. 1969, 69:1-3. 1971, 371:4, 5; 443:4. 1973, 140:15; 209:2; 242:1. 1974,
28:1. 1975, 23:1; 207:1; 505:6. 1977, 432:1; 452:6. 1979, 53:1; 459:4, 9, 10. 1981, 318:1. 1985,
318:4. 1986, 41:8-10, 29, II. 1987, 161:1. 1988, 262:7. 1989, 266:37. 1990, 28:1; 140:2, III.
1992, 123:1. 1993, 322:9, I, II. 1996, 298:5, I. 1998, 174:4, 5; 314:3; 389:8, 9. 1999, 157:1.
2000, 190:2. 2003, 39:1; 186:2. 2005, 92:1, eff. Aug. 6, 2005. 2008, 251:1, 4, 5, eff. Aug. 23,
2008. 2009, 105:1, eff. June 15, 2009; 280:1, eff. Sept. 27, 2009. 2011, 271:1, eff. Jan. 1, 2012.
2014, 62:1, eff. July 26, 2014.

63
APPENDIX C
Prevention Curriculum Recommendations
Grade Recommendations Sources
K 1. Personal Body Safety
2. Differentiating safe and unsafe touches
3. How/when to talk to adult
A. Care for Kids Curricula
B. NH Coalition Against Domestic
and Sexual Violence Member
Agencies
C. Other Evidence-based or
research-based programs
1-2 1. Personal Body Safety
2. Types of touches
3. Differentiate private versus secret
4. Safe and unsafe secrets
5. How/when to talk to trusted adult
A. Care for Kids Curricula
Agencies
3-4 1. Personal Body Safety
2. Differentiating safe and unsafe touches
3. Differentiate private versus secret
4. Safe and unsafe secrets
5. Listening to instincts
6. How/when to talk to trusted adult
A. We Care Elementary Curricula
Agencies
5-6 1. Internet Safety
2. Differentiate Playing, Flirting, Bullying and
Sexual Harassment
3. Explain how bullying and sexual
harassment affects others and classroom
culture
4. Laws and/or school policy around bullying
and sexual harassment
5. When and how to ask for help from peers
A. We Care Elementary Curricula
Agencies

64
6. When and how to report to trusted adults
7-8 1. Understand harms of gender stereotypes
2. Media Literacy and relationship to sexual
and domestic violence
3. Understand dynamics of controlling
relationships
4. Bystander intervention and how to help a
friend
5. Qualities of Healthy relationships
6. When and how to ask for help from trusted
adults
A. Safe Dates Curricula
Agencies
9-12 1. Dynamics of sexual and dating violence
2. Relationship between alcohol and sexual
violence
3. Understand connection between victim
blaming and sexual and domestic violence
4. Consent and NH state laws on age of
consent
5. Bystander intervention and how to help a
friend
6. Qualities of a Healthy Relationship
7. When and how to ask for help from trusted
adults
A. Safe Dates Curricula
B. Green Dot Curricula
C. NH Coalition Against Domestic
Agencies
D. Other Evidence-based or
research- programs

65
Nine Principles of Effective Prevention Programs “At a Glance”
1) Comprehensive: Strategies should include multiple components and affect multiple
settings to address a wide range of risk and protective factors of the target problem.
2) Varied Teaching Methods: Strategies should include multiple teaching methods,
including some type of active, skills-based component.
3) Sufficient Dosage: Participants need to be exposed to enough of the activity for it to
have an effect.
4) Theory Driven: Preventive strategies should have a scientific justification or logical
rationale.
5) Positive Relationships: Programs should foster strong, stable, positive relationships
between children and adults.
6) Appropriately Timed: Program activities should happen at a time (developmentally)
that can have maximal impact in a participant’s life.
7) Socio-Culturally Relevant: Programs should be tailored to fit within cultural beliefs
and practices of specific groups as well as local community norms.
8) Outcome Evaluation: A systematic outcome evaluation is necessary to determine
whether a program or strategy worked.
9) Well-Trained Staff: Programs need to be implemented by staff members who are
sensitive, competent, and have received sufficient training, support, and supervision.
(Nation, et al., 2003)

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