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Health: Curriculum Project Team

The Current Health curriculum was adopted be the School Board on May 14, 2018.  The adoption process followed the procedures outlined in the Instructional Materials Selection Administrative Regulation II/IIA-AR

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Health Curriculum Project Team Materials

BSD Best Practices in Health Instruction

When observing health instruction in the Beaverton School District, one should see aspects of each of the following practices:

 Purpose -  A comprehensive health program teaches concepts and tools, is age and developmentally appropriate, and follows a K-12 learning progression.  The health program engages students deeply in the learning process, connects to standards, broader purpose, and transferable skills.

Lessons are structured based on health content standards that are intentional, relevant, comprehensive, and designed to help students learn and apply transferable knowledge and skills.

The learning targets are measurable, clear, and displayed in student friendly language.

Lessons are created with cultural awareness including academic background and life experiences as the basis of teaching points for all students in order to ensure their success.

The learning targets, communicated through verbal and visual strategies, are used as the basis for students to check their understanding.

Provide opportunities for students to show their understanding, self-reflect, and apply their learning in meaningful and relevant context.

Student Engagement - An effective health learning environment supports student engagement in the three dimensions of health learning (mental/emotional, physical and social).

The health teacher promotes inquiry that facilitates skill development.

The health teacher serves as a facilitator of learning, creating opportunities where students respond to peers and teacher to support learning around health literacy and standards.

The health teacher is flexible and responsive in instructional strategies, while maintaining rigor during the lesson.         

The health teacher’s expectations and strategies engage all students in work of high cognitive demand that focuses on understanding and application of health learning targets.

Students are productively collaborating, participating in quality discourse, and taking ownership of their learning in ways that support their health learning targets.

Students will express, clarify, justify, interpret and/or represent their ideas with others through meaningful discourse and productive academic talk.

Curriculum & Pedagogy - Curriculum and instruction engages all students with authentic, meaningful, and holistic approaches to health and wellness through the inclusion of functional information on a variety of health topics.

The health education curriculum is sequential, comprehensive and planned  from grades K-12 and the instruction offers multiple opportunities for students to engage in discourse around health related topics, targets, and standards.

The health education curriculum goals clearly demonstrate a focus on developing the skills necessary for health literacy and health-enhancing behaviors.

Students are provided with clear expectations and expected outcomes for skill development, along with opportunities to practice and receive feedback based on those outcomes.

The curriculum includes up-to-date, medically and scientifically accurate, and age and developmentally appropriate information that is culturally responsive and connects to students’ home, neighborhood, community and culture.

The health teacher provides adequate instruction time, multiple opportunities, differentiated instruction, adaptations/modifications and resources to ensure student achievement, self-reliance, self-advocacy, and problem solving skills.

Lessons integrate technology to enhance instruction in meaningful and appropriate ways.

Instruction promotes student led inquiry into transdisciplinary themes around health related concepts and standards.

Assessment for Student Learning - The use of formative and summative assessments in health education are designed to measure students’ functional knowledge acquisition and skill performance.

Clearly articulated formative, summative, and performance-based assessments are designed and implemented to measure student growth and proficiency of learning targets.

Performance-based assessments will be given to allow students to demonstrate functional knowledge and skills with real world application.

The health teacher designs and implements assessments that measure student achievement of curricular objectives and has an observable system for recording data.

Students are using assessment data to monitor their progress toward proficiency.

The health teacher will use student data from formative, summative and performance- assessments to measure the effectiveness of the curriculum and instruction.

Assessments are reviewed  and updated regularly to reflect current research-based practices.

Classroom Environment & Culture - Teachers will create a supportive, inclusive, challenging, and caring learning environment.  Students will be provided with clear feedback, relevant activities, and opportunities to safely share their thoughts and opinions.  All students, without exception, are acknowledged, appreciated, valued, and respected.

The health teacher creates an environment that is inclusive and supportive of all students, and is cognizant of race, ethnic origin, gender, gender identity, sexual orientation, religion or physical ability.

The health teacher’s interactions with students foster freedom of expression by encouraging respect and acceptance of others’ responses.

The health teacher develops and maintains a positive learning environment in which all students feel emotionally, socially and physically safe.

The health teacher establishes norms that recognize personal biases and encourage appreciation for varied perspectives.

Resources are made available that are inclusive of student needs, representative of student populations, and accessible to students of various cultures, languages, and identities (e.g. class libraries, technologies, student created posters, multi-lingual labels, and diagrams).

The health teacher provides guidance and support for students to engage in critical thinking within difficult topics using the BSD Difficult Questions Protocol, specifically the spectrum/ continuum strategy to acknowledge all students while simultaneously exposing them to multiple perspectives.

BSD Health Education Position Statement

The academic success of America’s youth is strongly linked with their health. Health literacy is essential for preparing students to be healthy and productive members of our society.  To prepare our students we must promote a skill-based learning model in which students will be able to develop, practice, and personalize the following essential health skills:

●      Comprehends concepts related to health promotion and disease prevention to enhance health

●      Analyze the influences of family, peers, culture, media, technology, and other factors on health behaviors

●      Access valid information, products, and services to enhance health

●      Use interpersonal communication skills to enhance health and avoid or reduce health risks

●      Use decision making skills to enhance health

●      Use goal-setting skills to enhance health

●      Practice health enhancing behaviors and avoid or reduce health risks

●      Advocate for personal, family, and community health

                                                                        -Oregon Department of Education Health Standards (2016)

Health promoting skills based on the Oregon Health Education Standards and Performance Indicators are critical components of a rigorous and balanced K-12 comprehensive health education program.  To prepare students for success in life we must provide all students with a current, sequential, developmentally appropriate, accessible, diverse, and challenging curriculum that will develop critical thinkers, culturally competent community members, reflective individuals, and intrinsically motivated advocates for health and wellness.  Health instruction that develops conceptual understanding and skills must reflect developmentally age appropriate curriculum, Kindergarten through 12th grade.  Structures within a school will be inclusive to support adequate health instruction and skill development for all students in accordance with state laws. Proficiency on learning targets and ongoing assessment of student progress will inform instruction and assist teachers in helping their students move successfully to the next level of learning. 

In order to best support teachers in implementing an effective health program, purposeful, evidence-based, and ongoing collaborative professional development will be provided to improve educational practices.  At all levels, teachers need access to quality resources that deepen their knowledge, instructional and differentiation skills, and cultural competency to meet the needs of our diverse student population.  A combination of materials that use multiple instructional strategies, including evidence-based intervention and extension methods, along with the use of medically accurate and inclusive instructional resources, will be required to successfully reach all students.  Educators must provide students with meaningful multiple opportunities to engage with a variety of skill building tasks that reflect the diverse backgrounds, abilities, and  experiences of each student.  Students should practice and integrate each of the skills using relevant materials, including the most appropriate technology and literature, with multiple paths to challenge them.

Ultimately, health education is achieved through a partnership of all stakeholders: teachers, students, families, administrators, schools, and community.  The task of the Beaverton School District is to create a learning environment in which all students are valued for their diversity, fostered in their wellness development, challenged, and motivated to continue learning and leading a healthy lifestyle throughout their lifetime.

BSD Health Learning Targets

Health Instructional Resources

Instructional Resources

ELEMENTARY

 

Grade K-5 Instructional Resources

The Great Body Shop

  • Great Body Shop Video

K-5 Oregon Elementary Health Education Standards by Grade Level

 

Kindergarten

  • Reproductive System
  • Disease Prevention (HIV/Aids)
  • Sexual Abuse Prevention
  • Gender Identity & Expression

1st Grade

  • Reproductive System

  • Disease Prevention (HIV/Aids)

  • Sexual Abuse Prevention

  • Gender Identity & Expression

2nd Grade

  • Reproductive System
  • Disease Prevention (HIV/Aids)
  • Sexual Abuse Prevention
  • Gender Identity & Expression

3rd Grade

  • Puberty
  • Disease Prevention (HIV/Aids)
  • Sexual Abuse Prevention
  • Sexual Orientation
  • Gender Identity & Expression
  • Reproductive System

4th Grade

  • Sexual & Reproductive Health
  • Puberty
  • Disease Prevention (HIV/Aids)
  • Sexual Abuse Prevention
  • Sexual Orientation
  • Gender Identity & Expression

5th Grade

  • Sexual & Reproductive Health
  • Puberty
  • Disease Prevention (HIV/Aids)
  • Sexual Abuse Prevention
  • Sexual Orientation
  • Gender Identity & Expression
  • Abstinence

 

 

 

 

 

MIDDLE SCHOOL

The following Board Adopted Health Education Instructional Resources are used to create lessons at the High School level that teach to the BSD Learning Targets.  For information regarding when specific lessons will be taught, please contact your student's teacher.  The links below provide information on each of the resources utilized.

In addition to the electronic materials listed here, each school will have available beginning in the fall of 2019, hard copies of all Health instructional resources.  If you would like to make arrangements to review the materials, please contact your student's school.

McGraw Hill   

  • User Name:  HealthDemo
  • Password:  Beaverton

Advocates for Youth - Rights, Respect, Responsibility

Cares Northwest

  • Lessons available at schools

YouthLine

  • Lessons available at schools

SOS Signs of Suicide Prevention Program

  • Lessons available at schools

 

HIGH SCHOOL

The following Board Adopted Health Education Instructional Resources are used to create lessons at the High School level that teach to the BSD Learning Targets.  For information regarding when specific lessons will be taught, please contact your student's teacher.  The links below provide information on each of the resources utilized.

In addition to the electronic materials listed here, each school will have available beginning in the fall of 2019, hard copies of all Health instructional resources.  If you would like to make arrangements to review the materials, please contact your student's school.

McGraw Hill   

  • User Name:  HealthDemo
  • Password:  Beaverton

Advocates for Youth - Rights, Respect, Responsibility

Sexual Assault Resource Center

  • Lessons available at schools

YouthLine

  • Lessons available at schools

SOS Signs of Suicide Prevention Program

  • Lessons available at schools