K-12 Health and Physical Education Learning Standards

1. K-12 Health and Physical Education Learning Standards Washington Family and Consumer Sciences Educators Conference - October 25, 2016 Office of Superintendent of Public Instruction

2. Introduction to OSPI • Health Ed-FCS Connections • HPE Standards Update • Next Steps • Input Agenda

3. How are you using Health Education Standards? • What obstacles exist in using Health Education Standards? • How could new Health Education Standards impact your work? • What do you need to revise your efforts to align with Health Education Standards? Essential Questions

4. OSPI Who We Are

5. National Health Education Standards • National Sexuality Education Standards • Creates equity for all students within all courses • Mutual benefits for HPE and FCS Connections

6. HPE StandardsWhy Revise?

7. The Team

8. Monthly, tw0-day writing meetings • September 2014 – July 2015 • Virtual writing meetings • May – August 2015 • Curriculum Advisory Review Committee (CARC) presentations • November 2013 – May 2015 • Bias & Sensitivity Reviews • June – July 2015 • Internal and Close Friends Review • May – July 2015 Process

9. Process

10. Maintain grade-level outcomes • Change formatting • Separate Health and Physical Education • EALRs to Standards (Basic Education Act) • Transition from Fitness to Physical Education Decisions

11. Considerations

12. Depth of Knowledge Washington Student Achievement Council

13. Depth of Knowledge (Cont’d) Washington Student Achievement Council

14. HPE Standards Why Revise?

15. Health Education Standards

16. Physical EducationStandards

17. 2008 2015 Standard Topic Strands Outcome by Core Idea in Health Wellness (W) Safety (Sa) Nutrition (N) Sexual Health (Se) Social Emotional Health (So) Substance Use and Abuse (Su) Layers • K-12 Essential Academic Learning Requirement (EALR) Statement • K-12 Component • Grade Level Expectation (GLE) • Evidence of Learning (EOL) • Example

18. Format 1. Dimensions of Health Describe what it means to be healthy. 1. Dimensions of Health Describe what it means to be healthy. H1.W1.K H1.W1.K

19. How were you using Health Education Standards previously? • What obstacles exist in using Health Education Standards (current and new)? • How could new Health Education Standards impact your work? • What do you need to revise your Frameworks to align with new Health Education Standards? Essential Questions

20. TimelineNext Steps

21. The state determines learning standards. Standards are broad statements about what students should know and be able to do. They are required to be taught in public schools. • Districts, schools and teachers determine grade-level outcomes. Grade-level outcomes (or student learning outcomes) described in the standards are optional for schools and teachers. They give examples of what more specific instruction might look like. • Districts, schools and teachers select textbooks and other teaching materials (curriculum and instructional materials). The choice of textbooks and other teaching materials, the development of lesson plans and grade-level instruction, and the use of grade-level outcomes are all up to each school district. • The only state legislative requirements for health education topics are CPR and AED instruction, suicide prevention and mental health, and HIV and STD prevention (annual HIV prevention education beginning no later than fifth grade). Standards and Outcomes Washington Student Achievement Council

22. Sexual health education is optional. • If a district chooses to offer sexual health education, it must be medically and scientifically accurate, age appropriate, appropriate for students regardless of gender, race, sexual orientation, and disability status, and consistent with the Guidelines for Sexual Health and Disease Prevention. • These are requirements of the Healthy Youth Act, which was passed by the state legislature in 2007. Parents may opt their students out of all or part of sexual health education classes. • Schools may choose whether or not and when to offer specific instruction to students. Sexual Health Washington Student Achievement Council

23. All of the grade-level outcomes are optional and were developed using: • Research on what kind of health education is needed to keep students safe and healthy; and • Guidelines from organizations such as the American Academy of Pediatrics and the Centers for Disease Control and Prevention (CDC) that recommend when students need information. Sexual Health (Cont’d) Washington Student Achievement Council

24. Optional grade-level outcomes on “self-identity” were included in the new health standards as a way to promote understanding and respect for a wide variety of students and families. • More and more districts each year are asking how they can support students who identify as lesbian, gay or transgender. Self-Identity Washington Student Achievement Council

25. A recent national survey done by the CDC found that students who identify as lesbian and gay experience significantly more bullying, depression, and suicide attempts than other students. • Promoting understanding and respect of all students is a way to keep all students safe and healthy so they can learn. (Morbidity and Mortality Weekly Report: Surveillance Summaries / August 12, 2016 / 65(9);1–202. • The American Academy of Pediatrics and the National PTA are two of many organizations that believe it’s important to provide students with information about gender identity and sexual orientation. • Please note that teaching about topics such as self-identity is not the same as promoting the topics. Classroom teachers should not convey their own values about any sexual health education topic – that is the role of parents. Self Identity (Cont’d) Washington Student Achievement Council

26. Needs and Feedback Joseph Bento Renton School District Family and Consumer Science Teacher OSPI Health/PE Cadre Joseph.bento@rentonschools.us