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Health: Elementary

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 society.

Health Education is achieved through a partnership of teachers, students, families, administrators, schools, and community. The task of the Tigard-Tualatin 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.

The current Health curriculum The Great Body Shop was renewed for adoption in May of 2017.

Instructional Resources

Fight Child Abuse

Fightchildabuse.org is the instructional resource to teach the sexual abuse prevention learning targets (Erin's Law).

K-1 Lessons and Videos

Grades 2-5 Great Body Shop (see Scope and Sequence document)

The Great Body Shop

The Great Body Shop is the Board adopted instructional resource to teach the TTSD Elementary Health Learning Targets.

The lessons and activities included in the Scope & Sequence are those that teach the adopted TTSD Elementary Health Learning Targets. Teachers may teach lessons from the core curriculum that are not included on the Scope & Sequence but are instructed to not go beyond the scope of the grade level curriculum or standards during instruction, including private conversations with students.

TTSD Elementary Health Scope and Sequence

Human Sexuality Education Standards and Great Body Shop Alignment

The following lists the grade level standards addressing Human Sexuality, Gender Education, HIV/AIDS Education, and Sexual Abuse Prevention and identifies where they are taught in the Board adopted instructional resources.

Human Sexuality Education Standards / GBS Alignment

Kindergarten
HE.1.K.4

Name reproductive body parts, using proper anatomical terms, and stages in the basic growth processes of all people.
- Replacement Lesson “Understanding Our Bodies”
- U5 L04 “Safe Touch, Unsafe Touch”
HE.1.K.5

List potentially unsafe body fluids and objects to avoid.
- U9 L04 “How Keeping Clean and Healthy Helps Keep Disease Away”
HE.1.K.6

Identify ways to prevent communicable and non-communicable disease and understand the difference (including HIV/AIDS, and Hepatitis B & C).
- U9 L04 “How Keeping Clean and Healthy Helps Keep Disease Away”
HE.1.K.7

Recognize that there are many ways to express gender and that all people deserve respect regardless of gender expression.
- U5 L02 “I Am Special”
- U5 L01 Homework Connection “I’m Special Name Tags”
HE.1.K.8

Recognize the importance of treating others with respect including gender expression.
- U5 L01 “All Bodies are Different
- Teacher Read Aloud: Neither by Airlie Anderson
HE.1.K.9

Describe the characteristics of a friend.
- U10 L04 “Learning the Rules of Safe Play”
HE.1.K.14

Identify different kinds of family structures.
- U4 L01 “What is a Family”
- U4 L02 “See How Families Grow and Change”
- Teacher Read Aloud: Families by Shelley Rotner and Sheila M. Kelly
HE.3.K.4 (Erin’s Law)

Identify sources of support if someone is touching them in a way that makes them feel uncomfortable.
- U5 L04 “Safe Touch, Unsafe Touch”
HE.4.K.1

Identify healthy ways to express needs, wants, and feelings.
- U7 L03 “Stay Away from Dangerous Substances”
HE.4.K.5

Discuss ways to communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations.
- Teacher Read Aloud: Neither by Airlie Anderson
HE.7.K.3 (Erin’s Law)

Recognize how to clearly say “no” and/or how to leave an uncomfortable situation.
- U5 L04 “Safe Touch, Unsafe Touch”
In addition to the above listed Great Body Shop lessons, All sexual abuse prevention standards (Erin’s Law) are taught using the adopted instructional resource, fightchildabuse.org.

HE.1.K.10, HE.1.K.11, HE.3.K.3, HE.3.K.4, HE.4.K.4, HE.4.K.6, HE.7.K.3, HE.4.K.7
- Lesson 1: The Protect Yourself Rules
- Lesson 2: It Doesn’t Matter Who It Is
- Lesson 3: Stranger Safety
- Lesson 4: Know When to Tell
1st Grade
HE.1.1.4

Name reproductive body parts, using proper anatomical terms, and stages in the basic growth processes of all people.
- U6 L04 “My Body is Private”
- Replacement Lesson “Understanding our Bodies”
HE.1.1.5 Describe ways to prevent communicable and noncommunicable disease and understand the difference (including HIV/AIDS, and Hepatitis B and C).
- U8 L02: “Germs”
- U8 Activity 18: “Learning About HIV”
HE.1.1.7

Explain that there are many ways to express gender and that all people deserve respect regardless of gender expression.
- U2 L04 “My Body is Extra Special”
- Replacement Lesson “Gender Roles, Gender Expectations”
HE.1.1.8

Recognize the importance of treating others with respect including gender expression.
- U5 L02 “We Talk and Listen”
HE.1.1.9

Describe how to be a good friend.
- U2 L04 “My Body is Extra Special”
HE.1.1.12

Identify a variety of ways people express affection within various types of relationships.
- U6 L04 “My Body is Private”
- Replacement Lesson “Understanding Our Bodies”
HE.1.1.14

Describe different kinds of family structures.
- Teacher Read Aloud: The Great Big Book of Families by Mary Hoffman
HE.2.1.4

Provide examples of how friends and family influence how people think they should act on the basis of their gender.
- U2 L04 “My Body is Extra Special”
- Replacement Lesson “Gender Roles, Gender Expectations”
- Teacher Read Aloud: Except When They Don’t by Laura Gehl
HE.3.1.2

List sources of support, such as parents or other trusted adults, to seek information about sexual and reproductive health, including pregnancy and birth.
- U5 Activity 20 “The School Counselor”
- U7 A17 “Identifying Trusted Adults”
HE.4.1.1

Identify healthy ways to express needs, wants, and feelings.
- U6 L02 “Talking helps Me Feel Better”
HE.4.1.5

Discuss ways to communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations.
- U2 L04 “My Body is Extra Special”
HE.4.1.6

Identify effective ways to communicate personal boundaries and show respect for the boundaries of others.
- U6 L04 “My Body is Private”
All sexual abuse prevention standards (Erin’s Law) are taught using the adopted instructional resource, fightchildabuse.org.

HE.1.1.10, HE.1.1.11, HE.1.1.15, HE.3.1.3, HE.4.1.4, HE.4.1.6, HE.4.1.7, HE.7.1.3
- Lesson 1: The Protect Yourself Rules
- Lesson 2: It Doesn’t Matter Who It Is
- Lesson 3: Stranger Safety
- Lesson 4: Know When to Tell
2nd Grade
HE.1.2.4

Identify reproductive body parts, using proper anatomical terms and stages in the basic growth processes of all people.
- U6 Activity 16 “Growing & Changing”
- Replacement Lesson “Understanding Our Bodies”
HE.1.2.5

Demonstrate ways to prevent communicable and non-communicable disease and understand the difference (including HIV/AIDS, and Hepatitis B and C).
- U8 L01 “Germs: What They Are and What They Do”
HE.1.2.6

Explain why it is important to stay away from potentially unsafe body fluids and objects.
- U8 L01 Portfolio 1 “Risky Situations”
HE.1.2.7

Recognize differences and similarities of how individuals identify regarding gender.
- U6 L04 “I am Special”
- Replacement Lesson: "That's a (Gender) Stereotype!"
HE.1.2.8

Recognize the importance of treating others with respect including gender expression.
- U6 L04 “I am Special”
- Replacement Lesson: "That's a (Gender) Stereotype!"
HE.1.2.9

Describe how they can be a good friend.
- U6 L04: “I am Special”
HE.1.2.10 (Erin’s Law)

Explain that everyone has the right to say who touches their body, when and how.
- U5 L04 “Your Body is Private!”
HE.1.2.11 (Erin’s Law)

Explain that it is never ok to touch someone, or make someone touch you if they don't want to.
- U5 L04 “Your Body is Private!”
HE.1.2.13

Explain bullying and teasing and why bullying and teasing are inappropriate behaviors.
- U5 Activity 22: “Teasing Trouble”
HE.1.2.15

Explain different kinds of family structures.
- U6 L02: “Families”
HE.1.2.16 (Erin’s Law)

Practice consent as it relates to personal boundaries.
- U5 L04 “Your Body is Private!”
HE.2.2.4

Provide examples of how friends, family, media, society and culture influence how people think they should act on the basis of their gender.
- Replacement Lesson: "That's a (Gender) Stereotype!"
HE.3.2.2

Describe the qualities of reliable sources of support, such as parents or other trusted adults, when seeking information about sexual and reproductive health, including pregnancy and birth.
- U5 Activity 21 “Making ‘The People I Trust’ Mobile”
HE.3.2.3 (Erin’s Law)

Describe sources of support, such as parents or other trusted adults, including school staff; they can tell if they are experiencing sexual abuse.
- U5 L03 “Recognizing Real Dangers - When It’s Smart to Be Afraid”
HE.4.2.5

List ways to communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations.
- Replacement Lesson: "That’s a (Gender) Stereotype!"
HE.4.2.6 (Erin’s Law)

List effective ways to communicate personal boundaries and show respect for the boundaries of others.
- U5 L04 “Your Body is Private!”
HE.7.2.3 (Erin’s Law)

Demonstrate how to clearly say “no” and/or how to leave an unsafe/uncomfortable situation.
- U5 L04 “Your Body is Private!”
3rd Grade
HE.1.3.6

Identify human reproductive systems including reproductive anatomy and function.
- U6 Activity 16 “Hormones and reproductive Organs”
- Teacher Read Aloud: What Makes a Baby? by Cory Silverberg
HE.1.3.7

Explain why it is important to stay away from potentially unsafe body fluids and objects.
- U8 L02 “Fighting Diseases”
HE.1.3.8

Identify practices that prevent the spread of communicable diseases (including HIV/AIDS, and Hepatitis B and C).
- U8 L01 “Being Sick”
- U8 L02 “Fighting Diseases”
HE.1.3.9

Recognize how puberty prepares human bodies for the potential to reproduce.
- U6 Activity 16 “Hormones and reproductive Organs”
HE.1.3.11

Recognize differences and similarities of how individuals identify regarding gender or sexual orientation.
- U6 Activity 26 “Identity”
HE.1.3.12

Recognize the importance of treating others with respect regarding gender expression and sexual orientation.
- U6 Activity 26 “Identity”
- Teacher Read Aloud: Jack Not Jackie by Erica Silverman
HE.1.3.13

Identify the characteristics of a healthy relationship.
- U5 Activity 24 “Good Friends”
- U6 L03 “A Very Special Person - Me”
HE.1.3.14 (Erin’s Law)

Explain that everyone has the right to say who touches their body, when and how.
- Replacement Lesson: “Personal Boundaries & Consent”
HE.1.3.15 (Erin’s Law)

Explain that it is never ok to touch someone, or make someone touch you if they don't want to.
- U6 L04 “Personal Safety”
- Replacement Lesson: “Personal Boundaries & Consent”
HE.1.3.16

Describe a variety of ways people express affection within various types of relationships.
- Replacement Lesson: “Personal Boundaries & Consent”
HE.1.3.17

Explain why bullying and teasing are inappropriate behaviors.
- U5 L03 “Improving Your Attitude”
HE.1.3.19

Define consent as it relates to personal boundaries.
- U6 L04 “Personal Safety”
- Replacement Lesson: “Personal Boundaries & Consent”
HE.2.3.6

Recognize how friends, family, media, society and culture influence how people think they should act on the basis of their gender.
- U6 Activity 26 “Identity”
HE.2.3.8

Describe positive and negative ways friends and peers can influence various relationships.
- U5 Activity 6 “Positive and Negative Peer Pressure”
HE.3.3.7 (Erin’s Law)

Recognize sources of support, such as parents or other trusted adults, including school staff; they can tell if they are experiencing sexual abuse.
- U6 L04 “Personal Safety”
HE.3.3.8

Recognize sources of support such as parents or other trusted adults they can tell if they are being teased, harassed or bullied based on gender identity, sexual orientation, and gender expression.
- U6 Activity 26 “Identity”
HE.3.3.9 (Erin’s Law)

Recognize sources of support, such as parents or other trusted adults, they can tell if they are feeling uncomfortable about being touched.
- U6 L04 “Personal Safety”
- Replacement Lesson: “Personal Boundaries & Consent”
HE.4.3.5

Describe ways to communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations.
- U6 Activity 26 “Identity”
- Teacher Read Aloud: Jack Not Jackie by Erica Silverman
HE.4.3.6

Identify ways to communicate your thoughts and feelings while maintaining healthy relationships.
- U5 L03 “Improving Your Attitude”
HE.4.3.7 (Erin’s Law)

Identify effective ways to communicate personal boundaries and show respect for the boundaries of others.
- Replacement Lesson: “Personal Boundaries & Consent”
HE.4.3.8 (Erin’s Law)

Identify ways to ask for help and support, if they are someone they know is being hurt or feels unsafe.
- U5 L04 “Attitudes at Home, School, and the Community”
- U6 L04 “Personal Safety”
- U6 Activity 21 “Talking to the Guidance Counselor”
HE.7.3.4

List ways to treat yourself and others with dignity and respect, with regard to race, ability, other identities, gender, gender identity, and sexual orientation.
- U6 Activity 26 “Identity”
- U6 Portfolio 2 “Dealing with Discrimination”
- U6 L03 “A Very Special Person - Me”
HE.8.3.3

List ways students can work together to promote dignity and respect for all people.
- U6 Activity 26 “Identity”
4th Grade
HE.1.4.6

Identify human reproductive systems including reproductive anatomy and function.
- U6 Activity 8 “Hormones and Reproductive Organs”
HE.1.4.9

Define sexual orientation.
- U6 Activity 15 “Identity”
HE.1.4.10

Describe differences and similarities of how individuals identify regarding gender or sexual orientation.
- U6 Activity 15 “Identity”
HE.1.4.11

Understand the importance of treating others with respect regarding gender expression and sexual orientation.
- U6 Activity 15 “Identity”
HE.1.4.12

Describe the characteristics of a healthy relationship.
- U6 Activity 11 “A True Friend”
- Replacement Lesson: “Figuring Out Friendships”
HE.1.4.13 (Erin’s Law)

Explain that everyone has the right to say who touches their body when and how.
- U5 L04 “Preventing Abuse”
HE.1.4.14 (Erin’s Law)

Describe why it is never ok to touch someone, or make someone touch you, if they don't want to.
- U5 L04 “Preventing Abuse”
HE.1.4.15

Describe a variety of ways people express affection within various types of relationships.
- Replacement Lesson: “Figuring Out Friendships”
HE.1.4.16

Define why bullying and teasing are inappropriate behaviors.
- U5 L04 “Preventing Abuse”
HE.1.4.18

Discuss consent as it relates to personal boundaries.
- U5 L04 “Preventing Abuse”
HE.2.4.6

Describe how friends, family, media, society and culture influence how people think they should act on the basis of their gender.
- U6 Activity 15 “Identity”
HE.2.4.8

Compare positive and negative ways friends and peers can influence various relationships.
- U6 Activity 13 “Put Yourself in My Shoes”
HE.2.4.9 (Erin’s Law)

Describe potential impacts of power differences (e.g., age, status or position) as they relate to personal boundaries.
- U5 L04 “Preventing Abuse”
HE.3.4.3

Identify sources of support, such as parents or other trusted adults, to seek information about sexual and reproductive health, including pregnancy and birth.

sources of medically-accurate information about human sexual and reproductive anatomy.
- U6 Activity 16 “Finding Credible, Medically-Accurate Resources”
HE.3.4.4

Describe sources of medically-accurate information about human sexual and reproductive anatomy.
- U6 Activity 16 “Finding Credible, Medically-Accurate Resources”
- U6 Activity 8 “Hormones and Reproductive Organs”
HE.3.4.5

Identify people at home, school or in the community who can provide medically accurate information and/or support about puberty and health care practices during puberty.
- U6 Activity 8 “Hormones and Reproductive Organs”
HE.3.4.6

Identify people at home, school or in the community who can provide medically accurate information and/or support about healthy sexuality, including sexual orientation and gender identity.
- U6 Activity 16 “Finding Credible, Medically-Accurate Resources”
HE.3.4.7

Identify sources of support, such as parents or other trusted adults they can talk to about healthy and unhealthy relationships.
- U5 L03 “In tune with Your Emotions”
- Replacement Lesson: “Figuring Out Friendships”
HE.3.4.8 (Erin’s Law)

Identify sources of support, such as parents or other trusted adults, including school staff; they can tell if they are experiencing sexual abuse.
- U5 L04 “Preventing Abuse”
HE.3.4.9

Identify sources of support such as parents or other trusted adults they can tell if they are being teased, harassed or bullied based on gender identity, sexual orientation, and gender expression.
- U6 Activity 15 “Identity”
HE.3.4.10 (Erin’s Law)

Identify sources of support, such as parents or other trusted adults, they can tell if they are being sexually harassed or abused.
- U5 L04 “Preventing Abuse”
HE.4.4.5

Practice ways to communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations.
- U6 Activity 15 “Identity”
HE.4.4.6

Describe ways to communicate your thoughts and feelings while maintaining healthy relationships.
- U5 L03 “In tune with Your Emotions”
HE.4.4.7 (Erin’s Law)

Describe effective ways to communicate personal boundaries and show respect for the boundaries of others.
- U5 L04 “Preventing Abuse”
HE.4.4.8 (Erin’s Law)

Describe how to ask for help and support, if they are someone they know is being hurt or feels unsafe.
- U5 L04 “Preventing Abuse”
HE.7.4.4

List ways to manage the physical and emotional changes associated with puberty, including personal health care practices.
- U6 L01 “Hormones and Body Changes”
- U6 L02 “What is Good Hygiene?”
- U6 L03 “Illness Prevention and Good Hygiene”
- U6 L04 “Looking Good, Feeling Great”
- U6 Activity 8 “Hormones and Reproductive Organs”
HE.8.4.3

Describe how others can take action when someone else is being teased, harassed or bullied.
- U5 L02 “Critical Thinking to the Rescue”
HE.8.4.4

Describe ways students can work together to promote dignity and respect for all people.
- U6 Activity 15 “Identity”
5th Grade
HE.1.5.6

Discuss human reproductive systems including reproductive anatomy and function.
- U6 L01 “Hormones and Your Body”
- U6 L02 “Puberty: Growing and Changing”
HE.1.5.7

Discuss how abstinence is the most effective method of protection from STD/HIV and pregnancy.
- U6 Activity 8 “Abstinence”
HE.1.5.8

Discuss that HIV and STDs can be spread through sexual contact with someone who has HIV/STD.
- U6 Activity 8 “Abstinence”
- U8 L03 “HIV, Enemy of the Immune System”
HE.1.5.9

Identify health care practices related to physical changes during puberty.
- U6 L03 “Hygiene and You - Keeping Clean”
- U6 Activity 14 “Hygiene for Biological Males”
- U6 Activity 23 “Hygiene for Biological Females”
HE.1.5.10

Explain differences and similarities of how individuals identify regarding gender or sexual orientation.
- U6 Activity 11: Identity
HE.1.5.11

Identify the physical, social and emotional changes that occur during puberty and adolescence.
- U6 L02 “Puberty: Growing and Changing”
- U6 L04 “Growing Up with a Healthy Attitude”
HE.1.5.12

Discuss ways of expressing gender.
- U6 Activity 11 “Identity”
HE.1.5.13

Describe the importance of treating others with respect regarding gender expression and sexual orientation.
- U6 Activity 11 “Identity”
HE.1.5.14

Discuss the characteristics of a healthy relationship.
- U6 L04 “Growing Up with a Healthy Attitude”
HE.1.5.15 (Erin’s Law)

Explain that everyone has the right to say who touches their body, when and how.
- U5 L04 “Send the Message: My Body is Private”
HE.1.5.16 (Erin’s Law)

Discuss why it is never ok to touch someone, or make someone touch you if they don't want to.
- U5 L04 “Send the Message: My Body is Private”
HE.1.5.18

Analyze why bullying and teasing are inappropriate behaviors.
- U6 L04 “Growing Up with a Healthy Attitude”
HE.1.5.19

Discuss how culture, media and technology influence our ideas about healthy relationships.
- U6 L04 “Growing Up with a Healthy Attitude”
HE.1.5.21 (Erin’s Law)

Practice how consent relates to personal boundaries.
- U5 L04 “Send the Message: My Body is Private”
HE.2.5.6

Provide examples of how friends, family, media, society and culture influence how people think they should act on the basis of their gender
- U6 Activity 11 “Identity”
HE.2.5.8

Analyze ways friends and peers can influence various relationships.
- U5 Activity 14 “Peer Pressure”
HE.2.5.9 (Erin’s Law)

Discuss potential impacts of power differences (e.g., age, status or position) as they relate to personal boundaries.
- U5 L04 “Send the Message: My Body is Private”
HE.3.5.3

Discuss the sources of support, such as parents or other trusted adults, to seek information about sexual and reproductive health, including pregnancy and birth.
- U6 Activity 10 “Talking About Sensitive Issues with a Trusted Adult”
HE.3.5.4

Demonstrate how to access sources of medically-accurate information about human sexual and reproductive anatomy.
- U6 Activity 12 “Finding Credible, Medically-Accurate Resources”
HE.3.5.5

Demonstrate how to access resources, including people at home, school or in the community who can provide medically accurate information and/or support about puberty and health care practices during puberty.
- U6 Activity 12 “Finding Credible, Medically-Accurate Resources”
HE.3.5.6

Discuss the qualities of people at home, school or in communities who can provide medically accurate information and/or support about healthy sexuality, including sexual orientation and gender identity.
- U6 Activity 12 “Finding Credible, Medically-Accurate Resources”
- U6 Activity 10 “Talking About Sensitive Issues with a Trusted Adult”
HE.3.5.7

Discuss the sources of support, such as parents or other trusted adults, they can talk to about healthy and unhealthy relationships.
- U5 L03 “Troubled Times”
HE.3.5.8 (Erin’s Law)

Discuss the sources of support, such as parents or other trusted adults, including school staff; they can tell if they are experiencing sexual abuse.
- U5 L04 “Send the Message: My Body is Private”
HE.3.5.9

Discuss sources of support such as parents or other trusted adults they can tell if they are being teased, harassed or bullied based on gender identity, sexual orientation, and gender expression.
- U6 Activity 10 “Talking About Sensitive Issues with a Trusted Adult”
- U6 Activity 11 “Identity”
HE.3.5.10 (Erin’s Law)

Discuss sources of support, such as parents or other trusted adults, they can tell if they are being sexually harassed or abused.
- U5 L04 “Send the Message: My Body is Private”
HE.4.5.5

Demonstrate ways to communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations.
- U6 Activity 11 “Identity”
HE.4.5.6

Demonstrate ways to communicate your thoughts and feelings while maintaining healthy relationships.
- U5 L01 “Your Emotions and Your Body”
- U5 L02 “Your Emotions and Your Life”
HE.4.5.7 (Erin’s Law)

Demonstrate effective ways to communicate personal boundaries and show respect for the boundaries of others.
- U5 L04 “Send the Message: My Body is Private”
- U6 Portfolio 2 “Sexual Harassment”
HE.4.5.8 (Erin’s Law)

Demonstrate asking for help and support, if they or someone they know is being hurt or feels unsafe.
- U5 L04 “Send the Message: My Body is Private”
HE.6.5.3 (Erin’s Law)

Define sexual violence including but not limited to interpersonal violence (physical, verbal, emotional and sexual violence).
- U5 L04 “Send the Message: My Body is Private”
- U6 Portfolio 2 “Sexual Harassment”
HE.7.5.4

Demonstrate ways to treat yourself and others with dignity and respect, with regard to gender, gender identity, and sexual orientation.
- U6 Activity 11 “Identity”
HE.7.5.5

Explain ways to manage the physical and emotional changes associated with puberty, including personal health care practices.
- U6 L03 “Hygiene and You - Keeping Clean”
- U5 L01 “Your Emotions and Your Body”
HE.8.5.3

Persuade others to take action when someone else is being teased, harassed or bullied.
- U6 L04 “Growing Up with a Healthy Attitude”
HE.8.5.5

Demonstrate ways students can work together to promote dignity and respect for all people.
- U6 Activity 11 “Identity”

Exemption from Instruction: Parent Preview of Materials and Opt-Out Process

Parent Notification/Preview/Opt-Out Information
Parent/Guardian Notification & Materials Preview (TTSD School Board Policy IGAI)

Parents and guardians are a child’s first and most influential teachers and as such, can choose to opt their student(s) out of Comprehensive Sexuality Education. Families considering this option may do so with or without previewing the materials.

A school-wide Parent/Guardian Notification Letter regarding elementary health instruction will be disseminated by your school principal both digitally and on paper each year prior to instruction in human sexuality and sexual abuse prevention education.

The materials preview process is as follows:
1. Parents may preview all health curriculum materials either online or in person.
2. The digital Parent Notification Letter will contain directions and links for parents to preview the Great Body Shop curriculum online as well as the additional health materials used that are listed in the 2022-23 Scope and Sequence Document.
3. If you would prefer to preview health materials in person, you can call your student’s school office to schedule a preview opportunity in the school’s office. You can fill out the Request for an In Person Preview Google form linked within the digital Notification Letter and the school will contact you to schedule a time.
4. After previewing materials, if a parent would like to excuse their child from specific units, follow the Opt-Out Process below.
Parents must be informed in advance of all guest speakers on potentially controversial issues and an opportunity must be provided to opt their child out of the presentation. (TTSD School Board Policy IICB)
Exemption from Instruction (Opting-Out)
According to Oregon Law (OAR Rule 581-022-1440), parents can opt their children out of any or all sexuality education components. However, parents cannot opt their children out of the entire health curriculum without written documentation of a religious or disability-related reason.

The Exemption from Instruction (Opt-Out) process is as follows:
- After previewing materials, if a parent/guardian would like to excuse their child from specific units or lessons of instruction, complete and submit a digital or paper copy of the Student Opt-Out Notice form. A link to the digital Student Opt-Out Notice Google form can be found in the Parent Notification Letter. Paper copies of the Student Opt-Out Notice are available upon request in your child’s school office.
Plan for Alternative Instruction
- If a student is opted-out of a portion of the instruction, the school principal will work with the parent/guardian to determine the appropriate alternative materials and instruction.
- If a student is opted-out of the entire health curriculum, the parent/guardian is responsible for providing alternative instruction that complies with the health education standards (OAR Rule 581-021-0009)

Comprehensive Health Education Guide

Health Education Abstinence-Based Statement

Abstinence means “voluntarily choosing not to participate in a particular activity.” In the context of human sexuality and HIV/AIDS prevention programs, abstinence refers to choosing not to engage in sexual activity, including other behaviors that contribute to the spread of sexually transmitted disease/infections. The Tigard-Tualatin School District, in accordance with Oregon state laws and rules, mandates abstinence-based sexuality education.*

Abstinence-based sexuality education programs “emphasize that abstinence from sexual intercourse, when practiced consistently and correctly, is the only 100 percent effective method against unintended pregnancy, sexually transmitted HIV and hepatitis B/C infection and other sexually transmitted infections and diseases. Abstinence is to be stressed, but not to the exclusion of other methods for preventing unintended pregnancy, HIV infection, hepatitis B/C infection and other sexually transmitted infections and diseases. Such courses are to acknowledge the value of abstinence while not devaluing or ignoring those students who have had or are having sexual relationships.

Further, sexuality education materials, including instructional strategies, and activities must not use shame or fear based tactics. Materials and information shall be presented in a manner sensitive to the fact that there are students who have experienced, perpetrated or witnessed sexual abuse and relationship violence.”

Quoted excerpt taken from TTSD Board Policy IGAI

* In accordance with: Oregon State Law 336.455, Oregon Administrative Regulation 581-22-1440 and 581-022-1440 Abstinence-based programs are supported by: Center for Disease Control and Prevention (CDC), Division of Adolescent School Health (DASH), American Medical Association (AMA), American Psychiatric Association (APA), American Red Cross, Guttmacher Institute, Advocates for Youth, Sexuality Information and Education Council of the United States, National Association of State Boards of Education, The Kaiser Family Foundation, Child Trends, UCSF Center for AIDS Prevention Studies, Harvard AIDS Institute, The National Commission on Adolescent Sexual Health
Additional Health Education Resources
Teaching About Controversial Issues
“The Board supports the inclusion of controversial issues as part of students’ education. The presentation and discussion of controversial issues will be informative and not persuasive. The development of the ability to meet issues without prejudice and to withhold judgments while facts are being collected, assembled and weighed, and to see relationships before drawing inferences or conclusions are among the most valuable outcomes of a free educational system.”

…”Before beginning a class in the study of an obviously controversial topic, a teacher will discuss with the administration:
1. Its appropriateness to the course;
2. Its appropriateness for the students’ maturity level;
3. The approach to instruction including effective facilitation;
4. The instructional materials to be used
Quoted excerpt taken from Teaching about Controversial Issues-Board Policy INB

Drug, Alcohol and Tobacco Prevention, Health Education-Board Policy IGAEB

Bias Incidents and Hate Speech-Board Policy-JBC/GBB

Controversial Speakers-Board Policy INC

Guest Speakers-Board Policy IICB
Elementary Health Education Frequently Asked Questions
In 2016, the state of Oregon adopted new health education standards and with the adoption came new guidance for designing and delivering health education. Beginning in January 2020, a team of TTSD teachers and administrators alongside parents and community members began to articulate how the new standards would be addressed in the Tigard-Tualatin School District. Human sexuality standards are a subset of the comprehensive Oregon Health Education Standards.

We know that talking about human sexuality can be challenging. The work of the school district is not to influence or evaluate the beliefs of our families, but rather to provide comprehensive health education instruction that is age appropriate, medically accurate, free from shame or fear, and inclusive of all students. This is important for student safety and well-being. Expanding our health education instruction K-5 meets the required Oregon’s Health Education Standards outlined by the state of Oregon and is critical work. In public education we continue to navigate varied beliefs around the education of students. This is why grounding ourselves in our core commitments is crucial as we plan for the future together. The TTSD position statement that was co-created to use as the foundation for the work is:

“In the Tigard-Tualatin School District, we believe comprehensive health education is a vital component in preparing students for success in our rapidly changing world. As each student shapes their own personal values and beliefs about healthy behaviors, our role as public educators is to provide medically accurate and balanced information that is age-appropriate, and inclusive of all students.”

Below are some frequently asked questions and responses that arose during the work of creating the Elementary Comprehensive Health Education Plan.

How and when instruction will occur?

The human sexuality lessons will be taught by the classroom teacher within the regular class setting in their full, heterogeneous class. These more sensitive topics will be covered in the second half of the school year, allowing time for a classroom environment of mutual respect and trust to develop before these lessons are taught. Parents will be notified at least three weeks prior to the teaching of human sexuality lessons, and will be given the opportunity to preview materials and opt out of specific lessons, if they prefer. School counselors will be available to students who might find it difficult to talk about personal situations and feelings.

What is the TTSD parent notification and opt-out process?

TTSD honors the role of the family/guardian as being the primary teacher and respects families rights to be fully informed and involved in choosing what is best for their own student. In our Tigard-Tualatin School District, in accordance with Oregon’s laws, families will be notified at least three weeks in advance of Human Sexuality Instruction - all lessons that fall under the domains of gender, human sexuality, disease prevention, violence prevention and consent (Erin’s Law). Families will receive notification from their school’s main office and be provided the opportunity to preview all lessons and materials being used. The school principals will be available to discuss any of the content that is shared and answer any questions that may come up. Parents will be given the opportunity to opt their child out of specific lessons and will engage in a conversation with their building principal to determine how to best support their student in a respectful, non-judgmental way.

How are questions handled, so to minimize confusion and ensure inclusion of all students in a way that is free of fear and shame?

Our teachers will be collecting student questions in an anonymous question box and will answer these questions using the Question/Answer Protocol. This protocol (see below) enables teachers to provide medically accurate responses to student questions that are free from fear or shame. If the question is a value-based question, the factual part of the question is answered, all perspectives are recognized, and students are then directed back to families or a trusted adult to determine where their values might lie.

Teacher to Students Question/Answer Protocol
1. Validate the question.
2. Identify the question as a belief or value question.
3. Answer the factual part of the question.
4. Describe the range of beliefs.
5. Refer the student to family, faith leaders, or other trusted adults.
6. Leave the door open.
How is sexual intercourse defined?

Two adult bodies coming together to feel close and sometimes to make a baby.

The content is being presented earlier than it used to be delivered. What is driving the earlier exposure for the children?

Oregon’s Health Education Standards rely on the National Sexuality Education Standards for guidance, along with local expertise from Oregon educators, adolescent health experts, child abuse prevention organizations, and others. Major professional organizations and research supports age-appropriate sexuality education starting in early childhood. At this age, topics cover empathy, friendship, child abuse prevention, and other age-appropriate topics.

With some students experiencing menstruation earlier, do they cover this topic before fourth grade?

The third grade Great Body Shop lessons address the names and functions of the reproductive body parts, including the process of the menstrual cycle.

What is the definition of medically accurate?

Medically accurate means information that is established through the use of the scientific method. Results can be measured, quantified, and replicated to confirm accuracy, and are reported or recognized in peer-reviewed journals or other authoritative publications.

What grade do you begin teaching about reproduction?

Students are first introduced to the internal reproductive system and the function of these organs in third grade. At third grade students learn how hormones affect body changes during puberty. They learn the names and function of the reproductive organs, and that a pregnancy occurs when a sperm cell fertilizes an egg cell. This message is repeated in greater detail in the fourth grade curriculum. However, it isn’t until the fifth grade that students are introduced to sexual intercourse as being the primary (not the only) route for the joining of the sperm and egg cells. During this time, students learn that abstaining from sexual intercourse is the only 100% sure method of preventing pregnancy and of the spread of sexually transmitted infections.

I understand why we talk about disease prevention and how different types of diseases spread, but why do we need to introduce the terms HIV/AIDS so early? Do students have the developmental context to understand these terms?

Experts say that it’s never too early to start talking about HIV. Young children will be ready to hear different levels of information at different ages. Without talking about sex, you can still build an understanding of diseases, how body fluids can carry viruses, and that they shouldn’t be shared. HIV and hepatitis C are mentioned as examples of diseases that can be spread through body fluids, not through talking, playing, or other forms of casual contact. Students learn not to be afraid if they do meet someone with HIV or hepatitis C, but rather to treat others with kindness and respect.

Is the term non-binary ever introduced? If so, at what grade level?

The term non-binary is introduced in third grade under the general topic of gender identity. During the instruction, terms such as “sex assigned at birth,” “male or female,” and “transgender” are defined. Defining non-binary creates a more inclusive environment for our students as gender identity is being covered. These terms are all defined under the context of understanding our own personal identity and how we get to choose our identity. The text used states, “For most people their identity of being male or female matches their sex assigned at birth, their anatomy, but for some people it does not. Transgender people feel that they identify with a gender that is different from their sex assigned at birth. Non-binary people may experience a gender identity that is neither exclusively male or female.”

Are blended families, single parent families, grandparent-led families, and foster parents included in the study of families?

Yes, all types of families are shared and included in the unit on families beginning in Kindergarten and continuing through second grade. We are aware that while some of these families may not exist in a particular classroom of students, when the student leaves that classroom, they will definitely encounter these various family structures.

Will teachers use inclusive language when teaching about body parts?

Yes, teachers are trained to use language that is gender neutral such as “a person who…,” some people that..,” etc. Please reference the TTSD Guidelines for Using Inclusive Language for Instruction.
Erin's Law
Health Education Question & Answer Protocol

Philosophy

The role of the health teacher is to provide information and assist in building skills which will enable students to make informed decisions and build foundations for healthy lifestyles. The Tigard-Tualatin School District recognizes that families are the primary health educators of their children. In respect for the diversity of our community, health educators are expected to distinguish between widely shared beliefs or values and controversial issues related to the learning targets in the K-12 health curriculum. Widely shared beliefs or values are those shared by most families, or specifically written into law or policy, which the teacher is, in fact, expected to teach.

Young people tend to have a lot of questions. These questions can have many different motivations. As a health teacher, you will likely receive many questions that at times can be difficult to answer. The protocol listed below is intended as a guide to help you navigate and answer some of the more challenging/sensitive questions that you may receive

An important component to remember: Students won’t remember every fact you tell them, but they will remember if they felt comfortable, validated and/or reassured and whether you conveyed positive health attitudes through your words, tone of voice and facial expressions.

A – Affirm the asker.

N – Note the question as values-based.

S – State the facts.

W – What is the range of values and beliefs people have?

E – Encourage talking to family, faith leader, or another adult that they trust.

R – Remain available.

Health Education Question & Answer Protocol

A – Affirm the asker. “That’s an important issue… I’m glad you asked… A lot of people wonder that.”

N – Note the question as values-based (if it is one). “That’s a belief question. Many people, families, and religions have different answers.”

S – State the facts. “Before we look at beliefs, let’s examine a few facts…”

W – What is the range of values and beliefs people have? (This does not mean asking the class to share their personal beliefs.)

“Different people believe things about _________. What do you think some people believe?” Here the teacher has four jobs:

(1) to ensure that as complete a range of beliefs as possible is described

(2) to ensure that each belief position is expressed in as fair and even-handed a way as possible…preferably in the way the person who holds it would describe it if he/she were there

(3) to create a climate in the classroom where all beliefs are respected

(4) teachers should not be sharing personal beliefs that are not widely shared on a topic with students - Stick to the facts.

E – Encourage talking to family, faith leader, or another trusted adult.

“Since people have such different beliefs about _____, I would encourage you to find out what your families believe. Talk about it with people you trust, especially adults.”

R – Remain available. “I appreciate your question, and I want you to know that I am here as a support and resource for you.” Provide students with your school contact information and the opportunity to ask questions in a safe environment (email, question box, before/after school, etc.).

Health Curriculum Documents

TTSD Best Practices in Health Instruction
In the Tigard-Tualatin School District, we believe quality health instruction is characterized by:

Curricula that…
- is aligned with Oregon Health Education Content Standards and Benchmarks.
- is sequential, comprehensive, and engaging from Pre-K through grade 12.
- has developmentally appropriate and medically accurate units, lessons, and instructional materials.
- fosters safe, supportive, and nondiscriminatory community for ALL students and families regardless of race, ethnicity, religion, gender identity, sexual orientation, ability, SES, and past/current sexual experiences.
- reflects the cultural diversity of our school and community.
- promotes positive family-school communication and involvement.
- builds essential skills that support health-enhancing behaviors, empower student voice, and foster a growth mindset.
- enhances students’ understanding of sexuality as a normal and healthy aspect of human development.
- addresses social pressures and influences, while providing examples of healthy relationships.
- incorporates refusal skills and decision-making activities.
Instruction that…
- equips students with knowledge and skills to realize their health, well-being, and goals.
- is balanced, age-appropriate, and medically accurate.
- Is free of race, gender, and ethnic bias.
- is intentional, specific, and evidence-based.
- is guided by clearly defined learning objectives and differentiated to meet student needs.
- engages students using a variety of relevant modes of delivery (reading, writing, discussion, self-reflection).
- gives students the right to be treated with dignity and respect, regardless of identity.
- is taught acknowledging all perspectives if values come into question.
- is balanced to represent all views of controversial issues.
- includes families and community members as partners in the child’s education.
- encourages self-advocacy and engages students with relevant community resources.
- promotes abstinence but not at the exclusion of other material/information and without devaluing or ignoring those young people who have had or are having sexual relationships or participating in sexual activities.
- teaches that no form of sexual expression, or behavior is acceptable when it physically or emotionally harms oneself or others and that it is wrong to take advantage of or exploit another person.
- provides students with information about Oregon State Laws that address young people’s rights and responsibilities relating to their sexual health.
Assessment that...
- aligns with national and /or state standards.
- makes students feel safe and respected.
- is both formative and summative in nature.
- measures students’ functional knowledge acquisition and application of skills and content into daily life.
- provides multiple opportunities and methods for students to collaborate and demonstrate their learning.

TTSD 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.

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.

In the Tigard-Tualatin School District, we believe comprehensive health education is a vital component in preparing students for success in our rapidly changing world. As each student shapes their own personal values and beliefs about healthy behaviors, our role as public educators is to provide instruction that is medically accurate, free of shame and fear, age-appropriate, and inclusive of all students.

In order to deliver the information in accordance with our mission statement, please review the following information (the following definitions apply to Oregon Administrative Rule 581-022-1440):

Term

Definition/Document

medically accurate

Medically accurate means information that is established through the use of the scientific method. Results can be measured, quantified, and replicated to confirm accuracy, and are reported or recognized in peer-reviewed journals or other authoritative publications.

shame or fear-based

Shame or fear- based means terminology, activities, scenarios, context, language, an/or visual illustrations used to devalue, ignore, and/or disgrace students who have had or are having sexual relationships. Not all curricula or activities that describe risks of sexual activities can be considered “fear-based.”

age-appropriate

Age-appropriate means curricula designed to teach concepts, information, and skills based on the social, cognitive, emotional, experience and development level of students.

inclusive

Inclusive means using materials, language, and instructional strategies that respond to diverse individuals, families, and communities in a respectful and effective manner. (TTSD Inclusive Language document.)

Ultimately, health education is achieved through a partnership of all stakeholders: teachers, students, families, administrators, schools, and community. The task of the Tigard-Tualatin 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.

Summary of Comprehensive Sexuality Education in TTSD
Background and Purpose of this document

This document summarizes the key points and practices within the Tigard-Tualatin School District Health Program, specifically, those curricula associated with Comprehensive Sexuality Education and Sex Abuse Prevention Education.

Comprehensive Sexuality Education as defined by the State of Oregon

The Oregon Department Of Education (ODE) requires schools to use Comprehensive Sexuality Education (CSE) as opposed to abstinence only. The Tigard-Tualatin School District adheres to this guidance while maintaining an abstinence-preferred approach. In July of 2015 the Oregon Legislature passed SB 856 (Sex Abuse Prevention Instruction, also known as Erin’s Law) which requires schools to provide child sexual abuse prevention instruction every year in kindergarten through grade 12.

Progression of Standards

All Tigard-Tualatin School District classes/courses must follow the standards adopted by the Oregon Department of Education, including Health classes. The State (ODE) has eight Health Standards that are identical in grades K-12. However, they use performance indicators to describe the depth at which a student will study each of the standards; those indicators progress in depth and application as the student moves up the grades. The performance indicators reflect medically accurate and age-appropriate content for each grade level from kindergarten through twelfth grade.

Curriculum and Resources

Through the curriculum adoption process, the district has gathered perspectives from a variety of stakeholders in order to create guidance materials that partner with the district adopted curriculum that teachers are required to follow. It is important to note that a central tenet of these documents is: “In all areas, parents and guardians are a child’s first and most influential teachers. Parents, guardians and schools share a common goal: we want students of all ages to be healthy in all aspects of their lives.” Additionally, these documents give teachers guidance on TTSD’s Abstinence Statement, on how to answer difficult questions, on the use of inclusive language, and the delivery of instruction that is free from fear or shame.

Teachers use board-adopted and district aligned curriculum and supplemental materials that “serve as the major instructional vehicle...for use by all teachers with all students.” The current curricula include:

For elementary-aged students: (See TTSD Website-Health: Elementary under Instructional Resources)
- The Great Body Shop
- K-1: fightchildabuse.org
For middle-school aged students: Comprehensive Health Skills for Middle School published by Goodheart-Willcox

For high-school aged students: Comprehensive Health Skills for High School published by Goodheart-Willcox

Opting Out and Alternative Credit Options

Students and families may opt out of Comprehensive Health Sexuality Education with or without previewing the materials. Specifically, the Comprehensive Sexuality Education (CSE) standards (a subset of the overall health standards established by the State) are the only state standards that a student can fully opt out of, as opposed to meeting through alternative activities. Students that opt out work with their school administration to determine how they will use their time appropriately during the units or activities that they have opted out of.

Families have multiple ways to preview the materials, in addition to those that are online. Materials are available to preview at the main office of the school (by appointment), and online. Appointments are necessary at the school for a variety of reasons including general school safety, requirements for translation, and availability of staff. Families arriving without an appointment will be accommodated as best as possible, however should expect significant wait times. However, students and families are NOT REQUIRED to preview the materials in order to opt out.

The Class Time Allotted for the Comprehensive Sexuality Education Instruction

Elementary - The Human Sexuality lessons may take approximately 20-25 days (approximately 30 minute lessons per day) beginning in the third quarter of the school year. This includes the required lessons on sexual abuse prevention. This duration may vary by teacher.

Supporting Documents

Additional supporting documents can be found on the TTSD website through the Teaching and Learning Department or through a variety of links below.
1. ODE Supporting Sexuality Education Document
2. Standards and Progression through Age
  - Oregon Health Education Standards and Performance Indicators
  - ODE Appropriate Topics by Age/Development
3. Comprehensive Health Guide (In process of drafting to be completed by the end of 2023)
4. Role Play - “Role-playing cultivates perspective and empathy. Students strive to understand the experiences of others, even if they do not agree with them. Students imagine the narrative, transform a text into three dimensions, create alternative scenarios and see the impact of their choices.” - United Federation of Teachers.
  - Guidance for Elementary Role Play: The Great Body Shop Role Play Guidance
  - Guidance for Secondary Role Play: Link to the Secondary Guidance on Role Play
5. Guest Speakers -
  - TTSD Board Policy IICB

Tigard-Tualatin School District

Teaching and Learning

Page Navigation

Health: Elementary

Instructional Resources

TTSD Elementary Health Scope and Sequence

Kindergarten

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

Human Sexuality Education Standards / GBS Alignment

Kindergarten

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

Exemption from Instruction: Parent Preview of Materials and Opt-Out Process

Parent Notification/Preview/Opt-Out Information

Parent/Guardian Notification & Materials Preview (TTSD School Board Policy IGAI)

Exemption from Instruction (Opting-Out)

According to Oregon Law (OAR Rule 581-022-1440), parents can opt their children out of any or all sexuality education components. However, parents cannot opt their children out of the entire health curriculum without written documentation of a religious or disability-related reason.

Plan for Alternative Instruction

Comprehensive Health Education Guide

Health Education Abstinence-Based Statement

Additional Health Education Resources

Teaching About Controversial Issues

Elementary Health Education Frequently Asked Questions

Erin's Law

Health Education Question & Answer Protocol

Health Curriculum Documents

TTSD Best Practices in Health Instruction

TTSD Health Education Position Statement

Summary of Comprehensive Sexuality Education in TTSD

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