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for Learning at a Distance
Below are issues that schools may want to consider as they are preparing to implement health education, including sex education, at a distance.
General Courses and Content. As detailed in Executive Order 2020-35 schools will need to address plans to deliver content in multiple ways so that all pupils can access learning. As in the case for health education pre COVID-19, with the exception of legislatively mandated content, districts and schools may decide what content will be instructed on, based on need and data.
Approved Materials. Schools may only implement materials and methods that have been Board approved per §380.1169 (HIV education and §380.1507 (sex education).
Parental Rights. For HIV and sex education, schools must ensure that parent rights (i.e., notification, review of materials, right to opt out, and observe instruction) are honored. Schools should use parent communication methods that reach all parents (e.g., only use email if every parent has access to email).
Safe and Welcoming Learning Environment. Consider what additional ground rules need to be put into place with students and parents to create a safe and welcoming environment for students. For example: indentify a relatively quiet, private space (e.g., without sibling distractions) that is conducive to learning; use earphones; no screenshots or recording; do not put other people on camera without their consent and no sharing of materials/worksheets with those outside of class.
Prioritizing Core Content and Skills. Consider the topics and skills (e.g., social and emotional health, healthy relationships, substance use, accessing information and resources) that may be most vital for your students.
Guest Speakers. If guest speakers were a component of the approved curriculum, are those people and/or organizations still available to provide support? How could this method be adjusted, and guest speaker expertise still be used?
Audiovisual Materials. How will audiovisual materials (e.g., approved DVD) be made available to all students? What platforms will be used to make them available to all students? Are special copyright permissions needed?
Handouts and Worksheets. How will handouts and worksheets be made available to all students (e.g., via email, via U.S. postal mail). How will students complete work and return it to the teacher for feedback? Are special copyright permissions needed?
Skills-Based Instruction. How will skills (e.g., refusal skills) that were taught using methods such as role play be taught via a Learning at a Distance format? What provisions will be made for those who do not have internet access?
Anonymous Questions. If an anonymous question box is an approved strategy in the district, identify a mechanism for allowing students to ask questions anonymously.
Parental Filters on the Internet. Parents should be notified ahead of time regarding content of instruction. Parents may need to temporarily disable an internet filter, so students are able to access approved content and materials.
Accessing Services. Identify needed mental health and health professionals within school (social workers, counselors, nurses) and/or community that can be accessed if needed.
Family Engagement. Identify materials that can be included in an information packet geared towards parents(s) or guardian(s). Instruction will be more effective if family members are given strategies for supporting their child(ren) with learning the content and acquiring the skills.
Trauma-Informed Approaches. Be sensitive to lessons and/or topics that may have emotional and/or triggering content (e.g., healthy relationships, consent, sexually transmitted disease, teen pregnancy) especially given mental health stresses faced by students and families during this time.
Student Backgrounds and Needs. Consider that learners may have varying needs based on multiple factors, including but not limited to race/ethnicity, class, learning needs, family structure, religion, geographical location, sexual orientation, sex, gender identity, and gender expression.
Flexibility. Circumstances will vary from family to family. Be willing to use a variety of modalities to communicate with and accommodate students and families.
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Health Education, Including Sex Education
*Please note this list is not exhaustive - it is a small compilation of suggestions as to where to access supplemental health educatoin materials. Note that inclusion on the lists below do not constitute an endorsement. All resources should be reviewed and selected based on local district needs. Materials and methods for sex education, including HIV prevention, must be approved per §380.1507 or §380.1169 by the local school board.
Standards
To request a copy of the Michigan standards, contact Scott Martin at MartinS27@michigan.gov
?Curricula
Michigan Model for Health™ (MMH): Michigan's comprehensive health education curriculum that targets Pre-K through 12th grade students utilizing a skills-based approach. The MMH curriculum teaches students the knowledge and skills they need to build and maintain healthy behaviors and lifestyles. Age-appropriate and sequential lessons focus on the most serious health challenges school-aged children face. Teachers that have been previously trained in this curriculum are being given free, temporary access (May 1 - Jun 30) to the new online MMH curriculum. Please contact your Regional School Health Coordinator to inquire.
A Michigan-developed puberty education curriculum for grades 4, 5, and 6. It is being used widely across Michigan, as well as in 32 other states and 8 other countries. It includes digital family engagement resources and student worksheets to make it easier to teach via distance learning. It offers the following free supports for teaching puberty education via distance learning during the coronavirus pandemic:: Puberty: The Wonder Years
guidance article.Distance Learning Adaptations?
Phone Consultation on ways to teach puberty education via distance learning
weekly video chats about teaching puberty education via distance learning."Wonder Years Wednesday"
with tips and tools for teaching puberty education at home.Parent Resources
Supports and Supplemental Resources
?Michigan School Health Coordinators' Association: A statewide network of Regional School Health Coordinators who provide training, technical assistance and support to school districts across Michigan in health education. Coordinators can provide access to the Michigan Model for Health above.
SHAPE Michigan: Follow the link to access or contribute to SHAPE Michigan's "Care to Share" folder for PE and Health at home resources.
SHAPE America has compiled resources from their national resources as well as from health and PE teachers across the county to help to continue to provide high-quality, standards-based resources during these unprecedented times. There is also a ready-to-go, downloadable, take-home packet available. Content is updated regularly.
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