Dealing With Difficult Questions

Transcription

1 Dealing With Difficult Questions Guidelines for High School Teachers Health Education Program K SW Merlo Road Beaverton, Oregon Approved 04/03/06

2 CONTENTS CONTROVERSIAL ISSUES/CONTROVERSIAL GUEST SPEAKERS 3 STAFF GUIDELINES FOR USE OF GUEST SPEAKERS FROM OUTSIDE AGENCIES 5 REQUEST FOR OUTSIDE AGENCY PARTICIPATION FORM 7 EVALUATION OF PARTICIPATION OF A GUEST SPEAKER FROM AN OUTSIDE AGENCY 9 STUDYING CONTROVERSIAL ISSUES BOARD POLICY 10 STUDYING CONTROVERSIAL ISSUES AR 11 K-12 ABSTINENCE-BASED STATEMENT 12 ABORTION 13 CONTRACEPTION 14 MASTURBATION AND NOCTURNAL EMISSION 16 SEXUAL ASSAULT 17 SEXUAL INTERCOURSE 18 SEXUAL ORIENTATION 19 STUDENT QUESTIONS 20 K-12 ANSWERING DIFFICULT QUESTIONS OVERVIEW 21 ANSWERING DIFFICULT QUESTIONS PROTOCOL 22 ANSWERING DIFFICULT QUESTIONS PROTOCOL SHEET 23

3 CONTROVERSIAL ISSUES/CONTROVERSIAL GUEST SPEAKERS Related Core Outcome(s): Sexual Health and Prevention & Control of Disease Q: Can grade 9-12 teachers of health discuss controversial issues? A: 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. As public school employees, teachers of health are expected to honor the diversity of our community and keep their own personal beliefs in check. Although there are a variety of controversial issues which are health related and provide context for discussion and learning, teachers are asked to distinguish between widely shared beliefs or values and controversial issues. A Diffi cult Questions Protocol is expected to be utilized when controversial issues arise. You can fi nd this protocol in the Student Questions section of this packet. Teachers of health are asked to provide instruction that is within the scope of the learning targets in the Health Curriculum Maps. Best practices in health education tell us that using the evidence based curriculum adopted by the district is the most effective way to impact student behaviors in a positive way. When providing instruction in a controversial area, all teachers need to operate within the parameters of the Board Policy, INB: Studying Controversial Issues. Q: Can grade 9-12 teachers of health invite in guest speakers on controversial issues? A: Each year, teachers in conjunction with a building administrator, will review the district policy and guidelines concerning controversial issues and guest speakers regarding the delivery of hte health education curriculum. It shall be both the principal s and the teacher s responsibility to insure that the presentation be aligned to the district s learning targets in sexual health and the prevention and control of disease for that grade level. It is also their responsibility too insure compliance with district policies and state laws. Like the teacher, it is the expectation that the guest speaker share medically and scientifi cally accurate information. The guest speaker must refrain from indoctrination of his/her own personal viewpoint and shall not attempt to limit the judgment of students. The teacher/department must complete and comply with the Request for Outside Agency Participation Form annually and get the signatures of the guest speaker and the principal to indicate assurance of compliance with district policies and guidelines. A signed copy of this form shall be given to the principal, the guest speaker and the district s Achievement Specialist for Heath Education. This copy shall serve notifi cation to the principal of the guest speakers being used by the department. Parents must be informed in advance of all guest speakers on controversial issues and an opportunity must be provided to opt their child out of the presentation. Prior to the event, the teacher shall discuss the parameters of the presentation with the guest speaker. If the guest speaker agrees to the guidelines, the use of district procedures Page 3

4 on handling diffi cult questions will be expected. If the guest speaker does not stay within the district guidelines, it is the responsibility of the hosting teacher to interrupt, correct or reframe any inappropriate or misinformation. If necessary, it is the responsibility of the hosting teacher to stop the presentation. The teacher must remain with the students while the guest speaker is with the class. Arrangements for appropriate supervision shall insure a reasonable adult/student ratio. An evaluation of the presentation shall be completed in a timely fashion and a copy of that shall be sent to the guest speaker, the building administrator and the district s Achievement Specialist for Health Education. While the district will not maintain an approved list, they will, however, provide input based on the experiences of others who have evaluated a particular speaker or agency. When opinions differ as to the advisability of using a particular speaker, the principal shall consult with the Instruction Division and have the fi nal say. Page 4

5 Beaverton School District #48 HEALTH EDUCATION STAFF GUIDELINES for Use of Guest Speakers from Outside Agencies on topics in the Sexual Health and Prevention & Control of Disease Core Outcome Areas The Beaverton School District, with the leadership of the Health Project Team, developed carefully crafted Sexual Health and Prevention & Control of Disease learning targets aligned to the Oregon State Standards in Health Education. Decisions about the learning targets at specifi c grade levels were made after much consensus building and community input. It is expected that all presentations by guest speakers from outside agencies comply with grade level learning targets, district policies, philosophy and state laws. It is also expected that the guest speaker employ the district guidelines for dealing with diffi cult questions. TEACHER RESPONSIBILITIES 1. Share the following guidelines with potential presenter and determine if he/she can present within those constraints: a. The learning target(s) in the Health Curriculum Maps to which the presentation is teaching b. The learning targets and curriculum agreements for the grade level(s) of the students c. The K-12 District Abstinence-Based Statement d. The Dealing with Diffi cult Questions guidelines for the appropriate level 2. If the presenter can present within the guidelines, a. Have the presenter sign the Request for Outside Agency Participation form. b. Fill out the Request for Outside Agency Participation form and get your administrator s signature of approval in enough time before the presentation to inform parents. c. Inform parents of the presentation and allow a way for them to opt their son/daughter out of the presentation. (You must then provide an alternative experience for them.) d. Give a copy of the Request for Outside Agency Participation form to your principal and send to Kathy Herrick, Instruction Division. f. Arrange for an appropriate level of supervision (a ratio of adults to students appropriate to the event. 3. During the event, if the presenter is not staying within the District guidelines, it is the responsibility of the hosting teacher either to stop the presentation entirely or interrupt it long enough to bring the presentation back in line with the guidelines. The hosting teacher will be expected to correct any misinformation shared with students or reframe it within District guidelines (which may include referring students to parents for further discussion.) The teacher needs to report any of those kinds of situations to his/her principal and Kathy Herrick in the Instruction Division immediately. Page 5

6 4. When the presentation is over, fi ll out and submit a copy of the Request for Outside Agency Participation form to a. Your administrator b. The outside agency/presenter c. Kathy Herrick, Instruction Division ADMINISTRATOR RESPONSIBILITIES 1. Review the Request for Outside Agency Participation form submitted by the teacher. 2. Provide notifi cation to parents of a controversial speaker as per Board policy, Administrative Regulations and the Health Education Guidelines for Use of Guest Speakers from outside agencies. 3. Approve the request by cosigning the Request for Outside Agency Participation form, or disapprove until you are sure of the compliance with guidelines. Kathy Herrick can provide assistance in making that determination (x4211). 4. Provide appropriate administrative supervision of the event, in support of the level of supervision described by the requesting staff member on the Request for Outside Agency Participation form. Appropriate supervision of students is the joint responsibility of the hosting teacher and the school administration. Ratios of adults to students need to be appropriate to the nature of the event/presentation. 5. Cosign the Evaluation of Participation of Outside Agency form which the teacher is to fi ll out after the presentation. Page 6

7 Beaverton School District #48 HEALTH EDUCATION PROGRAM SEXUAL HEALTH/ PREVENTION & CONTROL OF DISEASE INSTRUCTION: Request for Outside Agency Participation Form The teacher requesting participation of an outside agency, presenter, speaker, or activity in the delivery of the sexual health or the control of disease or the AIDS Prevention education curricula must complete this form and submit it to the appropriate school administrator and to Kathy Herrick, Instruction Division. This must be completed in enough time before the presentation to inform parents appropriately of a controversial event. See Staff Guidelines in the Dealing with Diffi cult Questions booklet. Prior to completing this form, the teacher should review the guidelines with the potential presenter. See the Teacher Responsibilities section of the Staff Guidelines for Use of Guest Speakers from Outside Agencies. OUTSIDE AGENCY: TELEPHONE: PRESENTER/REPRESENTATIVE: TITLE: ADDRESS: DATE OF PRESENTATION: TIME: LOCATION: AUDIENCE: NO. STUDENTS: TOPIC/TITLE OF PRESENTATION: SPECIFIC STUDENT LEARNING TARGETS TO BE ACCOMPLISHED THROUGH THE PRESENTATION: HEALTH 1 HEALTH 2 Prevention & Control of Disease Prevention & Control of Disease Explain the chain of infection Describe the strategies for preventing communicable diseases and early detection of non-communicable diseases Identify screenings, including melanoma, breast and testicular self-examinations, and medical examinations, including PAP smear, HPV, STD, HIV and Hepatitis B and C testing necessary to maintain reproductive health Describe the strategies for preventing communicable diseases and early detection of non-communicable diseases Set a goal to practice strategies for preventing communicable and noncommunicable diseases Differentiate between pro-social and antisocial words and actions in the media Sexual Health Explain why abstinence is the safest, most effective method of protection from HPV, STD/HIV, Hepatitis B and C, and pregnancy Identify the possible short- and long-term consequences of sexual activity, including increased risk with multiple partners Describe contraceptive methods, disease reduction measures, proper use, and their effectiveness Sexual Health Explain why abstinence is the safest, most effective method of protection from HPV, STD/HIV, Hepatitis B and C, and pregnancy Identify the possible short- and long-term consequences of sexual activity, including increased risk with multiple partners Describe contraceptive methods, disease reduction measures, proper use, and their effectiveness Page 7

8 HEALTH 1 HEALTH 2 Sexual Health (Cont d) Effectively communicate the decisions and behaviors of family, peers and others that promote healthy sexual behaviors Describe the relationship between peer pressure, media infl uences, and sexual decision-making Use the decision making process to make healthy choices around sexual health Demonstrate effective communication skills within healthy dating relationships Differentiate between pro-social and antisocial words and actions in the media Sexual Health (Cont d) Compare the effectiveness for a variety of contraceptives, including abstinence and disease prevention Demonstrate the ability to access community resources that provide assistance around sexual health and pregnancy Advocate to others the importance of screenings and medical examinations to maintain reproductive health Use the decision making process to make healthy choices around sexual health Demonstrate effective communication skills within healthy dating relationships Explore the effects of gender differences and roles in healthy relationships Materials to be used (Specify by type and title): Describe Parent Notification Prepared: Supervision to be provided by Staff: TEACHER REQUESTING: GRADE/SUBJECT: SCHOOL: TEACHER S SIGNATURE: DATE: AGENCY/PRESENTER S ASSURANCE: I assure the District that my/our presentation will comply with all guidelines and learning targets in the Beaverton School District Sexual Health and Prevention & Control of Disease Core Outcome areas. AGENCY/PRESENTER S SIGNATURE: DATE: ADMINISTRATOR S APPROVAL: DATE: Page 8

9 Beaverton School District #48 HEALTH EDUCATION SEXUAL HEALTH/PREVENTION & CONTROL OF DISEASE Evaluation of Participation of a Guest Speaker from an Outside Agency Form The teacher who hosted the outside agency presentation is responsible for initiating this evaluation of the presentation, activities, or event. That teacher should fi ll out the form and sign it before forwarding it to the appropriate school administrator for a signature. Then one copy of the evaluation should be sent to 1) the school administrator, 2) the outside agency, and 3) Kathy Herrick, Instruction Division. OUTSIDE AGENCY: PRESENTER: PRESENTATION DATE: TEACHER: SCHOOL: Were the Student Learning Targets addressed? Yes No If no, explain why: How were the Learning Targets accomplished? What evidence-based curriculum did this presentation support? How was the impact on student behavior assessed? What was the response of students? What suggestions or comments do you have for future use of this agency? TEACHER S SIGNATURE: DATE: ADMINISTRATOR S COMMENTS: ADMINISTRATOR S SIGNATURE: DATE: Page 9

10 STUDYING CONTROVERSIAL ISSUES BOARD POLICY Since our society is based on the free exchange of ideas and diversity of political and social thought, it shall be the policy of this district to encourage unbiased, unprejudiced and scientifi c study of controversial issues as they arise as part of the school curriculum. A controversial issue may be defi ned as any topic or problem which society is in the process of debating on which there is honest disagreement. Such issues arise when different interpretations are given to a particular set of circumstances. The basic goal in study of controversial questions should be to enable the student to develop techniques for considering such questions techniques which he/she will use habitually in later life. Learning situations shall provide opportunities for the development of clear thinking, balanced judgment, intelligent choices, informed opinion, an ability to differentiate fact from opinion and an understanding of propaganda devices. Questions treated should come within the range of the knowledge, maturity and competence of the students. Issues selected for study should be current, signifi cant and of interest to the students. The teacher has the responsibility of handling controversial issues. The role of the teacher should be such as will reveal to students the processes used by the social scientist with which problems are identifi ed, studied and solved. The teacher shall avoid indoctrination in his/her own personal viewpoint and shall not attempt to control or limit the judgment of students. The selection of materials, guest speakers and classroom activities in general shall be done with studied impartiality for the purpose of fairly presenting all sides of an issue. The administration of this policy in the schools of the district is the immediate responsibility of the principal under the guidance of procedures established by the superintendent. END OF POLICY Legal References: ORS Code: INB OAR Adopted: 12/2/63 OAR Readopted: 2/9/98 United States Constitution, Amendment I Oregon Constitution, Article 1Code: INB Orig. Code: 6144 Page 10

11 STUDYING CONTROVERSIAL ISSUES AR Statement Board Policy INB - Controversial Issues clearly outlines the position of the Board on the introduction of controversial issues and speakers into the classroom. Procedures 1. At the beginning of the school year, teachers, in conjunction with a building administrator, will review the policy and guidelines concerning controversial issues and speakers, and will reevaluate the preceding year s activities as they pertain to the use of controversial resource persons. Implementation of the policy will be evaluated continuously throughout the year to avoid oversights in procedure. 2. The teacher shall notify his/her immediate supervisor and his/her principal concerning the controversial topic he/she plans to introduce and/or the guest speaker he/she plans to utilize in his/her program. It shall be the responsibility of the principal, the department and the teacher to ensure impartiality. When opinions differ as to the advisability of addressing a particular topic or using a particular speaker, the principal shall have the fi nal determination. 3. As appropriate, the teacher shall discuss with the guest before his/her appearance in the classroom the fact that he/she is in a school class and language and behavior should be appropriate for public school students. 4. The teacher must remain with the students while the guest speaker is with the class. Code: INB-AR Adopted: 7/83 Readopted: 4/1/00 Orig. Code: Page 11

12 Beaverton School District K-12 Health Abstinence-Based Statement Providing guidance for youth in this period of development is a crucial function of the home and school working together. Abstinence is a key concept in the K-12 Beaverton health education curriculum. The position of Beaverton School District is to support abstinence in a variety of contexts. 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 sexual intercourse or other behaviors that contribute to the spread of sexually transmitted disease/infections. Beaverton School District, in accordance with Oregon state laws and rules, mandates abstinence-based sexuality education.* Abstinence-based programs emphasize that abstinence is the only 100% effective way to prevent unintended pregnancy, sexually transmitted diseases/infections, HIV/AIDS, and Hepatitis B and C. Abstinence will be emphasized, but not to the exclusion of other materials and instruction on contraceptives and disease prevention methods. Abstinence-based programs also include medically accurate and age appropriate information about condom use and other forms of contraception. The plan of instruction shall include information and skills-based teaching strategies that: promote abstinence for school age youth; incorporate refusal skills and decision making activities; reinforce the benefi ts of abstinence without devaluing or ignoring those young people who have had or are having sexual intercourse; promote mutually monogamous relationships with an uninfected partner for adults as the safest and most responsible sexual behavior; provide balanced and accurate information associated with any contraceptive or disease reduction method; be medically accurate and not ethnically, culturally, or gender biased. * In accordance with: Oregon State Law , Oregon Administrative Regulation and 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 Page 12

13 ABORTION Related Core Outcomes(s): Sexual Health Q: Can grade 9-10 health teachers discuss abortion? A: Abortion is briefl y covered in Health I and 2 (grades 9 and 10) as a possible personal choice an adult may decide to make in response to pregnancy. Other choices which are to be discussed are keeping the baby and placing the baby for adoption. Other aspects about abortion which may be discussed: a personal choice; not designed as a contraceptive method; two kinds (spontaneous, medical) and a brief defi nition for each; legal in Oregon; what the latest changes in related laws are; that there are few limitations on who can get an abortion in Oregon; and broad list of community resources. Q: What about abortion should NOT be covered in a health classroom? A: Instruction about abortion which should not be included in health classrooms are these topics, issues, or practices: a debate between pro-life or pro-choice advocates; the teacher s expression of his/her own viewpoint or advocacy for one position or another on the abortion question; or referral of a student to a specifi c agency. Page 13

14 CONTRACEPTION Related Core Outcomes(s): Sexual Health Q: How should this discussion be framed? A: In order to remain consistent with the Beaverton School District s K-12 Abstinence Statement it is important to communicate to students that you as a teacher are not suggesting that any method except abstinence will guarantee 100% prevention of either pregnancy or the spread of sexually transmitted diseases/infections. It is also important that you communicate that you are not suggesting that the use of one of the contraceptive choices about which you are providing information is recommended for students instead of abstinence. Part of the emphasis of the sexual health curriculum is that such decisions need to be made by adults, i.e., individuals who have matured in their decision-making ability, are fully cognizant of the implications and consequences of sexual activity, are able to manage those consequences in their lives on their own, and have developed the communication skills necessary to maintain healthy interpersonal relationships. It is the opinion of this community and District that such decisions are best made by individuals who are older than high school age. Beaverton School District s health curriculum promotes abstinence for adolescents and incorporates refusal skills and personal empowerment throughout all units on sexual health and prevention and control of disease. Q: The health program stresses that the use of contraceptives is an adult decision. What is the definition of adult? A. The position of the health program is that the use of contraceptives is an adult choice and that abstinence is the most appropriate choice for young people of school-age years. Being adult, however, cannot be defi ned by age alone. It relates not only to chronological maturation but to the development of the ability to understand the consequences of one s actions and to manage those consequences on one s own. At times, even those we think of as adult, in fact, display behaviors which reveal lack of maturity in understanding and decision-making ability. The program is advocating that students still in our schools have not yet had the opportunity to develop the maturity required to handle the responsibilities of a relationship which includes behaviors which may put them at risk of pregnancy or a disease which could jeopardize their lives or future desires for a healthy long term relationship or healthy children of their own. Given this background, for the purposes of the Beaverton School District health education program, the term adult refers to individuals beyond the school-age years. Q: Is it acceptable to discuss where adults might go to find contraceptives? A: Yes. Part of the health program focuses upon helping students understand and make effective use of health-related products and services. Although it is not acceptable to provide such information in a way which implies that current teens ought to avail themselves of contraceptives, your discussion may include where, as an adult, they would be able to go for assistance in the use of contraceptives or to purchase condoms. Page 14

15 Q: Is it consistent with the program to provide a demonstration of the use of a condom? A: Yes. At grade 9-10, in the context of discussing the merits and risks involved in the use of a condom, students need to know enough about the correct use of a condom in order to understand those merits and risks. Within this context, a demonstration that would be acceptable is the unrolling of a condom by the teacher over two of his/her own fi ngers, while explaining the materials from which the condom is made, the relative effectiveness of various materials, the purpose of the reservoir at the tip of the condom, and the proper use. As part of this lesson, it is also acceptable to pass a condom still in the packaging among students in order for them to read the label (for information such as latex vs. lambskin, nonoxynol 9, expiration dates, instructions for use). The lesson must also emphasize, in a way that the message is clearly communicated both verbally and nonverbally, that abstinence is the only 100% effective method of preventing pregnancy or the spread of sexually transmitted diseases. Q: What information about condoms or which teaching techniques would not be acceptable to use in relation to contraceptives? A: Activities not appropriate for the lessons about condoms include role playing about deciding whether to use a condom; role playing about how to convince a partner to use a condom; or demonstrations of condom use which involve placing a condom on a model, the likeness of a penis, or on items such as fruits or vegetables. Page 15

16 MASTURBATION AND NOCTURNAL EMISSION Related Core Outcomes(s): Sexual Health Q: Can grade 9-10 health teachers discuss masturbation? A: The topic of masturbation and nocturnal emission is in the curriculum. Masturbation is defi ned as self-stimulation of the genitals. Masturbation and nocturnal emission are included at this level for the following reasons: It is an age-appropriate issue for students. An adolescent boy may experience a nocturnal emission, an involuntary ejaculation of semen during sleep, at this point in his life. If he or his parent/ guardian does not know the difference between that phenomenon and masturbation, the child might falsely be accused of masturbating by a parent/ guardian whose values do not approve of that activity. Such accusations create unnecessary and possible negative feelings which can be generalized to sexual development as a whole. Students need to know the scientifi c realities about masturbation. Examples of myths that may be dispelled: masturbation will cause physical damage, one s hair will fall out, a person will become crazy, and it will cause warts. The curriculum does not negate religious beliefs a family might hold about the rightness or wrongness of masturbation. Instruction has and will continue to include the acknowledgment that some people believe it to be an appropriate activity while others believe it unacceptable. Beliefs of the family as to whether masturbation is appropriate or not appropriate need to be shared with the student at home so that the information learned at school can be put into the context of each family s own value system. Page 16

17 SEXUAL ASSAULT Related Core Outcomes(s): Sexual Health, Violence Prevention, and Alcohol, Tobacco, and Other Drugs Q: Can high school teachers address the topic of sexual assault? A: The teacher may defi ne sexual assault. Sexual assault can be physical, verbal, visual, or anything that forces a person to experience unwanted sexual contact or attention. If students ask for additional information they will be referred to a parent/guardian and/or counselor for further information. Discussions regarding effective interpersonal strategies to build healthy relationships may include: Components of a healthy relationship Analyzing and avoiding potential abuse situations Assertive communication skills Setting personal boundaries Positive dating relationships Refusal skills Self-esteem building skills Decision-making skills Violence Prevention ATOD/ abuse prevention Q: What materials or content would not be acceptable in instruction? A: As in other topics within the sexual health curriculum, the presentation of all information needs to be tasteful, not blatant or overly graphic. Page 17

18 SEXUAL INTERCOURSE Related Core Outcomes(s): Sexual Health and Alcohol, Tobacco & Other Drugs Q: What can teachers say about the types of sexual intercourse? A: In order to effectively present material addressing the issue of preventing sexually transmitted diseases/infections, students need to understand (a) that there are various types of sexual intercourse, and (b) each type can present risks for the transmission of sexually transmitted diseases. This content is taught in the context of the communicable disease unit(s), most particularly when addressing the spread of HIV/AIDS and other STDs. Teachers need to identify oral, vaginal, and anal intercourse, defi ne each simply, and provide information which describes how the risk of transmission occurs in each type of sexual intercourse. Other important points to communicate are that different types of intercourse are not exclusive to any particular sexual orientation. The presentation of all information needs to be tasteful, not blatant or overly graphic. Q: What types of supporting materials or information would be considered appropriate? A: Items such as graphs which show the percentage of transmission of disease which occurs in teen males or females would provide information without being overly blatant. Q: What would be considered inappropriate information or materials? A: Graphic descriptions, pictures, or videos depicting different types of intercourse are not acceptable. Page 18

19 SEXUAL ORIENTATION Related Core Outcomes(s): Sexual Health and Violence Prevention Q: Is instruction in sexual orientation part of the health curriculum? A: No, the Curriculum Agreements in the health program do not include lessons at any grade level about the nature of sexual orientation. There are sexual issues about which no community consensus exists. Every family s beliefs deserve respect. However, issues involved in the subject of sexual orientation are often raised by students in the context of lessons in sexually transmitted diseases and sexuality in general. In addition, the health curriculum addresses learning targets through which students will be able to demonstrate respect and empathy for individual differences. Individual differences includes people of many diverse backgrounds and lifestyles, including those who are lesbian, gay, bisexual, transgender, or questioning. Therefore, it is possible that the term is discussed in classes if students ask questions and/or if situations or discussions about respect and empathy arise. Q: How should teachers address the risk behaviors involved with sexual orientation? A: In the communicable disease unit, HIV/AIDS is discussed as a disease that does not discriminate according to one s sexual orientation; it is a disease that is transmitted through the practices in which one engages, regardless of sexual orientation. It is not who you are, but what you do. Q: How should teachers respond to questions by students about sexual orientation? A: At grade 6 or above, the following basic defi nition of sexual orientation may be used as necessary to address student questions, but will not be introduced as a topic unto itself. Sexual Orientation: a term used to refer to a person s emotional, romantic and sexual attraction to individuals of a particular gender(s). If a student has additional questions, a referral to one s parent/guardian and/or counselor will be given. Q: What is not appropriate to cover about sexual orientation? A: As indicated above, there are no health lessons at any grade level about the nature of sexual orientation. It is only appropriate to address the topic in response to student questions as they surface in the discussions indicated above. It would also not be appropriate to debate sexual orientation. Page 19

20 STUDENT QUESTIONS Related Core Outcome(s): All Core Outcomes Q: How should a teacher respond to a question about information not included in the student s grade-level curriculum? A: Teachers are encouraged to prepare themselves well by attending inservices and becoming thoroughly familiar with the grade level curriculum so that they are sure what is included and what is not. The Diffi cult Questions Protocol on the following pages will also be given to each teacher to help them address sensitive questions that may be asked. Q: What are some suggested responses appropriate to use when a teacher is unsure of how to address a question? A: The following is a list of possible responses to use in class: That s a great question, but we do not study (topic) in the (ninth) grade, so we won t be talking about that topic this year. That s not something we will be talking about in depth in our class. That s one to discuss with your parents/guardians. I would like to answer that question tomorrow. Or, The answer is in tomorrow s lesson. I m going to pass on that question at this time. The answer is not appropriate for the whole group to talk about right now. I do not know the answer. Perhaps I can fi nd out for us. This response would allow a teacher who is unsure both of the answer and whether discussing it is appropriate, to do some additional research before answering or choosing not to answer. The growing up process can be confusing; let s talk about that after class. Please ask your question again and use the proper term, not slang. I ll then try to answer for you. Talk with your parents/guardians about that one and see how they feel about it. We won t be talking about it as part of our classroom instruction. If students assert value statements in class (i.e., You shouldn t... ), teachers should use the Diffi cult Questions Protocol. Page 20

21 K-12 ANSWERING DIFFICULT QUESTIONS OVERVIEW 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 Beaverton 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 student outcomes in the K-12 health curriculum. Widely shared beliefs or values are those shared by most families, or specifi cally written into law or policy, which the teacher is, in fact, expected to teach. Examples of widely shared values public school teachers encounter are: 1. That each individual (regardless of age; gender; family constellation; gender identity, role, or sexual orientation; physical or mental abilities; race; religion; or ethnic identity) is unique, valuable, and deserving of equal and considerate treatment. 2. That a school should be an emotionally safe place to learn. 3. That people have an obligation to learn as much as they can about themselves and those they care about. 4. That no one has the right to selfi shly use another person, simply for his or her own gratifi cation. 5. That it is wrong to trick, threaten, or tease another person. 6. That students should not harm or harass another student, even if provoked. 7. That no one should feel obligated to share personal experience, feelings or beliefs with acquaintances (people have the right to pass). 8. That it is safest (emotionally, physically, and socially) for school-aged people to not engage in sexual intercourse. 9. That it is wrong to knowingly transmit disease. 10. That it is safest for students to abstain from the use of alcohol, tobacco, and other drugs. Controversial issues are those the community is not in agreement with. The teacher must remain in compliance with the board policy on controversial issues and practice the Answering Diffi cult Questions Protocol. What are controversial health issues? Some include: abortion, assisted suicide, homosexual & heterosexual sexual practices, non-marital sex, contraception, medical marijuana, etc. Our role as public educators is to promote critical thinking that includes and refl ects the diverse thoughts and opinions within the community. The Answering Diffi cult Question Protocol is a useful tool for this process. Page 21

22 ANSWERING DIFFICULT QUESTIONS PROTOCOL 1. Affirm the student for asking the question. That s an important issue I m glad you asked A lot of people wonder that. 2. Identify it as a belief question (if it is one). That s a belief question. Many people, families, and religions have different answers. 3. Answer the factual part (if there is any). Before we look at beliefs, let s examine a few facts 4. Help the class describe the range of beliefs. Different people believe things about. What do you think some people believe? Here the teacher has three 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, and (3) to create a climate in the classroom where all beliefs are respected. 5. Decline to express your own personal beliefs, unless they are widely shared values. My personal belief is not as valuable to you and your learning as an understanding of the range of beliefs about this topic. It is best practice for teachers to not share personal beliefs about controversial topics but rather to set up a range of values/beliefs so as not to offend students/families who have differing beliefs. 6. Refer to family, clergy and other trusted/loved adults. Since people have such different beliefs about, I would encourage you to fi nd out what your families believe. Talk about it with people you trust, especially adults. Page 22

23 ANSWERING DIFFICULT QUESTIONS PROTOCOL 1. Affirm the student for asking the question. 2. Identify it as a belief question (if it is one). 3. Answer the factual part (if there is any). 4. Help the class describe the range of beliefs. 5. Decline to express your own personal beliefs, unless they are widely shared values. 6. Refer to family, clergy and other trusted/loved adults. Page 23