K-12 Human Health, Personal Protection, and Sexual Health Education

La Grande School District (LGSD) recognizes that students and families may have significant and important questions regarding how our district addresses human sexuality and sexual health. This resource has been developed to help families understand current state laws, state standards, local board policy, etc. on this topic. Additionally, it provides links to our K-12 curriculum maps and adopted curriculum resources to aid students and families. As a district, we will continue to meet state requirements in an age-appropriate, safe, respectful, and inclusive way that honors all students and their families.

What are state requirements regarding human sexuality and sexual health?

Requirements in this area have historically been created either legislatively or by an adoption process by the Oregon State School Board and Oregon Department of Education.

·       Oregon Administrative Rule 581-022-2050 – Human Sexuality Education Link

·       Oregon Health Education Standards and Performance Indicators Grades K-12 Link

·       Oregon Department of Education Sexuality Education: FAQ Link

How are these state requirements enforced?

Sexuality Education standards are included in the mandatory Health Education Standards. Health Education is a core subject in Oregon, and its instruction is required by every public school in Oregon. La Grande School District is required to assure Oregon Department of Education that we are meeting these expectations in our annual Division 22 Report. Failing to meet these requirements may result in corrective action and support from Oregon Department of Education until LGSD is in full compliance with state expectations. 

What is taught in LGSD schools regarding Human Sexuality and Health Education?

Local school boards are required to follow state law as they govern the school district. LGSD board policy IGAI – Human Sexuality, AIDS/HIV, Sexually Transmitted Diseases, Health Education is our local expression of state laws and mandates in this area. Additionally, board policy provides parents and community members ongoing access to adopted materials (Policy IFD) and curriculum outlines (Policy IFE).

LGSD Curriculum Adoption Committees meet to review state-approved curriculum options as we meet state laws and standards per board policy. The current sexual health education curriculum was adopted during the 2016/17 school year and is slated for review in the 2024/25 school year. LGSD's adopted Health Education materials are listed below. Teachers are not required to produce or post all educational tools for community review that are used in the classroom. However, teachers are available through email and by appointment to visit with students and parents on this topic to address their questions and concerns during the school year.

Elementary Adopted Resource: The Great Body Shop

Middle School Adopted Resource:  Teen Health (Textbook)  

High School Adopted Resource: Health for Life – Human Kinetics (Textbook)

Do parents have the option to opt out?

According to Oregon Law, parents can opt their children out of any or all sexuality education components. However, parents cannot opt their children out of the entire health course or program without written documentation of a religious or disability-related reason. In those cases, parents would also have to demonstrate to the school district how they would be complying with the Health Education Standards with alternative instruction. Parents can access the LGSD Sexual Health Opt Out Notification by clicking on the linked document.

I heard the school board just adopted a new sex education curriculum?

The La Grande School Board is required to review and approve the district K-12 sex education program and recommendations from the Student Health Advisory Council (SHAC) every two years. In March - April 2022, the board reviewed and approved the following:

  • Continued use of the 2016/17 adopted Health Curriculum in Grades K-12

  • K-12 Sex Education Essential Questions

  • Elementary, Middle School, and High School Opt Out Letters

  • Plans to develop increased transparency in this area

    • New webpage

    • Communication Tools

    • Parent night(s) for Grade 4-5 parents to talk about sexual education standards and puberty conversations prior to them happening in schools.

  • Continued use of counselors, classroom teachers, and PE/Health teachers to jointly provide information when appropriate.

  • Revisioning the LMS Careers class to include Career Information System (CIS) and identified Health Units (Nutrition and Physical Activity and Alcohol, Tobacco, and Other Drug Use Prevention) as these are significant issues facing our LMS students based on discipline reports, the Oregon Wellness Survey, and information from local law enforcement.

The board did not adopt a new sex education curriculum. Elementary instruction in this area will continue to focus on taking care of our bodies, personal protection/safety, and overall health.

If you have questions, please reach out to your student's teacher, school counselor, or principal for more information. As a district, we will continue to work with parents to meet state requirements in an age-appropriate, safe, respectful, and inclusive way that honors all students and their families.

Educational Programs

Assessments

This year La Grande School District will be providing all required state assessment to students. We are notifying parents of this requirement at the start of the school year. If you would like more information, you are welcome to contact your building administrator(s) or Scott Carpenter at scott.carpenter@lagrandesd.org.

State Testing Notification 2021/22

More Information

District Report Cards (PDF)

LGSD Title Programs

Title 1A (Improving Basic Programs) Title I-A is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state academic standards and assessments. Title I-A provides flexible funding that may be used to provide additional instructional staff, professional development, extended-time programs, and other strategies for raising student achievement in high-poverty schools. The program focuses on promoting school-wide reform in high-poverty schools and ensuring students’ access to evidence-based instructional strategies and challenging academic content.

Project(s): Support School-wide plans for all elementary schools. Support includes, but is not limited to, staff, supplies, software, parent involvement nights, etc. to provide academic interventions and supports.

Title 2A (Supporting Effective Instruction) The purpose of Title II-A is to improve teacher and leader quality and focuses on preparing, training, and recruiting high-quality teachers and principals. The Title II-A program is designed, among other things, to provide students from low-income families and minority students with greater access to effective educators. In general, Title II funds can be used to provide supplemental strategies and activities that strengthen the quality and effectiveness of teachers, principals, and other school leaders.

 Project(s): Based on annual data and collaborative needs assessment processes within the district, we have identified six areas of support for teachers to improve outcomes for all students: Digital Instruction, Math Instructional Practices, Trauma and Social Emotional Learning Practices/Supports, Science/STEM Instructional Practices, Instructional Technology, New Teacher Mentorship, and continued support in developing high performing Professional Learning Communities.

Title 3 (English Language Acquisition, Language Enhancement, and Academic Achievement) A complex web of state and federal laws govern the services that public school districts must provide to students who are not proficient in English. Some of those laws are mandatory for all districts while others apply only to districts that receive certain funding. State and federal laws around services for English Learners (ELs) share the same goal - ensuring that English learners benefit from their education. All districts have a dual responsibility toward their ELs: (1) to teach the English language and (2) to have on-grade level core content accessible to ELs while they are learning English.

The Oregon Department of Education English Learners in Oregon 2019-20 Report

Project(s): Funds used to provide curriculum support to help meet EL student needs, and provide adult EL class for families within our district. 

Title 4 (Student Support and Academic Enrichment Grants) This section provides information about how local educational agencies (LEAs) can spend funds under the Student Support and Academic Enrichment (SSAE) grant program under Title IV, Part A, Subpart 1. The purpose of the SSAE grant program is to improve students’ academic achievement by increasing the capacity of states, LEAs, schools, and local communities to:

• Provide all students with access to a well-rounded education;

• Improve school conditions for student learning; and

• Improve the use of technology in order to improve the academic achievement and digital literacy of all students.

 Project(s): Support activities outlined in district strategic plan goals and activities.  

McKinney-Vento Program and Support

La Grande School District works to support students, and their families, that experience housing insecurity. We work with families to determine services that may be appropriate to help their students fully access the benefits of public education regardless of housing status. We use federal Title funds and our district Angel Fund (funded by local donations) to meet these needs in our community.

If you have questions, please contact the following staff in our district:

Scott Carpenter (Director of Ed. Programs): (541) 663-3203 or at scott.carpenter@lagrandesd.org

Homeless Student

Foster Child Student Services

La Grande School District Annual Division 22 Report

On October 13, Assistant Superintendent Carpenter presented the 2020/21 Division 22 Assurances. For the 2020/21 school year, school districts are required to report on the Division 22 standards to the school board, post for the community, and report to Oregon Department of Education before November 5, 2021.

To see La Grande School District's completed report please click on the link below.

2019-20 Division 22 Assurances

Due to COVID-19, the 2019-20 Division 22 Assurances are significantly shorter than in other years. Additionally, Division 22 Assurances are subject to annual adjustment or change based on legal updates at the state level.

2020-21 Division 22 Assurances

Board Minutes

2021/22 Division 22 Assurances

Board Minutes

LGSD Student Investment Account (SIA) and ESSER Funding

La Grande SD TAG Program

La Grande School District is excited to support our Talented and Gift (TAG) Learners. We seek to engage and excite those that demonstrate exceptional abilities in the classroom through this program.

TAG IDENTIFICATION PROCESS

  1. La Grande School District actively solicits referrals from parents and staff throughout the year.

  2. All referrals from parents/guardians and teachers are sent to the Building TAG Coordinator throughout the year, but especially in the spring with a copy to the District TAG Coordinator/District Office Staff.

  3. Building TAG Coordinator will send out Parent/Guardian Nomination, Consent for Testing and Observation Forms to Parent/Guardian as needed.

  4. Building TAG Coordinator will send out Teacher Nomination and Observation Forms to staff as needed.

  5. The District TAG Coordinator and designated staff will review student’s Oregon State Assessment scores for the past several years.

  6. After the parent/guardian and/or teacher packet is received, the District TAG Coordinator will assign a designated staff member to perform additional testing if needed for the student.

  7. The District Diagnostician will return the results to the District TAG Coordinator in a timely manner for review.

  8. The screening committee will determine if the student is TAG.  If the student is TAG the District Office will send out a TAG Program Placement Letter and Consent form.  The Building TAG Coordinator will send out the Parent/Guardian Survey form with meeting information to parent/guardian to complete.  If the student is identified as “not qualifying for TAG services” then a letter will be sent home explaining the decision and will let the parent(s) know we will monitor the student and their progress.

  9. The TAG plan will be written by the classroom teacher in conjunction with the parent/guardian. Copies of the TAG Plan will be provided to the Building and District TAG Coordinators.

 

TAG IDENTIFICATION EVIDENCE (Policy: IGBBA)

In order to serve academically talented and intellectually gifted students in grades K through 12, the district directs the superintendent to establish a written identification process. This process of identification shall include as a minimum:

 

  1. Use of research-based best practices to identify talented and gifted students from underrepresented populations such as ethnic minorities, students with disabilities, students who are culturally and/or linguistically diverse or economically disadvantaged.

  2.  Behavioral, learning and/or performance information;

  3. A nationally standardized mental ability test for assistance in identifying intellectually gifted students;

  4. A nationally standardized academic achievement test of reading or mathematics on a test of total English Language Arts/Literacy or total mathematics, or on the Smarter Balanced Assessment Consortium for assistance in identifying academically.

Identified students shall score at or above the 97th percentile on one of these tests. Other students who demonstrate the potential to perform at the eligibility criteria, as well as additional students who are talented and gifted may be identified.

TAG INTERVENTIONS

 

La Grande School District recognizes that TAG plans should be individualized and focused on helping students reach their full potential. TAG plans may include, but are not limited to:

1. Early Entrance;
2. Grade Skipping;
3. Ungraded/Multi-age Classes;
4. Cluster Grouping in Regular Classes;
5. Continuous Progress Monitoring;
6. Cross Grade Grouping;
7. Compacted/Fast-Paced Curriculum;
8. Special Full- or Part-time Classes;
9. Academic Competitions;
10. Advanced Placement Classes;
11. Honors Classes;
12. Block Classes;
13. Independent Study;
14. Credit by Examination;
15. Concurrent Enrollment;
16. Mentorship/Internship;
17. Academic Competitions;
18. College/University Programming

For more information see the linked TAG Handbook.