A BIAS AND SENSITIVITY REVIEW OF
WASHINGTON STATE’S DRAFT
HEALTH AND PHYSICAL EDUCATION
STANDARDS
All students will learn concepts and develop lifelong skills that
protect and promote health and avoid or reduce health risks.
August 31, 2015
Submitted to:
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Old Capitol Building
Olympia, WA 98504-7200
Table of Contents
Executive Summary............................................................................................................. 2
Background ......................................................................................................................... 4
Background and Justifications ........................................................................................ 4
Problem Statement ......................................................................................................... 5
Hypothesis....................................................................................................................... 5
Recommendations .......................................................................................................... 5
Bias and Sensitivity Review Process.................................................................................... 7
Select Reviewers ............................................................................................................. 7
Train Reviewers............................................................................................................... 8
Perform Review............................................................................................................... 9
Results and Recommendations ........................................................................................ 11
Physical Education ........................................................................................................ 11
Content ..................................................................................................................... 11
Implementation ........................................................................................................ 19
Health Education........................................................................................................... 21
Content ..................................................................................................................... 21
Implementation ........................................................................................................ 29
Acknowledgements........................................................................................................... 34
Health and Physical Education Bias & Sensitivity Review Report
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EXECUTIVE SUMMARY
This report describes the bias and sensitivity review of the revised draft for health and
physical education learning standards for the State of Washington. Engaging in a bias
and sensitivity review is an important step in the development and adoption of new
education standards and outcomes. Two groups of educators with significant diversity
experience reviewed and provided feedback on the draft physical education and health
education standards. They:



Provided advice on global information to include in the front matter of the
standards document;
Reviewed the standards and outcomes in detail, and provided feedback on the
language used, with the intent to reduce potential bias and improve cultural
sensitivity; and
Supplied guidance related to the successful rollout and implementation of the
standards.
Under current Washington State law (RCW 28A.655.070), OSPI has the responsibility to
develop and maintain Washington’s academic learning standards consistent with the
goals outlined in the Basic Education Act, RCW 28A.150.210. This includes periodic
review and possible revision of the standards. Prior to adopting state learning standards
in any subject area, OSPI’s process includes several key components that include
reviewing and vetting the draft standards with key statewide stakeholder groups,
conducting comparisons of previous state learning standards with the revised standards,
and conducting a bias and sensitivity process to gather recommendations for
implementing the standards in a culturally sensitive and bias-free manner. These steps
are conducted prior to adoption to allow OSPI and other statewide partners involved
with developing transition and implementation plans and resources to gather specific
recommendations on critical issues related to implementing the new standards.
Over the course of the past year, a workgroup of 13 educators involved in statewide
health and fitness education efforts gathered to consider the need for revising the
Washington State K-12 Health and Fitness Learning Standards (2008). The revision
process is in collaboration with the Healthiest Next Generation Initiative, OSPI Health
and Physical Education, and OSPI HIV and Sexual Health Education.
The workgroup agreed to adopt both the National Physical Education Standards and the
National Health Education Standards, yet revise the grade-level outcomes (what
students should know and be able to do) to reflect the established specificity and rigor
established in the 2008 Washington State K - 12 Health and Fitness Learning Standards.
Health and Physical Education Bias & Sensitivity Review Report
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The workgroup developed learning outcomes that infuse the strengths of both state and
national documents. The revisions include creating one document with two distinct
categories: Health Education (including Core Ideas: Wellness, Nutrition, Sexual Health,
Safety, Social Emotional Health, and Substance Use and Abuse) and Physical Education.
Health and Physical Education Bias & Sensitivity Review Report
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BACKGROUND
The Health and Physical Education Program and the HIV and Sexual Health Education
Program, in collaboration with the Healthiest Next Generation Program at the Office of
Superintendent of Public Instruction (OSPI), convened a workgroup to discuss the need
for and implications of a Washington State K-12 Health and Fitness Learning Standards
revision process. The workgroup examined multiple state and national resources to
determine the need for revising Washington’s K-12 Health and Fitness Learning
Standards (HFS). The overall learning standards revision process workflow is shown
below.
Start
Review and
compare Federal
and State standards
Should WA
revise
standards?
Yes
Seek initial input
from stakeholder
groups
Draft new standards
Feedback
received?
Engage Bias &
Sensitivity reviewers
to provide feedback
No
Yes
No
End
Implement new
standards
Yes
Approved by
Superintendent?
Revise based on
feedback
Yes
Feedback
received?
No
Prepare final version
for approval by
Superintendent
No
Yes
No
Feedback
received?
Prepare final draft
standards for public
comment
Figure 1. Overall process flow to revise health and fitness learning standards.
BACKGROUND AND JUSTIFICATIONS
After careful review and comparison of the new national standards with the Washington
State K-12 Health and Fitness Learning Standards, the workgroup agreed on the
following actions and recommendations:
Health and Physical Education Bias & Sensitivity Review Report
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



Washington State’s K-12 Health and Fitness Learning Standards need to be
revised in light of:
o Release of the 2008 National Health Education Standards (NHE);
o Release of the 2012 National Sexuality Education Standards (NSE);
o Release of the 2014 National Physical Education Standards (NPE);
o Adoption of the ELA and Mathematics Common Core State Standards,
2011;
o Adoption of the Next Generation Science Standards, 2013; and
o Release of Washington’s 2012 Early Learning and Development
Guidelines.
The taxonomy of some NPE student outcomes are out of sequence from
kindergarten through twelfth grade.
NHE standards do not include assessable grade-level outcomes.
Current state standards do not include student learning expectations for sexual
health although HIV and STD prevention education is required in grades 5-12
(RCW 28A.230.070).
PROBLEM STATEMENT
Washington State students do not receive consistent access to evidence-based and
evidence-informed physical and health education including sexual health education,
thereby presenting inequities in K-12 learning environments and increasing the
probability of health disparities statewide.
HYPOTHESIS
The development, adoption and delivery of evidence-based and evidenced-informed
health and physical education standards will serve to decrease health disparities,
minimize inequities in the K-12 learning environment, and improve overall academic
success by increasing performance, attendance and graduation rates.
RECOMMENDATIONS


Revise physical education and health standards using strengths from the NPE,
NHE and NSE Standard sets combined with existing Washington State K-12
Health and Fitness Learning Standards and other state models.
Create one document with two distinct categories:
o Health Education
o Physical Education.
Health and Physical Education Bias & Sensitivity Review Report
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


Maintain standards and structure from NPE but modify outcomes to:
o Bring into alignment with Washington State laws;
o Specify student learning expectations; and
o Align vertically across grades.
Maintain standards from NHE but modify structure to match NPE.
Write health outcomes to be consistent with format of physical education
outcomes.
Health and Physical Education Bias & Sensitivity Review Report
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BIAS AND SENSITIVITY REVIEW PROCESS
SELECT REVIEWERS
In May 2015, OSPI reached out to districts across the state and several organizations1
and individuals from around the state who have participated in similar reviews or who
had significant experience with elements of diversity and cultural sensitivity. OSPI
invited districts and organizations to nominate individuals, and for individuals to apply
for one or both of the planned bias and sensitivity reviews: either the physical education
standards and/or the health education standards.
It was not necessary for applicants to
have content experience in health or
physical education, instead, the central
focus was on experience working with
diverse groups and traditionally
underserved students. Participants were
asked to provide an overview of their
experiences and knowledge that shaped
their ability to be a valuable contributor
to the Health and Physical Education
Learning Standards Bias and Sensitivity
Committee. Applications were evaluated
using four core criteria shown in Figure 2.
Academic
Qualifications
Experience
with Diverse
Groups
Content
Knowledge
Leadership
Figure 2. Evaluation criteria for the bias and sensitivity review committee.
OSPI received 18 completed applications from highly-qualified candidates. Ten
applicants were selected for physical education, and eleven for health education. There
was a small overlap between the groups, but most applicants contributed one day to
the review process.
1
Outreach was targeted to the Educational Opportunity Gap Oversight and Accountability Committee,
special education, migrant/bilingual education, student support division, SHAPE WA, and previous bias
and sensitivity reviewers for other content areas.
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TRAIN REVIEWERS
At the beginning of each of the sessions, the review teams spent about two hours
engaging in group-directed norming and training regarding building awareness of issues
of bias in language and implementation of learning standards. As shown in Figure 3
below, the group first reviewed the structure and language of the learning standards –
either physical or health education depending upon the day. Then, the group identified
potential elements of bias and what cultural factors might be necessary to consider
when contemplating the health and physical education draft standards. See Table 1 for a
list of the screening filters used by the committee members when reviewing the draft
language. The group invested some time identifying theoretical ways that the language
of the learning standards could contain bias or cultural insensitivity. The purpose of this
theoretical exercise was to identify both extreme and nuanced ways that language could
introduce bias into the learning environment. Finally the review team discussed how the
standards and outcomes could be implemented in a bias-free manner. The review team
engaged in small and large group discussion to ensure that individuals were clear about
the work to be done.
Figure 3. Training plan for the bias and sensitivity review team.
The Equity and Civil Rights office at OSPI has developed guidelines for reviewing
educational materials and learning standards as shown in Table 1. The review team used
the Washington Models for the Evaluation of Bias Content in Instructional Materials as a
basis for the health and physical education bias and sensitivity review.
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Table 1. Guidelines for identifying bias, from the Equity and Civil Rights office at OSPI.
A Bias Review should consider at least the following elements
Gender
Race
Ethnicity
Sexual Orientation
Religion
Socio-economic Status
Gender Expression & Identity
Physical Disability
Age
Family Structure
Native Language
Occupation
Body Shape/Size
Culture
Geographic Setting
PERFORM REVIEW
The goals of each of the day-long sessions for both physical and health education were:




Understand the benefits of engaging in a bias and sensitivity review prior to
adoption of a set of standards.
Engage in group-directed training regarding reviewing materials for bias and
sensitivity.
Review the draft language of the proposed health or physical education
standards and outcomes and identify potential language that could be construed
as biased or culturally insensitive.
Identify bias-free and culturally sensitive implementation strategies to help
ensure successful release and adoption of the health and physical education
standards and outcomes.
Working in small groups, the review teams first examined the draft language in assigned
sections of the learning standards. Using the criteria identified in Table 1, the small
groups examined the language of the standards and the outcomes. For both health and
physical education, there were a few instances where the small groups recommended
alternative language. They took care to ensure that their recommendations did not alter
the intent or the rigor of the standard or outcome, but rather improved the language by
increasing cultural sensitivity or eliminating potential bias. More information can be
found in the Results and Recommendations section later in the document.
Health and Physical Education Bias & Sensitivity Review Report
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For the most part, the reviewers determined that the language of the standards and
outcomes for both physical education and health education was innocuous and did not
contain content that could be construed as biased or culturally insensitive. The
reviewers provided suggestions for revised language, definitions, or front matter
descriptions when their recommendations warranted further explanation.
The reviewers then switched their attention to providing recommendations about the
implementation of the new standards. They examined three core areas: advice to
include in the front matter for the standards document for educators as they are
teaching health and physical education, big ideas about implementing the standards or
core ideas, and finally, focused recommendations for specific outcomes as necessary.
Most of the guidance regarding implementation involved important philosophical
messages to be included in the front matter of the standards document and through
future professional development. Detailed information can be found in the Results and
Recommendations section below.
Health and Physical Education Bias & Sensitivity Review Report
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RESULTS AND RECOMMENDATIONS
PHYSICAL EDUCATION
CONTENT
The review team examined the draft standards and outcomes. In some instances, their
feedback is specific to a particular outcome, but in the vast majority of cases, the
feedback is more universal, and applies to similar outcomes and examples across the
entire standards document. While the intent of the language review was to address
language issues, in some instances the review team identified implementation
recommendations related to the outcome content.
Figure 4. Sample page from draft physical education standards, showing the structural organization of the standards and the
outcomes.
The draft Physical Education Standards are shown below. Each standard has multiple
skill types and sub-types, as shown in Figure 4. The standards revision workgroup
created specific grade-level outcomes for the standards and skill types.
1. Demonstrates competency in a variety of motor skills and movement patterns.
2. Applies knowledge of concepts, principles, strategies, and tactics related to
movement performance.
Health and Physical Education Bias & Sensitivity Review Report
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3. Demonstrates the knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
5. Recognizes the value of physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction.
Health and Physical Education Bias & Sensitivity Review Report
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Standard
Skill Type/
Sub Type
Grade
Outcome
Level
1
Motor Skills
5
Create and perform a routine
using complex rhythmic
combinations.
Consider changing “perform” to demonstrate. Allow
students to demonstrate their skill in a variety of ways, e.g.
tapping feet, clapping, using tools or instruments. In some
cultures and religions, dancing is prohibited.
1
Foot Dribble
3
Demonstrate mature pattern
while foot-dribbling at a slow
to moderate jogging speed.
Sometimes, outcomes like this could be difficult to evaluate
objectively. Consider growth of individual instead of
comparing peers to one another.
1
Forehand
and
Backhand
5
Apply forehand and backhand
strikes using weight transfer
and correct timing with a
short- or long-handled
implement with power and
accuracy with competency in
modified game play.
Consider the use of “strike,” and possibly replace with
“contact.” “Strike” is commonly used throughout the
physical education standards. It may have unpleasant
triggers for students who have experienced physical abuse.
Alternatively, consider taking the opportunity to address
striking others, versus striking a ball with an implement, and
that it is never okay to hit someone else.
1
Defensive
Skills
6
Demonstrate defensive-ready
position, with weight on balls
of feet, arms extended, and
eyes on midsection of the
offensive player.
Students may feel uncomfortable having eyes directed at
their midsection or directing their eyes at particular parts of
other students’ bodies.
1
Games and
Sports
HS Y2
Refine activity-specific
movement skills in two or
more games/sports (e.g.,
invasion games, net/wall
games, field/striking, target
games).
Consider replacing “invasion” with “strategy.” “Invasion”
may have unpleasant triggers for students who have
experienced physical or sexual abuse.
Health and Physical Education Bias & Sensitivity Review Report
Recommendation & Rationale
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Skill Type/
Sub Type
Grade
Outcome
Level
1
Outdoor
Pursuits
HS Y2
Refine activity-specific
movement skills in two or
more outdoor pursuits (e.g.,
biking, hiking,
geocaching/orienteering, rock
climbing, fly fishing).
Sometimes the examples listed in the outcomes are limiting
for students without access to these extracurricular
activities. Consider removing examples or balancing
activities for rural/urban and socioeconomic status. Also
explain in the front matter for all “e.g.” examples, that
these are not “must teach” activities but suggestions to
reach the outcome. In general, examples should take into
consideration diverse populations.
2
Movement
and Rhythms
6
Apply force to successfully
perform movement activities
(e.g., dance, gymnastics,
kickboxing, swimming, weight
training, rowing, yoga).
Be aware that most of these example activities could
potentially conflict with cultural values. Some students may
not be able to engage in dancing. Gymnastics and
swimming might be problematic based on dress and skin
exposure. Yoga might be an uncomfortable practice for
people in some religions. Kickboxing and other direct
contact sports might not be advised in some situations. In
general, educators must know and understand their
students when planning activities, and ensure that students
who need to opt out of a particular activity have an
alternate practice they can perform to demonstrate their
mastery of the outcome.
3
Benefit of
Physical
Activity
All
Recognize active and inactive
behaviors.
Be aware that students with physical limitations may feel
excluded from this set of outcomes. Consider linking to
adaptive physical education standards. Consider coteaching with special education teacher or consulting with
Standard
Health and Physical Education Bias & Sensitivity Review Report
Recommendation & Rationale
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Standard
Skill Type/
Sub Type
Grade
Outcome
Level
Recommendation & Rationale
same to select appropriate access outcomes for all
students.
3
Nutrition
All
Identify healthy and unhealthy
foods.
4
Personal
Responsibility
All
Demonstrate responsible
Address equity and disparities in enforcement of
behavior in a variety of physical responsible behavior. Ensure that students and educators
activity environments.
have a broad cultural perspective on what responsible
behavior is. Recognize cultural differences regarding
respectful listening, responding and behavior.
4
Personal
Responsibility
7
Exhibit responsible social
behaviors by cooperating with
classmates, demonstrating
inclusive behaviors, and
supporting classmates.
This is a nice definition of responsible behavior, consider
including a variation of this in the glossary.
4
Personal
Responsibility
HS Y1
Demonstrate intrinsic
motivation by selecting
opportunities to participate in
physical activity inside and
outside of class.
Consider “selecting or planning,” depending upon what is
possible, given the context and range of opportunities.
Health and Physical Education Bias & Sensitivity Review Report
Cultural differences may exist between what is healthy and
unhealthy. Socioeconomic and geographic factors may
contribute to access to healthy foods. Be sensitive to
cultural and economic differences. As an example,
recommending organic produce may represent a position of
privilege, and may be far from the reality of some students.
Consider a cultural inventory by asking students “what does
healthy mean to you? What does unhealthy mean?”
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Skill Type/
Sub Type
Grade
Outcome
Level
4
Personal
Responsibility
HS Y2
4
Rules and
Etiquette
K
4
Rules and
Etiquette
HS Y2
4
Receive and
Provide
Feedback
4
4
Standard
Recommendation & Rationale
Analyze and overcome barriers
that prevent opportunities for
physical activity inside and
outside of school (e.g., time
management).
Are these personal or social/contextual barriers?
Understand and discuss what types of barriers kids have
control to address.
Recognize class protocols.
Define etiquette in the glossary. Consider using “rules”
instead of protocols.
Examine moral and ethical
conduct in specific competitive
situations (e.g., fair play,
performance-enhancing
substances, gambling).
Implementation: encourage and embrace differences
without calling out the difference in a negative way.
Teacher should know student and parents well before
highlighting a difference to be sensitive.
All
All
The review team didn’t understand why peer interaction
was called out in grade 2 and not in K-1. In some instances
“appropriately” and “respectfully” were used to describe
responding to feedback. There is no specific
recommendation here, just an observation.
Receive and
Provide
Feedback
6
Provide corrective feedback to Grade 6 seems more advanced than Grade 7.
a peer using teacher-generated
rubric with appropriate tone
and other communications
skills.
Work with
Others
All
All
Health and Physical Education Bias & Sensitivity Review Report
Encourage and embrace differences without calling out the
differences in a negative way. Teachers should know
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Standard
Skill Type/
Sub Type
Grade
Outcome
Level
Recommendation & Rationale
students and parents well before highlighting differences.
Be sensitive to gender and cultural issues regarding working
with others and sharing space.
4
Work with
Others
4
Demonstrate conflict
resolution using avoidance
strategies.
Consider reframing to use the school district’s specific
model for conflict resolution. For example, a school may
emphasize proactive behaviors over avoidance strategies.
4
Work with
Others
HS Y2
Assume a leadership role in a
physical activity setting (e.g.,
group leader, referee, coach).
Is this realistic for all kids? Perhaps consider personal
leadership.
4
Work with
Others
HS Y2
Describe the importance of
How is dignity and respect defined? Ensure there is room
treating individuals with dignity for cultural variation.
and respect during physical
activity.
4
Safety
1
Demonstrate following
Is this developmentally realistic for a first grade student to
directions for safe participation manage safe participation without reminders? All the time?
and proper use of equipment
At least once?
without reminders.
4
Safety
HS
Demonstrate best practice for
participating safely in physical
activity and exercise (e.g.,
injury prevention, proper body
alignment, hydration, use of
equipment, implementation of
rules, sun protection).
Health and Physical Education Bias & Sensitivity Review Report
This has little to do with a bias and sensitivity review, but
consider “UV protection” rather than “sun protection.”
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Standard
Skill Type/
Sub Type
Grade
Outcome
Level
5
Challenge
4
Understand that challenging
physical activities require
consistent practice to become
proficient.
“Proficient” may need to be defined in the glossary. It varies
depending upon the student’s developmental level and
physical abilities. Consider tying it to an individual increase
in skill level, rather than a specific measure.
5
Challenge
6
Recognize individual challenges
in a physical activity and cope
in a positive way (e.g.,
extending effort, asking for
help or feedback, modifying
the tasks).
Consider alternative for “cope,” including “respond” or
“manage.” Recognize that asking for help or feedback is an
important life skill, not a weakness or downfall. Engage in
discussions around gender and culture regarding asking for
help or feedback.
5
Social
Interaction
5
Compare social interactions
when engaged in partner,
small-group, and large-group
physical activities.
Think about differences in cultural norms when engaging in
partner, small-group and large-group physical activities.
Health and Physical Education Bias & Sensitivity Review Report
Recommendation & Rationale
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IMPLEMENTATION
The physical education review team identified positive messages to highlight in the front
matter or introductory sections of the new health and physical education standards
document, related to cultural sensitivity.




Successful schools have significant family and community engagement. Physical
education students benefit from being actively involved with their families and
the community. Teachers are encouraged to think outside the gymnasium when
it comes to physical exercise – participating with an elder or an elementary
buddy in a community activity can meet some of the outcomes in the standards.
A growth mindset is particularly effective in reaching mastery and making
positive improvements. Identifying and encouraging improvement in the skills
and outcomes shown in the physical education standards document is important
to help students build lifelong habits of mind and body.
Teachers are encouraged to continue to build their own awareness around
culture to enhance their students’ opportunities in physical education. In
addition, when teachers collaboratively reach out to others with experience with
English language learners, special education, and positive behavior systems
specialists to name a few, they are more effective reaching all their students and
making a meaningful difference in their lives.
There are several common areas within physical education where improved
cultural awareness offers a significant benefit. Dress codes, interactions between
boys and girls, and values of competition versus collaboration are examples of
areas where increased cultural understanding creates more opportunities for
inclusion and success for all students.
When implementing the new physical education standards across the state, the review
team offered the following recommendations to help build positive momentum and
maximize success:


Create a short video highlighting physical activity and the new standards by
showing students in various roles, body types, races, gender, ages and activities.
Focus more on a broad range of activities, rather than just athletics and
organized sports. Show how the physical education standards connect with
other disciplines like mathematics, science and English language arts.
Identify cultural specialists around the state who can provide support to health
educators to implement the standards in a bias-free manner in their classrooms,
Health and Physical Education Bias & Sensitivity Review Report
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



schools and districts. Provide targeted development opportunities for school
boards and administrators to educate them about the new standards.
Utilize the educational service districts to coordinate and deliver training in their
regions/areas. Embed cultural awareness in the implementation of professional
development opportunities. Make every effort to ensure that teachers from all
around the state have access to these professional development opportunities
as they are implementing the new standards.
Reach out broadly to other stakeholder groups, like special education, Title I
coordinators, and parent/teacher associations to build awareness and support
for the rollout of the new standards. Create a “wow” by tying in existing
statewide work on the Healthiest Next Generation and other similar initiatives,
including potentially involving the Governor in a kickoff event.
Engage existing resources who are knowledgeable about effective
implementation science to design a rollout process. Consider scaling up with best
practices by using cohorts to test and disseminate best practices.
Our state’s Teacher/Principal Evaluation Program (TPEP) is designed to use an
instructional framework to offer a detailed and helpful description of what
effective teaching looks like. Districts should tie in their selected instructional
framework when rolling out the physical education standards to ensure an
effective and cohesive teaching and learning environment.
Health and Physical Education Bias & Sensitivity Review Report
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HEALTH EDUCATION
CONTENT
Like the physical education review team, the health education review team examined
the language of the draft health education standards for bias or cultural insensitivity. In
most cases, the feedback shown below is more universal in nature and applies to similar
outcomes and examples across the entire health education standards document. They
also identified implementation recommendations in some instances when they were
reviewing the language related to specific outcomes.
Wellness
Safety
Nutrition
Sexual Health
Social
Emotional
Health
Substance Use
and Abuse
Figure 5. Health Education Core Ideas.
Figure 6. Sample page from draft health education standards, showing the structural organization of the standards and the
outcomes.
Health and Physical Education Bias & Sensitivity Review Report
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Grade
Outcome
Level
Core Idea
Topic
Wellness
Analyzing
Influences
All
Analyze how family, peers,
media, culture, and technology
influence health decisions and
behaviors.
Realize that discussions around influence will involve
values. Educators can engage with students about
personal, family, cultural and universal values, but should
have a solid foundation of cultural awareness first.
Safety
Injury
Prevention
All
Identify safety hazards in the
home.
Consider changing “home” to “where you live or stay.”
Some students may be more transient and might not have
a place they call “home.”
Safety
Injury
Prevention
K-2
Explain potential dangers of
weapons.
Be aware that different cultures and environments have
different perspectives on weapons. Discuss and identify
weapons and tools, and appropriate use.
Safety
Violence
Prevention
3
Differentiate between gang,
clique and club.
Consider “Differentiate between healthy and unhealthy
group characteristics.” The boundaries between group
types are permeable, and definitions are too often tied to
race, gender and other individual characteristics.
Safety
Violence
Prevention
5
Describe ways to prevent,
reduce, and avoid violent
situations.
Consider adding “if possible” to the end of the outcome.
Sometimes, it is not possible to avoid violent situations.
Safety
Violence
Prevention
6
Demonstrate ways to resolve
conflict to prevent, reduce and
avoid violence.
Consider an alternative phrasing: “Demonstrate ways to
resolve conflict that could prevent, reduce or avoid/resolve
violence.” Again, in some instances, it might not be
possible for a student to avoid a violent situation, like at
home.
Health and Physical Education Bias & Sensitivity Review Report
Recommendation & Rationale
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Core Idea
Topic
Grade
Outcome
Level
Recommendation & Rationale
Safety
Violence
Prevention
8
Analyze effects of violence on
individuals, families and
communities.
Consider “Analyze causes and effects of violence….”
Understanding the root causes of violence may help
reduce future violence.
Safety
Violence
Prevention
8
Differentiate between passive,
aggressive, and assertive
communication.
Pay attention to culture and gender differences in defining
these types of communication.
Safety
Violence
Prevention
8
Explain how bystanders can
help prevent, reduce, and
avoid violence.
Also note that bystander action or inaction can sometimes
inappropriately escalate violence as well.
Nutrition
Nutritional
Planning
5
Analyze how community,
peers, media, technology, and
culture influence decisionmaking related to food choices
and eating behaviors.
Also address socio-economic and geographic factors
related to food choices.
Nutrition
Food Groups
and Nutrients
All
Evaluate resources for
Consider an outcome on analyzing influences related to
accessing valid and reliable
government food programs and systems.
health information, products,
and services for healthy eating.
Sexual
Health
Anatomy and
Physiology
All
Identify proper names for body Take care with using male and female identifications
parts, including external male
exclusively. Gender identity may need to be introduced
and female anatomy.
and addressed concurrently and age-appropriately.
Consider using the phrase “medically accurate” instead of
“proper.” Good use of the term sexual anatomy versus
Health and Physical Education Bias & Sensitivity Review Report
Page 23
Core Idea
Topic
Grade
Outcome
Level
Recommendation & Rationale
reproductive anatomy, because not all people will use their
reproductive capacity during their lifetime.
Sexual
Health
Anatomy,
Reproduction
and
Pregnancy
7
Describe the stages of a
pregnancy from conception to
birth.
Consider “fertilization” rather than conception because it is
more specific and medically accurate.
Sexual
Health
Anatomy,
Reproduction
and
Pregnancy
8
Identify physical, emotional,
and social consequences of
sexual activity.
Consider “effects” or “outcomes” instead of
“consequences,” which might be too value-laden.
Sexual
Health
Anatomy,
Reproduction
and
Pregnancy
HS
Explain the role hormones play Consider “…hormones and other external influences
in sexual behavior and decision play….” This would be an excellent place to tie in other
making.
core ideas like substance use and abuse and social
emotional health.
Sexual
Health
Anatomy,
Reproduction
and
Pregnancy
HS
Describe the emotional, social, Consider including discussions of being a young parent in
physical and financial effects of addition to a teen parent when teaching this outcome.
being a teen parent.
Sexual
Health
Anatomy,
Reproduction
and
Pregnancy
HS
Describe behaviors that impact Consider “…impact sexual and/or reproductive health.”
reproductive health.
Health and Physical Education Bias & Sensitivity Review Report
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Core Idea
Topic
Grade
Outcome
Level
Recommendation & Rationale
Sexual
Health
Growth and
Development
4
Recognize puberty and
physical development can vary
considerably.
This might be a good place to tie in some science lessons
on environmental toxins and their impact on development
and early puberty.
Sexual
Health
Reproduction
5
Understand puberty prepares
the body for reproduction.
Consider “potential reproduction.”
Sexual
Health
Identity
5
Describe how media, society,
Consider “…regarding sex, gender roles, identify and
and culture can influence ideas expression.”
regarding gender roles,
identity, and expression.
Sexual
Health
Identity
5
Identify trusted adults who
students can ask questions
about gender identity and
sexual orientation.
Consider expanding to include both trusted adults and
resources.
Sexual
Health
Identity
6
Understand the range of
gender roles across cultures.
Consider including expression and identity in addition to
gender roles.
Sexual
Health
Identity
HS
Evaluate how culture, media
Consider “…culture, media, governments, society and
and other people influence our other people influence….”
perceptions of gender roles,
sexuality, relationships, and
sexual orientation.
Sexual
Health
Healthy
Relationships
All
Describe characteristics of
healthy friendships and other
relationships.
Health and Physical Education Bias & Sensitivity Review Report
Be aware that the terms “healthy” and “positive” may
describe a range of attributes, rather than a very specific
definition or ideal.
Page 25
Core Idea
Sexual
Health
Topic
Grade
Outcome
Level
Recommendation & Rationale
Healthy
Relationships
All
Recognize people have the
right to refuse giving or
receiving unsafe touch.
Consider adding a new outcome about saying no and
taking no for an answer related to unsafe or unwanted
touch.
Social
Emotional
Health
Self-Esteem
1
Compare and contrast positive
and negative self-talk.
When teaching this outcome, be aware of both cultural
variations and the impact of trauma on self-esteem.
Social
Emotional
Health
Body Image
4&5
Understand influences of
family, culture, and media on
body image.
The grades 4 & 5 outcomes may need to be switched to be
developmentally aligned.
Describe influences of family,
culture, and media on body
image.
Social
Emotional
Health
Body Image
and Eating
Disorders
HS
Explain why people with eating Be careful to not introduce bias into “professional” support
disorders need professional
services, and understand that a range of services and
support services.
supports may be appropriate. Access to professional
services may be limited, depending upon the person’s
situation.
Social
Emotional
Health
Expressing
Emotions
All
Describe appropriate ways to
express emotions.
Be aware that cultural, gender roles and family values and
other factors may influence what is “appropriate.” Take
care when defining “appropriate” to include awareness of
cultural and other differences.
Social
Emotional
Health
Intimidation
and Bullying
8
Understand connection
between bullying and suicide.
Consider “Understand connection between bullying and
suicide, self-harm and other destructive behaviors.”
Health and Physical Education Bias & Sensitivity Review Report
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Grade
Outcome
Level
Core Idea
Topic
Social
Emotional
Health
Mental
Illness and
Disorders
All
Various.
Substance
Use and
Abuse
Use and
Abuse
K
Recognize differences between Medicines can be harmful too. Perhaps consider “other”
medicines and harmful drugs.
versus harmful, or explain that medicines taken incorrectly
can be harmful as well.
Substance
Use and
Abuse
Use and
Abuse
1
Understand tobacco and
alcohol are harmful drugs.
Consider “Understand tobacco and alcohol can be harmful
drugs.” Some age-appropriate social, cultural or religious
uses may not be harmful.
Substance
Use and
Abuse
Use and
Abuse
2
Understand commonly used
street names for tobacco and
alcohol.
Use the word “terms” not “street names.” Street name
could be considered pejorative.
Substance
Use and
Abuse
Use and
Abuse
7
Distinguish between substance It is sometimes difficult to differentiate between these
use, misuse, abuse,
stages. Check the most current research to understand
dependency, and addiction.
how professionals are using this language.
Substance
Use and
Abuse
Prevention
1
Understand importance of
The review group wondered if this is at the right level. It
avoiding tobacco, second-hand could be awkward for a 1st grade student in a home where
smoke, and alcohol.
adults smoke, for example. Is this too concrete for 1st
grade?
Substance
Use and
Abuse
Effects
6
Understand short- and longterm effects of substance
abuse on physical health.
Health and Physical Education Bias & Sensitivity Review Report
Recommendation & Rationale
Suicide is addressed in several outcomes. Consider
including self-harm in some of the outcomes as
appropriate.
Consider changing to “physical and mental health.”
Page 27
Grade
Outcome
Level
Core Idea
Topic
Substance
Use and
Abuse
Effects
7
Explain short- and long-term
effects of substance abuse on
dimensions of health.
Consider changing to “Explain short- and long-term effects
of substance misuse or abuse on dimensions of health.”
This is a global concern wherever “abuse” is used. Misuse
should be included, because of the high incidence rate of
misuse and the potential for harm.
Substance
Use and
Abuse
Treatment
8
Investigate local services for
those affected by substance
abuse.
Consider “Investigate local and regional services….” Rural
students and communities may not have local services
available, or there may be other reasons for not using local
services. Also, pay attention to who defines “valid and
reliable” substance abuse services, and “professional”
treatment. Some well-advertised treatment services have
poor outcomes and are not based on current best
practices.
Health and Physical Education Bias & Sensitivity Review Report
Recommendation & Rationale
Page 28
IMPLEMENTATION
The health education review team identified several philosophical themes that should
be addressed in the introductory sections or front matter of the health education
standards document. Key themes include the following:





More than just about any other subject, health involves the whole student and
encompasses their physical, emotional, cultural, social, spiritual and economic
well-being. There are many opportunities to advance cultural awareness, and
many potential stumbling blocks when teaching health education. Educators and
districts must understand the students and families they are serving and be
aware of cultural factors within their schools. Health educators must be
culturally proficient and must teach the whole child in an effective and inclusive
manner. Some aspects of health education bring up topics that may be
uncomfortable for some students given their personal situations, and the
sensitive educator must be prepared to provide universal support for all
students.
Our students and families are very diverse across our state, and we must be
inclusive regarding definitions of family and supportive of all family types. We
must encourage awareness and sensitivity to local cultural and social influences
and at the same time broaden our students’ perspectives on the wide range of
values in a 21st century world.
We must be aware that choice is often determined by or influenced by access.
For example, if a student’s family does not have ready access to certain foods, it
may make some lessons on nutrition virtually irrelevant for that student.
Further, words like healthy and unhealthy may have fluid definitions based upon
culture, socioeconomic status, and other factors.
Educators, like all others, have individual values and biases. Building selfawareness helps educators identify their own perspectives and helps them
present a broader perspective to their students rather than just their own
personal views. No matter how culturally proficient an educator is, there is
always room for continuous learning. A perspective of cultural humility and
continuous learning is a positive model for teachers to use in their classrooms.
The core ideas in health education are interrelated. Educators must become
knowledgeable about the standards as a whole before trying to deliver content.
No health behavior occurs in a vacuum, and there are upstream and
downstream causes and effects of health behavior choices and constraints. More
than any other class, health and physical education have long term benefits for
Health and Physical Education Bias & Sensitivity Review Report
Page 29



improving physical, mental and emotional health, engaging in healthy behaviors
and relationships, raising healthy children and creating safe environments.
In health education, it is important to meet students where they are at. Ensure a
welcoming and open environment for all cultures, body sizes, orientations and
physical abilities. Health class may be the place where students become aware of
their gender and sexual orientation identities and it is imperative that we show
respect to all students and expect respect among all students.
Students in health classes are masters at asking difficult questions. Health
educators must be empowered to answer their questions and be given skills to
help address those challenging questions.
Professional development for educators needs to involve more than
understanding the concepts and the curriculum. Health educators need to
understand cultural issues, racism, power, bias, sexism and other factors to
effectively teach these topics. For example, understanding issues faced by a
transgender person is an important part of the teacher’s professional
development.
When implementing the new health education standards across the state, the review
team offered the following recommendations to help build positive momentum and
maximize success:






Pay attention to class size for health education classes. Smaller classes help
facilitate discussion and dialog.
When rolling out the new standards, offer professional development
opportunities related to cultural awareness, bias and privilege.
Engage teacher preparation programs around the state to help new teachers
understand the 2015 standards.
Tie in the adoption of the new standards with other national and statewide
initiatives related to physical activity and health, including the Healthiest Next
Generation, 5210, Let’s Move and other similar campaigns.
Develop a website repository of information and tools designed to help teachers
implement the new standards, including sample lesson plans, effective teaching
strategies, resources, and practical advice. Include information about how the
standards support Washington State law regarding health education, and
professional development and technical assistance resources.
Reach out through existing channels like the Washington State School Directors
Association annual conference to educate key stakeholder groups about the
work being done and how they can support implementation of the new
standards.
Health and Physical Education Bias & Sensitivity Review Report
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The health education review team provided more specific implementation advice on a
subset of the core ideas.
SOCIAL EMOTIONAL HEALTH











When discussing causes of stress, it is important to cover minority or chronic
stress. For example, a gay student who has direct or indirect exposure to harmful
or bullying language likely experiences minority or chronic stress.
Causes of stress can include personal, family, social and cultural factors. For
example, if a person is experiencing internal conflict in any of those areas, it may
add to the person’s stress burden.
Perseverance, resilience, courage, and endurance—collectively called “grit”; are
critical success factors for achievement of goals. They play an important role in
social emotional health.
When discussing language use, address in-group versus out-of-group language
and how some words used in a homogenous group are inappropriate when used
by out-of-group members.
When addressing bullying, harassment, and intimidation, discuss why people
bully and why it is harmful.
Schools that develop positive behavior intervention systems and create a culture
of non-bullying may have better outcomes related to reduction of bullying
behavior.
Resources for addressing bullying might exist outside of school.
When discussing self-esteem, help students understand and develop confidence,
self-awareness, and self-love.
When teaching about body image and eating disorders, recognize that both
males and females can have eating disorders. Because eating disorders and poor
body image can develop over time, make sure to scaffold lessons across grades.
When teaching about expressing emotions, emphasize that people have a range
of emotional responses that have been influenced by culture, family, and
society. Emotions are not good or bad per se.
When teaching about mental illness and disorders, realize that a range of
experiences exist. Look at how cultural and social values impact views about
mental health, services and access to services. Teachers should be aware of
culturally relevant services in their communities. When considering professional
services, be aware of potential bias about who gets referrals to professional
services, and be aware of the potential for quality variation in professional
services.
Health and Physical Education Bias & Sensitivity Review Report
Page 31
SUBSTANCE USE AND ABUSE




Ceremonial use of drugs and alcohol are not necessarily harmful. An example
might be use of wine in a Catholic mass.
Social use of drugs and alcohol might not be harmful, if used responsibly.
Evaluate messages of harm involving use of substances. All or nothing messages
may be far less effective than a more moderated approach. As an example,
propagating a message that all people who smoke will die may make children
fearful for family members who smoke. Additionally, exaggerated messages of
harm may have the consequence of shutting down relationships with family
members.
Take the opportunity to increase cultural awareness by teaching about cultural
use, ceremonial use and differences in culture.
Review and use most current language in place of “substance abuse.” See
substance abuse disorder in DSM-5, the Diagnostic and Statistical Manual of
Mental Disorders, version 5. Addiction and dependency are difficult to
differentiate.
SAFETY






Students have limited control over their worlds. If lots of violence is happening
around them, their ability to navigate and negotiate situations might be difficult.
Avoid setting the expectation that they have the power to control all situations,
especially at home. Their range of options may be more limited.
Consider adding outcomes related to information security, identity theft, cyber
bullying, and cyber hacking. Students need to understand how to operate safely
in a digital environment.
Violence prevention has many connections to other core ideas, including healthy
relationships, sexual health, and social-emotional health.
Defining violence is very political. Disproportionate discipline is a form of
violence. Similar situations may be labeled “boys will be boys” or could lead to
prosecution and incarceration depending upon race and other factors.
Harassment, intimidation and bullying, when directed based on immutable
conditions, is discrimination and has serious impacts and legal consequences.
Violence does not always emerge from an inability to manage conflict or poor
communications skills. Sometimes it comes from differential access to power,
control and resources.
Convey idea of upstream and downstream causes and consequences. An event
doesn’t just start with a punch to the face. Stuff happens before and after.
Health and Physical Education Bias & Sensitivity Review Report
Page 32

Address the systems, history, endemic racism and other factors that impacted
the situation. Address restorative justice as a resolution strategy.
Kids can’t learn when they are experiencing trauma. Health educators may
become aware of adverse childhood events disclosed by some of their students
and must be sensitive to the situation and be aware of mandatory reporting
requirements.
SEXUAL HEALTH



Realize that many topics in sexual health are complicated, and need to be taught
multiple times at age appropriate levels.
Consider adding a track to Healthy Relationships to talk about breaking up with a
person, and healthy ways to give and receive this information and manage the
after-effects of a relationship ending.
Pornography is not addressed in the current outcomes. Consider adding an
outcome related to how pornography can impact sexual health, safety and social
emotional health.
Health and Physical Education Bias & Sensitivity Review Report
Page 33
ACKNOWLEDGEMENTS
We are indebted to the volunteers who thoughtfully assisted in conducting the 2015
Health and Physical Education Standards Bias and Sensitivity Review Process.
Participants worked very hard to review the language in the standards and outcomes for
potential bias, and to identify successful strategies to reach all students and engage
their interest in health and physical education. They devoted many hours out of their
busy schedules to do this work. We are grateful for their efforts.
Name
Position/Organization
Amanda Winters
Research Manager, Cardea Services
Ann Renker
Office of Student and School Success Leadership
Coach, OSPI
Brett Niessen
Training Manager, Cardea Services
Brian Smith
Assistant Executive Director, WA Interscholastic
Activities Association
Damarys Espinoza
Enlace Project Coordinator, WA State Department of
Health
Judith Mosby
Oakville School District Principal
Lauri Turkovsky
PREP Grant Coordinator, WA State Department of
Health
Lisa Love
Health Education Manager, Seattle Public Schools
Mallory Sullivan
Program Supervisor, Equity & Civil Rights, OSPI
Michelle Morse
East King Community Outreach Educator/Planned
Parenthood of the Great Northwest and Hawaiian
Islands
Robert Hand
Family and Consumer Sciences Teacher , Mt. Vernon
High School
Serene Cook
Assessment, and Professional Learning Coordinator
Contractor, Office of Student and School Success, OSPI
Shirley Siloi
Outreach & Recruitment Specialist, Tacoma
Community College
Sue Anderson
Executive, Statewide Pioneering Healthier
Communities, YMCA
Teddy McGlynn-Wright
Training, Collaboration and Program Integrity
Manager, Seattle Youth Violence Prevention Initiative
Health and Physical Education Bias & Sensitivity Review Report
Page 34
Thomas Romero
Program Supervisor, Migrant and Bilingual Education
through 6/30/15 , OSPI
Tracy Mikesell
Family Planning Program, WA State Department of
Health
Tracy Wilking
Health Services Consultant III, WA State Department of
Health
Health and Physical Education Bias & Sensitivity Review Report
Page 35