FAQ's

Health Education Frequently Asked Questions
Baltimore County Public School (BCPS) System

What is comprehensive health education in BCPS?

The BCPS comprehensive health education (CHE) curricular program provides students with the knowledge and skills needed to adopt and maintain healthy lifestyles and become health-literate individuals.  The health-literate individual can access, understand, appraise, apply, and advocate for health information and services to maintain or enhance one’s own health and the health of others.  The BCPS CHE curriculum builds upon and extends the learning outcomes from PreK through Grade 12.  CHE integrates the core social-emotional learning (SEL) competencies, as well as disciplinary literacy skills and academic success skills.

The BCPS CHE curriculum is aligned with the National Health Education Standards (NHES), the MSDE Health Education Framework, and Maryland State Legislative Educational Law.  The content (Standard 1) covered in health education includes mental and emotional health, substance abuse prevention, family life and human sexuality, safety and violence prevention, healthy eating, and disease prevention and control.  The skills (Standards 2-8) of health education include analyzing influences, accessing valid and reliable information, interpersonal communication, decision making, goal setting, self-management, and advocacy.  

For more information, check out: Health Education in Maryland

When do students take health education?

To provide the BCPS CHE instructional program with sufficient frequency and duration to meet the requirements of the Code of Maryland Regulations (COMAR; 13.a.04.18.01), the MSDE Health Education State framework, and State Educational Law, health education is scheduled each school year for all students in grades PreK-8 and as part of the State graduation requirements, students will complete Health 9/10 and Health 11/12.

Elementary Health Education
Students have access to four health education units each school year in Grades PreK-5.  Generally, health education is offered on a content rotation with Science and Social Studies and is taught for 1-2 weeks each quarter.  Students receive a grade for health education at least twice per school year.

Middle School Health Education
Students are enrolled in health education in Grades 6-8.  At each grade level, health education courses are scheduled each school year, for a minimum of one quarter.  One quarter may consist of 22, 90-minute class periods, or 45, 45-minute class periods.

High School Health Education
Beginning with the ninth-grade class of 2021-22, the number of graduation credits required for Health Education increased from a 0.5 credit to 1.0 credit.  In BCPS the 1.0 credit requirement is met by a student’s successful completion in Health 9/10 (51.1010.0) for 0.5 credit and the student’s successful completion in Health 11/12 for 0.5 credit (51.1020.0).

What is the MSDE Comprehensive Health Education Framework?

The health education framework identifies what students should know and be able to do by the end of each grade level.  It was developed in collaboration with local and national subject matter experts, local school system leaders, certified health education teachers, and students.  When developing this document, the writing team utilized data from the Youth Risk Behavior Survey regarding the risk behavior of young people in the State.

How do local school systems use the framework?

Local school systems use the indicators of the framework to develop curriculum.  Curricular lessons, assessments, and student resources are designed to be aligned with the indicators in the framework.  The process to develop curricula varies from system to system.

When was the Maryland State Department of Education (MSDE) health education framework approved? 

After a thirty-day public comment period, the Maryland State Board of Education repealed and replaced the Code of Maryland Regulation (COMAR) 13A.04.18 effective December 30, 2019.  The changes to Maryland’s Health Education regulations resulted from consultation with the Maryland Department of Health, local education agencies, and legislative requirements that emphasize student safety.

The health education framework was updated in July 2020 to align with the updated health education regulation.  The framework was revised again in June 2021 to align with the new graduation requirement (1.0 vs .5 credits).  This revision only altered the High School I (HS1) and High School II (HS2) indicators and objectives.


Are local curriculum documents created using the Maryland State Department of Education’s Comprehensive Health Education Framework?

Yes, COMAR 13A.04.18.01(E) states:

Each local school system shall provide comprehensive health education curriculum documents for the elementary and secondary schools under its jurisdiction that:

  1. Include the standards set forth in §C of this regulation; and
  2. Are aligned with the State Framework, as developed by the Maryland State Department of Education in collaboration with the local school systems.


What curriculum standards are part of family life and human sexuality?

The family life and human sexuality indicators and objectives are identified in the State Framework as standard 1c.  In BCPS the family life and human sexuality indicators related to puberty education are first taught in Grade 5 in the Changes in Me unit.  This unit was revised in 2021 to align with the updated MSDE framework.  Indicators from 1c. are also integrated into the BCPS Grades 6 and 8 Changes in Me unit, and the Family and Human Sexuality units in Health 9/10 and Health 11/12.



Do parents/caregivers have the opportunity to preview family life and human sexuality instructional materials? 

Yes, COMAR 13A.04.18.01.(D)(2)(iv) requires all lessons and resources associated with the family life and human sexuality unit to be available for preview prior to instruction occurring in the classroom.  In BCPS, health teachers will notify parent(s)/caregiver(s) how to preview the materials.

Can a parent of a Pre-Kindergarten – 3rd grade student opt their child out of family life and human sexuality instruction?

Yes, COMAR 13A.04.18 requires each local school system to “establish policies, guidelines, and/or procedures for student opt-out regarding instruction related to family life and human sexuality objectives.”  The procedure for opting out varies from school system to school system.

The MSDE Health Education framework writing team does not recommend an opt-out provision for health education standard 1c in grades PreK-3.  In Grades PreK-3, instruction is typically part of lessons on bullying, uniqueness, and respect and is organically integrated into other content areas. 

Why are Gender Identity and Expression Outcomes integrated into the BCPS Health Education curricular program PreK-4?

Note – The Grade 5 1c. indicators are part of the standalone Changes in Me unit. 

In BCPS Grades PreK-4, the State 1c. indicators are not explicitly taught in a standalone unit or lesson.  Rather, the 1c. indicators are integrated into units and lessons related to developing healthy relationships and healthy forms of communication, personal responsibility, personal safety, and identifying trusted adults to talk to.  Therefore, it is recommended that parents/caregivers do not choose to opt-out their child of the integrated lessons in Pre-K-4.  The emphasis of these lessons is rooted in respecting people and demonstrating kindness to their school family. 

As part of the Grade 5 health education curriculum students receive three lessons related to puberty health education during the Changes in Me – Unit 2, and parents/caregivers may choose to have their child opt-out of these lessons (see opt-out procedures below). 

Can a parent/caregiver of a 4-12th grade student opt their child out of family life and human sexuality instruction?

Yes, COMAR 13A.04.18.01.(D)(2)(i) requires local Boards of Education to create opt-out provisions for family life and human sexuality instruction.  The procedure for opting out varies from school system to school system.

In BCPS, an opt-out form is shared with parents/caregivers at least two weeks prior to the lessons related to family life and human sexuality being taught.

Any student who has been excused from family life and human sexuality indicators will be provided with independent, alternative, grade level, health education enrichment learning activities.  The length of time spent on the alternate lessons will be the same number of days as will be spent on Puberty Education.  More information will be sent home with students who are excused.

What role does BCPS believe parents/caregivers have related to human sexuality education?

In BCPS, we believe that parents/caregivers are the primary sexuality educators of their children. School districts and community-based organizations should function as partners with parents/caregivers in providing sexuality education.  Together, these institutions have the responsibility to provide young people with honest, age-appropriate sexuality education.

Who are the members of the Family Life Advisory Committee? 

In BCPS, the Family Life Advisory Committee includes the Health Education Supervisor, staff members from the Office of School Counseling, Health Services, School Safety, Equity, and School Climate, classroom teachers, school-based leaders, community partners, and BCPS parents.  Parents are selected from recognized parent groups sanctioned by the Board of Education such as the PTA Council Advisory Committees and Parent University.  Parent membership is limited to two parents on this committee; however, parents are welcome to reach out to their child’s principal to inquire about participation on the respective school-based wellness committee. 

How will teachers be trained to use the new curriculum lessons and resources?

Prior to teaching the Puberty Education lessons, Grade 5 teachers participate in specialized training related to using the curriculum resources, handling student questions, and understanding the content.  Additional professional learning opportunities are offered each school year.

What instruction will occur in elementary health until the new materials and resources are created? 

Many of our current resources and materials can be used for instruction in the new curriculum as many of the standards are similar to our current curriculum.  No new curriculum standards will be taught until materials have gone through the full approval process and teacher training has occurred.

Are students with disabilities excluded from instruction on family life and human sexuality?

No, a provision was added to the health education COMAR 13A.04.18 in 2019 that states:

The instructional program shall provide for the diversity of student needs, abilities, and interests at the elementary, middle, and high school learning years, and shall include the Maryland Health Education Standards with related indicators and objectives as set forth in §C (1) – (8) of this regulation.

COMAR 13A.04.18

Per COMAR 13A.04.18., family life and human sexuality instruction shall represent all students regardless of ability, sexual orientation, gender identity, and gender expression.

Age-appropriate instruction on the meaning of “consent” and respect for personal boundaries shall be included as part of the family life and human sexuality curriculum in every grade in which the curriculum is taught.

Beginning no later than grade 7, teaching shall emphasize that refraining from sexual activity is the best method to avoid sexually transmitted infections, including HIV, and unintended pregnancy.  To address the serious health risks of sexually transmitted infections, and the consequences of unintended pregnancy, family life and human sexuality education shall include medically accurate information about contraception and condoms.

Background

  • At the June 2019 State Board meeting, the State Board granted permission to publish a request to repeal 13A.04.18 Programs in Comprehensive Health Education.The Maryland Register published the regulations from August 30, 2019, to September 30, 2019. Eighty-one comments were received.Seventy-two respondents supported the regulations, eight had questions or suggestions regarding specific sections, and one opposed the published changes.After reviewing all comments to determine if any suggested changes are legally necessary or would improve the regulations, the MSDE does not recommend any substantive changes to the proposed regulations.
  • The recommended changes to Maryland’s Health Education regulations resulted from consultation with the Maryland Department of Health regarding sexually transmitted infections in Maryland’s youth and data regarding the sexual behavior of young people in the state.The proposed amendments resulted from stakeholder and local school system (LSS) input and require skills-based health education emphasizing student safety, including mandates in Maryland statute.
  • The framework writing committee completed a rigorous process, which included engaging local and national subject matter experts, participation from local school systems, and outreach to students and teachers.
  • The guiding tool utilized to write the family life and human sexuality framework indicators was the CDC Health Education Curriculum Analysis Tool (Centers for Disease Control and Prevention, 2021).
  • The Health Education framework was updated in July 2020 to align with the updated Health Education COMAR – New standards.
  • The June 2021 framework update only altered the High School I (HS1) and High School II (HS2) outcomes.This update was completed to align with the revised graduation requirement.

Curricula

  • Health Education COMAR 13A.04.18.01 mandates that family life and human sexuality instruction represents all students regardless of ability, sexual orientation, gender identity, and gender expression, D(2)a.
  • Curricula are written at the local level and are designed to meet the outcomes of the State Framework.
  • As of August 2022, BCPS curriculum revisions related to Gender Identity and Expression Outcomes for Health Education have occurred in Grade 5, 6, Health 9/10, and Health 11/12.This process started in 2018 when the FLHS review committee first convened to preview, review, and approve proposed curriculum resources.
  • In BCPS Grades PreK-4, the State 1c. indicators are not explicitly taught in a standalone unit or lesson.Rather, the 1c. indicators are integrated into units and lessons related to developing healthy relationships and healthy forms of communication, personal responsibility, personal safety, and identifying trusted adults to talk to.The Grade 4 1c. indicators related to gender identity and expression are integrated into the Grade 5 lesson.

BCPS Indicator 1c. Lesson Examples (PreK – Grade 4)

  • The PK/K objective – recognize and respect that people express themselves/their gender in different ways is part of lessons on bullying, uniqueness, and respect. As in, people wear different clothes, speak different languages, live with different people, have different cultures, etc. This is communicated to students in the lesson's language, as well by including diverse pictures on slides of kids doing different things, wearing different clothes, etc.
  • Respect, equity, and appreciation of differences are built into lessons at primary grade levels about uniqueness, families, feelings, belonging, friendships, bullying, teasing, body safety, etc.
  • A kindergarten lesson about "Uniqueness" shows examples and pictures of ways students are unique:in what they like to do, toys they play with, what they eat, what they wear, their hair color, eye color, etc.
  • A second-grade lesson, "Making Friends," includes "demonstrate ways to treat people of all gender identities and expressions with dignity and respect" by reviewing ways people are different and the same and then talking about strategies to show respect regardless of differences.For example, listening to people when they speak, being considerate of other people’s likes and dislikes, recognizing differences without judgement, ways to be helpful and kind to others, and helpful ways to make others/school family feel welcome.

Then students apply these strategies to scenarios.  One of the many scenarios is:

Andre is being told he can’t play a certain game because he is not similar in some ways to others who are playing.  The kids are saying that he shouldn't jump rope because he’s a boy.  Remember we are all similar and different in lots of ways!  What do you think should happen?

  • A second-grade lesson, "Growing & Changing," asks:
    •  fun of others for being different or growing and changing at their own pace.
  • In Grade 3, students create a PSA that provides different ways their peers can be inclusive to all members of their school family.
  • In Grade 4, students write a letter offering a peer advice on how to handle the physical, social, and emotional changes that occur as they are growing older.
    • In Grade 4, students identify parents and other trusted adults in their life that they can talk about their feelings with. How can you show that you respect others’ ways of growing and changing?
    • “I can let people know I respect the way they have grown or changed by ____.”
    • “I can show others that I respect them by ____.”
  • The teacher then summarizes:You can be kind to each other and support each other.You can listen to how others feel, and you can help if you see someone who needs help.What is not helpful, or kind is to make.