The Sequoia Schools Health and Wellness Committee shall be comprised of the assistant superintendent, health and wellness coordinator, representatives from all schools on the Sequoia Charter Horne campus, and community members. The Sequoia Schools Health and Wellness Committee recognizes that the Sequoia Schools community can and should serve as a resource and model for wellness for staff, students, their families and the community, to demonstrate that:
1. All school staff serves as role models for peers and students by improving their own health and reducing personal health risk factors;
2. A healthy school environment encourages students to adopt healthy behaviors and improves the performance of staff members (i.e., reduces absenteeism and staff turnover, and improves morale, productivity and continuity of instruction);
3. A comprehensive local health promotion program produces informed consumers who are motivated to reduce health risk factors which are within their individual control, thereby reducing the rapidly escalating use and cost of medical services/insurance; and
4. School-community coalitions create a climate for wellness that is mutually beneficial and can enhance taxpayer support of school programs and facilities.
The Superintendent or his designee (shall be responsible for) organizing and implementing a comprehensive school-based health promotion program, including student and staff wellness activities, safety, environmental programs, comprehensive school health education curricula and health services.
The Committee supports establishing and maintaining the program as an integral component of the instructional, operational, and staff development activities of the district, based on the resources of the entire school staff, and the community at large.
Daily Recess. All elementary school students will have at least 20 minutes a day of supervised recess, preferably outdoors, during which schools should encourage moderate to vigorous physical activity verbally and through the provision of space and equipment.
Schools should discourage extended periods (i.e., periods of two or more hours) of inactivity. When activities, such as mandatory school-wide testing, make it necessary for students to remain indoors for long periods of time, schools should give students periodic breaks during which they are encouraged to stand and be moderately active.
Physical Activity Opportunities Before and After School. All elementary, middle, and high schools will offer extracurricular physical activity programs, such as physical activity clubs or intramural programs. All high schools, and middle schools as appropriate, will offer interscholastic sports programs. Schools will offer a range of activities that meet the needs, interests, and abilities of all students, including boys, girls, students with disabilities, and students with special health-care needs.
After-school child care and enrichment programs will provide and encourage – verbally and through the provision of space, equipment, and activities – daily periods of moderate to vigorous physical activity for all participants.
Physical Activity and Punishment. Teachers and other school and community personnel will not use physical activity (e.g., running laps, pushups) or withhold opportunities for physical activity (e.g., recess, physical education) as punishment.
Safe Routes to School. The school district will assess and, if necessary and to the extent possible, make needed improvements to make it safer and easier for students to walk and bike to school. When appropriate, the district will work together with local public works, public safety, and/or police departments in those efforts. The school district will explore the availability of federal “safe routes to school” funds, administered by the state department of transportation, to finance such improvements.
Use of School Facilities Outside of School Hours. School spaces and facilities should be available to students, staff, and community members before, during, and after the school day, on weekends, and during school vacations. These spaces and facilities also should be available to community agencies and organizations offering physical activity and nutrition programs. School policies concerning safety will apply at all times.
PHYSICAL EDUCATION DEPARTMENT
Medical Excuse Form (click here for a printable version of this form)
Students medically excused from physical education will not have to make up the time missed, but Full credit in physical education will not automatically be given. Credit missed in physical education may be made up in another subject area or in physical education for total graduation requirements.
Student’s Name: ____________________________ Grade: __________________________
Statement by doctor regarding physical problem:_________________________________
Length of medical excuse from physical education class: __________________________
Director of Physical Ed. Signature
School Nurse Signature
TEACHING ABOUT ALCOHOL, DRUGS, AND TOBACCO
Alcohol, drug or tobacco abuse includes any physical or mental state resulting from the use of a drug for any purpose other than its medically prescribed use, and that this mental and/or physical effect precludes realization of the educational potential of the individual. The objectives of the curriculum are rooted in the belief that prevention requires education and that the most important aspect of the policies and guidelines of the district should be the education of each individual student to the dangers of alcohol, drugs, and tobacco. The Superintendent shall be responsible to establish and periodically review the district’s guidelines for staff members in conducting alcohol, drug, and tobacco education and dealing with abuse.
Objectives of Curriculum
1 . To create an awareness of the total problem-prevention, education, treatment, rehabilitation, and law enforcement on the local, state, national, and international levels.
2. To inform the students of the effect on the body of narcotics, sedatives, hallucinogens, stimulants, alcohol, and tobacco.
3. To relate the use of drugs, alcohol, and tobacco to physical, mental, social, and emotional practices.
4 . To encourage the individual to adopt an appropriate attitude towards pain, stress, and discomfort.
5. To develop the student’s ability to make intelligent choices based on facts and to develop the courage to stand by one’s own convictions.
6. To understand the need for seeking professional advice in dealing with problems related to physical and mental health.
7. To understand the personal, social, and economic problems causing the use of drugs, alcohol, and tobacco.
8. To develop an interest in preventing illegal use of drugs, alcohol, and tobacco in the community.
FAMILY LIFE & SEX EDUCATION
The Board believes that the purpose of family life and sex education is to help students acquire factual knowledge, skills, attitudes, and values which will result in behavior that contributes to the well being of the individual, the family, and society.
Helping students attain a mature and responsible attitude toward human sexuality is a continuous task of every generation. Parents have the prime responsibility to assist their children in developing moral values. The schools should support and supplement parent’s efforts in these areas by offering student factual information and opportunities to discuss concerns, issues, and attitudes inherent in fancily life and sexual behavior, including traditional moral values.
In addition to the requirements listed below, the customary policies and regulations concerning the approval of new curriculum content, units, and materials shall apply to any course(s) dealing with family life and sex education offered by the district:
1 . Instructional materials to be used in family life/sex education will be available for inspection by the parent or guardian during school hours.
2. If, after review of materials used and a conference with the instructor and principal, a parent requests that his child not participate in a given aspect of the course, the parent must propose an alternate educational assignment for the student which must meet state requirements.
3. Teachers who provide instruction in family life/sex education will have professional preparation in the subject area, either at the pre-service or in-service level.