School Wellness Council Grant Guidance:  
How do I develop a SMARTIE goal about health education curriculum and instruction? 

Health Education Scorecard Item (varies by grade band) 

 
Overview 


As a champion/member of your School Wellness Council, one of your roles is to advocate for your school’s health education classes and programs. Helping to ensure that health education curriculum and instruction is standards-based and comprehensive and that families are notified about the course content is part of this advocacy. 


One of your goals may be to develop or select/modify curricular materials that cover the full range of topics in the New York City Health Education Scope and Sequence and to communicate with families about the course content. If you are not a health education teacher, you will need to consult and collaborate with your school’s health educators and/or administrators to fully develop a SMARTIE goal around health education curriculum. 

____________________________________________________________________________ 


SMARTIE Goal Guidance 


Identify the relevant Scorecard Item(s) in the “Health Ed” category on the School Wellness Scorecard and respond to the SMARTIE prompts to guide your goal development.  


Example: 

  • HE (specific numbers vary by grade band): Our comprehensive health education class covers a full range of health topics and equips students with both the knowledge and skills necessary to make healthy choices, and families are notified of content in advance. 


SMARTIE Goal Prompts:  

Specific 

How will the New York City Health Education Scope and Sequence (opens in new window) be used to determine the content and skills that are included in the class to ensure students are equipped to make healthy choices? 

Which comprehensive, standards-based curricular materials will the teacher(s) use, or who will develop the curriculum? 

How and when will families be notified about health education expectations, including HIV lessons (for K-12) and sexual health education (for middle and high school)? 

Measurable 

 

How will the teacher(s) ensure they cover all the topics and skills throughout the semester/year?  

How will they assess students’ progress and needs?  

How will schools track parent notification and any HIV or sexual health education opt-outs? 

Ambitious 

In what ways will these be challenging achievements that will help your school community this year? 

Realistic 

 

Who will select, modify, and/or develop the health education curricular materials? 

Are students programmed for a health class that includes adequate time to learn the necessary knowledge and skills? Are students programmed in early grades (6 or 7, 9 or 10)? 

Are the health teachers participating in professional learning opportunities to receive and/or better develop curricula?  

  • Have the teachers attended the two-day Health Ed Basics I/II training? If not, will they be able to attend professional learning webinars this year?  

  • Have the health ed teachers joined the online professional learning community? What can they gain from access to a network of colleagues? 

Who has the capacity to send out parent notifications? 

Timely 

If it has not already been purchased, when will you order curriculum? 

When/how frequently will all of the above take place (curriculum development, student assessments, professional learning, family notifications, etc.)? Why this particular timeline? 

Inclusive 

How will the teacher(s) ensure that the health education course materials, projects, etc. will be accessible to all eligible students (e.g., all grade 6 students, because they are programmed for Health Ed)?  

How will teacher(s) use Universal Design for Learning (opens in new window)/differentiated instruction to support students’ varying needs? 

How will teacher(s) make sure the curriculum is culturally responsive? 

How will the family notifications and materials support family members’ varying needs (languages, varying literacy and numeracy levels, etc.)? 

Equitable 

Which students should take health education but may be excluded? Why has/might this happen?  

What will administrators and/or teacher(s) do differently or what will they provide for those students so that they are able to be scheduled for and participate in health education?  

How will you ensure that families are aware of their opt-out rights and alternative ways to provide the knowledge and skills to their children themselves? How will you accommodate their needs? 

 

Find Support


Please contact your Borough Implementation Team with any questions (opens in new window).