FINAL - SATF Prevention Toolkit V2.0 - Online

40 Oregon AGSATF
Prevention Toolkit
OREGON PERFORMANCE INDICATORS
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The following pages highlight some, not all, of Oregon's Health Education Standards and
Performance Indicators (updated 2016). These help us look at different concepts, like consent, and
understand how the standards incorporate age appropriate learning, that builds over time.
UNDERSTANDING OREGON'S STANDARDS AND PERFORMANCE INDICATORS
There are 8 different standards included in Oregon's Health Education Standards. Standard 1 is focused on
knowledge, and Standards 2-8 are focused on skills. The standards are:
1.
CORE CONCEPTS
5.
DECISION MAKING
2.
ANALYZING INFLUENCES
6.
GOAL SETTING
3.
ACCESSING INFORMATION
7.
SELF-MANAGEMENT
4.
INTERPERSONAL
COMMUNICATION
8.
ADVOCACY
Under each of the 8 standards is a list of performance indicators. These indicate the concepts and skills that students are
supposed to learn in order for the standard to be met. Many of the performance indicators are directly tied to laws or
policies in Oregon mandating that those performance indicators be taught in schools at the corresponding grade level.
When we are deciding how we teach the performance indicators, it is important for us to think about whether or not we
are trying to increase knowledge, or if we're trying to increase skills and applying these skills in our life. This will inform the
activities we use, the elements we focus on, and what a lesson includes. This is especially important if we have limited
time. With each lesson, activity, and component of your prevention efforts, always consider: what is your goal? For
example, if you're trying to increase healthy consent implementation, incorporating activities to practice skills, and
opportunities to consider how these skills could be applied in our own lives, would be really important.
BUT, WHAT IF YOU'RE NOT IN K-12 SCHOOLS?
Although these education standards and performance indicators are K-12 school based, they still serve as a template for
all of our work, especially working with college students and other adults. These performance indicators show us what we
expect/want people to know by the time they reach adulthood. These haven't always been taught though, so we're still
going to be working with people who've never learned these concepts. This therefore gives us a good idea of concepts and
skills that we can foster in all of our prevention programming, regardless of the ages of participants.