Roseburg Schools is committed to ensuring that all students are equipped with the skills and mindset necessary for lifelong health and wellness.  We are committed to a comprehensive Health and Physical Education (HPE) program that emphasizes skill-based learning, social and emotional learning, and the importance of taking ownership of one’s health.  It is vital for students to comprehend the significance of physical activity in their lives. Our Health and Physical Education programs will work to center students' cultures, interests, and values as they learn how to live healthy, safe, and flourishing lives as young people and adults, in relationships with one another.

Skill-based learning is essential in Health and Physical Education, as it lays the foundation for students to engage in physical activity throughout their lives. Roseburg Schools Health and Physical Education programs will adhere to Oregon Health and Physical Education standards, guiding principles, and core instructional practices, which point to and embed the overarching eight knowledge and skills standards set forth by the National Health Education Standards.  The Health and Physical Education standards emphasize personal and social responsibility, and must guide educators in creating an equitable learning environment.  By focusing on practical skills—such as teamwork, strategy, healthy choices and behaviors, and personal fitness—students develop not only physical abilities but also critical thinking and social skills. These skills prepare students for various life situations, teamwork, and age-appropriate decision making, ensuring they understand the importance of staying healthy and active. This empowerment leads to increased self-efficacy, encouraging students to embrace challenges and pursue their health goals actively.

Students will engage in the long-term benefits of an active lifestyle, such as improved mental health, better academic performance, and enhanced social connections. By instilling this understanding, students will be motivated to prioritize their health and make informed decisions about their physical activities.  To create an environment conducive to this, Roseburg Schools Health and Physical Education programs must foster a safe and supportive environment, where students will feel secure, allowing them to take risks and explore new activities. Our guiding principles that will create an environment that builds resilience,  independence, and empowering students to face challenges both in and out of the classroom are: 

• strengths-based approach, centering on both individual and systemic protective factors that enrich and advance health and well-being, while refraining from value judgments;
• providing students with knowledge and skills that are culturally responsive and inclusive;
• strives to incorporate local connections and local knowledge, including resources and data:
• culturally sensitive, strength based, and creates the conditions for students to feel safe, known, and cared for;
• grounded in medical and scientific accuracy and supported by peer-reviewed research and leading medical and public health professional organizations;
• focused on skills-based instruction to empower students to make informed and critical decisions that impact their health throughout their lives;
• using qualitative and quantitative local, state, and national data to inform instruction;
• inspiring critical analysis of a variety of cultural, community, and individual factors that influence health behavior;
• using positive messaging about student, family, and community identities to encourage positive health decisions. 
   

We are preparing students for a world where they will need to be mathematical thinkers, not just doers. The ability to think and communicate mathematically is essential to becoming a successful and productive member of our dynamic global society.

Roseburg Schools is committed to ensuring that all students have the opportunity to build a strong conceptual foundation for mathematical thinking by providing learning opportunities in a positive, safe environment in which all students can confidently explore, question, create,
solidify, communicate, and apply mathematical ideas. We affirm that learning mathematics is not a spectator sport. The rigorous mathematical knowledge sought for at all levels of instruction requires deep thinking and persistent sense making from students.

To meet this challenge, we will provide all students with a rigorous, accessible, and aligned district-adopted curriculum that will develop critical thinkers and prepare them for post‐secondary, career, and life success. This will require the use of multiple instructional
strategies, including evidence‐based intervention and extension methods to successfully reach all learners. Proficiency on learning targets, mathematical practices, and ongoing assessment of student progress will inform next steps for instruction.

Additionally, we must provide students with multiple opportunities to engage with a variety of problem-solving tasks that reflect the diverse backgrounds, abilities, and experiences of each student. Students should explore and collaborate on rich problems with multiple entry points and pathways to a solution that challenges them. Students should be able to make sense of mathematics and be encouraged to work through their thinking and computations in order for them to recognize the patterns, significance, and relevance of the true nature of mathematics.

We envision mathematics classrooms where all students and teachers:

• engage deeply in collaborative conversations and in actively learning mathematics;
• challenge, discuss, and stretch their thinking to form new connections within
• mathematics, across content areas and to the real world;
• think critically to solve problems, building a strong foundation for mathematical thinking
• and communication in multiple ways while attending to precision;
• have access to rigorous, equitable, diverse, and developmentally responsive curriculum
• that utilizes investigation and problem solving;
• use the tools of mathematics, including technology, flexibly and efficiently;
• show perseverance, resilience, and independence;
• are empowered to take risks and cultivate a growth mindset;
• use standards and student needs to drive instructional decisions; and
• are progressing toward college and career math readiness.

We are preparing students for a world where the ability to think critically and articulate ideas effectively through reading and writing is necessary to become successful and productive members of our dynamic global society. Roseburg School District is committed to ensuring that all students build a strong foundation in Early Literacy by providing learning opportunities in a positive, safe environment where they can confidently explore, question, create, solidify, communicate, and apply their ideas. This requires instruction where students engage deeply in their learning.

Our Early Literacy instruction is built on a strong foundation in literacy skills, using evidence-based, explicit core instruction. This ensures the development of essential skills such as phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing proficiency, enabling students to navigate complex texts and communicate effectively.   

To meet this goal, our Early Literacy program integrates reading, writing, speaking, and listening skills across all content areas. Engaging lessons incorporate a variety of high-quality, diverse texts and resources, including decodables, literary works, informational texts, and multimedia resources. These cover different subjects and cultures, allowing students to see themselves reflected in what they read and fostering a personal connection to the curriculum. Background knowledge and authentic texts provide context, aiding comprehension and critical thinking. Vocabulary instruction and oral language strategies build proficiency in speaking, reading, and writing. Speaking and listening skills are developed through discussions, presentations, and collaborative activities.

Explicit, differentiated instruction helps students analyze texts critically, construct evidence-based arguments, and express themselves confidently. We offer both support and acceleration to ensure the curriculum is accessible and challenging to all students, empowering them to communicate clearly and thrive academically. By offering a range of options and fostering engagement and motivation, we cater to diverse interests and learning styles, promoting a love for reading and writing.

Our spiraling curriculum revisits and builds upon key literacy skills over time, reinforcing and deepening students' understanding. Our approach includes small-group and whole-group instruction, integrating technology to enhance learning outcomes. By connecting subjects within the texts and demonstrating their relevance, we help students see broader connections in the curriculum and the real world.

Efficient, ongoing assessments are a cornerstone of our program. We use age-appropriate formative and summative assessments, employing multiple methods to gauge student progress and understanding. These assessments guide instruction, ensuring students receive the support and challenges they need to succeed.

Because we believe that families are the first and most important teachers in a child’s life, partnering with families is necessary for student success. Regular communication and opportunities for families to engage in their children's education help build a strong partnership that supports student success.

Through an environment where students feel safe and supported, the use of effective instructional strategies, and a strong Early Literacy program, we are confident that we can reach our goal for all students to graduate from high school with a plan for their most successful future.
 

We are preparing students for a world where they will need to be both scientific thinkers and doers. The ability to think critically and communicate scientifically is essential to becoming a successful and productive member of our dynamic global society. 

Roseburg Schools is committed to ensuring that all students have the opportunity to build a strong foundation for scientific thinking by providing shared learning experiences in a positive, safe environment in which all students can take risks, explore, and predict. They will interpret and question scientific ideas, while they collaborate, debate, justify, apply and communicate their thinking and the thinking of others. We affirm that learning science is not a spectator sport. Scientific facts and terminology will be learned as needed while our students are developing rich scientific explanations and designing authentic solutions supported by evidence-based claims, arguments, and reasoning. The rigorous scientific knowledge and skills sought for at all levels of instruction requires deep thinking and persistent sense making from students. Students will communicate through writing of journals, reports, posters, and media presentations that explain and argue their scientific ideas. 

To meet this challenge, we will provide all students with an engaging curriculum that is student-centered, rigorous, accessible, and aligned. The district-adopted science curriculum will develop critical thinkers and prepare them for post‐secondary, career, and life success. Proficiency on cross-cutting concepts, science and engineering practices, disciplinary core ideas, that include clear student-centered learning targets with ongoing assessment of student progress will inform next steps for instruction. This will require a provision of supports so that all students can engage, and be challenged, in sophisticated science and engineering practices. 

Additionally, we must provide students with multiple opportunities to engage with a variety of authentic phenomena based tasks. Systems thinking and modeling will be used to explain the phenomena and to provide context for the ideas learned by our students. Our students will experience, explore and collaborate on rich real-world problems with multiple pathways to solutions that challenges them. Students will be able to make sense of science and be encouraged to work through their thinking in order for them to conduct investigations, solve problems, and engage in rich scientific discussions to understand the true nature of science. 

We envision students in our science classrooms engaging in science practices of: 

• Asking questions (for science) and defining problems (for engineering) 
• Developing and using models 
• Planning and carrying out investigations 
• Analyzing and interpreting data 
• Using mathematics and computational thinking 
• Constructing explanations (for science) and designing solutions (for engineering)
• Engaging in argument from evidence 
• Obtaining, evaluating, and communicating information
   

In the Roseburg School District, we believe that every student deserves a safe and supportive learning environment where they feel a strong sense of belonging, connection, and empowerment. This connection is fostered when students feel genuinely cared for by the adults around them in both schools and at home, while empowerment comes from actively engaging students in their own learning process. Our commitment to supporting the social, emotional, and behavioral health of our students is rooted in these beliefs and aligns with our broader district goals of building a community of engaged learners and creating environments in which they can excel.

Core Beliefs Guiding Our Approach:                                                                        

1. Behavior as Communication and the Role of Adults We recognize that behavior is a form of communication, often reflecting unmet needs, challenges or lagging skills. When students struggle to manage their emotions or display behavioral challenges, it is essential that they have access to supportive, regulated adults who can guide them toward calm and readiness to learn. These adults include their parents who are their first and most important teachers. Our educators model self-management and relationship skills, creating a strong foundation for both academic and personal growth. The trust that stems from these adult-student relationships, both in the classroom and at home, is central to building the connection that supports student success. Additionally, we believe that a strong Universal Tier I foundation in every school maximizes students’ access to instructional time and fosters a sense of belonging with equity for all. 
    
2. Function-Based Thinking and Positive Behavior Supports Our approach recognizes that misbehavior often serves a function and emphasizes understanding the root causes of behavior to address it effectively. Our goal is not to be punitive but to provide supportive, empathetic responses that include opportunities for teaching and reteaching behavior. By doing so, we create learning opportunities from misbehavior, ensuring that students understand and grow from their experiences, while reinforcing positive behavior through constructive interventions. In accordance with board policy, consequences may be assigned to support growth, learning, and accountability, while also helping to find a resolution to the situation. 
    
3. Belonging, Connection, and Engagement as Foundations for Learning  We believe that students who feel connected—who feel that they belong and are cared for—are better equipped to succeed. This sense of connection fosters trust and safety, which are essential for students to engage deeply in their learning. We are committed to creating opportunities for students to feel empowered by giving them voice and choice in their education. By building self-awareness and responsible decision-making skills, students are more engaged, take greater responsibility for their learning, and achieve better outcomes.
    
4. Collaborative, Relationship-Based Approach Achieving positive social, emotional, and behavioral outcomes depends on the collaboration between students, families, educators, and the broader community. Our district emphasizes the importance of engaging stakeholders in order to create an environment where students feel supported in their emotional and academic development. By fostering social awareness and relationship skills, we create a deep sense of belonging and ensure that all voices are heard and respected.
    
5. Restorative Practices and Clear Community Norms Our approach to student behavior prioritizes restorative practices that emphasize repairing relationships, promoting accountability, and restoring a sense of community. Rather than focusing on punitive measures, we guide students to reflect on their actions, make amends, and re-engage with their peers and learning environment in a constructive manner. We ensure that our community norms—rooted in respect, responsibility—are clearly communicated and consistently applied, helping students build relationship skills and understand the expectations placed on them, while empowering them to make positive choices.                                                                                        

Universal Instruction for Social, Emotional, and Behavioral Health
To support our students holistically, we integrate social, emotional, and behavioral health instruction into all content areas using multi-tiered system of supports for behavior. Embedding these principles into the fabric of the curriculum ensures that students continuously develop their self-awareness, relationship skills, and responsible decision-making abilities. Clear communication and consistent language around behavior expectations ensure that all members of the school community share a common understanding of our values, which helps create an inclusive and supportive learning environment. 

Empowering Students through Co-Regulation and Emotional Development
Empowerment comes from equipping students with the tools to manage their emotions and behavior. Through intentional instruction in self-management and co-regulation strategies, we provide students with the ability to navigate social situations effectively and regulate their emotional responses. Our educators are key in modeling and teaching these skills, creating a classroom culture that values emotional resilience and supports each student’s academic and social success.

Moving Forward
The Roseburg School District is committed to fostering an educational environment where every student feels connected, empowered, and supported. Through a collaborative approach to social, emotional, and behavioral health, we are creating safe, inclusive, and engaging spaces that nurture the whole student. By focusing on connection, empowerment, restorative practices, and viewing behavior through the lens of communication, we ensure that every student has the opportunity to thrive academically, emotionally, and socially.

Together, we will build a school community where every student feels a sense of belonging, where their voices are heard, and where their emotional and behavioral needs are met with empathy and support. By embedding these principles into our educational practices, we are preparing our students not only for academic success but also for a future where they can engage meaningfully and confidently with the world around them.