Program Descriptions by Content

Social-Emotional Health:

Youth report higher than ever rates of depression, anxiety, fear, hopelessness, violence and drug use. SEL programs teach students to recognize and manage emotions, care about others, behave ethically and responsibly, develop positive communications skills and avoid negative behaviors.


EXPRESS YOURSELF – Grades 6; 85 Minutes

Young people are bombarded with harmful expectations of how they should look, feel, and behave. This unique, interactive program explores methods for building self-esteem, positive body image and appreciation for individuality, incorporating strategies for combating bullying. Through role play and real-life scenarios, educators teach adolescents to express themselves honestly, respectfully, and in ways that support them feeling good about who they are.

Program Goals:
Students will…

  1. Increase knowledge regarding the factors that influence self-image and self-esteem
  2. Understand the factors that lead to bullying
  3. Develop tools to cope with stressors which include peer pressure and media pressure

Standards Alignment:
ISBE Health Standards:  22.B.2a, 23.C.2a, 24.A.2a, 24.A.2b, 24.C.2a
ISBE Social Emotional Learning Standards:  1A.2a, 1B.2b, 3A.2b
National Sexuality Education Standards: PD.8.CC.1, PD.8.INF.1, HR.8.CC.1, HR.8.INF.1, HR.8.IC.1, HR.8.IC.2, PS.8.CC.1, PS.8.AI.1, PS.8.IC.1, PS.8.SM.1, PS.8.SM.2


SOCIAL EMOTIONAL LEARNING (SEL) – Grades 7-8; 85 Minutes

During this program students learn the concepts of self-image and self-esteem and explore factors that influence their perceptions of themselves: cultural expectations, peer pressure, media images and more. Educators present skills for improving self-esteem and for managing external influences healthfully. The program expands its focus to social interactions, exploring the qualities of healthy relationships using role play to enforce skill building. Finally, students learn tools for protecting themselves on the internet, in social media environments and texting.

Program Goals:
Students will…

  1. Understand the factors that make us who we are and how these factors influence our interactions with others.
  2. Accept that we should consider the effect of our actions on others when making decisions.
  3. Develop skills to make choices that positively affect our physical and emotional health.

Standards Alignment:
ISBE Social Emotional Learning Standards: 1A.3a, 1A.3b, 1B.3a, 2A.3b, 2B.3a; 2B.3b; 2C.3a, 2D.3b, 3B.3b
ISBE Health Standards: 23.A.3a, 23.B.3a, 23.C.3a, 24.A.3a; 24.A.3b; 24.A.3c;
National Sexuality Education Standards: PD.8.CC.1, PD.8.INF.1, PD.8.DM.1, HR.8.CC.1, HR.8.INF.1, HR.8.SM.1, HR.8.IC.1, HR.8.INF.2, PS.8.CC.1, PS.8.AI.1, PS.8.SM.2

Sex Ed:

The Robert Crown Center, to some, has been synonymous with “the talk” since its inception years ago. While our puberty programs have been a staple for many school districts, our Family Life programming has expanded and evolved to meet the changing needs of the community including programming on AIDS and teen sexual health.


LINDA - PUBERTY EDUCATION FOR GIRLS – Grades 4-5; 85 Minutes

The Linda program provides a unique “girls-only” format for puberty education. It compares female and male reproductive anatomy and introduces the physiological changes that occur during adolescence. Educators address secondary physical changes such as breast development, increased production of sweat and oil, acne, increased body fat, and the growth of body hair, as well as the menstrual cycle.

Program Goals:
Students will…

  1. Increase their knowledge of human anatomy
  2. Understand that changes are a normal part of human development
  3. Increase their comfort in discussing and caring for their changing bodies

Standards Alignment:
ISBE Health Standards:  23.A.2a, 23.C.2a, 23.C.2b
ISBE Social Emotional Learning Standards: 1A.2a, 1A.2b
National Sexuality Education Standards: AP.5.CC.1, AP.5.AI.1, PD.5.CC.1, PD.5.INF.1, PD.5.SM.1, PD.5.CC.2, PD.5.AI.2, PAD.5.CC.3
*Meets IL school code section 105 ILCS 110/3


ADAPTED LINDA –PUBERTY EDUCATION FOR GIRLS WITH SPECIAL NEEDS – Grades 5-9; 60 Minutes

The Linda program provides a unique “girls-only” format for puberty education. This puberty program, tailored to students with special needs, focuses on the physical and emotional changes that are a part of growing up. The program addresses personal care and hygiene skills related to puberty, such as menstruation. It teaches students to identify appropriate adults with whom they might discuss these issues, how to distinguish between appropriate public and private behavior and safe and unsafe touch.

Program Goals:
Students will…

  1. Recognize physical and emotional changes
  2. Demonstrate related personal care and hygiene skills
  3. Determine appropriate adults with whom they might discuss changes
  4. Develop awareness of appropriate public v. private behavior.
  5. Understand what safe touch is and what unsafe touch is not.

Standards Alignment: 
ISBE Health Standards 23.C.2a, 23.C.2b
ISBE Social Emotional Learning Standards:  1A.2a
National Sexuality Education Standards: AP.5.CC.1, AP.5.A1.1, PD.5.CC.1, PD.5.INF.1, PD.5.SM.1, PD.5.CC.2, PD.5.A1.2
* Meets IL school code section 105ILC 110/3

 


MICHAEL - PUBERTY EDUCATION FOR BOYS – Grades 4-5; 85 Minutes

The Michael Program provides a unique “boys-only” format for puberty education. It compares female and male reproductive anatomy and introduces the physiological changes that occur during adolescence. Educators address secondary physical changes such as voice change, increased production of sweat and oil, acne, and the growth of body hair, as well nocturnal emissions and spontaneous erections.

Program Goals:
Students will…

  1. Increase their knowledge of human anatomy
  2. Understand that changes are a normal part of human development
  3. Increase their comfort in discussing and caring for their changing bodies

Standards Alignment:
ISBE Health Standards:  23.A.2a, 23.C.2a, 23.C.2b,
ISBE Social Emotional Learning Standards: 1A.2a, 1A.2b
National Sexuality Education Standards: AP.5.CC.1, AP.5.AI.1, PD.5.CC.1, PD.5.INF.1, PD.5.SM.1, PD.5.CC.2, PD.5.AI.2, PAD.5.CC.3
*Meets IL school code section 105 ILCS 110/3


ADAPTED MICHAEL - PUBERTY EDUCATION FOR BOYS WITH SPECIAL NEEDS– Grades 5-9; 60 Minutes

The Michael Program provides a unique “boys-only” format for puberty education.  This puberty program, tailored to students with special needs, focuses on the physical and emotional changes that are a part of growing up. The program addresses personal care and hygiene skills related to puberty, such as spontaneous erections and ejaculations. It teaches students to identify appropriate adults with whom they might discuss these issues, how to distinguish between appropriate public and private behavior and safe and unsafe touch.

Program Goals:
Students will…

  1. Recognize physical and emotional changes
  2. Demonstrate related personal care and hygiene skills
  3. Determine appropriate adults with whom they might discuss changes
  4. Develop awareness of appropriate public v. private behavior.
  5. Understand what safe touch is and what unsafe touch is not.


LIFE BEGINS –Grades 5-6; 85 Minutes

Life Begins teaches reproductive science, beginning with the development of the reproductive organs and continuing through fertilization, implantation, gestation and delivery. The learning environment is comfortable and interactive, inviting relevant conversation and providing a useful supplement to school human development curriculum. The program’s highly visual presentations bring vivid detail to the miracle of embryology.

Program Goals:
Students will…

  1. Increase knowledge about human anatomy and the reproductive system, reproduction, pregnancy and birth
  2. Increase their comfort in discussing the reproductive topics.

Standards Alignment:
ISBE Health Standards:  23.A.2a, 23.C.2a, 23.C.2b
National Sexuality Education Standards: AP.5.CC.1, AP.5.AI.1, PD.5.CC.1, PD.5.SM.1, PD.5.CC.2, PD.5.AI.2, PAD.5.CC.3, PR.5.CC.1
*Meets IL school code section 105 ILCS 110/3; 5/27-9.2



AIDS: ALLEVIATING FEARS - Grades 4-6; 60 Minutes

This program explores how HIV compromises the immune system and makes an effected individual susceptible to opportunistic infections. It observes the relationship between good health practices and disease prevention, emphasizes safe behaviors, and examines HIV/AIDS symptoms, research and treatment. Students significantly increase their understanding of the transmission of HIV/AIDS and of disease in general.

Program Goals:
Students will…

  1. Increase knowledge of the immune system and its response to pathogens such as the human immunodeficiency virus
  2. Understand AIDS transmission, prevention, symptoms and treatment

Standards Alignment:
ISBE Health Standards:  22A.2a, 22A.2b, 22A.2c, 23.B.2a
National Sexuality Education Standards: SH.5.CC.1
*Meets IL school code section 105ILCS-110/3


AIDS: FACTS AND YOU - Grades 7-8; 85 minutes

This program reviews the principal elements of AIDS: Alleviating Fears and expands upon them, providing more age appropriate detail. It teaches the causes and consequences of HIV/AIDS from a medical and scientific perspective and discusses how AIDS differs from other viruses. Preventative health measures are presented. This middle school program may be presented on its own or in sequence with the elementary level AIDS program.

Program Goals:
Students will…

  1. Understand the importance of the immune system and how HIV compromises it from the onset through the disease AIDS
  2. Identify modes of transmission and risky behaviors associated with HIV infection, while dispelling transmission myths
  3. Become acquainted with current AIDS research and able to identify symptoms, prevention and treatment options

Standards Alignment:
ISBE Health Standards:  22A.3a, 22A.3b, 22.C.3a; 23.A.3a; 23.B.3a
National Sexuality Education Standards: SH.8.AI.1, SH.8.CC.3
*Meets IL school code section 105ILCS-110/3, 105ILCS-5/27-9.2


TEEN SEXUAL HEALTH – Grades 7-8; 85 Minutes

This science-based health program provides students with straightforward information about sexuality and its risks, including teen pregnancy and sexually transmitted disease (STD). Students explore the psycho-social, economic, and academic outcomes of teen parenthood as well as the consequences of an STD.  Educators teach skills for making responsible sexual choices based on the program content.

Program Goals:
Students will…

  1. Increase their knowledge about human reproductive anatomy and the impact of sexual activity on a teenager’s well-being (physically, mentally and socially).
  2. Feel empowered to take personal responsibility for increasing their total wellness (including sexual health) and to increase student disapproval of risky sexual activity.
  3. Develop strategies and tools to make healthy decisions and explore alternatives to sexual activity.

Standards Alignment:
ISBE Health Standards:  22.A.3a, 22.A.3b, 23.A.3a,
ISBE Social Emotional Learning Standards:  1A.3a, 3B.3b
National Sexuality Education Standards:  AP.8.CC.1, AP.8.AI.1, PD.8.CC.1, PR.8.CC.1, PR.8.CC.2, PR.8.INF.1, SH.8.CC.1, SH.8.AI.1, SH.8.CC.3
*Meets IL school code section 105 ILCS 110/3, 5/27-9.1


Science Behind Drugs:

The primary focus of Science Behind Drugs programming is teaching the risks and consequences of substance use on the brain and body. Each program is tailored to be age appropriate for its audience. Elementary school programs provide a basic overview of the drugs and their dangers. Middle school programming dives deeper into brain chemistry and social-emotional development. At the high school level, programming focuses on potential causes and dangers of abuse and develops social-emotional and resistance skills.



SCIENCE BEHIND DRUGS – Grades 4-6; 85 Minutes

Using interactive, proven methods and visual tools, this program teaches skills for living substance-free in the face of an ever changing range of mental, physical and social pressures. Educators demonstrate the neurological cause and effects of addiction and use role play to practice their resistance skills.

Program Goals:
Students will…

  1. Increase knowledge about drugs and their effects on total wellness (physical, mental social, emotional) with intense focus on neuroscience.
  2. Feel empowered to take personal responsibility for increasing their total wellness and increase disapproval of alcohol and other drug use.
  3. Develop strategies/tools to make healthy decisions and explore alternatives to alcohol, tobacco, and other drug use/abuse.

Standards Alignment:
Social Emotional Learning:  1B.2b, 2D.2b, 3B.2b
Common Core Reading Literature:  4.1, 5.1, 4.4, 5.4
Common Core Reading Informational Text:  4.1, 5.1, 4.2, 5.2, 4.4, 5.4
Common Core Speaking and Listening:  4.1, 5.1, 4.2, 5.2, 4.3, 5.3
ISBE Health:  22.B.2a, 23.A.2a, 23.B.2a, 23.D.2a, 24.B.2a, 24.C.2a
*Meets IL school code section 105ILCS-110/3


SCIENCE BEHIND DRUGS ADVANCED – Grades 7-8; 85 Minutes

This program reviews the principal elements of the elementary level Science Behind Drugs program and expands upon them, providing more age appropriate detail. It teaches students the effects of drugs on the human brain and body and the process of how drug use can lead to addiction. It may be presented independently or in sequence with the elementary level program.

Program Goals:
Students will…

  1. Increase knowledge about drugs and their effects on total wellness (physical, mental social, emotional) with intense focus on neuroscience.
  2. Feel empowered to take personal responsibility for increasing their total wellness and increase disapproval of alcohol and other drug use.
  3. Develop strategies/tools to make healthy decisions and explore alternatives to alcohol, tobacco, and other drug use/abuse.

Standards Alignment:
Social Emotional Learning:  1B.3b, 2D.3b, 3B.3b
Common Core Reading Literature:  6.1, 6.4, 7.1
Common Core Reading Informational Text:  6.1, 7.1, 6.2, 7.2, 6.4, 7.4
Common Core Speaking and Listening:  6.1, 7.1, 6.2, 6.3, 7.3
ISBE Health:  22.A.3a, 22.D.3a, 23.A.3a, 23.B.3a, 24.B.3a, 24.C.3a
*Meets IL school code section 105ILCS-110/3



SCIENCE BEHIND DRUGS: MARIJUANA AND ALCOHOL

Students learn about adolescent brain development and how it is impacted by the use of marijuana and alcohol in the short and long term. It illustrates how substance use affects decision making and provides healthy coping skills for combatting peer pressure and stress. All materials -- lesson plans, presentations, worksheets/handouts, interactive software -- are easily accessible through the learning management system. Teacher training may be performed online or in-person. Parent presentations may be offered in-person or by webinar.  

Program Goals:
Students will…

  1. Understand addiction as a disease
  2. Determine the impact of alcohol and marijuana on adolescent brain development and body
  3. Understand cultural and political trends in alcohol and marijuana use
  4. Analyze personal risk of addiction and know preventative skills
  5. Develop coping strategies and skills

Standards Alignment: This is an overview of basic standards covered in the whole program.   For complete lesson breakout and alignment, contact Mark Robinson at mrobinson@robertcrown.org.

TBD



SCIENCE BEHIND DRUGS: HEROIN AND PAIN PILLS

This course illustrates how heroin use and opioid pain pill abuse affects adolescent brain development and health. In an interactive, online learning space, it teaches addiction science, incorporating social-emotional learning concepts proven to increase resistance skills. All materials -- lesson plans, presentations, worksheets/handouts, interactive software -- are easily accessible through the learning management system. Teacher training may be performed online or in-person. Parent presentations may be offered in-person or by webinar.

Program Goals:
Students will…

  1. Recognize addiction as a disease and heroin as a public health crisis
  2. Define opioid and understand the connection between opioid abuse and heroin use
  3. Determine the impact of opioids and heroin on adolescent brain development and health
  4. Analyze personal risk of addiction and know preventative skills
  5. Develop strategies for healthy conversation with adults and peers

Standards Alignment: This is an overview of basic standards covered in the whole program.   For complete lesson breakout and alignment, contact Mark Robinson at mrobinson@robertcrown.org.

Middle School
ISBE Health Standards:  22.A.3a, 22.A.3b, 22.A.3d, 22.B.3, 23.A.3, 23.B.3, 23.C.3, 24.A.3c, 24.B.3, 24.C.3
ISBE Social Emotional Learning Standards:  1A.3a, 1A.3b, 1B.3a, 1B.3b, 2B.3a, 2C.3a, 2C.3b, 2D.3a, 3A.3a, 3A.3b, 3B.3a, 3B.3b, 3C.3a, 3C.3b
CDC National Health Education Standards: 1.8, 2.8, 3.8, 4.8, 5.8, 7.8, 8.8
Common Core: various Reading (Informational Text), Speaking and Listening
*Meets IL school code section 105 ILCS 110/3, 5/27-9.1

High School
ISBE Health Standards:  22.A.4a, 22.A.4b, 22.B.4, 23.A.4, 23.B.4, 23.C.4, 24.A.3c, 24.A.4a, 24.B.4, 24.C.4
ISBE Social Emotional Learning Standards:  1A.4a, 1A.4b, 1B.4a, 1B.4b, 1C.4a, 1C.4b, 2A.4b, 2C.4a, 2C.4b, 3A.4a, 3A.4b, 3B.4a, 3B.4b, 3C.4a, 3C.4b
CDC National Health Education Standards: 1.12, 2.12, 3.12, 4.12, 5.12, 7.12, 8.12
Common Core: various Reading (Informational Text), Speaking and Listening
*Meets IL school code section 105 ILCS 110/3