Mary Marks School Health Connections Jackie Russum California Healthy Kids Resource Center

1
Mary MarksSchool Health ConnectionsJackie
RussumCalifornia Healthy Kids Resource Center
On the Horizon The California Health Education
Content Standards
2
Adopting and Maintaining Healthy Behaviors
The Goal of Health Education

• Teaching functional health information (essential
  concepts)
• Helping students determine personal values that
  support healthy behaviors
• Helping students develop group norms that value a
  healthy lifestyle
• Helping students develop the essential skills
  necessary to adopt, practices and maintain
  health-enhancing behaviors

3
Standards Based Education

• Certain patterns are emerging as the bar is
  raised for teaching and learning in our schools

4
What are Standards?

• Content standards define what all students
  should know and be able to do. They describe the
  knowledge, skills, and understanding that
  students should have in order to attain high
  levels of competency in challenging subject
  matter

5
Relationship between Standards and Frameworks

• Standards provide a clear description of what
  students should know and be able to do in health
  education
• Frameworks provide the how to (instruction,
  assessment, environment, instructional resources)

6
Standards Based Learning Helps Hit the Bullseye
7
Standards Based Education

• The standards apply to all students, even those
  who in the past have not been held to high
  standards and to those who have a history of
  performing at low levels.
• Since One size does not fit all, teachers must
  differentiate instruction in order to move more
  students toward competency with standards.

8
Understanding State Standards

• Overarching- Standards provides a framework to
  develop curriculum
• Grade Level Standards expected to be met by a
  particular grade

9
A Peek at Draft Health Education Content
Standards
10
Brief History

• California
• California Health Framework (1978, 1994, 2003)
• California Health Education Standards, (March,
  2008)
• Future
• The 2010 Health Framework will reflect the 2008
  Health Education Content Standards
• The next California textbook adoption process.
• Districts align instructional materials,
  curriculum and teacher training to
  standards-based education.

11
A Closer Look at Draft California Health
Education Content Standards

• The Standards
• Standard 1
• Knowledge of core health concepts and underlying
  principles of health promotion and disease
  prevention
• Standards 2-8
• Identify key processes and skill that are
  applicable to healthy living.
• These include identifying the impact of family,
  peers, culture, media, and technology on health
  behaviors knowing how to access valid health
  information using interpersonal communication,
  decision-making, goal-setting, advocacy skills
  and enacting personal health-enhancing practices.

12
The California Health Education Content
Standards (draft not
approved by State Board of Education)

• Standard 1 All students will comprehend
  essential concepts related to enhancing health.
  (Essential Health Concepts)
• Standard 2 All students will demonstrate the
  ability to analyze internal and external
  influences that affect health. (Analyzing Health
  Influences)
• Standard 3 All students will demonstrate the
  ability to access and analyze health
  information, products, and services. (Accessing
  Valid Information)
• Standard 4 All students will demonstrate the
  ability to use interpersonal communication skills
  to enhance health. (Interpersonal Communication
  Skills)
• Standard 5 All students will demonstrate the
  ability to use decision-making skills to enhance
  health. (Decision-making)
• Standard 6 All students will demonstrate the
  ability to use goal-setting skills to enhance
  health. (Goal-setting)
• Standard 7 All students will demonstrate the
  ability to practice behaviors that reduce risk
  and promote health. (Practice health-enhancing
  behavior)
• Standard 8 All students will demonstrate the
  ability to promote health for personal, family,
  and community health. (Health Promotion)

13
Overarching Standards

• Standard 1 Essential Concepts
• Standard 2 Analyzing Influences
• Standard 3 Accessing Valid Information
• Standard 4 Interpersonal Communication
• Standard 5 Decision Making
• Standard 6 Goal Setting
• Standard 7 Practicing Health-Enhancing
  Behaviors
• Standard 8 Health Promotion

14
Overarching Standards(Draft)

• Health Education Standard 1
• All students will comprehend essential concepts
  related to enhancing health.
• Essential Concepts
• Health Education Standard 2
• All students will demonstrate the ability to
  analyze internal and external influences that
  affect health.
• Analyzing Influences

15
Overarching Standards(Draft)

• Health Education Standard 3
• All students will demonstrate the ability to
  access and analyze health information, products,
  and services.
• Accessing Valid Information
• Health Education Standard 4
• All students will demonstrate the ability to use
  interpersonal communication skills to enhance
  health.
• Interpersonal Communication

16
Overarching Standards

• Health Education Standard 5
• All students will demonstrate the ability to use
  decision-making skills to enhance health.
• Decision-Making
• Health Education Standard 6
• All students will demonstrate the ability to use
  goal-setting skills to enhance health.
• Goal Setting

17
Overarching Standards

• Health Education Standard 7
• All students will demonstrate the ability to
  practice behaviors that reduce risk and promote
  health.
• Practicing Health-Enhancing Behaviors
• Health Education Standard 8
• All students will demonstrate the ability to
  promote personal, family, and community health.
• Health Promotion

18
Content Areas

• Alcohol, tobacco, Other Drugs
• Growth, Development Sexual Health (incl.
  STDs/HIV)
• Injury Prevention Safety
• Mental, Emotional, Social Health
• Nutrition Physical Activity (incl. CVD)
• Personal Community Health (incl. Disease,
  prevention management, hygiene, chronic disease
  maintenance, consumer, environmental health)

19
Highlights of Standards
Content Grade Level Assignments
20
Content Areas

• Alcohol, Tobacco, Other Drugs
• Growth, Development Sexual Health (incl.
  STDs/HIV)
• Injury Prevention Safety
• Mental, Emotional, Social Health
• Nutrition Physical Activity (incl. CVD)
• Personal Community Health (incl. Disease,
  prevention management, hygiene, chronic disease
  maintenance, consumer, environmental health)

21
Standard I Essential Health ConceptsNutrition
Samples

• Grade Two
• Classify various foods into appropriate food
  groups.
• Discuss the benefits of eating a nutritious
  breakfast every day.
• Identify a variety of healthy snacks.
• Grade Five
• Identify and define key components of the
  Nutrition Facts labels.
• Describe safe food handling and preparation
  practices.
• Explain the concept of eating in moderation
• Grade 7/8
• Describe the short-and long-term impact of
  nutritional choices on health.
• Identify the impact nutrition has on chronic
  disease
• Differentiate between diets that are health
  promoting and diets linked to disease.
• Identify ways to increase daily physical activity.

22
Standard 2 Analyzing Health InfluencesNutrition
Samples

• Grade Two
• Discuss how family, friends, and media influence
  food choices.
• Grade Four
• Analyze advertising and marketing techniques used
  for food and beverages.
• Identify internal and external influences that
  affect physical activity.
• Grade Seven/Eight
• Describe the influence of culture and media on
  body image
• Evaluate internal and external influences on food
  choices

23
Standard 3 Accessing Valid InformationNutrition
Samples

• Grade Two
• Identify resources for reliable information about
  healthy foods.
• Grade Four
• Use food labels to determine nutrient and sugar
  content
• High School
• Evaluate the accuracy of claims about food and
  dietary supplements

24
Standard 4 Interpersonal CommunicationNutrition
Samples

• Kindergarten
• Explain how to ask family members for healthy
  food options
• Grade Five
• Use communication skills to deal effectively with
  influences from peers and media regarding food
  choices and physical activity

25
Standard 5 Decision MakingNutrition Samples

• Grade Five
• Use a decision making process to identify healthy
  foods for meals and snacks
• Grade 7/8
• Contrast healthy and risky approaches to weight
  management
• Analyze the physical, mental, and social benefits
  of physical activity.

26
Standard 6 Goal SettingNutrition Samples

• Grade 7/8
• Make a personal plan for improving ones
  nutrition and incorporating physical activity
  into daily routines
• High School
• Develop practical solutions to remove barriers to
  healthy eating and physical activity.

27
Goal 7 Practicing Health-Enhancing
BehaviorsNutrition Samples

• Kindergarten
• Select nutritious snacks.
• Grade Two
• Examine the criteria for choosing a nutritious
  snack.
• Grade Four
• Practice how to take personal responsibility for
  limiting sugar consumption in foods, snacks, and
  beverages.

28
Goal 8 Health PromotionNutrition Samples

• Grade Five
• Encourage and promote healthy eating and
  increased physical activity opportunities at
  School and in the community.
• High School
• Support providing enhanced nutritional options in
  the school and the community.