Transcript Health Education Programs MDCPS Division of Life Skills

Division of Physical Education and
Health Literacy
M-DCPS
SBAB Annex – Suite 316
Mail Code# 9607
Telephone # 995-1237
Fax # 995-1506
HEALTH LITERACY
Dr. Jayne Greenberg, District Director
Ms. Jacquelyn White, District Supervisor
Mr. Louis Lazo, Curriculum Support Specialist
PROGRAM MISSION
• To deliver current, accurate, and
consistent information to local schools on
health curriculum, teaching strategies, and
prevention/intervention methods that have
been proven effective in reducing risk
behaviors among children and youth.
Program Goals
• The overall goal of Health Literacy is to promote
healthy behaviors in Miami-Dade County Public
Schools.
• Health Literacy consists of instruction that
develops understanding of the physical, mental,
emotional, social, and psychological phases of
human relations as they are affected by male and
female relationships.
• Health Literacy includes more than the anatomical
and reproductive information; it emphasizes
attitude development and guidance.
National Health Education
Standards
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Students will comprehend health
promotion and disease
prevention concepts.
Students will demonstrate the
ability to access valid health
information on appropriate
health products and services.
Students will demonstrate the
ability to practice health
enhancing behaviors and reduce
health risks.
Students will analyze the impact
of culture, media, technology
and other factors on health.
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Students will demonstrate
the ability to use effective
interpersonal communication
skills which enhance health.
Students will demonstrate
the ability to use goal setting
and decision making skills
which enhance health.
Students will demonstrate
the ability to advocate for
personal, family and
community health.
Next Generation Sunshine
State Standards
• A. Health Literacy
• 1. The student comprehends concepts
related to health promotion and
disease prevention.
• 2. The student knows how to access
valid health information and healthpromoting products and services.
Next Generation Sunshine
State Standards
• B. Responsible Health Behavior
• 1. The student knows health-enhancing
behaviors and how to reduce health risks.
• 2. The student analyzes the influence of
culture, media, technology, and other
factors on health.
• 3. The student knows how to use effective
interpersonal communication skills that
enhance health.
Next Generation Sunshine
State Standards
• C. Advocate and Promote Healthy Living
• 1. The student knows how to use goal-setting and
decision-making skills that enhance health.
• 2. The student knows how to advocate for
personal, family, and community health.
Program Overview
Grades K-5 Health Education
Curriculum
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Family, Friends, and Self
Nutrition and Other Needs
Our Body
Living Safely
Achieving Wellness
FAMILY, FRIENDS,
AND SELF
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List skills necessary to be a responsible family member and friend
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Discuss how each person is special Grade-1
Discuss honesty and respect for self and others Grade-2
Participate in activities that will help improve self-esteem Grade 3
Explain the influence of peer pressure on behavior Grade-4
Survey class to identify feelings that people have in common Grade-5
Kindergarten
Nutrition and Other
Needs
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Identify nutritionally desirable foods Kindergarten
Classify foods and the group to which they belong Grade-1
Discuss the foods groups, the myplate.gov resources, and indicate the
number of daily servings for each Grades-2
List ways the family influence food choices and physical activities Grade-3
Discuss how many servings per day will provide needed nutrients
Grades 4-5
Our Body
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Discuss the functions of each of the major body parts Kindergarten
Identify methods for keeping germs from spreading (e.g. Hygiene) Grade K-5
Describe the transmission of disease causing organisms Grade K-5
Explain how each person’s body grows at its own rate Grade-2
Explain how the pituitary gland helps control growth and development Grades 4-5
Define puberty and discuss how hormonal changes occur Grade-5
Living Safely
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Describe roles of community helpers (e.g., doctors, dentist, fire fighters, police
officers). Kindergarten
Recognize what to do when approached by strangers. Grade-1
Good touching/bad touching (i.e., sexual abuse). Grades K-5
Identify the effects of alcohol, tobacco, marijuana, and other drugs. Grades 2-5
Discuss why abstinence is the safest behavior for risk of HIV infection Grade-5
Achieving Wellness
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Discuss the importance of health professionals K-5
Name common health problems and list some preventive strategies (e.g.,
lice, impetigo, etc.). Grade-2
Identify individual health habits, both positive and negative. Grade-3
Realize that decisions about personal behavior may be healthy or unhealthy
(e.g. obeying gun safety rules, traffic laws, fire safety rules Grade 4-5
Elementary Health Education
Grades K-5 Health Curriculum
Aligned with Florida Next Generation Sunshine State Standards
Faux Paw Internet Safety
Nutrition Component
Substance Abuse Prevention
Body Hygiene
Growing Up Issues
Disease Prevention
Basic HIV/AIDS
Bullying
Basic Anatomy and Physiology
Internet Keep Safe
Coalition
Internet Safety Program
The Problem
Almost all children are online—and online at
an earlier age than ever before.
Internet predators and other online
dangers are a constant threat to children.
Today’s parents did not grow up with the
Internet: our generation is the first to
teach Internet safety.
Faux Paw is the new partner of
McGruff the Crime Dog .
TM
®
SM
SM
SM
“Take a BYTE out of Internet Crime!”
The McGruff™ image and “Take a Bite Out of Crime™” are trademarks of the National Crime Prevention Council.
Program Overview
• Grades 6-8 Health Education Curriculum
Human Growth and Development Component
Presented Thru
Science and Physical Education Classes
Life Science
Science & Technology
Comprehensive Health/Health Literacy
Comprehensive Health/Responsible Health Behaviors
The Interaction of Society & the Environment
Advocacy & Promotion of Healthy Living
Middle School HGD
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Male and Female Reproductive Systems
Puberty
Self-Esteem
Sexually Transmitted Infections
HIV/AIDS
Substance Abuse
Nutrition
Dating
HGD Curriculum
• The School Board of Miami-Dade County
Public Schools has mandated the teaching
of HGD in Grades 5,6,7,8,and 10 since
1979.
• Florida Statute 1003.42: “Comprehensive
Health Education is required instruction”
HGD Resource Teachers
• Each school is to have at least one primary
and secondary HGD resource teacher who
has participated in the annual HGD
Teacher Training Workshop.
• Each teacher who will be presenting the
HGD curriculum must be trained by the
school HGD resource teacher.
HGD Parent Letter
• Parents shall be notified by a form letter
(school letterhead) when the HGD program
will be taught and shall have the right to
request the principal, in writing, to excuse
their child from all or part of the
instruction. An appropriate alternative
educational assignment will be given.
Parent Letters
Senior High School
Health Integrated with Personal Fitness
Grades 9 or 10 Health (State-Mandated integrated with Physical Education)
Communication, Coping & Interpersonal Skills
Responsible Decision Making and Planning
Wellness Promotion
Positive Emotional Development
Substance Use, Misuse, and Abuse
Consumer Knowledge and Community Resources
Personal Money Management
Cardiopulmonary Resuscitation (CPR)
First Aid
Sexually Transmitted Infections/HIV/AIDS
Human Sexuality
Program Overview
Senior High School
• Delivered through state-mandated
(Florida Statute 1003.428) One credit in
physical education to include integration
of health.
• Additional 6 middle and senior high school
health elective courses are also available
to students.
Annual Health Education Workshops
Elementary Health Curriculum Workshop
Middle School Health Curriculum Workshop
High School Health Curriculum Workshop
CPR Instructor Training
CPR Instructor Renewal Training
Automated External Defibrillator (AED) Training
Health Issues Workshops
Community Resources
Planned Parenthood of Greater Miami
Area Health Education Center
MDCPS Adolescent Outreach Project
Larkin Community Hospital
Family Counseling Services
MDCPS Department of Food & Nutrition
Metro Dade Department of Health
Metro Dade Department of Human Services
Project U-Turn
American Heart Association
American Red Cross
Komen Breast Cancer Foundation
Miami Childrens Hospital
JMH Florida Poison Control Center
Amigos For Kids
Miami-Dade County Health Department
Program Materials
• Materials Review Committeeapproved educational brochures &
pamphlets
• Cardiopulmonary Resuscitation (CPR)
instructor manuals
• State-adopted textbooks
Speakers Bureau
• Only speakers approved by our
program are allowed to conduct
school-site visits to speak to MiamiDade County Public Schools
classroom students.
• Letters of speakers approval is
provided to schools upon request.
• Curriculum support specialists are
also available to speak to classroom
students upon request and to
conduct annual professional
development sessions.
Educational Outreach
• Health Literacy also participates in
school health fairs and career days!
• Curriculum Support Specialists are
also invited by the Miami-Dade
County Public Schools Parents &
Teachers Association to discuss
important health-related issues.
Cardiopulmonary
Resuscitation (CPR)
CPR Training Center
• M-DCPS Physical Education and Health Literacy is
an approved Training Center (TC) for the
American Heart Association (AHA).
• The TC currently has over 100 trained and
certified CPR instructors.
• CPR is taught to all secondary school students
through Health/Physical Education classes.
• Basic Life Support (BLS) training (CPR/AED
Heartsaver) available to non-instructional school
staff personnel every 2 years.
Automated External
Defibrillators
• The critical importance and use of the
automated external defibrillator (AED) is
an integral component of the CPR
HeartSaver course.
• New AHA Guidelines encourage the early
implementation of an AED during CPR.
• Physical Education and Health Literacy
teaches the basic steps of AED
throughout CPR classes to teachers and
students.
Q&A
We welcome your questions.
HUMAN GROWTH
BREAKOUT SESSION
SCENARIO 1
A SIXTH GRADE STUDENT
APPROACHES YOU IN
SCHOOL AND STATES, “I
THINK I AM PREGNANT”.
WHAT APPROACH SHOULD
YOU TAKE IN HANDLING
THIS SITUATION?
RATIONALE:
First and foremost, ask the
student, “Why do you believe
you are pregnant”? Based on
the response, refer student
to the counselor.
SCENARIO 2
A THIRD GRADE STUDENT
APPROACHES YOU WITH A
DISTINCT BODY ODOR.
WHAT RECOMMENDATIONS
WOULD YOU PROVIDE TO THE
STUDENT AT THIS TIME?
RATIONALE:
Refer situation to the child’s classroom
teacher, and recommend that the teacher
present a classroom session on body
hygiene. Make sure that the teacher
generalizes the situation instead of
pointing fingers. Another option is to
provide the class with the proper
information yourself in the event the
teacher does not.
SCENARIO 3
TEACHERS ARE CONSTANTLY
REQUESTING WAYS TO
IMPLEMENT HEALTH RELATED
ACTIVITES IN THEIR
SCHOOLS. WHAT IDEAS CAN
YOU GIVE THEM?
RATIONALE:
Career days, health fairs,
invite district approved
community organizations for
classroom presentations,
plays/skits, etc.
SCENARIO 4
YOU ARE WALKING DOWN THE
HALLWAYS AND YOU HEAR A GROUP OF
ELEMENTARY GRADE STUDENTS TALKING
ABOUT VARIOUS WEBSITES, AND ALSO
PEOPLE WHO THEY CHAT WITH OVER THE
INTERNET. WHAT RECOMMENDATIONS
WOULD YOU PROVIDE TO THE STUDENTS
IN REGARDS TO INTERNET SAFETY?
RATIONALE:
You would explain three important steps to the
students. “Keep, Don’t Meet, and Tell”. First,
keep you personal information to your self. Never
give information such as your address, the school
you attend, or and information that is accessible
to predators. Second, never meet anyone you
encounter via the internet. Third, tell a parent,
teacher or trusted adult if you feel
uncomfortable about anything you see on the
computer.
SCENARIO 5
A TENTH GRADE STUDENT
CONFIDES THAT HE IS
STRESSED OVER FCAT EXAM
PREPARATION. HOW CAN YOU
BUILD THE STUDENTS
CONFIDENCE TO REDUCE TEST
ANXIETY?
RATIONALE:
You would make three
recommendations which includes: Be
positive, focus on you strengths, eat
right, exercise regularly, and get the
sleep you need. Relax, (try some
deep breathing before or during the
test if you start to feel tense).
SCENARIO 6
A PARENT CONTACTS YOU
AND STATES, “I DON’T
WANT MY CHILD TO TAKE
HUMAN GROWTH AND
DEVELOPMENT
EDUCATION”. DOES THE
CHILD HAVE TO?
RATIONALE:
No. A parent has the right to excuse
his/her child from the HGD
Curriculum via written statement. It
is mandatory that the school
provides an alternative assignment
related to the topics of discussion
excluding sensitive issues.
SCENARIO 7
A STUDENT APPROACHES YOU AND
STATES THAT EVERDAY AFTER SCHOOL
HE IS GETTING PUSHED AROUND BY
ANOTHER STUDENT. THE STUDENT
STATES THAT JUST YESTERDAY THE
STUDENT, THE STUDENT PUSHED HIM
INTO A MUD PUDDLE. THIS HAS BEEN
GOING ON FOR WEEKS, AND HE HASN’T
TOLD ANYONE ABOUT IT. WHAT
SHOULD YOU DO.
RATIONALE:
Schedule a meeting with both
students and the counselor.
Parents should be notified, as
well as an administrator. Have a
discussion about a safe
environment in the school
setting.
SCENARIO 8
WHAT NUTRIONAL/PHYSICAL
ACTIVITY STRATEGIES OR
TIPS, WOULD YOU PROVIDE
AN OVERWEIGHT MIDDLE
SCHOOL STUDENT WHO IS
SOLICITING INFORMATION?
RATIONALE:
Choose exercise you enjoy, ask
friends and family to get active
with, keep a healthy diet, cut the
junk food, and regular physical
activity (30 to 60 minutes a day),
example: walking, bike riding or
SCENARIO 9
A 7TH GRADE STUDENT
STATES, “I HAVE MY
PERIOD”. SHE ALSO ASKS
YOU FOR A SANITARY
NAPKIN. WHAT SHOULD
YOU DO?
RATIONALE:
Explain to the student about the
menstrual cycle, and let her know
that it is a process that occurs
approximately every 28 days, and
that she should always be prepared.
Refer her to the school clinic if
available, counselor, or main office.
SCENARIO 10
A HIGH SCHOOL
STUDENT ASKS YOU
FOR A CONDOM.
WHAT SHOULD YOU
DO?
RATIONALE:
M-DCPS School Board policy
states that no condom
distributions in schools.*
*
Community school based clinics are the only
schools allowed to distribute condoms to certain
students.