Transcript No Slide Title

On the Horizon – The
California Health Education
Content Standards
Mary Marks
School Health Connections
Jackie Russum
California Healthy Kids Resource Center
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
JACK O’CONNELL
State Superintendent
of Public Instruction
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
Standards Based Education
JACK O’CONNELL
State Superintendent
of Public Instruction
Certain patterns are emerging as the
“bar is raised” for teaching and
learning in our schools
What are Standards?
JACK O’CONNELL
State Superintendent
of Public Instruction
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
Relationship between
Standards and Frameworks
JACK O’CONNELL
State Superintendent
of Public Instruction
• 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)
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Standards Based Learning
Helps Hit the Bullseye
JACK O’CONNELL
State Superintendent
of Public Instruction
Standards Based Education
JACK O’CONNELL
State Superintendent
of Public Instruction
• 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.
Understanding State
Standards
JACK O’CONNELL
State Superintendent
of Public Instruction
K-12 State Standards
For Health Education
State Grade Level Standards
(Benchmarks)
Yearly Progress
COURSE/CURRICULUM
District or School Level
Standards for Health Education
UNIT OR LESSON
Standard for Injury Prevention
(e.g., learnable pieces for a particular skill or concept)
• OverarchingStandards
provides a
framework to
develop
curriculum
• Grade Level
Standards –
expected to be
met by a
particular grade
JACK O’CONNELL
State Superintendent
of Public Instruction
A Peek at Draft Health
Education Content Standards
Brief History
JACK O’CONNELL
State Superintendent
of Public Instruction
• 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.
JACK O’CONNELL
State Superintendent
of Public Instruction
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, goalsetting, advocacy skills; and enacting personal healthenhancing practices.
The California Health Education
Content Standards
(draft not approved by State Board of Education)
JACK O’CONNELL
Standard 1: All students will comprehend essential concepts related to enhancing
health. (Essential Health Concepts)
State Superintendent
of Public Instruction
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)
Overarching Standards
JACK O’CONNELL
► Standard 1: Essential Concepts
State Superintendent
of Public Instruction
► 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
Overarching Standards
(Draft)
JACK O’CONNELL
State Superintendent
of Public Instruction
• 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
Overarching Standards
(Draft)
JACK O’CONNELL
State Superintendent
of Public Instruction
• 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
Overarching Standards
JACK O’CONNELL
State Superintendent
of Public Instruction
• 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
Overarching Standards
JACK O’CONNELL
State Superintendent
of Public Instruction
• 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
Content Areas
JACK O’CONNELL
State Superintendent
of Public Instruction
• Alcohol, tobacco, & Other Drugs
• Growth, Development & Sexual Health
(incl. STDs/HIV)
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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)
Highlights of Standards
Content Grade Level Assignments
Grade Level
Emphasis
Alcohol,
Tobacco &
Other
Drugs
(ATOD)
Kindergarten
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JACK O’CONNELL
Growth,
Development
and
Sexual
Health
(GDSH)
Nutrition
& Physical
Activity
(NPA)
Mental,
Emotional,
& Social
Health
(MESH)
Personal &
Community
Health
(PCH)
Injury
Prevention
& Safety
(INJ)
State Superintendent
of Public Instruction
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Grade 3
Grade 4
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Grade 1
Grade 2
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Grade 5
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Grade 6
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Grade 7/8
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High
School
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Content Areas
JACK O’CONNELL
State Superintendent
of Public Instruction
• 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)
JACK O’CONNELL
State Superintendent
of Public Instruction
Standard I: Essential Health
Concepts
Nutrition Samples
Grade Two
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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
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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
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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.
JACK O’CONNELL
State Superintendent
of Public Instruction
Standard 2: Analyzing Health
Influences
Nutrition 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
JACK O’CONNELL
State Superintendent
of Public Instruction
Standard 3 – Accessing Valid
Information
Nutrition 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
JACK O’CONNELL
State Superintendent
of Public Instruction
Standard 4 – Interpersonal
Communication
Nutrition 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
Standard 5 – Decision Making
Nutrition Samples
JACK O’CONNELL
State Superintendent
of Public Instruction
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.
Standard 6 – Goal Setting
Nutrition Samples
JACK O’CONNELL
State Superintendent
of Public Instruction
Grade 7/8
• Make a personal plan for improving
one’s nutrition and incorporating
physical activity into daily routines
High School
• Develop practical solutions to remove
barriers to healthy eating and physical
activity.
JACK O’CONNELL
State Superintendent
of Public Instruction
Goal 7 – Practicing HealthEnhancing Behaviors
Nutrition 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.
Goal 8 – Health Promotion
Nutrition Samples
JACK O’CONNELL
State Superintendent
of Public Instruction
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.