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

1. On the Horizon – The California Health Education Content Standards Mary MarksSchool Health ConnectionsJackie RussumCalifornia Healthy Kids Resource Center

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 2010Health 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 ConceptsNutritionSamples 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 one’s 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.