1. EMPOWER STUDENTS BY TEACHING CONTENT AND SKILL Mary Connolly Program Chair, Health and Family Consumer Sciences, Cambridge College Health Education Consultant

2. GOAL OF THE SESSION To learn how to empower students to develop and maintain healthy behaviors by acquiring functional knowledge and learning and practicing skills.

3. TO EMPOWER YOUTH Involve students in instruction Provide positive role models Teach knowledge and skills Provide time and opportunity to demonstrate accomplishments Involve students in peer-based programs http://mypeer.org.au/planning/what-are-peer-based-programs/theory/youth-empowerment/http://mypeer.org.au/planning/what-are-peer-based-programs/theory/youth-empowerment/>

4. CONNECTION TO SPORT One of the best ways to help athletes build real self-confidence is through the mastery of skill followed by a demonstrated ability to perform these skills in competitive settings in first practice and then games http://teachtowin.com/?p=187/www.mindtools.com/selfconf.html

5. SUPPORT FROM RESEARCH Boys, Girls, and Communication: Their Views, Confidence and Why These Skills Matter Online survey of 6865 boys and girls, aged 8-16 from 47 English Schools and one school in Wales. 83% of boys and 86.4% of girls strongly agreed that good communication skills are the most important skills to have. 88.3% of boys and 87.9% of girls agree that good communication skills give them more confidence in social situations. 70% of boys and 61.6% of girls have overall confidence in saying “no” to friends. Clark, Christina. (2011) Boys, girls and communication: Their views, confidence and why these skills matter. London: National Literacy Trust

6. THE KEY TO EMPOWERMENT National Health Education Standards performance indicators

7. NATIONAL HEALTH EDUCATION STANDARDS Standard 1- Comprehend concepts related to health promotion and disease prevention to enhance health. Standard 2- Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Standard 3- Students will demonstrate the ability to access valid information and products and services to enhance health. Standard 4- Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. National Health Education Standards, Achieving Excellence

8. NATIONAL HEALTH EDUCATION STANDARDS Standard 5- Demonstrate the ability to use decision-making skills to enhance health. Standard 6- Demonstrate the ability to use goal-setting skills to enhance health. Standard 7- Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Standard 8- Demonstrate the ability to advocate for personal, family, and community health. National Health Education Standards, Achieving Excellence

9. PERFORMANCE INDICATORS PreK-2 Identify Recognize Describe List Demonstrate Differentiate Encourage Make requests Grades 3-5 Describe Identify Analyze List Predict Choose Set a goal Identify Demonstrate Express opinions Encourage PreK-2 3-5 National Health Education Standards, Achieving Excellence

10. PERFORMANCE INDICATORS Grades 6-8 Analyze Explain Examine Describe Access Determine Locate Apply Demonstrate Identify Distinguish Predict Choose Develop Implement Formulate Grades 9-12 Predict Describe Analyze Develop Implement Evaluate Propose Compare and contrast Formulate Adapt Use resources Determine Access Use skills Assess Use norms Work collaboratively Demonstrate Examine Justify Generate alternatives Defend 6-8 9-12 National Health Education Standards, Achieving Excellence

11. HOW DO WE TRANSLATE PERFORMANCE INDICATORS INTO ASSESSMENT AND INSTRUCTION? Bicycle safety

12. FIVE EASY STEPS TO TEACHING A SKILL 1.Examine data 2.Select and infuse a National Health Education Standard 1 performance indicator with content. 3.Select and infuse a National Health Education skills standard (Standards 2-8) performance indicator(s) with content. 4. Plan a performance task 5.Plan lessons before and after the performance task Connolly, Mary Skills-Based Health Education, Jones and Bartlett, 2010 12

13. STEP 1 EXAMINE THE DATA

14. BICYCLE SAFETY STATISTICS 9 out of 10 bicycle riders who die in crashes are not wearing helmets. 2 Bicycle helmets are 85-88% effective in reducing head and brain injuries 70 % of all fatal bicycle crashes involve head injures. Only 20-25% of all bicyclists wear a bicycle helmet. 1 Children under the age of 14 account for 13% of bicycle fatalities. 3 1.http://trafficsafety.org/safety/sharing/bike/bike-safety-everyone/bicycle-helmetshttp://trafficsafety.org/safety/sharing/bike/bike-safety-everyone/bicycle-helmets 2.http://www.nationwidechildrens.org/cirp-bicycle-helmetshttp://www.nationwidechildrens.org/cirp-bicycle-helmets 3.http://trafficsafety.org/safety/sharing/bike/bike-facts/bike-injuries-fatalitieshttp://trafficsafety.org/safety/sharing/bike/bike-facts/bike-injuries-fatalities

15. EXAMINE THE DATA Bicycle helmet use Elementary Middle School Highest non-usage - Dallas 91.3% of middle school girls do not wear helmets 93.1% of middle school boys do not wear helmets Lowest non-usage – San Francisco 38.6% of middle school girls do not wear a helmet 43.9% of middle school boys do not wear a helmet High School 85.9% of females do not wear helmets 88.8% of males do not wear helmets CDC – Youth Online – YRBSS www.cdc.gov

16. STEP 2 SELECT AND INFUSE A NATIONAL HEALTH EDUCATION STANDARD 1 PERFORMANCE INDICATOR WITH CONTENT

17. STANDARD ONE INFUSED PERFORMANCE INDICATORS ElementaryMiddle SchoolHigh School 1.5.4 Describe ways to prevent common childhood injuries and health problems related to riding a bicycle. 1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems resulting from riding a bicycle 1.12.5 Propose ways to reduce or prevent injuries and health problems resulting from riding a bicycle National Health Education Standards, Achieving Excellence

18. STEP 3 SELECT AND INFUSE A NATIONAL HEALTH EDUCATION SKILLS STANDARD (STANDARDS 2-8) PERFORMANCE INDICATOR(S) WITH CONTENT.

19. STANDARD SEVEN INFUSED PERFORMANCE INDICATORS ElementaryMiddle SchoolHigh School 7.5.3 Demonstrate a variety of behaviors that avoid or reduce health risks related to bicycle safety 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others when riding a bicycle 7.12.3 Demonstrate a variety of behaviors that avoid or reduce health risks to self and others when riding a bicycle National Health Education Standards, Achieving Excellence

20. LET’S PUT THE PERFORMANCE INDICATORS TOGETHER BY GRADE SPAN

21. INFUSED PERFORMANCE INDICATORS THAT INCREASE SKILL AND DECREASE THE RISK FACTOR OF UNINTENTIONAL INJURIES Standard 1 1.5.4 Describe ways to prevent common childhood injuries and health problems related to riding a bicycle. Standard 7 7.5.3 Demonstrate a variety of behaviors that avoid or reduce health risks related to bicycle safety National Health Education Standards, Achieving Excellence

22. INFUSED PERFORMANCE INDICATORS THAT INCREASE SKILL AND DECREASE THE RISK FACTOR OF UNINTENTIONAL INJURIES Standard 1 1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems resulting from riding a bicycle Standard 7 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others when riding a bicycle National Health Education Standards, Achieving Excellence

23. INFUSED PERFORMANCE INDICATORS THAT INCREASE SKILL AND DECREASE THE RISK FACTOR OF UNINTENTIONAL INJURIES Standard 1 1.12.5 Propose ways to reduce or prevent injuries and health problems resulting from riding a bicycle Standard 7 7.12.3 Demonstrate a variety of behaviors that avoid or reduce health risks to self and others when riding a bicycle National Health Education Standards, Achieving Excellence

24. STEP 4 PLAN A PERFORMANCE TASK

25. THE PERFORMANCE TASK IS A PLANNING TOOL FOR THE AUTHENTIC ASSESSMENT OF CONTENT AND SKILL IN A UNIT

26. ELEMENTS OF A PERFORMANCE TASK 1.Risk factor data 2.Which State Standard(s) does this performance task address? 3. Content – Select a Standard1 performance indicator from the appropriate grade span. Infuse the performance indicator with content Assessment Instruction 4. Skills – Select a skills performance indicator from the appropriate grade span Infuse the performance indicator with content Assessment Instruction 5. Curricular connections: What other subject areas does this project support? 6. Project Description: Write a prompt based on the performance indicators. Provide a challenge that describes the requirements of the project. 7. Rubric 8. Back up information for the student Connolly, Mary Skills-Based Health Education, Jones and Bartlett, 2010

27. AUTHENTIC ASSESSMENT OCCURS WHEN STUDENTS DEMONSTRATE WHAT THEY HAVE LEARNED AND ARE ABLE TO DO

28. BACKWARDS DESIGN LESSON PLAN

29. Step 1. What do you want the students to know? Standard 1 infused performance indicator Assessment Step 2. What do you want the students to do? Standard 2-8 infused performance indicator Assessment Step 3. Instruction (activities, strategies, etc.) How are you going to achieve the performance indicators? Step 4. How can I improve this lesson? Additional considerations Strategies for integrating SPED ELL Students from diverse backgrounds Technology Home work Interdisciplinary connections Opportunities for parent participation Opportunities for parent/community involvement Teacher resources needed Student resources needed Cambridge College – EHE620 – Implementing Curriculum in the Health Classroom

30. To empower students to become confident, teach functional health content and National Health Education skills then provide practice time for acquisition.

31. CONNECTION TO SPORT One of the best ways to help athletes build real self-confidence is through the mastery of skill followed by a demonstrated ability to perform these skills in competitive settings in first practice and then games http://teachtowin.com/?p=187/www.mindtools.com/selfconf.html

32. To learn how to empower students to develop and maintain healthy behaviors by acquiring functional knowledge and learning and practicing skills.

33. MARY CONNOLLY PROGRAM CHAIR, HEALTH AND FAMILY & CONSUMER SCIENCES, CAMBRIDGE COLLEGE HEALTH EDUCATION CONSULTANT AUTHOR, SKILLS-BASED HEALTH EDUCATION CONNOLLY_MARY@HOTMAIL.COM