2011 Summer Professional Development Leadership Institute to Healthful Living Education

Trainers Ellen Essick, HIV Policy and Programs Consultant, NCDPI Donna Breitenstein, Professor of Health Education, Appalachian State University, Director of the NCSHTC Mary Lou Daily, NCDPI, Region 8 IT Consultant

Housekeeping

Group Norms

Begin and end on time.

Take care of own needs.

Turn cell phones off or on “vibrate.”

Limit sidebar conversations.

Know when to step up and when to step back.

Listen to and respect opinions of others.

Work together!

Be actively involved in your learning.

Have FUN!

Objectives By the end of the institute, participants will be able to: List the serious health risks for children and adolescents Describe the status of Healthful Living in NC Provide rationale for the Essential Standards and Revised Bloom’s Taxonomy

Objectives (continued) Explain Crosswalks as aligned with 2006 NCSCOS Define functional knowledge and Unpacking as a resource for teachers Demonstrate and model activities for professional development in LEAs Identify resources of value to teachers of Healthful Living

Expectations? What do you want to take away?

Bike Rack

Activity (continued)

Move to the closest poster Read the poster, then move clockwise to subsequent posters, reading each Select the poster that best represents the concept about change that resonates with you Introduce yourself by school district + job title to group Select a spokesperson from your group and share with larger group

Serious Health Risks (Identified by CDC) Intentional and unintentional injuries –Suicide or attempts –Violence –“Accidents” Lack of physical activity Use of tobacco Sexual risk taking Use of alcohol and other drugs Poor dietary behaviors

NC Youth Risk Behavior Survey Developed by CDC Given in NC each odd year since 1995 Used by NC public schools and public health Best data on risk taking by youth Middle school and high school data 11/21/2015 page 22

National Standards

Healthful Living Education = Health Education and Physical Education

Legislative Mandates in North Carolina for Health Education Alcohol, Tobacco, and Other Drug Prevention, K- 12 CPR and the Heimlich Maneuver The Healthy Youth Act

Legislative Mandates in North Carolina for Health and Physical Activity Bicycle Safety Fitness Testing Honors Courses in Healthful Living 11/21/2015 page 26

Healthy Active Children’s Policy State Board Policy Requires 30 minutes of physical activity K-8 Requires all LEAs to have a School Health Advisory Council 11/21/2015 page 27

Medically Accurate Content

Statements about Health Read the statements about health. Conclude they are all false statements about health and fitness. Look at the sources of false information about health and fitness. Place false statements with the likely source [some may fit multiple categories] How do young people access reliable sources of health information?

Concepts about Health Health is multi-dimensional Health is a positive state Health is dynamic Health is an instrumental value

Teaching Skills Health EducationPhysical Education

Health, Fitness, and Academics Eating breakfast Physical activity Stress management Adequate sleep Avoiding alcohol, tobacco, other drugs Preventing STDs and unintended pregnancy

Curriculum Strands in Health Education Mental and Emotional Health Personal and Consumer Health Interpersonal Communication and Relationships Nutrition and Physical Activity Alcohol, Tobacco, and Other Drugs

Curriculum Strands in Physical Education Motor Skill Development Movement Concepts Health-Related Fitness Personal and Social Responsibility

Organization of Strands Work with other people on assigned strand Skim the strand to recognize important topics for content and skills Create a “Tweet” of 140 characters Share with larger group

Learning in Health Education and Physical Education Health Education: o Cognitive o Affective o Psychomotor o Behavior/action Physical Education: o Cognitive o Affective o Psychomotor

Revised Bloom’s Taxonomy Essential Standards in Health Education and Physical Education are based on the taxonomy approved by the State Board of Education Process is guided by Department of Public Instruction

Verbs!

Changes in Health Education and Physical Education Clarifying Objectives: from Bloom’s to Revised Bloom’s Clarifying objectives have only one verb Verbs in CO are aligned with verbs in ES Verb create is the highest level of learning Verbs enhance assessment and accountability

Matching Activity Work with others Arrange the verbs for Essential Standards into a hierarchy (remember at top) Match verbs for clarifying objectives in alignment with verbs for Essential Standards Check your work with the answer sheet Match new clarifying objectives in Health and P.E.

Coding of Essential Standards and Clarifying Objectives Kindergarten – 9 MEH = Mental and Emotional Health Number of standard Number of clarifying objective

Examples of Coding of Essential Standards and Clarifying Objectives 5.PCH.2.2 = PE.2.HF.3.1 = PE.9.PR.4.2 = K.ICR.1.1 = 7.NPA.4.2 = PE.3.MS.1.4 = 6.ATOD.3.2 = PE.1.MC.2.3 = 4.MEH.1.2 =

Essential Standards and Clarifying Objectives

Crosswalks Crosswalks indicate how Essential Standards are aligned with 2006 NCSCOS Treasure hunt for alignment Addition of Healthy Youth Act objectives

Healthy Youth Act Replaces Teach Abstinence Until Marriage Includes teaching of abstinence as a positive choice Requires teaching of prevention of STDs (including HIV), unintended pregnancy, and prevention and reporting of sexual assault and abuse Requires teaching FDA-approved methods of prevention (condoms and contraceptives)

Healthy Youth Act Requirements in the Essential Standards Abstinence education 7, 8, 9 Prevention of STDs (HIV, HPV) 7, 9 FDA-approved methods disease prevention 7, 9 Prevention of pregnancy 8, 9 FDA-approved contraception 8, 9 Prevention of sexual assault and abuse 7, 9 Reporting of sexual assault and abuse 7, 9

11/21/

HB 1757 Essential Standard related to assessment of fitness: Understand the importance of achieving and maintaining a health-enhancing level of physical fitness. PE.4.HF.3.1 PE.5.HF.3.3 PE.6.HF.3.1 PE.6.HF.3.3 PE.7.HF.3.1 PE.7.HF.3.3 PE.8.HF.3.1 PE.8.HF.3.3 PE.9.HF /21/

Unpacking Receive assignment for learning about Unpacking for one clarifying objective Read the Unpacking section and identify functional knowledge needed for goal setting or decision making Fill in steps for making a healthy decision or setting a personal goal Be prepared to share to another group

Modeling Best Practice You and a partner will be given an activity to teach content or a skill in Healthful Living Education You will be given 20 minutes and all the materials needed to plan the activity Presentations are 10 minutes Team de-briefs Positive feedback given

Resources Evidence-based prevention education Successfully Teaching Middle School Health and Successfully Teaching High School Health K-5 Lesson Plans Lesson Plans in the Healthy Youth Act PE Metrics SPARK PE 11/21/2015 page 51

Wordle On laptop, google Click on “create” Work with your group to create a wordle, emphasizing concepts that you have learned over these two days Place on the flash drive to show to larger group Explain rationale for selection 11/21/2015 page 52

11/21/2015 page 53

Evaluation Evaluation of this session will occur after the workshop and on-line. Thank you for attending and taking this information back to your school district!