1. Lesson Planning for Health Education
Thanks for joining us.
Today we’re going to be talking about a health education program based on standards and best practices for achieving healthy behavior outcomes. I’ll talk about some of the national initiatives that drove the development of ETR’s HealthSmart program and show how our Lesson Planning Tool helps educators design a course of study based on the skills and behavior outcomes they want to address.
Although we’ll be focusing on HealthSmart as the example, our hope is that this webinar will give you some background and ideas on how to tailor a health ed program to fit your time constraints and still address critical content and skills.
Addressing Standards, Outcomes and Available Time

2. Objectives
Understand the theory and national initiatives behind the development of ETR’s HealthSmart curriculum.
Demonstrate how the Lesson Planning Tool helps educators create a lesson plan.
Examine how functional knowledge and skills are critical to designing health education programs to effect behavior change.
Today we’re going to be talking about a health education program based on standards and best practices for achieving healthy behavior outcomes. I’ll talk about some of the national initiatives that drove the development of ETR’s HealthSmart program and show how our Lesson Planning Tool helps educators design a course of study based on the skills and behavior outcomes they want to address.
Although we’ll be focusing on HealthSmart as the example, our hope is that this webinar will give you some background and ideas on how to tailor a health ed program to fit your time constraints and still address critical content and skills.

3. ? ? ? Polling Questions Do you currently teach health education?
Do you follow a particular curriculum?
What interested you about this webinar? ? ?

4. 35-Year-Old Nonprofit Agency Education - Product Development
Training - Professional Development
Research & Evaluation
I’d like to give just a little background on ETR.

5. The Foundations of
HealthSmart is ETR’s comprehensive K through 12 health education program. This presentation will review the theoretical foundations of the program and how it builds on the most recent initiatives in the field of health education, and give you a brief tour of the innovative lesson planning tool that allows educators to tailor the instruction to meet the needs of their students and their schools.
Advancing Science • Reducing Risk • Improving Lives 5

6. ? ? ?
Polling Questions
What would you say are the greatest health risks faced by youth today?
What about your students in particular?

7. Alcohol & Other Drug Use
Obesity
Poor Nutrition
Lack of Fitness
Dating Violence
Injuries
STD
&
HIV
Anxiety
Bullying
Pregnancy
Thinking about your students, what would you say are their greatest health challenges?
Chances are that some of these things come to mind.
Many teachers name some of these issues as the main health threats facing young people today.
Alcohol & Other Drug Use
Tobacco Use
Depression

8. CDC’s Top 6 Risks to Kids’ Health
Behaviors that contribute to unintentional injuries and violence
Sexual behaviors that contribute to unintended pregnancy and STDs, including HIV
Tobacco use
Alcohol and other drug use
Unhealthy dietary behaviors
Inadequate physical activity
…and the Centers for Disease Control and Prevention agrees!
CDC has identified 6 main areas of risk that confront children and adolescents today. These are the behavior areas monitored by the National Youth Risk Behavior Survey (YRBS).
Behaviors that contribute to unintentional injuries and violence
Sexual behaviors that contribute to unintended pregnancy and STDs, including HIV
Tobacco use
Alcohol and other drug use
Unhealthy dietary behaviors
Inadequate physical activity
Starting with these areas of major risk is a way to look to the epidemiology—what does the data show us about the risks to kids’ health?—and use that as a way to focus lessons on shaping the behaviors that will most help kids avoid these major risks. This is what ETR did with its HealthSmart program from the beginning. It seems much more obvious to look at these things today, but the first edition of HS was unique in taking this approach.
So, we know what the risks are, but how do we go about changing them?

9. So, we know what the risks are, but how do we go about changing them
So, we know what the risks are, but how do we go about changing them? One characteristic of effective health education curricula is that they are research based and theory driven. The health education experts involved in the development of HealthSmart, Dr. Susan Telljohan, the late Dr. Bill Kane and Hilda Quiroz Graham made sure the curriculum was grounded in key theoretical concepts to build a value for healthy behaviors, support healthy norms and develop self-efficacy in critical health skills.

10. The Theory Behind HealthSmart
Knowledge
Skills
Different curricula may use different education theories as their basis—the main theory behind ETR’s HealthSmart is the Theory of Planned Behavior.
It essentially says that what people believe—their attitudes toward a given health behavior—as well as the influences around them—the norms they observe (or think they observe) and the attitudes and values they see and hear reflected by peers and trusted adults—will affect their confidence and ability to take action. These things build intentions that can lead to positive action.
You’ll notice that a key part of that confidence to act is having the knowledge, skills and support to practice healthy behaviors.
Support

11. Think, Choose, Act in Healthy Ways
Build a personal value for health as students explore health beliefs and the potential outcomes of health choices.
Shape healthy peer norms when students understand the healthy actions family and friends support and expect.
Build power to use knowledge when students understand the concepts needed to practice healthy behaviors.
Build power to use skills through guided practice.
Increase perception of control as students acquire knowledge, develop skills and establish support systems.
When theoretical principles are woven throughout the lessons and activities it can increase the likelihood that students will value and practice the healthy actions that help prevent excessive morbidity and premature mortality. For example, activities can build a personal value for health, establish healthy peer norms, build students’ power to use their new knowledge and skills, and increase their perception of control over their own health choices and behaviors.

12. National Health Education Standards
Health Literacy
Knowledge
Skills
1: Comprehending Concepts
2: Analyzing Influences
3: Accessing Information
4: Interpersonal Communication
5: Decision Making
6: Goal Setting
7: Practicing Health-Enhancing Behaviors
8: Advocacy
The first National Health Education Standards marked this shift in focus toward helping students develop skills in addition to understanding concepts. The Standards (NHES) were released in 1995 and revised in We were fortunate in having both Dr. Kane and Dr. Telljohann be part of the committee that worked on defining and developing these standards.
The Standards detail what students need to know and be able to do in order to achieve health literacy. They set performance indicators around both the functional knowledge and the essential skills required for adopting and maintaining healthy behaviors.
In addition to comprehending concepts, the standards set age-appropriate performance indicators for 7 essential health skills. These were the skills that health experts felt were most important in adopting health behaviors and avoiding health risks.

13. Which Standards do the lessons in my health curriculum support?
When a curriculum aligns to the National Health Education Standards, it will combine activities that convey content with activities that help students apply their new knowledge while developing the critical skills of analyzing influences, accessing resources, communicating clearly and effectively, making healthy decisions, setting goals, practicing health-enhancing behaviors and advocating to help their friends, families and communities be healthy.

14. CDC’s Health Education Curriculum Analysis Tool
Healthy Behavior Outcomes
Knowledge Expectations
Skill Expectations
The 2nd edition of HealthSmart also drew heavily on the recently released Health Education Curriculum Analysis Tool (HECAT) from the CDC. The HECAT has identified the Healthy Behavioral Outcomes, knowledge and skill expectations that are aligned with the NHES. Again we were in the fortunate position of having ETR and HealthSmart’s authors involved with both the original HECAT and the latest revision.
The CDC basically identified the most important behaviors they would like to see adolescents practicing by the time they graduate from high school. After these were identified, they then needed to determine what concepts and skills students needed to be able to know and practice to achieve that Healthy Behavioral Outcome.
In theory, if a curriculum meets these KE and SE, it should impact student behavior in a positive way.
The learning objectives in HealthSmart are based on these knowledge and skill expectations defined by the HECAT for each health content area.

15. CDC’s Health Education Curriculum Analysis Tool
The learning objectives in HealthSmart are based on these knowledge and skill expectations defined by the HECAT for each health content area.

16. How to Build Skills
The research-based step-by-step approach to skills development:
Introduce the skill and relate it to students’ lives through examples.
Present the sequential and specific steps for the successful performance of the skill.
Model of each of the steps and the entire skill sequence.
Provide guided practice of the skill through structured roleplays, large-group discussion or small-group work.
Allow students to practice the skill in real-life situations, followed by feedback, reinforcement and discussion of successes and challenges.
I’d like to say just a little more about the research on how to develop skills. This was something we really focused on in the 2nd edition for middle and high school, although it exists in simpler form at the elementary grades as well.
This idea of developing both knowledge and skills is critical to many areas of education. For example, in teaching math, you wouldn’t just tell students what long division is and how it can be useful. You’d also explain the steps and show them—or model—those steps by working some sample problems. Then students would practice until they could apply their long-division skills to increasingly difficult problems, and finally, to problems they encounter in real life. It’s the same with the skills that will support healthy behaviors.
Briefly review skills process.
HealthSmart or any research-based program will offer students numerous opportunities for skills development to build their confidence in their ability to practice healthy behaviors and negotiate risky situations.

17. Pause for Q & A.

18. What Does a Health Curriculum Need to Include?
Advancing Science • Reducing Risk • Improving Lives

19. CDC’s Characteristics of Effective Health Education Curricula
Focuses on clear health goals and related behavioral outcomes.
Is research-based and theory-driven.
Addresses individual values, attitudes and beliefs.
Addresses norms that support health-enhancing behaviors.
Focuses on reinforcing protective factors and increasing perceptions of risk. 
Addresses social pressures and influences.
Builds competence and self-efficacy by addressing skills. 
Provides functional health knowledge that directly contributes to health-promoting decisions and behaviors.
Uses strategies designed to personalize information and engage students.
Provides developmentally appropriate information, learning strategies, teaching methods and materials.
Incorporates learning strategies, teaching methods and materials that are culturally inclusive.
Provides adequate time for instruction and learning.
Provides opportunities to reinforce skills and positive health behaviors.
Provides opportunities to make positive connections with influential others. 
Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning.
Research on what makes a health education program effective, is, of course, ongoing. But there are some qualities or characteristics programs that work seem to share. Incorporating these best practices was definitely a goal of the HealthSmart 2nd edition, and the program meets the 15 Characteristics of Effective Health Education Curricula defined by the CDC. These are characteristics to look for in any health education curriculum you may be using or considering.
More detail on both the characteristics and how the HealthSmart program incorporates them can be found in the program Foundation Book and on the HealthSmart website, and here is a link to the CDC page with more information.

20. Susan Telljohann, HSD, CHES
Real-World Health Education: Putting the 15 Characteristics to Work
Research based and theory driven
Focuses on clear health goals and related behavioral outcomes.
Builds personal competence, social competence and self-efficacy by addressing skills.
Provides functional health knowledge that is basic, accurate and directly contributes to health- promoting decisions and behaviors.
Susan Telljohann, HSD, CHES
But how do these play out in real life?
HealthSmart author Dr. Susan Telljohann has an excellent post on our ETR blog about this very thing. I’ve listed four key characteristics that we’ve been talking about so far. Dr. Telljohann provides examples of these and others in her post, as well as a handy downloadable checklist to help you assess your current curriculum for these features.
It’s really helpful for better understanding the connection between the classroom lessons and their potential impact on actual behaviors.

21. Need to Know vs. Nice to Know
How will smoking hurt my body?
How much physical activity do kids need?
What gets in the way of making heart- healthy choices? OR
According to Dr. Telljohann, if we want to impact a specific health behavior, we must ask ourselves, “Will this information shape positive attitudes or build skills that promote healthy choices?” If it won’t, then we shouldn’t teach it—it’s a question of NEED to know versus NICE to know.
One example might be learning about the cardiovascular system or how the lungs work—interesting? Absolutely. But will it help students make healthy choices about nutrition, physical activity or tobacco use? No. Information that does support healthy choices might be the effects of inactivity or smoking on the heart and lungs, benefits of being smoke free, heart-healthy nutrition choices and ways to fit more exercise into a busy day. That information can be covered fairly quickly, leaving more classroom time to build positive attitudes, brainstorm solutions to challenges, and practice relevant skills, such as how to say no to offers or tobacco and how to set a physical activity goal.
Problem solving
Refusal skills
Setting a goal

22. What are the Challenges in Teaching Health Education?
So, we’ve talked about some of the things a research-based curriculum will include.
But… those who spend time in the classroom know that there are still many challenges to getting Health Education in our schools.
What are the challenges in Teaching Health Education in todays schools?
Advancing Science • Reducing Risk • Improving Lives

23. Funding Time Challenges in Teaching Health Ed
Finding a strong curriculum
Time
Funding is a constant but solvable problem…. And possible the subject for another webinar. For now, let’s say we’ve got some.
A strong and effective curriculum…… it takes some research and review but there are good programs out there, both comprehensive and single subject. I'm proud to say HealthSmart is considered one of these so…. Check.
Time….. Finding or being given the time to teach health … Now here’s the issue the last part of this webinar hopes to address.
Let’s say you’ve found a program that follows the science… that’s aligned to standards… That covers the key areas of risky behaviors… and that ensures that essential health skills are covered and practiced….
So, here you are with the most effective…most current… and most inclusive curriculum out there. It provides functional knowledge that will help change behavior. It covers the revelant health skills. It’s informed by science and the research into what makes a curriculum effective. Now, how do you find the time to teach that curriculum and teach it with impact?

24. Accessing Information
Analyzing Influences
Interpersonal Communication
Let’s say you’ve found a program that follows the science… that’s aligned to standards… That covers the key areas of risky behaviors… and that ensures that essential health skills are covered and practiced….
So, here you are with the most effective…most current… and most inclusive curriculum out there. It provides functional knowledge that will help change behavior. It covers the revelant health skills. It’s informed by science and the research into what makes a curriculum effective. Now, how do you find the time to teach that curriculum and teach it with impact?
Goal Setting
Decision Making
Advocacy
Practicing Health-Enhancing Behaviors

25. Lots of data! Just what you wanted
Research-based curricula will give you lots of data and information.
For example, HealthSmart provides scope and sequence charts that track which content areas cover which knowledge and skills expectations and document which healthy behaviors outcomes lessons are designed to reinforce.

26. Mapping it out…
It might take hours and hours to go thru all the lessons in a health curriculum, looking at the standards and objectives, comparing it against other tools such as the HECAT, and then trying to squeeze the results into the available teaching time.
And in the end, it may not work, because you may still be missing connections to important skills, learning objectives and behavior outcomes.
Often at the classroom level staff have to rely on the Pick and Choose method of randomly picking topics/lessons out of the Table of Contents, again often missing important supports built across a program.
What if this could all be mapped for you…?

27. Creating a Plan of Study Lesson Planning Tool
with the
This is what ETR has done with our Lesson Planning Tool—an online app that contains the data for each lesson and how it connects to functional knowledge, skills and standards.
Advancing Science • Reducing Risk • Improving Lives 27

28. The HealthSmart Lesson Planning Tool was designed for use with both print and digital programs.
It combines Healthy Behavior Outcomes from the HECAT with the skills from the National Health Education Standards.
This web-based tool can create a teaching plan for an entire year, a semester, or a day.
Possible situations:
- You need to design a health class around the priorities of your district or school.
Your school is a coordinated school health site and you want to organize lesson planning to fit with the objectives.
An issue comes up suddenly and you need to modify your teaching plan to accommodate it.

29. 5 Simple Questions What grade level? What subject(s)? What skills?
What HBOs?
How much time do you have?
The tool is based on these 5 questions.

30. Page will be screen shot of the home page for the lesson planning tool.
We will embed a live link to the planner.
We’re now on the website and the demo starts.
Login to digital edition and use the Lesson Planner.
Can show participants how to use the tool, create a personal lesson plan, and edit it.
First 2 scenarios will demonstrate as working perfectly – one elementary:
one middle school :
Second scenario will result in too many lessons –
high school
Third scenario will result in too few lessons –

31. Safe slide in case internet does not work so we can show the process
Skip if you got online for live demo

32. Safe slide in case internet does not work so we can show the process
Skip if you got online for live demo

33.
Here’s a link so you can try it for yourself…

34. Do you have any questions?

35. Pause for Q & A.

36. No knowledge is more crucial then the knowledge about health
No knowledge is more crucial then the knowledge about health. Without it, no other life goal can be successfully achieved Ernest Boyer, President The Carnegie Foundation for the Advancement of Teaching ( )
Advancing science • Reducing risk • Improving lives

37. John Henry Ledwith x Carbonero Way, Scotts Valley, CA 95066
Advancing science • Reducing risk • Improving lives