1. Beth Mastro New York State Center for School Safety 2010 ACT for Youth Center of Excellence Cornell University Family Life Development Center Cornell University Cooperative Extension of New York City New York State Center for School Safety University of Rochester Medical Center Div. of Adolescent Health

2. Review the New York State Health Education Learning Standards. Introduce the seven skills from the “Guidance Document for Achieving the Health Education Standards.” Discuss the differences between “addressing” and “assessing” the standards and skills. Examine one module of an evidence-based curriculum. ACT for Youth New York State Center for School Safety 2010

3. Use the language of schools. Provide evidence of student learning. Stronger “marketing” of your program. ACT for Youth New York State Center for School Safety 2010

4. Three Standards Performance Indicators Elementary: K-5 Middle: 6-8 Commencement: 9-12 ACT for Youth New York State Center for School Safety 2010

5. Standard 1: Personal Health and Fitness Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. ACT for Youth New York State Center for School Safety 2010

6. Standard 2: A Safe and Healthy Environment Students will acquire the knowledge and ability to create and maintain a safe and healthy environment. ACT for Youth New York State Center for School Safety 2010

7. Standard 3: Resource Management Students will understand and be able to manage their personal and community resources. ACT for Youth New York State Center for School Safety 2010

8. Standard 1 (Personal Health and Fitness) Commencement Level: Understand human growth and development throughout the life cycle. Demonstrate the necessary knowledge and skills to promote healthy development into adulthood. Apply prevention and risk reduction strategies which can delay the onset or reduce the risk of potential health problems into adulthood. Evaluate how the multiple influences which affect health decision and behaviors can be altered. ACT for Youth New York State Center for School Safety 2010

9. Self Management Relationship Management Stress Management Communication Decision Making Planning and Goal Setting Advocacy All are broken down into sub-skills; sequential mastery of complete skill ACT for Youth New York State Center for School Safety 2010

10. SM.C.1: Conduct a personal assessment of health and safety knowledge and skills. SM.C.2: Analyzes the attributes (knowledge, skills, competencies) of a safe and healthy person. SM.C.3: Compares and analyzes the personal assessment to the healthy attributes to identify personal health and safety strengths and needs. SM.C.4: Predicts short- and long-term benefits and harmful consequences of behaviors based on the personal health and safety assessment. ACT for Youth New York State Center for School Safety 2010

11. SM.C.5: Selects and applies a health skill to improve personal health and safety. SM.C.6: Identifies and accesses personal support persons or systems. SM.C.7: Accesses, manages and evaluates related health and safety resources. SM.C.8: Celebrates and rewards self for personal health and safety accomplishments. SM.C.9: If appropriate, extends to relationship and/or to health advocacy skill. ACT for Youth New York State Center for School Safety 2010

12. Addressing: Providing knowledge; giving information. “This is what I want you to know.” Lecture Review a poster Read a book Assessing: Gathering evidence of student learning. “This is how I know you learned/can do it.” Brainstorming: “What do you know about…?” Test/quizzes Behavioral Rehearsals (Role Plays) ACT for Youth New York State Center for School Safety 2010

13. Activity A – Introductions Activity B – Group Rules Activity C – Discussing HIV and AIDs View a video and answer questions about the messages. Review a poster and answer key questions about HIV. Activity D – “What I think about HIV, AIDS, and Safer Sex Agree, In the Middle, Disagree: Facilitator reads statements ; students line up under signs; explain why. ACT for Youth New York State Center for School Safety 2010

14. What Standards do you think have been addressed? Have any been assessed? What Skills and Sub-skills have been addressed? Assessed? ACT for Youth New York State Center for School Safety 2010

15. Be Proud Be Responsible: Commencement Standards and Performance Indicators Addressed Standard 1—Personal Health and Fitness  Understand human growth and development throughout the life cycle  Demonstrate the necessary knowledge and skills to promote healthy development into adulthood Standard 2—A Safe and Healthy Environment  Evaluate personal and social skills which contribute to health and safety of self and others Module 1 Standard 3 – Resource Management: Not addressed ACT for Youth New York State Center for School Safety 2010

16. Be Proud Be Responsible: Commencement Standards and Performance Indicators Assessed Standard 1—Personal Health and Fitness  Understand human growth and development throughout the life cycle  Demonstrate the necessary knowledge and skills to promote healthy development into adulthood Module 1 ACT for Youth New York State Center for School Safety 2010

17. Be Proud Be Responsible: Commencement Health Skills and Subskills Addressed Self-Management SM.C.2 Analyzes the attributes (knowledge, skills, competencies ) of a safe and healthy person SM.C.3 Compares and analyzes the personal assessment to the healthy attributes to identify personal health and safety strengths and needs SM.C.4 Predicts short- and long-term benefits and harmful consequences of behaviors based on the personal health and safety assessment Module 1 Communication SM.C.1 Employs active listening and response skills in health-enhancing ways Decision Making DM.C.1 Identifies personal health decisions and analyzed related internal and external influences DM.C.2 Recognizes personal capabilities and limitations as they relate to possible healthy solutions ACT for Youth New York State Center for School Safety 2010

18. Be Proud Be Responsible Cu í date Reducing the Risk Safe Choices Draw the Line Making a Difference Reducing the Risk Postponing Sexual Involvement Becoming a Responsible Teen Focus on Youth Making Proud Choices ACT for Youth New York State Center for School Safety 2010 Information on linking these programs to NYS Health Standards is available at http://www.actforyouth.net/?ebpHealth http://www.actforyouth.net/?ebpHealth

19. New York State Health, Physical Education and Family And Consumer Sciences Learning Standards http://www.emsc.nysed.gov/ciai/pe/pels.html http://www.emsc.nysed.gov/ciai/pe/pels.html Guidance Document for Health Education http://www.emsc.nysed.gov/sss/schoolhealth/schoolhealtheducation/ GuidanceDocumentFinal1105.pdf New York State Center for School Safety http://nyscenterforschoolsafety.org/ ACT for Youth Center of Excellence – evidence-based programming and health standards: http://www.actforyouth.net/?ebpHealthhttp://www.actforyouth.net/?ebpHealth ACT for Youth New York State Center for School Safety 2010

20. Beth Mastro New York State Center for School Safety ACT for Youth Center of Excellence emastro@ulsterboces.org 845-255-8989 http://nyscenterforschoolsafety.org/ Please give us your feedback on this presentation! http://www.zoomerang.com/Survey/WEB22AEZWMYJH3 ACT for Youth New York State Center for School Safety 2010