1. Facilitated by: Lisa Jo Gagliardi and Briana Kangas

2. To provide quality training, which introducing instructional leaders to the REVISED Michigan Model curriculum, empowering implementation at the local level.

3. Explain why we teach health & prevention in school Understand the National Health Education Standards and make connections to C & CR Better understand the resources and services available to your school in health education Recognize Michigan Model as the evidence-based & skill-based curriculum our region uses Peruse Michigan Model materials and manuals Distinguish between best practices in prevention education, and non-effective strategies Plan implementation strategies for fidelity at the local level

4. Why do we teach life skills and prevention? 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75

5. Accidental injuries/ violence/suicide Accidental injuries/ violence/suicide Alcohol & other drugs Alcohol & other drugs Tobacco use Tobacco use Unhealthy food Choices Unhealthy food Choices Physical inactivity Physical inactivity Sexual behaviors…HIV lessons in Michigan Model. Needs board approval. Sexual behaviors…HIV lessons in Michigan Model. Needs board approval. (Sex Ed. requires advisory board, and school board approval) (Sex Ed. requires advisory board, and school board approval) CDCs 6 Behaviors Causing Adverse Health & Social Outcomes:

6. % % who did not go to school on 1 or more of past 30 days b/c they felt unsafe % who were in a physical fight 1 or more times in past 12 months % who were hit, slapped or physically hurt in past 12 months by boy/girlfriend

7. % felt sad or hopeless every day for 2 weeks or more in a row that stopped doing usual activities in past 12 mths. suicide % who seriously considered suicide 1 or more times in past 12 months attempted suicide % who attempted suicide 1 or more times in past 12 months

8. %who have ever tried alcohol in their life. % who had more than a few sips of alcohol before age 13 % who have had alcohol on 1 or more occasion in the past 30 days % had 5 or more drinks of alcohol, in a row, on 1 or more occasion in the past 30 days

9. %who have ever tried cigarette smoking in their life. % who smoked a whole cigarette before age 13 % who smoked daily in the past 30 days

10. %who have ever tried marijuana in their life. % who tried marijuana before age 13 % who used marijuana 1 or more times in the past 30 days

11. % who were trying to lose weight % NO eating for 24 hrs or more to lose weight in past 30 days % who took diet pills In past 30 days % who vomited or took laxatives' to lose weight in past 30 days

12. % physically active for 60 minutes/day on 5 or more of past 7 days % who attended physical education PE class one or more days % who attended PE class daily

13. % who have ever been physically forced to have sexual intercourse when they did not want to % who had intercourse before age 13

14. Model health curricula for grades K- 12 Elementary manuals are organized by GRADE. Middle School modules are organized by TOPIC. High School is all in one Manual All major risk behaviors, as identified by CDC, are addressed.

15. Michigan Department of Education Michigan Department of Community Health - Adolescent and School Health Unit - Office of Drug Control Policy - Mental Health Services - Office of Drug Control Policy - Public Health Administration Michigan Department of Human Services Michigan State Police Department - Office of Highway Safety Planning Other non-voting representatives

16. Delivered and supported by a network of 25 Health Coordinators at ISDs, RESAs, RESDs and major school districts, all of whom are members of a state Michigan Coordinated School Health Association (MiCSHA)

18. Michigan Model is the ONLY Comprehensive School Health Curriculum on the National Registry of Evidence-Based Prevention Programs (NREPP through SAMHSA) Michigan Model is a CASEL SELect program for teaching Social Emotional Competencies! (Collaborative for Social and Emotional) Many research projects over the past 20 years.

20. Behaviors Skills Knowledge Self-Efficacy Environmental Support Peers, school, home, community support and reinforcement for healthy behaviors. Facts to make responsible decisions Understanding severity Risks and benefits Abilities to act in healthy way Belief that one can use the skills to change life The most important predictors of current and future health status Adapted Health Belief Model

21. Behaviors Skills Self-Efficacy Environmental Support Knowledge Typical Practice

22. There are now significantly less lessons…Teacher- friendly! There are now significantly less lessons…Teacher- friendly! The content is updated to have the most current information! The content is updated to have the most current information! Meets the States Adopted Health Standards and National Standards! Meets the States Adopted Health Standards and National Standards! Correlated to ELA Common Core and Social Studies GLCES! Correlated to ELA Common Core and Social Studies GLCES!

26. Purpose of Health Ed. funding Can support and can fund Can support, but cannot fund Can not support or fund Michigan Model for Health K-6 Michigan Model Middle School Modules Michigan Model High School Training and T.A. to all schools (T.A.) Training for qualified teachers to be able to teach HIV 4 th and 5 th grade HIV lessons MS: Growing Up & Staying Healthy HS: Healthy & Responsible relationships Training/T.A. *if MS and HS taught using abstinence-based versions, counts as Sex Ed. Puberty the Wonder Years (puberty education counts as sex ed) Training/T.A. F.L.A.S.H. Curriculum for Puberty and Sex Ed. (FREE ONLINE) Healthy Sexuality Curriculum from Rocky Mountain Other supplemental resources and programming T.A. Anything not best practice Anything used to supplant Michigan Model, reducing fidelity CONSULTATION

27. Training in Michigan Model for Health, as well as manuals and all core materials Mandatory HIV training for teachers, and Sex Ed. training for teachers. Technical Assistance around basic health education, Coordinated School Health, HIV and AIDS.

28. http://www.youtube.com/watch?v=5s0rRk9sER0

30. Elementary ExampleHigh School Example Grade 1 Personal Health and Wellness Unit Stop That Sneeze Skills for Health and Life Unit 1-Skills Exploring Information and Influences

31. Manuals Elementary or High School

33. Skills build by Grade! Just some Just some of what it includes: DECISION MAKING INTERPERSONAL COMMUNICATION BULLYING PREVENTION MAKING FRIENDS DEALING WITH STRONG FEELINGS

34. SEE HANDOUTS

36. Continuum of Behavior Supports All students in school Universal Prevention For all students Targeted Intervention For some students Intensive Intervention For few students

37. Continuum of Behavior Supports All students in school Universal Prevention For all students Michigan Model is a Tier I prevention curriculum, teaching skills for being respectful, safe, and responsible.

38. Continuum of Behavior Supports All students in school Michigan Model is a Tier I prevention curriculum, teaching skills for being respectful, safe, and responsible.

39. Please take 10 minutes to SKIM the Social and Emotional lessons in your binders. Look at the lesson layout, student worksheets, teacher prompts, Family Resource Sheets, etc... Be prepared to share one thing you feel important to share with your colleagues

41. SEE HANDOUTS

42. Just Say No has had about as much impact on drug use as Have a nice day has on clinical depression. It does not provide facts and skill

43. Enhance protective factors and reduce risk factors Target all forms of drug abuse Teach skills to resist drugs when offered, strengthened personal commitments against drug use, and increase social competency Reinforce attitudes against drug use Use interactive methods Include a parents or caregivers component Provide continuity over the school career with repeated interventions to reinforce

44. Focus on families rather than parents only or children only Implement community media campaigns and policy changes accompanied by social and family interventions Address the specific nature of the drug abuse program in the local community Provide more intensive and earlier prevention efforts for target populations with higher levels of risk Implement age-specific, developmentally appropriate, and culturally sensitive programs. Preventing Drug Children and Adolescents, A Research-Based Guide The National Institute on Drug Abuse (NIDA), 1997 (continued)

45. Listing and Describing a Menu of Drugs Drug Show and Tell Stories from Recovering Addicts Isolated Events, Programs, and/or Assemblies Focus on Knowledge Alone Scare Tactics Inconsistent Parental/Community Messages Student Playing a Negative Role in role playing Student Playing a Negative Role in role playing

46. Place check in the Green circle for Yes, this is effective! Place check in the Green circle for Yes, this is effective! Place a check in the yellow for Not sure. Depends on the situation. Place a check in the yellow for Not sure. Depends on the situation. Place a check in the Red circle for No, this is Place a check in the Red circle for No, this is definitely ineffective!

47. Bike/pedestrian/driving, conflict/violence, chemicals, seatbelts, fire, etc… Personal Safety lessons are developmentally appropriate to prevent child sexual abuse and relationship violence Adult retrospective studies show that 1 in 4 women and 1 in 6 men were sexually abused before the age of 18 (Centers for Disease Control and Prevention, 2006).

48. EUP actual # = 202 EUP rate = 18.4 State of Michigans rate =13.8

49. Michigan Model has GREAT teacher references for mandatory reporting, as well as guidance on what to do if a child discloses abuse. Please see handout This example is from the 5 th grade curriculum

50. Make sure teachers are trained and have the revised curriculum Make the connection for staff with CCSS and GLCEs of core subjects Make the connection to staff with PBIS Ask teachers for their Pre-Post data in grade-levels that pre-post is available.

51. Contact us Lisa Jo Gagliardi, lgagliardi@eup.k12.mi.us lgagliardi@eup.k12.mi.us 906-632-3373 ext 132 Briana Kangas, brkangas@eup.k12.mi.usbrkangas@eup.k12.mi.us 906-632-3373 ext. 143