7-8 Health Pacing Guide

Size: px
Start display at page:

Download "7-8 Health Pacing Guide"

Transcription

1 The Health Pacing Guide is the recommended sequencing and concepts to teach in health education classes. The idea is to align the district health curriculum across the district with health educators teaching similar content at similar times. This will allow students that transfer from one APS school to another to have similar health education learning experiences. The Health Pacing Guide is also the basis for DAP (District Assessment Program). Teaching Resources: Glencoe McGraw Hill Teen Health Green Course 3 (text) Online Links: Link to CDC health modules with performance indicators. CDC BAM! Body and Mind site with useful health resources. Link to McGraw Hill Health and Fitness curriculum materials and resources (newer lessons/material). Access to materials is limited, but newer resources to supplement district textbooks. Limited access without subscription, but some resources for health education. Infohio has many resources for teachers and students. Login: infohio Password for 2013: power educators.html Health and nutrition information. Surgeon general s recommendations for disease prevention. Content Areas to Teach: Personal Health and Wellness Physical Activity Healthy Eating Safety and Violence Prevention Mental, Emotional, and Social Health Alcohol and other Drug Prevention Tobacco Use and Prevention Growth, Development, and Sexual Health

2 Week Title Benchmarks as per CDC National Health Students should cover the following topics in each unit/title: Guidelines September Grading Period 1/3 Teen Health Chapters Approx Time (wks) 1 2 Personal Health and wellness PHW , 13, 15 PHW2.8.2, 3, 6, 8, 9 PHW , 6 PHW , 5 PHW5.8.1, 4 6, 8 PHW PHW7.8.1, 2 PHW8.8.2, 3 1. Summarize the benefits of good hygiene. Identify, describe, and summarize common causes of hearing, vision, skin damage and ways to protect from/avoid damage. Explain infectious, non infectious, acute and chronic diseases. Summarize symptoms and ways diseases are transmitted. Describe how lifestyle contributes to chronic diseases. Describe the potential health and social consequences of fads like piercings and tattoos. 2. Explain the health pyramid (triangle) and components of health. Explain how perceptions of norms, social expectations influence healthy and unhealthy personal health and wellness practices. Analyze influences of family, culture, friends, and media affect personal health and wellness related practices on personal health. 3. Locate, access and analyze valid and reliable health information, products and services. 4. Demonstrate use of verbal and nonverbal communication skills to enhance health. Demonstrate peer resistance and negotiation skills to personal health and wellness. Demonstrate empathy and support for others to improve their personal health and wellness. 5. Identify circumstances that help or hinder healthy decisions related to personal health and wellness. Explain the influences of family, culture, friends, media and technology related to personal health. Distinguish between and predict healthy and unhealthy alternatives related to health and wellness. Analyze health outcomes with health and wellness decisions. 6. Set a personal health and wellness goals. Assess barriers and apply strategies to overcome barriers to achieving a personal health and wellness related goal. 7. Explain importance of being responsible for personal health behaviors and practices. Analyze health and wellness practices to reduce or prevent health risk. 8. Persuade others to make positive personal health and wellness related choices. Collaborate and advocate for individuals, families and schools to be healthy. Ch. 1, 2,

3 3 4 Physical Activity PA1.8.1, 4 8, 11, 12 PA , 8, 9 PA , 5, 7 PA , 6 PA5.8.1, 4, 5, 8 PA PA7.8.1, 3 PA Describe the components of fitness. Describe the recommended amounts and types of moderate, vigorous, muscle strengthening, and bone strengthening physical activity for adolescents and adults. Summarize the mental and social benefits of physical activity. Differentiate between physical activity, exercise, health related fitness and skill related fitness. Explain the short and long term benefits of physical activity, components of fitness and maintaining healthy body weight and how inactive lifestyle contributes to chronic disease. Summarize benefits of drinking water before, during and after physical activity and how physical activity contributors to maintaining a healthy body weight. 2. Explain how perceptions of norms, social expectations, personal values and beliefs influence physical activity. Describe how some health risk behaviors influence inactivity. Analyze how family, culture, media, technology and friends/peers influence activity. 3. Locate and analyze valid and reliable physical activity information, products and services. Identify various locations for activity. 4. Demonstrate the use of effective verbal and nonverbal skills to enhance fitness activity (avoid inactivity). Demonstrate effective peer resistance and negotiation skills to enhance physical activity. Demonstrate how to effectively communicate empathy and support to others who are trying to maintain or improve physical activity. 5. Identify circumstances that help or hinder physical activity. Explain how family, culture, media, friends/peers and personal beliefs affect a decision related to activity. Distinguish between healthy and unhealthy alternatives to a decision related to physical activity. Analyze the outcomes with a decision related to physical activity. 6. Set a realistic goal to be physically active. Assess barriers and apply strategies to overcome barriers. Use strategies and skills to achieve a personal goal to be physically active. 7. Explain the importance of being responsible for being physically activity. Demonstrate healthy practices and behaviors to improve the physical activity of oneself and others. 8. Persuade others to make healthy and safe physical activity choices. Collaborate with others to advocate for individuals, families and schools to be physically active. Demonstrate how to adapt positive physical activity messages for different audiences. Ch

4 October Grading Period 1/3 5 6 Healthy Eating HE , 7, 9 13, 15, 17, 18, 20, 22 HE , 6, 8, 9 HE HE , 5 HE5.8.1, 4 6, 8 HE HE7.8.1, 2 HE8.8.2, 3 1. Classify amount of food from each food group a person needs each day. Summarize nutritious food choices. Describe the USDA Guidelines for Americans. Explain why the recommended amount of food a person needs each day may be different for each food group. Summarize the benefits of eating fruits and vegetables. Explain the similarities and differences among protein, fats, and carbohydrates regarding nutritional value and food sources. Identify foods that are high in fiber. Identify examples of whole grain foods. Summarize the benefits of drinking water. Differentiate between nutritious and non nutritious beverages. Summarize the benefits of limiting the consumptions of solid, fat and added sugar, and sodium. Describe the importance of eating breakfast every day. Explain how to select healthy foods when dining out. Explain various methods available to evaluate body weight. Analyze the benefits of healthy eating. Describe the benefits of eating in moderation. 2. Explain the influence of school rules and community laws on food choices. Explain how perceptions of norms influence food choices. Explain how social expectations influence food choices. Analyze how relevant influences of family, culture, media, technology and peers/friends affect and influence on personal food choice and other eating behaviors. 3. Locate and analyze valid and reliable nutrition information (home, school community), products and services. Identify various locations to access fresh fruit and vegetables. 4. Demonstrate the use of verbal and nonverbal communication to avoid unhealthy food choices. Demonstrate peer resistance and negotiation skills to avoid or reduce unhealthy food choices. Demonstrate how to effectively communicate empathy and support to others who are trying to improve personal food choices and healthy eating. 5. Identify circumstances that help or hinder healthy decision making related to food and behavior choices. Explain how family, culture, media peers/friends and personal beliefs affect a decision related to healthy eating behaviors. Predict the potential outcomes of healthy and unhealthy alternatives of a decision related to healthy eating behaviors Analyze the outcome of a decision related to healthy eating behaviors. 6. Assess personal eating practices. Set a realistic goal to improve healthy eating behaviors. Apply strategies to overcome barriers to achieving personal goal to improve healthy eating behaviors. 7. Explain the importance of being responsible for personal healthy eating behaviors. Analyze personal eating practices and behaviors that reduce or prevent health risks. 8. Persuade and support others to make positive food and beverage choices. Collaborate and advocate for healthy eating at home, in school or in the community. Ch Safety and Violence Prevention S1.8.1, 2, 5, 7 19 S2.8.3,8 9 S S4.8.2,3,6 S5.8.4,6 S S7.8.2 S8.1,3 1. Describe ways to reduce injuries in a motor vehicle. Identify protective equipment to be safe in sports and rec. Understand the risks associated with using substances that may impair an individual. Describe ways to reduce risks associated with the fire, falls, water and sports. Describe how sharing or posting personal information electronically about self or others on social media sites can negatively impact safety. Explain climate related conditions related to personal health and safety. Describe actions to change unsafe behaviors at home, school, and community. 2. Analyze and explain healthy and unhealthy safety practices. Analyze how relevant influences of media and technology affect personal safety 3. Analyze the validity of safety and injury prevention information, products and services. 4. Describe how to manage personal information in electronic communications. 5. Explain how family, culture, media and peers affect decisions related to safety. 6. Set, assess goals that may or may not negatively affect health safety. 7. Demonstrate how to encourage peers to be safe and avoid or reduce injury. Ch. 5,

5 V1.8.1,3 4, 6 7,10,13,15 V1.8.20,22,26 27,30 V ,6 8 V3.8.3 V4.8.2,5 V5.8.1,4 V V Describe ways to manage interpersonal conflict nonviolently. Explain and analyze others perspectives in a conflict. Explain the role of bystanders in preventing, stopping violence. Describe, explain, and recognize how prejudice, intolerance and bias can lead to violence. Describe the signs and symptoms of people who are in danger of hurting themselves or others. 2. Explain how personal values, social expectations and beliefs influence personal violence prevention practices and behaviors. 3. Describe situations that call for professional violence prevention or intervention services. 4. Demonstrate effective peer resistance skills to avoid or reduce violence. Demonstrate how to effectively ask for assistance to prevent violence. 5. Identify circumstances that help or hinder making a decision to prevent violence. Explain how family, culture, media, peers, and personal beliefs affect a decision that could lead to violence. 7. Analyze, demonstrate and commit to practice violence prevention strategies. 8. Persuade others to prevent violence. Collaborate with others to advocate for violence prevention. November Grading Period 2/4 1. Identify characteristics of a mentally and emotionally healthy person. Describe the relationship between feelings and behavior. Explain, Identify, Describe the following emotions: Love, Anger, Depression, Stress, Self Respect, Self Image, Grief, Sadness, Hopelessness. Identify personal stressors at home, school. Explain cause and effects of stress. 2. Explain how personal values and beliefs influence personal mental and emotional health practices and behaviors. Describe how some health risk behaviors influence the likelihood of engaging in other unhealthy mental and emotional health behaviors. Analyze how relevant influences of school and community affect mental and emotion. 3. Analyze the validity and reliability of mental and emotional health informational health practices and behaviors. 4. Demonstrate effective nonverbal and verbal communication; how to manage personal information in electronic communications and social media. Peer resistance skills, healthy ways to manage interpersonal conflict. 5. Explain how family, culture, media, peers, and personal beliefs affect a mental or emotional health related decision. Analyze the effectiveness of a final outcome of your decision. 6. Assess, Apply, Use strategies and skills to improve or maintain a positive mental and emotional health strategy. 7. Analyze, Evaluate, Demonstrate personal mental and emotional health behaviors that enhance or prevent health risks. 8. Collaborate with others to advocate for improving mental and emotional health Mental, Emotional Health MEH 1.81, 3, 6 12, 19, MEH 2.8.4, 5, 7 9 MEH MEH 4.8.1, 2, 5 MEH 5.8.2, 4,8 MEH MEH MEH Ch

6 12 13 Alcohol and Other Drug Prevention AOD , 7,8, 11, 14 AOD , 7 9 AOD 3.8.1, 2, 4 AOD AOD 5.8.2, 4 AOD AOD AOD Distinguish and differentiate between proper use and abuse of over the counter and prescription medicines. Describe the health risks of using weight loss and performance enhancing drugs. Summarize the negative consequences of using alcohol and other drugs. Describe situations that could lead to the use of alcohol and other drugs. Explain why using alcohol or other drugs is an unhealthy way to manage stress. Determine the benefits of being alcohol and other drug free. Explain the risks associated with using alcohol or other drugs and driving a motor vehicle. 2. Explain how perceptions of norms, social expectations and personal values and beliefs influence healthy and unhealthy alcohol and other drug use practices and behaviors. Describe how alcohol and other drug use can influence the likelihood of engaging in other unhealthy behaviors. Analyze how relevant influences of school, community, media, technology and peers/friends affect alcohol and other drug use practices and behaviors. 3. Locate and analyze the validity and reliability of information for over the counter, prescription medicines, and alcohol and other drug prevention and treatment. Describe situations that call for professional alcohol and other drug use treatment services. 4. Demonstrate the use of effective verbal and nonverbal communication to avoid taking another s prescription medication, avoid alcohol and other drug use and avoid riding in a motor vehicle with a driver who is under the influence of alcohol or other drugs and skills to avoid or reduce alcohol and other drug use. 5. Determine when situations related to alcohol and other drug use require a decision (e.g., when a peer offers an alcoholic drink, deciding about getting into a motor vehicle with a driver who has been using alcohol and other drugs). Explain how family, culture, media, peers, and personal beliefs affect a decision related to alcohol and other drug use. 6. Assess the barriers to achieving a personal goal to be alcohol and other drug free. Apply strategies to overcome barriers to achieving a personal goal to be alcohol and other drug free. Use strategies and skills to achieve a personal goal to be alcohol and other drug free. Set a realistic personal goal to be alcohol and drug free or to avoid riding in a motor vehicle with a driver who is under the influence of alcohol or other drugs. 7. Analyze personal practices and behaviors that reduce or prevent alcohol and other drug use. 8. State a health enhancing position about being alcohol and other drug free supported with accurate information, to improve the health of others. Persuade others to: be alcohol and other drug free, avoid driving while under the influence of alcohol or other drugs, and avoid riding in a motor vehicle with a driver who is under the influence of alcohol or other drugs. Collaborate with others to advocate for individuals, families, and schools to be alcohol and other drug free. Demonstrate how to adapt alcohol or other drug free messages for different audiences. Ch

7 14 15 Tobacco use Prevention December Grading Period 2/4 T T , 8, 9 T 3.8.1, 2, 7, 8 T , 5 T 5.8.1, 4, 6, 8 T T T Describe short and long term effects and dangers of using tobacco. Summarize the dangers of experimenting with tobacco products. Describe situations that could lead to the use of tobacco and relationship to alcohol or other drug use. Summarize the benefits of being tobacco free. Describe the social, economic, and cosmetic consequences of tobacco use. Explain the reasons most individuals do not use tobacco products. Summarize that tobacco use is an addiction that can be treated. Summarize the effects of second hand smoke. Describe ways to support family and friends who are trying to stop using tobacco. Summarize how addiction can be treated and how smoking cessation programs can be successful. 2. Explain the influence of school rules and community laws on tobacco related practices and behaviors. Explain how perceptions, social expectations and personal values and beliefs influence tobacco related practices. Analyze how family, media, technology, and peers/friends affect tobacco related practices and behaviors. 3. Locate and analyze valid and reliable tobacco prevention and cessation, products, services and tobacco related information. 4. Demonstrate using verbal and nonverbal communication skills to reduce or avoid second hand smoke and tobacco use. Demonstrate peer resistance and negotiation skills to reduce or avoid second hand smoke and tobacco use. Demonstrate how to effectively communicate empathy and support to others who are trying to quit using tobacco. 5. Identify circumstances that help or hinder making a decision related to being tobacco free. Explain how family, culture, media, peers/friends, and personal beliefs affect a decision related to tobacco use. Predict potential outcomes of healthy and unhealthy choices related to tobacco use. Analyze health outcomes with tobacco use. 6. Set realistic personal goal to be tobacco free. 7. Analyze personal practices and behaviors that prevent tobacco use. 8. State health enhancing position about tobacco prevention, supported with accurate information to improve the health of others. Persuade others to be tobacco free and avoid exposure to second hand smoke. Collaborate with others to advocate for individuals, families and schools to be tobacco free. Ch. 13 2

8 *Before starting this unit, a letter must be sent home to opt out with approval from the building administrator/principal Sexual Health SH , 14 25, 27, 28, 35, 36 SH SH SH4.8.2,3,6 SH5.8 SH6.8 SH7.8.1 SH ,6 1. Describe characteristics of healthy relationships. Explain, differentiate health and unhealthy relationships. Expression of emotions. Communicating with adults about issues related to relationships. Explain the importance of talking with parents and other trusted adults about issues related to relationships, growth and development and sexual health. Explain the negative consequences of sending sexually explicit pictures or messages by e mail or cell phone or posting sexually explicit pictures on social media sites (e.g., chat groups, e mail, texting, websites, phone and tablet applications). Describe techniques that are used to coerce or pressure someone to engage in sexual behaviors. Summarize basic male and female reproductive body parts and their functions. Describe conception and its relationship to the menstrual cycle. Identify the emotional, social, physical and financial effects of being a teen parent. 2. Explain how social and personal expectations influence healthy and unhealthy sexual practices, behaviors and relationships. 3. Analyze the validity and reliability of sexual healthcare information, products and services. 4. Demonstrate how to manage personal information in electronic communications and when using social media (e.g., chat groups, e mail, texting, websites, phone and tablet applications) to protect the sexual health of oneself and others. Demonstrate effective peer resistance skills to avoid or reduce sexual risk behaviors. Demonstrate how to effectively communicate support for peers when aspects of their sexuality (such as sexual activity, sexual abstinence, sexual orientation, gender expression, or gender identity) are different from one s own. 7. Explain the importance of being responsible for practicing sexual abstinence. 8. Persuade others to avoid teasing, bullying, or stigmatizing others based on their personal characteristics or aspects of their sexuality (such as sexual activity, sexual abstinence, sexual orientation, gender expression or gender identity). Collaborate with others to advocate for safe, respectful, and responsible relationships. Ch January Grading Period 2/4 18 Comprehensive Review 4 5 days built in for flexibility and schedule conflicts assembly days, snow days, etc. 19 DAP Administered Grading Period One Waiver Days 08/25-27/2014 First Day Tchr. 08/25/14 First Day Stu. 08/28/14 Pre-DAP Test 08/29-9/19/14 Labor Day 09/01/14 Waiver Day 09/24/14 End of GP One 10/23/14 PT Conferences 10/24/14 Grading Period Two GP Two Begins 10/27/14 OGT 10/27/ /09/14 Aspire test TBA Thanksgiving 11/27-28/14 Exam/Post-DAP 12/01/14-12/21/2014 Winter Break 12/22/14-01/02/15 Waiver Day 01/05/15 Second GP Ends 01/09/15 Grading Period Three Third GP Begins 01/12/15 City-wide In service 01/16/15 MLK Day 01/19/15 President s Day 02/16/15 PT Conferences 02/20/15 OGT Gr /16-29/15 Third GP Ends 03/20/15 Grading Period Four Fourth GP Begins 03/23/15 Spring Break 04/03-10/15 ACT Testing 04/28/15 Memorial Day 05/25/15 Exam Week 06/01 04/15 Final day students 06/04/15 Final day teachers 06/05/15

9 Overarching Content Standards and Rationales The eight overarching health content standards for kindergarten through grade twelve are presented below, along with the rationale for each standard. Standard 1: Essential Health Concepts All students will comprehend essential concepts related to enhancing health. Rationale: Understanding essential concepts about the relationships between behavior and health provides the foundation for making informed decisions about health-related behaviors and for selecting appropriate health products and services. Standard 2: Analyzing Health Influences All students will demonstrate the ability to analyze internal and external influences that affect health. Rationale: Health choices are affected by a variety of influences. The ability to recognize, analyze, and evaluate internal and external influences is essential to protecting and enhancing health. Standard 3: Accessing Valid Health Information All students will demonstrate the ability to access and analyze health information, products, and services. Rationale: Students are exposed to numerous sources of information, products, and services. The ability to access and analyze health information, products, and services provides a foundation for practicing health-enhancing behaviors.

10 Standard 4: Interpersonal Communication All students will demonstrate the ability to use interpersonal communication skills to enhance health. Rationale: Positive relationships support the development of healthy attitudes and behaviors. The ability to appropriately convey and receive information, beliefs, and emotions is a skill that enables students to manage risk, conflict, and differences and to promote health. Standard 5: Decision Making All students will demonstrate the ability to use decision-making skills to enhance health. Rationale: Managing health behaviors requires critical thinking and problem solving. The ability to use decision-making skills to guide health behaviors fosters a sense of control and promotes the acceptance of personal responsibility. Standard 6: Goal Setting All students will demonstrate the ability to use goal-setting skills to enhance health. Rationale: The desire to pursue health is an essential component of building healthy habits. The ability to use goal-setting skills enables students to translate health knowledge into personally meaningful health behaviors. Standard 7: Practicing Health-Enhancing Behaviors All students will demonstrate the ability to practice behaviors that reduce risk and promote health. Rationale: Practicing healthy behaviors builds competence and confidence to use learned skills in real-life situations. The ability to adopt health-enhancing behaviors demonstrates students ability to use knowledge and skills to manage health and reduce risk-taking behaviors. Standard 8: Health Promotion All students will demonstrate the ability to promote and support personal, family, and community health. Rationale: Personal, family, and community health are interdependent and mutually supporting. The ability to promote the health of oneself and others reflects a well-rounded development and expression of health.

Georgia Performance Standards. Health Education

Georgia Performance Standards. Health Education HIGH SCHOOL Students in high school demonstrate comprehensive health knowledge and skills. Their behaviors reflect a conceptual understanding of the issues associated with maintaining good personal health.

More information

MENTAL AND EMOTIONAL HEALTH

MENTAL AND EMOTIONAL HEALTH North Carolina s North Carolina s Health Education- Grades 6 8 Note on Numbering: MEH-Mental and Emotional Health, PCH-Personal and Consumer Health, ICR-Interpersonal Communications and Relationships,

More information

Assessing Health Education in Middle Schools

Assessing Health Education in Middle Schools 404 405 409 At the middle school level, comprehensive health education: Includes functional knowledge and skills-based lessons on healthy eating and benefits of physical activity Is required in at least

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

Learning Outcomes Framework

Learning Outcomes Framework Learning Outcomes Framework May 2004 Health/Personal Development and Relationships Grades 7 9 Learning Outcomes Framework Health/Personal Development and Relationships Grades 7 9 Draft DRAFT GRADE 7

More information

Grade K Health Education, Quarter 1, Unit 1 of 2. Mental and Emotional Health: You Think and Feel. Overview

Grade K Health Education, Quarter 1, Unit 1 of 2. Mental and Emotional Health: You Think and Feel. Overview Grade K Health Education, Quarter 1, Unit 1 of 2 Mental and Emotional Health: You Think and Feel Overview Overall Days: 4-5 days (1 day = 30 minutes) Content to be learned Choose healthy behaviors. Identify

More information

Characteristics of Effective Health Education

Characteristics of Effective Health Education Characteristics of Effective Health Education Today s state of the art health education curricula reflect the growing body of research that emphasizes teaching functional health information (essential

More information

National Health Education Standards: For Students

National Health Education Standards: For Students National Health Education Standards: For Students HEALTH EDUCATION STANDARD 1: Students will comprehend concepts related to health promotion and disease prevention. Basic to health education is a foundation

More information

Advocate for the benefits of abstaining from or discontinuing tobacco and/or drug use.

Advocate for the benefits of abstaining from or discontinuing tobacco and/or drug use. Too Good for Drugs Curriculum Correlations Correlated with Oregon Health Education Standards High School, Revised Edition Lesson One: My Own Journey Demonstrate setting reachable goals (goals that are:

More information

Nutrition Education Competencies Aligned with the California Health Education Content Standards

Nutrition Education Competencies Aligned with the California Health Education Content Standards Nutrition Education Competencies Aligned with the California Health Education Content Standards Center for Nutrition in Schools Department of Nutrition University of California, Davis Project funded by

More information

Georgia Quality Core Curriculum for Health Scope and Sequence for Grades K-5 DISEASE PREVENTION

Georgia Quality Core Curriculum for Health Scope and Sequence for Grades K-5 DISEASE PREVENTION Scope and Sequence for Grades K-5 Page 1 of 6 ALCOHOL, TOBACCO AND OTHER DRUGS DISEASE PREVENTION FAMILY LIVING GROWTH AND DEVELOPMENT K 1. Medicine 2. Poison and unknown substances 3. Hand washing 4.

More information

WELLNESS POLICY Comprehensive Health Education

WELLNESS POLICY Comprehensive Health Education WELLNESS POLICY The Academy recognizes that it cannot achieve their primary mission of educating students for lifelong learning and success if students and staff are not physically, mentally and socially

More information

Health Education Standards of Learning

Health Education Standards of Learning Health Education Standards of Learning for Virginia Public Schools Board of Education Commonwealth of Virginia January 2008 INTRODUCTION The Health Education Standards of Learning for Virginia Public Schools

More information

NATIONAL STANDARDS Lesson 1: Healthy Me!

NATIONAL STANDARDS Lesson 1: Healthy Me! NATIONAL STANDARDS ers HEALTH EDUCATION STANDARDS (GRADES 3-5) Source: National Health Education Standards, Achieving Excellence, Second Edition (2007), Joint Committee on National Health Education Standards

More information

Summary of Revisions to the 2014 NJCCCS for Comprehensive Health and Physical Education

Summary of Revisions to the 2014 NJCCCS for Comprehensive Health and Physical Education Summary of Revisions to the 2014 NJCCCS for Comprehensive Health and Physical Education There were minor changes made to the 20014 standards. Additions to the standards included the following defining

More information

9-12. Health and Wellness Curriculum Framework. Revised 2011

9-12. Health and Wellness Curriculum Framework. Revised 2011 9-12 Health and Wellness Curriculum Framework Revised 2011 Course Title: Health and Wellness Course/Unit Credit:.05 Course Number: 480000 Teacher Licensure: Please refer to the Course Code Management System

More information

Report on Act 75 of 2013

Report on Act 75 of 2013 Report on Act 75 of 2013 An Act Relating to Strengthening Vermont s Response to Opioid Addiction and Methamphetamine Abuse Section 13b. The Quality and Effectiveness of Substance Abuse Prevention Education

More information

THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Health Education

THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Health Education THE ANGLO-AMERICAN SCHOOL OF MOSCOW K-12 Health Education The Physical Education curriculum is designed to encourage a commitment to a lifelong healthy lifestyle. Our program promotes personal, social,

More information

Georgia Performance Standards. Health Education

Georgia Performance Standards. Health Education FIRST GRADE Students in first grade learn about their body s systems and various health topics. They begin to understand how their decisions can impact their health and well-being now and in the future.

More information

Identify the influences that encourage young people to abstain from alcohol, tobacco and other drug use.

Identify the influences that encourage young people to abstain from alcohol, tobacco and other drug use. Too Good for Drugs Curriculum Correlations Correlated with Oregon State Standards Grade 8 Lesson One: Go for Your Goals Develop personal goals. List steps for reaching a goal. Demonstrate how to picture

More information

Health Education Core ESSENTIAL QUESTIONS. It is health that is real wealth, and not pieces of gold and silver. Gandhi.

Health Education Core ESSENTIAL QUESTIONS. It is health that is real wealth, and not pieces of gold and silver. Gandhi. Health Education Core ESSENTIAL QUESTIONS It is health that is real wealth, and not pieces of gold and silver. Gandhi Increased Focus Classroom Real Life Connection Student Reflection Student Assessment

More information

TotalCare Wellness Programs Reduce Health Care Costs and Improve Productivity

TotalCare Wellness Programs Reduce Health Care Costs and Improve Productivity TotalCare Wellness Programs Reduce Health Care Costs and Improve Productivity Up to 70% of an employer s health care spending is attributed to unhealthy lifestyle behaviors Poor Health Behaviors Drive

More information

Comprehensive Sexual Health Lesson Plan

Comprehensive Sexual Health Lesson Plan This sequence of 24 lessons from the HealthSmart high school program provides a comprehensive sexual health education unit aligned with both the HECAT Knowledge and Skills Expectations and the National

More information

NEW BEGINNINGS SCHOOL FOUNDATION SCHOOL WELLNESS POLICY

NEW BEGINNINGS SCHOOL FOUNDATION SCHOOL WELLNESS POLICY Purpose: New Beginnings School Foundation wellness policy was developed to fulfill the school s commitment to the health of its students, as well as to comply with the federal Child Nutrition Reauthorization

More information

EAP Pamphlet List. General Healthcare Section. What Everyone Should Know About Wellness. What You Should Know About Self-Esteem. Your Attitude And You

EAP Pamphlet List. General Healthcare Section. What Everyone Should Know About Wellness. What You Should Know About Self-Esteem. Your Attitude And You EAP Pamphlet List Listed below are pamphlets that are in stock at the Employee Assistance Program. They cover a wide range of topics and are intended to be a source of general information. They are in

More information

Health and wellbeing 1 Experiences and outcomes

Health and wellbeing 1 Experiences and outcomes Health and wellbeing 1 Experiences and outcomes Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which

More information

School-Based Health Education: Standards and Instruction for Real-Life Healthy Behaviors

School-Based Health Education: Standards and Instruction for Real-Life Healthy Behaviors School-Based Health Education: Standards and Instruction for Real-Life Healthy Behaviors California Healthy Kids Resource Center (C.H.K.R.C.) Hello, and welcome to the School-Based Health Education: Standards

More information

Young Men s Work Stopping Violence & Building Community A Multi-Session Curriculum for Young Men, Ages 14 19 From HAZELDEN

Young Men s Work Stopping Violence & Building Community A Multi-Session Curriculum for Young Men, Ages 14 19 From HAZELDEN Young Men s Work Stopping Violence & Building Community A Multi-Session Curriculum for Young Men, Ages 14 19 From HAZELDEN What is Young Men s Work? Young Men s Work: Stopping Violence and Building Community

More information

The Fourth R. A school-based program to prevent adolescent violence and related risk behaviours. Hasslet, Belgium

The Fourth R. A school-based program to prevent adolescent violence and related risk behaviours. Hasslet, Belgium A school-based program to prevent adolescent violence and related risk behaviours Hasslet, Belgium Fourth R National Team David Wolfe, Ph.D. RBC Investments Chair in Developmental Psychopathology and

More information

School-Based Health Education Standards:

School-Based Health Education Standards: School-Based Health Education Standards: Accessing Valid Health Information (A.V.I.) Interpersonal Communication (I.C.) California Healthy Kids Resource Center (C.H.K.R.C.) Hello. This is the third module

More information

CURRICULUM MAP. COURSE TITLE: Health DESCRIPTION PREREQUISITES: None

CURRICULUM MAP. COURSE TITLE: Health DESCRIPTION PREREQUISITES: None CURRICULUM MAP COURSE TITLE: Health DESCRIPTION PREREQUISITES: None OF COURSE: Health Education is designed to develop an understanding of your general health and wellness. This class fosters good decision

More information

Make a Difference at Your School!

Make a Difference at Your School! Make a Difference at Your School! CDC Resources Can Help You Implement Strategies to Prevent Obesity Among Children and Adolescents U.S. Department of Health and Human Services Centers for Disease Control

More information

GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW

GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2005 1 Comprehensive Guidance and Counseling Framework Mission The mission of the Comprehensive Guidance and Counseling

More information

POLICY ON COMPREHENSIVE SCHOOL HEALTH EDUCATION

POLICY ON COMPREHENSIVE SCHOOL HEALTH EDUCATION MICHIGAN STATE BOARD OF EDUCATION POLICY ON COMPREHENSIVE SCHOOL HEALTH EDUCATION The Michigan State Board of Education promotes school success through coordinated school health programs. 1 Schools cannot

More information

Medical College of Georgia Augusta, Georgia School of Medicine Competency based Objectives

Medical College of Georgia Augusta, Georgia School of Medicine Competency based Objectives Medical College of Georgia Augusta, Georgia School of Medicine Competency based Objectives Medical Knowledge Goal Statement: Medical students are expected to master a foundation of clinical knowledge with

More information

HEALTHY PEOPLE 2020 CORE INDICATORS FOR ADOLESCENT AND YOUNG ADULT HEALTH

HEALTHY PEOPLE 2020 CORE INDICATORS FOR ADOLESCENT AND YOUNG ADULT HEALTH HEALTHY PEOPLE 2020 CORE INDICATORS FOR ADOLESCENT AND YOUNG ADULT HEALTH Short Title OUTCOME INDICATORS 1 SYSTEMS INDICATORS 1 HEALTH CARE Medical insurance wellness checkup Vaccine coverage among adolescents

More information

THE TEXAS GUIDE TO SCHOOL HEALTH PROGRAMS 713. Chapter 13 HEALTH PROMOTION FOR SCHOOL STAFF. Staff Wellness Programs

THE TEXAS GUIDE TO SCHOOL HEALTH PROGRAMS 713. Chapter 13 HEALTH PROMOTION FOR SCHOOL STAFF. Staff Wellness Programs THE TEXAS GUIDE TO SCHOOL HEALTH PROGRAMS 713 Chapter 13 HEALTH PROMOTION FOR SCHOOL STAFF Staff Wellness Programs THE TEXAS GUIDE TO SCHOOL HEALTH PROGRAMS 714 THE TEXAS GUIDE TO SCHOOL HEALTH PROGRAMS

More information

All students in grades K-12 will have opportunities, support, and encouragement to be physically active on a regular basis.

All students in grades K-12 will have opportunities, support, and encouragement to be physically active on a regular basis. EFA. DISTRICT WELLNESS PROGRAM Introduction Childhood obesity has become a national epidemic. Obesity rates have doubled in children and adolescents over the last two decades (NIH Word on Health, June

More information

The Wisconsin Comprehensive School Counseling Model Student Content Standards. Student Content Standards

The Wisconsin Comprehensive School Counseling Model Student Content Standards. Student Content Standards The Wisconsin Comprehensive School Counseling Model Student Content Standards The Wisconsin Comprehensive School Counseling Model builds the content of developmental school counseling programs around nine

More information

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES FIELD 031: HEALTH

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES FIELD 031: HEALTH PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES Subareas Physical Health Mental Health Social Health Community Health PHYSICAL HEALTH Understand the stages of physical growth

More information

Using Family History to Improve Your Health Web Quest Abstract

Using Family History to Improve Your Health Web Quest Abstract Web Quest Abstract Students explore the Using Family History to Improve Your Health module on the Genetic Science Learning Center website to complete a web quest. Learning Objectives Chronic diseases such

More information

CAREER AND LIFE MANAGEMENT

CAREER AND LIFE MANAGEMENT CAREER AND LIFE MANAGEMENT RATIONALE AND PHILOSOPHY The aim of senior high school Career and Life Management (CALM) is to enable students to make well-informed, considered decisions and choices in all

More information

Lesson 13 My Drug-Free Future

Lesson 13 My Drug-Free Future Lesson 13 My Drug-Free Future Overview This lesson teaches about how drug and alcohol use can affect a person s goals for the future. After reviewing the negative consequences of drug use and the benefits

More information

Kansas Model Curricular Standards for Health Education

Kansas Model Curricular Standards for Health Education Kansas Model Curricular Standards for Health Education Acknowledgements Writers & Editors Chair Cynthia Akagi, PhD Mark Thompson, PhD Lisa Cornwell Cheryl Engelland Carmen Hatfield Allison Koonce, MS,

More information

Eating Disorders. Symptoms and Warning Signs. Anorexia nervosa:

Eating Disorders. Symptoms and Warning Signs. Anorexia nervosa: Eating Disorders Eating disorders are serious conditions that can have life threatening effects on youth. A person with an eating disorder tends to have extreme emotions toward food and behaviors surrounding

More information

Massachusetts Comprehensive Health Curriculum Framework. October, 1999

Massachusetts Comprehensive Health Curriculum Framework. October, 1999 1 Massachusetts Comprehensive Health Curriculum Framework October, 1999 i Dear Colleagues, I am pleased to present to you the Massachusetts Comprehensive Health Curriculum Framework that was adopted by

More information

Be it enacted by the People of the State of Illinois,

Be it enacted by the People of the State of Illinois, AN ACT concerning education. Be it enacted by the People of the State of Illinois, represented in the General Assembly: Section 5. The School Code is amended by changing Section 27-9.1 as follows: (105

More information

Submitted to: The Cambridge Prevention Coalition The Cambridge Public Schools, and The Cambridge Public Health Department

Submitted to: The Cambridge Prevention Coalition The Cambridge Public Schools, and The Cambridge Public Health Department Summary of Results from the 2011-2012 Cambridge Teen Health Survey (Grades 9-12) Submitted to: The Cambridge Prevention Coalition The Cambridge Public Schools, and The Cambridge Public Health Department

More information

STUDENT WELLNESS 2.95*+

STUDENT WELLNESS 2.95*+ STUDENT WELLNESS 2.95*+ I. Philosophy The School Board of Seminole County (SBSC) is committed to the optimal development of every student. The SBSC believes that for students to have the opportunity achieve

More information

Oklahoma county. Community Health Status Assessment

Oklahoma county. Community Health Status Assessment Oklahoma county Wellness Score 2014 Community Health Status Assessment Mental and Social Health Overall Mental Health score The World Health Organization defines mental health as a state of well-being

More information

Louisiana Health Education Content Standards Bulletin 103

Louisiana Health Education Content Standards Bulletin 103 Louisiana Health Education Content Standards Bulletin 103 Louisiana Department of Education Cecil J. Picard Superintendent of Education Louisiana State Board of Elementary and Secondary Education Paul

More information

Hood River County School District K-12 Guidance and Counseling Program Overview

Hood River County School District K-12 Guidance and Counseling Program Overview Hood River County School District K-12 Guidance and Counseling Program Overview Serving the Students of Hood River County 1 June 2015 Comprehensive Guidance and Counseling Framework Mission The Guidance

More information

Grade 3 Health Education, Quarter 1, Unit 1 of 2. Mental and Emotional Health: Mental, Emotional, Family, and Social Health.

Grade 3 Health Education, Quarter 1, Unit 1 of 2. Mental and Emotional Health: Mental, Emotional, Family, and Social Health. Grade 3 Health Education, Quarter 1, Unit 1 of 2 Mental and Emotional Health: Mental, Emotional, Family, and Social Health Overview Overall Days: 5-6 days (1 day = 30 minutes) Content to be learned Take

More information

1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY:

1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY: Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling

More information

(revised online on an on-going basis)

(revised online on an on-going basis) Curriculum Mapping Tool Alignment with National Sexuality Education Standards Grades 9-12 Strands 1-7 Note: The complete National Sex Ed Standards is available online at www.futureofsexeducation.org Curriculum

More information

HEALTHY CPS. Rahm Emanuel Mayor. Bechara Choucair, M.D. Commissioner. Barbara Byrd-Bennett Chief Executive Officer

HEALTHY CPS. Rahm Emanuel Mayor. Bechara Choucair, M.D. Commissioner. Barbara Byrd-Bennett Chief Executive Officer HEALTHY CPS An Agenda for student Wellness Rahm Emanuel Mayor Barbara Byrd-Bennett Chief Executive Officer Bechara Choucair, M.D. Commissioner A Message from the CEO of Chicago Public Schools and the Commissioner

More information

Health Education Washington State Health Education K-12 Core Ideas: Washington State Health Education K-12 Learning Standards: Standard 1:

Health Education Washington State Health Education K-12 Core Ideas: Washington State Health Education K-12 Learning Standards: Standard 1: Health Education Note: The Washington State Health Education K-12 Learning Standards are organized into six core ideas that reflect typical units of study. Each core idea organizes outcomes related to

More information

Lynwood Elementary 2009-2010 Main Report

Lynwood Elementary 2009-2010 Main Report Lynwood Elementary 2009-2010 Main Report Sample Characteristics Note: Tables 3.1 through 5.3 include results by gender. Table 1.1 Student Sample Characteristics Student Sample Size Target Sample 75 Final

More information

STANDARDS FOR GUIDANCE COUNSELING PROGRAMS

STANDARDS FOR GUIDANCE COUNSELING PROGRAMS STANDARDS FOR GUIDANCE COUNSELING PROGRAMS These standards were approved January 2005 by the Kentucky Education Professional Standards Board. The Kentucky Standards for Guidance Counselor Programs are

More information

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs

More information

Wellness Policy. Coordinated School Health

Wellness Policy. Coordinated School Health Wellness Policy The Colcord School District recognizes the relationship between academic achievement and student health and wellness. This policy reflects the Colcord School District s Board of Education

More information

Safe & Caring Schools Policy Revised 2013

Safe & Caring Schools Policy Revised 2013 Safe & Caring Schools Policy Revised 2013 1. Background and Purpose Increased public awareness and concern regarding the societal issues of bullying and violent behaviour among youth prompted the Department

More information

Course Descriptions. PBH 165 Personal Health Across the Lifespan (formally HED 165)

Course Descriptions. PBH 165 Personal Health Across the Lifespan (formally HED 165) Course Descriptions PBH 165 Personal Health Across the Lifespan (formally HED 165) Personal Health Across the Lifespan: Study of health principles as they apply to college and adult life, including mental

More information

HW.9.7.11 Identify family, peer, legal, and cultural influences in avoiding the use of all addictive substances

HW.9.7.11 Identify family, peer, legal, and cultural influences in avoiding the use of all addictive substances Too Good for Drugs Curriculum Correlations Correlated with Arkansas Health Curriculum Framework Grade 7 Lesson One: Introducing You and Your Dreams Develop personal goals. List steps for reaching a goal.

More information

Community and Social Services

Community and Social Services Developing a path to employment for New Yorkers with disabilities Community and Social Services Mental Health and Substance Abuse Social Workers... 1 Health Educators... 4 Substance Abuse and Behavioral

More information

Page 1 Sugar Creek Charter School Wellness Plan Introduction

Page 1 Sugar Creek Charter School Wellness Plan Introduction Sugar Creek Charter School Wellness Plan To help combat childhood obesity, Congress passed a law requiring each local educational agency participating in the United States Department of Agriculture s school

More information

The Washington State Department of Health & The Office of Superintendent of Public Instruction. January 13, 2005

The Washington State Department of Health & The Office of Superintendent of Public Instruction. January 13, 2005 Guidelines for Sexual Health Information and Disease Prevention The Washington State Department of Health & The Office of Superintendent of Public Instruction January 13, 2005 Page Contents 1 Foreword

More information

Findings from the Colorado School Health Profiles Survey. A survey of middle and high school principals & lead health education teachers

Findings from the Colorado School Health Profiles Survey. A survey of middle and high school principals & lead health education teachers Findings from the Colorado School Health Profiles Survey A survey of middle and high school principals & lead health education teachers September, 2009 Table of Contents About Colorado s School Health

More information

Bay District Schools Wellness Plan

Bay District Schools Wellness Plan Bay District Schools Wellness Plan Health Wellness Nutrition Achievement Success The electronic edition of the Bay District Schools Wellness Plan is the latest edition. It replaces earlier electronic and

More information

H-7700/Student Wellness

H-7700/Student Wellness H-7700/Student Wellness BACKGROUND The Child Nutrition and Women, Infants, and Children (WIC) Reauthorization Act of 2004 established a requirement for school districts to develop a local school wellness

More information

Heads Up for Healthier Living

Heads Up for Healthier Living Help for today. Hope for tomorrow... Heads Up for Healthier Living For people with Alzheimer s disease and their families Living with Alzheimer s disease can be challenging. Whether you have the disease

More information

WYOMING HEALTH EDUCATION CONTENT AND PERFORMANCE STANDARDS

WYOMING HEALTH EDUCATION CONTENT AND PERFORMANCE STANDARDS WYOMING HEALTH EDUCATION CONTENT AND PERFORMANCE STANDARDS RATIONALE Health literacy is the capacity of an individual to obtain, interpret, and understand basic health information and services, and the

More information

United Way of the Dutchess-Orange Region Health Strategy FY2015-2016 Request for Proposal

United Way of the Dutchess-Orange Region Health Strategy FY2015-2016 Request for Proposal United Way of the Dutchess-Orange Region Health Strategy FY2015-2016 Request for Proposal Through the enclosed Request for Proposal (RFP), United Way of the Dutchess-Orange Region (UWDOR) will provide

More information

Healthy Schools Colorado

Healthy Schools Colorado Healthy Schools Colorado Evaluation Findings Web-Enabled Database Tracking System Report Prepared by: Center for Research Strategies Karrie Witkind, M.S. Kaia Gallagher, Ph.D. 225 East 16 th Avenue, Suite

More information

Doctors Charter School Wellness Plan

Doctors Charter School Wellness Plan Doctors Charter School Wellness Plan To help combat childhood obesity, Congress passes a law requiring each local educational agency participating in the United States Department of Agriculture s school

More information

Credit Guidelines HEALTH EDUCATION. 1 Credit Health/Physical Education v.1.07

Credit Guidelines HEALTH EDUCATION. 1 Credit Health/Physical Education v.1.07 Credit Guidelines HEALTH EDUCATION 1 Credit Health/Physical Education Michigan State Board of Education Kathleen N. Straus, President Bloomfi eld Township John C. Austin, Vice President Ann Arbor Carolyn

More information

YOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District

YOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports

More information

POLICY BOARD OF EDUCATION FRANKLIN BOROUGH. PROGRAM 2422/Page 1 of 5 Health and Physical Education Jun 02 Mar 16

POLICY BOARD OF EDUCATION FRANKLIN BOROUGH. PROGRAM 2422/Page 1 of 5 Health and Physical Education Jun 02 Mar 16 2422/Page 1 of 5 The Board of Education requires all students to participate in a comprehensive, sequential, health and physical education program aligned with the New Jersey Department of Education Core

More information

SCHOOL NURSE COMPETENCIES SELF-EVALUATION TOOL

SCHOOL NURSE COMPETENCIES SELF-EVALUATION TOOL Page 1 of 12 SCHOOL NURSE COMPETENCIES SELF-EVALUATION TOOL School Nurse School Date Completed School Nurse Supervisor Date Reviewed The school nurse competencies presume that some core knowledge has been

More information

Seattle. Health Services

Seattle. Health Services Health Services Has a district health services (HSV) coordinator Requires each school to have an HSV coordinator Requires schools to provide the following health services when needed: Administration of

More information

Healthy People in Healthy Communities

Healthy People in Healthy Communities Healthy People 2020 Alaska Hawaii American Samoa U.S. Virgin Islands Federated States of Micronesia Republic of Marshall Islands Commonwealth of Northern Mariana Islands Puerto Rico Palau Guam www.healthypeople.gov

More information

Healthy People in Healthy Communities

Healthy People in Healthy Communities Healthy People 2020 Alaska Hawaii American Samoa U.S. Virgin Islands Federated States of Micronesia Republic of Marshall Islands Commonwealth of Northern Mariana Islands Puerto Rico Palau Guam www.healthypeople.gov

More information

PSHE at key stages 1 4 Guidance on assessment, recording and reporting

PSHE at key stages 1 4 Guidance on assessment, recording and reporting PSHE at key stages 1 4 Guidance on assessment, recording and reporting October 2005 QCA/05/2183 Contents About this guidance...2 What is this guidance for?...2 Why is assessment important?...2 Who is this

More information

Promoting Healthy Relationships

Promoting Healthy Relationships Preventing Teen Dating Violence & Promoting Healthy Relationships A Web Page of the Connecticut State Department of Education OBJECTIVES 1. Identify legislation that addresses teen dating violence 2. Define

More information

UNIT 1: BUILDING SKILLS FOR HEALTH

UNIT 1: BUILDING SKILLS FOR HEALTH Core Skills for Health Skills for Health is a valuable, skills-based health education course designed for general education in grades 9 through 12. Skills for Health helps students develop knowledge, attitudes,

More information

PERFORMANCE DESCRIPTORS SOCIAL EMOTIONAL LEARNING. Grades 6-12

PERFORMANCE DESCRIPTORS SOCIAL EMOTIONAL LEARNING. Grades 6-12 PERFORMANCE DESCRIPTORS SOCIAL EMOTIONAL LEARNING Grades 6-12 1A Identify and manage one s emotions and behavior. Stage E Stage F Stage G 1. Describe the physical responses common to a range of emotions.

More information

Judson ISD: Guidance and Counseling

Judson ISD: Guidance and Counseling Judson ISD: Guidance and Counseling Annual Report 2013-2014 I am pleased to provide the annual report for 2013-2014. The Judson ISD Comprehensive and Developmental Guidance and Counseling Program is delivered

More information

Registered School Nurses Scope of Practice

Registered School Nurses Scope of Practice Registered School Nurses Scope of Practice INTRODUCTION: This document identifies the fundamental competencies required in each of the three domains of nursing practice, namely: Care Provision and Management,

More information

Discussing Bullying Behaviors with Teens: Tips for Adults at School and Home

Discussing Bullying Behaviors with Teens: Tips for Adults at School and Home Discussing Bullying Behaviors with Teens: Tips for Adults at School and Home Bullying is a common problem affecting youth of all ages and it can have a negative impact on every student, as well as the

More information

A Parent s Guide. Talking with your child about alcohol and other drugs. Helping our Communities to be Healthier

A Parent s Guide. Talking with your child about alcohol and other drugs. Helping our Communities to be Healthier A Parent s Guide Talking with your child about alcohol and other drugs Helping our Communities to be Healthier ISBN # 978-1-55471-238-0 CNB - 6569 1. Introduction Most of our children do not end up abusing

More information

By end of 8 th Grade STRAND 1: ANATOMY & PHYSIOLOGY. Being a Sex Ed Sleuth STRAND 2: PUBERTY & ADOLESCENT DEVELOPMENT

By end of 8 th Grade STRAND 1: ANATOMY & PHYSIOLOGY. Being a Sex Ed Sleuth STRAND 2: PUBERTY & ADOLESCENT DEVELOPMENT Curriculum Mapping Tool Alignment with National Sexuality Education Standards Grades 6-8 Note: The complete National Sexuality Education Standards are available online at www.futureofsexeducation.org Curriculum

More information

Child Development. Caseworker Core Training Module VII: Child Development: Implications for Family-Centered Child Protective Services

Child Development. Caseworker Core Training Module VII: Child Development: Implications for Family-Centered Child Protective Services Child Development P R E - T R A I N I N G A S S I G N M E N T Caseworker Core Training Module VII: Child Development: Implications for Family-Centered Child Protective Services Developed by the Institute

More information

High School. Health 1

High School. Health 1 High School Health 1 Table Contents Page 1 Table of Contents Page 2 Oregon Health Education Content Standards Pages 3-4 Areas Pages 5-8 Health Alignment Pages 9-11 Unit 1 Wellness Pages 12 17 Unit 2 Physical

More information

RATIONALE FOR THE STUDY OF COMPREHENSIVE HEALTH EDUCATION AND PHYSICAL EDUCATION

RATIONALE FOR THE STUDY OF COMPREHENSIVE HEALTH EDUCATION AND PHYSICAL EDUCATION 1 RATIONALE FOR THE STUDY OF COMPREHENSIVE HEALTH EDUCATION AND PHYSICAL EDUCATION Given sufficient attention and support, young people can have the chance to grow up healthy and whole both in body and

More information

Group Intended Participant Locations Cost Curriculum Length. Longmont & Boulder. Longmont & Boulder

Group Intended Participant Locations Cost Curriculum Length. Longmont & Boulder. Longmont & Boulder County Public Health ADDICTION RECOVERY CENTERS (ARC) www.countyarc.org We offer some of the best evidence-based outpatient treatment services for men, women, and teens in the State of Colorado. We offer

More information

Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW

Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2006 MISSION STATEMENT The mission of the Reynolds School District School Counseling and Guidance Program is to provide

More information

Northeast K-12 Comprehensive Guidance and Counseling Program

Northeast K-12 Comprehensive Guidance and Counseling Program Northeast K-12 Comprehensive Guidance and Counseling Program Foundation Philosophy The foundation of the Northeast School counseling program is developmental and preventative in design for all students.

More information

Standards for the School Counselor [23.110]

Standards for the School Counselor [23.110] II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process

More information

SCHOOL PSYCHOLOGIST STANDARD POSITION DESCRIPTION. Reports to: Administrator Responsible for Special Services

SCHOOL PSYCHOLOGIST STANDARD POSITION DESCRIPTION. Reports to: Administrator Responsible for Special Services SCHOOL PSYCHOLOGIST STANDARD POSITION DESCRIPTION Classification: Certificated Reports to: Administrator Responsible for Special Services Location: Assigned School(s) FLSA Status: Exempt Bargaining Unit:

More information

Physical Symptoms Mood Symptoms Behavioral Symptoms

Physical Symptoms Mood Symptoms Behavioral Symptoms Prescription drugs are the 3 rd most commonly abused drugs amongst teens in Nebraska, and the same statistic holds true on a national level. The rise in prescription drug abuse is becoming increasingly

More information