School-Based Health Education Standards:

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1 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 in the school-based health education standards training series. This module will provide information about the third and fourth overarching California Health Education Content Standards. This training will take approximately 30 minutes to complete. Let s get started! 1

2 Training Objectives You will be able to: 1) Describe the Accessing Valid Health Information standard, with student examples. 2) Describe the Interpersonal Communication standard, with student examples. 3) Describe what it means to teach to the standards. 4) Apply the steps to teaching to the Accessing Valid Health Information and Interpersonal Communication standards. 5) Access resources for health instruction. Let s review the objectives for this training. By the end of this training, you will be able to: 1) Describe the Accessing Valid Health Information standard, with student examples. 2) Describe the Interpersonal Communication standard, with student examples. 3) Describe what it means to teach to the standards. 4) Apply the steps to teaching to the Accessing Valid Health Information and Interpersonal Communication standards. 5) Access resources for health instruction. 2

3 Review: Components of School-Based Health Education Overarching Standards Grade Level Standards Health Instruction Health Content Areas First, let s review the primary objective and components of school-based health education that we learned in the previous modules. The primary objective of schoolbased health education is to foster real-life healthy behaviors. To do this, there are four components that together are designed to positively impact students real-life behavior. First, the overarching standards and health content areas are combined to create grade-level standards. Grade-level standards specify what students should know and be able to do at each grade level. Grade-level standards then guide the health instruction in which students learn and practice the skills that transfer to reallife behaviors. 3

4 Overarching Standards 1) Essential Health Concepts 2) Analyzing Health Influences 3) Accessing Valid Health Information 4) Interpersonal Communication 5) Decision Making 6) Goal Setting 7) Practicing Health-Enhancing Behaviors 8) Health Promotion As you remember from previous modules, the overarching standards describe essential concepts and broad skill sets related to health. Select the handout link to print a summary sheet of the California Health Education Content Standards now, or access it in the resources section at the end of this module. There are eight overarching standards: 1) Essential Health Concepts 2) Analyzing Health Influences 3) Accessing Valid Health Information 4) Interpersonal Communication 5) Decision Making 6) Goal Setting 7) Practicing Health-Enhancing Behaviors 8) Health Promotion In this module we will take a closer look at standards three and four: Accessing Valid Health Information and Interpersonal Communication. 4

5 A Closer Look: Interpersonal Communication Standard: All students will demonstrate the ability to use interpersonal communication skills to enhance health. Let s look first at the Interpersonal Communication standard. This standard is: all students will demonstrate the ability to use interpersonal communication skills to enhance health. 5

6 Rationale: Interpersonal Communication 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. The rationale for the Interpersonal Communication standard states that 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. 6

7 Student Examples: Interpersonal Communication Communicate verbally and nonverbally to prevent sexual involvement. Communicate with effective negotiation skills to avoid dangerous situations. Communicate effectively on a call to To better understand the Interpersonal Communication standard, let s look at some examples of students using interpersonal communication in real-life settings. Examples of students exhibiting the Interpersonal Communication standard include communicating verbally and nonverbally to prevent sexual involvement, using effective negotiation skills to avoid dangerous situations, and being able to communicate effectively on a call to

8 Review: Teaching to the Standards Let s review what it means to teach to the standards, as introduced in the second module. Teaching to the standards means we first describe the outcome the reallife behaviors we want students to achieve. Second, we determine what standards represent the desired student outcomes. And third, we select health instruction that will best help students learn the skills to achieve the grade-level standard and transfer to real-life behavior. 8

9 Detail: Teaching to the Standards Overarching 1 st Standard Health Education 2 nd 3 rd Example: Essential Concepts Health Content Area Example: Personal and Community Health Grade Level Standard Example: Identify ways to reduce pollution and harmful health effects Health Instruction Example: Designed after determining desired student outcomes and relevant standards Let s review teaching to the standards in detail, with an example. As we learned in earlier modules, teaching to the standards is also called teaching with the end in mind, or backward design, because we first start by describing the outcome, which is the real-life behaviors we want students to achieve. For example, we might desire that students reuse waste products or recycle. With the end, the student outcomes, in mind, we then work backward and determine what standards represent the desired student outcomes. In this example, an overarching standard for grades nine to twelve in the health content area of Personal and Community Health includes the following standard: identify ways to reduce pollution and harmful health effects. To teach to the standards or teach with the end in mind using backward design, we select health instruction that will best help students learn the skills to achieve the grade-level standard and transfer to real-life behavior. 9

10 Steps for Teaching to Standards Step 1: Assess students learning needs Step 2: Determine standards Step 3: Align instruction to standards Step 4: Monitor students learning Step 5: Support transfer to real life Here you can see the five steps for teaching to standards. Select the handout link to print the ADAMS handout now to refer to during the module, or access it at the end of the training in the resources section. In step 1: assess student learning needs, you identify the desired student behaviors. Usually these will be the healthy behaviors and habits you would like students to develop and use in real-life settings. In step 2: determine standards, you identify the grade-level standards that represent the knowledge and skills students need to learn to carry out the desired real-life behaviors. In step 3: align instruction to standards, you design instructional activities that provide students with opportunities to learn and practice the skills to achieve the standards. In step 4: monitor student learning, during and after instruction you check that students understand the essential concepts and are competent in performing the skills to achieve the standards. You provide students with varied opportunities to demonstrate their learning. In step 5: support transfer to real life, you help students use learned skills in real life situations and help them reflect on the effectiveness of their new skills. The ADAMS sequence outlines the steps involved in teaching to the standards. 10

11 Using ADAMS to Teach to the Interpersonal Communication Standard Overarching Standard: Interpersonal Communication Content Area: Mental, Emotional, and Social Health Assess students learning needs Determine standards Align instruction to standards Monitor students learning Support transfer to real life In the next slides we apply the ADAMS steps to teaching to the Interpersonal Communication standard in the health content area of Mental, Emotional, and Social Health. Refer to the ADAMS handout as we apply each of the ADAMS steps to a real-life student scenario. 11

12 I.C. Step 1: Assess Students Learning Needs Let s think about a real-life scenario in which students would need to know how to communicate effectively to manage risk and promote health. Third graders Robert and Steven are gearing up to go on a bike ride. While they wait in the driveway for Robert s dad to join them, a neighbor on a motorcycle stops in the street and calls to the boys, inviting them to ride on the motorcycle with her. How can we help Robert and Steven communicate to stay safe in this situation? 12

13 I.C. Step 2: Determine Standards Overarching Standard: Interpersonal Communication Content Area: Mental, Emotional, and Social Health Grade-Level Standard: Demonstrate how to communicate directly, respectfully, and assertively regarding personal boundaries. (Grade 3) In step two of ADAMS, we determine the appropriate grade-level standards that represent the knowledge and skills Robert and Steven need to learn to carry out the desired real-life behaviors. An Interpersonal Communication third-grade-level standard in the content area Mental, Emotional, and Social Health states that all students will be able to demonstrate how to communicate directly, respectfully, and assertively regarding personal boundaries. Now that we have determined an appropriate standard, our next step in teaching to the standards is selecting instructional activities that will best enable students to learn and demonstrate the standards-based skills. 13

14 I.C. Step 3: Align Instruction to Standards Grade-Level Standard Demonstrate how to communicate directly, respectfully, and assertively regarding personal boundaries. (Grade 3) Lesson Objective To respond assertively and safely when they find themselves in uncomfortable or dangerous situations in public places. Health Instruction In ADAMS step three, align instruction to standards, you design or select instructional activities that provide students with opportunities to learn and practice the skills to achieve the standards. We will explore one instructional strategy to help students achieve our grade-level standard. Before we continue, it is important to note that you do not need to create your own instructional strategies. You can check out existing high-quality resources. Later in this module, you will learn how to access instructional resources from the California Healthy Kids Resource Center. In reviewing resources for teaching to the standard, you need to ensure that the lesson objective matches the standard and that the instructional activities are appropriate for your students and give them adequate opportunities to learn and practice the skills outlined in the standard. The grade-level standard we want to teach is: demonstrate how to communicate directly, respectfully, and assertively regarding personal boundaries. Lesson 10: Learning to Be Assertive Standing Up for Yourself, in the Talking About Touching grade 3 curriculum has the following lesson objective: to respond assertively and safely when they find themselves in uncomfortable or dangerous situations in public places. Select the links to print Lesson 10: Learning to Be Assertive Standing Up for Yourself and the Assertive Choices handout that is part of the lesson. As you review the learning activities in this lesson, notice that the primary instructional strategy is to demonstrate verbal and nonverbal assertiveness skills in real-life settings. 14

15 I.C. Step 4: Monitor Students Learning Being assertive: Look right at the person. Stand tall. Use a strong tone of voice. Get help from a trusted adult. In Lesson 10: Learning to Be Assertive Standing Up for Yourself, students look at a situation where a man was bothering a girl in a movie theater and then discuss how the girl might feel and what she could say and do to stay safe. Students learn that being assertive means standing up for yourself. When being assertive, students are reminded to look right at the person, stand tall, use a strong tone of voice, and then get help from a trusted adult. To practice the skill of standing up for themselves, the instructor first models the difference between assertive and nonassertive responses to a situation. Students then pair up and practice being assertive by role-playing one of three scenarios: 1) an adult is bothering you in a movie theater, like the scenario introduced previously in the lesson, 2) someone keeps bothering you on a city bus, or 3) a stranger keeps talking to you at the mall. After both partners get a chance to practice being the assertive person, all students line up in the center of the room. The instructor reads the situations from the Assertive Choices handout. Students are asked to go to one corner of the room if they would stand up for themselves, a different corner if they would ask for help, or a third corner if they would take some other action. 15

16 I.C. Step 4: Monitor Students Learning Your Turn Find opportunities throughout the lesson for the teacher to monitor students learning of skills to achieve the standard. Review the lesson plan to find opportunities for the teacher to monitor students learning of the standard. Write down the opportunities for the teacher to monitor students learning of skills to achieve the standard. Go to the next slide after you have listed several opportunities. 16

17 I.C. Step 4: Monitor Students Learning How did you do? The teacher has opportunities to monitor students learning of the standard when: Role-playing being assertive Describing their choices, during the Assertive Choices activity, and Describing real-life situations where someone acted assertively or when they were in a potentially dangerous situation There are several times during and after instruction to check students understanding and skill development, to offer students opportunities to demonstrate their achievement of the standard, and to review concepts. Which ones did you come up with? Did you note that the teacher could monitor learning of the standard when students are role-playing being assertive? How about when students describe and give reasons for their choices during the Assertive Choices activity? Another opportunity suggested in the Transfer of Learning section of the lesson is to ask students to describe situations where they saw someone act assertively, as well as to describe any potentially dangerous situations they have been in and what they did. 17

18 I.C. Step 5: Support Transfer to Real Life Now that students have learned how to be assertive in their words and actions in a variety of different ways, students can transfer this skill to their real lives. Robert and Steven know how to do it. Steven takes a step away from the woman, looks directly at her, stands up tall, and in a strong tone of voice says, No, thank you. We re busy right now. Robert stands a little straighter and also looks directly at the woman. He doesn t say anything but by the look on his face, the woman gets the message, smiles, and rides away. Both boys feel good about how they handled this situation! And you can feel good about applying the ADAMS steps to teaching to the Interpersonal Communication standard. Now, let s take a closer look at one more standard: Accessing Valid Health Information. 18

19 Another Look: Overarching Standards 1) Essential Health Concepts 2) Analyzing Health Influences 3) Accessing Valid Health Information 4) Interpersonal Communication 5) Decision Making 6) Goal Setting 7) Practicing Health-Enhancing Behaviors 8) Health Promotion As you remember, the overarching standards describe essential concepts and broad skill sets related to health. There are eight overarching standards. 19

20 A Closer Look: Accessing Valid Health Information Standard: All students will demonstrate the ability to access and analyze health information, products, and services. The Accessing Valid Health Information standard is: all students will demonstrate the ability to access and analyze health information, products, and services. 20

21 Rationale: Accessing Valid Health Information 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 healthenhancing behaviors. The rationale for the Accessing Valid Health Information standard is as follows: 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. 21

22 Student Examples: Accessing Valid Health Information Access information about growth and development from trusted adults. Access age-appropriate information about healthy foods from reliable sources. Access valid information about preventing common communicable diseases. To better understand the Accessing Valid Health Information standard, let s look at some examples of students accessing valid health information in real-life settings. Examples of students accessing valid health information include accessing information about growth and development from trusted adults, accessing ageappropriate information about healthy foods from reliable sources, and accessing valid information about preventing common communicable diseases. 22

23 Using ADAMS to Teach to the Accessing Valid Health Information Standard Overarching Standard: Accessing Valid Health Information Content Area: Mental, Emotional, and Social Health Assess students learning needs Determine standards Align instruction to standards Monitor students learning Support transfer to real life In the next slides we apply the ADAMS steps to teaching to the Accessing Valid Health Information standard in the health content area of Mental, Emotional, and Social Health. Refer to the ADAMS handout as we apply each of the ADAMS steps to a real-life student scenario. 23

24 A.V.I. Step 1: Assess Students Learning Needs Robert and Steven handled the situation where they had to use their interpersonal communication skills like champs. But something about the interaction made Steven feel unsettled, and he couldn t stop thinking about it throughout the bike ride with Robert and Robert s dad. He kept wondering if maybe he should talk to someone about it. But who? And how? To help Steven figure this one out, let s go on to step two in ADAMS: determining grade-level standards to achieve real-life behavior. 24

25 A.V.I. Step 2: Determine Standards Overarching Standard: Accessing Valid Health Information Content Area: Mental, Emotional, and Social Health Grade-Level Standard: Access trusted adults at home, at school, and in the community who can help with mental, emotional, and social health concerns. (Grade 3) In step two of ADAMS, we determine the appropriate grade-level standards that represent the knowledge and skills students need to learn to carry out the desired real-life behaviors. The overarching standard, Accessing Valid Health Information, and the content area, Mental, Emotional, and Social Health, combine to create this grade-level standard for students in grade three: access trusted adults at home, at school, and in the community who can help with mental, emotional, and social health concerns. Now that we have determined an appropriate standard, our next step in teaching to standards is to determine what instructional activities will best enable students to learn and demonstrate these standards-based skills. We will go through one instructional strategy for teaching students this grade-level standard and the skills they need for accessing valid health information in real-life situations. 25

26 A.V.I. Step 3: Align Instruction to Standards Grade-Level Standard Access trusted adults at home, at school, and in the community who can help with mental, emotional, and social health concerns. (Grade 3) Lesson Objective To identify trusted adults and practice asking them for support with upsetting experiences. Health Instruction In step three: align instruction to standards, you design or select instructional activities that provide students with opportunities to learn and practice the skills to achieve the standards. The lesson we will use to explore the Accessing Valid Health Information standard is from Talking About Touching: A Personal Safety Curriculum Grades 1-3. The grade-level standard we want to focus on is: access trusted adults at home, at school, and in the community who can help with mental, emotional, and social health concerns. Lesson 11: Solving a Problem Talking It Out from Talking About Touching has several instructional strategies that can help students achieve the following lesson objective: to identify trusted adults and practice asking them for support with upsetting experiences. This lesson has several instructional strategies: Identify helpful people in a support system. Recognize that talking to someone about a situation from the past can be helpful. Identify appropriate times to talk to grown-ups. 26

27 A.V.I. Step 4: Monitor Students Learning Select the handout link to print Lesson 11: Solving a Problem Talking It Out from Talking About Touching. In this lesson, students learn about how important it is to have grown-up friends to talk to when they are worried about something. Students are shown a picture of a child named Jared, talking to his Uncle John about an uncomfortable situation at summer camp the previous summer. As a class, students are prompted to think and talk about the scene they see in the photo, for example, why Jared is talking to his uncle and what Jared might say if Uncle John could not talk right then. After the instructor models a scenario in which he or she might talk to a trusted adult, students are given an opportunity to pair up and identify good times and not-so-good times to talk to grown-ups about problems. All pairs of children share their lists of ideas with the rest of the class while the instructor lists the ideas in two columns on the blackboard: one for the possible good times to ask to talk to a grown-up and the other for the not-so-good times. While the instructor is writing up the list, he or she can check for understanding by calling on students to give reasons for why or why not the ideas they came up with are good times to talk to grown-ups. 27

28 A.V.I. Step 5: Support Transfer to Real Life Now that students have learned how to overcome one of the barriers to talking to a trusted adult, they can practice asking adults whether it is a good time to talk. Let s think again about Steven s real-life situation. Toward the end of the bike ride, Steven decides that he would like to talk to Robert s dad about how he is feeling. Robert and Steven have been friends since they were in first grade, and Steven knows that Robert s dad is a good listener. When they get back to the house, Steven tells Robert s dad that he has been thinking about something that he would like to talk to him about. Then he asks him, Is now a good time? Robert s dad tells him that it is time for all of them to wash their hands and eat lunch with Robert s mom and sister. Then he lets Steven know that after lunch would be a good time. He offers to call Steven s mom to tell her that instead of her coming to pick Steven up, he would walk Steven home and they could talk then. Steven did a good job asking, and because that moment was not a good time to talk, Robert s dad offered a time that would work better. 28

29 Library slide The California Healthy Kids Resource Center library: Connects library users with reviewed resources for teaching to the standards. Has an online, interactive, searchable catalog at Provides resources for four-week loan, with free delivery in California. Provides an opportunity to try out different curricula, activity sets, and materials. Remember, you do not need to create your own instructional strategies for teaching students health skills they can transfer to real life. There are many existing instructional strategies you can use to teach students the California Health Education Content Standards beyond the two we reviewed in this training. The California Healthy Kids Resource Center s free lending library has many effective, high-quality, reviewed resources, including Talking About Touching. Resources can be borrowed for free, 4-week loans throughout California. This provides an opportunity for teachers to try out curricula, activity sets, and other materials. You will be able to access Talking About Touching and other resources in the library after this training. 29

30 Now You Can: 1) Describe the Accessing Valid Health Information standard, with student examples. 2) Describe the Interpersonal Communication standard, with student examples. 3) Describe what it means to teach to the standards. 4) Apply the ADAMS steps to teach to the Accessing Valid Health Information and Interpersonal Communication standards. 5) Access resources for health instruction. Now you can describe the Accessing Valid Health Information and Interpersonal Communication standards, with student examples. You can describe what it means to teach to the standards, to use ADAMS steps to teach to the standards, and to access resources for health instruction. 30

31 Closing slide Congratulations! You have reached the end of this training. You will now have the opportunity to take a quiz to test the knowledge you have acquired in this training. If you receive a passing score, a completion certificate will be ed to you at the address you provided. If you don t receive a passing score, you will have the opportunity to take the test again at any time. Following the quiz, you will be asked to complete a brief feedback survey. After you complete the survey, you will be able to access sample California Healthy Kids Resource Center library resources and additional information about standards-based health education. You may take the quiz by selecting the link. Thank you for participating in this training. 31

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