Linking Evidence-Based Programs to Health Education Standards
description
Transcript of Linking Evidence-Based Programs to Health Education Standards
Beth Mastro
New York State Center for School Safety
2010
ACT for Youth Center of ExcellenceCornell University Family Life Development CenterCornell University Cooperative Extension of New York CityNew York State Center for School SafetyUniversity of Rochester Medical Center Div. of Adolescent Health
Review the New York State Health Education Learning Standards.
Introduce the seven skills from the “Guidance Document for Achieving the Health Education Standards.”
Discuss the differences between “addressing” and “assessing” the standards and skills.
Examine one module of an evidence-based curriculum.
ACT for Youth • New York State Center for School Safety • 2010
Use the language of schools.
Provide evidence of student learning.
Stronger “marketing” of your program.
ACT for Youth • New York State Center for School Safety • 2010
Three Standards
Performance Indicators
Elementary: K-5Middle: 6-8Commencement: 9-12
ACT for Youth • New York State Center for School Safety • 2010
Standard 1: Personal Health and Fitness
Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
ACT for Youth • New York State Center for School Safety • 2010
Standard 2: A Safe and Healthy Environment
Students will acquire the knowledge and ability to create and maintain a safe and healthy environment.
ACT for Youth • New York State Center for School Safety • 2010
Standard 3: Resource Management
Students will understand and be able to manage their personal and community resources.
ACT for Youth • New York State Center for School Safety • 2010
Standard 1 (Personal Health and Fitness) Commencement Level: Understand human growth and development
throughout the life cycle.
Demonstrate the necessary knowledge and skills to promote healthy development into adulthood.
Apply prevention and risk reduction strategies which can delay the onset or reduce the risk of potential health problems into adulthood.
Evaluate how the multiple influences which affect health decision and behaviors can be altered.
ACT for Youth • New York State Center for School Safety • 2010
Self ManagementRelationship ManagementStress ManagementCommunicationDecision MakingPlanning and Goal SettingAdvocacy
All are broken down into sub-skills; sequential mastery of complete skill
ACT for Youth • New York State Center for School Safety • 2010
SM.C.1: Conduct a personal assessment of health and safety knowledge and skills.
SM.C.2: Analyzes the attributes (knowledge, skills, competencies) of a safe and healthy person.
SM.C.3: Compares and analyzes the personal assessment to the healthy attributes to identify personal health and safety strengths and needs.
SM.C.4: Predicts short- and long-term benefits and harmful consequences of behaviors based on the personal health and safety assessment.
ACT for Youth • New York State Center for School Safety • 2010
SM.C.5: Selects and applies a health skill to improve personal health and safety.
SM.C.6: Identifies and accesses personal support persons or systems.
SM.C.7: Accesses, manages and evaluates related health and safety resources.
SM.C.8: Celebrates and rewards self for personal health and safety accomplishments.
SM.C.9: If appropriate, extends to relationship and/or to health advocacy skill.
ACT for Youth • New York State Center for School Safety • 2010
Addressing: Providing knowledge; giving information. “This is what I want you to know.”
LectureReview a posterRead a book
Assessing: Gathering evidence of student learning.“This is how I know you learned/can do it.”Brainstorming: “What do you know about…?”Test/quizzesBehavioral Rehearsals (Role Plays)
ACT for Youth • New York State Center for School Safety • 2010
Activity A – Introductions
Activity B – Group Rules
Activity C – Discussing HIV and AIDsView a video and answer questions about the
messages.Review a poster and answer key questions about HIV.
Activity D – “What I think about HIV, AIDS, and Safer SexAgree, In the Middle, Disagree: Facilitator reads
statements ; students line up under signs; explain why.
ACT for Youth • New York State Center for School Safety • 2010
What Standards do you think have been addressed? Have any been assessed?
What Skills and Sub-skills have been addressed? Assessed?
ACT for Youth • New York State Center for School Safety • 2010
Be Proud Be Responsible: CommencementStandards and Performance Indicators
Addressed
Standard 1—Personal Health and Fitness Understand human growth and development throughout the life cycleDemonstrate the necessary knowledge and skills to promote healthy development into adulthood
Standard 2—A Safe and Healthy EnvironmentEvaluate personal and social skills which contribute to health and safety of self and others
Module 1
Standard 3 – Resource Management: Not addressed
ACT for Youth • New York State Center for School Safety • 2010
Be Proud Be Responsible: CommencementStandards and Performance Indicators
AssessedStandard 1—Personal Health and Fitness Understand human growth and development throughout the life cycle
Demonstrate the necessary knowledge and skills to promote healthy development into adulthood
Module 1
ACT for Youth • New York State Center for School Safety • 2010
Be Proud Be Responsible: CommencementHealth Skills and Subskills
Addressed
Self-ManagementSM.C.2 Analyzes the attributes (knowledge, skills, competencies ) of a safe and healthy personSM.C.3 Compares and analyzes the personal assessment to the healthy attributes to identify personal health and safety strengths and needsSM.C.4 Predicts short- and long-term benefits and harmful consequences of behaviors based on the personal health and safety assessment
Module 1
CommunicationSM.C.1 Employs active listening and response skills in health-enhancing ways
Decision MakingDM.C.1 Identifies personal health decisions and analyzed related internal and external influencesDM.C.2 Recognizes personal capabilities and limitations as they relate to possible healthy solutions
ACT for Youth • New York State Center for School Safety • 2010
Be Proud Be Responsible
CuídateReducing the RiskSafe ChoicesDraw the LineMaking a DifferenceReducing the Risk
Postponing Sexual Involvement
Becoming a Responsible Teen
Focus on YouthMaking Proud
Choices
ACT for Youth • New York State Center for School Safety • 2010
Information on linking these programs to NYS Health Standards is available at http://www.actforyouth.net/?ebpHealth
New York State Health, Physical Education and Family And Consumer Sciences Learning Standards http://www.emsc.nysed.gov/ciai/pe/pels.html
Guidance Document for Health Education
http://www.emsc.nysed.gov/sss/schoolhealth/schoolhealtheducation/GuidanceDocumentFinal1105.pdf
New York State Center for School Safety
http://nyscenterforschoolsafety.org/
ACT for Youth Center of Excellence – evidence-based programming
and health standards: http://www.actforyouth.net/?ebpHealth
ACT for Youth • New York State Center for School Safety • 2010
Beth MastroNew York State Center for School Safety
ACT for Youth Center of [email protected]
845-255-8989http://nyscenterforschoolsafety.org/
Please give us your feedback on this presentation!http://www.zoomerang.com/Survey/
WEB22AEZWMYJH3
ACT for Youth • New York State Center for School Safety • 2010