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This presentation should be used along with the NHES standards document that can be found in doc share.

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In the past we have talked about health literacy in the latest set of standards a paradigm shift has occurred moving from the goal of achieving health literacy to the goal of helping students adopt or maintain healthy behaviors. As health educators it is important to realize that we need to hold ourselves to this high standard of student adoption of or maintenance of healthy behaviors. This is one of the great challenges as well as an opportunity that health educators need to address. In taking on this challenge we must realize that the ultimate test is often outside of our classrooms.

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Health literacy is still very important. It is one of the skills needed to help students adopt or maintain healthy behaviors.

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As you learned last semester Health Education is a component of Coordinated School Health. We will see how the Characteristics or Effective Health Education are infused into the NHES, performance indicators and then into the Colorado’s Comprehensive Health Education Standards.

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• As a health educator you have 4 contributing roles to support healthy behaviors.

• Functional health knowledge is basic and accurate, and directly contributes to health promoting decisions and behaviors. Sometimes health information is included in a curriculum or lesson that is not needed and should be eliminated to make time for more important concepts and skills. • Personal values that support healthy behaviors are achieved in two ways. First, students need to understand the benefits and consequences of practicing healthy or risky behaviors. Second, they need to care about those outcomes. • Healthy group norms are achieved by helping students accurately assess the level of risk-taking behavior among their peers, correcting misperceptions of peer and social norms, and reinforcing health-enhancing attitudes and beliefs. • Helping students develop essential skills takes time for modeling, practice, and reinforcement.

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The focus of the NHES is to help students adopt or maintain healthy behaviors. Colorado’s Comprehensive Health Education Standards are aligned with the NHES.

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A listing of all of the NHES is on page 8 of the NHES document. There are 2 formats in the NHES document for displaying the Standards and the Performance Indicators. Pages 24 – 36 lists the each Standard and Performance Indicators for all grade spans. Pages 37 – 50 lists the Standards and Performance Indicators by grade spans.

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The order of the 2007 NHES standards show a progression from knowledge to application.

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As you review the Pis think about Bloom’s Taxonomy. Look at the 1st Performance Indicator of Standard 1 across all grade spans (1.2.1, 1.5.1, 1.8.1, and 1.12.1 - pages 24 & 25). Determine if the performance indicator builds through a higher level of cognitive demand, more complex subject matter or both.

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Instruction should ideally focus on all PIs.

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Sexual Risk Behavior is the preferred language of CDC (pg. 11).

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Emphasize the following two points using the examples in the grade Pre-K - 2 grade span. When merging health content and the Performance Indicator it is important to maintain the same cognitive level and maintain the intent of the Performance Indicator.

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Emphasize the following two points using the examples in the grade 6-8 grade span. When merging health content and the Performance Indicator it is important to maintain the same cognitive level and the intent of the Performance Indicator.

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Make sure the same cognitive level of the Performance Indicator is maintained. This is just an activity for you to practice you do not need to post it or hand it in.

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Focuses on specific behavioral outcomes. Curricula have a clear set of behavioral outcomes. Instructional strategies and learning experiences focus exclusively on these outcomes.

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Specific healthy behavior outcomes can be infused into these performance indicators. See next slide for examples.

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Download the handout from Doc share that identifies specific health behavioral outcomes. Review the document.

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Is research-based and theory-driven. Instructional strategies and learning experiences build on theoretical approaches, such as social cognitive theory and social inoculation theory, which have effectively influenced health-related behaviors among youth. The most promising curricula go beyond the cognitive level and address the social influences, attitudes, values, norms, and skills that influence specific health-related behaviors.

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What key behavior change constructs are addressed in these PI’s? Think back to last semester 1.87 , 1.12.7 - Perceived Benefits Perceived Barriers 1.8.8, 1.12.8 - Perceived Susceptibility 1.8.9, 1.12.9 - Perceived Severity

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Addresses individual values and group norms that support health-enhancing behaviors. Instructional strategies and learning experiences help students accurately assess the level of risk-taking behavior among their peers (e.g., how many of their peers use illegal drugs), correct misperceptions of peer and social norms, and reinforce health-enhancing attitudes and beliefs.

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Point out that: 2.8.7 2.12.7 are examples of perceptions of norms, 2.8.8 and 2.12.8 are examples of personal values and beliefs.

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Focuses on increasing the personal perception of risk and harmfulness of engaging in specific health risk behaviors as well as reinforcing protective factors. Curricula provide opportunities for students to assess their actual vulnerability to health risk behaviors, health problems, and exposure to unhealthy situations. Curricula also provide opportunities for students to affirm health-promoting beliefs, intentions, and behaviors.

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Point out that 1.8.7 and 1.12.7 are examples of perceptions of benefits and barriers. Point out that 1.8.8 and 1.12.8 are examples of perceptions of susceptibility. Point out that 1.8.9 and 1.12.9 are examples of perceptions of severity.

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Addresses social pressures and influences. Curricula provide opportunities for students to deal with relevant personal and social pressures that influence risky behaviors, such as the influence of the media, peer pressure, and social barriers.

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This entire Standard addresses social pressures and influences.

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Applies to Standards 2-8.

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It takes significant time and practice to achieve personal and social competence. The steps listed above are should all be included in instructional practice.

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Curricula provide accurate, reliable, and credible information for usable purposes – so that students can assess risk, correct misperceptions about social norms, identify ways to avoid or minimize risky situations, examine internal and external influences, make behaviorally relevant decisions, and build personal and social competence. A curriculum that relies exclusively or primarily on disseminating information for the sole purpose of improving knowledge is inadequate, incomplete and ineffective.

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The entire Standard 1 focuses on functional health knowledge.

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You will note that the Grade Level Expectation aligns with the NHES is analyzing influences, the Evidence Outcomes e –d align with various component of analyzing influences, e-f examine social norms from the media and adolescent perceptions and reality.

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