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NHES presentation

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  • 1. This presentation should be used along with the NHES standards documentthat can be found in doc share. 1
  • 2. In the past we have talked about health literacy in the latest set ofstandards a paradigm shift has occurred moving from the goal ofachieving health literacy to the goal of helping students adopt ormaintain healthy behaviors. As health educators it is important to realizethat we need to hold ourselves to this high standard of student adoptionof or maintenance of healthy behaviors. This is one of the greatchallenges as well as an opportunity that health educators need toaddress. In taking on this challenge we must realize that the ultimatetest is often outside of our classrooms. 2
  • 3. Health literacy is still very important. It is one of the skills needed tohelp students adopt or maintain healthy behaviors. 3
  • 4. 4
  • 5. As you learned last semester Health Education is a component ofCoordinated School Health. We will see how the Characteristics orEffective Health Education are infused into the NHES, performanceindicators and then into the Colorado’s Comprehensive HealthEducation Standards. 5
  • 6. 6
  • 7. • As a health educator you have 4 contributing roles to support healthybehaviors.• Functional health knowledge is basic and accurate, and directly contributes tohealth promoting decisions and behaviors. Sometimes health information isincluded in a curriculum or lesson that is not needed and should be eliminatedto 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 ofpracticing healthy or risky behaviors. Second, they need to care about thoseoutcomes.• Healthy group norms are achieved by helping students accurately assess thelevel of risk-taking behavior among their peers, correcting misperceptions ofpeer and social norms, and reinforcing health-enhancing attitudes and beliefs.• Helping students develop essential skills takes time for modeling, practice,and reinforcement. 7
  • 8. The focus of the NHES is to help students adopt or maintain healthybehaviors. Colorado’s Comprehensive Health Education Standards arealigned with the NHES. 8
  • 9. 9
  • 10. A listing of all of the NHES is on page 8 of the NHES document. There are 2formats in the NHES document for displaying the Standards and thePerformance Indicators. Pages 24 – 36 lists the each Standard andPerformance Indicators for all grade spans. Pages 37 – 50 lists the Standardsand Performance Indicators by grade spans. 10
  • 11. 11
  • 12. 12
  • 13. 13
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  • 15. The order of the 2007 NHES standards show a progression from knowledge toapplication. 15
  • 16. As you review the Pis think about Bloom s Taxonomy. Look at the 1stPerformance 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 ofcognitive demand, more complex subject matter or both. 16
  • 17. Instruction should ideally focus on all PIs. 17
  • 18. 18
  • 19. Sexual Risk Behavior is the preferred language of CDC (pg. 11). 19
  • 20. Emphasize the following two points using the examples in the grade Pre-K - 2grade span.When merging health content and the Performance Indicator it is important tomaintain the same cognitive level and maintain the intent of the PerformanceIndicator. 20
  • 21. Emphasize the following two points using the examples in the grade 6-8 gradespan.When merging health content and the Performance Indicator it is important tomaintain the same cognitive level and the intent of the Performance Indicator. 21
  • 22. Make sure the same cognitive level of the Performance Indicator ismaintained. This is just an activity for you to practice you do not need to postit or hand it in. 22
  • 23. 23
  • 24. Focuses on specific behavioral outcomes. Curricula have a clear setof behavioral outcomes. Instructional strategies and learningexperiences focus exclusively on these outcomes. 24
  • 25. Specific healthy behavior outcomes can be infused into these performanceindicators. See next slide for examples. 25
  • 26. Download the handout from Doc share that identifies specific health behavioraloutcomes. Review the document. 26
  • 27. Is research-based and theory-driven. Instructional strategies andlearning experiences build on theoretical approaches, such as socialcognitive theory and social inoculation theory, which have effectivelyinfluenced health-related behaviors among youth. The most promisingcurricula go beyond the cognitive level and address the socialinfluences, attitudes, values, norms, and skills that influence specifichealth-related behaviors. 27
  • 28. What key behavior change constructs are addressed in these PI’s?Think back to last semester1.87 , 1.12.7 - Perceived Benefits Perceived Barriers1.8.8, 1.12.8 - Perceived Susceptibility1.8.9, 1.12.9 - Perceived Severity 28
  • 29. Addresses individual values and group norms that support health-enhancing behaviors. Instructional strategies and learningexperiences help students accurately assess the level of risk-takingbehavior among their peers (e.g., how many of their peers use illegaldrugs), correct misperceptions of peer and social norms, and reinforcehealth-enhancing attitudes and beliefs. 29
  • 30. 30
  • 31. 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. 31
  • 32. Focuses on increasing the personal perception of risk andharmfulness of engaging in specific health risk behaviors as wellas reinforcing protective factors. Curricula provide opportunities forstudents to assess their actual vulnerability to health risk behaviors,health problems, and exposure to unhealthy situations. Curricula alsoprovide opportunities for students to affirm health-promoting beliefs,intentions, and behaviors. 32
  • 33. 33
  • 34. Point out that 1.8.7 and 1.12.7 are examples of perceptions of benefitsand barriers.Point out that 1.8.8 and 1.12.8 are examples of perceptions ofsusceptibility.Point out that 1.8.9 and 1.12.9 are examples of perceptions of severity. 34
  • 35. Addresses social pressures and influences. Curricula provideopportunities for students to deal with relevant personal and socialpressures that influence risky behaviors, such as the influence of themedia, peer pressure, and social barriers. 35
  • 36. This entire Standard addresses social pressures and influences. 36
  • 37. Applies to Standards 2-8. 37
  • 38. It takes significant time and practice to achieve personal and socialcompetence. The steps listed above are should all be included in instructionalpractice. 38
  • 39. Curricula provide accurate, reliable, and credible information for usablepurposes – so that students can assess risk, correct misperceptionsabout social norms, identify ways to avoid or minimizerisky situations, examine internal and externalinfluences, make behaviorally relevant decisions, andbuild personal and social competence. A curriculumthat relies exclusively or primarily on disseminatinginformation for the sole purpose of improvingknowledge is inadequate, incomplete and ineffective. 39
  • 40. The entire Standard 1 focuses on functional health knowledge. 40
  • 41. 41
  • 42. You will note that the Grade Level Expectation aligns with the NHES isanalyzing influences, the Evidence Outcomes e –d align with variouscomponent of analyzing influences, e-f examine social norms from the mediaand adolescent perceptions and reality. 42
  • 43. 43