HECAT Overview


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

HECAT Overview

  1. 1. • The health education curriculum is the primary means through whichschools deliver health education. Without a curriculum, teachers wouldnot know what to teach and would not know the expectations of theirschool district or school.• The curriculum clarifies what health content is important, whatinformation is essential, and what students should be able to do as aresult of participation in health education. It should exemplify what isexpected to be achieved in health education.• It provides the foundation for what students should learn and howteachers should teach. It guides how teaching and learning will achievehealth outcome expectations. 2
  2. 2. To adequately utilize the HECAT, a health education curriculum should containspecific elements.• A set of expected learning outcomes or learning objectives that contributes tomaking health-promoting decisions, achieving health literacy, and adoptinghealth-enhancing behaviors, including promoting the health of others.• A planned progression of developmentally appropriate lessons or learningexperiences that lead to achieving these objectives.• Continuity between lessons or learning experiences that clearly reinforce theadoption and maintenance of specific health-enhancing behaviors.• Accompanying content or materials that correspond with the sequence oflearning events and help teachers and students meet the learning objectives.• Assessment strategies to determine if students achieved the desired learning.• A curriculum is an educational plan incorporating a structured,developmentally appropriate series of intended learning outcomes andassociated learning experiences for students.• A curriculum is generally organized as a related combination or series ofschool-based materials, content, and events.• A health education curriculum includes those learning strategies andexperiences delivered in the classroom setting that provide students withopportunities to acquire the attitudes, knowledge and skills necessary formaking health-promoting decisions, achieving health literacy, and adopting 3
  3. 3. Why was it developed?Ensure that the HE curriculum that are chosen are supported byeffective/best practice and are effective in promoting Healthy behaviorInstead of having teachers or schools choose curriculum or developtheir own curriculum the HECAT allows a process that can lead tothe most appropriate and effective curriculaIt is not a tool to evaluate the effectiveness of a curriculum
  4. 4. Developed a framework for assessment based on preliminary characteristics of effective programs.(2002)Assembled expert advisory group (2003)Advisory group emphasized Need to focus on essential health topics Priority issues that should be analyzed Curriculum content analysis needed to complement school frameworks (National Health Education Standards)Synthesized research related to effective programs. (2004)Developed based on 14 characteristics of effective health education. Focuses on a specific behavior Is research based and theory driven Addresses individual values Focuses on increasing the personal perception of risk factors Addresses social pressure and influences
  5. 5. It is intended to assess the written curriculumIt is important to understand that it is not about delivering content it sabout giving students the tools to adopt or maintain healthy behaviors.Contains guidance and analysis items for a complete analysis ofhealth education curricula that reflects research, characteristics ofeffective curricula, NHES, and expert opinion and interests.Can analyze single-topic (e.g., tobacco) or multi-topic curricula(comprehensive).Can be used to select a commercially-packaged curricula and review/improve locally-developed curricula.
  6. 6. Single content curriculaSingle grade or multiple grade levelcurriculaComprehensive curricula
  7. 7. In summary –• The purpose of the HECAT is to provide state, regional and localeducation agencies with a common set of analysis tools to assist withthe selection or development of health education curricula.• The HECAT contains guidance, analysis tools, scoring rubrics, andresources for carrying out a clear, complete, and consistentexamination of health education curricula.• The HECAT results can help your school select or develop appropriateand effective health education curricula, strengthen the delivery ofhealth education, and improve the ability of health educators toinfluence healthy behaviors and healthy outcomes among school-ageyouth.• The HECAT is customizable to meet your local community needs andconform to the curriculum requirements of the state or school district.• Health education is but one of several interventions and factors thatcan influence and improve the healthy behaviors and outcomes ofstudents.Other notes:Health education is an essential component of a school health program
  8. 8. How is the HECAT organized? 13
  9. 9. Includes an overview of school health education, backgroundinformation about reviewing and selecting health educationcurricula, guidance to consider during a curriculum review,and tools to analyze commercially packaged or locallydeveloped school-based health education curricula.
  10. 10. Chapter 1 (Instructions) provides step-by-step guidance forconducting a health education curriculum review. It includesessential background information and instructions for usingthe HECAT to review and improve locally developedcurriculum.
  11. 11. Chapter 2 (General Curriculum Information) guides the userin collecting descriptive information about the curriculum,including the developer and the year of development, topicareas, and grade levels.
  12. 12. Chapter 3 (Overall Summary Forms) provides directions andcustomizable templates for summarizing ratings scores forthe appraisal of a single curriculum or comparing scoresacross curricula, using the analysis items from multiplechapters.Contains three forms  Individual Curriculum Summary Scores – allows consolidation of scores for a single curriculum.  Multiple Curriculum Comparison Scores – allows comparison of scores across multiple curricula or grade groups.  Notes – provides space to capture critical comments from the review process
  13. 13. Chapter 4 (Preliminary Curriculum Considerations) providesguidance and tools to appraise the accuracy andacceptability of curriculum content, feasibility of curriculumimplementation, and affordability of the curriculum materialsincluding cost of implementation.
  14. 14. Accuracy — to assess the accuracy of the health, medical,and scientific information in the written health educationcurriculum. 19
  15. 15. Acceptability—to analyze how well the curriculum aligns withsocial norms among students, families, community member;and, to analyze if cultural and other aspects of the school andcommunity are acceptable. 20
  16. 16. Feasibility — to determine if the health education curriculumcontent, materials, and instructional strategies can besuccessfully implemented and used by health educationteachers within the available instructional time and with theexisting facilities and equipment 21
  17. 17. Affordability — to assess how affordable the curriculumappears to be, for example, to determine the costs ofsustaining curricular materials annually, what funds areavailable for curriculum purchase and implementation, orneeded changes in staffing, facilities, or schedule so thatlessons in the curriculum can be implemented as written. 22
  18. 18. These are essential characteristics of any curriculum. Scoring sheetsare aligned toward health education curricula. The curriculumfundamentals require that you go deeper into the lessons. You will beexamining the learning objectives, the design of the teaching materialsare they easy to follow, and available,
  19. 19. Further, it features an integration of the National Health EducationStandards (on the left), and the application of those skills to promotethe behaviors needed to prevent the highest priority health and safetyAlcohol and Other Drug Use, Nutrition, Physical Activity, SexualBehaviors, Tobacco, Unintentional Injury and Violence are includedbecause they represent the behaviors that account for most of themorbidity and mortality experienced by young people or they arebehaviors established in youth that will account for most of thepremature morbidity and mortality that today s young people willexperience in adulthood.Personal Health and Wellness is a general category that includes anumber of important health issues that are not covered by the otherseven categories, as well as basic practices that are fundamental togood health and hygiene.The items assessing Standards 2-7 also address Functional SkillsKnowledge and General Skills Development, the building blocks ofhealth literacy that are the foundation for the more content-specific