The document outlines the goals and curriculum updates for the professional and program services department at Eaton ISD, emphasizing health education and its connection to academic achievement. It details revisions to the Michigan Model for Health curriculum, focusing on social-emotional health, nutrition, safety, and substance abuse education, while encouraging teacher collaboration and the use of assessment methods. Additionally, it discusses outreach programs like Medicaid to address health care access for children and fosters a productive learning environment for teachers and students.

1. Professional & Program Services Department of Eaton ISD

2. Goals: Introduce the revised Michigan Model curriculum, content, and teaching strategies Focus on the relationships between health and academic achievement Reignite enthusiasm for teaching health education Provide materials and support Plan implementation of lessons Have fun!

3. Lifelong Learning… CEU’s Earned Professional Teaching Certificate since 1994 Need 6 CEUs every five years Keep certificate current

4. Medicaid Outreach Many Michigan children go without health care because they have no insurance coverage. MI Department of Community Health has programs available that can help families with their children’s health care needs. Please pick up Medicaid applications and brochures.

5. Productive Learning Environment When you are teaching your class, what behaviors do you like to see to make the learning environment as productive as possible? Can we agree to these for our work together today? Thank you!!

6. Creating a Healthy Student Create in small groups: Discuss what you think kids need to KNOW and DO to be healthy. Work together to communicate your ideas in a poster. Try to finish in 10 minutes Share with the large group: Introduce your team members by sharing name and school Spokesperson, describe the poster. You have 3 minutes.

7. Our Healthy Student Know Do

8. Wheeled recreation safety Fire and burn safety Fire emergency Dangerous situations When to get adult help Emergencies 911 Inappropriate touch Trusted adults who can help Variety of foods from all five food groups Healthy snacks Drinking water Daily physical activity Sleep, rest, and physical activity 8 Michigan Model for Health ® Grade One Overview 24 Lessons Social & Emotional Health 1 Nutrition and Physical Activity Safety Alcohol, Tobacco & Other Drugs Personal Health & Wellness HIV Education Feelings of others Courtesy Compliments & appreciation Helping others Listening skills WIN LESSONS 3 LESSONS 7 LESSONS Medicines Differences between medicines and illicit drugs Poisonous household products Trustworthy sources of information Chemicals in tobacco Secondhand smoke 3 LESSONS Cover sneezes and washing hands Oral health 3 LESSONS

9. Curriculum Overview Six topical units: Social-Emotional Health Nutrition & Physical Activity Safety Alcohol, Tobacco and Other Drugs Personal Health & Wellness (grades K, 1, 3, 5) HIV & Reproductive (grades 4 and 5)

10. Curriculum Overview Look at your grade level Overview Handout. Review your poster of a healthy student. Look for the things on your poster that students need to know or do that are included in the curriculum. Identify any additional vital topics that are in the curriculum, that were not on your poster. Make notes on your poster about your observations.

11. Primary Purposes for Revision Update Reduce 53 to 21 lessons K 51 to 24 lessons 1 st 53 to 20 lessons 2 nd 56 to 25 lessons 3 rd 53 to 26 lessons 4 th 58 to 31 lessons 5 th

12. Draft K-6 Curricular Framework Gathered Input: Teachers, Parents, Students, Content Experts Reviewed Resources: Health Education Standards, CDC Principles and Criteria for Selection of Objectives: CDC risk behaviors + 2 Critical Health Content and Skills Health Education Standards Age Appropriate Avoid Duplication and Repetition Involve Parents

13. Grade Level Content Expectations (GLCEs) Student Learning Objectives for Each Grade

14. National Recognition Money This is a GREAT lesson. Hmm…this one is so-so.

15. What Happened? Lessons updated New topics added Instructional methods reviewed and refined Materials added or replaced if necessary

16. Teachers Piloted the Lessons MDE and MDCH Approve

17. Scavenger Hunt to Find Manual Gems Each person on your team will be assigned a section of the manual to review. Read through the scavenger hunt questions. Skim through your assigned section. Record any answers you find for the Scavenger Hunt questions. They are not in any particular order. Be ready to share with your small group in 10 minutes. We will all go over the answers together.

18. Scavenger Hunt Assignments Group of Four Why Teach Health? Overview How to Use the Manual Social and Emotional Unit: Getting Started and Lesson 1 Group of Five Why Teach Health? Overview, pages 1-8 Overview, pages 9-18 How to Use the Manual Social and Emotional Unit: Getting Started and Lesson 1

19. Welcome! United Dairy Industry of Michigan: Ann Guyer Nutrition Education

20. National and Michigan Health Standards are parallel Grade Level Content Expectations (GLCEs) = Framework = Student Learning Objectives Use assessment to assure that students meet the standards

21. Michigan Health Education Standards Apply health promotion and disease prevention concepts and principles to personal, family, and community health issues. Access valid health information and appropriate health-promoting products and services. Practice health-enhancing behaviors and reduce health risks. Analyze the influence of culture, media, technology, and other factors on health. Demonstrate effective interpersonal communication and other social skills to enhance health. Use goal-setting and decision-making skills to enhance health. Demonstrate advocacy skills for personal, family, and community health.

22. Teacher Student Self-Assessments Rubrics for instructional activities Checklists for skills

23. Educational Materials Teacher items: Manual & CD-ROM Poster set Building resources: Shared among four people Media: Media center REMC Video streaming

24. CD-ROM Overview Non-changeable Files PDF files Student Worksheets Teacher References Family Resource Sheets Changeable Files Word or Power Point Student Assessments Teacher Assessments

25. CD-ROM Overview Other Features Poster photos Family Resource Sheet Coupons Copyright permission form Curriculum framework Website links Feedback form

26. A B C D E F G H I J K R L B B L R B R L L R L M N O P Q R S T U V L B R L B L R L B L B W X Y Z B R L B

27. Modified Health Belief Model Skills Self-Efficacy Environmental Support Abilities to act in a healthy way Belief that one can use their skills to change life The most important predictors of current and future health status Facts to make responsible Decisions Understand severity Risks and benefits Peer, school, home, community support and reinforcement for healthy behaviors Behaviors Knowledge

28. Skills Self-Efficacy Environmental Support Behaviors Knowledge

29. Skills-Based Instruction Introduce Motivate Explain Model Demonstrate Check for Understanding Practice Guided Practice With Feedback Apply Use in real life

30. Brainstorm situations and behaviors that you deal with in your classroom that take time away from teaching.

31. Expressing Appreciation 1. What the person did that you liked How you felt about what they did What you liked about what the person did

32. Expressing Annoyance Respectfully (I-messages) What the person did How you felt about what they did What bothered you about what they did What you want them to do instead

33. Let’s Practice Your colleague has promised to team-teach a Michigan Model lesson with you, but with the pressures of MEAP, decides she can’t possibly team teach. 2. Your spouse/friend/child has offered, without any prodding from you, to clean the kitchen after you cooked a very large, messy meal.

34. Social-Emotional Skill Decision-Making and Problem-Solving: WIN— Grade 1, page 62 Grade 2, page 87 Grade 3, page 92 WISE— Grade 4, page 69 Grade 5, page 119 Look at the WIN to WISE handout.

35. WIN W HAT HAPPENED? Students are asked to think clearly about what happened. Students are asked to think of the best goal for the situation. Students are asked to calm down if needed.

36. WIN I DEAS for what to do Check it out: Values? Safety? Rules? Respect? Realistic? (If yes to all, keep that idea. If no for even one, cross it out!) Talk to an adult.

37. WIN N OW act Choose a good idea that you think will work best. Then act on it!

38. Practice Joshua has just moved to a new school from another state and doesn’t know anyone. He sits alone at lunch and never has anyone to play with. He misses his friends from his old school, and doesn’t like the way things are in this new school. What can he do?

39. Bullying prevention Wellness policy Other health-related policies Comprehensive guidance and counseling Coordinated school health programs

40. Discipline and Drop-Out Issues Employability Issues Model Anti-Bullying Policy Backpack Program Safe and Drug-Free Schools Goals

41. Federal Requirement Good for Kids Focus on Nutrition and Physical Activity Involves educators, families, community, food service, students,

42. 24/7 Tobacco-Free Schools Asthma Character Education School Safety Physical Education and Health Education

43. Meets many CGC Standards One hour of classroom instruction per week CASEL Select Program

44. Coordinated School Health Programs Family & Community Involvement Physical Education School Health Services Nutrition Services Counseling, Psychological & Social Services Comprehensive School Health Education School-site Health Promotion for Staff Healthy School Environment

45. Please take a 5-minute walk around the building with a partner and discuss… What health-related initiatives do I want to advance? How will the Michigan Model be used to do so? Return and share your ideas.

46. Implementation Plans Who? What? Where? When? How?

47. … and in closing, please… Complete your evaluation rubric Sign out & forms for CEU’s Take your poster set