health education kia mana’o “educate with empathy and equity; expect excellence.”

17
Health Health Education Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

Upload: alicia-ball

Post on 13-Jan-2016

212 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

Health Health EducationEducation

Kia Mana’o“Educate with Empathy

and Equity;Expect Excellence.”

Page 2: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

2

Desired Outcomes

• Develop a clear understanding of the content and use of the Health Standards Toolkit

• Plan ways to help schools understand the content and use of the Health Standards and toolkit.

Page 3: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

3

Agreements

Mutual RespectNo Put Downs

Attentive ListeningRight to Pass & Participate

Page 4: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

4

Glossary of Terms

• Benchmarks: Developmentally appropriate content knowledge and skills at specific grade levels or a cluster of grade levels.

• Content Standards: What a student should know and be able to do.

• Performance Indicators: Clearly linked to content standards. Descriptions of what must be included in the student work that meets the content standard.

Page 5: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

5

Health StandardsHealth Standards

Build knowledge and skills through teaching 7 Health

Education Standards1. Core Concepts (Functional

Knowledge)2. Access Information, Products,

and Services3. Self-Management (practice

healthy behaviors)4. Analyze Internal & External

Influences5. Interpersonal Communication6. Decision-Making & Goal

Setting7. Advocacy

To promote healthy behaviors in the context of 7 Priority

Risk / Content Areas1. Injury & Violence

Prevention2. Alcohol and Other Drug

Prevention3. Sexual Health and

Responsibility4. Tobacco Use Prevention5. Nutrition & Physical

Activity6. Mental & Emotional

Health7. Personal & Consumer

Health

Page 6: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

6

General Learner Outcomes• Ability to be responsible for one’s own learning• Ability to be involved in complex thinking and

problem solving• Ability to recognize quality performance and

produce quality products• Ability to communicate effectively• Ability to use a variety of technologies

effectively and ethically• Ability to work well with others

Page 7: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

7

RIGORRIGOR

RELEVANCERELEVANCE

RESPECT & RESPECT & RELATIONSHIPSRELATIONSHIPS

- Tony Wagner, Making the Grade, 2003.

Page 8: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

8

Vision of the Public School Graduate

All public school graduates will:• Realize their goals and

aspirations• Have attitudes, knowledge

and skills to contribute positively to and compete in a global society

• Exercise rights and responsibilities of citizenship

• Pursue higher education or careers without need for remediation

Page 9: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

9

The goal of Health Education is to

empower learners to act by promoting and protecting

their health and advocating for the health of

others.

Page 10: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

10

Health ToolkitScope & Sequence

1. What risk/content area is included in every grade level? What are some skills the students will address ?

2. At what grade level does the Tobacco risk/ content area begin? Why?

3. At what grade does Advocacy begin? Why?

4. At what level does the risk/content area of Sexual Health begin? What are some skills the students will address?

Page 11: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

11

INSTRUCTIONAL GUIDE, Grade 2

Standard 1, Core Concepts: Students comprehend concepts related to health promotion and disease prevention.

BENCHMARKS

K- 3

PERFORMANCE INDICATORS

SAMPLE ASSESSMENT TASK

SAMPLE INSTRUCTIONAL

STRATEGY

Describe ways to help others promote and protect their own health.

The student:• Cites health-

enhancing behaviors in risk/content areas (e.g., exercise, diet)

• Cites examples of health concepts that enhance personal health (e.g., short-term and long-term benefits and consequences).

Make a plan, listing steps for safe behaviors in new or dangerous situations. Plans should be practical and include sequential steps that demonstrate safe outcomes.

Discuss new or dangerous situation with students (e.g., crossing the streets by themselves, riding bicycles away from home, ocean swimming, etc.).

Page 12: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

12

Health ToolkitPerformance Indicators

TASK:

Second Grade

Class Safety Plan

GOAL:

Safely cross the street.

PLAN:

Step 1:________________________________________

Step 2:________________________________________

Step 3: _______________________________________

Page 13: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

13

Standard 1, Core Concepts: Students comprehend concepts related to health promotion and disease prevention.

BENCHMARKS, K – 3

GRADE K PERFORMANCE

INDICATOR

GRADE 1PERFORMANCE

INDICATOR

GRADE 2PERFORMANCE

INDICATOR

GRADE 3PERFORMANCE

INDICATOR

Identify short- and long-term benefits and consequences associated with the content areas.

Describe actions individuals can take to promote and protect their own health.

Describe ways to help others promote and protect their health.

The student:•Recognizes health-enhancing behaviors in risk / content areas.•Recognizes health concepts that enhance personal health.

The student:•Identifies health-enhancing behaviors in risk / content areas.•Recognizes possible examples of health concepts that enhance personal health.

The student:•Cites health-enhancing behaviors in risk / content areas.•Cites examples of health concepts that enhance personal health.•Identifies general health concepts accurately in selected health-risk areas.•Identifies and cites the relationships between behavior and health.

The student:•Identifies and gives ways to help others promote and protect their health.•Identifies short- and long-term benefits and consequences associated with risk/ content areas.•Cites general health concepts accurately in selected health-risk areas.•Shows similarities and differences in the relationships between behavior and health.

Page 14: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

14

Health ToolkitNow What?

What are ways YOU can utilize the Health

Standards Toolkit?

Page 15: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

15

Health ToolkitFor More Information….Contact:

Your District Health & PE Resource Teacher

Honolulu: Dave RandallCentral: Windward: Lisa

MiyashiroLeeward: Vicki KloetzelKauai: Deron DoiMaui: Richard

YoungEast Hawaii: Eileen

WagatsumaWest Hawaii: Sandy Daniels

Page 16: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

16

Ours Is

A broader visionA greater potential

A brighter hopeA warmer feeling

A challenging mission-Superintendent Patricia Hamamoto

Page 17: Health Education Kia Mana’o “Educate with Empathy and Equity; Expect Excellence.”

17

URL for the Extended Core

http://standardstoolkit.k12.hi.us/fullversionURL for the Extended Core

http://standardstoolkit.k12.hi.us/fullversion