Prevention Integration: Create Your Own Course

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Prevention Integration Create Your Own Course
Joanne Grassman, Student Services Director Gra
nt Director Amy Wabaunsee, Wellness Instructor
Project Coordinator Jason Adams, Wellness Instruc
tor
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A project of the Columbus School District

• Funded by a grant from the U.S. Department of
  Education
  
• Office of Safe Drug Free Schools

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Who wants to read about success? It is the early
struggle which makes a good story.
Katherine Porter
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Substance Abuse in Columbus
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AODA EducationColumbus High School
9th Grade Health Education
10th Grade
11th Grade
12th Grade
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Substance Abuse in Columbus
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Health Promoting Behaviors
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Steps in Developing Courses

• Identify Needs
• Organize Needs Identify Unifying Concept
• Align With the District Mission
• Identify Standards
• Identify contribution to district goals
• Develop Course Outcomes Content
• Develop Course Assessment
• Evaluate

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Step 2 Organize NeedUnifying Concept Wellness
An active, lifelong process of becoming aware of
choices and making decisions toward a more
balanced and fulfilling life.
Social
Occupational
Physical
Spiritual
Emotional
Intellectual
Environmental
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Step 3 Align With District
MissionColumbus School District Mission
Students will be academically prepared
To make informed life and career decisions
As caring and responsible citizens.
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Wellness Education Contribution to Mission
Physical, social and emotional well-being
Is of primary importance To learning, And is fu
ndamental To the development of caring and respo
nsible citizens.
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Step 4 Identify Standards
Physical
Education
Health
Guidance
Wellness
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Four Required Courses Physical Wellness So
cial Emotional Wellness Community Wellness Lifel
ong Wellness

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Design of Wellness Courses Integrated Design
Seven Dimensions of Wellness Cross-subject
standards covered in each course
Research-Based and/or Model Programs
Sequential and Developmentally appropriate
Applicable and meaningful to students
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Development of Prevention Courses
Step 5 Identify Contribution to Distri
ct Goals
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Course Goals

• Increase behaviors that promote health and impact
  learning.

Exercise Nutrition Stress Management Interperso
nal Relationships
2. Decrease risk behaviors that interfere in le
arning and responsible citizenship.
Tobacco Use Alcohol/Other Drug Abuse Unsafe Sexu
al Activity
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Board Ends - E2 - Academic Achievement

• Literacy, the ability to read, write and
  communicate orally, is fundamental to learning is
  therefore, our highest priority. Students will
  demonstrate continuous improvement toward
  achieving literacy
• Students will be technologically proficient.

• Students will apply literacy skills through
  critical reading of health information and will
  express their understanding of health issues
  through assessment that includes written and oral
  work.
• Students will be proficient in the technology of
  basic health and fitness screening.

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• Students will demonstrate and apply critical
  thinking using research, creativity, analysis,
  and synthesis of information.

• Students will assess personal risk for future
  illness and will understand the lifestyle choices
  that contribute to a diminished risk for
  developing illness or maintaining wellness.

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Board Ends -E3 - Citizenship

• Students will be responsible citizens and
  productive participants in their school,
  community, country and world.

• Students will understand the impact that their
  personal behavior has on the physical and
  emotional health of other people and in the
  maintenance of public health.
• Students will contribute to the health of the
  community through a service learning project.
  

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Board Ends -E4 - Life Skills

• Set and achieve personal goals.
• Students will be able to productively and
  efficiently manage their own lives in order to be
  independent and self-reliant.
  
• Understand personal strengths and weaknesses and
  have appreciation for personal abilities.

• Students will understand themselves physically,
  socially and emotionally and will appreciate the
  impact of personal choices on wellness and life
  success.
• Students will actively strive to achieve an
  increasingly healthy lifestyle, including
  exercise, nutrition, stress management, and
  avoidance of harmful substances and behaviors.

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• Choose and practice healthy lifestyle.
• Function effectively in teams.
• Exercise self-control and discipline over
  personal actions.
  
• Adapt to changing situations and circumstances.

• Students will understand themselves physically,
  socially and emotionally and will appreciate the
  impact of personal choices on wellness and life
  success.
• Students will actively strive to achieve an
  increasingly healthy lifestyle, including
  exercise, nutrition, stress management, and
  avoidance of harmful substances and behaviors.

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Developing Prevention Courses
Step 6 Develop Course Outcomes Content
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Physical Wellness Tactics Enabling Blocking
Tactics are behaviors, based on the acquisition
of knowledge and skills, that either contribute
to or detract from wellness.
Model Programs Other Course Content
ATLAS/ATHENA Human Growth Development Nut
rition
Tactical Games
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Social/Emotional Wellness Inquiry
Reflection, questioning and inquiry lie at the
heart of this instructional approach. All
decisions have consequences that impact social,
emotional, and mental well-being.
Model Programs/Other Course Content
WDPI Dating Violence Curriculum WDPI Mental I
llness Curriculum WDPI Suicide Prevention Curric
ulum Ropes physical activities
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Community Wellness Collaborative Learning

Learning communities, based on diverse learning
styles, are formed to work collaboratively on
wellness activities.
Model Programs/Other Course Content
Class Action Cooperative Games Service Lear
ning
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Lifelong Wellness Dimensions of Wellness Risk

Students relate activities learned in all
Wellness Courses to the Seven Dimension of
Wellness. Assessment of wellness and risk for
impairment is a major part of this course.
Model Program/Other Course Content
Prime for Life Under 21 F.I.T.T. Principle
s
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Step 7 Develop Course Assessment
Evaluation Plan Curriculum-Based, Authentic A
ssessment Pre-Post Course Participant Surveys
Focus Groups Search Survey Wisconsin Yout
h Risk Behavior Survey
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Focus Group Results
Step 8 Evaluate

• Give Us More!
• Subjects with the biggest impact
• ATOD
• Stress Management
• Communication

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Parent Survey Results

• High importance on AODA instruction.
• Very important for school to work at improving
  the health of students.
  
• Health/Physical Education should have a balance
  of health instruction and physical activity.
  
• High concern about stress levels of students.

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YRBS Results 2006-2007

• Increase of students who perceive harm from binge
  drinking from 62 to 70.
  
• Increase of students who disapprove of binge
  drinking from 29 to 32.
  
• Decrease of students who use alcohol from 53 to
  47.
  
• Decrease of students who drink heavily (5binge
  per month) from 11 to 7 (Binge (1x) drinking
  remained the same).
  
• Decrease of students who attended school under
  the influence from 18 to 13.

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YRBS Results 2006-2007

• Decrease of students who contemplated suicide
  from 15 to 12.
  
• Increase in students who reported choosing
  healthier food from 43 to 52.
  
• Increase in students who ate at least 2 serving
  of fruit from 62 to 69.
  
• Increase in students who ate at least 2 servings
  of veggies from 44 to 46.
  
• Increase in students who exercised at least 2x
  per week for 30 minutes from 65 to 74.

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Think Big