Health Framework for California Public Schools

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Health Framework for California Public Schools
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Role of Frameworks

• Health Framework and Physical Education Framework
  were adopted by State Board of Education in 1994
• Frameworks provide philosophical recommendations,
  not requirements
• Generally highly-regarded in districts and used
  for curriculum and programs

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Health Literacy

• A health-literate person understands
  science-based principles of health promotion and
  disease prevention, incorporates that knowledge
  into personal health-related attitudes, and makes
  health a priority in his or her life.

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Unifying Ideas

• Acceptance of personal responsibility for
  lifelong health
• Respect for and promotion of the health of
  others
• An understanding of the process of growth and
  development
• Informed use of health-related information,
  products, and services

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Coordinated School Health System

• Respect for and promotion of the health of others.

Acceptance of personal responsibility for
lifelong health.
An understanding of the process of growth and
development.
Informed used of health-related information,
products, and services.

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Unifying Ideas and Expectations

• Acceptance of personal responsibility for
  lifelong health.
• Students will
• Demonstrate ways in which they can enhance and
  maintain their own health and well-being.
• Demonstrate behaviors that prevent disease and
  speed recovery from illness.
• Practice behaviors that reduce the risk of
  becoming potentially dangerous situations in ways
  that help to protect their health.

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Unifying Ideas and Expectations

• Respect for and promotion of the health of others
• Students will
• Play a positive, active role in promoting the
  health of their families.
• Promote positive health practices within the
  school and community, including developing
  positive relationships with peers.

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Unifying Ideas and Expectations

• An understanding of the process of growth and
  development.
• Students will
• Understand the variety of physical, mental,
  emotional, and social changes that occur
  throughout life.
• Understand and accept individual differences.

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Unifying Ideas and Expectations

• Informed use of health-related information,
  products, and services.
• Students will
• Identify information, products, and services that
  may be helpful or harmful to their health..

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Grade-Level Expectations and Content
K-6, Middle School, High School

• Unifying ideas
• Grade-level expectations
• Concepts and content to be emphasized
• Examples of skills and behaviors

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Elements of Health Education

• Recognition of students similarities, diversity
• Emphasis on behavior vs. knowledge
• Cultural appropriateness
• Focus on mental/emotional health
• Emphasis on character development

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Elements of Health Education

• Varied teaching strategies
• Active learning
• Science-based
• Technology
• Integration
• curriculum
• system

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Addendum Topics

• Background content
• Program implementation
• Curriculum and instruction

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Background Content Topics

• Research findings related to CSHP
• Youth development and assets-based strategies
• Schools and Health (1997 landmark
  document)Institute of Medicine recommendations
  reCSHP/CSHE
• Updated research articles, documents, resources
  and Web sites

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Background Content Topics (Continued)

• Student health-related behaviors data
• Definition of terms Coordinated School Health vs.
  Comprehensive School Health

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Program Implementation

• New program descriptions (e.g. Healthy Start)
• Local advisory or coordinating councils for
  school health
• Medical issues encountered in schools
• How to use data to improve programs
• Education Code updates

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Curriculum and Instruction

• How to design curriculum to meet standards and
  grade level expectations and effective use of
  resources (e.g. CHKRC)
• How content areas can be designed to meet grade
  level expectations and unifying ideas.
• Supplemental instructional strategies e.g.
  refusal skills, peer pressure, mental health

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Curriculum and Instruction (Continued)

• How to evaluate quality of Internet sites.
• Reinforce selected topics (e.g. conflict
  resolution, violence prevention, suicide
  prevention and stress management.)
• Adapting strategies to meet needs of special
  populations (e.g. special education students,
  foster students, homeless, pregnant etc.)