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Health Education Programs MDCPS Division of Life Skills and

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Health Education Programs MDCPS Division of Life Skills and Powered By Docstoc
					Division of Physical Education and
          Health Literacy
              M-DCPS




         SBAB Annex – Suite 316
            Mail Code# 9625
          Telephone # 995-1237
             Fax # 995-1506
      HEALTH LITERACY
      HEALTH LITERACY
Dr. Jayne Greenberg, Executive Director
Louis Lazo, Curriculum Support Specialist
   PROGRAM MISSION
• To deliver current, accurate, and
  consistent information to local schools on
  health curriculum, teaching strategies, and
  prevention/intervention methods that have
  been proven effective in reducing risk
  behaviors among children and youth.
          Program Goals
• The overall goal of Health Literacy is to promote
  healthy behaviors in Miami-Dade County Public
  Schools.
• Health Literacy consists of instruction that
  develops understanding of the physical, mental,
  emotional, social, and psychological phases of
  human relations as they are affected by male and
  female relationships.
• Health Literacy includes more than the anatomical
  and reproductive information; it emphasizes
  attitude development and guidance.
         National Health Education
                Standards
•   Students will comprehend health    •   Students will demonstrate
    promotion and disease
                                           the ability to use effective
    prevention concepts.
•   Students will demonstrate the
                                           interpersonal communication
    ability to access valid health         skills which enhance health.
    information on appropriate         •   Students will demonstrate
    health products and services.
                                           the ability to use goal setting
•   Students will demonstrate the
    ability to practice health
                                           and decision making skills
    enhancing behaviors and reduce         which enhance health.
    health risks.                      •   Students will demonstrate
•   Students will analyze the impact       the ability to advocate for
    of culture, media, technology
    and other factors on health.           personal, family and
                                           community health.
      Sunshine State
        Standards
• A. Health Literacy
• 1. The student comprehends concepts
  related to health promotion and
  disease prevention.
• 2. The student knows how to access
  valid health information and health-
  promoting products and services.
       Sunshine State
         Standards
• B. Responsible Health Behavior
• 1. The student knows health-enhancing
  behaviors and how to reduce health risks.
• 2. The student analyzes the influence of
  culture, media, technology, and other
  factors on health.
• 3. The student knows how to use effective
  interpersonal communication skills that
  enhance health.
         Sunshine State
           Standards
• C. Advocate and Promote Healthy Living
• 1. The student knows how to use goal-setting and
  decision-making skills that enhance health.
• 2. The student knows how to advocate for
  personal, family, and community health.
       Program Overview
         Grades K-5 Health Education
                  Curriculum

•   Family, Friends, and Self
•   Nutrition and Other Needs
•   Our Body
•   Living Safely
•   Achieving Wellness
       FAMILY, FRIENDS,
          AND SELF



•   List skills necessary to be a responsible family member and friend
    Kindergarten
•   Discuss how each person is special Grade-1
•   Discuss honesty and respect for self and others Grade-2
•   Participate in activities that will help improve self-esteem Grade 3
•   Explain the influence of peer pressure on behavior Grade-4
•   Survey class to identify feelings that people have in common Grade-5
       Nutrition and Other
              Needs



•   Identify nutritionally desirable foods Kindergarten
•   Classify foods and the group to which they belong Grade-1
•   Discuss the foods groups, the good guide pyramid, and indicate the number
    of daily servings for each Grades-2
•   List ways the family influence food choices and physical activities Grade-3
•   Discuss how many servings per day will provide needed nutrients
    Grades 4-5
                        Our Body



•   Discuss the functions of each of the major body parts Kindergarten
•   Identify methods for keeping germs from spreading (e.g. Hygiene) Grade K-5
•   Describe the transmission of disease causing organisms Grade K-5
•   Explain how each person’s body grows at its own rate Grade-2
•   Explain how the pituitary gland helps control growth and development Grades 4-5
•   Define puberty and discuss how hormonal changes occur Grade-5
                    Living Safely



•   Describe roles of community helpers (e.g., doctors, dentist, fire fighters, police
    officers). Kindergarten
•   Recognize what to do when approached by strangers. Grade-1
•   Good touching/bad touching (i.e., sexual abuse). Grades K-5
•   Identify the effects of alcohol, tobacco, marijuana, and other drugs. Grades 2-5
•   Discuss why abstinence is the safest behavior for risk of HIV infection Grade-5
         Achieving Wellness



•   Discuss the importance of health professionals K-5
•   Name common health problems and list some preventive strategies (e.g.,
    lice, impetigo, etc.). Grade-2
•   Identify individual health habits, both positive and negative. Grade-3
•   Realize that decisions about personal behavior may be healthy or unhealthy
    (e.g. obeying gun safety rules, traffic laws, fire safety rules Grade 4-5
Elementary Health Education
         Grades K-5 Health Curriculum
  Aligned with Florida Sunshine State Standards
         Faux Paw Internet Solicitation
   Third Grade Child Sexual Abuse Prevention
              Nutrition Component
           Substance Abuse Prevention
                  Body Hygiene
               Growing Up Issues
               Disease Prevention
                Basic HIV/AIDS
                     Bullying
        Basic Anatomy and Physiology
Internet Keep Safe
     Coalition




 Internet Safety Program
          The Problem

Almost all children are online—and online at
Almost all children are online—and online at
an earlier age than ever before.
an earlier age than ever before.

Internet predators and other online
Internet predators and other online
dangers are a constant threat to children.
dangers are a constant threat to children.

Today’s parents did not grow up with the
Today’s parents did not grow up with the
Internet: our generation is the first to
Internet: our generation is the first to
teach Internet safety.
teach Internet safety.
     Faux Paw is the new partner ofTM




        McGruff the Crime Dog .                                                           ®




                                                     SM


                                                                                        SM


                   SM




“Take a BYTE out of Internet Crime!”
     The McGruff™ image and “Take a Bite Out of Crime™” are trademarks of the National Crime Prevention Council.
      The Faux Paw Program
                        TM



4. Teacher Supplements: Worksheets and
  Coloring Pages
        Howdy kids! I’m your friend, Cursor. Remember, the Internet is like a big
    city with great places to go, but you have to be careful. That’s why we have
    three rules for Internet safety:                                  SM


                       Keep. Don’t meet. Tell.
•   Keep your personal information protected. Never give your name,
    address, phone number, the name of your school, or a picture of
    yourself to anyone online.

2. Don’t meet in person anyone you’ve met on the Net.

3. Tell a parent, teacher, or trusted adult if you feel uncomfortable
    about anything you see on the Internet.


                                                  . . . So long friends.




                                                                 SM
     Program Overview
• Grades 6-8 Health Education Curriculum

   Human Growth and Development Component
        Presented Thru Science Classes

                     Life Science
                 Science & Technology
        Comprehensive Health/Health Literacy
   Comprehensive Health/Responsible Health Behaviors
     The Interaction of Society & the Environment
        Advocacy & Promotion of Healthy Living
      Middle School HGD
•   Male and Female Reproductive Systems
•   Puberty
•   Self-Esteem
•   Sexually Transmitted Infections
•   HIV/AIDS
•   Substance Abuse
•   Nutrition
•   Dating
       HGD Curriculum
• The M-DCPS school board has mandated
  the teaching of HGD in Grades 5,6,7,8,and
  10 since 1979.
• House Bill 1739 was passed in June 1990
  which mandated the teaching of human
  sexuality for Grades K-12.
• Florida Statute 233.0672: “Comprehensive
  Health Education is required instruction”
 HGD Resource Teachers
• Each school is to have at least one primary
  and secondary HGD resource teacher who
  has participated in the annual HGD
  Teacher Training Workshop.
• Each teacher who will be presenting the
  HGD curriculum must be trained by the
  school HGD resource teacher.
     HGD Parent Letter
• Parents shall be notified by a form letter
  (school letterhead) when the HGD program
  will be taught and shall have the right to
  request the principal, in writing, to excuse
  their child from all or part of the
  instruction. An appropriate alternative
  educational assignment will be given.
Parent Letters
                Senior High School
                 Health Education
            Competency-Based Curriculum
Grades 9 or 10 Health (State-Mandated integrated with Physical Education)
Communication, Coping & Interpersonal Skills
Responsible Decision Making and Planning
Wellness Promotion
Positive Emotional Development
Substance Use, Misuse, and Abuse
Consumer Knowledge and Community Resources
Personal Money Management
Cardiopulmonary Resuscitation (CPR)
First Aid
Sexually Transmitted Infections/HIV/AIDS
Human Sexuality
            Program Overview
           Senior High School
       Competency-Based Curriculum
• Delivered through state-mandated
  (Florida Statute 232.246) Health/Physical
  Education, a one semester, 1.0 credit
  course offered in Grades 9 or 10.
• Additional 6 middle and senior high school
  health elective courses are also available
  to students.
Annual Health Education Workshops

  Elementary Health Curriculum Workshop
  Middle School Health Curriculum Workshop
  High School Health Curriculum Workshop
  CPR Instructor Training
  CPR Renewal Training
  Automated External Defibrillator (AED) Training
  Child Sexual Abuse Prevention Workshop for
Teachers, Counselors and Administrators, Faux Paw
Internet Safety Workshop for Teachers, Counselors
and Administrators
  Community Resources
 Miami Dade County Health Department
  Planned Parenthood of Greater Miami
              Tampax, Inc.
  MDCPS Adolescent Outreach Project
     South Florida Perinatal Network
          The Journey Institute
 MDCPS Department of Food & Nutrition
    Metro Dade Department of Health
Metro Dade Department of Human Services
          Switchboard of Miami
                 WLRN
     BlueCross BlueShield of Florida
       American Heart Association
           American Red Cross
    Komen Breast Cancer Foundation
        Miami Childrens Hospital
   JMH Florida Poison Control Center
            Amigos For Kids
               Program Material Packets
•   Grades K-5 Health Education Curriculum
•   Grades K-5 Health Teacher Handbook
•   Grades K-5 FCAT Health Supplement
•   Grades 6-8 Human Growth & Development (HGD) Curriculum
•   Grades 6-8 HGD Teacher Handbook
•   Grades 6-8 FCAT Health Supplement
•   Grade 10 Health/Physical Education Curriculum
•   Grade 10 Teacher Handbook
•   Grade 10 FCAT Health Supplement
    Program Materials
• Materials Review Committee-
  approved educational brochures &
  pamphlets
• Cardiopulmonary Resuscitation (CPR)
  instructor manuals
• CPR course supplies upon request
 Speakers Bureau
• Only speakers approved by our
  program are allowed to conduct
  school-site visits to speak to M-
  DCPS classroom students.
• Letters of speakers approval is
  provided to schools.
• The Health Educational Specialists
  are also available to speak to
  classroom students and to conduct
  staff professional development
  sessions upon request.
  Educational Outreach
• Health Literacy also participates in
  school health fairs and career days!
• Curriculum Support Specialists also
  are invited by the M-DCPS Parents &
  Teachers Association to discuss
  important health-related issues.
 Cardiopulmonary
Resuscitation (CPR)
   CPR Community Training
          Center
• M-DCPS Health Education Program is an approved
  Community Training Center (CTC) for the
  American Heart Association (AHA)
• The CTC currently has over 100 trained and
  certified CPR instructors!
• CPR is taught to all senior high school students
  through Health/Physical Education classes
• Basic Life Support (BLS) training (HeartSaver)
  available to school staff personnel
    Automated External
       Defibrillator
• The critical importance and use of the
  automated external defibrillator (AED) is
  an integral component of the CPR
  HeartSaver course.
• New AHA Guidelines encourage the early
  implementation of an AED during CPR.
• Health Literacy teaches the basic steps of
  AED throughout CPR classes to teachers
  and students.
       Media Resources
• The WLRN Film and Video Library has a
  vast array of health-related videos pre-
  approved by Health Education Program.
• Teachers have simple access to the videos
  via online request.
• The video catalog is readily available online
  or via the Teachers Choice Menu.
Q&A
We welcome your questions.
 HUMAN GROWTH
BREAKOUT SESSION
     SCENARIO 1
A SIXTH GRADE STUDENT
  APPROACHES YOU IN
SCHOOL AND STATES, “I
 THINK I AM PREGNANT”.
WHAT APPROACH SHOULD
YOU TAKE IN HANDLING
   THIS SITUATION?
     RATIONALE:
First and foremost, ask the
 student, “Why do you believe
 you are pregnant”? Based on
 the response, refer student
 to the counselor.
     SCENARIO 2
 A THIRD GRADE STUDENT
 APPROACHES YOU WITH A
  DISTINCT BODY ODOR.
WHAT RECOMMENDATIONS
WOULD YOU PROVIDE TO THE
 STUDENT AT THIS TIME?
        RATIONALE:
Refer situation to the child’s classroom
  teacher, and recommend that the teacher
  present a classroom session on body
  hygiene. Make sure that the teacher
  generalizes the situation instead of
  pointing fingers. Another option is to
  provide the class with the proper
  information yourself in the event the
  teacher does not.
     SCENARIO 3

TEACHERS ARE CONSTANTLY
  REQUESTING WAYS TO
IMPLEMENT HEALTH RELATED
    ACTIVITES IN THEIR
SCHOOLS. WHAT IDEAS CAN
      YOU GIVE THEM?
      RATIONALE:
Career days, health fairs,
 invite district approved
 community organizations for
 classroom presentations,
 plays/skits, etc.
        SCENARIO 4
     YOU ARE WALKING DOWN THE
 HALLWAYS AND YOU HEAR A GROUP OF
ELEMENTARY GRADE STUDENTS TALKING
 ABOUT VARIOUS WEBSITES, AND ALSO
PEOPLE WHO THEY CHAT WITH OVER THE
 INTERNET. WHAT RECOMMENDATIONS
WOULD YOU PROVIDE TO THE STUDENTS
   IN REGARDS TO INTERNET SAFETY?
          RATIONALE:
You would explain three important steps to the
  students. “Keep, Don’t Meet, and Tell”. First,
  keep you personal information to your self. Never
  give information such as your address, the school
  you attend, or and information that is accessible
  to predators. Second, never meet anyone you
  encounter via the internet. Third, tell a parent,
  teacher or trusted adult if you feel
  uncomfortable about anything you see on the
  computer.
     SCENARIO 5
  A TENTH GRADE STUDENT
   CONFIDES THAT HE IS
 STRESSED OVER FCAT EXAM
PREPARATION. HOW CAN YOU
    BUILD THE STUDENTS
CONFIDENCE TO REDUCE TEST
         ANXIETY?
      RATIONALE:
        You would make three
recommendations which includes: Be
positive, focus on you strengths, eat
right, exercise regularly, and get the
   sleep you need. Relax, (try some
deep breathing before or during the
    test if you start to feel tense).
    SCENARIO 6
A PARENT CONTACTS YOU
 AND STATES, “I DON’T
WANT MY CHILD TO TAKE
  HUMAN GROWTH AND
     DEVELOPMENT
EDUCATION”. DOES THE
    CHILD HAVE TO?
       RATIONALE:
No, according to Florida Statutes, a
 parent has the right to excuse
 his/her child from the HGD
 Curriculum via written statement. It
 is mandatory that the school provides
 an alternative assignment related to
 the topics of discussion excluding
 sensitive issues.
       SCENARIO 7
  A STUDENT APPROACHES YOU AND
STATES THAT EVERDAY AFTER SCHOOL
 HE IS GETTING PUSHED AROUND BY
 ANOTHER STUDENT. THE STUDENT
 STATES THAT JUST YESTERDAY THE
STUDENT, THE STUDENT PUSHED HIM
INTO A MUD PUDDLE. THIS HAS BEEN
GOING ON FOR WEEKS, AND HE HASN’T
   TOLD ANYONE ABOUT IT. WHAT
          SHOULD YOU DO.
       RATIONALE:
Schedule a meeting with both
 students and the counselor.
 Parents should be notified, as
 well as an administrator. Have a
 discussion about a safe
 environment in the school setting.
     SCENARIO 8

WHAT NUTRIONAL/PHYSICAL
 ACITIVIE STRATEGIES OR
 TIPS, WOULD YOU PROVIDE
  AN OVERWEIGHT MIDDLE
 SCHOOL STUDENT WHO IS
SOLICITING INFORMATION?
       RATIONALE:
Choose exercise you enjoy, ask
 friends and family to get active
 with, keep a healthy diet, cut the
 junk food, and regular physical
 activity (30 to 60 minutes a day),
 example: walking, bike riding or
   SCENARIO 9

  A 7TH GRADE STUDENT
   STATES, “I HAVE MY
PERIOD”. SHE ALSO ASKS
  YOU FOR A SANITARY
 NAPKIN. WHAT SHOULD
         YOU DO?
        RATIONALE:
Explain to the student about the
 menstrual cycle, and let her know
 that it is a process that occurs
 approximately every 28 days, and
 that she should always be prepared.
 Refer her to the school clinic if
 available, counselor, or main office.
  SCENARIO 10

  A HIGH SCHOOL
STUDENT ASKS YOU
  FOR A CONDOM.
WHAT SHOULD YOU
       DO?
          RATIONALE:
M-DCPS School Board policy
 states that no condom
 distributions in schools.*
* Community school based clinics are the only
  schools allowed to distribute condoms to certain
  students.

				
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