Workshop+3-Iowa+Core+Health+Literacy

= = Helping students translate their skills to manage health risk and working with
 * **Workshop #3. **

Health Literacy Standards-IC What is Iowa Core Health Literacy and how do we use it in planning & instruction?

How do we modify and accommodate in order to maximize Health Literacy (IC) education for all students?

How can the Iowa Core 21st Century Skills impact student learning in the health and physical education classroom? || Prevention of Violence Promoting Lifestyle free of tobacco alcohol Management of Health Risk associated with sexual health

*Iowa Core Health Literacy-legal implications and content of the core *Ch 12 Health Requirements (Law) *Healthy Kids Act *Human Growth & Dev-Ch 12 (Law) *HIV-AIDS-Ch 12 (Law) *Topics within common health literacy curriculum. Use IC Health Literacy to assist students in identifying topics within the grade groups. *Introduce the 4th grade nutrition unit. It uses IC Health Literacy & is written with 3-stages of Understanding by Design. It is intended that this unit would be taught conceptually. Connect the 4th grade unit to IC so students see where the unit transfer goals are located in IC Health Literacy. *Introduce students to learning progressions within the Health Literacy content area. Demonstrate appropriate learning goals within the progression. <span style="font-family: 'Times','serif'; font-size: 13.3333px;">*K-6 teacher resources-personal PD on Health Literacy topics. Resources you can use to help you feel more confident in the content of health literacy. <span style="font-family: 'Times','serif'; font-size: 13.3333px;">* K-12 student resources- Where can an elementary teacher find them and what are they? Many schools have limited resources for teaching Health Literacy. <span style="font-family: 'Times','serif'; font-size: 13.3333px;">*Modifying & accommodating Health Literacy plans to meet learning needs of all students. Demonstrate for students how to modify and accommodate using already prepared Health Literacy lesson plans that accompany this unit. || <span style="font-family: 'Times','serif'; font-size: 13.3333px;">Ch 10-14 <span style="font-family: 'Times','serif'; font-size: 13.3333px;">Plus <span style="font-family: 'Times','serif'; font-size: 13.3333px;">[|Ken Rigby] <span style="font-family: 'Times','serif'; font-size: 13.3333px;">[|bullying video]

<span style="font-family: 'Times','serif'; font-size: 13.3333px;">Other <span style="font-family: 'Times','serif'; font-size: 13.3333px;">Resources for Workshop #3 can be found in the course wiki in the Workshop 3 page. || <span style="font-family: 'Times','serif'; font-size: 13.3333px;">Reflection of bullying <span style="font-family: 'Times','serif'; font-size: 13.3333px;">How does this information add to your understandings of this national problem.

<span style="font-family: 'Times','serif'; font-size: 13.3333px;">Examples of potential grade appropriate lessons on health risk management. What type of resources are available and what materials would you choose to use?

<span style="font-family: 'Times','serif'; font-size: 13.3333px;">Articles-Provide selected articles related to health literacy in the elementary school setting and respond to them using a structured response sheet.

<span style="font-family: 'Times','serif'; font-size: 13.3333px;">Lesson Plans- Using the 4th grade nutrition unit lesson plans complete Stage 3 and the Notes and Reflections sections of the plans. Provide demonstrations in class and then assign small group or independent lessons as an assessed task.

<span style="font-family: 'Times','serif'; font-size: 13.3333px;">Resource List-Prepare a list of health literacy resources including books (nonfiction student books), articles, websites, and/or video links. || <span style="font-family: 'Times','serif'; font-size: 13.3333px;">Demonstrate legal and ethical conduct as defined by the law and individual district policy within issues of diversity. P1.10 <span style="font-family: 'Times','serif'; font-size: 13.3333px;">Select and integrate digital and interactive technologies to plan and achieve content learning goals. P3.10

<span style="font-family: 'Times','serif'; font-size: 13.3333px;">Apply valid and reliable research findings to make instructional decisions. P3.9

<span style="font-family: 'Times','serif'; font-size: 13.3333px;">Evaluate and modify resources and curriculum material to fit the content and learners. P3.16

<span style="font-family: 'Times','serif'; font-size: 13.3333px;">Methods for maximizing learning opportunities for all students. P1.5 <span style="font-family: 'Times','serif'; font-size: 13.3333px;">Knows academic language of the discipline. P2.3 <span style="font-family: 'Times','serif'; font-size: 13.3333px;">Differentiated instruction is needed in all learning plans. P3.6 <span style="font-family: 'Times','serif'; font-size: 13.3333px;">Methods of accommodation (the how of learning) and modification (the what of learning) strategies. P3.7 <span style="font-family: 'Times','serif'; font-size: 13.3333px;">Learning progressions and appropriate learning goals within the discipline. P2.4 || = = __Iowa__ Department of Education Resources

Human Growth and Development
The document (link below) includes examples of age-appropriate and research-based materials and resources which schools and school districts may use to update their human growth and development curricula regarding sexual exploitation by means of the Internet, health and wellness literacy, sexually transmitted diseases (including HPV), and human sexuality. These items are not intended to represent an exhaustive list. This list will be reviewed/updated on an annual basis. The list addresses Iowa Code sections 279.50, 256.11, and 256.9 to develop and make available to school districts, resource-based materials and resources. Additional research-based materials and resources are available from many other sources including survey data. Human Growth and Development Curricula (2012-02-01)

**Iowa Code section 279.50** Human growth and development instruction (summary). 1. Each school board provides instruction in kindergarten which gives attention to experiences relating to life skills and human growth and development. School districts use research to evaluate and upgrade their instructional materials and teaching strategies for human growth and development. 2. Each school board provides age-appropriate and research-based instruction in human growth and development including instruction regarding human sexuality, self-esteem, stress management, interpersonal relationships, domestic abuse, HPV and the availability of a vaccine to prevent HPV, and acquired immune deficiency syndrome, in grades one through twelve. [|**281--Iowa Administrative Code 12.5(256)**] Education program (health education requirement excerpts).
 * Health Education Requirements (selected edited excerpts) **
 * 12.5(1)//Prekindergarten program.//** The prekindergarten program is designed to learn to use and manage their bodies and to extend their interests and understanding of the world about them. The prekindergarten program shall relate the role of the family to the child’s developing sense of self and perception of others.
 * 12.5(2)//Kindergarten program.//** The kindergarten program includes experiences designed to develop healthy emotional and social habits and protect and increase physical well-being and development of life skills and human growth and development.
 * 12.5(3)//Elementary program, grades 1-6.//** The following areas are taught in grades one through six: health, human growth and development, and traffic safety.
 * e. Health.** Health instruction includes personal health; food and nutrition; environmental health; safety and survival skills; consumer health; family life; substance abuse and nonuse, encompassing the effects of alcohol, tobacco, drugs, and poisons on the human body; human sexuality, self-esteem, stress management, and interpersonal relationships; emotional and social health; health resources; and prevention and control of disease, and the characteristics of communicable diseases, including acquired immune deficiency syndrome.
 * g. Traffic safety.** Traffic safety instruction includes pedestrian safety; bicycle safety; auto passenger safety; school bus passenger safety; seat belt use; substance education; and the application of legal responsibility and risk management to these concepts.
 * 12.5(4)//Junior high program, grades 7 and 8.//** The following are taught in grades 7 and 8: health, human growth and development, family and consumer education, career education, and technology education. Instruction includes the contributions and perspectives of persons with disabilities, both men and women, and persons from diverse racial and ethnic groups, and designed to eliminate career and employment stereotypes using the following general curriculum definitions.
 * e. Health.** Health instruction includes personal health; food and nutrition; environmental health; safety and survival skills; consumer health; family life; substance abuse and nonuse, encompassing the effects of alcohol, tobacco, drugs, and poisons on the human body; human sexuality, self-esteem, stress management, and interpersonal relationships; emotional and social health; health resources; and prevention and control of disease and the characteristics of communicable diseases, including sexually transmitted diseases and acquired immune deficiency syndrome.
 * i. Family and consumer education.** Family and consumer education instruction includes the development of positive self-concept, understanding personal growth and development and relationships with peers and family members in the home, school and community, including men, women, minorities and persons with disabilities. Subject matter emphasizes the home and family, including parenting, child development, textiles and clothing, consumer and resource management, foods and nutrition, housing, and family and individual health.
 * j. Career education.** Career education instruction includes exploration of employment opportunities, experiences in career decision making, and experiences to help students integrate work values and work skills into their lives.
 * k. Technology education.** Technology education instruction includes awareness of technology and its impact on society and the environment; furthering students’ career development by contributing to their scientific principles, technical information and skills to solve problems related to an advanced technological society; and orienting students to technologies which impact occupations in all six of the required service areas. The purpose of this instruction is to help students become technologically literate and become equipped with the necessary skills to cope with, live in, work in, and contribute to a highly technological society.
 * 12.5(5)//High school program, grades 9-12.//** Health, one unit, (a course or equivalent related components or partial units taught throughout the academic year) is offered and taught as the minimum program:
 * e. Health (one unit).** Health instruction includes personal health; food and nutrition; environmental health; safety and survival skills; consumer health; family life; human growth and development; substance abuse and nonuse; emotional and social health; health resources; and prevention and control of disease, including sexually transmitted diseases and acquired immune deficiency syndrome, current crucial health issues, human sexuality, self-esteem, stress management, and interpersonal relationships.
 * i. Vocational education**—school districts (three units each in at least four of the six service areas). A minimum of three sequential units, of which only one may be a core unit, is taught in four of the following six service areas: agricultural education, business and office education, health occupations education, home economics education, industrial education, and marketing education.
 * (4) “Health occupations education programs”** prepare individuals for employment in a variety of occupations concerned with providing care in the areas of wellness, prevention of disease, diagnosis, treatment, and rehabilitation. Instruction offered encompasses varied activities in such areas as dental science, medical science, diagnostic services, treatment therapy, patient care areas, rehabilitation services, record keeping, emergency care, and health education.
 * (5) “Home economics education programs”** 1. “Consumer and family science” programs may be taught to prepare individuals for a multiple role of homemaker and wage earner and may include such content areas as food and nutrition; consumer education; family living and parenthood; child development and guidance; family and individual health; housing and home management; and clothing and textiles.

The purpose of the Iowa Department of Education HIV/AIDS Education Program is to conduct activities that establish, strengthen, or expand HIV/STD prevention education and integrate such education into existing comprehensive school health programs. The target population of the goals, objectives, and activities are school-age youth, enrolled or not enrolled in Iowa public and private schools. Every year DE's HIV/AIDS Prevention program sponsors HIV prevention education trainings to educate teachers and other persons working with youth in HIV/STD/pregnancy prevention programs in approved age-appropriate, and research-based curricula both in school and out of school settings. Locations and curricula presented vary. Please check out the other materials provided for more information, schedule and registration form. [| Training Overview] [| Schedule] [| Registration Form] Every other year, Iowa Department of Education co-sponsors with the Iowa Department of Public Health a statewide HIV/AIDS, STD and Hepatitis Conference.
 * HIV/AIDS **
 * HIV/AIDS Teach/Educator Training and Conferences**


 * Health Literacy-Iowa Core **

Documents
Health literacy, considered a 21st Century theme by the Partnership for 21st Century Skills, is, //“the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions”// (Nielsen-Bohlman, 2004). A health literate person is able to make appropriate decisions about their health as he or she progresses through life, as health care changes, and as societal norms change. The benefits of being health literate influence the full range of life’s activities—home, school, work, society and culture (Zarcadoolas, 2005). Lack of physical activity and exercise, poor nutritional choices, increased violence, increased substance abuse and other high risk behaviors are serious threats to living a healthy, active life. The essential concepts and skill sets for health literacy provide a framework for building capacity among Iowa’s students to think critically about the decisions that affect health status for themselves, their families and their communities. Learning the concepts will form the knowledge base for the development of attitudes and habits of mind that will lead students to take responsibility for their personal health status. This proactive approach will have profound effects on families and society. The essential concepts reflect the belief that children need to assess media messages at young ages and then develop critical evaluation skills as they intellectually, emotionally and socially mature (Zarcadoolas, 2005). Children must also take an active role in accessing and appropriately using information which affects their health (Nutbeam, 2000, St. Leger, 2001). Therefore, it is important to integrate the essential concepts and skill sets for health literacy across content areas, providing relevant contexts, problem based and service learning experiences. This will provide students opportunities to practice systemic thinking and problem solving processes that will lead to the creative solutions and proactive policies necessary to enhance health status in an interconnected, global society.
 * [[image:http://www.educateiowa.gov/components/com_docman/themes/default/images/icons/16x16/pdf.png caption="icon" link="http://www.educateiowa.gov/index.php?option=com_docman&task=doc_download&gid=12202&Itemid=4303"]][| Iowa Core 21st Century Skills (.pdf)]
 * [[image:http://www.educateiowa.gov/components/com_docman/themes/default/images/icons/16x16/doc.png caption="icon" link="http://www.educateiowa.gov/index.php?option=com_docman&task=doc_download&gid=12201&Itemid=4303"]][| Iowa Core 21st Century Skills (.doc]

The purpose of the Healthy Kids Act is to establish physical activity requirements for students in kindergarten through 12th grade and to establish nutritional content standards for food and beverages sold on or provided on school grounds during the school day (first bell to last bell). [| Full Text of the Healthy Kids Act] The following brochure summarizes the history of the Healthy Kids Act and its components, offers detailed information about the nutritional content standards, and provides suggestions for ways school staff, parents, and students can help support the legislation. An editable document and .pdf file are included for you to use and distribute as you wish. [| Healthy Kids Act Brochure] [| Healthy Kids Act Brochure-Editable]
 * Healthy Kids Act **

Nutrition
One purpose of the Healthy Kids Act is to establish nutritional content standards for food and beverages sold or provided on school grounds during the school day. To give schools time to work with vendors, the nutrition content standards will be effective for the 2010-2011 school year. [|School Breakfast and Lunch Program; Nutritional Content Standards for Other Foods and Beverages] The Iowa Department of Education’s Bureau of Nutrition, Health and Transportation Services recently received a Wellmark Foundation grant titled Building on the Healthy Kids Act Opportunity. This grant will allow the Department of Education to support schools with the implementation of the Healthy Kids Act nutritional content standards at the local level; guide schools in reexamining their school district wellness policy; and engage parents and the greater school community in recognizing the impact they have as role models. Trainings, resources, etc. will be forthcoming and announced state-wide.
 * [|Nutrition Calculator]** - This calculator will determine whether a food product meets the Healthy Kids Act Nutritional Content Standards for a la carte, vending, and regulated fundraising items sold to students during the school day.

This presentation was developed through the Wellmark Foundation Grant, //Building on the Healthy Kids Act Opportunity//, and was utilized in the Healthy Kids Act Regional Trainings held across the state of Iowa. Please utilize this tool as you prepare your staff, students, and parents for implementation of the Healthy Kids Act Nutritional Content Standards. [| Healthy Kids Act Training Presentation]
 * [|Healthy Kids Act Toolkit]** - This toolkit was created through a Wellmark Foundation Grant, Building on the Healthy Kids Act Opportunity. It was designed to assist schools in the implementation of the Healthy Kids Act Nutritional Content Standards for a la carte, vending, and regulated fundraising. Resources are divided up by their target audience and can be distributed in hard-copy format or electronically.

Physical Activity
[| Final Physical Activity Rules] [| Sample Physical Activity Contract] (08/05/11)

Role Modeling
Included below are several resources that emphasize the need for adults in the school community to serve as healthy role models for students. The PowerPoint presentation, //Role Modeling for Healthy Kids//, can be used in staff meetings, in-services, and community settings to reinforce the importance of adults setting positive examples for youth - and their peers - in the area of nutrition and physical activity. Administrators and school staff are invited to view the recorded //Taking School Wellness to the Next Level// webinar to learn how to build support for school wellness and listen in on an interactive worksite wellness forum. Results from the forum are also included. Additional handouts are provided to further support healthy school environments. [| Role Modeling for Healthy Kids - Presentation] [| A Healthy School - Handout] [| Taking School Wellness to the Next Level - Webinar Results]

Other Documents
[| School Wellness Policy Support Materials and Resource Guide] [| Healthy Kids Act Legislative Report 2009] [| Legislative Briefs Healthy Kids Act UPDATED] [| HKA Approved Carbonated 100% Fruit/Vegetable Juice] [| Implementing Strong Nutrition Standards for Schools: Financial Implications]

Resources
This resource was developed collaboratively between Iowans Fit for Life and the Iowa Nutrition Network at the Iowa Department of Public Health and Team Nutrition at the Iowa Department of Education. It was designed because addressing health and wellness in the school environment has become increasingly important in recent years, not just for students, but for staff, as well. This document will provide school staff some easy suggestions to get an employee wellness program started. [| School Worksite Wellness] This toolkit was developed to assist Iowa employers - including school systems - in developing, implementing, and evaluating effective worksite wellness programs. The toolkit can be found at this link:
 * Making Worksite Wellness Work at Your School**
 * Healthy Iowa Worksites Toolkit**

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**Electronic Resources from : __EDUCATIONAL LEADERSHIP__ Journal** **December 2009/January 2010****(Volume 67, Number 4)**Issue Title: Health and Learning **Article** **#1:**
 * [|Vital Connections by Marge Scherer]**

**Article #2:** Author and pediatrician David Kessler talks about our obsession with fat, sugar, and salt—and what it is doing to our kids.
 * [|Finding Our Way Back to Healthy Eating: A Conversation with David A. Kessler]**

**Article #3:** The Tennessee story shows what can be accomplished when a state makes health a priority. **[|Coordinated School Health: Getting It All Together]**

**Article #4:** The answer to low achievement and misbehavior might just be a good night's sleep. **[|Sleep: The E-ZZZ Intervention]**

**Article #5:** What fuels the self-harming behaviors among adolescents today?
 * [|Helping Self-Harming Students]**

**Article #6:** Students who eat a nutritious, balanced diet are better prepared to learn. How effectively do school food service programs advance this goal? **[|School Meals and Learning]**

**Article #7:** An ASCD author, teacher, and neurologist describes what contributes to an optimally functioning brain. **[|How to Teach Students About the Brain]**

**Article #8:** How a mental health program and a school connect families to resources.
 * [|Partners in Health]**

Grade(s): Pre K - 2, 3-5 Run Time: [17:27] Have fun learning about the new food pyramid as the Lunch Lady hosts her cooking and nutrition show, eCooking With the Lunch Lady. Bop to the beat with nutrition and exercise themed music videos. See examples of foods that fit into each of the six food groups. Find out how many servings of various foods children in different age groups should eat daily, and understand how much of a given food constitutes a serving. Watch the Lunch Lady showcase examples of balanced meals. ©2006, Mazzarella Media.
 * Video Resources**
 * [|The Lunch Lady's Guide To The New Food Pyramid- Pre K - 2, 3-5 Run Time: [17:27 ]]**