Health Education

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Final Report: 2004-05



      Health Education


     Health Education Staff Members:
             April Rosendale
     Rhonda Powell, Stephanie Laabs
       Sherri McCoy, Betty Olson
                Joan Heinz
            Frank Bigaouette
               Kris Larson
               Teri Burdorf
              Anne Losinski
        Kelly Miller, Cory Carlen
             Jennifer Hovick
          Robb Flint, Jeff Christ

           Administrative Support
    Bill Bjorndahl Elementary Principal
Dave Swanberg, Middle School Team Leader
   Kevin Enerson, High School Principal
  Edrie Barton, Curriculum Coordinator
 Dave Johnson, Superintendent of Schools
Study of LSH Health Education                                                            2004-2005

                Develop the best possible curriculum and program plan for
                 Health Education, K-12, in Le Sueur-Henderson schools

                                       Essential Questions
      What is our vision for the Health Education program?
      How does/could our program support improving student achievement?
      How does our program compare with National Standards (to determine effectiveness)?
      How effective is our current model? How can it be made more effective?

                                          Study Process

     1. Review current issues and standards in Health Education that reflect current
        research and best practice.

     2. Analyze current practices as compared to best practice and research.
        - National Health Education Standards
        - MN Example Standards and Benchmarks

     3. Identify areas of excellence as well as limitations/barriers in current practices.

     4. Develop a district Vision, Mission and Goals of the Health Education Program

     5. Develop action plans to move from our current status toward our desired goals.

     6. Revisit current learner outcomes and revise as and if needed.

                                               page 1
Study of LSH Health Education                                         2004-2005

                                Table of Contents

       A. Health Education's Impact on Academic Achievement
       B. General Program Description
       C. Current Practice at LSH Compared to the National Standards for
             Health Education
       D. Vision, Mission, Goals for Health Education at LSH
       E. Health Education Areas of Excellence and Areas of Concern
       F. Recommendations and Implementation Strategies

       I.       Health Education Learner Outcomes
       II.      Articles of Interest
       III. Local School Wellness Policy Federal Requirement

                                         page 2
Study of LSH Health Education                                                                     2004-2005

A. Health Education's Impact on ACADEMIC ACHIEVEMENT

   Students' health and its impact on the ability to perform well academically are
   receiving more attention. Recent research is examining how incorporating school
   health into the curriculum can improve academic performance.
   * In a two-year longitudinal study of children receiving a substance use intervention
     curriculum, five years after the program, participants had higher overall academic
     achievement scores on the Comprehensive Test of Basic Skills that their national peers.1
   * In a study of 259 high-risk youth in grades 9 through 12 in the Pacific Northwest,
     participants in a life-skills class showed increased grade point averages (GPAs) across
     all classes while the GPAs of the control group stayed essentially the same.2
   * In a study of two parochial schools, class time for academics was reduced by 240
     minutes per week in the experimental group to enable increased physical activity
     exposure. Yet mathematics test scores were consistently higher for this group than for a
     group that did not have increased time for physical activity.3
   * Schools that offer intense physical activity programs see positive effects on academic
     achievement, including increased concentration; improved mathematics, reading, and
     writing test scores; and reduced disruptive behavior, even when time for physical
     education classes reduces the time for academics.4
   * Schools that enhance child skill development through health education, parenting
     classes, and teacher training see increases in student achievement.5
   * Schools that offer breakfast programs see increases in academic test scores, daily
     attendance, and class participation.6

   1 Elias, M.J., M.A. Gara, T.F. Schuyler, L.R. Branden-Muller, and M.A. Sayette. " The Promotion
     of Social Competence: A Longitudinal Study of a Preventive School-Based Program." American
     Journal of Orthopsychiatry 61, no. 3 (1991): 409-417.

   2 Eggert, L.L., E.A. Thompson, J.R. Herting et al. "Preventing Adolescent Drug Abuse and High
      School Dropout through an Intensive School-Based Network Development Program." American
      Journal of Health Promotion 8, no. 3 (1994): 202-15.

   3 Shepard, R.J., M. Volle, H. Lavallee, R. LaBarre, J.C. Jequier, and M. Rajic. "Required Physical
      Activity and Academic Grades: A Controlled Longitudinal Study." In Children and Sport, ed.
      Llmarinen and Valimaki. Berlin: Springer Verlag, 1984, 58-63.

   4 Symons, Cynthia Wolford. "Bridging Student Health Risks and Academic Achievement through
      Comprehensive School Health Programs." Journal of School Health, vol. 67, no. 6 (August 1997),

   5 Hawkins, J.D. et al. "Preventing Adolescent Health Risk Behavior by Strengthening Protection
     During Childhood." Archives of Pediatrics and Adolescent Medicine, 153(3) (1999): 226-34.

   6 Powell, C.A. et al. "Nutrition and Education: A Randomized Trial of the Effects of Breakfast in
      Rural Primary School Children." American Journal of Clinical Nutrition 68(4) (1998): 873-79.

                                                    page 3
Study of LSH Health Education                                                        2004-2005

B. General Program Description

   Elementary K-6 Program.
      Health is taught by classroom teachers in every classroom, K-6. In 2002, the K-12
   Health Team recommended the purchase of the Health `n Me curriculum for the
   elementary classrooms because it:
      - aligns with our learner outcomes
      - aligns with the previous MN Standards (Preparatory and High School Standards)
      - is comprehensive, including all topics identified in the National Health Standards
      - integrates well with other content areas
      - allows students to actively participate in learning.
      Through a Youth/School Violence Prevention Program grant from the National 4-H
   Council, with support from Center for Mental Health Services, Department of Health and
   Human Services, we were able to purchase this curriculum for Park, Hilltop and St. Anne's
   Elementary. It includes a teacher's guide with reproducible handouts, essential support
   materials and instructional videos.
      Teachers have worked with this program for three years, and have identified several
   additional video resources that would be useful. We are still struggling to find time for
   Health education; however more content has been accomplished in the last three years than
   was done previously.

   Middle (7-8) and High School (9-12) Program.
       Health education is taught by licensed health educators to all students in grades
   7,8, and 10.
       In Grades 7 and 8 schedule 11 weeks of health education in two-week blocks
   throughout the school year, alternating with physical education for the rest of the
   year. Health is taught for one quarter in Grade 10.
       7th and 8th grade health share a text with chapters selected that coincide with the
   learner outcomes at each grade. The text is: Teen Health Course 2, Glencoe/McGraw-
   Hill, 1999. Health 10 uses A Guide to Wellness, Glencoe/McGraw-Hill, 2003.

C. Current Practice at LSH Compared to the Comprehensive School Health
   Education Curriculum
   The Joint Committee on Health Education identified National Health Education
   Standards that incorporate the knowledge and skills essential to the development of
   health literacy. The committee included representatives from the American School
   Health Association, the Association for the Advancement of Health Education, the
   School Health Education and Services Section of the American Public Health
   Association, and the Association of Health, Physical Education, Recreation and
   Dance. There also were representatives from institutions of high education, state
   education associations, and local education associations.

                                             page 4
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