# Guideline/Standard

Courses and or Experience that Fulfill the Guideline

Health Education Minor

Standard 1.0: Candidates comprehend and apply health concepts and skills, theories and models of behavior change and principles of health promotion.

Narrative: The Minor in Health Education has a major focus on understanding and applying health concepts, skills, theories and models. Many of the required courses address several of these important concepts and skills.

1.1: Understand basic health content as it relates to school health education

     1.1.1

     Understand the basic structure,functions and interactions of human body systems, and how health behaviors impact them.

HLED 305 – Current Health Issues I

HLED 315 – Current Health Issues II

HLED 490 – Drug Use and Abuse

HLED 460 – Concepts of Sexuality Education

     1.1.2

     Understand the health education content areas as they apply to social, mental, physical, and  environmental health. The content areas should include the prevention of injury and violence; alcohol and drug use prevention; tobacco use prevention; sexual health; nutrition; physical activity;emotional health; personal and consumer health; and community and environmental health.

HLED 305 – Current Health Issues I

HLED 315 – Current Health Issues II

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 490 – Drug Use and Abuse

HLED 460 – Concepts of Sexuality Education

1.2: Demonstrate skills related to individual health

     1.2.1

     Demonstrate effective  inter-personal communication skills.

HLED 305 – Current Health Issues I

HLED 315 – Current Health Issues II

HLED 325  - Instructional Skills and Strategies in H.E.

HLED 460 – Concept of Sexuality Education

     1.2.2

     Demonstrate strategies used to  recognize, avoid and manage health and safety risks.

HLED 305 – Current Health Issues I

HLED 315 – Current Health Issues II

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 490 – Drug Use and Abuse

HLED 460 – Concepts of Sexuality Education

     1.2.3

     Demonstrate the ability to solve problems, make decisions, and set goals related to personal health.

HLED 305 – Current Health Issues I

HLED 315 – Current Health Issues II

HLED 460 – Concepts of Sexuality Education

     1.2.4

     Demonstrate strategies used to peacefully resolve conflict and prevent violence.

HLED 305 – Current Health Issues I

1.3 Analyze and predict the impact of health behaviors that support or place child health at risk, as identified in the health research, e.g., the six priority areas identified by the Centers for Disease Control and Prevention.

     1.3.1

      Identify developmentally appropriately health needs, health risks, and protective factors for young people.

HLED 305 – Current Health Issues I

HLED 315 – Current Health Issues II

HLED 490 – Drug Use and Abuse

HLED 460 – Concepts of Sexuality Education

     1.3.2

     Investigate social and personal factors influencing health behaviors of young people, e.g.,   family, peers, media, culture, environment, technology, and community norms.

HLED 305 – Current Health Issues I

HLED 270 – Principles of Health Education

HLED 315 – Current Health Issues II

HLED 490 – Drug Use and Abuse

HLED 460 – Concepts of Sexuality Education

     1.3.3

     Investigate the roles of knowledge, skills, self-efficacy, perception of   risk, motivation and environmental support in changing behavior, as defined in the research.

HLED 270 – Principles of Health Education

HLED 305 – Current Health Issues I

     1.3.4

     Analyze the interrelationships of physical, intellectual, emotional and social health during childhood.

HLED 305 – Current Health Issues II

     1.3.5

     Analyze the impact of disease, other health problems, medical advances and research on contemporary health practices and the prevention of disease.

HLED 270 – Principles of Health Education

HLED 315 – Current Health Issues II

Standard 2.0: Candidates assess individual and group needs for school-based health education.

Narrative: Many of the required courses in the Health Education Minor focus on locating, obtaining, analyzing and applying health-related data. In particular, HLED 270 (Principles of Health Education) provides an opportunity to access resources related to local, state, and federal health-related data, laws and policies. In addition, the HLED 355 course (Health Education Program Planning) provides students with an opportunity to obtain health-related data and use it to guide health education planning and instruction.

2.1 Obtain health-related data about the social and cultural environments, growth and development factors, needs and interests of young people.

     2.1.1

     Select valid and current sources of information and data, e.g., the Youth Risk Behavior Survey, the  National Longitudinal Study of Adolescent Health.

HLED 270 – Principles of Health Education

HLED 305 – Current Health Issues I

HLED 315 – Current Health Issues II

HLED 355 – Health Education Program Planning

HLED 490 – Drug Use and Abuse

HLED 460 – Concepts of Sexuality Education

     2.1.2

     Effectively use computerized sources of information and data.

HLED 270 – Principles of Health Education

HLED 305 – Current Health Issues I

HLED 315 – Current Health Issues II

HLED 490 – Drug Use and Abuse

HLED 355 – Health Education Program Planning

     2.1.3

     Select and use appropriate data-gathering instruments.

HLED 355 – Health Education Program Planning

     2.1.4

     Apply appropriate techniques for gathering needs assessment data, e.g., surveys, focus groups, and interviews.

HLED 355 – Health Education Program Planning

2.2 Analyze and apply state laws and local policies pertaining to school health education.

     2.2.1

     Identify and be able to apply Michigan law regarding school health education.

HLED 270 – Principles of Health Education

HLED 460 – Concepts of Sexuality Education

     2.2.2

     Analyze the role of the local district in setting policies and procedures regarding school health education, especially in human sexuality education.

HLED 270 – Principles of Health Education

HLED 490 – Drug Use and Abuse

HLED 460 – Concepts of Sexuality Education

     2.2.3

     Be able to access resources related to federal, state, and local district laws, policies, and regulations

HLED 270 – Principles of Health Education

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 490 – Drug Use and Abuse

HLED 460 – Concepts of Sexuality Education

2.3 Use the obtained data to guide health education planning and instruction.

    2.3.1

     Analyze and interpret needs assessment data.

HLED 355 – Health Education Program Planning

     2.3.2

     Determine priority areas of need for health education.

HLED 355 – Health Education Program Planning

Standard 3: Candidates plan effective school-based health education programs based on a continuous learning cycle.

Narrative: Students in the Health Education Minor are introduced to the Michigan Content Standards and Benchmarks in Health Education, and their application to curriculum development and lesson planning in several courses.  Activities that will enhance the students’ ability to plan effective school-based health education programs include the opportunity to create an instructional unit plan demonstrating their ability to develop an appropriate scope and sequence plan that includes learning activities aligning with identified performance indicators (HLED 325: Instructional Skills and Strategies for Health Education). Utilizing the results of the needs assessment and interviews with Health Education stakeholders, the students will also plan developmentally appropriate health education programs (HLED 355: Health Education Program Planning).

3.1 Recruit support in program planning for school-based health education.

     3.1.1

     Effectively advocate for the program with students, school personnel, school board, community members, and parents, e.g., through newsletters, board presentations, and parent    presentations.

HLED 355 – Health Education Program Planning

HLED 490 – Drug Use and Abuse

HLED 460 – Concepts of Sexuality Education

      3.1.2

     Employ the services of the regional school health coordinator for information and resources related to school health programs, e.g., program planning, professional development, curriculum implementation, and advocacy issues.

HLED 355 – Health Education Program Planning

     3.1.3

     Obtain commitments from stakeholders (students, parents, school personnel, school board, community members, parents, and school health advisory board).

HLED 355 – Health Education Program Planning

     3.1.4

     Seek ideas and opinions of stakeholders by utilizing the school health advisory board or other representative groups within the district, e.g., School Board, Sex Education Advisory Council, Safe and Drug Free Schools Advisory Council, School Improvement Team, Parent Teacher Association.

HLED 355 – Health Education Program Planning

     3.1.5

     Analyze recommendations and incorporate those that support best practice into the planning process.

HLED 355 – Health Education Program Planning

     3.1.6

     Analyze existing procedures for
     compatibility with school policy and state law, e.g., parental notification and wavers.

HLED 355 – Health Education Program Planning

3.2 Develop a logical and developmentally appropriate scope and sequence plan that is based on the Michigan Content Standards and Benchmarks for Health Education.

     3.2.1

     Determine the range of essential health concepts, information, and skills that are developmentally and culturally appropriate to the student   population, and related to content areas.

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 355 – Health Education Program Planning

HLED 460 – Concepts of Sexuality Education

     3.2.2

     Organize and prioritize the content areas comprising the scope of a program in a logical and developmentally appropriate  sequence that includes the following components: the prevention of injury and violence; alcohol and drug use prevention; tobacco use prevention; sexual  health; nutrition; physical activity; emotional health; personal and consumer health; and communityand environmental health.

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 355 – Health Education Program Planning

3.3 Formulate developmentally appropriate performance indicators that are based on the Michigan Content Standards and Benchmarks in Health Education.

     3.3.1

     Use the scope and sequence plan and the state standards to develop   performance indicators that describe essential student skills and concepts.

HLED 325 – Instructional Skills and Strategies in H.E.

     3.3.2

     Periodically review and revise performance indicators based on the state standards and currentneeds assessment information.

HLED 355 – Health Education Program Planning

3.4 Design developmentally appropriate modules of study consistent with the identified performance indicators and the Michigan Teaching/Learning Standards.

     3.4.1

     Access and review curricular models and programs for consistency with specific performance indicators and teaching strategies, such as the state-developed Michigan Model for Comprehensive School Health Education.

HLED 305 – Current Health Issues I

HLED 315 – Current Health Issues II

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 355 – Health Education Program Planning

HLED 490 – Drug Use and Abuse

     3.4.2

     Align proposed learning activities with the identified performance indicators.

HLED 305 – Current Health Issues I

HLED 355 – Current Health Issues II

     3.4.3

     Develop learning activities that useresearch-based educational strategies, including those identified in the Michigan Teaching and Learning Standards.

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 460 – Concepts of Sexuality Education

     3.4.4

     Formulate and modify a variety of teaching and learning strategies to meet diverse learning styles and needs.

HLED 270 – Principles of Health Education

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 460 – Concepts of Sexuality Education

     3.4.5

     Select and adapt strategies best suited to instruction in a given setting, e.g., elementary, middle or high school; general, special or alternative education.

HLED 270 – Principles of Health Education

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 460 – Concepts of Sexuality Education

     3.4.6

     Plan a continuous cycle of learning opportunities that build upon and reinforce mastery of performance indicators.

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 355 – Health Education Program Planning

4.0 The candidates implement health education programs based on a continuous learning cycle.

Narrative: Throughout various courses, students practice implementation of health education lessons based upon the National Standards and the Michigan Content Standards and Benchmarks in Health Education (HLED 315: Current Health Issues II; HLED 325: Instructional Skills and Strategies for Health Education; HLED 450: Health Education Assessment; and HLED 460: Concepts of Sexuality Education).  Analysis of the students’ health needs will provide an opportunity for students to adjust educational strategies and activities as needed to help students achieve mastery (HLED 355: Health Education Program Planning).

4.1 Exhibit competence in implementing planned programs, using best practice that is aligned with the Michigan Teaching and Learning Standards.

  4.1.1

     Employ a wide range of developmentally appropriate educational strategies matched to  diverse learning styles and needs and aligned with the Michigan Teaching and Learning Standards, such as those found in the state-developed Michigan Model for Comprehensive School Health Education.

HLED 325 – Instructional Skills and Strategies in H.E.

     4.1.2

     Apply individual and cooperative group learning strategies to givenlearning situations in the classroom, at home, and in the community.

HLED 325 – Instructional Skills and Strategies in H.E.

     4.1.3

     Select appropriate technology and media, using it in effective ways to enhance student learning.

HLED 305 – Current Health Issues I

HLED 315 – Current Health Issues II

HLED 325 – Instructional Skills and Strategies in H.E.

     4.1.4

     Use teaching strategies that are matched to student performance indicators, develop conceptual knowledge, and build skills.

HLED 305 – Current Health Issues I

HLED 315 – Current Health Issues II

HLED 325 – Instructional Skills and Strategies in H.E.

4.2 Connect instruction to prior student learning in specified settings, e.g., elementary, middle or high school; general, special or alternative education.

     4.2.1

    Pretest learners to determine current skills and conceptual understanding related to student performance indicators.

HLED 325 – Instructional Skills and Strategies in H.E.

     4.2.2

     Develop subordinate performance indicators as needed for instruction.

HLED 325 – Instructional Skills and Strategies in H.E.

     4.2.3

     Assist students in making learning connections between health instruction and other curricular areas.

HLED 325 – Instructional Skills and Strategies in H.E.

4.3 Select curricula, strategies and materials best suited to implement instruction for specific learners.

     4.3.1

     Analyze factors that influence choices of curricula, strategies and materials, including student characteristics such as level of development, multiple intelligences, cultural influences, special learning needs, and other considerations such as legal aspects and feasibility.

HLED 325 – Instructional Skills and Strategies in H.E.

     4.3.2

     Evaluate the efficacy of alternative strategies to help students meet the performance indicators.

HLED 325 – Instructional Skills and Strategies in H.E.

     4.3.3

     Determine the availability of   information, personnel, time and equipment needed to implement the program for a given student population.

HLED 355 – Health Education Program Planning

4.4 Monitor the program by using the continuous learning model to adjust educational strategies and activities as needed to help students achieve mastery.

     4.4.1

     Compare actual program activities with state performance indicators.

HLED 355 – Health Education Program Planning

     4.4.2

     Assess the relevance of existing performance indicators to current student needs.

HLED 355 – Health Education Program Planning

     4.4.3

     Revise instructional activities and performance indicators to meet changes in students' needs.

HLED 450 – Health Education Assessment

     4.4.4

     Periodically revise performance indicators to meet changing students needs, in accordance with district and state policies.

HLED 355 – Health Education Program Planning

     4.4.5

     Analyze how well the resources and materials used align with the  given performance indicators.

HLED 450 – Health Education Assessment

5.0 The Candidate evaluates the effectiveness of school-based health education.

Narrative: The Health Education Minor introduces students to the need for evaluation {as one of the seven major responsibilities of health education} in the Principles of Health Education course (HLED 270). The professional preparation courses (HLED 325: Instructional Skills and Strategies for Health Education; HLED 355: Health Education Program Planning; & HLED 450: Health Education Assessment) will provide students the opportunity to enhance their evaluation skills.

5.1 Develop plans to continually evaluate the health literacy of students using performance-based assessments that are aligned with the implemented curriculum and with the Michigan Assessment Standards.

     5.1.1

     Determine performance-based criteria for scoring student work.

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 450 – Health Education Assessment

     5.1.2

     Develop tools for scoring concepts and skills, e.g. scoring rubrics.

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 450 – Health Education Assessment

HLED 460 – Concepts of Sexuality Education

     5.1.3

     Determine the criteria for group performance by which the effectiveness of the health education program will be evaluated.

HLED 355 – Health Education Program Planning

HLED 450 – Health Education Assessment

     5.1.4

     Develop a realistic plan for performance-based assessment.

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 355 – Health Education Program Planning

HLED 450 – Health Education Assessment

HLED 460 – Concepts of Sexuality Education

     5.1.5

     Develop a bank of valid and reliable assessment items that demonstrate skills and conceptual   understanding, including items that can be embedded in the curriculum.

HLED 450 – Health Education Assessment

     5.1.6

     Select appropriate items for assessing student achievement of competencies.

HLED 355 – Health Education Program Planning

HLED 450 – Health Education Assessment

HLED 460 – Concepts of Sexuality Education

5.2 Carry out evaluation plans.

     5.2.1

     Administer assessment items and other evaluation activities in plan.

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 450 – Health Education Assessment

     5.2.2

     Use data collecting methodappropriate to the performance  indicators, e.g., curriculum- embedded activities, tests and the collection of naturally occurring   data such as absenteeism, incidents of school violence, and incidents of tobacco use.

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 450 – Health Education Assessment

     5.2.3

    Analyze resulting data.

HLED 325 – Instructional Skills and Strategies in H.E.

HLED 450 – Health Education Assessment

5.3 Interpret results of student assessment.

     5.3.1

     Apply performance criteria to individual student work, using the tools designed.

HLED 450 – Health Education Assessment

     5.3.2

     Assist students and families with interpreting student performance.

HLED 450 – Health Education Assessment

     5.3.3

     Apply criteria of group performance to evaluate the effectiveness of the health education program.

HLED 450 – Health Education Assessment

     5.3.4

     Report effectiveness of the health education program, using aggregated data on student performance, and disaggregated data based on gender, race, language, socio-economic status, and/or other factors.

HLED 450 – Health Education Assessment

5.4 Analyze findings for future program planning.

     5.4.1

     Explore possible explanations for important findings.

HLED 450 – Health Education Assessment

HLED 490 – Drug Use and Abuse

     5.4.2

     Identify, recommend and implement strategies for improving program effectiveness and student performance.

HLED 450 – Health Education Assessment

6.0 The candidates collaborate with others to implement a coordinated school health program.

Narrative: Students are introduced to the coordinated school health program in HLED 270 (Principles of Health Education). Many of the other courses in the minor help students gain the content knowledge and specific skills needed to help implement a coordinated school health program.

6.1 Participate in school wide, cross-curricular program planning that focuses on the healthy development of young people.

     6.1.1

     Determine the extent of instruction across the curriculum that addresses health issues.

HLED 355 – Health Education Program Planning

     6.1.3

     Advocate for the coordination of school health programs and services.

HLED 355 – Health Education Program Planning

     6.1.4

     Identify gaps and overlaps in the provision of coordinated school health programs.

HLED 355 – Health Education Program Planning

6.2 Promote and contribute to a nurturing and health promoting school climate that supports students' capacity to learn.

     6.2.1

     Promote cooperation with, and feedback from, all staff, parents and students.

HLED 355 – Health Education Program Planning

     6.2.2

     Model the conflict resolution strategies that are taught tostudents.

HLED 325 - Instructional Skills and Strategies in H.E.

     6.2.3

     Function as a liaison between school staff, the school health advisory council, and community resource groups.

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