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Heal th 72*8 enlianceraent 1 Ihert 992? Health aw m\mm% coliS 1 9 1992 «S».TANA STATE UOMRT 1515 f 6th AVE. H£i£«tA, MO.NFAMA 59S20 Enhancement ' n. » . . A Design for Montana's Future MONTANASTATE LIBRARY S372.8Plihed1992?c.1 Healthenhancement:adesigntorMontana 3 0864 00079473 8 Learning to make healthy decisions for a healthy life is an important part of educating Montana's young people. Values learned at home and accurate information presented in our schools are two key components of this important education process. Stan Stephens Governor of Montana I he "Health Enhancement Curriculum" outlined in the following pages is the result ofthe work done by the Health and Physical Education Committee created by Project Excellence. Project Excellence was an almost two-year-long process designed to revise Montana's Accreditation Standards in line with the educational needs ofstudents into the next century. Committees were formed to look at the needs for each curricular area. The work of these committees included "learner outcomes" for each program area at the primary, intermediate and graduation levels. The Health and Physical Education Committee of Project Excellence developed a unique plan by combining the learner outcomes under the umbrella term "health enhancement." The rationale and philosophy for doing this are found in this document and provide a new way of thinking about traditional programs in health and physical education. School districts, in undertaking curriculum development in health enhancement, should keep in mind the major goals of the Health Enhancement Program: (a) Integrate lifestyle management throughout the curriculum; (b) Focus on the total self and the development of self-responsibility, values, attitudes and behaviors; (c) Give students decision-making tools for personal health; and (d) Address intellectual, social, emotional, and physical dimensions of healthy lifestyles. Examples of specific learner outcomes for each of the three levels are found in this booklet, as well as the Montana School Accreditation Standards and Procedures Manual. Board of Public Education State of Montana School districts are required to institute a plan of curriculum development that will reflect the program area standards and includes local learner outcomes starting not later than 1991 In addition, curricula must be reviewed at . intervals not exceeding five years. MONTANASTATE LIBRARY S372.8P11hed1992?c.1 Healthenhancement adesignforMontana 3 0864 00079473 8 Conceptual Model for Health Enhancement Curricula Tihe model forthe development, implemen- inputs of local health professionals and the tation, and evaluation ofthe Health Enhance- local school board are seen as important ment Program (HEP) presented represents a elements in this process. The regular evalu- conceptual framework for the institutionali- ation ofthe HEPs through internal process in zation and continual refinement of HEPs in the school and through regular evaluation public schools. It recognizes the initiation of from the Office of Public Instruction pro- Project Excellence by the Board of Public vides direct means by which HEPs can be Education ofthe state ofMontana (1987) and monitored and continually refined. the various inputs of professional bodies and citizens concerned about the future of The transition from the present Health and education in Montana. Physical Education standards to the new Health Enhancement Program standards will The school accreditation standards devel- require a systematic inservice program for oped by the Action Groups of Project Excel- teachers in the public schools and for local lence and modified by the Board of Public communities. This inservice will be neces- Education directly affect the subsequent sary for two reasons: preparation of teachers in the colleges and to facilitate a shift from a traditional (1) universities and the development, implem- Health and Physical Education cur- entation and evaluation of the HEPs in the riculum toaholisticapproachthrough public schools. Since the curriculum devel- health enhancement; and oped for an individual school is intended to (2) to facilitate the shift from a time/unit reflect the issues and concerns of the com- accreditation model to a learner out- munity in which the school operates, the come accreditation model. Health Enhancement . MONTANA STATELI«BnR«AnRY S372.8Ptlhed1992?c.1 T Healthenhancement:adesignforMontana 3 0864 00079473 8 Conceptual Model for the Development, Implementation and On-Going Evaluation of the Health Enhancement Program. Board of Public Education Project Excellence Action Professional School Coalition Accreditation Accreditation Groups Agencies Standards I v Teacher University/College Office of Public Certification Faculty Instruction Standards Teacher Preparation Inservice Community Models and Teachers Education Professional Education Community \I | Health o Professionals _roo \< CCDD U. Local School Board A I Health Enhancement Program ^- Development 1 2. Implementation 3. Evaluation SECURE ADMINISTRATIVE EXPRESS BELIEFS ABOUT SCHOOL HEALTH SCHOOL BOARD SUPPORT PROGRAMS HEALTH ••EP.lEe.metnetaacrhyerteacher ••SFcohoodolsecrovuicnesemlaonrager CREATE A -Sf COUNCIL& ••HHeoamltehetceoanchoemricsteacher ••SStcuhdoeonltnurse SCHCOOOULNCHIELALTH •Contentareateacher •Psychologist •Administrator •Councilcoordinator WORK TOWARD ATTAINMENT OF YEAR 2000 HEALTH OBJECTIVES DEVELOP A COMMUNITY USE A PROGRAM PLANNING PROCESS ASSESS INSTRUCTION, HEALTH COALITION TO DEVELOP AN ACTION PLAN IDENTIFY NEEDS & PRIORITIES BULLETIN IDENTIFY STAFF & -a BOARD COMMUNITY RESOURCES TO| DELIVER THE PROGRAM •Localgovernment •Schoolboard •Parentteacherorganizations UTILIZE •Localhealthdepartment AVAILABLE RESOURCES •Youthorganizations •Familyplanningprograms Lawenforcementagencies •Media •Civicorganizations ORGANIZE STAFF HEALTH ••MSeunbtsatlanhceealathbupsreogprraofmesssionals PROMOTION TEAMS •CSolceiraglyserviceagencies SCHOOL •Dietitians •Marketing/advertisingprofessionals :', HEALTH Healthcurriculum IMPLEMENT COMPREHENSIVE Schoolhealthservices SCHOOL HEALTH PROGRAM Staffhealthservices (worksitehealthpromotion) EVALUATE PROGRAM Schoolfoodservices Schoolpyschologyprogram & Schoolcounselingprogram NOTE STRENGTHS Physicaleducation Schoolhealthenvironment & WEAKNESSES *\ THE CHOICE IS YOURS PLAN FOR IMPROVEMENT MONTANASTATELIBRARY S372.8P11hed19927C.1 Healthenhancement:adesigntorMontana mimil 3 0864 00079473 8 Montana Adolescent Health Status Informationcontained inthissection istaken effective prevention and intervention strate- from a report produced in March 1990 titled, gies need to be developed. "Montana Adolescent Health Status," produced through the cooperative effort of the In order to initiate appropriate prevention Office of Public Instruction, Department of and intervention, the sources of at-risk be- Health and Environmental Sciences and haviors and health-related problems must Montana Coalition of Healthy Mothers, be identified before effective remedial ac- Healthy Babies. tions can be taken. Cultural attitudes, gen- der-specific patterns of behavior, and age/ Montana's young people are a treasured development-related patterns of behavior natural resource whose health, education, must be identified and evaluated. Precau- and well-being are vital concerns of family, tionary efforts need to focus on the range school personnel, and members of the com- and patterns of motivations and behavior munity.Thecommonconcernoverthe health practices. ofouradolescents isbased on the knowledge that youth are at risk for certain diseases, Intervention and prevention are often most accidents, and traumabecause oftheirinher- successful if initiated prior to when adoles- ent vulnerability. In addition, in their forma- centsactuallyengage in unhealthypractices. tive years, they are making The use of tobacco and al- personal choices about be- cohol begins with many Montana's young people are a haviors which can have life- youthpriortothe 7thgrade; treasured natural resource long effects on their health. therefore, prevention ef- Although all youth do not whose health, education, and forts need to start in the exhibit unhealthy behav- well-being are vital concerns of early years and continue iors, it is necessary to iden- family, school personnel, and through grade 12. The pro- tify potential unhealthy be- members of the community. gram should be age and de- haviors to ensure that ap- velopmentallyappropriate, propriate preventionmethodsareaddressed research based, and sensitive to the values by families, schools, and the community. and needs of the community. Today, deathand disabilityamongMontana's Identifyingthe sourceofadolescents'health- young people increasingly stem from related problems can be extremely complex lifestyles and environmental conditions and can have origins in the family environ- which cause stress, anxiety, depression, and ment. Suicide attempts, for example, are low self-esteem. These complex expressions strongly related to low self-esteem, emo- ofpsychosocial discontent often lead to self- tional distress, and antisocial behavior. Sui- destructive or health-threatening behaviors cide, however, also can be related to family such as drug and alcohol abuse, teenage history of drug and alcohol abuse, physical pregnancy, eating disorders, risktaking, and violence, or sexual abuse. Prevention must hostility toward parents, teachers, and soci- reflect awareness that parents may be an ety. Because it is apparent that unhealthy integral part ofthe problem and mustbe able social behaviors are the primary threats to to assist adolescents whose parents are un- the health and well-being of adolescents, willing or unable to become involved. MONTANASTATE L-I«BnR«AnRTY S3728PHhed1992?c.i Healthenhancement:adesignlorMontana IIIIIII)Hill In ,i, .. . .. 3 0864 00079473 8 Injury prone and risk-taking behaviors may helmet use. Death or disability resulting be motivated by the desire to get high or to from accidents not only affects the victim, have fun in combination with the attempt to but also has economic, social, and psycho- escape problems. Different prevention strat- logical costs for family members and society egies are required to discourage risk taking as a whole. for thrills as opposed to risk taking to escape problems. • Almost halfofMontana's twelfthgrade students rarely or never wear a seat The following information is taken from the belt while riding in or driving a motor 1990 Montana Adolescent Health Status Re- vehicle. port, the National AdolescentStudent Health • In general, Montana adolescents are Survey of 1987, and "Facts at a Glance," notwearingsafetyhelmetswhenriding producedbythe MontanaCoalitionofHealthy a bicycle. Mothers, Healthy Babies. • About half of Montana's adolescents wear a safety helmet when riding a Injury Prone Behaviors I. motorcycle. • Accidents remain the leading cause of Motor vehicle crashes are the leading cause death for Montana's school-age chil- of death among Americans in the 1 to 34 age dren. group. In response to the risk of accidental death and injury in automobile accidents, Nutritiofl the Montana Legislature passed Montana's Safety Belt Use Act in 1987. This law requires During adolescence, growth and develop- that drivers and passengers wear seat belts ment accelerate leading to dramatic physical while traveling in motor vehicles. Seat belt increases in height, weight, development of use can reduce the number of serious inju- organs, and sexual maturation. Adequate ries by 50 percent and fatalities by 40 to 60 nutrition is essential for normal develop- percent. In spite of the fact that seat belt use ment during adolescence and for long-term saves 40 to 80 lives annually and prevents health in adults. Nutritional and dietary de- 700 injuries each year in Montana, some ficiencies have been linked to infant mortal- people, in violation of the law and at greater ity, tooth decay, obesity, anemia, and re- personal risk, refuse or neglect to buckle up. tarded mental development in children and adults. Wearing helmets while riding motorcycles or bicycles reduces the risk of sustaining seri- In general, diseases resulting from nutri- ous or fatal head injuries resulting from tional deficiencies have diminished; how- accidents. Studies ofmotorcycleaccidents in ever, they have been replaced by diseases of states which do not require helmet use re- dietary excess and imbalance. Dispropor- vealed that accidents resulted in three times tionate consumption of foods high in fats, as many fatal or serious head injuries as oftenat the expense offoods high in complex compared with states that require safety carbohydrates and fiber, are typical eating patterns of adolescents.