The structure of, or adaptations to, school buildings ensure access by persons with disabilities. District and school emergency disaster plans are established and emergency drills held periodically. Staff and students are trained in and practice emergency, first aid and infection control procedures including universal precautions.
All schools have and maintain equipment and supplies needed to implement first aid and universal precautions for infection control. Buildings, equipment, playgrounds and athletic fields are clean, kept in good repair, free of hazards and meet all safety standards. Student and staff comfort is maintained by adherence to appropriate standards for heating, cooling, ventilation, lighting, space, safety glass and noise.
The cafeteria facility creates an environment that encourages students to participate in the meal service. Safe, clean, appropriately equipped bathrooms, including facilities for hand washing, are available. Health Education Policy and Administrative Support District policies and administrative guidelines reflect a commitment to attain desired student outcomes essential to optimal physical and mental health.
The chief administrator, the school board and the school health coordinating council receive, at least annually, reports on actions taken and results achieved related to desired student outcomes, along with the action plan for continuous improvement in health education.
At the intermediate and secondary level, certified health education specialists with teacher certification teach the health courses. Coordination and team teaching with related professionals is encouraged.
At the elementary level, teachers have professional preparation in elementary health education. Educators are given opportunities for effective professional training when implementing a new curriculum. Formative evaluations are conducted to monitor the implementation process and to determine the response of administrators, teachers, other staff, families and students to the curricular materials.
Summative evaluations are conducted to measure changes in students' knowledge, attitudes, behaviors, skills and social action related to health. Congruence exists between the evaluation measures used, the district's health education curriculum, teaching strategies and the critical health objectives for student learning. Students demonstrate competence in essential health education objectives established for each grade level or course. Curriculum Health education curriculum content is targeted at priority areas appropriate for developmental stage and potential risks.
Health education includes integration of the physical, intellectual, social, emotional and spiritual dimensions of health as a basis of study in the ten content areas suggested by the Joint Committee on Health Education Terminology: community health, consumer health, environmental health, family life, growth and development, nutritional health, personal health, prevention and control of disease, safety and injury prevention and substance use and abuse.
Health education occurs as a regularly scheduled component of the curriculum at each grade level. The successful completion of health education is required for graduation. Health and safety issues are infused regularly into the curriculum of various subject areas e. Healthy decision making and psychosocial health are reinforced through guidance and counseling curricula and other pupil services prevention plans.
Health-enhancing messages are promoted via the media, social clubs, community service, extra-curricular activities and all school programming, including school nutrition services. Opportunities to practice generic personal and social skills e.
Teaching Methods Appropriate instructional strategies are chosen to achieve instructional goals. Health education resources from appropriate agencies and organizations are coordinated and used e. Health Educator Standards Responsibilities and competencies for those providing health and safety education include: 2 Assessing individual and community needs for health education. Coordinating provision of health education services and acting as a resource person in health education.
Professional Development Teachers are involved in: 1 identifying staff-development needs and 2 working with school leaders to implement staff-development programs to ensure achievement of standards. Staff development and inservice programs related to current health and safety issues and instructional strategies are provided at the district level and from professional organizations. Health Services Policy and Administrative Support Policies and administrative guidelines promote, protect and improve the health and safety of students, staff and the community.
Policies and administrative guidelines reflect quality assurance and accountability for an effective health services component. The chief administrator, the school board and the school health coordinating council review, at least annually, reports on actions taken and results achieved by the health services component, along with an action plan for continuous improvement in the delivery of health services.
The planning, management and delivery of school health services are provided by a school health professional e. School nurses are registered nurses with a baccalaureate degree who have met specific school nurse requirements. Goals, Objectives and Program Outcomes Goals and objectives for the health services component are clear, based on assessed needs and stated in terms of expected outcomes.
Student Services All school health services are conducted as required by law or as defined by the school health services plan e. School nurses assess the health status of students, plan appropriate interventions and evaluate the care provided. Nursing interventions include case finding, direct care, health counseling, health education, referral and follow up. School nurses provide students with direct, one-on-one health instruction as needed and deliver classroom instruction in collaboration with teachers and administrators.
Students with special health care needs have a written, individualized health care plan and, when appropriate, the plan is incorporated into the individualized education plan IEP , modification plan or individual family service plan IFSP. Students with complex medical needs may require lower ratios and must be decided on a case-by-case basis.
According to state law and district policy, and upon proper medical authorization, the delegation of nursing activities to other school per sonnel requires that the school nurse provide training and ongoing supervision for the designated personnel regarding the delegated care.
Educational programs that empower students and families to effectively access and utilize health care services are provided. All school health records are maintained as required by law or as defined by the school health services plan. Coordination of Services Services are provided in each school in a health room or clinic with appropriate facilities and adequate equipment and supplies.
School health services are coordinated with related in-school professionals and with students' primary care providers, as well as with community, city, county and state agencies and organizations. School health services make use of available school-based resources and community-based resources including professional and volunteer health organizations. Alcohol, other drugs and tobacco can be found in a variety of forms. The use of alcohol and other drugs has both short-term and long-term effects.
Alcohol and other drugs use refer to all types of legal and illicit drugs. Over the counter medicines and prescription medications, when taken correctly are drugs used to treat pain and illness. These drugs have both benefits and risks. There are many types of tobacco products such as cigarettes, e-cigarettes, and marijuana to name a few that can cause damage both physically and mentally. Tobacco, alcohol, and other illicit drug products can adversely affect the user, family members, and those in the community.
Dependency is when a person develops a tolerance and an increased need for a drug or substance. There are types of dependency such as physical, and psychological addictions.
Disorder or a substance use disorder is when casual or experimental use of alcohol or other substances including illegal drugs, medications prescribed or not escalates. Treatment includes programs and facilities a person can enroll in, to seek assistance and to receive help to recovery. There are many types of treatment facilities for a person to receive help to recovery.
Students should know who to see and where to go for resources in the school and in the community e. The 10 Comprehensive Health and Physical Education practices describe the ways in which individuals in these field engage in their careers as well as reflect the actions and behaviors of active, informed, responsible individuals and contributing community members.
Curriculum writers and educators will want to consider how they can design learning experiences that will enable their students to develop these skills in conjunction with the content knowledge reflected in the core ideas and performance expectations. Individuals who possess health and physical literacy understand the obligations and responsibilities of being a member of a community.
They demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and on their environment. They consider the short-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their families, teams, community, and school.
They are reliable and consistent in going beyond the minimum expectation and in participating in community outreach that serves the greater good.
Individuals who possess health and physical literacy establish and maintain healthy relationships by utilizing positive communication and social skills to interact effectively with others. They respect differences and identify ways to resist inappropriate social pressure. Students demonstrate the ability to prevent and resolve interpersonal conflicts in constructive ways. They identify who, when and where, or how to seek help for oneself or others when needed. They are excellent communicators who master movements, word choices, and use of effective tone and presentation skills to articulate ideas and movements.
They are skilled at interacting with others as they are active listeners who speak clearly and with a purpose. They demonstrate and perform movements and skills with accuracy and balance. They consider the audience and prepare accordingly to ensure the desired outcome. Individuals who possess health and physical literacy acknowledge problems in school and in the community and develop skills to create strategies to resolve the issue.
They are aware of the reason s of the conflict and quickly take positive action to address the problem. They thoughtfully probe the root cause of the conflict prior to introducing a resolution. They carefully consider the consequences both positive and negative to resolve the conflict.
Once a resolution is agreed upon, they follow through to ensure the conflict is resolved, whether through their own actions or the actions of others and they take the necessary steps to eliminate the conflict from recurring.
Individuals who possess health, emotional, social and physical literacy understand the relationship between the body and the mind. They create and implement a personal self-care plan that promotes a healthy lifestyle. They recognize the importance of a healthy diet, regular exercise, and promote mental health activities that lead to healthier behaviors. They also take regular actions that contribute to their personal, emotional, and social well-being by regulating emotions, understanding personal self-care, and engaging in appropriate self-expression.
Establishing outlets that are safe and take place in healthy environments allow for positive social interaction for self and others. They recognize that an active body promotes an active healthy mind that contributes to their overall health. Individuals who possess health and physical literacy understand the importance of wellness and being active throughout their lifetime.
They understand that daily activity is crucial to establishing and maintaining good health habits of regular exercise, a balanced diet, and healthy social and mental activities that encourage help seeking skills. They know that an active lifestyle lowers the risk of cardiovascular diseases by strengthening the immune system. They also take regular action to contribute to their active lifestyle with regular health exams, a personalized fitness plan, and balanced daily schedule that provides the peace of mind and satisfaction required to fully enjoy an active lifestyle.
Before- and after-school physical activity programs offer students an opportunity to be physically active instead of waiting in a sedentary setting for the school day to begin or end, and might include a walking and biking to school program, physical activity clubs and intramural programs e. Finally, before- and after-school physical activity programs can be coordinated with community-based organizations e.
Physical activity during school includes physical activity in a variety of settings throughout the school day besides the requisite physical education instructional class. The main ways students can participate in physical activity during the school day are. These opportunities should be offered to all grade levels K and not exclude middle and high school youth, who also can benefit from engaging in physical activity throughout the school day. Family and community engagement in school-based physical activity programs provide numerous benefits.
When families are active together, they spend additional time together and experience health benefits. Parents, guardians, or other family members can support a CSPAP by participating in evening or weekend special events, or by serving as physical education or physical activity volunteers. Finally, before- and after-school physical activity programs can be coordinated with community-based organizations e.
Physical activity during school includes physical activity in a variety of settings throughout the school day besides the requisite physical education instructional class.
The main ways students can participate in physical activity during the school day are. These opportunities should be offered to all grade levels K and not exclude middle and high school youth, who also can benefit from engaging in physical activity throughout the school day. Family and community engagement in school-based physical activity programs provides numerous benefits. When families are active together, they spend additional time together and experience health benefits.
Parents, guardians, or other family members can support a CSPAP by participating in evening or weekend special events, or by serving as physical education or physical activity volunteers.
Community involvement allows maximum use of school and community resources and creates a connection between school and community-based physical activity opportunities. Community organizations might provide programs before or after school or establish joint-use or shared-use agreements with schools.
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