Transcript Michigan Model: High School

Facilitated by: Lisa Jo Gagliardi
and Briana Kangas
To provide quality training,
which introducing instructional
leaders to the REVISED
Michigan Model curriculum,
empowering implementation at
the local level.
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Explain why we teach health & prevention in school
Understand the National Health Education Standards
and make connections to C & CR
Better understand the resources and services
available to your school in health education
Recognize Michigan Model as the evidence-based &
skill-based curriculum our region uses
Peruse Michigan Model materials and manuals
Distinguish between best practices in prevention
education, and non-effective strategies
Plan implementation strategies for fidelity at the
local level
Why do we teach life skills and
prevention?
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5
10
15
20
25
30
35
40
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60
65
70
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CDC’s 6 Behaviors Causing
Adverse Health & Social Outcomes:
Accidental
injuries/ violence/suicide
 Alcohol & other drugs
Tobacco use
Unhealthy food Choices
Physical inactivity
Sexual behaviors…HIV lessons in
Michigan Model. Needs board approval.
 (Sex Ed. requires advisory board, and school board approval)
% who did not go to
school on 1 or more of
past 30 days b/c they
felt unsafe
% who were in a
physical fight 1 or more
times in past 12 months
% who were hit,
slapped or physically
hurt in past 12 months
by boy/girlfriend
% felt sad or hopeless
every day for 2 weeks
or more in a row that
stopped doing usual
activities in past 12
mths.
% who seriously
considered suicide 1 or
more times in past 12
months
% who attempted
suicide 1 or more times
in past 12 months
%who have ever tried
alcohol in their life.
% who had more than a
few sips of alcohol
before age 13
% who have had
alcohol on 1 or more
occasion in the past 30
days
% had 5 or more
drinks of alcohol, in
a row, on 1 or more
occasion in the past
30 days
%who have ever tried
cigarette smoking in
their life.
% who smoked a whole
cigarette before age 13
% who smoked daily
in the past 30 days
%who have ever
tried marijuana in
their life.
% who tried
marijuana before age
13
% who used
marijuana 1 or more
times in the past 30
days
% who were trying to lose
weight
% NO eating for 24 hrs or
more to lose weight
in past 30 days
% who took diet pills
In past 30 days
% who vomited or took
laxatives' to lose weight
in past 30 days
% physically active for
60 minutes/day on 5 or
more of past 7 days
% who attended
physical education PE
class one or more days
% who attended PE
class daily
% who have ever been
physically forced to have
sexual intercourse when
they did not want to
% who had intercourse
before age 13
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Model health curricula for grades K12
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Elementary manuals are organized by
GRADE.
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Middle School modules are organized
by TOPIC.
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High School is all in one Manual
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All major risk behaviors,
as identified by CDC,
are addressed.
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Michigan Department of Education
Michigan Department of Community Health
- Adolescent and School Health Unit
- Office of Drug Control Policy
- Mental Health Services
- Office of Drug Control Policy
- Public Health Administration
Michigan Department of Human Services
Michigan State Police Department
- Office of Highway Safety Planning
Other non-voting
representatives
Delivered and supported by a network of 25 Health
Coordinators at ISDs, RESAs, RESDs and major school
districts, all of whom are members of a state Michigan
Coordinated School Health Association (MiCSHA)
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Michigan Model is the ONLY Comprehensive School
Health Curriculum on the National Registry of
Evidence-Based Prevention Programs
(NREPP through SAMHSA)
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Michigan Model is a CASEL SELect program for
teaching Social Emotional Competencies!
(Collaborative for Social and Emotional)
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Many research projects over the past 20 years.
Adapted Health
Belief Model
The most important
predictors of current and
future health status
Behaviors
Facts to make
responsible
decisions
Abilities to act
in healthy way
Skills
Understanding
severity
Risks and
benefits
Self-Efficacy
Environmental
Support
Peers, school, home, community support
and reinforcement for healthy behaviors.
Belief that
one can use
the skills to
change life
Typical Practice
Skills
Self-Efficacy
Environmental
Support
 There
are now significantly less
lessons…Teacher- friendly!
 The content is updated to have
the most current information!
 Meets the State’s Adopted Health
Standards and National Standards!
 Correlated to ELA Common Core
and Social Studies GLCES!
Purpose of
Health Ed.
funding
Purpose of
Health Ed.
funding
Can support
and can fund
Can support,
but cannot
fund
Can not
support or
fund
Michigan
Model for
Health K-6
Training for
qualified
teachers to be
able to teach
HIV
Puberty the
Wonder Years
(puberty
education
counts as sex
ed)
F.L.A.S.H.
Curriculum for
Puberty and
Sex Ed. (FREE
ONLINE)
Anything not
best practice
Michigan
Model Middle
School
Modules
Michigan
Model High
School
Training and
T.A. to all
schools (T.A.)
4th and 5th
grade HIV
lessons
Training/T.A.
MS: Growing Up
& Staying
Healthy
HS: Healthy &
Responsible
relationships
Training/T.A.
*if MS and HS
taught using
abstinence-based
versions, counts
as Sex Ed.
CONSULTATION
Healthy
Sexuality
Curriculum
from Rocky
Mountain
Other
supplemental
resources and
programming
T.A.
Anything used
to supplant
Michigan
Model,
reducing
fidelity
 Training
in Michigan Model for Health, as
well as manuals and all core materials
 Mandatory
HIV training for teachers, and
Sex Ed. training for teachers.
 Technical
Assistance around basic health
education, Coordinated School Health, HIV
and AIDS.
http://www.youtube.com/watch?v=5s0rRk9sER0
 Grade
1
 Personal Health
and Wellness
Unit
 Skills
Elementary Example
High School Example
 “Stop
That
Sneeze”
for
Health and Life
 Unit 1-Skills
 “Exploring
Information
and Influences”
Manuals
Elementary
or
High School
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Skills build by Grade!
Just some of what it includes:
DECISION MAKING
INTERPERSONAL
COMMUNICATION
BULLYING PREVENTION
MAKING FRIENDS
DEALING WITH
STRONG FEELINGS
SEE
HANDOUTS
Continuum of Behavior Supports
Intensive Intervention
For few students
Universal Prevention
For all students
Targeted Intervention
For some students
All students in school
Continuum of Behavior Supports
Universal Prevention
For all students
Michigan Model is a Tier I prevention
curriculum, teaching skills for being
respectful, safe, and responsible.
All students in school
Continuum of Behavior Supports
Michigan Model is a Tier I prevention
curriculum, teaching skills for being
respectful, safe, and responsible.
All students in school
• Please take 10 minutes to SKIM the Social and
Emotional lessons in your binders.
•Look at the lesson layout, student worksheets,
teacher prompts, Family Resource Sheets, etc...
•Be prepared to share one thing you feel important
to share with your colleagues
SEE
HANDOUTS
“Just Say No”
has had about as much
impact on drug use as
“Have a nice day” has
on clinical depression.
It does not provide facts and skill
Enhance “protective factors” and reduce
“risk factors”
 Target all forms of drug abuse
 Teach skills to resist drugs when offered,
strengthened personal commitments
against drug use, and increase social
competency
 Reinforce attitudes against drug use
 Use interactive methods
 Include a parents’ or caregivers’
component
 Provide continuity over the school career
with repeated interventions to reinforce
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Focus on families rather than parents only or
children only
Implement community media campaigns and policy
changes accompanied by social and family
interventions
Address the specific nature of the drug abuse
program in the local community
Provide more intensive and earlier prevention
efforts for target populations with higher levels of
risk
Implement age-specific, developmentally
appropriate, and culturally sensitive programs.
Preventing Drug Children and Adolescents, A Research-Based Guide
The National Institute on Drug Abuse (NIDA), 1997
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Listing and Describing a Menu of Drugs
Drug “Show and Tell”
Stories from Recovering Addicts
Isolated Events, Programs, and/or Assemblies
Focus on Knowledge Alone
Scare Tactics
Inconsistent Parental/Community Messages
 Student
Playing a Negative Role
in role playing
 Place
check in the Green circle for
“Yes, this is effective!”
 Place
a check in the yellow for
“Not sure. Depends on the
situation.”
 Place
a check in the Red
circle for “No, this is
definitely ineffective!”
Adult retrospective
studies show that 1
in 4 women and 1 in
6 men were sexually
abused before the
age of 18 (Centers
for Disease Control
and Prevention,
2006).
Bike/pedestrian/driving,
conflict/violence, chemicals,
seatbelts, fire, etc…
Personal Safety lessons are
developmentally appropriate
to prevent child sexual abuse
and relationship violence
EUP actual # = 202
EUP rate = 18.4
State of Michigan’s rate =13.8
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Michigan Model has GREAT teacher
references for mandatory reporting, as
well as guidance on what to do if a
child discloses abuse.
Please see handout
◦ This example is from the 5th grade
curriculum
•Make sure teachers are trained and have
the revised curriculum
•Make the connection for staff with CCSS
and GLCEs of core subjects
•Make the connection to staff with PBIS
•Ask teachers for their Pre-Post data in
grade-levels that pre-post is available.
Contact us
Lisa Jo Gagliardi,
[email protected]
906-632-3373 ext 132
Briana Kangas, [email protected]
906-632-3373 ext. 143