COMMUNITY WELLNESS

1. recognize patterns of abuse directed at self or others and understand how to break these patterns a. identify forms of abuse(physical,emotional,good/bad touch,forms of harassment) a. review ways to avoid and reduce threatening situations and pattern of abuse b. distinguish between safe and risky or harmful behaviors in relationships(role playing case studies) c. study the basics of substance abuse, mental health, and harassment(pre-test) d. apply core knowledge in above areas to identify abuse problems at home or in the community e. compare similar case studies, students work out hypothetical solutions and strategies to breaking the patterns of abuse 2. use knowledge and skills to promote the well-being of the family a. understand what characteristics are needed to be a responsible family member b. role play conflict resolution techniques(confrontation, avoidance, and problem solving) c. compose writing projects which enhance family communication(letters across the ages, family trees, genealogy as it pertains to inheritable diseases, home projects)and support the family unit in making healthy decisions B. Expanding Community Wellness to the Family and Community
   
   

1. identify and evaluate the roles and influences of public and private organizations that contribute to the well-being of communities a. locate, gather, and evaluate information from home, school and community wellness agencies b. contact by students of these agencies and research the role each plays in the health spectrum c. tour agency facilities if possible, and/or class presentations by agency personnel 2. describe how public policy affects the well-being of families and communities a. identify school and community policies that advocate for healthy individuals,families, and communities b. predict how public policies regarding health behaviors have consequences for self and others(major writing assignment) a. look into the effectiveness of community agencies as to health promotion and disease prevention and how to advocate for policy changes b. research the funding and intent of community agencies c. discuss reasonable expectations of the work and success of community agencies 3. make responsible decisions as a member of a family or community a. apply a 5-step decision -making process to community health issues and problems b. examine case studies on when and how a person or family seeks the aid of an agency 4. describe how volunteer service at all ages can enhance community well-being a. job-shadow village health workers(health aides, substance abuse/alcohol counselor) b. volunteer for community service and/or join natural helpers SKILLS (Essential processes or skills, universally taught by all teachers in all courses; assessed with teacher -made and standard rubrics and/or tests )
   
   

1. apply a variety of mathematical concepts and skills (logic, statistical interpretation, plotting and analyzing graphs, concluding, predicting trends) to solve common day-to-day problems
   

1. set and achieve goals (brainstorm, envision, plan, research, manage time, persist, complete)
   
2. produce quality products (plan, organize, draft, evaluate, revise, improve, persist, complete)
   
B. Technological Skills

1. use modern technology (computers, scanners, copiers, printers, calculators, audio/visual tools, telephones, fax machines, calculators) to solve common, day-to-day problems
   
2. apply basic computer applications (word processing, spreadsheet, database, graphics, desktop publishing, Internet, e-mail) to produce quality products, including
   
• multimedia presentations (speeches, demonstrations, lectures)
  
• reports, bids, proposals, instructions, manuals
  
• research polls, surveys, checklists
  
  • graphs, tables, charts, maps, illustrations, photographs
    

• expository essays, research papers, literary works related to Community Wellness
  

1. behave responsibly and produce quality products related to Skills for a Healthy Life
   

1. work well with others (cooperate, develop group unity, determine leadership roles, contribute to group success, allow others to contribute, resolve group conflicts, make group decisions)
   
2. relate Community Wellness content and skills to your personal life and the lives of others
   

• responsibly examine (be aware, know resources, research, consider, discuss) current Community Wellness issues and/or events that personally affect you or others
  
• effectively support opinions in productive ways (preplan, research, logically organize, give specific examples, illustrate, recommend)
  
• use new knowledge, understanding, skills and tools to solve real life problems, make decisions or choices , and predict logical consequences or possibilities
  
• . acquire career knowledge and skills related to employment opportunities in health related organizations
  
  • compare colleges, technical, or business schools (locations, size, costs, special programs)
    
  • apply for admission, complete applications for scholarships or other financial aids
    
  • develop a four-year schedule of classes, including alternatives for those not available 6. present oneself in an employable manner
    
  • wear appropriate dress and be physically well-groomed demonstrate good speaking and/or interviewing skills
    
  • complete all written forms (letter of application, resume, required forms, legal documents) provide a portfolio that shows special products, skills, experiences, achievements, awards
    
    

1. respect ones own cultural heritage, traditions, and language
   
   • interview elders in order to compile personal genealogies and/or a local history
     
   • identify local cultural values and traditional responsibilities to the environment
     
   • respect and live in tune with local cultural values and traditions
     
2. build on local knowledge and skills to achieve future success in the world at large by
   
   • using methods from ones own traditions to learn about the world beyond ones village understanding how the local culture relates to others in the area, state, nation, and world
     
   • making appropriate choices regarding the long-term consequences of ones own actions
     
3. participate in a variety of traditional activities related to the local culture, including
   
   • subsistence activities, arts and crafts, dance and music, sports and recreation
     
   • community government, tribal, and church affairs
     
   • total wellness programs (drug and alcohol free programs, parenting, nutrition, exercise)
     
4. engage in family-related activities based on traditional ways of knowing and learning, including
   
   • consistent, respectful, loving interactions with Parents and Elders that show appreciation of their roles as providers and care givers, culture bearers, and educators in the community
     
   • self-assess ones own strengths and needs in order to make appropriate life choice
     
     

• interrelationships of the spiritual, natural, and human world
  
• geographical and ecological resources of the local environment
  
• impact of the environment on the origins of culture and ones personal cultural perspective
  
• the nature of diversity and the need for change over time
  
• cross-cultural influences, interactions, conflicts, communications, and resolutions
  
  

INSTRUCTIONAL RESOURCES AND MATERIALS

• Free Federal Resources for Academic Excellence: http://www.ed.gov/free/subject.html ¥ Community health and fitness resources: http://www.capecod.net/schrockguide/health/fitness.htm http://ericir.syr.edu/Virtual/Lessons/Phys Ed/index.html http://ericir.syr.edu/Virtual/Lessons/Health/index.html http://fyiowa.webpoint.com/fitness
  

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• Teaching Study Skills & Strategies in High School (includes activities); Active Learning: 101 Strategies to Teach Any Subject (includes activities)
  
• Reconnecting Youth: A Peer Group Approach to Building Life Skills;
  
• Lion's Quest: Skills for Adolescence (instructional manual/student activities)
  
  

• Videos Related to Course
  (More videos to be added)
  
  
  
• Simulations and/or Activity Packets Related to Course
  

• CD ROMs/Software Related to Course
  

• Text and/or Supplemental Books Related to Course
  

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ASSESSMENT GUIDELINES AND GRADING

• cooperatively develop traditional teacher-made daily/weekly quizzes, unit tests, and final trimester exams
  designed to measure student knowledge and comprehension of basic course content.
  
• cooperatively plan and consistently apply a variety of student performance assessments (rubrics,
  check-lists) to evaluate in-progress and summary student skill development.
  
  

• daily or weekly Quizzes should be given as part of normal, on-going classroom procedures.
  
• periodic reviews and subsequent summary Unit Exams will be given in every course.
  
• comprehensive reviews and summary Trimester Final Exams will be given in every course. Unit and Trimester Final Exams should measure student retention and comprehension of the most important factual content (who, what, where, when, why, how) and improvement of basic skills (recall, reading, thinking, writing, calculating).
  
  
  

• Pretest or use the test-study-test method rather than simply study-test . Pretesting at the start of a unit helps both students and teachers discover What They Already Know and What They Need to Learn .
  
• Wh en necessary develop individualized tests to account for individual learning styles and/or special learning difficulties. Consult Special Education teachers and counselors for help.
  
• Reteach and Retest when needed to improve and/or reinforce student knowledge and comprehension.
  
• Promptly grade and review results of all quizzes, tests, or exams. Students want, need, and have the right to quickly know how they have done on tests.
  
• Use tests as a teaching tool: require students to correct all factual errors and/or process mistakes.
  
• Teach students How to Take Tests . Important skills are involved and students need to learn them.
  
  

• Core Skills Language Arts and Mathematics teachers at the secondary level still have the duty of teaching, testing, and accurately recording student progress on the district's standardized CRT Tests and are accountable for accurately recording student progress on these tests.
  
• Note: Because all secondary teachers are members of collaborative teams, all secondary teachers are expected to assist their team partners help all students successfully complete, at the very least, Banks 7 and 8 of the CRT's .
  
  

• Rubrics will be used to better teach and assess the development of essential Skills (listening, reading, speaking, critical thinking,writing, research, cooperative group work, discussion, problem solving, decision-making, use of technology, social behavior, employability, social behavior/citizenship, cultural relevance) and to determine the quality of final products
  
• Rubrics must include clearly stated, easily understood directions, and specific information about what students will be expected to do and learn. Quality standards and deadlines should be included.
  
• Rubrics will be assigned at the beginning of any activity whose major objective is the acquisition and application of essential Skills. Carefully explain exactly how a particular rubric will be used.
  
• Use rubrics as a teaching tool. Teach all students how to use rubrics to self-assess the quality of their own work and/or that of their classmates--and their teachers.
  
  

• Note that extra does not mean in place of ; rather, extra means in addition to . Students should thus be allowed and encouraged to voluntarily complete additional, challenging tasks that might broaden or deepen their understanding.
  
• Assessment of Extra Credit work should follow the same systematic guidelines and/or utilize the same type of assessment rubrics , tests, or other techniques used to evaluate required work.