School health programs for K-12 students prove to be more effective in changing health behaviors than occasional programs on a single health topic. Health literacy is defined as "the capacity of individuals to obtain, interpret and understand basic health information and service, and the competence to use such information and services in ways that enhance health." Vermont law provides a definition for comprehensive health education.
Health Education Standards
The National Health Education Standards (NHES) can be used as a framework for schools to develop a health curriculum that will help ensure that our young people will acquire the knowledge and skills through proficiency-based learning. This approach empowers young people to create a foundation of good health for the future.
Vermont Health and Physical Education Survey
The Vermont Agency of Education has developed a survey to collect data from health and physical educators considering Vermont’s Education Quality Standards, proficiency-based learning, and the development of Supervisory Union/School District K-12 health and physical education curricula anchored to national standards. If you are a K-12 Health and/or Physical Education teacher, please take the time to complete the Health and Physical Education survey. The survey will close on August 4, 2017. The feedback will be used to develop an understanding of the status of K-12 health and/or physical education programs in Vermont schools to inform the Agency’s work considering supporting the field.
Contact: Susan Yesalonia, Ed.D., Health and Physical Education Specialist, 802-479-1284, firstname.lastname@example.org
A Professional Learning Module: Health and Physical Education in Vermont Schools
As supervisory unions work to build local proficiency-based education systems, we know that curriculum coordinators, health and physical education teachers will benefit from resources to support this work. The Agency of Education created a short professional learning module to build baseline understanding of connections between: proficiency-based learning, flexible pathways, personalized learning plans, and newly adopted national standards for health education and physical education. The professional learning presentation includes links to resources and instructions for exploratory and discussion tasks.
The Technical Assistance Resource Guide (TARG), created by the Sexual Violence Prevention Task Force pursuant to ACT 1 of 2009 and updated in 2014, provides guidance for schools to build their capacity for and knowledge of sexual violence prevention. Additional resources for schools and educators:
Act 151 of 2012 requires that information regarding and practice of compression-only cardiopulmonary resuscitation and the use of automated external defibrillators becomes a part of comprehensive health education.