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Implementing Michigan Model for Health® Curriculum
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Monitoring Fidelity

The fidelity with which the teacher as the facilitator implements the Michigan Model for Health® is measured and encouraged using implementation logs, documented lesson plans and pacing guides, and professional reflection on implementation and student assessment.

Implementation Logs
These three implementation logs represent a sample of logs that are available for all grade levels.

Implementation data is requested at times on specific content areas. The following implementation surveys have been utilized.

Lesson Plans and Pacing Guides
Teachers and local school districts monitor implementation through lesson plans and district approved pacing guides. Tools for the development of an effective pacing guide are attached. The “Consultant Directions” is intended for use by a professional working with a district or school building on planning for implementation. The “Implementation Plan and Pacing Guide” should be used by the personnel from the district at they plan for comprehensive implementation.

Reflection on Implementation and Student Assessment
The teacher’s self-measurement is whether or not they have taught all of the lessons as intended by the scripted text outlining the instructional activities in the lesson. The scripted lesson text identifies what fidelity looks like with the Michigan Model for Health and encourages and assists teachers to implement with fidelity.

In addition, during the Michigan Model for Health teacher training, teachers are encouraged to consider the various factors that impact their implementation and address the issues prior to beginning. They are asked to complete an “Action Plan” to begin their preparation for implementation. A copy of the “Action Plan” is attached.

Student assessments measure the learning that has occurred. This is due in part to the fidelity with which the instruction was delivered. The embedded assessments were not designed to measure implementation but rather to measure student outcomes. However, they can be a useful tool to help teachers reflect on the effectiveness of their instruction on a specific topic or skill.

All of these tools can be used to measure implementation levels and fidelity. This type of monitoring can be very useful to local school districts, regional coordinators, and state agencies. However, monitoring of this type is not required when using the program outside the state of Michigan.

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Guidance for Implementing School Districts

Support for a local district’s implementation of health education begins when district administrators and board members start to think about the value of offering health education. The Michigan Model for Health assists districts by helping to motivate them to adopt and commit to an effective health education program and to plan for successful implementation.

Motivation for Implementation
School districts are invited to implement the Michigan Model for Health. Given the extensive research on the relationship between health and learning and the positive results of Michigan Model for Health implementation, most districts are eager to have their teachers trained and to implement the program. Other motivating factors include national and statewide Youth Risk Behavior Survey (YRBS) data, local or regional MiPHY data (in Michigan), and any local needs assessment conducted by a district. An Implementation Agreement is often signed between a regional Intermediate School District, who provides training, materials, and technical assistance, and a local school district wishing to implement the Michigan Model for Health. A sample agreement is available here.

Planning Tools
Integrating health education into an already crowded instructional program is often a challenge. The tools for the development of an effective pacing guide are useful for measuring implementation (as indicated above) and also for planning implementation. Samples are attached.

The “Consultant Directions” is intended for use by a professional working with a district or school building on planning for implementation. The “Implementation Plan and Pacing Guide” should be used by the personnel from the district at they plan for comprehensive implementation.

For middle and high school, planning documents are available to assist administrators and teachers with mapping out an implementation plan. Each of these documents contains a checklist for assessing a district’s comprehensive health education program and curriculum for middle or high school.

Another checklist that has helped many districts is linked below.

National and Michigan Health Education Standards
Schools are strongly encouraged to address the Health Education Standards adopted by our U.S. Department of Education and/or by individual states. The Grade Level Content Expectations add specificity to the standards and guide schools’ health education implementation.

The Michigan Model for Health elementary curriculum and middle and high school modules have been correlated to both the National and Michigan Health Education Standards and to Michigan’s Grade Level Content Expectations. The student learning objectives have also been correlated to Language Arts and Social Studies Grade Level Content Expectations to assist school districts and teachers with the integration of health education into other content areas.

Correlations With Other Content Areas
Because the Michigan Model for Health is a comprehensive curriculum, the lessons address a broad spectrum of health related issues. Content-specific documents, such as those linked below, help teachers and administrators recognize that current "hot topics" don't require separate curricula. Adopting and implementing the Michigan Model for Health means having tools already in place to address health issues and situations as they arise and students already prepared to deal with their changing world.

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This page last updated on: 03/06/13