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Develop The Curricular Framework
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To achieve the goals of the revision, data was collected to assist in the development of a scope and sequence, or framework, for the revised curriculum. The Michigan Model® State Steering Committee approved a plan for gathering data to prepare for curriculum revision.
Input from Teachers
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Teachers currently using the Michigan Model® were surveyed to determine the significance of each content area and to gather recommendations regarding the need for revision of methodology or materials.
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Each of the 26 Comprehensive School Health Coordinators was asked to recruit one teacher per grade level to complete the survey in the spring of 2003.
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The teacher survey requested information regarding the teacher’s support for health education, level of implementation, and reactions to the formatting of the manual and provision of instructional materials. Participants prioritized the importance of 119 health topics identified from the current Michigan Model for Comprehensive School Health Education® with a specific focus on students at their assigned grade level. They were also asked to rate four dimensions of each lesson – content, strategy, material, and significance – to provide data regarding the necessity of revising the lesson.
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Teacher focus groups were conducted in May 2003 to validate and augment the information gleaned from the surveys. Six regional sites sent teachers to focus groups at Macomb ISD and United Dairy Industry of Michigan (UDIM) in Okemos. In addition, focus groups on nutrition and physical activity were conducted in 2004. Participants included teachers, parents, and school-wide stakeholders in the City of Pontiac School District and Bloomingdale Public Schools.
Input from Parents
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Data was gathered by conducting a written survey of parents in the spring of 2003. Each teacher who participated in the teacher survey was asked to have three parents complete the parent survey.
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The parent survey requested information regarding child health and safety issues parents observe in their homes or neighborhoods. They were also asked about the importance of knowing about the health education their children receive at school, the importance of parents receiving health information from the school, and strategies to communicate health information to parents.
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Parents participated in the focus groups on nutrition and physical activity that were conducted in 2004.
Input from Students
Students from the City of Pontiac School District participated in the focus groups on nutrition and physical activity that were conducted in 2004.
Additional Resources Used to Develop the Framework
In addition to input from teachers, parents, and students, the following resources were used to assist with the development of the framework.
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Adopted Michigan Health Education Standards
The adopted Michigan Health Education Standards are based on the National Health Education Standards and were adopted by the Michigan Department of Education (MDE) in 1997. -
Proposed Michigan Health Education Benchmarks
The proposed Michigan Health Education Benchmarks were developed and initially reviewed in the summer of 2003. The review group consisted of health teachers, regional health education coordinators, faculty of health education teacher preparation programs, MDE curriculum consultants, a consultant from the American School Health Association (ASHA), and a consultant from the State Standards on Assessment and Student Standards (SCASS) Health Education Assessment Project (HEAP). The criteria for review were based on the traditional criteria of fairness and equity, as well as the following question: If the proposed benchmarks were met, would the health education standard be met? -
State Collaborative on Assessment and Student Standards Curriculum Framework, CCSSO
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State Collaborative on Assessment and Student Standards Assessment Items, CCSSO
Both the State Standards on Assessment and Student Standards (SCASS) Health Education Assessment Project (HEAP) Framework and SCASS HEAP Assessment Items are products of a national project with a large number of member states. The project is funded by the Centers for Disease Control and Prevention (CDC) and supported by curriculum and health experts, consultants from a national testing company, a web based distance learning consultant from Educational Development Center (EDC), and a consultant from an educational technology company. The assessment framework and items are correlated to the National Health Education Standards and Performance Indicators and nine topic areas representing the six risk behaviors that impact health outcomes and three additional topics: emotional and mental health, personal and consumer health, and community and environmental health. -
Review of Michigan Model for Comprehensive School Health Education, Toucan ED
Toucan ED is a recognized developer of nationally disseminated curriculum, health education professional development, and consultant services. Toucan ED was contracted to review the Michigan Model for Comprehensive School Health Education for consistency with best practice regarding health education. -
Centers for Disease Control and Prevention Six Risk Categories
- Injuries and Violence
- Tobacco Use
- Drug and Alcohol Use
- Sexual Behaviors that result in unintended pregnancies and
sexually transmitted infections
- Poor Diet
- Physical Inactivity -
Draft of Health Education Curriculum Assessment Tool (HE-CAT), CDC
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Standards, benchmarks, and curricula framework from other states/provinces (Alaska, Alberta, Hawaii, Massachusetts, Oregon, Vermont, West Virginia).
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Review of health education research and best practice literature
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Review of health-related behavior data
MDE staff and consultants used the data to develop a framework that identified the learning objectives to be addressed at each grade level. The development of the draft framework took place in the fall of 2003 and winter of 2004.