TED 5380
California State University, East Bay
College of Education and Allied Studies
Department of Teacher Education
Health and Safety in the Secondary School
2 units
Fall Quarter, 2015
Instructor: Prof. Loboschefsky
Class Meetings/Times:
Week #1: Sept. 21-25
Week #2: Sept. 28-October 2
Week #3: October 5-9
Week #4: October 12-16
Week #5: October 19-23
Week #6: October 26-30
Week #7: November 2-6
Office hours:
By appointment through email ( rebecca.loboschefsky@csueastbay.edu
) to meet virtually on Google Chat or Zoom or call when needed.
Cell Phone: (512) 364-1649 (no calls after 9 pm)
Required Text
Edlin, Gordon, & Golanty, Eric, (© 2010). Health and Wellness, (10 th ed.) Sudbury,
MA: Jones and Bartlett. ISBN: 978-0-7637-6593-4 (Paper
Refer to Blackboard of this course for additional readings and resources.
Additional resources (others will be provided at the end of the syllabus):
California Health Kids Resource Center www.californiahealthykids.org
Alameda County's Child Referral Service: http://www.bananasinc.org
California State Health Standards (Grades 6-12): http://www.cde.ca.gov/be/st/ss/documents/healthstandmar08.pdf
Conceptual Framework:
This course contributes to the process of preparing leaders committed to social justice and democracy.
How This Course Relates to the Theme :
The theme of the College of Education and Allied Studies is "Preparing leaders committed to social justice and democracy." This course prepares leaders who can create a classroom community contributing to the health and safety of all students. The course provides insights into the mental and social health of adolescents, their common chronic and communicable diseases, including HIV and AIDS, and their behaviors relating to nutrition, alcohol, tobacco and drugs, bullying/ cyberbullying and overall
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wellness. Candidates become aware of agencies that assist with the health and safety needs of adolescents and their concerns about helping the student reach their full potential as well as meeting the needs of all students through improving the use of community resources.
Course Description:
Identification of major laws, concepts and principles related to student health and safety, as well as social, health, and education agencies and other resources which are available at school and off-campus. Prerequisite: Admission to the CSU- East Bay
Single Subject Credential program.
Course Objectives (color coded to match Course Requirements)
1. The candidate identifies major laws, concepts and principles related to student health and safety and applies concepts and strategies that foster student health and contribute to a healthy environment for learning, with emphasis on: a. the health status of children and youth, its impact on students' academic achievement and how common behaviors of children and adolescents can foster or compromise their health and safety; b. common chronic and communicable diseases of children and adolescents, and how to make referrals when these diseases are recognizable at school; c. effective strategies for encouraging the healthy nutrition of children and youth; and d. knowledge and understanding of the physiological and sociological effects of alcohol, narcotics, drugs and tobacco; and ways to identify, refer, and support students and their families who may be at risk of physical, psychological, emotional or social health problems.
2. The candidates identify the range of social, health, education and language-related service agencies and other resources that are available at school and off-campus, particularly ones that promote student health and school safety.
3. The candidate will be able to prepare a presentation to the parents of a homeroom regarding the impact of students' health on attendance and attention in the classroom.
4. The candidate will be able to recognize and minimize bias in the classroom, and to create an equitable classroom community that contributes to the physical, social, emotional and intellectual safety of all students.
5. Each candidate will demonstrate competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered.
Course Requirements:
The following requirements are aligned with the course objectives (see color coded connections here and in the course calendar). To obtain credit for this course, students will be required to do the following:
A. Attend all classes and participate in group or class activities/discussions
(15%)
Due to the short nature of this class, attendance is mandatory at each class session (7 online assignments). All students are expected to attend all sessions. It is
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expected that everyone will participate in the class discussions and online discussion threads and be “with” us (not signing on late or signing off early, texting on cell phone). I realize that emergencies do arise, and in those cases students should contact the instructor before the online class session about any absences to discuss the potential absence. At the beginning of each class session students will write/type a short in-class pre-write relating to a current topic in adolescent health and submit it online. The essay will be graded and will count as part of a class attendance grade.
Missing essays and unexcused absences will reduce the student’s grade at the discretion of the instructor.
B. Individual Assignment – School Wellness Policy: 30%
Fill out the following chart to complete this assignment. (More details provided in class – discuss any difficulties in completing this with Prof. Loboschefsky – alternatives are possible in certain situations).
Topic Interview Notes Evidence of Implementation
District Wellness
Policy (attach) and briefly describe
Talk to School
Cafeteria – provide name, date and time of interview
Talk to School
Nurse or Health
Aide
What are the ways the Wellness Policy is being implemented? Included changes, modifications, etc that have taken place
How does the school implement safeguards, procedures, policies for these students? Is there training for teachers? Other impacts?
Select a Student
Health Issue and briefly describe
(i.e. students with diabetes, students with allergies – we could brainstorm ideas in class)
Find board policy if applicable
Social/Emotional
Wellbeing of
Students
Talk to School
Counselor
What is the school doing to foster and promote the social/emotional well being of students? What programs are available to students? Do they have access at school to community resources? Do outside agencies come on to campus to run counseling groups? How do students/families access community resources outside of school? Discuss what the school has in place regarding Positive Behavior Interventions and Supports (PBIS or PBS) to create and maintain
Positive School Climates.
School Safety Plan Talk to School
Administrator
How is the school implementing the safety plan? How many drills do they have a year? What is their biggest safety concern? How are they addressing that concern?
C: Two-part assignment on a current wellness and school/ societal health policy topic: Get into a group: select a topic that impacts student health (social, emotional, physical) on attendance and attention in the classroom. The instructor will generate a list of ideas and then groups select or draw topics so that all get covered. For example:
Bullying, Cyberbullying, On Line Safety, Drugs/Alcohol, Family Crisis, Eating Disorders,
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Teen Pregnancy, etc. Groups will choose one of these topics around which to center a presentation of cross-curricular lessons related to this topic.
1) Group Component = 25%: Put together a Mock Presentation using Zoom on that topic that: a. Describes the issue. Give history of topic/issue. Is there current case law? Is there any current research? b. Connect the topic to the health standards c. Share the School Board Policy on the issue d. Explain how your school is addressing the issue
*Does your school have a school wide positive behavior interventions and support plan
(PBIS) and if so - briefly describe and also describe how PBIS addresses the issue
*Is your school using any kind of curriculum? i.e.: health books, social skills curriculum, teaching behavior expectations?
*What are your schools policies and procedures or systems and structures in place regarding this topic? i.e. if a student is using a tobacco product on campus - what are the consequences? Does the student get referred to a tobacco class? How does a student report they or a friend is using tobacco? How is the school educating the students about tobacco use? e. Resources: What does the school offer? Online resources? Community resources?
2) Individual component = 30%: Write a lesson plan that you would teach to your own class(es) on the group topic. Write a letter to send home to parents that would briefly describe the issue/topic and that there will be a Parent Information Night Presentation on the topic. This lesson plan meets the Embedded Signature Assignment for PACT rubrics 9 and 10 (see rubrics below). The lesson plan should include a reflection at the end that meets those rubrics. The lesson plan should include specific descriptions of how you might address at least level 2 score on the rubric (you must score at least a level 2 on this lesson to successfully complete the assignment and the TED 5380 course; the ESA is 30 % of the course grade). Consider your own experiences in your student teaching placement that could meet a daily reflection for 3 days per the rubric below. What are some things you notice related to your lesson plan in your own students’ behaviors? Link this lesson plan to educational learning theory as well (i.e. consideration of the whole student, health and wellness impacts student learning in the classroom; use class presentation from school counselors as a supportive learning theory as well). You do not have to teach this lesson in a classroom, but you could if you would like to!
(TPEs 2,10,12,13)
 Daily reflections indicate inconsistent monitoring of student performance.
 There is limited evidence of
 Daily reflections identify what students could or could not do within each lesson .
 Adjustments to instruction are
 Daily reflections indicate monitoring of student progress toward meeting the standards/objectives for the learning segment.
 Adjustments to
All components of
Level 3 plus:
 Adjustments to instruction are focused on deepening key skills and understandings
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adjusting instruction in response to observed problems, e.g., student confusion, a lack of challenge, time management. focused on improving directions for learning tasks, time management, or reteaching.
instruction are focused on addressing some individual and collective learning needs .
related to using science concepts and inquiry skills to explain a scientific phenomenon .
(TPEs 10,11,12,13)
 Reflections on teaching practice
 Reflections on teaching practice
 Reflections on teaching practice are based on
 Reflections on teaching practice are erroneously supported through a significant misapplication of theory or research principles.
OR
 Changes in teaching practice are not based on reasonable assumptions about how student learning was affected by planning, instruction, or assessment decisions. are consistent with principles from theory and research.
 Changes in teaching practice are based on reasonable assumptions about how student learning was affected by planning, instruction, or assessment decisions. sound knowledge of research and theory linked to knowledge of students in the class.
 Changes in teaching practice are based on reasonable assumptions about how student learning was affected by planning, instruction, or assessment decisions. integrate sound knowledge of research and theory about effective teaching practice, knowledge of students in the class, and knowledge of content.
 Changes in teaching practice are specific and strategic to improve individual and collective student understanding of standards/objectives
.
Course Assignments:
Attendance and participation in class:
Individual grid on wellness policy
Individual assignments (ESA)*
Group Mock presentation to adults/ students
15%
30%
30%
25%
*Must address at least the level 2 score of the rubrics to pass this assessment
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Netiquette Policy: (We will discuss this in full during the first class session)

Be respectful


Be mindful
Allow for misunderstandings
 Tolerate other learners’ mistakes

Use online manners


Write clearly & Use appropriate language and style.
Use emoticons strategically & stay on topic

Cite your sources (including peers)
 Don’t duplicate points

Manage your time & check the discussion thread

Share your knowledge
Posting Guidelines:
Each student will need to post assignments on the discussion thread and respond to two other students posts as well. Thoughtful posts that go beyond “I agree” and “Me too” are expected. We will discuss this further in our first online class.
Course Grading:
Course grades are according to the following criteria:
A =
B =
C =
D =
94-100
84-86
74-76
66-64
A- =
B- =
C- =
D- =
90-93
80-83
73-70
63-60
B+ =
C+ =
D + =
F =
87-89
77-79
69-67
0-59
Disability and accommodations:
If you have a documented disability and wish to discuss academic accommodations, or if you would need assistance in the event of an emergency, please contact the
Department office as soon as possible.
Earthquake Emergency Information
During the earthquake: Duck, cover, and hold -- Get next to a desk or table and hold an arm of the desk or table. Protect your head with your arms if necessary. Do not exit the building. Do not use elevators.
After the shaking stops: Remain calm. Think about a way out. Check for potential hazards. When safe, evacuate to an open area. Assemble outdoors where you will receive further information. The University Disaster Plan will become operational. Expect aftershocks.
Use the telephone only for genuine emergencies. The emergency phone number is 911.
Course Calendar
(Subject to change, more detail on readings may occur during each class)
Week: 1
Topics and Activities
Setting the tone for the course; assessing interest and background knowledge; group work on
Assignments Due
A. Sign in to class online and be prepared to write about
THREE ideas related to health and safety of which you are most curious to learn in this class. Check the standards link below to familiarize yourself with ideas for the first class
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Week: 2
Week: 3 presentations – setting the groundwork for projects and assignments, review of the ESA.
Assigning health topics for activities. Reference to
Chapters 2-18 in text for some topics as well as CA
State Health Education standards
Activity related to health issues…..
Voting with your feet…
Guest speakers – CSUEB counseling, health and wellness department and
School Counseling
Program at CSUEB
*Discussion of current topics
*Group meeting time
*Discussion of individual lessons
*Class activity to model the group lessons
Group Mock presentations DUE
(assignment C, Part 1)
Brief group sharing of individual activity
( assignment C part 2 )
, discussion http://www.cde.ca.gov/be/st/SS/documents/healthstandmar08.pdf
B. Sign in to class online and be prepared to discuss
THREE aspects of health and safety that today's high school students may face on a daily basis. This can come from your own experiences or from a general web search of
"current topics" that exist related to teen health, safety and wellness or based on your experiences so far in your teaching placements.
Lecture Reference to Edlin and Golanty text: Chapter 1
(Achieving Personal Health), Chapter 3 (Managing Stress:
Restoring Mind-Body Harmony), Chapter 4 (Mental Health)
Sign in to class and be prepared with THREE questions to ask a school counselor and how their work in a school can assist YOU in assisting students. Readings for guest speakers: read these websites prior to class -- Health and
Wellness Program at CSU- East Bay http://www20.csueastbay.edu/students/campuslife/shcs/health-ed/index.html
American School Counselors Back to School Tips – overview: http://schoolcounselor.org/parents-public
And role of the school counselor: http://schoolcounselor.org/administrators/role-of-the-schoolcounselor.aspx
You will be given a online quiz in class related to connections between the guest speakers and the course objectives listed. A written quiz sheet will be given to you during class and collected virtually at the end of the class session.
Lecture Reference to Edlin and Golanty text: Chapter 1
(Achieving Personal Health), Chapter 23 (Violence in Our
Society), Chapter 24 (Working Toward a Healthy
Environment), and CA State Health Content Standards related to mental health, class room behavior and bullying.
Lecture Reference to Edlin and Golanty text: Chapter 21
(Accidents and Injuries)
Final Group Mock Presentation of Health Presentation to Parents/ Guardians (Assignment C, Part 1) (course objective #3). All work must contain a brief list of resources (bibliography) with a brief summary of the validity of the source (course objective #5).
REVISIONS to the group presentation will be allowed after the
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*Class activity
* Class Evaluations
Individual assignment
–
School Wellness Policy/
Plans presentation.
Week: 4
Week: 5
Week: 6
Week: 7
Reflections
ALL SECTIONS
ALL SECTIONS
Individual assignment chart (Assignment B) due online to Blackboard. All work must contain a brief list of resources with a brief summary of the validity of the source (course objective #5).
You may also use the course text (which is optional) as a resource.
*Material/ completed assignment must be signed by school administrator or master teacher. Create your own signature document and scan/ attach this this final assignment.
DUE: Reflection quiz: Make a connection between what you have learned in this class and your own teaching strategies or pedagogical approaches related to certain health topics/ standards discussed in class. How will you incorporate some of what you learn into your teaching practice? How has your knowledge of health and wellness issues changed after taking this class?
Give specific instances from readings, activities, discussions and/ or speakers to support your summary.
Write a 200-word reflection and submit to the link on
Blackboard under Course Materials.
Individual Lesson plan (final version) (ESA) DUE
(Assignment C, Part 2) (course objectives 2 and 4) . All work must contain a brief list of resources with a brief summary of the validity of the source (course objective
#5).
Submit to the link on Blackboard under Course
Materials.
Final date for all late work – DUE. No exceptions after this date. All revisions due to Blackboard – BY
MIDNIGHT
California State Health Education Content Standards (Grades 6-12): http://www.cde.ca.gov/be/st/SS/documents/healthstandmar08.pdf
Additional institutional/ website resources:
California Health Kids Resource Center www.californiahealthykids.org
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for each county, referral agencies can be identified. For example, for San Mateo
County: http://www.pls.lib.ca.us/healthysmc/6/140.html
provides a list of all counseling, information, referral, community education and support services.
Alameda County's Child Referral Service: http://www.bananasinc.org
General Health
American College Health Association http://www.acha.org
National Center for Health Education http://www.nche.org
National Institute of Health http://www.hih.gov
Mental & Psychological Health
National Depressive and Manic Depressive Association http://www.ndmda.org
National Institute of Mental Health http://www.nimh.nih.gov/
National Mental Health Association http://www.nmha.org
Nutrition
American Dietetic Association http://www.eatright.org
Center for Eating Disorders http://www.eating-disorders.com/
Dietary Guidelines http://www.nal.usda.gov/fnic/dga/index.html
Food and Drug Administration http://www.fda.gov
Healthy Relationships
Family & Relationships - APA http://helping.apa.org/family/index.html
Relationship Web http://relationshipweb.com/index.shtml
Infectious Diseases
Cells Alive http://www.cellsalive.com/
Centers or Disease Control and Prevention http://www.cdc.gov
Journal of the American Medical Association HIV/AIDS Information Center http://www.ama-assn.org/special/hiv/search/search.htm
Alternative Medicine
Ask NOAH about Alternative Medicine http://www.noah-health.org/index.html
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National Center for Complementary and Alternative Medicine http://www.almed.od.nih.gov/nccam
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