Health Education
-
Why is Health Education Important?
Teaching knowledge and skills to enable students to be social-emotionally, mentally and physicaly healthy for a lifetime, is the role of Health Education. Comprehensive school health education programs are meant to equip students with the ability to improve and maintain their health and well-being, including disease prevention, social emotional health, substance misuse prevention, safety, and avoiding or reducing health related risk behaviors. The Eastern Upper Peninsula ISD provides support for teachers and educational leaders in health education programs, curriculum, content knowledge, instruction, and assessment.
Medicaid Outreach
Please share with families the MiBridges site, and let them know that is where they can apply for Free to low-cost medical coverage for their children, as well as other assistance.
Here is a short video on how MiBridges works.
-
Michigan Health Education Standards
Currently not able to be posted. Please contact Helen Craig for a copy of them.
Michigan Model for Health(TM)
The Michigan Model for Health™ is an evidence-based, comprehensive and sequential Pre-K through 12th grade health education curriculum that aims to give children the knowledge and skills needed to practice and maintain healthy behaviors and lifestyles. It provides age-appropriate lessons addressing the most serious health challenges facing school-aged children. The Michigan Model for Health™ facilitates learning through a variety of interactive teaching and learning techniques. Skill development through demonstration and guided practice is emphasized resulting in the development of positive lifestyle behaviors for students and families. The skills taught in Michigan Model for Health™ are aligned to the Social Emotional Learning Competencies (SEL). The curriculum includes units around social emotional health, nutrition and physical activity, safety, substance use prevention, personal health and wellness, and, under LEA Board adoption, HIV/STI and pregnancy prevention.
Content covered:
- Socail Emotional Health
- Violence Prevention
- Safety
- Nutrition and Physical Activity
- Substance Misuse Prevention
- Personal Health and Wellness
- HIV and Other STIs (this requires separate training and curriculum from the core Michigan Model for Health. Contact Lisa Jo Gagliardi for information)
The Michigan Model for Health™ is designed for implementation as a component of the core school curriculum, with each of the lessons lasting 15-45 minutes in length. Many lessons include activities and resource sheets to facilitate parental and family involvement beyond the classroom. The curriculum can be implemented in public, private, or alternative schools.
Effectiveness
https://www.michiganmodelforhealth.org/about-mmh/standards-effectiveness
Scope and Sequence
https://www.michiganmodelforhealth.org/about-mmh/scope-sequence
Hot Topic Alignments
https://www.michiganmodelforhealth.org/about-mmh/hot-topic-alignments
Gold Standard Implementation Plans
K-6 
Middle School (not available at this time)
High School  (not available at this time)
-
Skills to be taught in Health Education
- Social Skills/Interpersonal Communication
- Accessing Information
- Decision-Making
- Goal Setting
- Self-Management
- Analyzing Influences
- Advocacy
Michigan Model for Health™ uses Skills-Based Instruction to teach the above skills
Step One: Explain the Skill
- Name the skill
- State the purpose for using the skill
- Describe the parts and characteristics of each element of the skill
- Check for understanding
Step Two: Model the Skill
- Choose one or more ways to model the skill:
- Use a prepared example, such as a skit, or problem solved using the model taught
- Guide the students through an example
- Provide opportunities to observe the use of the skill
- Discuss the use of the skill and its personal benefits
- Check for understanding
Step Three: Guided Practice
- Involve individuals or small groups in completing an example, such as using role play, or solving a problem
- Discuss in small and/or large group
- What was easy or hard about using the skill?
- What was one thing you did well as you practiced the skill?
- Provide opportunities for self-assessment, as well as any needed feedback and correction
Step Four: Personalize the Use of the Skills
- Discuss, write, draw, or synthesize in another manner plans for application of the skill
- How will using the skill help you?
- What is one skill you will use in the next day or week?
- Where will you practice this skill in the next 24 hours?
Implementation and Time Needed to Teach Michigan Model
https://www.michiganmodelforhealth.org/about-mmh/guidance-implementation
-
Needs Assessments
Michigan Profile for Healthy Youth
The Michigan Profile for Healthy Youth (MiPHY) is an online student health survey offered by the Michigan Departments of Education and Health and Human Services to support local and regional needs assessment. The MiPHY provides student results on health risk behaviors including substance use, violence, physical activity, nutrition, sexual behavior, and emotional health in grades 7, 9, and 11. The survey also measures risk and protective factors most predictive of alcohol, tobacco, and other drug use and violence. MiPHY results, along with other school-reported data, will help schools make data-driven decisions to improve prevention and health promotion programming.
Schools and districts register and survey via an on-line system.
- Quick Start Guide
- County Reports Access Page
- Directions to obtain Regional Data Video
Healthy School Action Tools
The Healthy School Action Tools, or HSAT, are a suite of online tools designed to help Michigan schools and districts assess the health of their school environments and take action to improve those environments. Links to preview the assessments are available on the HSAT website.
The school-level tools include:
- School Core Assessment & Feedback Report*
- 8 Topic Area Assessment & Feedback Reports*
- Action Plan
The district-level tools include:
- District Assessment & Feedback Report*
- Action Plan
*Feedback reports are provided each time an assessment is submitted- with trends and graphs to help you visualize your strengths, challenges and progress, along with a summary of which best practices are being achieved and which need more work. These reports allow teams to clearly share their work with stakeholders.
Youth Risk Behavior Surveillance System (YRBSS)
The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of health-related behaviors that contribute to the leading causes of death and disability among youth and adults, including—
Behaviors that contribute to unintentional injuries and violence
- Sexual behaviors related to unintended pregnancy and sexually transmitted diseases, including HIV infection
- Alcohol and other drug use
- Tobacco use
- Unhealthy dietary behaviors
- Inadequate physical activity
YRBSS also measures the prevalence of obesity and asthma and other health-related behaviors plus sexual identity and sex of sexual contacts.
YRBSS includes a national school-based survey conducted by CDC and state, territorial, tribal, and local surveys conducted by state, territorial, and local education and health agencies and tribal governments.
Formative Assessment
There regular embedded formative assessments throughout the curriculum.
Pre-Posts
Michigan Model has pre-post tests starting at 2nd grade. They measure knowledge, attitude and skill. Contact Helen Craig for information about the pre-posts.
Michigan Merit Curriculum Health Education Curriculum Assessment (MMC-HECA)
Please contact Helen Craig for access to this assessment, which was created by a special work group within the Michigan School Health Coordinators' Association (MiSHCA)
-
Winter 2023-24 Newsletter
Below you will find updates and resources for Health & PE teachers and administrators:
-

Making Connections
-
Multi-Tiered System of Supports
Through the lens of systems-work, the EUPISD promotes the installation and implementation of multi-tiered system of supports (MTSS) as defined by the MTSS Practice Profile. Through MTSS implementation, we work to meet all of our students’ academic and non-academic needs.
MTSS is a comprehensive framework comprised of a collection of research-based strategies designed to meet the needs of the whole child. Developed in Michigan by a collaborative stakeholder group, the MTSS Practice Profile includes the following Essential Components:
- Team-Based Leadership
- Tiered Delivery System
- Selection and Implementation of Instruction, Interventions and Supports
- Comprehensive Screening & Assessment System
- Continuous Data-Based Decision Making.
Whole School, Whole Community, Whole Child
The EUPISD recognizes that for many years, districts and schools have focused on the academic needs of students; being educational institutions, that is entirely understandable. Recently, it has become increasingly clear that academic success is influenced by many other factors which can significantly impact achievement and teaching practices. In other words, we must address and provide supports for social-emotional, physical and mental well-being of students by design, or we will have to deal with them by default.
The Whole School, Whole Community, Whole Child (WSCC) model outlines a collaborative approach to meeting the whole child's needs. It recognizes five core tenets, the ten components of Coordinated School Health, and the need for policies, practices and processes aligned to the model. Developed through a partnership between the ASCD (the Association for Supervision and Curriculum Development) and the CDC (the Centers for Disease Control and Prevention) and adopted by the Michigan Department of Education, the WSCC model recognizes essential community partnerships and requires schools to look outside of their bricks and mortar to truly meet student needs. Most importantly, the WSCC model encourages a systems approach and can be used to drive a tiered delivery system as part of a school's integrated continuous improvement.
Continuous Improvement Process
The EUPISD supports an effective continuous improvement pathway for all disricts, focused on meeting as many needs as possible with data, funding, tools, and differentiated supports to improve whole child outcomes. A high-functioning continuous improvement process should be comprised of the following:
- Equitable opportunities, environments, and supports resulting in students that are healthy, safe, engaged, challenged, and supported,
- A continuous cycle of improvement that informs the way we work on a daily basis (rather than being an annual event designed to meet compliance requirements),
- Improvement processes that are integrated rather than isolated,
- Continuous improvement targets that reflect non-academic areas that influence academic achievement (rather than just academics by themselves),
- Improvement plans that consider systems necessary to support high-quality implementation of actions and high levels of student outcomes.
- A committment to understanding students through lenses that consider not only needs, but also assets.
Phone: 906-632-3373 Ext. 5132
Email:
Degrees and Certifications:
Bachelor of Arts in Elementary Education Major: History Minor: French Albion College Master of Arts in Teaching and Curriculum Michigan State University Master of Arts in Learning, Design and Technology Central Michigan University
Ms. Helen Craig
As Regional School Health Coordinator, Helen works as a consultant for physical education and health education for Kindergarten to 12th grade students. Some programs Helen currently works on are Michigan Model for Health and the Michigan School Health Coordinators' Association (MiSCHCA). Through MiSCHCA, Helen works with the EUP ISD and COP ISD to provide health education support for districts. As Social Studies Curriculum Consultant, Helen supports schools and teachers on a continuous improvement process and advocates for high quality social studies instruction.
Helen was an upper elementary teacher across northern Michigan for seven years. Helen facilitated professional development for K-12 educators on technology in the classroom and coached individual teachers during the 2020-2021 school year before transitioning to focus on district-wide support of educators.
Contact for:
K-12 Social Studies Instruction and Teacher Leader Corps
EUP Regional History Day
Constitution Day