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A PROJECT BASED LEARNING
HEALTH EDUCATION CURRICULUM GUIDE FOR
STUDENTS ATTENDING CONTINUATION HIGH SCHOOLS
Lundon Creshett Jackson

B.S., California State University, Sacramento, 1999
PROJECT ....
Submitted in partial satisfaction of

the requirements for the degree of
MASTER OF ARTS
EDUCATION
(Curriculum and Instruction)
at
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
FALL
2008

B.S., California State University, Sacramento, 1999
PROJECT
Submitted in partial satisfaction of

the requirements for the degree of
MASTER OF ARTS
EDUCATION
(Curriculum and Instruction)
at
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
FALL
2008
©2008

ALL RIGHTS RESERVED
11
A Project
by
Approved by:
----
,· Committee Chair
Dr. Rita 'M. Jolu#n
lll
Student: Lundon Creshett Jackson
I certify that this student has met the requirements for format contained in the
University format manual, and that this project is suitable for shelving in the Library
and credit is to be awarded for the Project.
_, Graduate Coordinator
Drr Julita Lambating Date
Department of Teacher Education
IV
Abstract
of

by
Statement of Problem
The curriculum guide will be aligned with newly adopted California health
content standards. The target population for this project will be students that attend
continuation high schools. These students exhibit the usual characteristics of being at
risk of not completing high school graduation requirements including, learning
disabilities, language barriers, and educational level of parents. However, this
population of students can have additional risk factors through involvement with
various social institutions such as, child protective services, foster care, psychiatric
services, and the criminal justice system.
Project based learning in this curriculum guide will make a connection
between the classroom, environment, and student experiences. Giving students the
ability to identify negative health behaviors and their impact will be a main objective
of this curriculum guide. These learning outcomes may be utilized to (a) help students
V
decrease their chances of dropping out of high school, (b) make healthier and more
informed decisions, and (c) become advocates for themselves and their environment.
Sources of Data
The journals, books, and government agencies investigated for this research
pertains to at-risk students, continuation high schools, project based learning, and
health education. Journal of School Health. Educational Leadership, Journal of Drug
Education, and Journal of At-Risk Issues were peer-reviewed journals studied. The
books researched in the study included Last Chance High by Deirdre M. Kelly and
Constructivism:Theory,Perspectives,and Practiceby Catherine Twomey Fosnot. The
Center for Disease Control and Prevention, and California Office of Education, were
researched governmental agencies.
Conclusions Reached
This curriculum guide can be a tool for teachers in similar environments where
students are personally experiencing serious and controversial public and societal
issues including, influence of family and culture on health behaviors, access to health
products and services, and impacts of violence on social, mental, physical, and
emotional health.
_______ , Committee Chair

Dr. Rita M. Johnsol!
> ,
Date
VI
ACKNOWLEDGEMENTS
This project is dedicated to my mom, Linda A. Jackson. When I was a child
she encouraged me to be the best I could be. When I became an adult she recognized
my accomplishments, and throughout it ~11she provided me with the love I needed. To
a very large extent, this project is an accomplishment of hers as well as mine. I
recognize that and want everyone else to recognize it as well.
Vll
TABLE OF CONTENTS
Page
Acknowledgements .................................................................................................... vii
Chapter
1. INTRODUCTION .................................................................................................. 1
Purpose of the Project ....................................................................................... 4
Significance of the Project. ............................................................................... 5
Limitations ........................................................................................................ 7
Definition of Terms .......................................................................................... 8
Organization of Project. .................................................................................. 10
2. LITERATURE REVIEW ..................................................................................... 13
Introduction .............. .... ................ ........... ....................................................... 13
At-Risk Youth ................................................................................................ 13
Alternative Education for At-Risk Students ................................................... 50
Health Education ............................................................................................ 76
Scope of Health Education and Health Behavior ........................................... 81
Research Summary ......................................................................................... 84
3. METHODOLOGY ............................................................................................... 87
4. DISCUSSION, RECOMMENDATIONS, AND CONCLUSIONS .................... 90
Discussion ....................................................................................................... 90
vm
Recommendations .......................................................................................... 91
Conclusions .................................................................................................... 91
Appendix. Curriculum Guide ................................................................................... 94
References ............................................................................. ................................... 185
IX
1
Chapter 1
INTRODUCTION
An increasing number of students are becoming disconnected from education
at an early age causing lifelong economic, health, and social hardships. "One in three
eighth graders will not graduate from high school" (Peterson, 2006). Students begin to
disconnect from school as early as the ninth and tenth grades because of personal,
academic, and societal reasons; consequently becoming at-risk of not graduating from
high school. According to Bridgeland, Dijulio, and Morison (2006) there is plenty at
stake for at-risk students and the American society; for example:
• dropouts are more likely than high school graduates to be unemployed, in
poor health, living in poverty, on public assistance, and single parents with
children who drop out of high school;
• more than eight times are likely to be in jail or prison as high school
graduates;
• four times less likely to volunteer than college graduates, twice less likely
to vote or participate in community projects, and represent only 3% of
actively engaged citizens in the United States today.
Students that struggle in educational settings with conventional curriculum and
instruction, and high-stakes testing exhibit several characteristics including: learning
disabilities (LD), emotional/behavioral disorders (E/BD), dysfunctional family and
peer groups, and high poverty school and community factors.

2
Alternative education programs have been adopted to engage and reconnect at
risk students by providing more intensive and meaningful opportunities for students to
earn a high school diploma or pass the General Educational Development exam
(G.E.D.) through independent study, community school, opportunity programs, and
continuation high schools.
Continuation high schools exhibit specific structural and programming
characteristics: (a) student populations are approximately 200 students or less, (b)
individualized instruction meets students' unique academic and social-emotional
needs, and (c) supportive environments that strengthen relationships among peers and
between teachers and students (Foley & Pang, 2006). In small class sizes, the
philosophy of educating the whole child, and the teachers' willingness and autonomy
to experiment with different instructional strategies can be a setting that at-risk
students thrive in (Knoeppel, 2007).
The emerging instructional practice of Project Based Leaming (PBL) have
benefited all students particularly at-risk learners (Carr & Jitendra, 2000). Utilizing
PBL is an interdisciplinary tool that can increase interest in subject matter that is
connected to student experiences and interests. Kurubacak (2007) defined PBL, "as an
unique approach to promote self-motivated learning that provides students with the
opportunity to gain experience in sifting and sorting data, working collaboratively, and
using critical-thinking skills to solve authentic dilemmas and problems" (p. 1).
A growing number of students come to school with a variety of health-related
problems that make learning difficult, and many students routinely participate in
•
3
behaviors that endanger their health. In response many states include certain health
topics in classrooms; including, alcohol/drug prevention, human sexuality, nutrition,
and tobacco prevention. Key policy changes and practices in health education for
elementary, middle/junior high, and senior high schools have brought about adopting
state standards, requiring specified time and graduation requirements, and providing
teachers with proper training and certification in the health field.
School health programs in California have had a slower response in changing
policies and practices. The California State Board of Education recently revised the
Health education frameworks in 2002, and adopted content standards in March of
2008. Still, California does not require schools to implement national or state health
standards. Unlike fine arts, foreign language, and physical education, health education
is not a part of the minimum graduation requirements mandated by the state.
California adolescents in general have higher percentages of birth rates,
incarcerated juveniles, use alcohol and drugs, possess weapons, and die or are injured
in accidents more than any other in the state in America. Furthermore, California
children tend to be more physically unfit and have higher percentages of body fat
(California Department of Education [CDOE], 2003).
The link between the health of students and their success in school is even
more apparent in continuation high schools. At-risk students have a higher prevalence
of health risk behaviors inclusive of violence-related injuries, sexual behavior,
substance abuse, suicidal thoughts, physical inactivity, and unhealthy dietary practices
(Kubik, Lytle, & Fulkerson, 2004).

4
The combination of PBL that is aligned with students' needs and experiences,
the continuation high school setting, and health content standards can reconnect at-risk
students to a positive school experience. Real world economic, social, health, and
employment issues that are addressed in the classroom can be a major factor in
preventing students from dropping out of high school, as well as, being more prepared
for the transition into adulthood.
Purpose of the Project
The purpose of this project will be to develop a curriculum guide that utilizes
technology in PBL for health education. At-risk students that attend continuation high
schools will be the target population.
The focus on technology and PBL in the health curriculum guide is to make a
connection between the classroom, home, and community. The ability of students to
connect hazardous health behaviors and practices to their physical, social/emotional,
and mental health will be the main objective.
This project attempts to increase student involvement, motivation,
interpersonal skills, problem solving skills, teamwork, and communications skills
through projects that also increase health literacy and more positive health behaviors.
As a result at-risk students in continuation high schools will more likely graduate from
high school or earn a G.E.D. Students will also be able to make more informed
decisions concerning health, have the ability to advocate for their family and
community, and gain "soft skills" that are desirable in the current labor market.
5
Significance of the Project
One of the main objectives of developing a PBL health curriculum guide is to
acknowledge and utilize the gender, economic, and personal experiences of at-risk
students. Developing research based curriculum for at-risk students will involve taking
a critical look at factors of what makes a student at-risk, how the educational
environment of continuation high schools can support at-risk students, how PBL and
technology can benefit students in their health curriculum, and how increasing health
literacy can influence success in school.
Students that are at-risk of not graduating from high school share many
characteristics such as, having learning disabilities and emotional/behavioral
disorders, families with women as head of household, and attending schools in
communities with high poverty rates. Two percent of all students attend continuation
high schools, and this segment of the student population is growing (Van Acker,
2007). Students that attend continuation high schools have even more extenuating risk
factors which can include: involvement with social institutions; such as; child
protective services, foster care, psychiatric services, and the criminal justice system.
Becoming aware of social issues, providing a heightened awareness of others
needs, gaining confidence in abilities, and increasing motivation and likelihood of
staying in school are described as benefits for at-risk students that use PBL (Correa &
Repetto, 1996). PBL will give students the opportunity to learn, apply, and synthesize
health concepts, and create a product that illustrates cognitive abilities, technology,
and "soft skills". Moreover, a final product can be presented to the public for
6
feedback, as well as, to educate and advocate for the school population and
community.
Every aspect of health is tangibly connected to life and student experiences.
Effective health education provides abundant opportunities for engaging students in
purposeful learning (CDOE, 2003). This PBL health curriculum guide can be a tool
for teachers in environments where students are experiencing serious and controversial
public and societal issues, including, influence of family and culture on health
behaviors, access to health products and services, and violence. Identifying the impact
on students' social/emotional, mental, and physical health within health curriculum
can influence overall success in school. Students will also learn health behaviors that
can affect immediate and long term health and wellness, increase self-worth and
student motivation, which can all be tools for drop out prevention (Mann, 1987).
Health education is not a mandated course requirement in California schools,
and California will not adopt state content aligned textbooks until 2013. However,
some school districts do require health as a graduation requirement, and even fewer
offer health as an elective course. Nationwide only 39.8% of middle and high school
offered elective courses that include instruction on health topics (Centers for Disease
Control and Prevention [CDC], 2006).
This curriculum guide can benefit current instructors in the classroom by
providing lessons that are aligned with California content health standards.
Disseminating the curriculum guide to continuation high school teachers in the
Sacramento area, and throughout the state of California is the goal of the author.
7
Furthermore, promoting the methodology of PBL for at-risk students, as well as
promoting the importance of health education are both hoped for outcomes.
Limitations
This project was developed to make health education more purposeful by
engaging students with PBL that utilizes technology. Evidence-based information
comes from literature and professional experiences in the classroom that are viewed
with a critical eye. The utilization of this creative, user-friendly health curriculum can
be stalled because of several issues; California policies and practices concerning
health education, risk factors exhibited by at risk students, and the structure of
alternative high schools.
The health education policies and procedures practiced in California fall
behind other states in the union. According to the CDC (2006), 72% of states require
districts or schools to follow health education standards or guidelines based on the
National Health Education Standards (NHES). As of 2008 California adopted health
state content standard, but schools are not required to implement them. Furthermore,
California health frameworks will not be revised until 2010, and content aligned
textbooks will not be adopted until 2013.
Health education is not a required subject in California schools; however,
drug/alcohol and tobacco prevention and HIV/AIDS education are required topics that
are taught in the middle/junior high schools. Since, there is not a mandated time
requirement they are usually taught within other core subjects like science or physical
education, where time is already limited to cover those standards. Students have very
8
little exposure to authentic health curriculum in K-12, and are limited to assemblies,
guest speakers, and pledges.
Student population and environment of at-risk students in continuation high
schools can also be a factor in limiting the effectiveness of this curriculum guide. The
target audience for this guide is students between the ages of 16-19 years of age who
have a history of high truancy rates and school mobility, and factors such as, family
poverty, language barriers, and learning disabilities that can all contribute to repeated
academic failures.
Students that utilize PBL in this health education curriculum will be faced with
the challenges of learning and disseminating new information, learning research
techniques, written and oral communication skills, teamwork abilities, and increasing
technological skills. Teachers will need to overcome time restraints because of high
absenteeism rates of the target student population, and greater emphasis on
mathematics and language arts curriculum in schools.
Definition of Terms
Alternative high schools: These schools are typically not the primary school of
attendance for students; rather, students elect or are referred. Students that have
difficulty in the traditional setting of regular education in comprehensive high schools
are usually isolated in these programs. Outside of California the term "Alternative
high school" is interchangeably used with "Continuation high school".
At-risk students: Students in danger of dropping out high school or not
graduating with their class.

9
Community schools: Schools that serves students under the protection or
authority of the juvenile court system and incarcerated in juvenile halls, homes,
ranches, camps, day centers, or regional youth facilities.
Continuation high school: Schools that have been established as an alternative
for students who have had limited success in traditional comprehensive high school.
Originally intended for dropouts, there are now many reasons for students attending
continuation high school. The continuation program is typically more flexible than the
program found at the traditional high school, allowing students to make up
deficiencies and allowing the schools to more easily meet individual student's needs
(Wendie, 1994).
Health Literacy: The capacity of an individual to obtain, interpret, and
understand basic health information and services and the competence to use such
information and services in ways that is health-enhancing.
Health risk: Biological and health behavior influenced by society, culture, and
peers that can influence immediate and long term health.
Independent Study: Course of study undertaken by a student under the
supervision of one or more instructors outside the classroom.
National Health Education Standards (NHES): The eight standards that
concentrate on the (a) comprehension of health concepts; (b) analyzing influences on
health behaviors; (c) ability to access valid information, products, and services; (d)
utilizing interpersonal communication skills; (e) using decision-making skills to
enhance health; (f) setting goals to enhance health; (g) demonstrating the ability to
practice health behaviors and h) advocating health enhancing behaviors for the school
and community.
Opportunity programs: An isolated educational setting within a traditional
school. Students are referred to this program usually because of behavior problems,
and given this last opportunity to remain in the comprehensive high school setting.
Small class sizes and extra resources address common learning disabilities and
achievement gaps.
Project-based learning: An individual or group activity that goes on over a
period of time, resulting in a product, presentation, or performance.
Soft skills: Valued skills that employers seek from their employees that
include: verbal and written communication skills, ability to work effectively with
others, problem-solving and critical thinking skills, ability to manage time efficiently,
and ability to adapt to various environments.
Technological skills: Operational capabilities necessary to perform certain jobs
including, the creation, input, editing, and production of documents and texts by
means of computer systems.
Organization of Project
In Chapter l, the problem is stated that students that are at risk students
attending alternative high schools also partake in risky health behaviors that can
increase chances of dropping out. The purpose of this project is to combine students'
experiences, California health standards, and PBL to create an opportunity for students
11
to increase health literacy and decrease risk taking behaviors that contribute to a
disconnect from education and society.
Chapter 2 is broken down into four areas. The first is exploring the population
of at-risk students. The overarching factor of poverty will be linked to vulnerable
characteristics, behaviors, and influences that can cause students to disconnect from
school. The second area explores the characteristics of alternative high schools, and
how effective the environment is for at-risk students. The third area examines and
investigates how introducing health education can affect the overall success of
students by addressing mental, social/emotional, and physical health. The fourth area
studies the scope of health education and health behaviors.
Chapter 3 is an overview of how this project's curriculum guide was designed
and how it can be used in the classroom. The setting, participants, and description of
the curriculum guide will be provided. The guide will address California content
health standards, PBL, technology, and specific experiences of at-risk students.
Chapter 4 summarizes the researcher's thoughts, recommendations and
conclusions about the project. Recommendations that could be implemented for future
use will be discussed.
In the Appendix the curriculum guide will be user-friendly for a teacher who is
in a high school setting, but is more appropriate for those working within continuation
high schools. It will be in workbook format that can be used to supplement health
books currently found in the classroom. The guide will include 8 PBL student
12
activities that address the main content standards, and special instructions for teachers
including tips, answers, and additional on-line resources.

13
Chapter 2
LITERATURE REVIEW
Introduction
In this chapter, the following topics will be reviewed: at risk students,
continuation high schools, project based learning, and health education. The
overarching variable ofliving in poverty which can influence family, peers, school
and community that can cause disconnect from mainstream society is the theme.
The target population for this curriculum guide is at-risk students that attend
continuation high schools. The characteristics of continuation high schools, how they
support academic success for at-risk students, and how effective PBL that utilizes
technology can be in this environment will be investigated. Additionally, influences of
effectively teaching health concepts through PBL for the overall health and academic
success for at-risk students will be addressed.
At-Risk Youth
The common definition of at-risk students is a category of students who are
unlikely to graduate from high school (Slavin, 1989). There are many more definitions
and criteria that place a student into the category of at-risk. DeRidder (1997) defines
at-risk students as those that are unprepared to live successfully within the school
instructional practices, demands and regulations. Waxman (1992) selected other
criteria to determine at-risk status including, students who speak another language
other than English, have been referred to special education, or who have failed one or
more grades. Students that lack resources from home and school to benefit from
14
conventional schooling practices are described by Levin (1989) as being at risk.
Pellicano (1987) further examines the impact of poverty, sexual activity, drug abuse,
race and ethnicity on students labeled at-risk.
Beyond the various definitions and criterions to categorize students as at-risk,
the researcher also examined the target populations' characteristics and risk factors.
Several studies have identified characteristics associated with dropout risk; for
example, Fine and Rosenberg (1983) indicated that high school dropouts challenge the
dominant belief that education leads to success in life. Devine (1996) identified
parent's low educational attainment. Holt (1995) suggests that low achievers usually
come to school lacking basic skills that are prerequisites for learning. Azzaro (2007)
identifies personal reasons including the need to get a job, parenthood, or caring for
family members.
There is no single risk factor that explains who will drop out of high school;
however, the additive impact of multiple risk factors result in a significantly greater
probability. When students are exposed to multiple risk factors they are less likely to
be less motivated to do school work and eventually drop out (Suh & Suh, 2007).
The purpose of this research concerning at-risk students is to (a) link the
overarching factor of poverty to academic success and achievement, (b) identify
behaviors that lead to a higher chance of not graduating from high school, and (c)
evaluate factors that influence a student to disconnect from their education and society
as a whole.
15
Poverty
The overarching factor that leads to a combination of two or more risk factors
is poverty. This significant factor is largely ignored in statistics, debates, and literature
that were examined by the researcher. The focus is more likely on how different
minority groups achieve in American public schools. Many members of minority
groups are also impoverished, and problems experienced reflect their poverty, as well
as, prejudices and discriminations.
Student participation, treatment, and achievement are significantly effected by
poverty. When researchers bother to separate independent effects of poverty and
minority status in education, the net effects of poverty are substantial and often larger
than net effects of minority status (Biddle, 2001).
After 2000, poverty began to rise again, and all groups including; children,
adults, the elderly, whites, Blacks, Hispanics, and Asians experienced an increasing
likelihood ofliving in poverty (Seccombe, 2007). In 2005, 37 million Americans, or
12.6% of the populations lived below the poverty line. Ten percent of families lived in
poverty, and 31.1 % of those families were headed by females. The majority of the
American population is white, and the majority of people living in poverty are white
too. However, blacks and Hispanics have the highest rates of poverty; respectively
24.7% and 21.8% of those populations are impoverished (DeNavas-Walt, Proctor, &
Lee, 2006).
More than 50% of students living at or below the poverty line fail to graduate
from high school. There is not an accurate system to measure how many American
16
students fail to graduate from high school; however, rates have been reported as high
as one-third for all students (Bridgeland et al., 2006). Brooks-Gunn & Duncan (1997)
further estimate that the rate of high school dropouts among children from low income
families is more than twice that of higher income families.
Poverty has many damaging effects on students, their families, and the
community in which they live. A higher degree of stress and disorganization can affect
health and nutrition, quality of the home environment, and mental health. Fewer
resources are available causing poorer quality schools, housing, and quality of the
neighborhoods.
Past research on deficit models of education for at-risk students has suggested
that it is the individual children, their family, or ethnic group that is deficient rather
than the circumstances in which they live (Padron, Waxman, & Rivera, 2002). Studies
have consistently categorized drop-out risks in four domains: students themselves,
family, community, and school (Suh & Suh, 2007). The researcher's findings will be
organized in the same manner.
Factors for Students Being At-Risk
Students come into a classroom with many influences, behaviors, and issues
that affect their academic achievement. At-risk students that struggle socially,
educationally, economically become much more disadvantaged relative to their peers,
and can become disconnected from society and public institutions.
Students that are at-risk of not graduating from a high school represent a
portion of society that has not connected in critical ways to important developmental
17
transitions from adolescence to adulthood. These students often experience economic
hardships which can lead to other risk factors that can predict long-term disconnection
from mainstream society. According to Zweig (2003), over 10% of students are
vulnerable to disconnect from society and public institutions; of those 77% are young
men and 89% of young women had been poor at some point in their childhoods.
Vulnerable youth face exceptional challenges for making successful transitions
into major arenas of adulthood, such as employment, higher education, marriage, and
parenthood. Initial problems may have been exacerbated or have been stigmatized in a
way that makes their success even less likely (Osgood, Foster, Flannagan, & Ruth,
2005). Former special education students with learning disorders (LD) are hampered
by limited abilities and skills. Many have spent their teen years in foster care, are
runaways, or homeless. Some have been hindered by unreliable or nonexistent familial
support, and trying to achieve financial and residential independence. Others have
been incarcerated or involved in the juvenile court system.
The target population of this curriculum guide is at-risk students. These
students have begun to disconnect from the vital public educational system; which can
lead to their life long economic and social hardships. At-risk students have many
vulnerable characteristics and risk factors that influence their choices and behaviors
and disconnect them from society and vital institutions.
Students that do not actively participate in their education are at risk of not
completing high school. Students that disconnect from the social, academic, and
behavioral norms have difficulty reconnecting to the school environment. Disconnect

18
can occur in many ways including; being in the foster care system, runaways,
becoming a parent before the age of 18, and association with the juvenile justice
system (Zweig, 2003).
Youth Placed in the Foster Care System and Runaways
More than half of teens leaving foster care do not have a high school diploma
(Krebs & Pitcoff, 2006). Youth that have been placed in the child welfare system, or
are runaways have high rates of educational failure, unemployment, poverty, out-of
wedlock parenting, mental illness, housing instability, and victimization (Courtney &
Heuring, 2005).
The child welfare system involuntarily separates children from their families
under the presumption that the government should and could do a better job of raising
children who have been abused, maltreated, or abandoned. The goal of this
governmental institution is to reunify children with their family, find another
permanent home through adoption, or prepare them for independence (Courtney
&Heuring, 2005).
The Adoption and Foster Care Analysis and Reporting System (AFCARS)
reported 542,000 children lived in out of home care, 55% were black and Hispanic,
and 52% were males (US Department of Health and Human Services, 2003).
The outcomes of children who enter foster care depend on the age in which
they enter the system. More than 88% of young children that are placed in foster care
will overwhelmingly exit into permanent placement with their family-of-origin,
relatives, or an adopted family. On the other hand, children who enter the foster care
19
system during adolescence are more likely to be placed in group homes (42%) rather
than with foster families or relatives, 21 % run away from care and are dismissed from
the program, a small minority of youth return to their families, and 12% are
emancipated because they have graduated from high school, or reached the age of 18
(Courtney & Heuring, 2005).
Children are placed in the foster care system because of their parents' failure to
adequately supervise or provide basic physical needs. The US Department of Health
and Human Services, Administration on Children, Youth, and Families (2003)
reported that 62.8% suffered neglect, 19.3% were physically abused, 10.1% were
sexually abused, and 16.6% were victims of other types of maltreatment. When these
conditions are present the problems that they bring into the program can become
exacerbated, further compromising transition into adulthood, and cause a further
disconnect from society.
The short and long term consequences for these students include problems
forming positive interpersonal relationships, physical and mental health problems,
impaired cognitive development, reduced educational attainment, increased
delinquency, and a greater likelihood to engage in risk behaviors (National Research
Council, Panel on Research on Child Abuse and Neglect, 1993).
Children placed in foster care can become even more vulnerable by placement
instability, poor attention to educational needs, and inadequate medical care.
Adolescents go through an alarming number of placements during their time in care.
Fanshel, Finch, and Grundy (1990) reported that foster youth on average will
20
experience seven different living arrangements. Multiple out-of-home care placements
and frequent school changes cause youth to get lost in the educational system; special
needs go unnoticed, they lack consistent contact with teachers, school records are lost,
and often teachers are unaware that a student is in foster care (Courtney & Heuring,
2005). Also, guardians of foster children often do not monitor or assist in homework,
inconsistently participate in school activities, and provide little financial assistance for
education (Blome, 1997). Finally, youth in foster care are also at high risk of not
receiving proper medical care, and many do not receive routine medical care and
immunizations.
The vast majority of youth that enter foster care come from poor families;
which is a variable that entails many disadvantages of its own. The additive risk
factors ofliving in poverty, being a victim of neglect and maltreatment, and the
conditions of foster care system are all factors as to why this segment of the
population would disconnect from the norms of the school environment.
Teen Pregnancy/Parenting
Over the past 15 years there has been a substantial decline in teen pregnancy
rates. In 1991 the birthrate of teens between the ages of 15-19 peaked at 61.8 births
per 1,000 teens and there was a 36% decline in 2001; which was the lowest level in 30
years (Alan Guttmacher Institute, 2002). Nevertheless, the United States has
maintained the highest rate of teen pregnancy and teen birth rates in all developed
countries.
21
More than 750,000 teens become pregnant every year, and a recent study
reported that over 5% of youth reported having been pregnant or had gotten someone
pregnant (Grunbaum et al., 2002). The decision to engage in premarital sex, carry a
baby to term, and keep the baby to rear are made by 400,000 adolescents a year.
Resnick, Blum, Bose, Smith, & Toogood (1990) indicated that teens that have higher
socioeconomic status, higher education aspirations, and live in the suburbs are more
likely to terminate the pregnancy, or give their child up for adoption. In fact, they
further argue that those adolescents less able to economically support a child are more
likely to select single parenting than any other alternative.
An exceptionally large number of new single parent are teenagers. For
example Hayes, (1997) reported from a study that of 261,000 teens that gave birth
249,000 became single parents. The decision to become a single-parent varies
including social acceptability of unwed status, boyfriends' unwillingness to marry,
girls' own beliefs, and families' belief that she is too young for marriage. The profile
of teen parents can also include intergenerational cycles where many of these young
mothers have mothers and sisters who were also teenage parents. Since many grew up
in a single parent household the family structure they have formed was modeled
during their childhood years. Also, most of their childhood friends became teenage
parents too (Prater, 1995).
Approximately 80% of teen mothers will not finish high school, live in
poverty, and end up using the welfare system (Zweig, 2003). According to Mott
(1986) 26% of unmarried women who gave birth at 16 or younger will bear a second
22
child within two years of their first. Furthermore, their children are more likely to
suffer from neglect, be high school dropouts themselves, go to prison, and become
teen parents themselves in another 14 or 15 years (Schmidt, 1985).
Early parenting creates an effect where educational attainment, access to well
paying jobs, financial security, time for personal growth and development, and other
advantages associated with delayed parenting are forfeited. Pregnant adolescents
become disconnected from the public institution of education and society as whole for
several reasons; including, the pressures of being head of household, lack of social
support networks, and dependency on welfare.
More than half of teen parents left school prior to becoming pregnant (Zweig,
2003). This indicates that teen pregnancy is not necessarily the sole cause for young
girls dropping out of school. Prior academic failures, family model, and factors
attributed to living in poverty can all be attributed to teens not finishing school.
Once teens become pregnant they are usually isolated from others because
many schools do not allow students who are pregnant or parents to remain enrolled.
The financial, physical, and mental toll on single teen parents causes a bigger hurdle to
reconnect to school and society. Furthermore, the academic deficits teen parents had
before are exacerbated because of the gaps in education due to physical demands of
pregnancy and responsibilities of parenting.
More than marriage, parenthood signifies adulthood-the final irreversible end
of youthful roles (Strong & Devault, 1992). However when parenthood occurs
chronologically with childhood various immediate accommodations are necessary

23
which is an abrupt transition teens are unprepared for. Young mothers that become
head of households assume many responsibilities consisting of the physical needs of
family members, providing food, clothing, shelter, and health care. However, heading
a household is not the responsibility all teen parents make. Many teen parents continue
to live in their parents' home and are primarily dependent on them, but the fact that the
majority of teen parent may remain at home does not lessen the burden for those who
live with their parents to establish separate households (Prater, 1995).
Attending to social and psychological needs by providing acceptable
socialization process for children, as well as, money management and interacting with
the community can have a big impact on both mother and child. Social support
networks like family and friends, institutions, such as schools, community agencies
and government agencies can provide advice, emotional support, and financial
assistance. Adolescent mothers who receive support is more likely to be less
distressed, more responsive and attentive to her children, have time to spend with
them, and have more interest in child development and educational activities (Cooley
& Unger, 1991).
Although social support systems can provide an avenue for adolescents to
become reconnected there are several obstacles teen mothers routinely face. Not
having the sophistication and knowledge to access numerous agencies and complete
massive paperwork can cause resources to remain unutilized. Attending job training
programs and school become unattainable because of lack of child care or
transportation. Single adolescent mothers living in public housing and on welfare can
24
be stereotyped unfavorably causing even further isolation from mainstream society.
The cumulative effect of financial dependency, low educational attainment, and lack
of job skills can create a lifestyle or culture of poverty which can have long term
consequences.
Involvement in Juvenile Justice System
The juvenile court system was established in 1899 in the state of Illinois. It was
essentially treatment-oriented instead of punishment-oriented through providing
protection and rehabilitation for juveniles. The courts considered juveniles not totally
responsible for their behavior, and that the state had a duty to help socialize its
children (Snarr, 1987).
The justice system is still divided between adult and juvenile, and the crucial
differences are the referral process and options the courts have for punishment and
rehabilitation. Juvenile offenders can not only be referred to juvenile courts by law
enforcements, but also school officials, social service agencies, neighbors, and parents
because of behavior or conditions that are determined to require intervention by the
formal systems for social control (Snarr, 1987).
Juvenile courts have various options to assign offenders based on age and the
seriousness of the crime. Age is a likely indicator of an offenders' intent and
understanding of the gravity of their crime. Youths between the age of 12 to 17 or 18
are thought to be more aware of moral issues, but still considered immature,
thoughtless, and irresponsible (Thomas, 2005). Consequently, juvenile offenders that

25
are sentenced spend time in juvenile facilities rather than adult prisons; and, the
records of juveniles are sealed from police and attorneys once they reach adulthood.
Juvenile court systems can assign probation, commitment to correctional
institutions, and restitutions. In addition, an order of removal from homes into foster
homes, treatment facilities, psychiatric therapy, or special programs aimed at
shoplifting prevention, drug counseling, or driver education can be given (Snarr, 1987;
Thomas, 2005).
Even though juveniles account for only 20% of the total US population they
account for 17% of all arrests (Snyder, 2002). The US juvenile justice system process
over 2.5 million arrests annually and make decisions on nearly 5,000 delinquent cases
everyday (Chung, Little, & Steinberg, 2005). The majority of crimes committed by
juveniles fall under the category of theft including, robbery by force, and burglary of
vehicles, residences, and business. Violent crimes of assault and homicide have
increased in the past decade, but still the least committed of all crimes. Youthful
offenders account for over 40% of all violent crimes, and 50% of property offenses
(Wolford, 1987).
The risk factors and characteristics of young offenders have been researched
thoroughly. It has been established that the majority of delinquents are male and
usually have a combination of problems that are likely to compromise positive youth
development and connect them to mainstream society and transition into adulthood.
These youth usually have poor student performance, mental health problems, use and
abuse illicit drugs and alcohol, have unstable and unsupportive family relationships,
26
live in poverty and crime ridden communities, and lack positive role models or peer
relationships (Hawkins et al., 1998; Chung et al, 2005).
Juveniles that have committed crimes, prosecuted in the court system, and
sentenced have already disconnected from school and society as a whole. Youth that
experiences disconnect from school can create the avenue of juvenile delinquency;
therefore, making the reconnection back to society even more difficult for this
segment of our population.
Youth in the justice facilities are already disadvantaged relative to their peers.
Incarcerated adolescents demonstrate significant academic deficits in reading, math,
written and oral language; and perform well below others their age regardless of their
intellectual abilities (Foley, 2001). Many incarcerated juveniles are marginally literate
or illiterate and have only limited basic math skills (Zweig, 2003). Furthermore, more
than one-third have reading skill below fourth grade, and 17% of juvenile sentenced to
adult prisons have not completed grade school (Coalition for Juvenile Justice, 2001).
It is widely acknowledged that there is a disappropriate amount of learning
disabled youth that represent criminal defendants and adjudicated delinquents. Parents,
educators, criminal justice professionals, and courts are all convinced that a strong
relationship exists between learning disabilities and juvenile delinquency (Keilitz &
Dunivant, 1987).
The school failure theory (Murray, 1976; Post, 1981) suggests the learning
disabilities produce academic failure, and in tum, results in delinquent behavior. This
theory implies a casual chain linking the learning and social characteristics of learning
27
disabled youth to school failure, dropping out, and juvenile delinquency. These
students are usually grouped together, and have negative labeling which prompts
students to learn and engage in troublesome behavior (Bazemore, 1985). This failure
in school may also decrease attachment to school and teachers as significant adults.
The purpose of schooling is defeated by the use of incarceration as a treatment
for students. Most juvenile detention centers, jails, or prison have insufficient
education programs. Youth lose another opportunity to become educated and their
specific needs in the classroom concerning learning disabilities and
emotional/behavior disorders are not addressed or identified. Instead they usually learn
how to be more active and dedicated criminals from fellow inmates (Thomas, 2005).
According to the susceptibility theory (Murray 1976; Post, 1981) children with
learning disabilities possess cognitive and personality characteristics that predispose
them to commit crimes; for example, they lack impulse control, inability to anticipate
the future consequences of actions, poor perception of social cues, irritability,
suggestibility, and they tend to act out.
The mental disturbances among court involved youth is three times as high as
the general adolescent population (Grisso, 2004). Chung et al. (2005) further
documented that more than 670,000 adolescents who are processed each year would
meet diagnostic criteria for one or more alcohol, drug, and/or mental disorder, as
would two-thirds male and three-fourths female detainees.
According to the Office of Juvenile Justice and Delinquency Prevention
(OJJDP), 62% of delinquent males reside in overcrowded facilities; which strains

28
available resources for education, vocational skills, mental health, and safety. The
tensions fostered in this environment among residents and staff incubates an
environment where physical punishment and humiliation to punish adolescents is
evident; along with preventing fights, rapes, and other acts of violence between young
inmates (OJJDP, 2002). The toll of hazardous living conditions reflected over 2,000
physical injuries and 970 attempted suicides during one year in California juvenile
detention centers (Snyder & Sickmund, 1999).
Youth that become a part of the Juvenile Court system cause their family and
school environment will intersect. The majority of youth that are prosecuted are from
families that live in poverty, and go to schools that are failing. Many of these students
are learning disabled, suffer from emotional/behavior disorders, and have
disconnected from schools that failed to identify their disabilities, or have an
environment where academic success could not be achievable. The lack of education
juveniles have when entering the program, and the dismal educational environment
within the detention centers further impacts their ability to acquire knowledge and
skills that enable them to prosper throughout a law-abiding lifetime. The cumulative
disadvantages and multiple barriers created for juvenile offenders can become
insurmountable.
Learning Disabilities and Emotional/Behavioral Disorders
The Individuals with Disabilities Education Act (IDEA) guarantees children
with disabilities access to a free, appropriate education with special education and
related compensatory services designed to meet their specific needs (Land & Legters,
29
2002). Since the implementation of the federal law and subsequent state laws, the
percentage of students in the nation identified as requiring special education has risen
sharply, from 8.3% of all students in 1977 to about 13.7% in 2004, according to the
U.S. Department of Education.
Although many students with LD have average to very high intelligence, they
also exhibit behaviors that can interfere with performance (Steele, 2008). Students
with both LD and emotional/behavioral disorders (EB/D) (a) experience the poorest
outcomes, (b) have the highest level of risk of dropping out of school, and c) exhibit
significantly poorer outcomes as adults (Bauer, Keefe, & Shea, 2001).
The majority of students with disabilities are initially referred for evaluation by
a teacher or parent due to academic or behavioral problems that become evident in
school (Bauer et al., 2001). Some researchers have charged that special education is a
dumping ground for low achieving and behaviorally problematic students (Fuchs &
Fuchs, 1995). Special education is mired with controversy, particularly around the
issues of student placement and program effectiveness (Land & Legters, 2002).
Four times as many boys are identified with LD or EB/D (Bauer et al., 2001).
Boys by far outnumber girls among students identified with EB/D, and are provided
with various public school special education programs and mental health services
outside of the schools (Caseau, Luckasson, & Kroth, 1988).
Green, Clopton, and Pope (1996) reported three factors that led to significantly
higher rates of boys. Teachers: (a) appear to give referrals to students that have the
types of problems that are externalized, or easily seen through their behavior, (b) are
30
less likely to refer if they are doing well academically, a pattern more common in
girls, and (c) are less likely to refer girls because they are more optimistic that girls
with problems will mature.
There is also a disproportional higher prevalence of African-American students
and a low prevalence of Hispanic students. Both over and under representations
suggests problems attributed to their language and cultural differences (Bauer et al.,
2001). Keough, Gallimore, and Weisner (1997) suggest that early literacy experiences,
language, and cultural differences rather than in-child deficits account for over
representation. Problems attributed to language and cultural differences may occur
when children who have learning disabilities are not referred and cause under
representations.
Most teachers work with children with mild disabilities by accommodating or
modifying the general education curriculum to meet the child's individual needs
within the same classroom as regular education students. Special education teachers
instruct students with mild, moderate, and severe disabilities at the elementary,
middle, and secondary school level in separate classrooms.
The various types of disabilities that may qualify individuals for special
education programs include specific learning disabilities, speech or language
impairments, mental retardation, emotional disturbance, multiple disabilities, hearing
impairments, orthopedic impairments, visual impairments, autism, combined deafness
and blindness, traumatic brain injury, and other health impairments. For the purpose of
this project mild to moderate LD and ED/B will be the focus.

31
Cimera (2007) notes that LD disorders have the following general
characteristics:
• conditions that impede a person's ability to perform certain activities, such
as reading, writing, mathematics, speaking, or understanding what is said;
• other conditions, such as mental retardation, sensory impairments, or
behavior disorders are not the source,
• not caused by external or cultural factors; or lack of motivation.
Students diagnosed with LD have at least one type of processing disorder and
have at least one low basic academic skill in reading, writing, or mathematics. (Lerner
& Kline, 2006). Students with visual processing disorder have difficulties with how
visual information is interpreted, or processed by the brain. Students have difficulty
understanding presentations on the board, PowerPoint slides, overhead documents, or
textbooks graphics. Bar, circle, and line graphs that illustrate concepts may also
present challenges with this type of disorder (Steele, 2008).
The inability to place information in memory that resembles objects, places,
animals or people into a mental image is defined as a visual memory disorder.
Students would have trouble memorizing lists or identify parts by looking at an
illustration (Steele, 2008).
An auditory processing disorder interferes with a student's ability to analyze
information taken in through the ears. This is different from problems involving
hearing, such as deafness or being hard of hearing. Difficulties with auditory
processing do not affect what is heard by the ear, but do affect how this information is
32
interpreted, or processed by the brain. Students diagnosed with this disorder struggle
with lectures, discussions, and group work (Steele, 2008).
Students with EB/D demonstrate behaviors that can range from being
distractible, noncompliant, and off-task to fearful, anxious, and socially withdrawn.
Many of these students appear to be unmotivated and disinterested in their schooling,
and can be difficult for teachers to engage them in learning activities. As a result such
students often experience a variety of problems related to education (U.S. Department
of Health and Human Services, 1999).
The study of E/BD has an interesting albeit relatively brief history (Gable &
Bullock, 2004). There are many challenges that need to be addressed for this
population including, (a) providing appropriate identification and assessment to avoid
over and under-representation of different ethnic groups; (b) comprehensive system of
care that incorporates education, mental health, child welfare and other services; and
(c) _classroom instruction that is individualized and emphasize academic and social
development (Fox & Gable, 2004; Shriner & Wehby, 2004).
Students with E/BD characteristically present both behavioral and achievement
problems that interfere with their schooling. Compared to other disability groups,
students with E/BD have lower graduation rates and are less likely to attend
postsecondary school (Bullis & Cheney, 1999).
It is estimated that between 3% and 5% of children have attention deficit
hyperactivity disorder (ADHD), or approximately two million children in the United
States (National Institute of Mental Health [NIMH], 2008). According the American
33
Psychiatric Association [APA], 2000), there are three patterns of behavior that indicate
ADHD (a) students may show several signs of being consistently inattentive, (b) they
may have a pattern of being hyperactive and impulsive far more than others of their
age group, or (c) they may show all three types of behavior.
Students that respond to directions by refusing or respond the opposite to that
requested can be diagnosed with oppositional/defiant disorder. Aggression and passive
aggression are external indicators shown in the classroom. Student that show
aggression show behavior that is intent to dominate others; while passive aggression
exhibit external indicators with refusal, or lack of response and cooperation.
Depression and anxiety appear to be a significant problem among students with
learning disabilities according to Hoy, Gregg, Wisenbaker, Manglitz, and Moreland
(1997). Anxiety is a normal reaction to stress, but when anxiety becomes an excessive,
irrational dread of everyday situations; it has become a disabling disorder (NIMH,
2008). The characteristics of depression for children are similar to those of adults; a
period of at least two weeks during which there is either a depressed mood or the loss
of interest or pleasure in most activities. According to the DSM-IV-TR children with
depression are often seen as irritated, cranky, and sad.
Language Barriers
Limited English proficiency (LEP) is used as an indicator of at-risk status. As
immigration continues to grow the number of students at-risk will likely to continue.
According to Fleichman & Hopstock (1993), over 72% of LEP students nationwide
speak Spanish as their primary language, despite the fact that most Hispanic students
34
are proficient in English. In California the percentage is even higher, and for the
purpose of this project the focus will be Hispanic students. Hispanic students are the
largest language-minority population in California, and represent the largest
population in alternative education for at-risk students.
The diverse population of Hispanic students reflects many countries; however,
66% are of Mexican origin (2000 US Census). Enrollment for Hispanic students has
increased by 150% over the past 20 years (USDE, 2000), and will comprise nearly
25% of total school age children by 2025 (Padron et al., 2002). Public schools have
seen the number of Hispanic students increase dramatically for decades, but as a group
show the smallest educational achievement and the highest dropout rate.
Only 63% of Hispanic students will complete high school compared with 81%
of African-Americans, and 90% of whites. In 1998, 30% of all Hispanics 16-24 years
old were dropouts; which was more than double that of African-Americans and three
times that of whites. In addition, young adults between the ages of 16-24 who do not
speak English well are not likely to enroll in US schools, and if they do are more
likely to drop out when compared to those that speak English well. Furthermore, 32%
enroll in college, and of that small group only I 0% will graduate (Padron et al., 2002).
Montecel (1994) elucidates that for Hispanic students dropping out is part of
the experience of being poor and Hispanic. Scribner (2000) argues that the reasons
behind Hispanic students' higher rate of dropout compared to other ethnicities are
much more complex. Immigration status, living in poverty, and school variables, such
as lack of qualified teachers, inappropriate instructional, and high-stakes testing

35
practices creates a large student population of becoming vulnerable and not achieving
social, education, and employment competence.
Over 75% of LEP students are Hispanic, and a large number of LEP students
also hold immigrant status (Scribner, 2000). Immigrant families and students have
significant health and emotional needs as a result of trauma from transitioning country
of origin to new living arrangements. Immigrant students are also highly transient
which makes instruction difficult often because students arrive late and leave early in
the school year (McDonnell & Hill, 1993). Land and Legters (2002) indicate that LEP
students experience significant gaps in schooling missing as much as two years of
school since the age of six. In addition, other factors like family dislocations, mobility
with school districts, new school curricula, changing roles of family members, and the
uncertainty and stress from living in poverty create an unstable school experience.
Students that are both LEP and immigrants are two times more likely to live in
poverty. Immigrants are likely to live concentrated in poor disadvantaged
neighborhoods; over half live in central cities of metropolitan areas, and others live in
rural and isolated communities (Padron et al., 2002). Almost half of Hispanic students
under the age of 18 live in poverty, and reside in cities, immersed in communities that
experience high and sustained poverty where the most serious educational problems
exist (Garcia, 1994).
Schools in disadvantaged communities have a plethora of problems including
being poorly maintained, structurally unsound, underfunded, have a lack of
technology, and are frequently staffed with unqualified teachers. Many professionals
36
in the field of education argue that the most serious concerns for Hispanic students are
a lack of basic funding for programs that address cultural and sociohistorical needs,
along with political opposition to programs for linguistically diverse students
(Melendez, 1993).
Looking beyond the deficit model where an individual student, family, and
ethnicity are the root cause of academic failure, there are school variables that can
create a further disconnect from academic achievement. Lack of qualified teachers,
inappropriate instructional, high-stakes testing practices, and at-risk school
environments are all variables that cause a disappropriate number of students who fail
to complete school.
Teachers of LEP students must address acquiring a second language, and
learning traditional academic content. Nearly half of teachers that are assigned to
Hispanic LEP students' have not received proper training, even though 56% of all
teachers have at least one LEP student in their classrooms (Garcia, 2002). As of 2006,
all credentialed teachers in California needed to be trained in teaching bilingual and
crosscultrual students by completing the requirements for a Clear Crosscultural,
Language and Academic Development (CLAD) certificate. Gamoran (2007) indicates
that fewer than 20% of teachers felt qualified to teach LEP students.
Unqualified teachers lead to inappropriate teaching practices for Hispanic
students. Teachers are found to rely on a pedagogy of poverty instructional practices
which include lecture, drill and practices, remediation, and student seatwork consisting
of mainly worksheets (Waxman, Huang, & Padron, 1995). The focus of low level
37
skills and passive learning are found where teachers spend the majority of their time
explaining rather than questioning, cueing, or prompting students' responses. Students
are not encouraged to help themselves or each other, are typically involved in whole
class instruction, and are not involved in verbal interactions with teacher or peers.
In 2002 President George W. Bush signed the NCLB Act that raised the bar of
academic standards for disadvantaged students by holding states and local education
agencies accountable. Raising standards without improving instruction further
penalizes language minority students. Students are routinely assigned courses based on
standardized testing, and are enrolled in curricular programs that make high school
completion a distant goal, and college almost impossible. Poverty, poor health, and
social problems have made it difficult for Hispanic students to improve their
educational status.
Behaviors and Influences that Lead to A Disconnect from School
Students that experience more than one risk factor or characteristic of being
disconnected from society, education, and public agencies become even more
vulnerable to risky behaviors and outside influences. The disconnection between
students and the conditions designed for their learning creates marginality. Marginal
students are caught in a condition of strained relations with school and persistent
struggles with learning. Disconnection is a critical step in developing habits and
attitudes that make marginality a way of life (Sinclair & Ghory, 1992).
Long before a student drops out of school, at-risk students develop behaviors
which further hinder their education. They may cause disruptions in class, skip school,
38
work long hours on a job, or abuse drugs or alcohol. Dropping out is the last stage in a
process which begins long before the decision to leave school (Kronich, 1997).
Problematic behaviors are not an individual's total personality and behavioral
repertoire instead they can be responses to how a student perceives their environment
and to how they are being treated. Much of the focus of the research directed to at-risk
students has been centered on the negative outcomes resulting from behaviors such as
habitual truancy and substance abuse instead of why students select these behaviors
and influences that further disconnect them from school.
Alcohol and Drug Abuse
More than 50% of high school students use alcohol more than once a week
(Wong, Weist, & Trembath, 1998. The frequency of alcohol use among students is
becoming a rite of passage for both genders, diverse populations, varying student
status and school environment. Still some students abuse alcohol and other drugs
causing a major barrier as they try to complete high school.
In general, the earlier the involvement in drug use the higher the rate of leaving
school early. Also, the more socially unacceptable the substance is, the stronger the
association with leaving school (Merrill, Fox, Lewis, & Pulver, 1994. Putnam, Malia,
& Streagle (1997) further reports that prior use of cigarettes, marijuana, and other
illicit drugs at any age increases the propensity of both sexes to dropout.
Personal or family problems are frequently exacerbated by alcohol and other
drugs; such as, difficulty with money, drinking and driving, ruined friendships, job
loss, and academic failure. Students at risk of dropping out of high school are
39
particularly vulnerable to abusing alcohol and other drugs. The involvement with
alcohol and other drugs may be influential in a students' decision to leave high school
or in whether they are dismissed by school authorities.
From direct violation of school drug policies to more subtle effects on
concentration, judgment, and lifestyles students who become involved in drugs are
disconnected from school. Students may resort to selling drugs as a way to make
money quickly, or some students spend all of their time partying and having a good
time (Putnam et al., 1997). The social control theory (Empey & Lubeck, 1971)
suggested that delinquency will increase among students as their attachments and
commitment to school diminishes. Teenagers may experience economic incentives to
commit crimes, especially theft, if they anticipate that their poor academic record will
make it impossible to achieve aspired levels of occupation, prestige, or income.
Many serious life problems experienced by young people are related to their
use of alcohol and other drugs; arrests and other illegal activities cause problems for
many including assaults, burglary, stolen vehicles, weapons charges, runaway, and
driving without a license. These offenses are usually done under the influence of a
substance, and for the purpose of financing this lifestyle.
Truancy
The decision for a student to live the lifestyle of hanging out with friends and
engaging in negative lifestyle behaviors instead of attending and completing school is
a highly complex interaction among the student, school, and classroom variables
(Guare & Cooper, 2003). Students are consumers and make rational choices on
40
whether to reject school or not. Students that have learning disabilities, repeated
academic failure and isolation, or consistent family disruptions and dysfunctions may
resort to sabotaging their own learning, grades, and futures by acting out and
completely checking out of the school system by not attending school on a regular
basis. The influence of peer pressure can be a great weight on adolescents to fulfill the
need for acceptance, rebellion, and an easy attractive avenue of misbehavior. Finn
(1989) points to student's attendance, involvement, and success as closely related to a
sense of belonging or engagement combined with participation.
The deficit model focuses on the shortcomings of the student, their family, and
ethnicity; however, the school and society have shortcomings that influence a child's
decision to come to school. Truant students respond to the rules and norms of the
school environment, and make rational decisions based on (a) the importance of the
lesson or course of study to their grades, (b) the boredom level with curriculum, (c)
their chances of getting caught, (d) the likelihood of having parents being contacted if
caught, and (e) the punishment, if any, by school officials (Guare & Cooper, 2003).
The serious effects of truancy on students and society lead to the interruption
and deterioration of learning, academic failure, and the loss of credentials which are
necessary for future success. Truancy like other negative school behaviors causes and
reinforces a downward spiral. The more time missed the further behind a student
becomes; which gives less incentive to attend. Guare and Cooper (2003) summarize
that failure to attend class breeds failure to achieve, which breeds a disincentive to
continue the educational process.

41
Family
Student's academic success seems to be more affected by family climate and
culture than material circumstances and class position. Parent values and norms have
significant influence on the behavior of adolescents and are particularly important
because the culture provided in the home provide a form of regulation or control that
extends into other contexts in which they participate (Elliot et al., 2007). Youth who
have family relationships that have clear behavioral expectations, monitoring and
supervision, parental warmth and good communication promote behavioral and social
competency and good decision making (Smith, Dumas, & Prinz, 2006).
When parent values and norms are consistent with those found in the school,
peer networks, neighborhood, workplace, and larger community they become more
legitimized and more powerful influences on a child's behavior. When inconsistencies
happen between the family, neighborhood, and school the message of pro-social
values are less effective. The parallel between neighborhood and family norms can
have a positive or negative effect on a students' academic success.
Parents use income to select the neighborhood and neighbors they co-socialize
with, and when families live in disadvantaged neighborhoods the culture of poverty
can cause other additive risk factors towards a student becoming at-risk of not
graduating from high school.
Lack of economic and social resources. Income is related to the quality of
physical and learning environment established in the home. Children's academic
achievement has been show to be influenced by many family factors; including,

42
resources, dysfunction, and parenting practices. Each of these factors can be
influenced by the economic level of a family which can shape a families culture and
climate.
The economic and social resources provide the primary family-level resources.
Living in poverty creates added stress from difficulties of providing basic needs,
health care, and educational needs; which can impair parents in their ability to provide
a safe, healthy, nurturing environment, and a sense of efficacy. Living in poverty leads
to social isolation and few social resources to facilitate and support parents'
socialization and management.
Social resources include parental education, and there is some evidence that
education may have even a stronger influence on a child's development than income,
particularly on education performance and quality of learning environment (Elliot et
al., 2007). There is also evidence that parents' education is linked to positive child
development through an increased feeling of personal efficacy which can offset some
of the stressors of poverty and a higher quality of parenting (Bandura, 1995). Social
resources also include informal social relationships, friends, and family that support
parent efforts to establish a good learning environment by teaching positive skills and
attitudes.
Home environment, parental involvement, and parenting practices. The
environment in the home can become dysfunctional when there is family disruption
and negative or no parental involvement. Family disruptions are experiences and
conditions that occur that may disrupt the normal environment and quality of
43
caregiving, such as parental depression, prolonged illness or unemployment, chronic
arguments and fights, and separation or divorce (Elliot et al., 2007). Families in this
environment have increased levels of stress, can be less resourceful, and become more
vulnerable causing the quality and effectiveness to have adverse effects in a child's
development.
The affect of family disruptions and conflict on developmental outcomes
decrease with age and is strongest in early childhood (Elliott et al., 2007). However,
negative or no involvement during adolescence increases the likelihood of a child not
completing school.
A parents' involvement in problem behaviors such as criminal activity,
drunkenness, drug use, cheating, and lying is one of the best predictors of child
involvement in the same behavior (Elliott et al., 2007). Parents' involved in negative
behaviors and lifestyles can lack the ability to provide parental support for learning.
Academic performance and successful school completion is linked to parents
providing academic and motivational support within the home. Some studies suggest
that motivational support for learning play a key role in student success and may be
more important than providing academic support such as helping with homework or
various assignments (Lehr, Clapper, & Thurlow, 2005).
Parenting practices vary across ethnicities and economic status; however,
parental strategies for adolescents have been widely researched. Consistent guidelines,
expectations, rules, and disciplines; support for autonomy; warmth and positive
affective climate; and parental involvement create higher social competence in school.
44
At-risk students that are disconnected from society and school usually are from single
parent homes where the mother is the head of the household. This factor gives these
families a higher chance ofliving in poverty, parents with low-educational attainment,
recurring family disruptions.
Community
Some communities or neighborhoods are good places to raise children. Living
in these areas increases the chances that children will grow to be healthy, responsible
and productive adults. However, other neighborhoods are bad places to raise children
where they are exposed to violence, dysfunctional lifestyles, negative role models,
poor quality schools, and lack the positive experiences necessary to be a part of
mainstream community life (Elliot et al., 2007). As the social fabric of American
community life has deteriorated, there has been a breakdown in neighborhood quality
that is directly responsible for the high rates of youth crime, substance abuse,
unemployment, teenage pregnancy, and welfare dependence that characterize many
inner-city neighborhoods (Seccombe, 2007).
The demographic composition of a neighborhood is the collective
characteristics of persons and families living there; for instance, the proportion of
residents who are children, retired, unemployed, poor, married, on welfare, parents of
young children, or the primary language spoken at home (Elliot et al., 2007). Poor
quality neighborhoods are characterized by excessive numbers of children per adult
resident, population turnover, and the concentration of female-headed families
(Seccombe, 2007).
45
The demographic composition of a neighborhood also constitutes the types of
houses, landscaping, the variety of stores, sidewalks, vacant lots, and where children
can play or teenagers can hang out are considered the physical environment of a
neighborhood. The physical condition of the environment can determine the quality of
the neighborhood. Uncollected trash, disrepair and abandoned buildings, or littered
and vandalized open spaces are examples of the deterioration of neighborhoods.
Families that live in disadvantaged communities may live in damp, dirty, crowded,
dangerous, and disease-ridden housing that may lack proper cooking or sanitation
facilities (Joint Center for Housing Studies, 2003).
Climate and Culture
A prevailing normative climate in most neighborhoods is embodied by
boundaries of acceptable behavior and expectations for achievement and attainment of
specific goals. The culture that emerges within a neighborhood defines what is valued,
expected, and what is threatening or prohibited; furthermore, measures how to reward
or punish behaviors. The promotion of identifiable social practices, values, and
behaviors are set in the culture, and accounts for the transmission of lifestyle from one
generation to another (Elliott et al., 2007).
Culture of a neighborhood goes beyond the norms, values, and beliefs;
perceptions of opportunity; symbolic meanings, and overall organization are included
in the content of socialization within a social system. Formal networks such as
schools, recreation facilities, churches, local businesses, health-care services,

46
transportation, police protection, and sanitation services provide the mechanisms for
generating, enforcing, and promoting shared understandings (Elliott et al., 2007).
The effectiveness of networks in a community is linked to economic resources,
political influences, and residential stability. Students that live in disadvantaged
neighborhoods are directly affected by the capacity and quality of formal institutions
which are charged with delivery of basic services.
The lack of spending power in these communities causes local businesses such
as grocery stores or banks to leave for more profitable neighborhoods. Fewer
opportunities for after-school programs, churches, and social services are evident.
Clinics and hospitals are physically distant. Child care, preschools, public school, and
recreational facilities are poorly staffed and in need of repair. The continuity and
progression of the learning environment in class and parental involvement in school
are fractured because of the high rate of student mobility. Students living in
disadvantaged communities are affected by the ineffectiveness of institutions to
maintain high quality, and sustain a physical presence.
School
Past research on deficit models of education for at risk students suggests that
individual children, their families, and their ethnic groups are deficient rather than the
circumstances they live in (Padron et al., 2002. Educators have now begun to argue
that school systems, school programs, and organizational and institutional features of
the school environments contribute to the conditions that influence student academic
success or failure (Kagan, 1990).

47
Fizzell & Raywid (1997) continue the argument that the problem does not lie
solely within the student; instead they believe that the traditional system of education
is ineffective in meeting the diverse and rapidly changing needs of students in today's
society. Students failure to learn and grow is not solely the child's fault, but instead
the system in which they come to needs to be further analyzed, as well as, the adults
responsible for it (Quinn, Poirier, Faller, Gable, & Tonelson, 2006).
School Culture and Climate
A variety of other school-related factors place students at risk for academic
failure. The school culture and climate can vary across schools, staff, and
administration. The educational climate of a school depends on several factors;
including, effective control of student traffic in halls and stairways, mutually caring
and respectful relationships between adults and students, teacher and student
expectations for academic achievement, and faculty morale and energy (McPartland,
Balfanz, Jordan, & Letgers, 1998). Elliot et al., (2007) also include the level of
intellectual demand or challenge imposed on students, the degree of respect teachers
have for their students, the extent to which students are encouraged to participate, and
the general perceptions of fairness in grading and treatment in the classroom.
Teacher perceptions can be powerful influences on student outcomes. Past
perceptions of student behavior and achievement can lead to current expectations of
students as they reach high school. Expectations can be communicated to the student
through verbal and nonverbal interactions resulting in student behavior and

48
achievement that may eventually conform with expectations, or "self-fulfilling
prophecy" (U.S. Department of Education, 2000).
Much like culture in anthropological terms the culture of a school reflects the
values, norms, beliefs, moral evaluations, perceptions of opportunity, symbolic
meanings, and rituals of daily life. The culture of students that attend high poverty
schools reflect the culture from which the neighborhood they live in. Elliot et al.
(2007) associates the characteristics of the neighborhood immediately surrounding the
school, the neighborhoods from which the school draws it students, and the
characteristics of the families of those students, all combine to influence the school's
social and academic environment and culture.
High Poverty Schools
The sociodemographic characteristics of a school is the concentration of
students living in poverty in the school, as well as, large class sizes, sizeable school
population, and an urban location defines an at-risk school, or high poverty school. A
vast amount of research has shown that students that attend high poverty schools are
more likely to experience academic failure.
Funding for public schools in most districts is derived in part from local
property taxes; therefore, property values affect school budgets and influences the
quality of public education in a community (Land & Letgers, 2002). Students that
attend schools located in high poverty locations have fewer financial and human
resources.
49
Inequality is the most pressing problem facing U.S. educational system. It is
evident not only between districts, but also within districts and schools where students
of different social backgrounds attain wide variety outcomes (Garnoran, 2007).
Students in high poverty schools tend to have lower grades in reading, language arts,
and mathematics; and are more likely to be retained.
The clustering of at risk students in high poverty schools has proportionally
lower funding, and salaries and teacher qualifications reflect this. At-risk students
need more remedial courses, and extra help from counselors, teachers, and aides as
well as, high morale among staff members.
The current public school classroom still averages around 30 students, which is
too large for the tremendous social and academic problems at-risk students bring into
the classroom (Reglin, 1993). Smaller class sizes have the largest impact on
disadvantaged students; they provide (a) more one on one contact with the teacher, (b)
more opportunity to participate in learning activities, (c) there are fewer distractions,
and (d) there are fewer opportunities for students to disengage (Ferguson, 1998; Land
& Letgers, 2002).
Conant (1959) recommended that consolidating districts and schools would
expand the math and science curriculum and make them more efficient as a result
larger schools high schools where 2,000 students or more have become the norm.
Large schools are less personal, more alienating, and less effective in educating
students, but are more cost efficient and offer greater curricular diversity than small
schools (Land & Letgers, 2002. In large high schools, at-risk students are prevented
50
from receiving the attention they need from school personnel and peers. Some are
unable to identify with the larger social system because they are unable to exercise
their own powers or express their own personality (Munoz, 2000).
School location is related to student academic achievement. Students who live
in a large city are at greater education risk than students in rural or suburban
communities (U.S. Department of Education, 1992). Students that attend large urban
schools are less likely to graduate on time or at all, be unemployed later in life; are
taught by unqualified teachers; and have more physical conflicts with peers and
teachers (Land & Letgers, 2002).
Neighborhood crime rates and measures of community disorganization are
among the best predictors of school violence (Laub & Lauritsen, 1998). The threat of
violence and actual violence among students at school can be emotionally and
physically harmful to students and cause them to avoid school (Kingery, Coggeshall,
& Alford, 1998). According to The National Center for Injury Prevention and Control
(2006) the United States has the highest youth homicide and suicide rate among
developed nations. For youths 15 to 19 homicide is the second leading cause of death,
and suicide is the third; furthermore 16 million adolescents in the US have witnessed
some type of violent assault, including up to 95% of inner-city children (Carter, 2004;
Snyder, 2002).
Alternative Education for At-Risk Students
With the growth of alternative education programs comes the challenge of
defining alternative education. In 1994, Raywid developed a three level classification

51
for categorizing the range of programs available in the United States. Type I schools
are for those students who choose to attend because the emphasis is innovative
programs and strategies. Type II schools are known as last chance schools that are
typically for students that have been expelled from a traditional school. Type III
schools are categorized as remedial and therapeutic in nature.
In an attempt to better capture the complexities of alternative education,
Raywid (1998) further defined the three-level structure. Alternative education was
further classified into what component would be changed. Change-the-student
programs attempt to fix the student in temporary placements that are highly structured
and contain therapeutic components. Change-the-school programs offer highly
innovative schools that focus on changing the curriculum and instruction, and offer a
positive school climate. Finally, the change-education-system programs attempts to
make system wide changes including the small school movement or school within a
school (Quinn et al., 2006).
For the purpose of this project, Type II schools will be the focus; in addition to
a combination of change-the-student, and change-the-school alternative programs.
These programs are identified for students that do not "fit" in a traditional school
setting. The emphasis is on behavior modification and different teaching pedagogy.
These programs are meant to be temporary, but most often become permanent as the
students that thrive in these settings do not succeed when returned to traditional
settings (Foley & Pang, 2006; Quinn et al., 2006).

52
Alternative programs such as continuation high schools were created for
students who have been dismissed from comprehensive high schools, and given
another opportunity to graduate from high school in a different setting. There is a gap
in literature on programs like continuation high schools regarding the effectiveness,
and supportive role in the educational system for the increasing number of students
that are dropping out of school, and becoming disconnected from society as a whole.
Kelly (1993) argues that alternative programs especially those provided for at-risk
students are viewed as a second rate remedy for individuals rather than institutional
failings. Consequently, perceptions and stereotypes the community has about
continuation high schools further stigmatizes students, parents, and teachers that
participate in these programs.
Continuation high schools often reflect and maintain stigma because the few
community members that interact with schools are police, social welfare workers,
judges, substance abuse counselors, and probation officers (Kelly, 1993). Continuation
high schools also have few opportunities to generate positive publicity since they lack
athletic teams and college preparatory courses or activities. Furthermore, mass media
reinforces negative stereotypes by equating student enrollment in a continuation high
school is evidence of criminality. Administrators, parents, and others portrayal of
continuation high schools cause young people to fear them, and once enrolled there
feel the stigma attached seeing it as a school for "bad kids" (Seyaki, 2001).
53
"Push outs" and "Pull outs"
Almost all students may be at risk of becoming at least temporarily
disconnected from full and productive involvement in classrooms and schools.
Regardless of sex, race, family structure, or economic background, students' can
become marginal and disconnected although these variable are evidenced to increase
the likelihood (Sinclair & Ghory, 1992).
Students that become at-risk of not graduating have cultural, social, and
educational reasons that contribute to the decision of dropping. Researchers point out
that the term dropout itself is potentially misleading because it implies a single
decision to leave school, and that the student is the sole decision maker. Bickel, Bond,
& LeMahieu (1988) indicate that instead of dropping out students either "fade out"
after feeling alienated from school; "pushed out" by school personnel who do not want
to contend with behavior or truancy problems; or "pulled out" by more important
demands on their time such as parenting, supporting elderly family members, or
negative community influences like gangs.
Continuation high schools serve the "push outs" who have been dismissed
from comprehensive high schools (Gillespie, 2002). Students that exhibit disruptive
behaviors and habitual truancy experience a string of exclusionary disciplinary
methods that grow in severity; referrals from teachers, calls home, warnings from
administrators, after school detention, Saturday school, suspension, and with the most
severe infractions being expulsion. Expulsion from a school district is the most
difficult discipline action to attain yet, the education of any child is still the
54
responsibility of the district. Students expelled will be offered placement in another
district or alternative setting within the same district.
While expelled students are enrolled in continuation high schools
involuntarily, there are many instances where a student is voluntarily "pushed out".
Attendance and discipline problems, as well as major deficiencies in units of credit
toward graduation are reasons administrators and counselors convince parents to
choose a voluntary transfer.
Continuation High Schools
Continuation education is a high school diploma program designed to meet the
needs of students 16 through 18 years of age who have not graduated from high
school, are not exempt from compulsory school attendance, and are deemed at risk of
not completing their education (COE, 2008). Students enrolled in these programs are
deficient in credits, exhibit behaviors not conducive in the comprehensive high school
setting, have habitual truancy issues, and others may need a more flexible environment
because of employment or other family obligations. Students are referred on a
voluntary or involuntary basis, and must have a minimum attendance of 15 hours per
week or 180 minutes per day. In addition to the required academic courses for
graduation many schools have supplemental programs including; support for foster
youth, child care and support for pregnant and parenting students, substance abuse
counseling, and diversion from the criminal justice system.
Funding for both comprehensive and continuation high schools are based on
regular average daily attendance. Because continuation high schools have a much
55
smaller student population and greater need of resources for the at-risk population
additional funding referred to "necessary small continuation high school foundation
funding" is provided (CDE, 2003). In 2005 the implementation of the Assembly Bill
(AB) 825 Categorical Education Block Grant provided even more funding for
continuation high school.
A Brief History
Throughout the early 20th century compulsory education laws were lax
concerning age requirements, curriculum, and length of school day and year. When
corporate and labor organizations expressed a need for more prepared individuals for
industrialized employment, President Woodrow Wilson signed the Vocational
Education Act ( 1917) which stipulated that no less than one-third of the education
budget would be dedicated to schools that served workers between the ages of 14-18.
Continuation high schools, also known as part-time schools or vocational
schools focused on curriculum that developed occupational skills for boys and
homemaking skills for girls (Kelly, 1993). These students attended classes for three to
four hours a day, and then carried a substantial workload by contemporary standards
(Tierney, 2001). Children of foreign born parents were significantly represented at
continuation high schools, and in cities with a high immigrant population surveys
estimated over two-thirds concentration (Kantor& Tyack, 1982). Many of these
children attended continuation high schools so that they could supplement their
family's income. However, some were placed in these schools based on racially biased
intelligence tests that funneled ethnic minority children into placements with less
56
rigorous intellectual standards (Bolon, 2000). Also, students that were disciplinary
problems at comprehensive school, or had a history in the judicial system may have
been placed there in order to help learn and adopt "moral expectations" (Kelly, 1993).
In 1919, California enacted the part-time education law requiring high school
districts to establish and maintain classes for minors that did not attend school full
time. This group of students that left full-time school to help support themselves and
family began continuation high school education in California (Eales, 1973). By 1929
continuation high schools served about 34% of the nation's school-aged children
(Kelly, 1993).
Many variables occurred that shifted curriculum away from vocational training
and instead mirrored a diluted version of regular education. In 1924 the Immigration
Act restricted non-Northwestern Europeans from entering the country which began to
change the ethnic landscape of school aged children (French & Moore, 2003). The
Great Depression in 1929 caused a collapse in funding for alternative programs in
order to boost allocations for regular education (Kelly, 1993). In addition, the
beginning of World War II created another option for boys as they served in the armed
forces. As the 1930s progressed girls outnumbered boys in attendance at continuation
high school for the first time; and despite the steady increase in overall school
enrollment, the continuation high school population steadily declined until the 1960s
(Johnson, 1981). From 1947 through 1965 there were not any significant changes that
occurred in educational laws concerning continuation high schools (Johnson, 1981).

57
Review and Reform
During the early 1970s alternative education programs experienced a surge in
student enrollment. According to Kelly (1993), some states increased as much as ten
times the number of students in alternative education from the 1950's. Nationwide
continuation high schools grew from under 50 in 1964 to over 1,000 by 1974 (Young,
1990). The increase in student population may have been a response to political, social
and cultural changes, along with reforms in continuation high school education.
The California state legislature reformed education laws that further defined
the student population, their needs, and the purpose of continuation high schools. In
1965, students could no longer be suspended for more than ten days per school year
unless first transferred to a continuation high school. This created an expectation that
continuation high schools were to serve students that comprehensive schools were no
longer willing or able to work with (Eal es, 1973). Beginning in 1967, teachers holding
standard teaching credentials with specialization in elementary teaching were able to
teach elementary level reading in continuation high school. This change in California
education codes indicated that continuation high school students were below grade
level in reading skills (Johnson, 1981).
The combination of the 1968 Brown vs. Education Supreme Court ruling to
immediately desegregate schools, the Civil Rights Movement, and blacks migrating
from the south for job opportunities in the North and West made subtle changes in the
ethnic composition of most schools. Many students were "pushed out" because
58
integration or "infiltration" threatened security and exaggerated anxiety among White
parents and educators (Sagor, 1999; Tumin, 1958).
In 1970, school districts were able to contract with each other to serve the
increasing need for students enrolled in school part-time for various reasons. The
California state legislature in 1971 declared the intent of continuation high school
education in more functional terms. California Education Code Section 5950 provided
for the establishment and maintenance of continuation high schools, as well as serving
the needs of special education students by providing:
1. an opportunity for the completion of the required academic courses
necessary for high school graduation;
2. an individualized instructional program involving occupational orientation
or a work-study combination that can include guidance, placement, and
follow-up;
3. specially designed instruction and intensive guidance services required for
those with behavioral or severe attendance problems;
4. or, a flexible program combining all these features.
The curriculum within continuation high school changed further away from
vocational skills to an alternate avenue for students to complete high school. In 1972
an equivalency proficiency exam was established for students 16 years or older who
attended continuation high school or an occupational program. Students that passed
the exam would receive a certificate of completion which would be equivalent to a
high school diploma.

59
Current Trends
The passage of the No Child Left Behind act (NCLB) in January of2002 made
school districts more accountable in closing the achievement gap. The California High
School Exit Exam (CAHSEE), established in 1999, required all high school students
beginning with the class of 2004 to pass the test in order to earn a high school
diploma. The CAHSEE exam satisfies the requirement ofNCLB, but consistent with
the achievement gap that persists in the United States, the majority of the students who
failed this exam are African-Americans, Hispanics, English language learners, special
education students, or any student from low-income backgrounds (Townsend, Flisher,
& King, 2007).
Beginning in the 10th grade students are offered the CAHSEE, which focuses
on math and English skills, and are required to take the test until both sections are
passed. Each time a student must repeat the exam, their view of the test being a major
barrier to graduating increases. In a 2006 independent evaluation of the CAHSEE,
repeat test takers were surveyed to measure the certainty rate of graduating from high
school. Only 75% of 10th graders that were repeat test takers felt certain that they
would graduate; however, this certainty rate dropped to 63% among 12th graders
(Wise et al., 2006).
Characteristics
In the 2006-07 there were 521 continuation high schools in California serving
approximately 68,000 students (CDE, 2008). There were 81 continuation high schools
designated as Model Continuation High Schools in California. These schools were

60
supported from their districts, and had Western Association of Schools and Colleges
(W ASC) accreditation: They offered small class sizes, individualized learning plans,
intensive guidance, strong parent involvement, enrichment programs, expectations of
high academic performance, and attendant student outcomes including graduation and
advancement to postsecondary education and meaningful careers (CDE, 2008).
Program management. Site-based management is defining characteristic of
alternative education programs (Franklin, 1992; Raywid, 1983). The majority of
continuation high schools' are held in off-campus facilities, and are closed campuses
(Foley & Pang, 2006). A small percentage of programs utilize the same building as
traditional schools or on community college campuses.
Various parameters of these programs such as, admissions, coursework,
behavior standards, and integration of support services are authorized by
administrators and program personnel (Foley & Pang, 2006). Continuation high
schools have a high level of autonomy over curriculum, course offerings, grading and
evaluation, instructional methodology, and student behavior standards (Lange &
Sletten, 2002).
Program facilities. Many continuation high schools do not meet the physical
needs of an innovative program. Many of these schools are housed in "hand-me
down" buildings (Gregory, 2001). The inadequacy of physical facilities has been
identified as an ongoing concern by educators (Gregory, 2001). Accessibility to
physical education facilities, science laboratories, computer labs, and libraries are
often limited (Foley & Pang, 2006).

61
Program supports and services. Less than one-third of continuation high
schools have programs that actively involve or support parents such as, advisory
committees, prepared newsletters for parents, parent support groups, parent training,
and parent-teacher associations (Foley & Pang, 2006).
The predominant educational program provided for students is general
education high school curriculum. Work readiness, vocational education, General
Education Development (GED) preparation, remedial math and English support, life
skills instruction, independent study, and college level coursework are other programs
that can be offered to students depending on resources. Students can also take
advantage of concurrent enrollment in community college and/or adult education.
Collaboration with community services to support the education needs of
students is mostly evident with the juvenile justice system through probation officers
and truancy officers. Community health and social services can be utilized through
work-study, service learning, and mentor programs. Also, child care services and pre
schools can also be available for teen parents.
The predominant educational support services provided in these programs are
offered by social workers and counselors. In addition, paraprofessionals, school
nurses, school psychologist, and vocational educators are overwhelmingly utilized on
campus (Foley & Pang, 2006). Incorporating special education services to meet the
educational needs of youth with disabilities is necessary since national data
approximates over a quarter of students qualify for those services (Kleiner, Porch, &
Farris, 2002).
62
Student population. The vast majority (90%) of students are between the age of
16 to 18 years of age, and 66% of students are male (CDE, 2008). Over two-thirds of
this student population lives in poverty (Kelly, 1993). The ethnic and socioeconomic
makeup of continuation high schools are representative of the demographics of the
community (Foley & Pang, 2006).
The overarching variable of poverty is evidenced with the issues, behaviors,
and influences the student population exhibits such as, connection with the foster care
system, juvenile justice system, and teen pregnancy or parenting. Continuation high
schools serve a large portion of students with disabilities, predominately youth with
emotional and behavior disorders (Foley & Pang, 2006). Other disabilities like
learning disabilities, mild mental impairment, and attention deficit disorder with or
without hyperactivity is an increasing portion of the student population (Foley & Pang,
2006).
Attendance and behavior problems often are associated with learning
disabilities and considered secondary to the frustrations involved in the school
experience. However, for the most part the primary areas of difficulty for continuation
students is with attendance and behavior problems, and existence of learning problems
has been either unidentified or ignored (Gillespie, 2002).
History of social-emotional problems, truancy problems, and home school
referrals were the three most frequently reported admission criteria for entry into
continuation high schools (Foley & Pang, 2006). Saunders and Saunders (2002)
reported in a study on California continuation high schools that 57% of students had
63
issues with absenteeism, 47% because of low academic performance, 36% because of
suspension and expulsions, and 27% for classroom behavior problems.
School staff and leadership. According to the NCLB act, highly qualified
teachers should be in every classroom, especially those serving students living in
poverty and at-risk of not graduating. Comprehensive high schools teachers must hold
a degree and pass exams in the specific subject they are teaching. However,
continuation high school teachers can hold a general secondary teaching credential in
a specific subject area much like the requirement for middle/junior high school
teachers.
The recruitment of administrators and teachers tend to reflect and maintain the
continuation high school's stigma. Principals usually have served as vice-principal in
charge of discipline at a comprehensive high school; school districts tend to use the
continuation high school as a proving ground or way station for administrators who
either have "higher" aspirations for a principal position at a comprehensive high
school or as punishment (Kelly, 1993). Whether proving ground or punishment, these
recruitment patterns usually ensure a turnover of principals about every two years
(Kelly, 1993).
Continuation administrators are expected to oversee independent studies, GED
preparation, pregnant minors, and opportunity classes for students under age 16, and
other programs and duties that are associated with at-risk students (Kelly, 1993). Since
the student ratio is much smaller than comprehensive high schools, funding for
additional support administrators is usually not justified.

64
A common belief against continuation high school educators is that they are
much like the students who are not there by choice. Kelly (1993) found that teachers
in alternative education tended to be disengaged from regular education, and placed
there as a disciplinary action. According to Foley and Pang (2006) teacher recruitment
is much more complex than simply disciplinary action, as continuation high schools
attract teachers who are critical of mainstream schools, and their beliefs are reinforced
by continuation students' generally negative experiences in comprehensive high
schools which cause them to be more apt to be student advocates.
Outcomes. Continuation high schools provide students with academics and
other services that derive from a supportive educational environment to minimize the
number of students dropping out of high school. Other student outcomes include:
recovery of out-of-school youth, increased student retention, increased graduation
rates for students at risk of failure of completing high school, learning gains for
students that are significantly behind in credits, education services and support for
foster youth, diversion from the criminal justice system, support for pregnant and
parenting students, and substance abuse counseling (CDE, 2008).
Project Based Learning
At-risk students have disconnected from school for various reasons however,
motivation can be a key component to decrease the high school drop out rate. The
research on PBL has been researched systematically, and shown to increase high-order
thinking. Adding technology to this teaching philosophy brings students more

65
opportunity to gain information, connect to the changing world, and utilize skills and
experiences brought into the classroom.
Students that are at risk of not completing high school usually have low self
esteem from persistently low academic achievement (Carr & Jitendra, 2000). Students
have lacked intrinsic and extrinsic motivation in the traditional classroom because of
the possible mismatch between student needs and the curricular expectations. Planning
individual goals and curricula can be done with PBL with integrations of technology,
academic skills, and structured reflection (Carr & Jitendra, 2000; Cairn & Kielsmeir,
1991 ).
In order for PBL to be truly effective in the classroom the teaching philosophy
must reflect a new mind-set towards learning and teaching. Also, changing the set of
expectations and skills for teaching in this environment are necessary. In a PBL
classroom the teachers becomes a facilitator or advisor instead of a deliverer of
knowledge. Teachers must learn to share the power and decision making with the
learner.
In order for learners to build metacognitive skills the teacher must be capable
of understanding how they themselves learn by having reflective intelligence and
understand mindfulness (Newell, 2003). Expertise in at least one discipline and a "felt
meaning" for others with the ability to connect academic material to authentic uses is
essential (Caine & Caine, 1994). Discipline is a secondary concern because learning is
organized around meaningful projects and activities. Newell (2003) summarizes that
the discipline is one oflow threat and high challenge. PBL classrooms must have
66
established, orderly processes, routines, and procedures within a learning environment
where students take responsibilities, keep a sense of order, and challenge each other.
Theoretical Basis for PBL
PBL is rooted in the constructivist theory; which stems from Dewey's school
of thought. Dewey's theory of individual and social growth states," ... students
engaged in addressing authentic problems in school and society-problems that are
authentic to life and growth of the learner is the ideal for democratic thinking, socially
responsible citizens" (Tanner & Tanner, 2007, p. 160). Under the individual-social
growth function, skills are recognized not as ends in themselves, but as instrumental to
the development of the ability to think reflectively.
The objectives of behavioral growth in Dewey's individual and social growth
model includes, recognizing a problem, making and testing a hypothesis through
application, and ability to make applications to new problems. The workplace of the
21 st century requires those who not only have an extensive store of knowledge, but
who also know how to keep that knowledge up-to-date, applies it to solve problems,
and function as part of a team (Hmelo & Evensen, 2000).
The labor market has turned to education to achieve these experiences in the
classroom, and educators have looked to constructivist pedagogical designs that are
based on the theories that learning is a product of both cognitive and social
interactions in problem-centered environments (Greeno, Collins, & Resnick, 1996).
PBL utilizes the problem solving method with the aim of reflective thinking to create a
democratic or enlightened citizen.

67
The guiding teaching pedagogy of PBL is constructivism, which is also
supported by other theories and components. Inquiry-based methodology helps the
learner to achieve critical thinking and problem solving skills. Integrating subject
matter with holistic real-world outcomes is the source of curriculum and instruction
because projects are created around the students interests and needs along with the
teachers' experiences. Students learn to work in a cooperative environment where
individual participation contributes to goals of a group. Also, learners develop intrinsic
motivation in order to set goals and learn time management skills.
Constructivism theory. Knowledge is made rather than "found" or
"discovered" is the key thesis of constructivism. The learner actively constructs
knowledge by bringing a unique set of information, skills, and experiences to a new
learning environment. The idea that students create their own knowledge in the
context of their own experiences is a widely supported educational theory (Fosnot,
1996). The focus of constructivism is on students being actively engaged in doing
rather than passively engaged in receiving knowledge.
Inquiry-discovery based learning. This process of learning provides a wide
transfer of knowledge in a specific subject area or interdisciplinary. Bruner ( 1960)
argued that massive transfer of knowledge can be done under optimum conditions,
which leads a student to "learn how to learn". Dewey originally referred to this
concept by applying general knowledge for social problem solving (Tanner et al.,
2007).
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Discovering a specific fact or developing a higher order understanding of a
topic and ideas is the emphasis. Encouraging students to develop a curiosity as a habit
and to approach all learning with a disposition toward questioning and systematic
investigation is the objective (Moursund, 2003).
Cooperative learning. Research has shown that this is an effective instructional
approach that is student-centered, creates interdependence among students and
teachers, stimulates learning, and helps students' gain complex understandings by
discussing and defending their ideas (McLaughlin & McLeod, 1996; Padron et al.,
2002). Cooperative learning is an effective tool in improving academics and social
skill; which requires teachers to facilitate this learning process through careful
planning and organization.
PBL frequently uses cooperative learning where each student has individual
learning and product development responsibilities and the whole group has group
goals. Cooperative learning skills utilized in PBL is an authentic environment where
peer instruction, instructional conversations are enhanced, individual and group
relations are improved, and enhances self-confidence and self-esteem through
individual contributions and achievement of group goals (Padron et al., 2002).
Motivational theory. In order for students to learn more and remember better
the student needs to be motivated and cognitively engaged (Ames & Ames, Vol.1,
1984). Intrinsic motivation is not rewarded with a tangible object instead consists of a
direct experience that is as enjoyable as to autotelic (Csikszentihalyi & Nakamura,

69
1984). By manipulating an environment teachers can systematically increase the
motivation of students by providing meaning to the curriculum.
Meaning is the critical determinant of motivation. Students bring a certain
package of meaning with them into a classroom, which is used to determine whether
they will invest themselves in an activity (Maehr, 1984). When students view a task as
interesting in its own right, or as an opportunity to enhance competence this will likely
eventuate in continuing motivation (Maehr, 1984)
Characteristics
Typically, projects extend over time to act as interactive vehicles to help
students acquire new, necessary knowledge and skill sets (Thomas, 2005). Projects
contain multiple problems, stimulate the learning process and give it context. Rather
than working on a small project for a week, projects build upon each other and can
continue over the course of a semester as new technical, academics, and "soft" skills
are developed.
The process for positive outcomes and benefits of PBL is not short term. The
teachers' role is to facilitate teamwork and collaboration skills, as well as, computer
literacy, and oral and written communication skills.
Learner centered. Students become intrinsically motivated as they shape their
projects to fit their own interests and abilities, consequently students with considerable
academic backgrounds, grade levels, and academic abilities can essentially be given
the same project. Each student will have opportunity to research and provide multiple
70
sources of information. Students will develop and have an understanding of assessing
their own work, have confidence in accur~cy and value of self assessment.
Teacher facilitated. As students pursue their investigation the teacher becomes
a facilitator, mentor, and consultant by providing resources and advice. Students
become more self-sufficient learners since teachers are not the primary delivery
system. As students collect and analyze information, make discoveries, and report the
results teachers look for and act on "teachable moments". Although teachers are still
in charge of the classroom by establishing authority and responsibility of the climate,
curriculum, instruction, and assessment the students learn to be responsible for their
learning environment.
Incremental and continual improvement. PBL should be viewed as a process
rather than a product (Moursund, 2003). Teachers are responsible for defining what
should be accomplished, critical components, and the products in the project. As
students proceed with the project continual review should be done, and allowance for
revision and incremental improvement during the process should be the norm.
Students learn to make necessary decisions since they will have time limitations to
provide appropriate levels of quality on various project components.
Actively engaged students. A goal of PBL is for students to learn to seek help
from each other, or figure it on their own. This creates a class environment where the
average noise level is much higher than in traditional classrooms. Students are having
conversations, moving around the class, sharing and helping each other; while the
71
teacher circulates and interacts with students individually or in groups by providing
feedback and helping when appropriate.
Providing challenges with a focus on higher order thinking. Immersed in rich
learning environments that includes feedback from self, peers, teachers, and others
students learn to stretch their knowledge and skills. Students become skilled at
problem solving, doing individual research, setting goals, and self monitoring. At the
same time students learn from mistakes by overcoming unexpected and different
challenges.
Product, presentation, or performance. PBL involves the design and
development of something that can be used or viewed by the teacher, peers,
community, and others. A product can include a written piece or interactive
hypermedia. Presentations can be a skit, play, or musical performance. Examples of
projects can include exhibiting results in a class report or poster, and can extend
school boundaries in stage, broadcast performance, or public events (Moursund,
2003). Work can also be presented in a student portfolio in electronic or hardcopy
format.
Authentic assessment. Leaming requires feedback, and can be provided
through different sources. Feedback from self, peers, teachers, parents, and community
members facilitate learning. However, assessment is an essential part of the teacher's
job to ensure learning has taken place. In PBL students should have a clear
understanding of assessment guidelines through grading rubrics and constructive

72
feedback. Assessment should be guided by and directed toward the process of
developing the product, presentation, or performance.
Authentic assessment can be achieved through various forms of evaluation.
Formative evaluation is designed to provide students feedback during the process of
working on the project. It allows the student and the teachers in making mid-project
corrections, and the teachers can choose to include this form of evaluation in the final
assessment.
Summative evaluation is carried out after the project is completed. The teacher
can decide to assess the project solely on this evaluation phase. However, it is
suggested the process such as completing project milestones on time, quality of
intermediate products, and effectiveness in participating in group processes be a part
of the evaluation too.
Finally, a residual impact evaluation examines what is learned in a project and
what the student remembers in the long term after a project is completed. This
informal evaluation is done by taking note of improvements in cooperative learning,
budgeting time, taking pride in successful work, and the ability for students to make
use of ideas from one project to another.
Technology
In a typical classroom, students are not expected to think for themselves and
are largely dependent upon the teacher as the primary source of information (Papert,
1996). Using technology for project-based service learning entails curriculum,
instruction, and learning within the context of a project.

73
A connection between what is learned in the classroom and to life outside of
school makes learning relevant and useful. Using technology captures and holds the
students' attention in an era where they are not in awe or afraid of technology; they
rely on I-pods, computers, video games, and cell phones for information and
entertainment. According to the study released by Kaiser Family Foundation (2005)
children between 8 and 18 sit in front of a computer, television, or game screen 44.5
hours per week or six and a half hours daily. They also listen to two and half hours of
music a day, one-third of them own a cell phone, and two-thirds own a portable CD
player, MP3, or portable game system.
"Information technology" (IT) is an industry that is both demanding and
dynamic however, it fails to produce the quality and quantity of IT professionals
necessary for the marketplace. Gonzales & Nelson (2005) studied large employers of
IT professionals who took 6 to 18 months to train new computer science graduates to
work productively on developing teams that are able to think critically and collaborate
with people from diverse backgrounds. Employers recognized that "soft" skills are just
as important as technical skills (Datz, 2007).
Technology for At-risk Students
The educational outcomes for at-risk students have been improved through
increasingly using electronic technology both in and out of the school settings (Duran,
2002). National Telecommunications and Information Administrations [NTIAA]
(2000) revealed a dramatic and rapid diffusion of computers and internet access in US
households across all income levels and racial/ethnicity categories from 1998-2000.
74
However, Duran (2002) observes that even though the gap in ownership of computers
between high and low income levels is declining, it is far from disappearing.
Apparently, the evidence shows this access is increasing less dramatically among low
income or at-risk students.
The relationship between access to and use of technology in the classroom has
a direct correlation with the teacher perceptions of student achievement level in a
classroom. Data from the Teaching, Learning, and Computing: 1998 National Survey
showed that teachers used computers and the Internet differently depending up
whether their perceptions of whether the students were high or low achieving. In
classrooms with higher achieving students teachers were more likely to follow the
constructivist approach to learning; in low achieving classrooms game software and
presentation software were used (Duran, 2002).
Manzo (2001) further argues that teachers that worked in low performing
schools were also less likely to use teaching methods consistent with constructivist
learning; which was attributed to lower availability of computer resources. Students
that attended low income schools used technology for remedial learning purposes and
were less likely to experience challenging uses for higher order learning (Becker &
Riel, 2000).
Dropout Prevention Tool
PBL makes a connection between the school and community. Students are able
to apply concepts and skills from many disciplines where higher-order thinking,
cooperative learning, and democratic values are emphasized. A student centered

75
approach where learning experiences are organized around real-world issues
significant to both young people and adults causes: (a) students who are more highly
motivated because curriculum relates to their needs, problems, concerns, interest, and
aspirations; and (b) students who are better prepared for life in society because
curriculum addresses current social problems in all their real-world complexity (Bernt,
Bernt, & Turner, 2005).
PBL can also be a tool to motivate students in school which in tum, gives skill
sets that are useful in school, but also for successful socialization throughout life.
Bradford (2005) defined project-based learning as interdisciplinary, student-centered,
collaborative, and integrated with real-world issues and practices with an end product.
Connections to English, mathematics, science, social science, and health can be made
in projects making them even more relevant.
The outcomes and benefits of PBL are well-documented. Students have more
advanced collaborative and leadership skills, gain better problem solving, group
dynamics, and presentation skills. Students also have more confidence and
assertiveness, as well as the ability to give and take constructive criticism. Finally,
students show more interest in subject matter, are more motivated to learn, and feel
more empowered (Gonzales et al., 2005).
The technical and soft skills that students learn in the classroom can cause
behavioral and academic growth through PBL. The projects students develop that
address the problems in the classroom, the school, and the community utilizes the
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problem solving method with the aim of reflective thinking to create a democratic or
enlightened citizen.
In the United States the work force needs employees with soft skills. The IT
industry is no different, soft skills are valued just as much as technical skills. Gonzales
et al. (2005) states, " ... that major IT employers must train workers to be critical
thinkers, and be able to collaborate with people from diverse backgrounds" (p. 13).
Health Education
A great deal of emphasis on health education has been a relatively recent
phenomenon in schools. Two situations behind this impetus relates to the increasing
costs of healthcare and the spread of HIV (Greenberg, 2004). The spotlight on health
education has also been contributed to the disclosure of drug abuse by athletes,
concerns for the increase in teen suicide and pregnancy rates, and the degree to which
people have taken an interest in physical fitness, dieting, and body image.
There is an inverse relationship between health instruction and health risk
behaviors. The American Academy of Pediatrics (2003) corroborates that as the
number of schools requiring health education in grades 6 through 12 increases there is
a decrease in the number of students engaging in two or more health risks.
Educating students is the primary mission of schools however, schools also
exercise a powerful role in shaping the health and wellness of young people in the
United States. The youth of today are confronted with health, educational, and social
challenges that were not experienced to the same degree of previous generations. The
academic success of students can be compromised by violence, alcohol and other

77
types of drug use, obesity, unintended pregnancy and sexually transmitted diseases,
and disrupted family environments.
In order for schools to produce capable, literate, and adaptive youth that are
ready for the job market or college; schools must also meet students' physical health,
mental health, and societal welfare. Health education provides a unique opportunity to
incorporate a planned and sequential curriculum that addresses and promotes the
physical, mental, emotional/social dimensions of health; including, health literacy and
health related skills.
Standards-Based Learning
The early 1990s signified a transformation in education that supported the
highest level of achievement for students in the United States. The creation of model
standards and frameworks by the US Department of Education in economics, English,
foreign languages, the arts, civics and government, geography, history, and science
were established as a foundation for new strategies, tools and resources.
Health education was originally ignored in this education evolution, and in
response, a coalition of health education organizations and professionals from around
the country developed the National Health Education Standards (NHES) in July of
1993. The ultimate goal for health education and the content standards is to increase
the likelihood that students will adopt and maintain healthy behaviors.
The NHES (2007) were developed to remain relevant over time and to enable
state and local agencies to determine the curriculum content that addresses the state
and local health needs of students. California adopted state content standards in March
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2008, adapted from the NHES. The paradigm shift in health education is reflected in
both sets of standards where knowledge-based curriculum evolved into focused skills
based objectives.
National health education standards. When the NHES were actually published
in 1995, they were originally designed to support schools in meeting the essential goal
of helping students acquire knowledge and skills to promote personal, family, and
community health (2007). In 2004, a new panel convened to review and revise the
standards to expand collaboration and partnerships with communities and agencies,
have a larger emphasis on assessments, include pre-kindergarten curriculum, and
increase focus on education and behavior theories.
The eight NHES have a rationale statement and performance indicators that are
organized by grade levels. NHES encompass knowledge, comprehension, application,
analysis, synthesis, and evaluation skills that are contained within the performance
indicators which are intended to serve as a blueprint for organizing student assessment
in many common topic areas including:
• Community Health
• Consumer Health
• Environmental Health
• Family Life
• Mental Health
• Emotional Health
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• Injury Prevention and Safety
• Nutrition
• Personal Health
• Prevention and Control of Disease
• Substance Use and Abuse
California health content standards. The state of California has slowly
followed the lead of the rest of the nation by providing content standards for its
classroom teachers. The eight overarching standards reflect the NHES. Standard one
includes knowledge of core health concepts and underlying principals of health
promotion and disease prevention. Standards two through eight identify key processes
and skills that are applicable to healthy living that include: identifying influences,
interpersonal communication skills, decision-making skills, goal setting, and
advocacy.
The primary goal for health education is to improve health literacy for
California students. The CDE (2008) has interwoven the characteristics of a health
literate citizen throughout the eight overarching health education standards and are as
follows:
• Critical thinkers and problem solvers when confronting health problems
and issues.
• Self-directed learners who can use basic health information and services in
health enhancing ways.

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• Effective communication that organize and convey beliefs, ideas, and
information about health issues.
• Responsible and productive citizens who help ensure their community is
kept healthy, safe and secure.
The primary differences seen between the NHES and California health
education standards are the organization and the focus on six specific topic areas.
Although, districts are encouraged to add content for additional grades based on local
health needs. California has chosen to focus on topics that reflect the distinct needs of
its student population, specifically:
• Alcohol and Other Drug Use
• Injury and Violence (Including Suicide)
• Tobacco Use
• Poor Nutrition
• Inadequate Physical Activity
• Risky Sexual Behavior
Within each of the six content areas there are performance indicators for the
eight overarching standards related to each field of study, as well as a rational. The
purpose of these standards is to provide experiences that enable students to make
informed decisions, modify behaviors, and change social conditions that enhance
health and increase health literacy. The standards represent minimal requirements that
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are to be achieved from kindergarten through grade twelve. In order to enhance quality
and depth, not every area is required at every grade level.
Scope of Health Education and Health Behavior
Health behavior and health education is a body of research that has rapidly
grown over the past two decades. An increasing amount of literature has improved the
science base of health behavior and health education which in tum, has been a way to
meet and improve the overall health of American citizens.
The science and art of health behavior and health education are rapidly
evolving, eclectic, and reflective of a variety of approaches, methods, and strategies
from the social and health sciences (Glanz, Rimer, & Lewis, 2002). Health education
and behavior practices encompass many diverse disciplines.
The field of psychology brings to health education a rich legacy of over a
hundred years of research and practice on individual differences, motivations,
learning, persuasion, attitude, and behavioral change (Glanz & et al., 2002). In
addition, sociology, anthropology, communications, nursing, marketing, and
psychology are also drawn upon for theoretical perspectives, research and practice
tools.
Consideration of present knowledge, attitudes, goals, perceptions, social status,
power structure, cultural traditions, and other aspects need to be done carefully and
thoroughly. Interventions on social and behavioral factors that are related to health
education should link multiple levels of influence including, the individual,
interpersonal, institutional, community, and policy levels (Smedley & Syme, 2000).
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Evolution of Health Education
A planned and sequential curriculum for grades kindergarten through twelve
that addresses the physical, mental, emotional, and social dimensions of health is a
concise definition. However, the content of health has evolved as the view of health
education as being a tool of social change has been adapted.
The World Health Organization (1946) generally defined health as a state of
complete physical, mental, and social well-being, and not merely the absence of
disease and infirmity. Simonds (1976) expanded the definition aimed at bringing about
behavioral changes in individuals, groups, and larger populations from behaviors that
are presumed to be detrimental to health, to behaviors that are conducive to present
and future health.
The concept ofhealth subsequently became less passive. Green (1980) defined
health as any combination oflearning experiences designed to facilitate voluntary
adaptations of behavior conducive to health. The responsibility of change was then put
on the individual. Horowitz (1985) identifies self awareness as a key component of
health, but also includes skills development, cognition, and willpower development
among numerous other variables.
The determinants of health now have many factors; including, political,
economic, social, advocacy, and organizational change. Schust (1997) concurs with
the view of health being the process of assisting individuals, acting separately and
collectively to make informed decisions on matters affecting individual, family, and
community health.
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Health Behavior
The central concern of health education is health behavior. Every definition of
health education and most research on the impact of health education intervention
strategies includes or suggests this crucial dependent variable (Glanz et al., 2002).
Health behavior are actions, determinants, correlates, and consequences of individuals,
groups, and organizations which include, social change, policy development, and
implementation of improved coping skills and enhanced quality of life (Schust, 1997).
Models of Health Behavior Change
The task of health education is both to understand health behavior and to
transform knowledge about behavior into effective strategies for health enhancement.
Understanding the theoretical basis of health behavior gives educators an opportunity
to create coherent and effective intervention strategies.
Health is influenced by personal beliefs, how we socialize, and the society in
which we live in. Therefore, educators in charge of creating strategies to change health
behavior and increasing optimum health must also address these influences by
understanding the relationship between theory, research, and practice of health
behavior.
Health belief model. One of the most widely used conceptual frameworks in
health behavior is the health belief model (HBM). It is used to explain change and
maintenance of health related behaviors and as a guiding framework for health
behavior interventions (Glanz et al., 2002).

84
The components of the HBM are outlined; which illustrates the belief that
people will take action to prevent, to screen for, or to control ill-health conditions if
they:
1. regard themselves susceptible to the conditions;
2. believe it would have potentially serious consequences;
3. believe that a course of action available to them would be beneficial in
reducing either susceptibility or severity of condition;
4. believe that the anticipated barrier to taking the action is outweighed by its
benefits. (Janz, Champion, & Strecker, 2003)
Social cognitive theory. The personal, environmental, and societal influences
of health behavior and methods that promote behavior change are addressed in the
social cognitive theory (SCT). Bandura (1997) explains how these influences can
interact to alter health behavior by:
1. individuals having the capability to symbolize behavior;
2. have the ability to anticipate the outcomes of behavior;
3. learn to observe others;
4. have confidence in performing a behavior and overcoming the
problems in performing the behavior;
5. ability to reflect and analyze experience.
Research Summary
The overwhelming research on at-risk students highlights how educational,
cultural, and social factors are interrelated, interactive, and cumulative. All students
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are a product of family and community settings that have predisposed them to patterns
of behavior that are more or less functional in a particular school environment.
Consequently, students living in poverty have an overwhelming amount of obstacles
that can prevent them from graduating with a high school diploma.
Students with deficiencies in basic skills, lack of study skills, experience
alienation and isolation within schools, and have an inability to learn from traditional
instructional methods are all vulnerable characteristics that can cause a student to
experience academic failure. Students that have a lack of parental support and
understanding, need to contribute to family finances, and are adolescent parents can
cause further disconnect from the educational setting. Finally, students that have poor
problem solving skills, negative self concept, collapse under negative peer pressure
and conformity can create an even further disconnect from family, school, and society
as a whole which, prevents them from participating in mainstream society.
An intervention tool that the American education system has provided for at
risk students is alternative education setting specifically, continuation high schools.
The learning environment and educational philosophies of continuation high schools
was evidenced in the research to provide an opportunity for students to reconnect to
educational goals.
The instructional instrument of project based learning was examined. Utilizing
PBL and technology has many characteristics to provide at-risk students the
opportunity to become actively engaged in their learning process by connecting

86
individual experiences and interests thereby becoming a drop out prevention tool for
educators.
Finally, the author studied how implementing a health education program that
is based on standards based learning and health behavior changes can be a beneficial
technique. The importance of health education was highlighted to show how the
curriculum can be interdisciplinary, engage students, and affect overall health for the
short and long term.

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Chapter 3
METHODOLOGY
More than 50 million young people attend I 00,000 schools across the United
States, and approximately 2%, or roughly 280,000 youths attend alternative schools
for at risk students (Van Acker, 2007). School health programs represent one of the
most efficient means to improve the health of children and youth (Boyer, 1983). A
comprehensive health education program in classrooms should (a) address the
physical, emotional, intellectual, social, and ethical dimensions of health; (b) develop
health knowledge, attitudes, and skills tailored to each age level; and (c) motivate and
assist students in establishing health habits, reducing health-risk behaviors, and
preventing disability.
The target populations for this project are students that have been given the last
chance of continuation high school either because of disruptive behavior, violence,
substance abuse, generational poverty, learning disabilities, or pregnancy. However,
these students can have additional risk factors through involvement with various social
institutions; including; child protective services, foster care, psychiatric services, and
the criminal justice system.
Students will be able to utilize experiences in their environment to learn, apply,
and synthesize new health concepts then to create a product that illustrates cognitive
abilities. This final product can also be linked to educate and advocate for the school
population and community.

88
This curriculum guide will be introduced to students as supplemental material
to health concepts learned in the classroom that are supported by textbooks and other
resources provided by the classroom teacher. Each of the six units of study will have
approximately six weeks to cover content and project requirements. The curriculum
guide will be aligned with the California health content standards; which are organized
into six health content areas.
• Alcohol, Tobacco, and Other Drugs (ATOD)
• Growth, Development, and Sexual Health (GDSH)
• Injury Prevention and Safety (IPS)
• Mental, Emotional and Social Health (MESH)
• Nutrition and Physical Activity (NP A)
• Personal and Community Health (PCH)
The guide will have six projects that address each topic, or unit of study. For
each project the overarching standards, or performance indicators, for each specific
topic will be identified. Each project will consist of three lessons that will culminate
into a final product, presentation, or performance.
For each lesson there will be objectives that will identify what the student will
be able to do. Next, there will be a sequential checklist of assignments, tasks, and
duties to perform in order to complete the lesson. Finally, for each lesson there will be
an assessment where students will have an opportunity to reflect and review what was
learned over the course of the lesson.

-- ------------------------------------------------,
89
The teacher will be provided with resources from textbooks, journals,
government agencies, nonprofit agencies, and the internet. Also, helpful hints will be
provided to the teacher to assist in classroom management techniques, technical
support, and suggestions to facilitate learning objectives for students. Finally,
handouts and possible grading rubrics will be included.
As the state of California begins to work with classroom teachers to adopt
standards aligned textbooks the author hopes that the guide can be utilized as a
supplemental tool for students; specifically those attending continuation high schools.
The author will be able to defend and recommend this project to other educators at a
local, state, and national level.

90
Chapter 4
DISCUSSION, RECOMMENDATIONS, AND CONCLUSIONS
"No knowledge is more crucial than knowledge about health.
Without it, no other life goal can be successfully achieved." (Boyer, 1983, p. 219)
Discussion
Project results were in line with expectations. Student participation and quality
of work increased as routines and procedures were established, expectations were
explained, and students accepted the freedom of learning and sharing new information
about interested topics.
After health concepts were introduced to students with provided classroom
textbooks, students were shown the project aligned with the unit. Students were given
the choice to work individually or in small groups, given deadlines to complete tasks
on the checklist, and were shown grading rubrics to measure the expectations of
projects produced.
Over the course of four to five weeks students were given the opportunity to
manage their time by utilizing the provided checklist for each lesson, give and receive
feedback, share additional resources and techniques to peers, and revise, edit, and
prepare culminating project to be shared for school and community.
Not surprisingly, students with attendance issues had a more difficult time of
meeting deadline goals. Modifications to projects were made for students that enrolled
after the school year, students with attendance problems, and students deficient in
technology or academic skills.

91
Recommendations
As a result of this project, the following are recommendations for
implementing the curriculum. Utilize class time to teach students how to find reliable
research, doing oral presentations, working in collaborative groups effectively, and
how to give and receive constructive criticism. These skills will be built upon as
students complete more projects, and spending precious class time at the beginning of
the school year will provide a foundation for academic success.
The projects utilize technology therefore teachers must feel comfortable with
various forms of hypermedia. Also, working with the school district's information
technology department is essential to provide access to appropriate material on
sensitive topics and issues that may normally be blocked by security firewalls.
Conclusions
This curriculum guide can be a tool for teachers in similar environments where
students are personally experiencing serious and controversial public and societal
issues; including, influence of family and culture on health behaviors, access to health
products and services, and how violence impacts social, mental, physical, and
emotional health. Continuation high schools were created for students that could not
assimilate in comprehensive high schools because of violent behavior, learning
disabilities, language barriers, substance abuse, or factors contributed to generational
poverty. Therefore, the needs for this student population can be largely ignored by
their counterparts in comprehensive high schools.

92
Developing research based curriculum for at-risk students involves taking a
critical look at factors behind students attending continuation high schools, the
function and purpose of these types of schools, the effect of student and teacher
attitudes, and how this form of education benefits or harms students.
The author would like to extend the research and share findings concerning
developing programs that engage schools and other social institutions to decrease the
rate of students dropping out, have a role in textbook adoptions in health for school
districts all over California, and to expand the curriculum guides to other age groups
and course topics.
To make a difference in how at-risk students view and question society, have
an understanding how it affects them, and to capitalize on tools to become advocates
for themselves, families, and community will be evidenced in the curriculum guide.
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APPENDIX
Curriculum Guide
94
Health Education: Project Based Leaming
A Curriculum Guide for Continuation High Schools
Lundon C. Jackson
95
Table of Contents
Introduction
Overview ............................................................................................................ .
Objectives ........................................................................................................... .
Teacher Responsibilities ..................................................................................... .
Evaluative Methods ............................................................................................ .
Projects
1. Alcohol, Tobacco, and Other Drugs
• Marijuana -- What's The Big Deal ......................................................... .
2. Growth, Development, and Sexual Health
• How Can you Prevent Unplanned Pregnancies and Sexually
Transmitted Diseases? ............................................................................ .
3. Nutrition and Physical Activity
• What to Put In Your Body? How You Want to Move Your Body ....... ..
4. Mental, Emotional, and Social Health
• Got Stress? .............................................................................................. .
5. Personal and Community Health
• Taking Control of Your Personal Health ................................................ .
6. Injury Prevention and Safety
• Preventing Unintentional and Intentional Injuries ................................. .

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Appendix
Health Education Content Standards for California: Grades 9-12 ..................... .
Brochure Rubric ................................................................................................. .
Bulletin Board Rubric ......................................................................................... .
Collaboration/Teamwork Rubric ........................................................................ .
Newsletter Rubric ............................................................................................... .
Oral Presentation Rubric .................................................................................... .
Poster Rubric ...................................................................................................... .
PowerPoint Slide Show Rubric .......................................................................... .
Research Paper Rubric ....................................................................................... .
Skit or Commercial Rubric ................................................................................. .
Student Designed Web Page Rubric ................................................................... .

97
INTRODUCTION
This health education curriculum guide was designed for at-risk students that
attend continuation high schools. In this curriculum guide the focus of project based
learning that utilizes technology will make a connection between the classroom,
environment, and student experiences. The physical, mental/emotional, and social
health issues that are addressed in the California Health Education Content Standards
include substance abuse, violent and defiant behavior, and teen pregnancy, which can
all be characteristics of students given the last resort to obtaining a high school
diploma at continuation high schools.
Continuation high school students have many additive risk factors that
contribute to their being at risk of not graduating from high school. Students' abilities
to identify negative health behaviors and the impact to their overall health will be a
main objective of this curriculum guide.
Projects will increase student involvement and motivation, develop
interpersonal skills, problem solving skills, teamwork, and effective oral and written
communication skills. Students can use these tools to utilize and decrease chances of
dropping out of high school, to make healthier and more informed decisions, and to
become advocates for themselves and environment.

98
Overview
Each project is reflective of the recommended topic/content areas for health
education in California. There are eight overarching standards that are taught within
each topic that evolve from primary knowledge to focused skills:
1) Essential Health Concepts (EC)
2) Analyzing Health Influences (AI)
3) Accessing Valid Health Information (AVI)
4) Interpersonal Communication (IC)
5) Decision Making (DM)
6) Goal Setting (GS)
7) Practicing Health-Enhancing Behaviors (PB)
8) Health Promotion (HP)
Each project is made into three different parts that build upon each other as
knowledge and skills increases. For each part there will be a checklist for students and
teachers to ensure what is expected, and to measure progress. Community resources,
internet search engines, and book sources will be given to provide additional avenues
to gain relevant and reliable information.
Projects will culminate with a product that can be shared with the classroom,
school, and community with the purpose of increasing positive health behavior. These
projects are meant to be long term, and build skills that can improve students both
academically and vocationally.

99
Overall Objectives
• Students will be able to comprehend essential concepts related to enhancing
health.
• Students will be able to analyze internal and external influences that affect
health.
• Students will be able to access and analyze health information, products, and
services.
• Students will be able to use interpersonal communication skills to enhance
health.
• Students will be able to use decision-making skills to enhance health.
• Students will be able to practice behaviors that reduce risk and promote health.
• Students will be able to promote and advocate personal, family, and
community health.
• Students will be able to improve written and oral communication skills.
• Students will be able to utilize technology skills to find relevant and reliable
information.
• Students will be able to develop various multimedia methods to increase health
literacy for the school and community populations.
• Students will be able to enhance critical thinking skills and work effectively
with others.
100
Teacher Responsibilities
Teachers that choose to use project based learning must be flexible, patient,
and knowledgeable of individual student needs. Teachers should understand varying
written and oral communication skills, technology skill levels, and be able to adjust
projects and content accordingly.
As with other sensitive topics, the teaching of some health topics must be
approached carefully. Projects will utilize experiences and influences students may
have from their culture, family, neighborhood, or peers. It is essential that
nonjudgmental perceptions from the teacher are felt by students. The development of
a sense of security, identity, belonging, purpose, and personal competence should be
established in the classroom environment. Students should feel open to work
individually or with others, give and receive feedback, and share information with
others.
Evaluative Methods
When assessing student projects, the end product should not be solely
evaluated. Instead the process should be the focus. Students that show improvement
in their communication skills, teamwork, critical thinking, research methods, and
technology skills during the process of completing a project is key to show learning
objectives have been reached.

101
The teacher will have multiple methods for evaluating student performance on
stated objectives throughout the process of completing projects. Evaluative methods
include analysis and comments on written material, observation of student
performance and teamwork. There are also rubrics available to the teacher for further
assistance.
102
Project #1: Alcohol, Tobacco, and Other Drugs
Marijuana-What's the Big Deal?
Health Education Content Standards for California Public Schools:
Standard 1: Essential Concepts

HS.LA.I Describe health benefits of abstaining from or discontinuing use of
alcohol, tobacco, and other drugs.
HS.l.A.2 Explain the impact of alcohol, tobacco, and other drugs use on brain
chemistry, functioning, and behavior.
HS.l.A.4 Identify the social and legal implications of using and abusing alcohol,
tobacco, and other drugs.
HS.LA.8 Interpret school policies and community laws related to alcohol,
tobacco, and illegal drug use, possession, and sales.
HS.LA.IO Clarify myths regarding the scope of alcohol, tobacco, and other drugs
use among adolescents.
Standard 2: Analyzing Influences
HS.2.A.11 Evaluate strategies for managing the impact of internal and external
influences on alcohol, tobacco, and other drugs.
HS.2.A.12 Analyze the role of individual, family, community, and cultural norms
on the use of alcohol, tobacco, and other drugs.
HS.2.A.13 Describe the financial, political, social, and legal influences regarding
Standard 3: Accessing Valid Information
HS.3.A.14 Access information, products, and services related to the use of alcohol,
tobacco, and other drugs.
Standard 4: Interpersonal Communication
HS.4.A.17 Use effective refusal and negation skills to avoid riding in a car or
engaging in other risky behaviors with someone who has been using
alcohol or other drugs.
Standard 5: Decision Making
HS.5.A.18 Use a decision-making process to evaluate how the use of alcohol,
tobacco, and other drugs affects individuals, families, and society.
Standard 6: Goal Setting
HS.6.A.20 Predict how a drug-free lifestyle will support the achievement of short
and long-term goals.
Standard 7: Practicing Health-Enhancing Behaviors
HS.7.A.21 Use effective coping strategies when faced with a variety of social
situation involving the use of alcohol, tobacco, and other drugs.
Standard 8: Health Promotion
HS.8.A.23 Present a persuasive solution to the problem of alcohol, tobacco, and
other drug use among youth.
103
Assignment #1: What's the Law?

Objectives:
1. Students will identify state of California laws associated with use, possession,
and sale of marijuana.
2. Students will discover the school and school district policies associated with
use, possession, and sale of marijuana.
3. Students will survey peers, family, and school staff to measure knowledge of
California laws, school campus, and school district laws and policies
associated with use, possession, and sale of marijuana.
Checklist:
✓ Thin~sto Do
Identify California Laws Associated with Use, Possession, and Sale of
Mari_iuana.
• What quantity is needed to be charged with possession?
0 If convicted, what is the punishment? (Minimum-Maximum:
Fine &/or Len2th of Imprisonment)
• What quantity is needed to be charged with intent to sale?
0 If convicted, what is the punishment?-(Minimum-Maximum:
Fine &/or Len2th of Imprisonment)
• If caught growing (cultivating) marijuana:
0 Is it state or federal charges?
0 What is the punishment- (Minimum-Maximum:
Fine/Len2th of Imprisonment)
• If caught selling marijuana to minors, what is the punishment?
(Minimum-Maximum: Fine/Len2th of Imprisonment)
• What is considered marijuana paraphernalia, according to state laws?
0 What can police officers do if caught with marijuana
paraphernalia?
• Driving under the influence of marijuana:
0 How can police determine if under the influence?
0 What happens to your car and passengers if you are found
under the influence?
• If convicted of driving under the influence, what is the punishment?
(Minimum-Maximum: Fine/Len2th of Imprisonment)
Identify School and School District Policies Associated with Use,
Possession, and Sale of Mari.iuana
• If caught using or under the influence of marijuana, what is the
punishment?
• When is expulsion from the school mandatory? (use, possession,
and/or sale)
• When is expulsion from the school district mandatory? (use,
possession, and/or sale)
104
Survey-Does Anyone Know the Laws and Policies?

• Create a survey with a minimum of 10 questions that could be given
to peers, family members, and school staff
**You can include questions about whether laws and policies work, or
deter crime. And, if anyone has been effected or punished by these laws
or policies.
• Type, Print, and hand out anonymous survey to at least 30 individuals
Assessment:
What's the Law? Report
Basic Components of Report
1. Cover Page
a. Title-What's the law?
b. Name, Date, Period
2. Table of Contents:
a. State Marijuana Laws
b. School and School District Policies
c. Survey
d. Survey Results-Reflection Questions Below
3. List of References/Resources
Survey Results
What to include in the body of report.
1. Do you feel the laws and policies fit the crime?

2. Do you feel the laws and policies deter crime?
3. What was the percentage of people that knew State laws?
4. What was the percentage of people that knew school policies?
If applicable-
5. How many people had been punished or convicted of marijuana use,
possession, or sales?
6. How many people felt the crime fit the punishment?
7. How many people felt the punishment deterred them breaking the law
again?
105
Assignment #2: Influences, Facts, & Myths
Objectives:
1. Students will identify individual, family, community, and cultural influences
on the use of marijuana.
2. Students will analyze anti-marijuana commercials to measure the impact of
influence.
3. Students will understand the difference between physical and psychological
addiction.
4. Students will clarify myths about marijuana.
5. Students will connect health, safety, and academic benefits when marijuana
use is abstained or discontinued.
Checklist:
✓ Thinf(s to Do
Influences
Complete Where are the Influences? handout
Analyze Anti-Drug Campaign Activity
View an anti-marijuana commercial and do a review:
• Description
• Anti-drug Main Message:
• What was the target audience? (Age Group)
• Is it effective towards the target audience?
Myths Vs. Facts
Pot-Party: Separating Myths from Facts
Physical Addiction or Psychological Addiction
• Define Physical Addiction .
0 What are the symptoms
• Define Psychological Addiction
0 What are the symptoms
Is it possible to physically and/or psychologically addicted to marijuana?
Explain your reasoning.
Assessment:
Create A Storyboard for an Anti-Drug Commercial
1. Decide on the specific message of your commercial.

2. Decide what audience you will be targeting.
3. Develop an idea or story for your commercial -- the way you will convey
your message to the audience.
4. Decide exactly what the viewer will see and hear.
106
SHEET
STORYBOARD
Audio:
e • I
Tl\'s&~Y80AR0fl'lJflm.1dl ~ GCRlPiSHEET--,,to!"«At.
Aull Qlln.«i'I """°'tlOI
di I ,-di IUlmd ""111Ncr.nera wld ... (-Vldlto ~ OI~ SHf.El. tncw•~ lf'oOh,
107
Assignment #3: Presentation of Product to School Community_
Objectives:
1. Students will use information, assignments, and assessments completed from
lessons one and two to complete a culminating product to present, educate, and
advocate for school community.
Checklist:
✓
Choose a target opulation or age grou
Choose at least 2 Medias to teach stopping, reducing, or never starting to
use marijuana:
• PowerPoint Presentation
• Microsoft Publisher Brochure
• Develop a Website
• Design and Post a School or Classroom Bulletin Board
• Newsletter
• Screenplay for a play (minimum of 15 minutes)
• 3-5 Pa e Re ort
Assessment:
Your Prevention Tools Must Have All o(The Following Information:
• California laws about marijuana use, possession, and sale

• School and school district policies and punishment for use, possession, and
sale of marijuana
• What are influences, and where do they come from
• Identify common myths about marijuana
• Define and give examples of physical and psychological addiction
• What are benefits from stopping, reducing, or never starting to use marijuana
• Wa s to say no refusal skills)
108
Resources:
• Internet Search Engine Keywords: California Marijuana Laws
• www.leginfo.ca.gov/calaw.html : Health and Safety Codes & Vehicle Codes
(Keyword-marijuana)
• http://www.drugpolicy.org/marijuana/factsmyths/
• http://paranoia.lycaeum.org/marijuana/facts/mj-health-mythology.html
• http://www.justthinktwice.com/
• http://www.usdoi.gov/deaf resources/drug prevention.html
• http://www.drugpolicy.org/mariiuana/factsmyths/
• http://paranoia.lycaeum.org/mariiuana/facts/mj-health-mythology.html
• http://www.justthinktwice.com/
• http://www. usdoj .gov/dea/resources/drug prevention.html
Teacher Suggestions:
1. Students should either have a file, zip drive, or folder that is kept in the
classroom that holds all the information they find. Students should also
bookmark web-sites they used.
2. Students will need internet access, and depending on school districts security
measures you may need to contact system administrators to release websites
for research on marijuana.
3. Students can get information about school policies by making an appointment
with their principal and/or assistant principals to get further clarification. This
is a great opportunity to gain interview techniques, learn how to communicate
to set up appointments, and gain relationships with administrative staff.
4. Students can also use their student handbook or district website to find board
policies concerning drug use on campus.
5. Review interview and survey questions. Have students let their peers review
questions, and offer suggestions and possible improvements.
6. Students may feel more comfortable creating a script instead of storyboard.
7. If you have a Health textbook, bookmark information regarding marijuana to
add as an additional resource.
109
Where are the Influences?

With this activity you are going to look at the influences that could cause anyone
to JUST SAY YES .... There are things we see and hear that makes us think it is
no big deal to use marijuana. It can be in your face, or it can be in hidden
messages; it can be around us so much we become numb to it.
Directions: Answer the questions by brainstorming with yourself, friends,

family, or the internet. Try to identify as many influences as you can (more than
5 each). It might be interesting to get the perspective of different age groups.
(Does a younger sibling or parent/teacher see different influences?)
**You'll probably need a separate sheet of paper.
Media:
1. List Movies that have marijuana use as the main theme.
(Example: Harold and Kumar Go to the White Castle)
2. List Songs, Albums, or Music Videos that have marijuana use mentioned or
shown.
(Example: Dr. Dre-The Chronic Album or Afroman-Cause I got High)
3. List Magazines or Television Shows (or, Episodes) that has a marijuana theme
or marijuana use is evident.
4. Choose a movie that has marijuana use as a main theme and answer the
following:
a. Describe the movie: plot, main characters, and other main ideas about
the movie.
b. For the characters that used marijuana in the movie what were their
side effects?
5. All the influences you listed from the media do they give a positive or negative
view on marijuana use? Explain your answer (give specific examples)
6. Do you believe there should be an age restriction on who views, buys, or

listens to
· these media influences you listed? Why or Why not?
110
The Pot Party: Separating Myths from Facts
Instructions: In the story that follows, each underlined, numbered statement

should be taken as a myth (False) or fact (True). On an answer sheet, simply
write whether the statement is a myth or a fact.
If you are not sure ofthe answer-Use the internet resources listed.
http://www.drugpolicy.org/marijuana/factsmyths/
http://paranoia.lycaeum.org/marijuana/facts/mj-health-mythology.html
http://www.justthinktwice.com/
http://www. usdoj .gov/dea/resources/drug prevention.html
Marcel, age 15, arrived at the party about 10 p.m. He saw some of his friends from
school in a comer of the room and went over and said, "Hey wassup?"
"Just hangin," said Jesus, as he took a hit from a blunt. "You wanna hit" he asked, as
he handed him the blunt.
"Nah, not right now," he said. "I'm on good behavior tonight. Basketball season, you
know. I'm cool."
"It's only weed, man," said Shawn, the benchwarmer. "It's not like it's gonna kill you
or anything."
"I just don't feel like it, OK? We do have a game tomorrow you know!" said Marcel.
"So what?" replied Shawn. It's not like we're gonna have a hangover or anything."
(l) Pot doesn't have anything in it that can hurt you.
Marcel decided to just take one hit. He had heard that (2) smoking marijuana isn't as
a bad as smoking tobacco. (3) Marijuana is a natural herb and has no tar or nicotine or
other cancer-causing chemicals in it. (4) Besides, Shawn got it from his best friend,
Cesar, so he was positive that it wasn't "laced" with anything. (5) Smoking one blunt
would cause a lot less lung irritation than smoking one cigarette. He remembered
hearing in health class that (6) the main ingredient that gets you high from pot is called
PCP. He also learned that (7) marijuana comes from the opium poppy and (8) in
California, it is legal to have a small amount of marijuana for personal use. He also
seemed to recall hearing that (9) marijuana is used in medicine to help cure cancer.
(10) It is also sometimes prescribed to people living with AIDS to help stimulate their
appetite.
111
Marcel's mom told him that (11) the weed around now is a lot more potent than the
week that was around 20 or 30 years ago. His mom also told him that (12) marijuana
can cause a psychological addiction and that (13) some people can also develop a
physical addiction to marijuana.
(14) Marijuana can also make out heart beat faster, (15) dilate the capillaries in your
eyes, and (16) make your eyebrows fall off.
In his drivers ed class, Marcel remembered the instructor saying that (17) teenagers
who drive while under the influence of marijuana actually drive better because they
are more cautious. Unlike alcohol, (18) marijuana does not distort your judgment.
Marcel decided that he would only have one hit and then his friends would get off his
case. But just then, someone else in the group offered him a hit from a bong. When he
tried to inhale he started coughing and his eyes got all red. He felt stupid in front of
the seniors. Statistics showed that (19) over 90 percent of high school seniors around
the country smoke pot regularly. He knew some seniors went to class stone. They
usually just sleep during the boring lectures. Even if they were awake, they probably
wouldn't remember much because (20) marijuana affects your short-term memory.
Marcel decided that he had had enough. Why do something he didn't really want to
do? He heard that some coaches were giving their players drug tests and !ll}
marijuana can be detected for up to several weeks after smoking. (22) Most teenagers
who smoke weed to not go on to other "harder" drugs. But he knew that (23) using
marijuana increases the chance that he would be more likely to be around people who
might use and/or sell other drugs. (24) Marijuana is considered a "gateway" drug.
Although he had experimented, he was glad that he never really got into smoking
tobacco. He also had a beer now and then, but he thought it was pretty dumb when his
buddies would get really drunk and get sick and act like idiots.
He was hoping to get a football scholarship when he was senior. (25) Getting arrested
for possession of marijuana could affect his ability to get into a good college.
"I'm outta here," he said. "I'm gonna be ready for the game tomorrow. I sure hope
you guys will be ready too."
112
Answers to the Pot Party Worksheet:
1. Myth
2. Myth
3. Myth
4. Myth
5. Myth
6. Myth
7. Myth
8. Fact
9. Myth
10. Fact
11. Fact
12. Fact
13. Fact
14. Fact
15. Fact
16. Myth
17. Myth
18. Myth
19. Myth
20. Fact
21. Fact
22. Myth
23. Fact
24. Fact
25. Fact
113
Project #2 Growth, Development, and Sexual Health
How Can You Prevent Unplanned Pregnancies and Sexually Transmitted

Diseases?

HS. l .G.3 Discuss the characteristics of healthy relationships, dating, committed
relationships and marriage:
HS.l.G.7 Describe the short- and long-term effects of HIV/ AIDS/STDs.
HS.l.G.8 Analyze the rates of sexually transmitted diseases (STDs) among teens.
HS.l.G.12 Evaluate and compare the effectiveness, safety, success, and failure
rates of condoms and all FDA-approved contraceptives fore preventing
pregnancy and HIV /STDs.
HS.2.G.14 Evaluate how growth and development, relationships, and sexual
behaviors are affected by internal and external influences.
HS.2.G.17 Evaluate how culture, media, and other people influence our
perceptions about body image, gender roles, sexuality, attractiveness,
relationships, and sexual orientation.
HS.2.G.19 Identify local resources for reproductive and sexual health, including
all FDA-approved contraceptives, HIV/STD testing, and medical care.
HS.3.G.20 Compare the success and failure rates of condoms and all FDA
approved contraceptives in preventing pregnancy and HIV /STDs.
HS.4.G.22 Analyze how interpersonal communication affects relationships.
HS.4.G.24 Demonstrate effective communication skills within healthy dating
relationships.
HS.5.G.25 Use a decision-making process to evaluate the physical, emotional, and
social benefits of abstinence, monogamy, and the avoidance of multiple
sexual partners.
HS.5.G.26 Use a decision-making process to examine barriers to making healthy
decisions about relationships and sexual health.
HS.5.G.28 Evaluate the risks and consequences associated with sexual activities,
including HIV /STDs and pregnancy.
HS.6.G.32 Evaluate how HIV/AIDS/STDs and/or pregnancy could impact life
goals.
114

HS.7.G.34 Examine personal actions that can be taken to protect reproductive and
sexual health, including one's ability to deliver a healthy baby in
adulthood.
HS.8.G.35 Encourage and support safe, respectful, and responsible relationships.
HS.8.G.37 Support others in making positive and healthful choices about sexual
behavior.
115
Assignment #1: Protecting Your Body from Unplanned Pregnancy
Objectives:
1. Students will identify different methods of contraception.
2. Students will identify the advantages and disadvantages of different methods
of contraception.
3. Students will make a "commercial" for a specified method of contraception.
Checklist:
✓ Things to Do
Methods of Contraception
Using the contraceptive worksheet find information about the following
methods of contraception: (students can create a Power Point slide
presentation instead)
■ Male Condom
■ Spermicidal cream or gel
■ Contraceptive Ring
■ Oral Contraceptives
■ Depo-Provera (Injection)
■ Norplant (Implant)
■ Contraceptive Hormonal Patch
■ Withdrawal
■ Abstinence
■ Calendar/Rhythm method
Find Local Clinics and Agencies
Find at least 5 local clinics and agencies that provide reproductive health
education and services. (Examples: local health department, Planned
Parenthood, school clinic, community-based agencies)
■ Location
■ Phone Number
■ Email/W eh-Page
■ Services Provided
■ Fees/Insurance accepted
Hot Button Topics~ Journal Activity
Answer the following journal prompts with complete thought and complete
sentences. The journals should be at least one paragraph with specific examples to
support your point of view.
Besides abstinence, what is the most effective contraceptive method for
teenagers?
What is the biggest difference between condoms and other methods of birth
control?
What makes a method easy for teenagers to use?
Can teens avoid disadvantages of contraceptives? How?
116
Assessment:
Create a display board of each contraception
• Each of the 10 methods of contraception should be shown
o Picture or actual example
o Procedure steps on how to use
o Whether a prescription is needed or not
o Where a consumer can purchase product
o Advantages and disadvantages
o Whether it protects from STDS or not
o Effectiveness rate against unplanned pregnancy and/or STDS.
117
Assignment #2: Protecting your Body from Sexually Transmitted Diseases
Objectives:
1. Students will be able to identify symptoms and treatments for some common
STDs.
2. Students will be able to identify community health services that provide treatment,
testing, and information on STDs/HIV/AIDS.
3. Students will be able to explain the relationship between alcohol and other drugs
used by adolescents and the role these substances play in STDs.
4. Students will be to analyze the relationship between unsafe behaviors, refusal
skills, and the risk of HIV.
Checklist:
✓ Thinl(s to Do
Sexually Transmitted Diseases & HIV/ AIDS
Research and find the top 3 STDs in the county you live in the following
demographics:
• Teenagers/young adults (16-26)
■ Race/Ethnicity
Complete STD chart on the top 3 STDS and HIV/AIDS
Hot Button Topics~ Journal Activity
Answer the following journal prompts with complete thought and complete
sentences. The journals should be at least one paragraph with specific
examples to support your point of view.
Why do you think'people avoid condoms?
How can someone encourage a partner to use condoms?
How old must someone be to buy a condom or obtain contraception without
a parent's permission?
What can someone do if someone is too embarrassed to buy condoms in the
store?
Communicating with Your Sexual Partner(s)
Case Studies
Read tips from Communicatin~ with Your Sexual Partner(s) handout
Complete Effective Communication with Sexual Partner(s) handout
Assessment:
Create a Final Exam with an answer key. You will be assessing students on the
following information:
• Information from STDS chart
• Hot Button Issues
• Effective Communication with Sexual Partner(s)
118
Assignment #3: Presentation of Product to School Community
Objectives:
advocate for school community
Checklist:
✓ Things to Do
Choose a target population or age group
Choose at least 2 Medias to teach how to prevent unplanned pregnancies
and Sexually transmitted diseases.
• Newsletter
• 3-5 Page Report
Assessment:
• Identify different methods of contraception.

• Identify the advantages and disadvantages of different methods of
contraception.
• Identify symptoms and treatments for some common STDs.
• Identify community health services that provide treatment, testing, and
information on STDs/HIV/AIDS.
• Explain the relationship between alcohol and other drugs used by adolescents
and the role these substances play in STDs.
• Analyze the relationship between unsafe behaviors, refusal skills, and the risk
119
Resources:
■ Internet Search Engine Keywords: Contraception, birth control, unplanned
pregnancy, sexually transmitted diseases
■ http://www.plShondaedparenthood.org/birth-control-pregnancy/birthcontrol-
42 l l .htm
■ View commercials for products such as, Trojan condoms, Nuvaring, Yazmine
(Yaz) oral contraceptive pills, or oral contraceptive pills.
■ Local clinics and health departments have informative brochures about
common STDs.
■ http://www.cdc.gov/STD/
Teacher Helpful Suggestions:

4. Have students brainstorm commercials that they have seen that are selling a
health related product. Make the connection between what should be in their
commercials and the examples found on television.
5. Provide examples of informational brochures about contraception.
6. HIV/AIDS is commonly thought to be the one of the top 3 STDS; however,
HPV, gonorrhea, Chlamydia, and trichomoniasis are far more common in teens
and young adults. Still have students complete a STD chart on HIV/AIDS.
120
Contraceptive Method Worksheet
Method:
---------------------
How do you obtain this method? (Prescription or Nonprescription)
How does this method work?
Who uses this method and how is it used?
What are the advantages of this method?
What are the disadvantages of this method?

121
STD CHART
Name:
Number 0[12eo11Je Modes o[Transmission: Signs & Sr.m12toms

infected:
Male:
In County/State:
Female
In Nation:
Testing_Procedure: How fertilitv can be Treatment:

effected:
Male:
Female:
How can it e[fect a

develoe_ing_fetus:
122
Communicating with Your Sexual Partner( s)

Every hour of every day in this country, two people your age contract HIV.
Worldwide, over 50% of new HIV infections occur among people aged 25 or younger.
Moreover, this year alone, one out of four of our sexually active peers will contract an
STD (sexually transmitted infections), and one out of five sexually active teenage girls
will become pregnant. These statistics are unacceptable.
It's time we use the most powerful tool we have to protect ourselves-communication!
Remember, communication is key. Discuss safer sex. Ask about your partner's sexual
history. Being open and honest about you and your partner's sexual history shows that
you care about one another's health and well-being.
Yet, communicating with your partner about sex can be hard. Read the following tips:
• To reach mutual understanding and agreement on sexual health issues, choose

a convenient time when you will both be free of distractions.
• Choose a relaxing environment in a neutral location, like a coffee bar or a park,
where neither of you will feel pressured.
• Use "I" statements when talking. For example, I.feel that abstinence is right.for
me at this time. Or, I would feel more comfortable if we used a condom.
• Be assertive! Do not let fear of how your partner might react stop you from
talking with him/her.
• Be a good listener. Let your partner know that you hear, understand, and care
about what she/he is saying and feeling.
• Be "ask-able"-let your partner know you are open to questions and that you
won't jump on him/her or be offended by questions.
• Be patient with your partner, and remain firm in your decision that talking is
important.
• Recognize your limits. You can't communicate alone or protect you both alone,
and you don't have to know all the answers.
• Understand that success in talking does not mean one person getting the other
person to do something. It means that you both have said what you think and
feel respectfully and honestly and that you have both listened respectfully to
the other.
• Get information to help you each make informed decisions.
123
• Avoid making assumptions. Ask open-ended questions to discuss relationship

expectations, past and present sexual relationships, contraceptive use, and
testing for STDs, including HIV, among other issues. For example, What do
you think about our agreeing to avoid sex until after we graduate? Or, What
do you think about our using hormonal contraception as well as condoms?
Not, Did you get the condoms? Or, When will you have sex with me?
• Ask for more information when unsure. Ask questions to clarify what you
believe you heard. For example, I think you said that you want us to use both
condoms and birth control pills? Is that right? Or, I think you want us both to
wait until we graduate to have sex? Is that right?
• A void judging, labeling, blaming, threatening or bribing your partner. Don't let
your partner judge, label, blame, threaten, or bribe you.
• Do not wait until you become sexually intimate to discuss safer sex with your
partner. In the heat of the moment, you and your partner may be unable to talk
effectively.
• Stick by your decision. Don't be swayed by lines like, If you loved me, you
would have sex with me. Or, If you loved me, you would trust me and not use a
condom.
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Effective Communication with Sexual Partner(s)

Case Studies
Procedure:
1. Read the following case study:
Shonda is seventeen years old. The summer after graduation, Shonda was offered a
job at a hotel outside of town. She took the job, even though it meant being away from
her family andfriends for three months. At the hotel, Shonda felt lonely. The other
girls had worked at the hotel for several summers and seemed to be in a clique that
excluded her. Then Shonda met James. He was a really hot lifeguard and all of the
girls wanted his attention. James became really interested in Shonda and asked her
out. Suddenly, the other girls paid attention to Shonda. They included her in their
activities and pumped her for information about James. Shonda wanted to be popular,
so she decided to go out with James. Everyone would think she were nuts ff she didn't.
James very quickly began to pressure Shonda to have sex with him. He even made it
clear he wouldn't keep dating her if she refused. One night, after getting high on beer
and marijuana, James walked Shonda back to the hotel and insisted that he go up to
her room with her.
2. Shonda needs to decide if she is ready to have sex with James or not. What
factors does she need to consider (sample list follows)?
• Pressure (from James, from friends)
• Wanting to be popular, to belong
• Alcohol, drug use
• Alternatives to intercourse
3. Respond if, in this case, sex would be a good choice. Explain your reasoning.
125
4. Next, read the following revised case study:
Shonda is seventeen years old. The summer after graduation, Shonda was offered a
job at a hotel outside of town. She took the job, even though it meant being away from
her family andfriendsfor three months. At first, Shonda felt lonely. Although the other
girls had worked at the hotel over several summers and seemed to be in a clique,
Shonda persisted and eventually made a couple of friends. One evening, Shonda met
James. He was a really hot lifeguard and all of the girls wanted his attention. James
became really interested in Shonda and asked her out. James was really nice to
Shonda and they spent a lot of time together. James taught Shonda how to swim and
Shonda taught James how to play tennis. They took long walks together and talked
about everything. They were inseparable and seemed very happy. At one point during
the summer, Shonda and James started talking about having sex. They wanted to
demonstrate their love for each other. They both agreed that if they were to have sex,
they should use condoms in order to protect each other from unintended pregnancy
and STDs.
5. What factors are present for Shonda and James in deciding whether or not to
have sex?
(sample list follows)?
• Good communication skills
• Sharing relationship (both contribute)
• Pleasure
• STD, pregnancy prevention
• Possible virginity
6. Respond if, in this case, sex would be a good choice. Explain your reasoning.
7. Respond: Apart from the ones presented in these two case studies, what are
some additional factors that people need to consider when deciding whether to
have sex or not (sample list follows)?
• Comfort with own body
• Cultural expectations
• Religious expectations
8. Respond: What advice would you give Shonda and James in both cases?
• Utilize the tips from Communicating With Your Sexual Partner(s) handout.
9. Write your own case study and to determine which circumstances are present
that would make sex a good or poor choice.
• Include tips from Communicating With Your Sexual Partner(s) handout.
126
Project #3 Nutrition and Physical Activity
What to Put In Your Body? How You Want to Move Your Body?

HS.1.N.2 Research and discuss the practical use of current research-based
guidelines for a nutritionally balanced diet.
HS.l.N.3 Explain the importance of variety and moderation in food selection and
consumption.
HS.l.N.4 Describe dietary guidelines, food groups, nutrients, and serving size for
healthy eating habits.
HS.l.N.5 Describe the relationship between poor eating habits and chronic
diseases such as heart disease, obesity, cancer, diabetes, hypertension,
and osteoporosis.
HS.1.N.8 Describe the prevalence, causes and long-term consequences of
unhealthy eating.
HS.1.N.9 Analyze the relationship between physical activity and overall health.
HS.l.N.10 Evaluate various approaches to maintaining a healthy weight.
HS.l.N.13 Describe the amounts and types of physical activity recommended for
teenagers' overall health and maintain to healthy body weight.
HS.l.N.15 Explain the physical, academic, mental, and social benefits of physical
activity and the relationship of a sedentary lifestyle to chronic disease.
HS.2.N.16 Evaluate internal and external influences that affect food choices.
HS.2.N.17 Assess personal barriers to healthy eating and physical activity.
HS.2.N.18 Distinguish between acts and myths regarding nutrition practices,
products and physical performance.
HS.2.N.20 Analyze the impact of various influences, including the environment,
on eating habits and attitudes toward weight management.
HS.2.N.21 Examine internal and external influences that affect physical activity.
HS.3.N.22 Access sources of accurate information about safe and healthy weight
management.
HS.3.N.24 Describe how to use nutrition information on food labels to compare
products.
HS.4.N.28 Analyze positive strategies to communicate healthy eating and physical
activity needs at home, school, and in the community.
127

HS.5.N.30 Examine how nutritional needs are affected by age, gender, activity
level, pregnancy, and health status.
HS.5.N.31 Use a decision-making process to plan nutritionally adequate meals at
home and away from home.
HS.6.N.33 Assess one's personal nutrition needs and level of physical activity.
HS.6.N.34 Develop practical solutions to remove barriers to healthy eating and
physical activity.
HS.6.N.35 Create a personal nutrition and physical activity plan based on current
guidelines.
HS.7.N.36 Select healthy foods and beverages in a variety of settings.
HS.7.N.37 Critique one's own personal diet for overall balance of key nutrients.
HS.7.N.38 Identify ways an individual can eat more fruits and vegetables.
HS.7.N.39 Describe how to take more personal responsibility for eating healthy
foods.
HS.7.N.40 Participate in school and community activities that promote fitness and
health.
HS.8.N.42 Educate family and peers to choose healthy foods.
128
Assignment #1: Nutrition and Your Health

Objectives:
1. Students will be able to explain the relationship between nutrition, quality of
life, and disease.
2. Students will be able to evaluate various influences on food choices.
3. Students will be able to explain the immediate and long-term benefits of
nutrition on body systems.
4. Students will be able to demonstrate knowledge of nutrients in a variety of
foods.
5. Students will be able to evaluate the concepts of balance, variety, and
moderation, using the Food Guide Pyramid and national dietary guidelines.
6. Students will be able to select and explain healthful meals and snacks as part of
a balanced diet.
7. Students will be able to utilize the information on food labels.
Checklist:
✓ Thinf!s to Do
Nutrition and Disease Prevention
Find at least 2 different diseases that are related to poor nutrition and eating
habits.
Can include, but not limited to:
• Type II Diabetes
• Hypertension
• Cancer (Use Specific Types: Breast, etc.)
• Osteoporosis
• Obesity
• Heart Disease
• Anorexia
Create a Leaming Poster or PowerPoint with following information:
• Cause
• Signs and Symptoms
• Diagnosis
• Population Affected
• Treatment
• Morbidity and Mortality Rates (How many people have disease? And
how many people die from disease?)
• Prevention techniques
What Influences Your Food Choices?
Answer the following questions from information researched in textbook, reliable
internet sites, and personal experiences.
What is the difference between hunger and appetite?
What is emotional eating? Give an example of where you have witnessed or
personally experienced this?
129
Give an example of how:

• your friends and peers influence your food choices?
• your cultural and ethnic background influences your food choices?
• convenience and cost influences your food choices?
• advertising influences your food choices?
Guidelines for Healthful Eatin2
Go to the following website to find and print your mypyramid plan:
httg://www.myp:yramid.gov/myp:yramid/index.asQX
• After entering your age, weight, height, and physical activity level a
plan will be created for you.
• Complete the Analyzin~ My Pyramid Plan handout.
Assessment:
Your Diet
Directions: Work should be typed
1. Cover Page
a. Title-My Diet (Centered)
b. Name, date, and period (Lower right hand comer)
2. Create a Diet Log with the following information to be inputted:
a. Date
b. Food/Drink Consumed
c. Serving Size
d. Calories
e. Total Calories for the day
f. Food Group(s)
3. For 10 days write complete log
4. After the 10th day analyze your diet by answering the following questions.
a. What is the main group your diet is lacking?
b. What is the main group you have too much of?
c. How many times did you get your food from fast food restaurants?
d. Is your diet high in fats and sugar?
e. Did you have a day of emotional eating or non-eating? Was it because
of stress, anger, sadness, or happiness?
f. How did your culture, ethnicity, and peers affect your food choices?
g. How did convenience and cost affect your food choices?
h. When did you eat your largest meals of the day?
1. Did you eat breakfast? When you did eat breakfast did it affect your
energy level for the day? How?
J. From your diet are you on-track to getting a disease that is related to
poor nutrition?
Use information mypyramid plan (website)

My Pyramid Plan handout
130
Assignment #2: Physical Activity and Your Health

Objectives:
1. Students will understand the importance of regular activity for enhancing and
maintaining personal health throughout the life span.
2. Students will discover ways to incorporate physical activity into daily life.
3. Students will identify and describe the five areas of health-related fitness.
4. Students will examine the relationship among body composition, diet, and
fitness.
5. Students will understand how to improve each of the five areas ofhealth
related fitness.
6. Students will identify the basic principles of a physical activity program.
Checklist:
✓ Things to Do
Promoting the Benefits of Physical Activity
Choose an activity that benefits all parts of health (Physical, Mental/Emotional,
and Social) and create a plan to try it out.
Make a four-column chart on a sheet of paper. Label the columns
"Activity", "Physical", "Mental/Emotional", and "Social".
Work individually in a group and identify and record a physical activity that
you enJoy.
Then think of a physical, mental/emotional, and social benefit of each
activity listed.
Choose one activity on the chart, and create an ad that illustrates the
physical, mental/emotional, and social benefits of that activity.
Create a plan to try the activity. Include:
• Location
• Equipment
• Cost
• Possible Risks
• What should a beginner, intermediate, and advanced person be able
to do?
• What are steps that can be done to improve ability in sport?
Elements of Fitness
Research and answer the following questions regarding fitness
Describe the five areas of health-related fitness:
• Cardiorespiratory endurance
• Muscular strength
• Muscular endurance
• Flexibility
• Body composition
Identify how each area can be measured
131
Assessment:
Create a Physical Fitness Test
I. Cover Page
a. Title-Physical Fitness Test (centered)
b. Name, Date, and Period (Lower right hand corner)
II. Physical Fitness Test
a. Area of Fitness
b. Description of area
c. List procedure steps for test
d. Optimal scores
III. Your Participants scores
IV. Fitness Plan
a. Were optimal scores reached in each area?
b. What areas need improvement?
c. From results design a minimum of 3 tips and suggestions that you
or your participants can follow to increase overall fitness levels in
each area.
132
Objectives:
advocate for school community
Checklist:
✓ ThinKSto Do
Choose at least 2 Medias to teach how to improve nutrition and physical
activity.
• Newsletter
• 3-5 Pa1:eReport
Assessment:
• Explain the relationship between nutrition, quality of life, and disease.

• Identify various influences on food choices.
• Explain the immediate and long-term benefits of nutrition on body
systems.
• The concepts of balance, variety, and moderation, using the Food Guide
Pyramid and national dietary guidelines.
• How to select and explain healthful meals and snacks as part of a
balanced diet.
• How to read the information on food labels.
• Show the importance of regular activity for enhancing and maintaining
personal health throughout the life span.
• How to incorporate physical activity into daily life.
• Identify and describe the five areas of health-related fitness.
• How to improve each of the five areas of health-related fitness.
• Identify the basic principles of a physical activity program.
133
Resources:
Internet Search Engine Keywords: nutrition, physical activity, dietary guidelines,
fitness, fitness test
• What counts as an ounce for meat and beans?
http:llwww.mvpyramid.gov/pyramidlmeat counts table. IItmf
• What counts as an ounce for grains?

lzttp:/Av1-1,w.mvpvramid.govlpvramidlgrains counts table.html
• What counts as a cup for vegetables?

http://wHJ\-Vmvpyramid.
. govlpvramidlvegetables counts table. html
• What counts as a cup for fruit?

http://w.v.v. mvpyra mid. govlpyramidlfi-uits cow1ts tabfe.htm l
To find nutritional value (calories) for fast food menus have students go to the official
websites of the restaurants they went to.
Teacher Helpful Suggestions:

2. There are many examples of physical fitness tests online. Make sure students
use one that is appropriate, and that equipment is available.
134
Analyzing My Pyramid Plan

From data you entered input the suggested amount of each type of food, and list
at least 3 ti s rovided for better nutrition.
Vegetables
Milk
x• ',...,:; S, "', ❖,~'"' ❖

' ' ' "'' -❖ --+"::- -~:',-:-(
:Meat:and-Beans:':
:;:\:\;
;~~~-:~~ :_
;:,,:,
"• ''"'-'><)\'
What food group(s) do you need to improve in?
List at least one food choice tip you can immediately make.
135
Proiect # 4 Mental, Emotional, and Social Health
Got Stress?

HS.l.M.2 Analyze the qualities of healthy relationships with family and peers
HS.l.M.3 Describe healthy ways to express caring, friendship, affection, and
love.
HS.1.M.5 Describe how social environments affect health and well-being.
HS.l.M.9 Classify personal stressors at home, in school, and with peers.
HS.2.M.12 Examine the internal and external issues related to seeking mental
health assistance.
HS.3.M.13 Access school and community resources to help with mental,
emotional, and social health concerns.
HS.4.M.15 Seek help from trusted adults for self or a friend with an emotional or
social health problem.
HS.5.M.17 Monitor personal stressors and assess techniques for managing them.
HS.5.M.18 Compare various coping mechanisms for managing stress.
HS.5.M.19 Analyze situations when it is important to seek help with stress, loss,
unrealistic body image, and depression.
HS.6.M.20 Evaluate how preventing and managing stress and getting help for
mental and social problems help achieve short- and long-term goals.
HS.6.M.21 Set a goal to reduce life stressors in a health-enhancing way.
HS.7.M.22 Self-assess personal patterns in response to stress and use of resources.
HS.7.M.23 Practice effective coping mechanisms and strategies for managing
stress.
HS.8.M.29 Promote a positive and respectful environment at school and in the
community.
136
Assignment #1: What's 'Stressing' You?
Objectives:
1. Students will examine causes of stress.
2. Students will describe the effects of stress on body systems.
3. Students will analyze how stress can affect physical, mental/emotional, and
social health.
4. Students will identify symptoms of anxiety and depression.
5. Students will develop strategies for coping with anxiety and depression.
Checklist:
✓- Things to Do
What Causes Stress?
Complete How Much Stress Do You Have? Handout
Complete How Does Stress Affect Your Body? Handout
Anxiety and Depression
Create a Vin diagram compare and contrast Anxiety and Depression using
the following criteria's:
• Definition
• Signs and Symptoms
• Treatment
• Prevention
• Diagnosis
Assessment:
1. Describe a scenario in which a teen feels overwhelmed by a stressor.
2. Use the six steps of decision making to demonstrate how the teen can
handle the stressful situation in an effective way.
a. Identify a specific goal
b. List the steps that will be taken to reach goal.
c. Identify potential problems and way to get help and support from
others.
d. Set up checkpoints to evaluate progress.
e. Identify a reward once goal has been achieved.
----------------------------------------------------
137
Assignment #2: How Can You Manage Your Stress?
Objectives:
1. Students will develop strategies for managing stress.
2. Students will examine how healthful behavior help reduce stress.
3. Students will be able to demonstrate refusal strategies for avoiding some
stressful situations.
4. Students will explain what it means to be resilient.
5. Students will explore methods for developing protective factors.
6. Students will evaluate how having protective factors help people avoid risk
behaviors.
Checklist:
✓ Things to Do
Identify Personal Stress
Complete Tally Up Your Stress handout
Manage Stress
Create a calendar using either a large sheet of paper or Microsoft
Publisher
Pencil in two weeks activities including:
• School
• Work/Look for Work
• Exercise
• Eat
• Sleep
• Family
• Friends
Include specific goals or deadlines, such as "History paper due." Include
preparation time, such as "Go to library to research history paper".
Analyze your schedule
• Are you surprised how much time you spend on some activities?
• Where do you see conflicts?
• Are there thing you'd like to do that you are not doing?
• Do you have adequate time to relax? Or, are you relaxing too
much?
• To you have adequate time to eat healthful meals, and get plenty
of physical activity?
Prioritize your tasks
• Write "A" next to any task you need to do
• Write "B" next to any would like to get done
• Write "C" for any that an wait
Create another calendar and rework your schedule.
138
• Try to consolidate tasks

• Delete low-priority activities
Make sure to include getting adequate sleep, getting physical
activity, time to relax eating nutritious foods, avoiding tobacco,
alcohol, and other drugs,
Resiliency and Protective Factors
Define resiliency. Why is it important?
The following is a list of external protective factors:
• Family
• School
• Community
• Peers
How can each of these factors increase your resiliency?
The following is a list of internal protective factors
• Commitment to learning
• Positive values (taking responsibility, avoiding risk behaviors)
• Social competency (you have empathy and friendship skills)
• Positive identify (sense of control over what happens to you,
positive self-esteem)
Using your textbook and internet find more specific examples of
internal protective factors.
Review your protective factors. Is there an area you would like to
strengthen?
Using the steps of goal setting, make a plan to develop specific a specific
protective factor.
a. Identify a specific goal
b. List the steps that will be taken to reach goal.
C. Identify potential problems and way to get help and
support from others.
d. Set up checkpoints to evaluate progress.
e. Identify a reward once goal has been achieved
Assessment:
Make a "How to Survive" flyer advising teens on ways to manage and reduce
the stress of one of the following life events:
• Moving to a new school
• Getting a failing grade
• Looking for a job
• Becoming a Parent
• Senior Year-Getting Enough Credits
Include information on how Resiliency and Protective Factors can help.
139
Objectives:
Checklist:
✓ Things to Do
Choose at least 2 Medias to teach how to identify and manage stress.
• Newsletter
• 3-5 Pal(e Report
Assessment:
• Causes of stress.
• The effects of stress on body systems.
• How stress can affect physical, mental/emotional, and social health.
• Symptoms of anxiety and depression.
• Strategies for coping with anxiety and depression
• Strategies for managing stress.
• How healthful behaviors help reduce stress.
• What it means to be resilient.
• Methods for developing protective factors.
• How having protective factors help people avoid risk behaviors
Resources:
Internet Search Engines Keywords: stress, stressors, resiliency, protective factors,
anxiety, depression, coping, managing stress, stress management.
140
3. If you have a Health textbook, bookmark information regarding stress to add as
an additional resource.
141
How Much Stress Do You Have?
Some stress is necessary for life, but too much stress is harmful. A scale has been
developed for measuring stress in terms oflife's daily events. The chart below is
adapted to a teenager's life. To find your score, check the events applying to you
during this past year, and look at the point value assigned to that event. Then add up
your points.
Point Value Event
100 1. Death of parent or other significant adult
73 2. Divorce of parents
65 3. Marital separation of parents
63 4. Jail term for you
63 5. Death of close family member
53 6. Personal injury or illness
50 7. Marriage
47 8. Fired from your full time work
45 9. Marital reconciliation of parents
45 10. Remarriage of parents
44 11. Change in family member's health
40 12. Pregnancy
39 13. Low grades received
39 14. Addition to your family
39 15. Breaking up with a boy/girl friend
38 16. A change in your financial status
37 17. Death of a close friend
36 18. Getting a part time job
35 19. Change in the number of family arguments
31 20.Fired from a part time job
30 21. Changing jobs
29 22. A change in work or school responsibilities
29 23. Brother or sister leaving home
29 24. Trouble with parents or siblings
29 25. Outstanding personal achievement
26 26. Trouble with school
26 27. Starting or finishing school
26 28. A change in living conditions
24 29. A change in personal habits
23 30. Trouble with your boss
20 31. Change in working hours, or conditions
20 32. Change in residence
20 33. Change in schools
19 34. Change in your recreational habits
142
19 35. Change in religious activities

18 36. Change in social activities
17 37. Disagreement with a friend
16 38. Change in sleeping habits
15 39. Change in number of family gatherings
15 40. Change in eating habits
13 41. Vacation
12 42. The Christmas season
11 43. Minor violation of the law
Total Points
A score of 300+ means you have an 80 percent chance of becoming seriously ill.
Respond to the following questions:

1. Were there events listed that you did not recognize as stressful events?
2. Have there been events in your life you considered stressful that were not
included?
3. If you were at or above 300 points how is your body responding physically to
this large amount of stress?
~-----------------------------------------------~
143
Classify each of the 43 stressful events into 1 or more of the following

categories:
• Biological stressors, such as illness, disabilities, or injuries
• Environmental stressors, such as poverty, pollution, crowding, noise, or
natural disasters.
• Cognitive, or thinking stressors, such as the way you perceive a situation or
how it affects you and the world around you.
• Personal behavior stressors, such as negative reactions in the body and mind
caused by using tobacco, alcohol, or other drugs or by a lack of physical
activity.
• Life situation stressors, such as the death of a pet, the separation or divorce of
parents, or having trouble in relationships with peers.
Put the Number Corresponding to the Type of Stressor. ---~

Biological stressors Environmental stressors
Cognitive, or thinking stressors Personal behavior stressors
Life situation stressors
--------------------------------------------------------
144
How Does Your Stress Affect Your Body?
When I feel under a lot of stress and pressure, which of the following responses
do I notice? Place a check before those items which apply and occur frequently or
regularly.
Crying Sleep or go to bed to escape

Depression Inability to sleep
Increased smoking Headaches
Restlessness, fidgeting Dizziness
Feeling exhausted / fatigued Grind teeth
Drug I alcohol misuses Dry mouth I throat
Loss of appetite __ Nail biting
Stomach upset/ nausea Face feels hot, flushed
Hands and / or feet feel cold or Neck/ shoulders tighten up/ ache
sweaty
Tapping fingers/feet Stomach cramps
Withdrawal from people Increased urination/defecation
Aggression Diarrhea
Boredom Legs get shaky or tighten
Asthma symptoms Mood Swings
Weakened immune symptom Easily Frustrated
Lose sense of humor Break out in hives
Classify each Sign/Symptom of Stress into one or more of the following categories
by putting a (P) for Physical, (ME) for Mental/Emotional, and/or (B) for
behavioral by each sign/symptom above.
• Physical Signs: affecting how your body functions such as, headaches, upset
stomach, or muscle aches.
• Mental/Emotional Signs: affecting the ability to accept yourself and others,
adapt to and mange emotional, and dealing with the demands and challenges in
life such as, crying, trouble thinking clearly, frustration, or losing sense of
humor or perspective.
• Behavioral Signs: affecting how usually behave or handle situations such as,
not eating, overeating, compulsive talking, tapping feet, or changing sleep
patterns.
145
Tally up Your Stress
A. My five greatest stresses are:

1.
2.
3.
4.
5.
B. The five ways I react to stress are:

1.
2.
3.
4.
5.
C. The five skills I use to cope with stress are;

1.
2.
3.
4.
5.
D. The five ways I like to relax are:

1.
2.
3.
4.
5.
E. The five most important skills I need to learn about stress are:
1.
2.
3.
4.
5.
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Project #5 Personal and Community Health
Taking Control of Your Personal Health

HS. l.P. l Examine the value for teenagers in actively managing their personal
health behaviors (e.g., adequate sleep, ergonomics, and self
examination).
HS.1.P.2 Evaluate the importance of routine medical and dental check-ups,
vaccinations, and examinations.
HS.l.P.3 Identify symptoms that should prompt individuals to seek health care.
HS. l.P.4 Identify types of pathogens that cause disease.
HS.l.P.5 Investigate the causes and symptoms of communicable and
noncommunicable diseases.
HS.l.P.8 Examine common types and symptoms of cancers.
HS. l.P.9 Identify the importance of medical screenings, including melanoma,
breast and testicular examinations, and testing necessary to maintain
reproductive health.
HS.l.Pll Examine ways to prevent and manage asthma.
HS.2.P.15 Discuss influences that affect positive health practices.
HS.2.P.16 Evaluate influences on the selection of personal healthcare products
and services.
HS.2.P.20 Evaluate the benefits of informed health choices.
HS.3.P.22 Access valid information about personal health products and services in
the community.
HS.3.P.23 Access valid information common diseases.
HS.3.P.26 Assess ways to be a responsible consumer of health products and
services.
HS.4.P.27 Use effective communication skills to ask for assistance from parents,
guardians, medical or dental health care professions to enhance health.
HS.5.P.28 Apply a decision-making process to a personal health issue or problem.
HS.5.P.29 Explain how decisions regarding health behaviors have consequences
on self and others.
HS.5.P.31 Analyze how using alcohol tobacco, and other drugs influences health
and other behaviors.
147

HS.7.P.35 Analyze environmental barriers to adopting positive personal health,
personal health practices, and strategies for overcoming these barriers.
HS.l.P.38 Describe steps involved in breast or testicular self-exams.
HS.8.P.39 Support personal or consumer health issues that promotes community
wellness. ·
148
Assignment #1: What's Out There?

Objectives:
1. Students will identify the types of pathogens that cause communicable
diseases.
2. Students will identify the characteristics, causes, transmission, symptoms,
prevention, and treatment of several communicable diseases.
3. Students will develop and analyze strategies related to the prevention and
management of noncommunicable diseases.
4. Students will examine the causes, types, and treatments of cancer.
5. Students will relate the importance of early detection and warning signs of
cancer that prompt individuals to seek health care.
6. Students will examine the effects of health behaviors that put someone at risk
for developing cancer.
7. Students will develop, analyze, and apply strategies related to the prevention of
cancer.
Checklist:
✓ Thin,:s to Do
Communicable Diseases
Using an on-line resource develop a crossword puzzle with at least 20 different
communicable diseases. The clue for each communicable disease can be:
• Whether it is caused by a virus, bacteria, fungi, protozoan, or rickettsia .
• Transmitted through direct contact, indirect contact (contaminated
objects, vectors, or water and food), or airborne transmission
• Type of vaccine used for prevention such as, live-virus vaccine, killed-
virus vaccine, toxoids, or new and second-generation vaccines
• Signs/Symptoms
• Population mostly effected .
Noncommunicable Diseases
Make a table. In the first column, write the names of the following
noncommunicable diseases:
• Hypertension
• Atherosclerosis
• Heart attack
• Congestive heart failure
• Stroke
• Allergies
• Asthma
• Type II Diabetes
• Rheumatoid Arthritis
• Choose 1 on your own
In the second column
• Identify risk factors for each disease
149
In the third column

• Describe and analyze strategies for healthful lifestyle behaviors that
will reduce risk for the disease, or lower intensity of symptoms.
Cancer
Find and list the top 5 cancers are diagnosed with in America last year.
Find and list the top 5 cancer Americans died from last year.
Choose one of these cancers and develop a learning poster or PowerPoint that
educates people on the following:
• Difference between benign and malignant tumor
• Definition of metastasis, and where does that type of cancer metastasize
to.
• Type of cancer it is (lymphoma, leukemia, carcinoma, or sarcoma)
• Risk factors
• Symptoms
• Screening and early detection methods
• Treatment
• Description of stages (survivability at each stage)
• New cases per year, and who is affected (gender, age group,
race/ ethnicity)
Assessment: ·
1. Create an exam that uses information gathered from Lesson # 1.

• Include True/False
• Multiple Choice
• Short Answer
• Matching
150
Assignment #2: Having Power for Your Personal Health

Objectives:
1. Students will identify factors that influence consumer decisions about health
care products and services.
2. Students will analyze the health messages delivered through advertising in the
media.
3. Students will demonstrate ways to utilize criteria to evaluate health products
for appropriateness.
4. Students will identify, describe, and assess available health-related services in
the community that relate to disease prevention and health promotion.
5. Students will demonstrate how to communicate with health care professionals.
6. Students will analyze the impact of availability of health services in the
community and world.
Checklist:
✓ Thin2s to Do
Being a Literate, Responsible, and Informed Health Consumer
Using the Hidden Messages in Advertising handout record observations
from advertisements that are selling health related products
Shopping Comparisons
Complete Shovving Comparisons handout
Researching Public Health Agencies in the Community
Make a four column chart:
• List the name of each agency (examples include; city health
departments, nonprofit agencies: march of Dimes, Planned
Parenthood)
• Describe what each one does
• Tell whether it is a government or private agency
• Describe employment opportunities. (experience and education
needed, salary, hours, where to apply)
Assessment:
Create a Personal Health Journal
Record things like:
• What's happening with your body, e.g., how you are feeling, symptoms,
and body changes.
• Questions and/or concerns you have about your health.
• Questions and/or concerns you have about health issues, such as drug
abuse, alcohol and tobacco, and teen sex.
• Your moods, feelings, and thoughts, and how you think they might be
connected to your health.
151
Compile your vitals:

• Write down as much of your medical history as you know. Ask your family
and/or doctor for anything you're not sure about.
• Write down any medications/drugs you are currently taking, allergies, and
any illnesses in your immediate family.
Questions for your next Doctors Appoints:
• Create at least 5 questions you want to ask your doctor on your next visit.
152

Objectives:
Checklist:
✓
Choose a target o ulation or age grou
Choose at least 2 Medias to teach about preventing communicable and
noncommunicable diseases, and how to be a responsible health consumer.
• Newsletter
• 3-5 Pa e Re ort
Assessment:
• Identify the types of pathogens that cause communicable diseases.

• Identify the characteristics, causes, transmission, symptoms, prevention,
and treatment of several communicable diseases.
• Strategies related to the prevention and management of noncommunicable
diseases.
• The causes, types, and treatments of cancer.
• The importance of early detection and warning signs of cancer that prompt
individuals to seek health care.
• The effects of health behaviors that put someone at risk for developing
cancer.
• Strategies related to the prevention of cancer.
• Identify factors that influence consumer decisions about health care
products and services.
• The health messages delivered through advertising in the media.
• The ways to utilize criteria to evaluate health products for appropriateness.
• Identify, describe, and assess available health-related services in the
community that relate to disease prevention and health promotion.
• How to communicate with health care professionals.
• The impact of availability of health services in the community and world.
153
Resources:
Internet Search Engine Keywords: communicable disease, noncommunicable disease,
pathogens, mode of transmission, local public health agencies, cancer.
154
Hidden Messages in Advertising
Advertisers use several techniques to persuade consumers to purchase their

products.
Technique Example Hidden Message

Bandwagon Group of people using a Everyone is using it-
product or service you should too.
Rich and famous Product displayed in It will make you feel
expensive home rich and famous.
Free gifts Redeemable coupons It's too good a deal to
for merchandise pass up.
Great outdoors Scenes of nature If it's associated with
nature, it must be
healthy
Good times People smiling and The product will add
laughing fun to your life.
Testimonial People for whom a It worked for them, so it
product has worked will for you too.
Record an example of each type of advertising you have observed that is selling a
health related product.
1) Name of Product:
Type of advertisement (Billboard, television commercial, radio ad, magazine or

newspaper ad):
-----------------------
Technique used:
-----------------------
Example: __________________________ _
What is the target population for this health product? Include the time of day,
type of radio station, television show/channel, or magazine.
155
2) Name of Product:

newspaper ad):
Technique used: _______________________ _
Example: ___________________________ _
3) Name of Product:

newspaper ad): _______________________ _
Technique used: _______________________ _
Example: ___________________________ _
4) Name of Product:

newspaper ad):
Technique used: _______________________ _
Example: ___________________________ _
156
5) Name of Product:

newspaper ad): _______________________ _
Technique used: _______________________ _
Example: ___________________________ _
6) Name of Product:

newspaper ad):
Technique used: _______________________ _
Example: ___________________________ _
157
Shopping Comparisons
As consumers, you want to buy the best product at the best price. That is why
it is important to shop and compare prices and brands. For this activity, you will need
to visit a drugstore or supermarket. Pick three different over-the-counter medicines
that also have generic brands. For each medication, list the name, active ingredient,
and price. Compare the similarities and differences, and briefly explain which
medication you would buy and why. Follow the example below.
Example:
Brand Name SUDAFED-Maximum Strength nasal
Decongestant, Expectorant
Active Ingredients Guaifensein, 200mg and
Pseudoephedrine HyroChloride, 30mg.
Price: $5.89
Generic-name Safeway Maximum Strength nasal Decongestant,
Expectorant
Active Ingredients Guaifensein, 200mg and
Pseudoephedrine HyroChloride, 30mg.
Price $4.49
Comparison: The active ingredients are the same for both products. The price
for the generic brand is $1.40 less than the name-brand. There was the same
number of tablets in each package. I feel buying the generic brand is smarter.
Brand Name
Active Ingredients
Price:
Generic-name
Active Ingredients
Price
Comparison:
158
Brand Name
Active Ingredients
Price:
Generic-name
Active Ingredients
Price
Comparison:
Brand Name
Active Ingredients
Price:
Generic-name
Active Ingredients
Price
Comparison:
159
Project #6 Injury Prevention and Safety
Preventing Unintentional and Intentional Injuries

HS.l.S.2 Recognize potentially harmful or abusive relationships, including
dangerous dating situations.
HS.1.S.4 Examine ways to reduce risk of injuries while traveling to and from
school and in the community, including reckless driving.
HS.1.S.5 Describe rules and laws intended to prevent injuries.
HS. l.S.6 Evaluate the risks and responsibilities regarding teen driving and auto
accidents.
HS.l.S.7 Discuss the characteristics of gang members.
HS.l.S.9 Explain the effects of violence on individuals, families, and
communities.
HS.2.S.14 Analyze the influence of alcohol and other drug use on personal,
family, and community safety.
HS.2.S.15 Explain how one's behavior, when an occupant of a vehicle, influences
the behavior of others.
HS.2.S.16 Analyze reasons why it is risky to belong to a gang.
HS.3.S.17 Analyze sources of information and services about safety and violence
prevention.
HS.4.S.19 Demonstrate effective negotiation skills to avoid dangerous and risky
situations.
HS.5.S.21 Apply decision-making process to avoid potentially dangerous
situations.
HS.5.S.23 Analyze the consequences of gang involvement to self, family, and
community.
HS.5.S.24 Analyze the consequences of violence to self, family, and community.
HS.7.S.26 Practice injury prevention during sporting, social, and motor vehicle
related activities.
HS.7.S.27 Demonstrate conflict resolution skills to avoid potentially violent
situations.
HS.7.S.29 Apply strategies to avoid and report dangerous situations, including
conflicts involving weapons and gangs.
HS.7.S.30 Assess characteristics of harmful or abusive relationships.
160

HS.8.S.31 Identify and support changes in the home, school, or community that
promote safety.
HS.8.S.33 Encourage actions to safe driving experiences.
161
Assignment #1: Avoiding Unintentional Iniuries
Objectives:
1. Students will analyze strategies for preventing unintentional injuries.
2. Students will demonstrate knowledge of strategies to prevent unintentional
injuries at home and at work.
3. Students will analyze strategies for preventing accidental injuries while driving
or riding in a car.
4. Students will be able to associate risk-taking while driving a car with
consequences such as unintentional injury.
Checklist:
✓ Thinl(S to Do
Safety at Home
Make a poster that encourages safety at home. Choose from one of the
following topic:
• Child Proofing a Home
• Preventing Electrical Shock
• Gun Safety
• Computer and Video Game Safety
• Preventing Poisoning
• Elder Proofing a Home
• Fire Safety
Include in your poster:
• Safety Habits
• Statistics-number of people injured unintentionally every year
• Local agencies that can supply further support, equipment, or
services.
Safety On The Road
Research and Identify the steps someone must take to earn a drivers license
before the age of 18.
Identify laws associated with drivers under the age of 18.
Decision-Making:
Imagine that you attended a party that lasted longer that you had planned.
Because the person who drove you there is under 18, they are not allowed to
drive at this time of night. Furthermore, this person has been smoking
marijuana and had "little" to drink. Last but not least, many people need a
ride home, so you may not have a seat belt. Use the decision-making model
steps to determine what to do.
1. State the situation
2. List the options
3. Weight the possible outcomes
162
a. H-(Healthful): What health risks, if any, will this option

present?
b. E-(Ethical): Does this choice reflect what you and your
family believe is right?
c. L-(Legal): Does this option violate any local, state, or federal
laws?
d. P-(Parent Approval): Would your parents or guardians
approve of this choice?
Assessment:
1. Research local agencies that educate, respond, and provide prevention
strategies for unintentional agencies.
They can include, but not limited to:
• Mothers Against Drinking and Driving (MADD)
• Police/Sheriffs Department
• American Red Cross
• FEMA
• Fire Department
2. Create a PowerPoint slide show on at least two agencies, and provide the
following information:
a. Location
b. Contact Information
c. Services Provided
d. Possible volunteer opportunities
e. Possible employment opportunities
163
Assignment #2: Avoiding Intentional Iniuries
Objectives:
1. Students will be able to identify behaviors and strategies that enhance personal
safety.
2. Students will be able to demonstrate ways of avoiding and reducing
threatening situations.
3. Students will examine factors that play a role in school violence.
4. Students will analyze and apply strategies for avoiding school violence.
5. Students will examine different types of violence and develop strategies for
violence prevention.
6. Students will explain the role that alcohol and other drugs play in violent
behaviors.
7. Students will be able to analyze the importance of healthy strategies that help
prevent physical, sexual, and emotional abuse, including date rape.
Checklist:
✓ Thinl!Sto Do
Keeping Schools Safe
Create a PowerPoint presentation on school/district policies and preventive
measures taken regarding:
1. Sexual harassment
2. Bullying
3. Gangs
4. Fighting
5. Weapons
Violence at Home and in Relationships
Research the resources available to victims of abuse and violence in your
community.
Make a flyer that includes these resources, their contact information, and
details about the services they provide.
Assessment:
Critical Thinking Questions:
1. Explain how family can decrease the likelihood of teen violence.
2. Many schools have adopted zero-tolerance policies for bullying and other
forms of harassment. How might these policies positively affect the mental
and emotional health of students?
3. Retaliation is a cause of violence. How might retaliation create an
environment in which the level of violence tends to escalate continually?
4. Examine the legal and ethical ramifications of unacceptable behaviors such
as acquaintance rape and sexual abuse.
164
Objectives:
Checklist:
✓ Thinf{s to Do
Choose at least 2 Medias to teach about preventing and lowering the
chances of unintentional and intentional injuries.
• Newsletter
• 3-5 Page Report
Assessment:
Your Prevention Tools Must Have All of The Following Information:
• Strategies for preventing unintentional injuries.

• Strategies to prevent unintentional injuries at home and at work.
• Strategies for preventing accidental injuries while driving or riding in a car.
• Associate risk-taking while driving a car with consequences such as
unintentional injury.
• Identify behaviors and strategies that enhance personal safety.
• Ways of avoiding and reducing threatening situations.
• Factors that play a role in school violence.
• Strategies for avoiding school violence.
• Types of violence and develop strategies for violence prevention.
• The role that alcohol and other drugs play in violent behaviors.
• Healthy strategies that help prevent physical, sexual, and emotional abuse,
including date ra e.
Resources:
Internet Search Engine Keywords: Home safety, child proofing, preventing falls for
elders, elder safety, Department of Motor Vehicles, School Safety, gun safety, gang
violence, sexual assault.
165
for research on violence.
4. Students can also use their student handbook or district website to find board
policies.
166
Curriculum Guide:
Appendix
167
HEALTH EDUCATION CONTENT

STANDARDS FOR CALIFORNIA
PUBLIC SCHOOLS
High School
California Department of Education

168
High School
As a result of health instruction in high school, all students will demonstrate the ability
to:
Alcohol, Tobacco, and Other Drugs

HS.I.A.I Describe health benefits of abstaining from or discontinuing use of
HS.l.A.2 Explain the impact of alcohol, tobacco, and other drug use on brain
chemistry, functioning, and behavior.
HS.l.A.3 Explain the impact of alcohol and tobacco use on risk of oral
cancer.
HS.l.A.4 Identify the social and legal implications of using and abusing
HS.l.A.5 Examine the use and abuse of prescription and nonprescription
medicines and illegal substances.
HS.1.A.6 Analyze the consequences to the mother and child of using alcohol,
tobacco, and other drugs during pregnancy, including fetal alcohol
spectrum disorder and other birth defects.
HS.1.A.7 Analyze consequences of binge drinking and its relationship to
cancer, liver, pancreatic, and cardiovascular diseases, as well as a
variety of gastrointestinal problems, neurological disorders, and
reproductive system disorders.
HS.1.A.8 Interpret school policies and community laws related to alcohol,
tobacco, and illegal drug use, possession, and sales.
HS.l.A.9 Explain the relationship between alcohol and other drug use on
vehicle crashes, injuries, violence, and sexual risk behavior.
HS.I.A.IO Clarify myths regarding the scope of alcohol, tobacco, and other
drug use among adolescents.

HS.2.A.11 Evaluate strategies for managing the impact of internal and external
influences on alcohol, tobacco, and other drug use.
HS.2.A.12 Analyze the role of individual, family, community, and cultural
norms on the use of alcohol, tobacco, and other drugs.
HS.2.A.13 Describe financial, political, social, and legal influences regarding
169

HS.3.A.14 Access information, products, and services related to the use of
HS.3.A.15 Evaluate alcohol, tobacco, and other drug prevention, intervention,
and treatment resources and programs.

HS.4.A.16 Demonstrate assertive communication skills to resist pressure to use
HS.4.A.17 Use effective refusal and negotiation skills to avoid riding in a car
or engaging in other risky behaviors with someone who has been
using alcohol or other drugs.

HS.5.A.18 Use a decision-making process to evaluate how the use of alcohol,
tobacco, and other drugs affects individuals, families, and society.
HS.5.A.19 Examine healthy alternatives to alcohol, tobacco, and other drug
use.

HS.6.A.20 Predict how a drug-free lifestyle will support the achievement of
short- and long-term goals.

HS.7.A.21 Use effective coping strategies when faced with a variety of social
situations involving the use of alcohol, tobacco, and other drugs.

HS.8.A.22 Participate in activities that support other individuals in the school
and community to make positive health choices regarding the use of
HS.8.A.23 Present a persuasive solution to the problem of alcohol, tobacco, and
other drug use among youth.
Growth, Development, and Sexual Health

HS.1.G.l Describe physical, social, and emotional changes associated with
being a young adult.
HS.l.G.2 Explain how conception occurs, the stages of pregnancy, and
responsibilities of parenting.
170
HS.l.G.3 Discuss the characteristics of healthy relationships, dating,

committed relationships, and marriage. 1
HS.l.G.4 Identify why abstinence is the most effective method for the
prevention of HIV /STDs and pregnancy. 2
HS.l.G.5 Summarize fertilization, fetal development, and childbirth.
HS.l.G.6 Examine responsible prenatal/perinatal care and parenting,
including California's Safe Haven law. 3
HS.l.G.7 Describe the short- and long-term effects of HIV/AIDS/STDs. 4
HS.l .G.8 Analyze the rates of sexually transmitted diseases (STDs) among
teens.
HS.l.G.9 Explain laws related to sexual behavior and involvement of minors.
HS.LG.IO Recognize that there are individual differences in growth and
development, body image, gender roles, and sexual orientation. 5
HS.l.G.11 Evaluate the benefits to mother, father, and child of teenagers
waiting until adulthood to become parents.
HS.l.G.12 Evaluate and compare the effectiveness, safety, success, and failure
rates of condoms and all FDA-approved contraceptives for
preventing pregnancy and HIV/STDs. 6

HS.2.G.13 Determine personal, family, school, and community factors that can
help reduce the risk of engaging in sexual activity.
HS.2.G.14 Evaluate how growth and development, relationships, and sexual
behaviors are affected by internal and external influences.
HS.2.G.15 Examine the discrepancy between actual and perceived social
norms related to teen sexual involvement.
HS.2.G.16 Assess situations that could lead to pressure for sexual activity and
the risk ofHIV/STDs and pregnancy. 7
HS.2.G.17 Evaluate how culture, media, and other people influence our
perceptions about body image, gender roles, sexuality,
attractiveness, relationships, and sexual orientation. 8

HS.3.G.18 Analyze the validity of health information, products, and services
for reproductive and sexual health. 9
1
EC sections 51933(b )(7), (b)(11 ), 51934(b)(6)
2
EC sections 51933(b)(8), 51934(b)(3)
3
EC Section 51933(b)(12)
4
EC Section 51934(b)(1 ), (b)(4)
5
6
EC sections 51933(b)(10), 51934(b)(3)
7
EC sections 51933(b)(11 ), 51934(b)(6)
8
171
HS.3.G.19 Identify local resources for reproductive and sexual health,

including all FDA-approved contraceptives, HIV/STD testing, and
medical care. 10
HS.3.G.20 Compare the success and failure rates of condoms and all
FDA-approved contraceptives in preventing pregnancy and
11
HIV/STDs.
HS.3.G.21 Evaluate laws related to sexual involvement with minors.

HS.4.G.22 Analyze how interpersonal communication affects relationships.
HS.4.G.23 Use effective verbal and nonverbal communication skills to prevent
sexual involvement, pregnancy, and HIV/STDs.
HS.4.G.24 Demonstrate effective communication skills within healthy dating
relationships.

HS.5.G.25 Use a decision-making process to evaluate the physical, emotional,
and social benefits of abstinence, monogamy, and the avoidance of
multiple sexual partners. 12
HS.5.G.26 Use a decision-making process to examine barriers to making healthy
decisions about relationships and sexual health. 13
HS.5.G.27 Use a decision-making process to analyze when it is necessary to seek
help and/or leave an unhealthy situation. 1~
HS.5.G.28 Evaluate the risks and consequences associated with sexual activities,
including HIV/STDs and pregnancy. 15
HS.5.G.29 Use a decision-making process to analyze the benefits ofrespecting
individual differences in growth and development, body image,
gender roles, and sexual orientation. 16
HS.5.G.30 Use a decision-making process to evaluate the social, emotional,
physical, and economic impact of teen pregnancy on the child, the
teen parent, the family, and society. 17
HS.5.G.31 Use a decision-making process to evaluate using FDA-approved
contraception and condoms for pregnancy and STD prevention.
9
EC sections 51931(f), 51933(b)(11), 51934(b)
10
EC sections 51933(b)(10), 51934(b)(3), (b)(5)
11
EC sections 51933(b)(10), 51934(b)(3)
12
EC Section 51934(b)(3), (b)(6)
13
14
EC sections 51933(b)(11 ), 51934(b)(6)
15
EC sections 51933(b)(9), (b)(10), 51934(b)(1), (b)(2), (b)(3)
16
17
EC sections 51933(b)(11 ), 51934 (b)(6)
172

HS.6.G.32 Evaluate how HIV/AIDS/STDs and/or pregnancy could impact life
goals. 18
HS.6.G.33 Identify short- and long-term goals related to abstinence and
maintaining reproductive and sexual health, including using FDA
approved contraception and condoms for pregnancy and STD
• 19
prevent10n.

HS.7.G.34 Examine personal actions that can be taken to protect reproductive
and sexual health, including one's ability to deliver a healthy baby
in adulthood.

HS.8.G.35 Encourage and support safe, respectful, and responsible
relationships.
HS.8.G.36 Advocate for respect and dignity of persons living with
HIV/AIDS. 20
HS.8.G.37 Support others in making positive and healthful choices about
sexual behavior. 21
Nutrition and Physical Activity

HS.1.N.l Distinguish between facts and myths regarding nutrition practices,
products, and physical performance.
HS.1.N.2 Research and discuss the practical use of current research-based
guidelines for a nutritionally balanced diet.
HS.1.N.3 Explain the importance of variety and moderation in food selection
and consumption.
HS.1.N.4 Describe dietary guidelines, food groups, nutrients, and serving size
for healthy eating habits.
HS.l.N.5 Describe the relationship between poor eating habits and chronic
diseases such as heart disease, obesity, cancer, diabetes, hypertension,
and osteoporosis.
HS.1.N.6 Explain how to keep food safe through proper food purchasing,
preparation, and storage practices.
18
19
EC sections 51933(b)(8), (b)(10), 51934(b)(3)
20
21
EC sections 51933(b)(11 ), 51934(b)(6)
173
HS.l.N.7 Describe nutrition practices that are important for the health of a
pregnant woman and her baby.
HS.l.N.8 Describe the prevalence, causes and long-term consequences of
unhealthy eating.
HS.l.N.9 Analyze the relationship between physical activity and overall
health.
HS.1.N.10 Evaluate various approaches to maintaining a healthy weight.
HS.1.N.11 Identify the causes, symptoms and harmful effects of eating
disorders.
HS.l.N.12 Explain why people with eating disorders need professional help.
HS.1.N.13 Describe the amounts and types of physical activity recommended
for teenagers' overall health and maintain to healthy body weight.
HS.l.N.14 Analyze the harmful effects of using diet pills and anabolic steroids.
HS.1.N.15 Explain physical, academic, mental, and social benefits of physical
activity and the relationship of a sedentary lifestyle to chronic
disease.

HS.2.N.16 Evaluate internal and external influences that affect food choices.
HS.2.N.17 Assess personal barriers to healthy eating and physical activity.
HS.2.N.18 Distinguish between facts and myths regarding nutrition practices,
products, and physical performance.
HS.2.N.19 Examine the impact of nutritional choices on future reproductive
and prenatal health.
HS.2.N.20 Analyze the impact of various influences, including the environment,
on eating habits and attitudes toward weight management.

HS.3.N.22 Access sources of accurate information about safe and healthy weight
management.
HS.3.N.23 Evaluate the accuracy of claims about food and dietary supplements.
HS.3.N.24 Describe how to use nutrition information on food labels to compare
products.
HS.3.N.25 Evaluate the accuracy of claims about the safety of fitness products.
HS.3.N.26 Describe community programs and services that help people get
access to affordable healthy foods.

HS.4.N.28 Analyze positive strategies to communicate healthy eating and
physical activity needs at home, school, and in the community.
HS.4.N.29 Practice how to refuse less nutritious foods in social settings.
174

HS.5.N.30 Examine how nutritional needs are affected by age, gender, activity
level, pregnancy, and health status.
HS.5.N.31 Use a decision-making process to plan nutritionally adequate meals
at home and away from home.
HS.5.N.32 Demonstrate how to prepare meals and snacks using safe food
handling procedures.

HS.6.N.33 Assess one's personal nutrition needs and level of physical activity.
HS.6.N.34 Develop practical solutions to remove barriers to healthy eating and
physical activity.
HS.6.N.35 Create a personal nutrition and physical activity plan based on
current guidelines.
175
Brochure Rubric
Name: Score:
------------------- ------------
-
CATEGORY (4) Exemplary
-· (3) Accomplished
··-·
(2) Developing
-....:-------···
(1) Beginning
..........
,. ....
Attractiveness The brochure has The brochure has The brochure The brochure's
& · exceptionally attractive formatting has well- formatting and
Organization attractive and well-organized organized organization of
formatting and information. information. material are
(Organization) well-organized confusing to the
information. reader.
Content- The brochure has The brochure has all The brochure The brochure has
Accuracy all of the required of the required has most of the little of the required
information (see information (see required information (see
(Ideas) checklist) and checklist). information (see checklist).
some additional checklist).
information
Writing- All of the writing Most of the writing Some of the Most of the writing
Mechanics is done in complete is done in complete writing is done is not done in
sentences. sentences. Most of in complete complete sentences.
(Conventions) Capitalization and the capitalization sentences. Some Most of the
punctuation are and punctuation are of the capitalization and
correct throughout correct throughout capitalization punctuation are not
the brochure. the brochure. and punctuation correct throughout
are correct the brochure.
throughout the
brochure.
Graphics/ The graphics go The graphics go The graphics go The graphics do not
Pictures well with the text well with the text, well with the go with the
and there is a good but there are so text, but there accompanying text
mix of text and many that they are too few. or appear to be
graphics. distract from the randomly chosen.
text.
Sources There are many There are some There are a few Incomplete citations
citations from a citations from a citations are listed on the
variety of sources variety of sources accurately listed brochure.
accurately listed on accurately listed on on the brochure.
the brochure. the brochure.
176
Bulletin Board Rubric
Name: Score: --------

-------------------
Category (4) Exemplary (3) Accomplished (2) Developing (1) Beginning
Purpose_ Creatively and Appropriately Attempts to Demonstrates
completely completes the task; complete the limited awareness
addresses the the purpose can be task; somewhat of expectations for
clearly evident concluded attends to the the task; limited
purpose intended purpose evidence of
(required intended purpose
information)
Understanding Several Many facts and Some facts and Few facts and ideas
interesting, ideas are included ideas are are included
specific facts and included
ideas are
included
' At't work/ ,,- Highly appealing Acceptable in style Somewhat Lacks appeal in
pres_entati_Qn- in style and and presentation acceptable in presentation
presentation quality style and quality
presentation
Conventions All grammar and Only one or two A few grammar Many grammar and
spelling are grammar and and spelling spelling errors
correct spelling errors errors
177
Collaboration/Teamwork Evaluation Rubric
Name: Score:
(4) (3) (2) (1)

Category
Exemplary Accomplished Developing Beginning
Collects a great Collects some Collects very

Does not collect
Research & deal of basic little
any information
Gather information--all information-- information--
that relates to the
Information relates to the most relates to some relates to
topic.
topic. the topic. the topic.
Does not
Performs all
perform any
Fulfill Team duties of Performs nearly Performs very
duties of
Role's Duties assigned team all duties. little duties.
assigned team
role.
role.
Either gives too

Offers a fair
little information
amount of Offers some Does not speak
Participate in or information
important information-- during the
Discussions which is
information--all most is relevant. discussions.
irrelevant to
is relevant.
topic.
Always does
Usually does the Rarely does the
the assigned Always relies on
assigned work-- assigned work--
Share Equally work without others to do the
rarely needs often needs
having to be work.
reminding. reminding.
reminded.
Usually doing
Is always
Listens to Listens and Listens, but most of the
talking--never
Other speaks a fair sometimes talks talking--rarely
allows anyone
Teammates amount. too much. allows others to
else to speak.
speak.
Cooperates
Never argues Sometimes Usually argues
with Rarely argues.
with teammates. argues. with teammates.
Teammates
178
Newsletter Rubric
Name: ____________ _ Score: _________ _
Category (4) (3) (2) Developing (1)

Exemplary Accomplished Beginning
Required Exceeds all Meets all required Neglects one More than one
Elements required elements. required element. required element
elements and was neglected.
includes
additional
information.
Knowledge Accurate and Good information Some facts were Insufficient

Gained informative facts and facts presented in the amount of
presented in presented in newsletter. knowledge and
newsletter. newsletter. facts presented in
newsletter.
Attractiveness Exceptionally Attractive in Acceptably Distractingly poor

attractive in design, layout, attractive though the design and/or
terms of design, and neatness. design or layout layout.
layout, and may not work well
neatness. together.
Mechanics Capitalization, One error in Two errors in More than two

punctuation, and capitalization, capitalization, errors in
spelling is punctuation, or punctuation, or capitalization,
correct spelling. spelling. punctuation, or
throughout. spelling.
179
Oral Presentation Rubric
Name· Score·
Category (4) Exemplary (3) Accomplished (2) Developing (1) Beginning
Content The speaker The speaker focuses The speaker includes The speaker says
provides a variety of primarily on relevant some irrelevant practically nothing.
types of content content. The speaker content. The speaker The speaker focuses
appropriate for the sticks to the topic. The wanders off the topic. primarily on irrelevant
task, such as speaker adapts the The speaker uses content. The speaker
generalizations, content in a general words and concepts appears to ignore the
details, examples way to the listener and which are listener and the
and various forms of the situation. inappropriate for the situation.
evidence. The knowledge and
speaker adapts the experiences of the
content in a specific listener (e.g., slang,
way to the listener jargon, technical
and situation. language).
Delivery The speaker delivers The volume is not too The volume is too low The volume is so low
the message in a low or too loud and the or too loud and the rate and the rate is so fast
confident, poised, rate is not too fast or is too fast or too slow. that you cannot
enthusiastic fashion. too slow. The The pronunciation and understand most of the
The volume and rate pronunciation and enunciation are message. The
varies to add enunciation are clear. unclear. The speaker pronunciation and
emphasis and The speaker exhibits exhibits many enunciation are very
interest. few disfluencies, such disfluencies, such as unclear. The speaker
Pronunciation and as "ahs," "uhms," or "ahs," "uhms," or "you appears uninterested.
enunciation are very "you knows. knows." The listener is
clear. The speaker distracted by problems
exhibits very few in the delivery of the
disfluencies, such as message and has
"ahs," "uhms," or difficulty
"you knows." understanding the
words in the message.
Organization The message is The message is The organization of The message is so
overtly organized. organized. The listener the message is mixed disorganized you
The speaker helps has no difficulty up and random. The cannot understand
the listener understanding the listener must make most of the message.
understand the sequence and some assumptions
sequence and relationships among about the sequence and
relationships of ideas the ideas in the relationship of ideas.
by using message. The ideas in
organizational aids the message can
such as announcing outlined easily.
the topic, previewing
the organization,
using transitions,
and summarizing.
Creativity Very original Some originality Little or no variation; Repetitive with little or
presentation of apparent; good variety material presented no variety; insufficient
material; captures and blending of with little originality use of materials /
the audience's materials / media. or interpretation. media.
attention.
180
Poster Rubric
Name: Score: -------

-------------------
CATEGORY (4) (3) (2) (1)
Graphics- All graphics are All graphics are All graphics Graphics do not
Relevance related to the related to the relate to the relate to the
topic and make topic and most topic. Most topic OR several
it easier to make it easier to borrowed borrowed
understand. All understand. All graphics have a graphics do not
borrowed borrowed source citation. have a source
graphics have a graphics have a citation.
source citation. source citation.
Required The poster All required All but 1 of the Several required
Elements includes all elements are required elements were
required included on the elements are missing.
elements as well poster. included on the
as additional poster.
information.
Content- At least 7 5-6 accurate 3-4 accurate Less than 3
Accuracy accurate facts facts are facts are accurate facts are
are displayed on displayed on the displayed on the displayed on the
the poster. poster. poster. poster.
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive in acceptably distractingly
attractive in terms of design, attractive though messy or very
terms of design, layout and it may be a bit ·poorly designed.
layout, and neatness. messy. It is not
neatness. attractive.
Mechanics Capitalization There is 1 error There are 2 There are more
and punctuation in capitalization errors m than 2 errors in
are correct or punctuation. capitalization or capitalization or
throughout the punctuation. punctuation.
poster.
181
PowerPoint Slide Show Rubric
Student Name: ----------- Score: -------
I
I
I CATEGORY (4) (3) (2) (1)
-- ..
I Exemplary Accomplished Developing Beginning

Content- All content Most of the The content is Content is
I
II
Accuracy throughout the content is generally typically confusing
presentation is accurate but accurate, but or contains more
I
I accurate. There there is one one piece of than one factual
t
are no factual piece of information is error.
errors. information clearly flawed or
that might be inaccurate.
I inaccurate.
Sequencing of Information is Most Some There is no clear
i Information organized in a information is information is plan for the
clear, logical organized in a logically organization of
way. It is easy clear, logical sequenced. An information.
to anticipate the way. One card .. occasional card
type of material or item of or item of
that might be on information information
the next card. seems out of seems out of
I place. place.
Content- All areas are All but one All but two All but three areas
Completeness represented. area is areas are are represented.
represented. represented.
Creativity Extremely Very creative Slideshow Slideshow shows
creative slideshow. shows some little to no
slideshow. It creativity. creativity.
catches the eye
I of the reader.
I
182
Research Paper Rubric
Name: Score:
----------------- -----------
Title of Research
Paper: _____________________________ _
J !'!:~ary_1
\~:-••~•l"Y ,Acco:~-
Establishes and
. . Focused on a
_o,-$.~lI!g-'
LI!__~
An attempt to
matnlams clear
"
..:~':ut()QSC (. . f l)Urpose:· .
·:ocus: ev1c1ence o · r .
establish and Limited awareness
.an<l , . · , . evidence voice maintain purpose of audience and/or
d 1stmct1ve voice
iocus . an di or su1ta
. bl e and communicate;Jpurpose
and/or appropriate
tone with the audience]
.. .. ' . tone
Depth and
complexity of
, ideas supported Depth of idea
Unelaborated
idea
l
!Minimal idea
Developwrnt by rich, engaging development ,development,
development;
.·• Of Ideas and/or pertinent supported by
unelaborated . limited and/or
details; evidence elaborated,
and/or repetitious.unrelated details
. . analysis, relevant details
details
j ,:::·· 0
:·, •• reflection and
"" , • •
l. Referen:: ~~~~~::~~~-1~~~~::::c~ research

Some
references
Few references
--.- ·- __ ...,,.•. -- ---~

research .. ~ - . ... .. . •
Careful and/or
Logical Lapses in focus Random or weak
Organization suitable
organization and/or coherence !organization
?rgm~iz~.tion..,.
.. Variety of a~d·• ....Si.rnplis~~~·:~~~;-1t:~:~~1~:ia~k.~f
.~"~·"""·'-C-o~nt:.~~l=l·
~~ntence sentence structure varied sentence
Structure and length
awkward
sentence
l·.me fr'ect1ve
' wor d'mg
l structure land/or sentence
!'··-····----'·--·-· ·-----·. - .. • ... _. -=··,~=·..-· ~··--~~=""~··,·~'-'-~=·-·-
structure
...
!structure
"~1;:;-:-···· -- •-.,~-~
. . .EtTors in grammar
Few errors m Some enors m · d f, (
an ormat e.g.,
Grammar C 011t 1O f £ grammar or grammar an di or ll'1
and c t ro SUr ace format relative to format that do ,~pe · ng,.
1ea ures d . c . wunc 1uatton, 1
Formatting 1eng:t11 an not mteriere w1111, . . .·

. . capt 1a 11zat1on
·~·=-·=-=~-~----'-c-o_m_,_)l_e_x_it_y~~-..,_,_c
cc~cc··,-=--,•-s=-=·=·~=""-· __
o_n_~~u111cat10nlheadin$Sl ..,,.· ~·-- -
183
Skit or Commercial Rubric
Student Name: Score: ----------

----------------
Category
(4) (3) (2) (l)
Factual Factual Factual Information is

infonnation is information is infonnation is inaccurate
accurate mostly accurate somewhat Presentation is
Understanding
Indicates a clear Good accurate off topic
of Topic
understanding understanding Fair
of topic of topic understanding
of topic
Accepts ideas of Accepts most Unwilling to Group does not
others; able to ideas without compro1mse work together
compromise negative Few members One person
Cooperation All members comments; able contribute does all the
contribute to compromise work
Some members
contribute
Shows Shows some Unsure of Portrayal stalls
confidence confidence responsibility Lacks
Informative Presents some Somewhat information
Entertaining; infonnation infonnative Audience bored
engages Engages Engages Mumbles
Presentation audience audience audience Body language
Speaks loudly Can be heard intennittently is lacking;
and clearly Some use of Hard to hear inappropriate
Appropriate use body language Some
ofbody movement
language
184
Student Designed Web Page Rubric
Name: Score:
------------------- ----------
Category H !
I
J ·--~-~coi!.3~lish~d,
Exe~~lary ____ ... !1.. Dev!~~pinJt.1.
Beg~!~ill!t !
I
! The pages are The pages are eye-: The pages The pages are
: well organized catching and '.appear "busy" or unattractive.
with tables. Text attractive. Text is ! "boring". Text Text is difficult
spacing and easy to read. The : may be difficult : to read. The ,
Layout/ alignment make backgrounds are ' to read. The · backgrounds are!
Design reading easy. subtle and : backgrounds are distracting. '
The appropriate. somewhat
backgrounds distracting.
enhance the
• i
=·===
i;:=·:.:::-:.:::· _____
pa~e. :======::.:.:::-->~-=====-·;::-:.:::·-:.:::·===··:;:;-·=··J
Photos, icons, Photos, icons, and i Photos are There are no l
and clip art are clip art are ; blurry or fuzzy; photos, icons or·
used creatively appropriate, of icons and clip clip art or they
and may follow high quality, and art do not "fit" are
Graphics a theme. download fairly with the topic. : inappropriate or
' quickly. Too many of low quality. :
pictures make j
. the download l
1 I
1:=.====:======::::::======:=====:=-=-====;I
time slow. I
1 Information is Information is Information Information is I
poorly written, i
1
creatively well written and could be better
written and interesting to read written and too inaccurate, or ;
Information cleverly
presented.
and is presented in
short sections.
much
information is
J
incomplete. __
given in each
: I section.
i - --·- ...
i Links are Links are The user may The user may l
I created with consistent and become become lost or
images and easy to find so that confused when links maybe
Navigation/
icons to enhance the user can easily navigating missing or not
Links
the text links. navigate back and between pages. working.
forth through Some links may
______ pages. not work.
- ..-·-..
.,.__,
i •~-H_., __,_ ~··~•- ....... ... ..
~~~ ~
185
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Submitted in partial satisfaction of

CALIFORNIA STATE UNIVERSITY, SACRAMENTO

Lundon Creshett Jackson

Lundon Creshett Jackson

and credit is to be awarded for the Project.

Department of Teacher Education

A PROJECT BASED LEARNING

Lundon Creshett Jackson

risk of not completing high school graduation requirements including, learning

disabilities, language barriers, and educational level of parents. However, this

services, and the criminal justice system.

Project based learning in this curriculum guide will make a connection

health education. Journal of School Health. Educational Leadership, Journal of Drug

Constructivism:Theory,Perspectives,and Practiceby Catherine Twomey Fosnot. The

researched governmental agencies.

_______ , Committee Chair

This project is dedicated to my mom, Linda A. Jackson. When I was a child

my accomplishments, and throughout it ~11she provided me with the love I needed. To

a very large extent, this project is an accomplishment of hers as well as mine. I

recognize that and want everyone else to recognize it as well.

Acknowledgements .................................................................................................... vii

Purpose of the Project ....................................................................................... 4

Significance of the Project. ............................................................................... 5

Definition of Terms .......................................................................................... 8

Organization of Project. .................................................................................. 10

2. LITERATURE REVIEW ..................................................................................... 13

Introduction .............. .... ................ ........... ....................................................... 13

At-Risk Youth ................................................................................................ 13

Alternative Education for At-Risk Students ................................................... 50

Health Education ............................................................................................ 76

Scope of Health Education and Health Behavior ........................................... 81

Research Summary ......................................................................................... 84

4. DISCUSSION, RECOMMENDATIONS, AND CONCLUSIONS .................... 90

Appendix. Curriculum Guide ................................................................................... 94

References ............................................................................. ................................... 185

An increasing number of students are becoming disconnected from education

• dropouts are more likely than high school graduates to be unemployed, in

children who drop out of high school;

to vote or participate in community projects, and represent only 3% of

actively engaged citizens in the United States today.

Students that struggle in educational settings with conventional curriculum and

instruction, and high-stakes testing exhibit several characteristics including: learning

disabilities (LD), emotional/behavioral disorders (E/BD), dysfunctional family and

peer groups, and high poverty school and community factors.

(G.E.D.) through independent study, community school, opportunity programs, and

continuation high schools.

Continuation high schools exhibit specific structural and programming

individualized instruction meets students' unique academic and social-emotional

to experiment with different instructional strategies can be a setting that at-risk

students thrive in (Knoeppel, 2007).

The emerging instructional practice of Project Based Leaming (PBL) have

A growing number of students come to school with a variety of health-related

topics in classrooms; including, alcohol/drug prevention, human sexuality, nutrition,

teachers with proper training and certification in the health field.

School health programs in California have had a slower response in changing

Health education frameworks in 2002, and adopted content standards in March of